13 Colonies Reading and Doodle Notes™

Do your students love Doodle Notes™? Are you tired of the same old chart on the 13 Colonies? Try this new resource with Doodle Notes™ and informational text on the Colonization era. With this resource, you will receive 7 pages of informational text and 3 pages of Doodle Notes™ for your students’ notetaking.

 

Preview 13 Colonies Readings and Doodle Notes

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Description

Do your students love Doodle Notes™? Are you tired of the same old chart on the 13 Colonies? Try this new resource with Doodle Notes™ and informational text on the Colonization era. With this resource, you will receive 7 pages of informational text and 3 pages of Doodle Notes™ for your students’ notetaking.
 
Please download the preview to see more information on this resource.
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(2) History. The student understands the causes of exploration and colonization eras. The student is expected to:
(A) identify reasons for English, Spanish, and French exploration and colonization of North America; and
(B) compare political, economic, religious, and social reasons for the establishment of the 13 English colonies.
 
(3) History. The student understands the foundations of representative government in the United States. The student is expected to:
(A) explain the reasons for the growth of representative government and institutions during the colonial period;
(B) analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government; and
(C) describe how religion and virtue contributed to the growth of representative government in the American colonies.
 
(10) Geography. The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to:
(A) locate places and regions directly related to major eras and turning points in the United States during the 17th, 18th, and 19th centuries;
(B) compare places and regions of the United States in terms of physical and human characteristics; and
(C) analyze the effects of physical and human geographic factors such as weather, landforms, waterways, transportation, and communication on major historical events in the United States.
 
(11) Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century. The student is expected to:
(A) analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States; and
 
(12) Economics. The student understands why various sections of the United States developed different patterns of economic activity through 1877. The student is expected to: (A) identify economic differences among different regions of the United States; (B) explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery; and (C) analyze the causes and effects of economic differences among different regions of the United States at selected times.
 
Doodle notes is a trademarked term used with permission. Please visit doodlenotes.org for more information.
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© Social Studies Success, LLC. This purchase is for you and your classroom. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote. Do not share this document with Amazon Inspire.
 
Please review all product descriptions and previews. If you have a question, contact me before you purchase at SocialStudiesSuccess1@gmail.com. As this is a digital product, all sales are final.
 
 
❤️ Dawn

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