Unit 1: Exploration & Colonization



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Unit 1: Exploration & Colonization


Grade: 8th - United States History

Scope & Sequence


Time: __1st 6 Weeks__


Actions & Topics



Guiding Questions


TEKS


Generalizations


Vocabulary


Resources

Identify the major eras & events in US history

Apple absolute and relative chronology through sequencing

Explain the significance of 1607 & 1620





1a,b,c








http://www.state.gov/r/pa/ho/time/nr/16318.htm


Exploration & Colonization

Compare European nations reasons for exploration & colonization



Why did European countries want to explore & colonize the new world?

2a,b

Countries may gain power and wealth through exploration & colonization

Mercantilism


History Alive: Lesson 2—European Exploration and Settlement –


Early Colonies

Describe major events and compare the reasons for establishment of the Jamestown and Plymouth colonies.

Include: who, what, when, where?


What experiences did Jamestown and Plymouth colonists have in common and how did they differ?

How did they relate with the local Native Americans?



1c, 2b,

3b,








Jamestown:

http://www.nps.gov/jame/
http://www.nps.gov/history/history/online_books/hh/2/hh2toc.htm
http://www.teachinghistory.org/teaching-materials/lesson-plan-reviews/24214
Plymouth:

http://www.plimoth.org/



Other Colonies

Explain reasons for the establishment of other colonies in New England, Middle, and Southern regions.

Who, what, when, where?


Why did people settle in specific areas?

How did forced migration of slaves from Africa and indentured servants affect the society and culture?



3a,b,c

People migrate for various reasons


Transatlantic slave trade (Middle Passage; Triangle trade)


History Alive: Lesson 3

The English Colonies in America



Multiple Resources

http://www.websterschools.org/classrooms/state_library/colonies.html

Interactive Map:

http://www.socialstudiesforkids.com/graphics/13mapnew.htm

Lesson:

http://edsitement.neh.gov/view_lesson_plan.asp?id=411


Identify the geographic and societal reasons for the patterns of settlement, human adaptations of the environment, and the resulting economic systems.

How did the environment influence settlement patterns in the colonies?

How did colonists adapt/modify their environment to meet

their needs





Where you live helps determine how you live.

Availability of natural resources effect settlement

patterns.


Plantation system


Compare the patterns of economic activity in the different colonies.


What causes patterns of economic activity to vary from region to region?

15d

Availability of natural and human resources affect economic patterns.


Free enterprise


Identify the basic beliefs and principles that would later support the Constitution in historic documents from England and the colonies; include primary sources including English Bill of Rights, Fundamental Orders of Connecticut, Magna Carta, Virginia House of Burgesses, and Mayflower Compact

What contributed to the foundation of representative government in colonial America?

How do historic documents reflect a country’s ideals?






Laws/documents of a society reflect their ideals








Analyze the colonists’ creation of government; include absolute and relative chronology, civic virtue, and individual rights

How important is civic virtue in a representative government?

How did the policy of “salutary neglect” effect the development of the colonies?



20a, b




Civic Virtue
Salutary Neglect

Williamsburg:

http://www.history.org/


Compare the patterns of lives of colonists in the New England, Middle, and Southern Colonies and the influence of Native Americans on them







Where you live helps determine how you live.







Evaluate the impact of religion, the role of women, and internal conflicts in the

colonists that led to new patterns of living; include First Great Awakening









Belief systems influence how we live







Identify specific works of art and literature that characterize this era.







The arts reflect the times in which they were created







Celebrate Freedom Week: Citizenship test

Should people be allowed to vote if they are not educated on the issues?




Citizens have rights and responsibilities




See Curriculum “S” drive for resources

Constitution Day: recite Preamble

Introduce Principles of the Constitution



How does the Preamble reflect our beliefs as a nation?




Important documents reflect the beliefs of people




http://www.teachinghistory.org/teaching-materials/lesson-plan-reviews/24213


On-Going

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(A)  differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(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;

(C)  organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

(D)  identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants;

(E)  support a point of view on a social studies issue or event;

(F)  identify bias in written, oral, and visual material;

(G)  evaluate the validity of a source based on language, corroboration with other sources, and information about the author;

(H)  use appropriate mathematical skills to interpret social studies information such as maps and graphs;

(I)  create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.




(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A)  use social studies terminology correctly;

(B)  use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources;

(C)  transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and

(D)  create written, oral, and visual presentations of social studies information.


(31)  Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

(A)  use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and



(B)  use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.



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