Unit Planning Template
Teacher / Angela Lay / Subject / US History / Timeline (Dates) / Est. Aug 13-24Unit Name / UNIT 1: Exploration and Colonization
Overview / Students initially obtained this information in their middle school US History class. Therefore, they are somewhat familiar with the general content. However, at the high school level, they will focus specifically on the reasons for colonization in North America, how these colonies developed, the social structure of the colonists, and comparative economies & colonial governments.
Common Core
Standard(s) / Quality Core B.1.a-e
B.1.a Identify the reasons for colonization, evaluate its impacts, and analyze the success or failure of settlements in North America
B.1.b Analyze religious development and its significance in colonial America (e.g., religious settlements, the Great Awakening).
B.1.c Describe significant aspects of the variety of social structures of colonial America
B.1.d Compare the economies of the various colonies and analyze the development and impact of indentured servitude and African slavery in North America (social political and economic)
B.1.e Explain the origins and development of colonial governments
Literacy Standards: 1, 4, & 7
1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insight gained from specific details to an understanding of the text as a whole
4. Determine the meaning of words and phrases as they are used in text.
7. Integrate and evaluate multiple sources of information in order to address a question or solve a problem
Essential
Question(s) / How and why were colonies established in North America? (1500- 1733)
Learning Targets / 1. I can identify reasons why colonies were established in North American
2. I can analyze religious developments in colonial America
3. I can Explain the various social structures of colonial America
4. I can compare & contrast various colonial economies
5. I can explain the social, political, & economic aspects of indentured servitude & African slavery
6. I can explain the development of Colonial Governments
7. I can analyze each colony as a success or failure /
Unit
Vocabulary
/ Charter, Jamestown, plantation colonies, Act of Toleration, Calvinism, predestination, Puritans, Separatists, Mayflower Compact, Massachusetts Bay Colony, Great Migration Navigation Laws,William Penn, Quaker Pennsylvania, Pilgrims, John Winthorp, Anne Hutchinson, Roger Williams,Blue laws, Indentured Servants, Chesapeake Bay Colonies, Bacon’s Rebellion, Anne Bradstreet5
Unit Planning Template
Formative Assessments / Week 2Quick Quiz and Colonies Chart / Colonies Chart / Multiple Choice Quiz & Colonies Chart / Colonies Chart / Formative Assessment Analysis for those who did poorly on quiz.
Colonies Chart
Day 6 / Target # 3 / Day 7 / Target # 4 / Day 8 / Target # 5 / Day 9 / Target 1-5 / Day 10 / Target # 6
BR: Quick Quiz matching 5 vocab words of teachers choice.
LT #3: COLONIES CHART
(small groups) With Charts and various source materials, students will explain the various social structures of the colonies, comparing and contrasting societies. Consider in each specifically the role of women, indentured servitude, & slavery.
Whole class discussion on what each group found. Discuss WHY societies of each region varied. / BR: As a woman OR and indentured servant OR African slave in colonial America, Write a 5-7 sentence paragraph of what your morning was like.
LT #4: COLONIES CHART
(small groups) With Charts and various source materials, students will compare & contrast the various colonial economies and analyze various reasons why such contrasts existed.
Whole Class discussion on findings. / BR: Review Vocab cards and COLONIES CHART
FORMATIVE ASSESSMENT over all material discussed in unit.
SELF-CHECK ASSESSMENT
LT #5: COLONIES CHART
(small groups) With Charts and various source materials, students will focus once again on the aspects of indentured servitude & slavery and how the previous areas discussed (Society and economies) play a role in politics.
[Teacher will analyze the results of formative assessment and identify those who need a better understanding of content] / PAUSE DAY
BR: What did/do you find to be the most difficult information to understand? What is the most interesting?
RETEACH/REVIEW Each aspect of colonial life to those who need a better understanding
Those who did well, read 2-3 interesting primary sources, political cartoons, etc., from colonial days for enrichment. Respond utilizing “Lit Log Codes”
HW: Those who didn’t do well on formative assessment will do an analysis chart with ALL the questions they missed. Due tomorrow. / BR: What are the 3 levels of government in the US? What are the three branches of government?
LT #6: COLONIES CHART
(small groups) With Charts and various source materials, students will identify and explain the various forms of Colonial Governments. Were they anything like our government today? If so, how? If not, what kept them from being that way?
Formative Assessments / Week 3
Day 11 and 12 / Target # 7 / Day 12 or 13 / Target # / Day 13 / Target # / Day 14 / Target # / Day 15 / Target #
BR: In your own opinion, list 3 ways our society is a “success”. Then List 3 ways our society is a “failure”
REVIEW FOR EXAM
LT #6: COLONIES CHART
(small groups) With Charts and various source materials, students will use their completed chart and information gathered during the unit and analyze the individual colonies as a success or failure. They will take into consideration all themes of “S.P.R.I.T.E” to come to their own conclusion.
Once students have completed individual analysis, we will conduct a discussion and/or debate about the successes and failures of each of the colonies.
(This may take two days, but is an excellent review of ALL content previously discussed) / SUMMATIVE ASSESSMENT
Students who make below a “C” on summative assessment will complete an analysis chart addressing the questions missed. They will retake the test during our next “CLUB DAY” / Results of summative assessment back to students.
Complete post-test assessment on Unit Organizer
Complete reflective prompts for Double Entry Journal.
History Journals Due for a grade.
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