The United States To 1877

Unit1: Colonization

First Grading Period – Weeks 1-4CURRICULUM OVERVIEW

Big Idea / Unit Rationale
Enduring Understandings
American principles and ideals have evolved over time and have been influenced by European institutions and beliefs.
People settle in different areas for different reasons and adapt to their new surroundings in order to survive.
Overarching Question
How were American ideals influenced by English traditions, cultures, and geographic factors? / The establishment and development of the United States from colonies to country is a complex story. American ideals and principles have evolved over time and have roots in European culture, documents, and institutions. People adapt and settle into new surroundings for different reasons bringing their ideas, traditions, and principles with them.
Lessons for this Unit
□Lesson 1: Reasons for colonization
□Lesson 2: Founding of Jamestown-1607
□Lesson 3: Forming of 13 colonies
□Lesson 4: Growth of Representative Government
TEKS / TEKS Specificity - Intended Outcome
Concepts / TEKS 8.1 History
A. Identify the major eras in U.S. history through 1877 and describe their defining characteristics.
B. Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
C. Explain the significance of the following date: 1607.
TEKS 8.2 History
A. Identify reasons for European explorationandcolonizationof North America.
B. Compare political, economic, and social reasons for establishment of the 13 colonies.
TEKS 8.3 History
A. Explain the reasons for the growth of representative governmentand institutions during the colonial period.
B.Evaluate the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government.
TEKS 8.10 Geography
A.Create thematic maps, graphs, charts, models, and databases representing various aspects of the United States.
B. Pose and answer questions aboutgeographic distributions and patterns shown on maps, graphs, charts, models, and databases.
TEKS 8.13 Economics
B. Explain reasons for the development of the plantation system, the growth of the slave trade, and the spread of slavery.
TEKS 8.21 Citizenship
A. Explain the role of significant individuals such as William Penn in the development of self-government in colonial America. / ” I CAN” statements highlighted in yellow and italicized should be displayed for students.
I can . . .
  • explain and define why England wanted to establish colonies in the New World and describe the characteristics of the colonial era (8.1A, 8.2A)
  • list the reasons why England wanted to settle the New World and distinguish which reasons were political, which were economic, and which were social. (8.2B)
  • explain why the year 1607 is important to the history of the U.S. (8.1C)
  • explain the reasons for the growth of representative government and evaluate the importance of founding documents that influenced the growth of representative government. (8.3 A/B)
  • locate on a map the three colonial regions and tell how they were different in their natural features, lifestyles, economics, and government. (8.10A/B)
  • explain how the three colonial regions developed different ways of making a living and how that made conflict in the future. (8.2B)
  • explain how the plantation system, the slave trade, and the spread of slavery had an effect on the economics of the 13 colonies (8.13A)
  • explain how William Penn aided in the development of self government in the colonies (8.21A)
  • explain how religion influenced settlements and social movements like the First Great Awakening. (8.26B)

TEKS 8.26 Culture
B. Describe religious influences on immigration and on social movements, including the impact of the First Great Awakening.
TEKS 8.30Social studies skills
B. Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps /
  • use social studies skills and terminology to analyze information by various methods, and interpret/organize information gathered from different types of resources. (8.30 B/C, 8.31 A/B/C)
  • communicate historical information and research to others in various forms. (8.30B/D)

Skills
Evidence of Learning
□Given a map of the 13 colonies, students will locate Jamestown and the colony of Virginia with 80% accuracy.
□Given a timeline, students will demonstrate their understanding by correctly sequencing colonization events with 80% accuracy.
□Given PERSIA graphic organizer, students will be able to explain the political, social, economic, and religious reasons for settling the colonies with 80% accuracy.
□Given a document based question, students will analyze primary and secondary sources to determine the causes and effects of European institutions and documents on the development of representative government in the 13 colonies with 80% accuracy.
□Given an era map graphic organizer, students will correctly identify and explain the characteristics of the colonization period with 80% accuracy.
□Given the essential questions for this unit, students will be able to respond to the questions in verbal or written form with 80% accuracy.

