Activity Overview
Spider webs are an excellent tool to help students organize facts in a systematic and visual manner. In this activity, students will research the Massachusetts Bay Colony and create a spider map to show what they have learned. Students should choose to focus on 4-6 of the following: history, cities, industries, geography, climate, religion, did you know? (a few fun/random facts), economy, and government.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a spider map that includes facts about the Massachusetts Bay Colony.
Student Instructions:
- Click “Start Assignment”.
- Write a title in each cell from the following: history, cities, industries, geography, climate, religion, did you know? (a few fun/random facts), economy, and government.
- Create an illustration that represents each heading using appropriate scenes, characters, and items.
- Write a short description of each heading/important term in the space below the illustration.
Requirements:Students must choose from the provided list unless the teacher approves a different term.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
How to Teach Massachusetts Bay Colony Facts through Primary Source Analysis
Introduction to Primary Sources and the Massachusetts Bay Colony
Begin by explaining the significance of primary source documents in historical research. Provide examples of primary sources, such as diaries, letters, maps, and sermons, and explain how they offer direct insights into the past. Provide a brief overview of the Massachusetts Bay Colony, its founding, and its historical context. Highlight key events and figures that students will encounter in the primary sources.
Selection of Primary Source Documents
Curate a selection of primary source documents related to the Massachusetts Bay Colony. Include a variety of document types, such as diaries of colonists, letters, religious sermons, and official documents. Distribute the primary source documents to students or groups. Encourage them to examine the documents closely and take notes on any important details or themes.
Document Analysis and Interpretation
Instruct students to analyze the primary source documents, considering the author's perspective, historical context, and the document's intended audience. Encourage them to ask questions about the author's motivations and biases. Guide students in discussing the historical significance of the documents and how they contribute to our understanding of life in the Massachusetts Bay Colony. Discuss any challenges or ambiguities they encounter.
Presentation and Discussion
Have students present their findings and analyses of the primary source documents to the class. Encourage them to share key insights, interesting observations, and any historical questions that arose during their analysis. Facilitate a class discussion where students can compare and contrast their interpretations of the documents. Encourage critical thinking by asking questions that challenge assumptions and explore differing viewpoints.
Frequently Asked Questions about Massachusetts Bay Colony: The Facts
How can storyboards be used in teaching the Massachusetts Bay Colony's history?
In teaching the history of the Massachusetts Bay Colony, storyboards can be used to visually represent key events, such as the arrival of the Puritans, the Salem witch trials, and the colony's economic activities. Storyboards help students visualize historical events and their chronology, making the narrative more engaging and memorable. They can include captions, dates, and brief descriptions to provide context and understanding.
What types of questions or activities can generally be included in history worksheets about the Massachusetts Bay Colony?
Vocabulary Matching: Match terms like "covenant theology" and "predestination" to their definitions for understanding Puritan beliefs. Timeline: Create a timeline from the colony's founding in 1630 to the Salem Witch Trials in 1692. Compare Economies: Compare the Massachusetts Bay Colony's fishing and shipbuilding with another colony, like Jamestown's tobacco farming. Analyze Primary Sources: Interpret excerpts from historical documents, like John Winthrop's "City upon a Hill" sermon. Role-Play: Debate religious freedom with students taking on Puritan leader and dissenter roles. Map Skills: Label colony's key locations, trade routes, and Native American territories on a map. Cause and Effect: Explain causes and effects of conflicts like the Pequot War. Essays: Write about how Puritan beliefs shaped daily life, laws, and social structure in the colony.
How can teachers use worksheets to encourage critical thinking and analysis of primary source documents from the colony's history?
Teachers can foster critical thinking and analysis of primary source documents from the Massachusetts Bay Colony by: Selecting relevant primary source materials such as letters, diaries, or laws from the period. Developing questions that prompt students to examine the source's authorship, context, and purpose. Encouraging students to identify bias, point of view, and underlying motivations in the sources. Promoting discussions or written responses that ask students to draw conclusions, make connections, and reflect on the broader historical significance of the documents. Providing guidance and scaffolding as needed, gradually helping students become more proficient at analyzing primary sources and drawing informed conclusions about the colony's history.
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Massachusetts Bay Colony Teacher Guide
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