#10     Colonial Culture

  Housing p 53

Styles of houses changed throughout the colonial period.

Most southern planters lived in simple log or clapboard homes.

Watch 5.3min video on Log Homes:

Diet p 53:  "you are what you eat"

Colonial wealthy ate "a dish of duck" or roasted venison.  Down on the farm or frontier, salt pork, corn meal,  Indian beans and greens. 

Potatoes, tomatoes, squash, melons were grown in quantity and traded for other crops.

 Education p 53:  3 Rs were taught so children could read the Bible.

Education was important to early colonial settlers

Why were New England village schools called "dame" schools ? p 54 because they were usually taught by a widow or spinster

Hornbook - a child's first book, paddle shaped board

Colonial students usually "graduated" to

1.   New England Primer

         2.  Harvard  first institution of higher ed in Am

        3.  apprentices trainees that worked for a master craftsman

         Ole' Deluder Satan Act - law which

established the first modern school system in America

    1.  any town that has over 50 families has to hire a teacher.

  Benjamin Banneker  black man who accurately predicted an eclipse in 1789 and made a clock entirely of wood.


    Cotton Mather - p 51 Puritan minister and scientist who helped to introduce the smallpox vaccine in America 
Watch John Adams 1760s immunizations 4 min video

Benjamin Franklin wrote

Poor Richard's Almanac   Turn to page 60 and read some of the daily proverbs.

Watch Zenger 1 min video

 John Peter Zenger  - How did this printer's 
 trial set an important precedent for American freedom of the press?

  Work: Read the accounts of the three fictional characters p 55-58.  Which of these, Louis Timothy, Debora Riedhauser, or Jeremy Shrimpton, had the easiest time surviving in colonial America? Why?

Which of the three characters has the brightest, most promising future? Why?


Leisure time was on the frontier consisted of survival but once things became settled, there were Barn raisings, corn huskings and quiltings gave opportunities for frontier families to gather and socialize while sharing the work load.


Photo Credits: Almanack: http://www.loc.gov/exhibits/treasures/images/bf0053s.jpg

Last Update: July 20, 2016

OBJECTIVES: Students will be able to:

1. list

2. explain the difference between

3. describe the

4. chart on a map the

5. define the terms

6. Explain the significance of

Remember Recognizing, Recalling
Understand : Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining
Apply : Executing, implementing
Analyze : Differentiating, organizing, attributing
Evaluate : checking, critiquing
Create: generating, planning, producing

Knowledge: Recall of data.

Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.

Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the workplace.

Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. 

Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.

Make judgments about the value of ideas or materials.