The United States To 1877

Lesson 1 - Reasons for Colonization

First Grading Period – 1-2 DaysCURRICULUM GUIDE

Essential Questions / Essential Pre-requisite Skills
  • Why did people move from the “Old World” to the “New World?”
  • Why did European countries, especially England, colonize the Americas?
/
  • Concept of colonization (5th grade)
  • Reasons for immigration (5th grade)
  • Mapping skills (K-6)
  • Sequencing of events (K-6)
  • Reading and interpreting a timeline (K-6)
  • Continents (2-6)

Instructional Model & Teacher Directions
The teacher will . . . / So the student can…
Use the History Alive! Grade 5 lesson 4, resources from the social studies website, and the Social Studies framework to conduct this lesson and daily classroom instruction……….
Preview
  • Write air-tight space suit, dehydrated food, and flag on the chalkboard. Ask the students to write down, in their interactive notebooks, why astronauts bring these items with them when traveling in space. (8.1A, 8.2A)
/ Respond to the prompt by writing in their interactive journal
  • Have students share their answers and explain that in this activity they will examine objects carried by people who explored “new worlds” 500 years ago. They will analyze what these objects reveal about the explorers motives.
/ Orally share their items and discuss why they choose those items. Class can categorize their responses.
Guided Practice
  • Introduce and display the graphic organizer of Archeologist investigating a sunken ship. Ask the following questions: What do you see here? Why would people investigate a sunken ship? What items or artifacts might you find on a ship that has been underwater for 400 years? Why would people who investigate sunken ships want to track where they found each item? (8.1/2 A)
/ Verbally answer the questions in pair/share and follow with a group discussion.
  • Distribute Artifact Placards with reading excerpts to the students, working in pairs or individuals.
/ Read aloud in a pair-share or individually.
  • Model how to preview the text (look at titles, pictures, and key words) and then predict why people moved to North American from Europe.
  • Highlight vocabulary words dealing with the lesson.
/ Correctly identify the artifact and record information from their placard on the graphic organizer.
  • While students areworking, create three large labels with the following headlinesand post them in three areas of the classroom: “Motives for Exploration,” “New Technology that Encouraged Exploration,” and “New products from the Americas.” (8.30)
/ After identifying and reading about their artifact, the student must complete this sentence: “This was important to explorers because…
  • Tell students to refer to their graphic organizer to support their answer. Ask students to explain and justify their answers.
/ Have pairs carefully examine their placard and decide in which of the three posted categories they would place the artifact.
Processing Assignment
  • Tell students to imagine they are explorers returning from a visit to the New World. Have them write a one-page Explorer’s Log in which they 1} explain why they wanted to explore the New World 2) describe one new technology that helped them as an explorer 3) sketch one new item they brought back to
/ Maintain a discussion by having the rest of the class debate the p placement of the artifact.
Produce written assignment
  • Europe from the New World.

Vocabulary:
  • Economic factors
  • colony/colonization
  • immigration
  • “Old World”
  • “New World”
  • 1607
  • cash crop
  • colonial period
  • colonization
  • colony
  • charter
  • House of Burgesses
  • Jamestown, Virginia
  • tobacco
  • slavery
/ Textbook – The AmericanRepublic – Section 3.1
Print Resources
History Alive – Sections 2.5, 3.9
Adventure Tales of America – Sections 3.7, 4.1, 4.5
Media Resources
PowerMediaPlus
Ignite! Unit: Exploration and Settlement – Topic 7: Jamestown: The First Permanent British Colony
Internet Resources
EuropeanColonization of North America
1607
Primary Resource – John Smith’s Diary
Glencoe’s Interactive Tutor
Jamestown Pictures – 1
JamestownPictures – 2
QAR/QAD
Evidence of Learning
Differentiation / Interims/TAKS/Benchmark / College-Readiness
Anticipated Skills for SAT/ACT/College Board
What do you do for students who need more support?
Students can begin to create a course timeline of important events in this unit and include a visual and short summary of the importance of the event.
What do you do for students who master the learning quickly?
Teachers can use Ignite! Unit: Exploration and Settlement – Topic 7: Jamestown: The First Permanent British Colony or Adventure Tales of America – Sections 3.7, 4.1, 4.5 resources for opportunities for re-teaching information. / Grade 10 TAKS 2006
One of the main reasons that many people relocated from Europe to North America during the 17th and 18th centuries was the availability of
  1. inexpensive ship fares
  2. fertile farmland in new colonies
  3. cheap labor from native sources
  4. government-sponsored farm loans
/ College-Readiness
Anticipated Skills for SAT/ACT/College Board
Mini-Document Based Question: Founding of Jamestown. Students can initiate the procedures for the Document Based Question using Jamestown as the focus of the writing.
Evidence of Learning
Formative Mini Assessment / TAKS Benchmarks / College-Readiness
Anticipated Skills for SAT/ACT/College Board


