Stage 1- Desired Results
Essential Questions
Enduring Understandings
Students understand that...
European colonization in North America prompted cultural contact and exchange between diverse peoples; cultural differences and misunderstandings at times led to conflict. A variety of factors contributed to the development of regional differences, including social and racial hierarchies, in colonial America.
Common Core Standards and Performance Indicators:
Unifying Themes: Development, Movement, and Interaction of Cultures (MOV) Time, Continuity, and Change (TCC)
Geography, Humans, and the Environment (GEO)
Power, Authority, and Governance (GOV)
Creation, Expansion, and Interaction of Economic Systems (ECO)
Global Connections and Exchange (EXCH)
Social Studies Content Area Standards:
World History
Geography
Economics
Civics, Citizenship, and Government
Social Studies Practices (begin on page 3)
Common Core Learning Standards for Literacy in History/Social Studies, Science,and Technical Subjects (begins on page 76)
Knowledge
Students know that...
Skills
Students will be able to...
Students will trace European contact with Native Americans, including the Dutch, the English, the French and the Spanish.
Students will examine the impacts of European colonization on Native Americans, who eventually lost much of their land and experienced a drastic decline in population through diseases and armed conflict
Students will examine the impacts of geographic factors on patterns of settlement and the development of colonial economic systems.
Students will examine the factors influencing variations in colonial social structures and labor systems.
Students will analyze slavery as a deeply established component of the colonial economic system and social structure, indentured servitude vs. slavery, the increased concentration of slaves in the South, and the development of slavery as a racial institution.
Students will examine colonial political institutions to determine how they were influenced by Enlightenment ideas, British traditions such as the Magna Carta, and the colonial experience.
Students will examine colonial democratic principles by studying documents such as the Mayflower Compact and the Maryland Toleration Act of 1649, colonial governmental structures such as New England town meetings and the Virginia House of Burgesses, and the practice of the right of petition in New Netherland.
11.1a Contact between Native American∗ groups and Europeans occurred through cultural exchanges, resistance efforts, and conflict.
11.1b A number of factors influenced colonial economic development, social structures, and labor systems, causing variation by region.
11.1c Colonial political developments were influenced by British political traditions, Enlightenment ideas, and the colonial experience. Self-governing structures were common, and yet varied across the colonies.
Key Vocabulary
Triangular trade
Middle Passage
Mercantilism
Jamestown
Plymouth
Peter Zenger Trial
Salem Witch Trials
House of Burgesses
New England Town Meetings
French and Indian War
Albany Plan of Union
Stage 2- Assessment Evidence
Summative Tasks
DBQ: Was it inevitable and unavoidable that violence and dispossession were outcomes of the centuries-long confrontation of Native Americans with European settlers and their American descendents? (Page 1)
DBQ: How much economic opportunity truly did exist in Colonial America, and what factors affected the colonists’ opportunities to succeed? (page 6)
End of unit synthesis activity: Students indicate the challenges colonists faced & how they responded to those challenges. Followed by an essay about how societies respond to change.
End of unit multiple choice exam - 30 questions
Formative Tasks
A Tale of Two Colonies: Compare the founding of Jamestown and Plymouth (page 14-15)
Perspectives on Slavery in the Southern Colonies: Abolitionist broadside with six images depicting kidnapping, torture, auction, and labor of slaves followed by interpretation questions
Motivations for Colonization: Three documents with assessment questions
Beyond the Bubble
First Thanksgiving-source reliability
Plague Doctor - source reliability
Stage 3- Related Lessons
Lesson Plans and Content
Were Puritans selfish or selfless? (SHEG) Contains sermons by John Winthrop and John Cotton to help answer the central historical question
Did Pocahontas save John Smith’s life? (SHEG) Includes activities in source reliability and corroboration.
Why do maps change over time? (SHEG) Compare and contrast early maps of Virginia to understand context
What can passenger lists tell us about who settled in the New Worldand where they settled? (SHEG)
Inquiry Unit: Why did the Pilgrim/Wampanoag friendship go so wrong?
Videos, Documents, and Resources\
Suggestions for Diverse Learners
pg. 26: Contains a chart of early colonies, their founder, and purpose. Followed by multiple choice questions.
ps. 43: Analyze a colonial population chart and hypothesize reasons for changes