Unit 4: A Changing Continent: Post-Columbian Colonization
Embedded Files
Impact Chapter: 3
ReadyGen Alignment: Module 2B
Skill Alignment: Compare and contrast different perspectives during historical events, understanding different points of view of historical events
Unit Overview: What are the impacts of people settling in a new place?
In this unit, students will explore the relationships between early European settlers and the Indigenous Peoples of North America during the post-Columbian colonization era. They will analyze how competition for land and resources in North America led to conflicts and alliances among Europeans and Indigenous Peoples. Students will compare and contrast life in the New England, Middle, and Southern colonies to understand the diverse experiences of early settlers. They will also examine the impact of religion and economics on shaping the culture, customs, and daily life in these settlements. The unit will delve into interactions among various groups, including Indigenous Peoples, enslaved individuals (both Indigenous and African), and European colonists, highlighting cultural genocide, chattel slavery, and trade networks. Students will also identify and describe the contributions of significant individuals and groups throughout this era.
Prepared Graduates:
Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Evaluate how scarce resources are allocated in societies through analysis of individual choice, market interaction, and public policies.
Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Grade Level Expectation(s):
History, 2. Geography, 3. Economics, and 4. Civics
Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history. (1.1)
Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States government. (1.2)
Examine causes and consequences of movement (2.2)
Explain how patterns of trade shaped the development of early America (3.1)
Construct an understanding of the foundations of citizenship, rights, and responsibilities of citizenship in the United States (4.1)
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
Recognize how historical context can affect the perspective of historical sources. (1.1.a)
Interpret timelines of eras and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government. (1.1.c)
Analyze cartoons, artifacts, artwork, charts, and graphs related to eras and themes in early North America. (1.1.d)
Explain interactions among various groups such as Indigenous Peoples, enslaved individuals (both Indigenous and African), and European colonists. For example: The cultural genocide of Indigenous Peoples, chattel slavery of Africans, the League of the Iroquois, Spanish missions, and trade networks. (1.2.a)
Identify and describe the contributions of significant individuals and groups of Indigenous Peoples, enslaved individuals, and European colonists through the American Revolution. For example: Crispus Attucks, Sybil Luddington, Benjamin Banneker, Thomas Jefferson, and Patrick Henry. (1.2.b)
Describe the political, social, and economic reasons for the settlement of the European and American colonies and how it affected Indigenous Peoples and enslaved Africans. (1.2.c)
Identify variables associated with discovery, exploration, and migration. (2.2.a)
Explain migration, trade, and cultural patterns that result from interactions among people, groups, and cultures. (2.2.b)
Describe and analyze how specific physical and political features influenced historical events, movements, and adaptation to the environment. (2.2.c)
Analyze how cooperation and conflict among people contribute(d) to political, economic, and social divisions in the United States. (2.2.d)
Identify examples of the productive resources and explain how they are used to produce goods and services. For example: land, labor, and capital. (3.1.a)
Compare ways in which people and communities exchanged goods and services. For example: barter and monetary exchange. (3.1.b)
Identify the goods and services that were traded among different cultures and regions. (3.1.c)
Describe how patterns of trade evolved within Early America. (3.1.d)
Explain some of the challenges that American colonists faced that would eventually lead them to the creation of commercial banks. (3.1.e)
Discuss how the concept of citizenship changed over time in the early American colonies. (4.1.c)
Colorado Essential and Nature of Skills
Make observations and draw conclusions from a variety of sources when studying American history (Media Literacy).
Identify and explain multiple perspectives when exploring events, ideas, and issues in United States history (Global and Cultural Awareness).
Identify and explain multiple perspectives including African Americans, Indigenous Peoples, Latinos, Asian Americans, Hawaiian/Pacific Islanders, LGBTQ, and religious groups when exploring events, ideas, issues in United States history (Global and Cultural Awareness).
Recognize how members of a community rely on each other through trade and exchange (Civic Engagement).
Connect knowledge of the foundations of citizenship in the United States to personal ideas/understandings (Civic Engagement).
Historical thinkers analyze and interpret primary and secondary sources to make inferences about various time periods and show cause-and-effect relationships.
Historical thinkers seek people, places, and events that tell the story of history from multiple perspectives.
Historical thinkers examine data for point of view, historical context, distortion, or propaganda.
Historical thinkers study people, places, and events to tell the story of history from multiple diverse perspectives.
Historical thinkers generate questions about individuals and groups who have shaped significant historical changes and continuities.
Historical thinkers explain connections among historical contexts and people’s perspectives at the time.
Geographic thinkers study patterns of human movement.
Geographic thinkers understand how technology has influenced movement to, colonization of, and the settlement of North America.
Geographic thinkers examine how the migration of individuals affects society including economic and environmental impacts.
Economic thinkers make decisions about how to use scarce resources to maximize the well-being of individuals and society.
Civic-minded individuals understand that the foundations of citizenship in the United States ensure that citizens’ rights are being protected. For example: The rule of law applies to everyone in society and all individuals and groups are treated with respect.
Inquiry Questions
How do sources with varied perspectives help us to understand what happened in the past?
Why is it important to understand the perspectives of diverse groups involved in early United States history? For example: African Americans, Indigenous Peoples, and religious and immigrant groups.
How did European colonization affect Indigenous and enslaved African populations?
What human and physical characteristics have motivated, prevented, or impeded migration and immigration over time?
How can migration and immigration, voluntary and involuntary, be represented geographically?
How has the movement of people and their belongings affected the environment both positively and negatively?
How did different cultures or communities in Early America interact with each other?
Why do people trade?
Why do most modern societies choose to use money?
How are financial institutions important to society?
Who is considered a citizen and why?
How has citizenship been decided over the course of U.S. history?
What historical or current barriers to citizenship exist?
What barriers to citizenship have affected people including African Americans, Latinos, Asian Americans, Hawaiian/Pacific Islanders, Indigenous Peoples, LGBTQ, and religious minorities?
Disciplinary, Informational, and Media Literacies
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Provide logically ordered reasons that are supported by facts and details.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Articulate the most effective options to access information needed for a specific purpose.
Communicate information using technology.
Understanding how rules for respecting others’ belongings apply to digital content and information privacy.
Academic Vocabulary and Language Expectations
assembly, cash crop, commerce, covenant, demand, dissension, encomiendas, environment, missionary, proprietor
Possible Assessments:
Chapter 3 Inquiry Project: Tell Both Sides of the Story (Inquiry Journal pp. 82-83)
Chapter 3 Pretest (T-188)
Ongoing Lesson Assessments: Stop and Check, Check for Success, Report your Findings (T-188)
Online Lesson and Chapter Assessments
Instructional Resources & Notes:
Chapter 3 from Impact
Research Companion (pp 66-103, 78-81)
Inquiry Journal (pp 50-53, 104-109)
Explorer Magazine
Lesson Videos
Impact News
Supplemental Resources
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