The United States To 1877

Lesson 2: Founding of Jamestown-1607

First Grading Period (2-3 Days)CURRICULUM GUIDE

Essential Questions / Essential Pre-requisite Skills
  • What motivations caused European countries to colonize the Americas?
  • How does geography and environment affect where we live and how do we adapt to those affects?
  • Why is the year 1607 remembered and celebrated 400 years later?
/
  • Mapping skills (K-7)
  • Reasons for immigration (K-7th grade)
  • Interpreting and analyzing maps (K-7th grade)
  • How to read and interpret visuals (2-7th grade)
  • Sequencing of events (K-7th grade

The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
Use the History Alive! Lesson, resources from the Social Studies website, and the Social Studies framework to conduct this lesson and daily classroom instruction
Hook: On the board, have the students complete the following sentence, “A successful colony has ______.”
  • While the students are working on this assignment, the teacher can hand out 4 envelopes with written instructions inside and instruct the recipients not to open the envelopes until they receive the signal.
  • Construct a web diagram, with the prompt in the center, and gather the students’ responses.
  • After the students have voted on the elements needed in a colony, the teacher instructs students to open their envelopes and follow the instructions and instructs those seated to make note of every action that is taking place.(Claim the Room Activity, History Alive! Teacher Guide, Lesson 1)
  • After the activity, teacher will construct a T-chart graphic organizer with one side labeled Classroom Experience and the other History. Teacher compares the observations from the students to actual historical facts. (8.1A, 8.2A)
/ Respond to the prompt by writing in complete sentences in their interactive journal
Categorize their responses and, as a classroom, vote on the top three choices.
Selected students read the instructions and move about the room to fulfill the requirements of the assignment. Other students are observing every action that each participant is performing.
Verbally recount the activity and complete the T-chart comparing the activity in the classroom to actual events in history.
Guided Practice
  • UsingVisual Discovery strategy, project the transparencies of different counties who founded colonies in North America. Project the first transparency ofColumbus on the screen. Follow the same instructions for each of the images. (8.2A)
/ As a class, respond to questions such as “What do you see in the picture?”“ What do you think the people are doing in the picture?”“ What feelings might these people be experiencing?”“How do you think these people were feeling at this time and place?” “Why do you think this group of people are colonizing America?” Give two pieces of evidence from the picture to support their answer.
  • Teacher will place the students in cooperative groups of 4-5 and pass out the activity “Pick the Place,”to the students. (8.30B)
/ Complete the activity and present their finding to the class.
  • After group discussion, teacher projects last transparencies of the landing of Jamestown and emphasizes the year 1607. Use the Visual Discovery strategy and hand out the Reading Notes from History Alive! and model how to complete the reading notes assignment! (8.1C)
/ In pairs, complete the reading notes using the History Alive! textbook.
  • For discussion, ask the students if they were correct in “choosing the place where the first permanent English colony was settled?”
/ Respond to the question and create processing assignment for the founding of Jamestown.
Processing Assignment
  • Assign students to create a historical marker that commemorates the
/ Create a historical marker to include 1) appropriate title 2) a brief summary that clearly explains a) how and when the settlement was established b) Native Americans living
  • founding of Jamestown or another settlement established by the Dutch or French.
/ near the settlement were treated c) the settlement flourished or failed. 3) visuals that illustrate the three main topics of the summary 4) no spelling and grammatical errors
Word Wall
  • 1607
  • cash crop
  • colonial period
  • colonization
  • colony
  • charter
  • House of Burgesses
  • Jamestown, Virginia
  • Virginia Company
  • John Rolfe
  • Pocahontas
  • John Smith
  • tobacco
  • slavery
/ Resources
Textbook – The AmericanRepublic - Section 3.1
Print Resources
History Alive – Sections 2.5, 3.9
Adventure Tales of America – Sections 3.7, 4.1, 4.5
Media Resources
PowerMediaPlus
Ignite! Unit: Exploration and Settlement - Topic 7: Jamestown: The First Permanent British Colony
Internet Resources
European Colonization of North America
1607
Primary Resource – John Smith’s Diary
Glencoe’s Interactive Tutor
Jamestown Pictures – 1
Jamestown Pictures – 2
QAR/QAD
Evidence of Learning
Differentiation / Interims/TAKS/Benchmark / College-Readiness
Anticipated Skills for SAT/ACT/College Board
What do you do for students who need more support?
What do you do for students who master the learning quickly?
Vocabulary Development
Pick 3 vocabulary words and have students develop
a Frayers square model for the selected words.
Selected Word
Definition in own words / Characteristics/visual
Examples / Non-examples
/ 2006 8th Grade TAKS
From 1607 to 1609, only 60 of more than 909
Jamestown colonists survived. One reason for the low survival rate was that –
  1. the colonist were frequently attacked by Spanish explorers.
  2. the swampy location caused disease to spread.
  3. the colonist endured unexpected flooding.
  4. the punishment for all criminal offenses was execution.
/ Mini-Document Based Question: Founding of Jamestown. Students can initiate the procedures for the Document Based Question using Jamestown as the focus of the writing.
Evidence of Learning
Formative Mini Assessment / TAKS Benchmarks / College-Readiness
Anticipated Skills for SAT/ACT/College Board


The United States To 1877

Lesson 3: The Thirteen Colonies

First Grading Period (8-10 days)CURRICULUM GUIDE

Essential Questions / Essential Pre-requisite Skills
  • How did geography, religion, social factors, and economics influence the development of the thirteen colonies?
/
  • Mapping skills (K-7th grade)
  • Interpreting and analyzing maps (K-7th grade)
  • How to read and interpret visuals (2-7th grade)
Sequencing of events (K-7th grade)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
Use the History Alive! Lesson 3 & 4 , resources from the Social Studies website, and the Social Studies framework to conduct this lesson and daily classroom instruction
Hook
  • Teacher hands out Preview Assignment 3 in History Alive Lesson 3 to the students and projects the map of the 13 colonies. (8.30, 8.10 A/B)
  • Teacher asks for responses to the questions and begins to demonstrate the “Who’s the mama!” kinesthetic activity for remembering the reasons and colonial regions of the colonies.
/ Students examine the map and working with a partner, record answers to the questions below.
Students respond and practice the kinesthetic activity. Further demonstrate mastery by listing the colonies, the reasons for settlement, and the colonial region in their interactive notebook.
Guided Practice
  • Distribute placards detailing one of the colonies. Place the students in cooperative groups and, using Virginia colony as an example, teacher will model the final product and presentation. (8.2B, 8.13B, 8.21A, 8.26B)
/ Each group must present a poster which details the following 1) geography 2) reasons/date/founders of settlement 3) economy 4) government/leadership 5) slogan to get people to move there and colony flag which details a particular characteristic of the colony.
Answer: Would you live there? Why? As a group, students read their corresponding section on the colony and begin preparing their poster. After each presentation, students must rank the colony on a scale of 1 (best) to 8 (worst) and give three supporting details on their ranking.
Independent Practice:
Distribute a blank Persia chart and a blank 13 colonies map. / Use notes from the presentation and from the hook activity to fill in the required information.
Guided Practice
  • Project a transparency of Boston in the 18th century. Tell students to pretend that they are British newspaper reporters who have traveled to London to investigate life in the colonies. Tell them to pretend they are standing in the square observing this scene.
  • Divide students into groups of 2 and hand out reading notes from Lesson 4.
  • Teacher models the following steps: Examine one of the placards, which contain primary or secondary source information about one of the aspects of colonial life. Take notes on what they see in their placard. Pairs return to their desks and read the section that corresponds to the placard
/ Respond in their interactive notebook and report their response to the following questions: What do you see? What aspects of colonial life are represented here? Describe the buildings? What are the people doing? What does this scene tell you about daily life in colonial American?
Take notes and make quick sketches, diagrams or symbols to represent main ideas from the section. When students’ have finished with a section, the teacher will check work and students continue with the assignment
Processing Assignment
  • Students will use notes and assignments to construct a journal about colonial life in America. Students will pretend to be a British journalist who has spent a year living in the colonies.
/ The students want their journal to be published so that the British will have an accurate view of life in colonial America. The journal should include 1) a catchy title 2) have entries that are dated and can describe at least one aspect of colonial life 3) include information on a t least eight aspects of colonial life 4) include at least four simple sketches to illustrate key ideas about colonial life 5) have creative touches to make your journal personal.
Vocabulary:
  • Puritans
  • Pilgrims
  • Mayflower Compact
  • Plymouth
  • Fundamental Orders of Connecticut
  • Great Awakening
  • New England
  • Middle Colonies
  • Southern colonies
  • slave trade
  • slaves
  • Middle Passage
  • William Penn
  • Proprietary Colony
  • Royal Colony
  • Charter Colony
  • Indentured servant
/ RESOURCES:
Textbook – The American Republic Ch. 3 – Sec. 2
Print Resources
History Alive – Sections 3.3-3.5
Adventure Tales of America – Section 4
Media Resources
PowerMediaPlus
Ignite Learning!
Unit: Exploration & Settlement- The Promise of a New Land
Topic 5: Freedom of Religion
Topic 8: Indentured Servants
Unit: Colonialism-Claiming the New World 1600-1763
Internet Resources
PlymouthPlantation
SAISDWeb Resources
13Colonies PowerPointColonial Economics
Small MapsFor Pop-Up
Art in History
Landing of the Pilgrims
Media Resources
Tom Snyder Map Maker and Time Liner
Evidence of Learning
Extension: Focus on William Penn / Interims/TAKS/Benchmarks / College-Readiness
Anticipated Skills for SAT/ACT/College Board
What do you do for students who need more support?
Teacher can use Ignite Learning!
Unit: Exploration & Settlement- The Promise of a NewLand: Topic 5: Freedom of Religion, Topic 8: Indentured Servants; to review or re-teach the content
What do you do for students who master the learning quickly?
Teacher can use the Tea Party strategy to deepen understanding of the Middle Colonies and the leadership qualities of William Penn to broaden the lesson’s focus. Materials for this activity can be found on the Social Studies web site and excerpt taken from The History of US Vol. II, Chapter 9—Making the 13 colonies (8.21A)
. / Grade 10 Study Guide
What geographic feature formed the western boundary of the 13 colonies?
  1. The Atlantic Ocean
  2. Lake Erie and LakeOntario
  3. FrenchTerritory
  4. The Appalachian Mountains
/ Document Based Question: What caused the Salem Witch Trial Hysteria of 1692
Use to introduce students to analyzing primary source documents and emphasize the role of religion on the development of the New England colonies.
Slave Ship Experiential Exercise: History Alive! Supplemental Binder
Evidence of Learning
Formative Mini Assessment / TAKS Benchmarks / College-Readiness
Anticipated Skills for SAT/ACT/College Board


The United States To 1877