Middle School Social Studies

Unit 1 Colonization and Revolution

August through September

Overview: How did the concept of liberty evolve in the colonies?

In this unit, students will explore the period of colonization through the American Revolution, examining key events, influential individuals, and the socio-political dynamics that shaped the early United States. Students will analyze evidence from multiple sources, including conflicting accounts, to develop a nuanced understanding of historical events. They will critique data for point of view, historical context, distortion, and relevance to historical inquiry. The unit will also focus on the examination of different perspectives, including those of Indigenous Peoples, African Americans, and other demographic groups, to gain a comprehensive understanding of the time period. Furthermore, students will explore the causes and effects of territorial, political, and economic expansion, and evaluate the impact of various demographic groups on the events of the time period. The unit will culminate in analyzing the cause-and-effect relationships of major conflicts leading up to the American Revolution.

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):

Use and interpret documents and other relevant primary and secondary sources pertaining to United States history from multiple diverse perspectives. (1.1.a)
Analyze evidence from multiple sources including those with conflicting accounts about specific events in both Colorado and United States history. For example: Indigenous Peoples’, Hawaiian/Pacific Islander, and African American perspectives on Western colonization and enslavement; Asian American and Latinos’ perspectives on immigration; and the Indian Removal Act, the Buffalo Soldiers, and the Sand Creek Massacre. (1.1.b)
Critique data for point of view, historical context, distortion, or propaganda and relevance to historical inquiry. (1.1.c)
Determine and explain the historical context of key people and events from the Revolutionary War Era through Reconstruction including the examination of different perspectives. For example: Grievances from the colonists against the British Parliament, the Constitutional Convention, the role of abolitionists, contributions and grievances from Indigenous Peoples and African Americans, and the causes and effects of the Civil War. (1.2.a)
Examine the causes and effects of the territorial, political, and economic expansion of the United States. (1.2.c)
Evaluate the impact of various gender, age, race, ethnicity, religion, and class during this time period and the impact of these demographic groups on the events of the time period. (1.2.d)
Analyze the cause and effect relationships of major conflicts from the origins of the American Revolution through Reconstruction. (1.2.e)
Interpret primary and secondary geographic sources to analyze a historic issue. For example: Using both historical and contemporary maps to understand the changes in American boundaries. (2.1.a)
Identify the spatial distribution of cultural groups and human migration patterns. (2.1.b)
Recognize patterns of land acquisition and apply to events of the past. (2.1.c)
Compare the relationship between human settlement and the environment to recognize important regional connections to early U.S. historical events. (2.1.d)
Analyze the push and pull factors that shaped immigration to and migration within the early United States. For example: Economic opportunities, religious refuge, and forced migration. (2.2.a)
Evaluate the historical significance of the Declaration of Independence. (4.1.d)
Analyze the impact of taxes on the people of the United States over time. (5.1.d)

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.
Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.
Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Apply economic reasoning skills to make informed personal decisions

Grade Level Expectation(s)

Investigate and evaluate primary and secondary sources from multiple diverse perspectives about United States history from the American Revolution through Reconstruction to formulate and defend claims with textual evidence and logical reasoning.. (1.1)
Develop a contextual understanding of the historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through Reconstruction (1.2)
Use geographic tools to research and analyze patterns in human and physical systems in the United States (2.1)
Recognize the impact of the competition for control of land and resources in early American history. (2.2)
Investigate and evaluate the purpose and place of rule of law in a constitutional system.
Examine the role of consumer decisions and taxes within the market economies of early American history (5.1)

Essential Skills & Nature of Skills

Interpret information and draw conclusions based on deep analysis of primary and secondary sources. (Critical Thinking/Problem Solving)
Interpret information and draw conclusions based on multiple perspectives (Critical Thinking and Analysis).
Synthesize ideas in insightful ways about historical eras, individuals, groups, ideas, and themes (Creativity and Innovation)
Interpret information and draw conclusions using demographic information based on the best analysis to understand patterns of change in human and physical systems (Critical Thinking and Analysis).
Historical thinkers interpret history through the examination of primary and secondary sources with multiple perspectives.
Historical thinkers gather and synthesize information from primary and secondary sources to evaluate and create hypotheses of historical events and include supporting evidence to defend their claim.
Historical thinkers analyze modern and historical maps, through geographic tools, to explain how historical events are shaped by geography.
Historical thinkers use technology to produce and present primary and secondary sources clearly and efficiently
Geographic thinkers respond to historical and spatial literature, including diverse narratives, to understand issues from a spatial perspective.

Inquiry Questions

Which primary documents have had the greatest impact on the people of the United States?
To what degree is there consistency among historical narratives written by historians about early U.S. history?
Should and can historians be completely impartial when writing about history?
How was North American colonial settlement perceived by Indigenous Peoples, and how did this impact their culture and survival throughout the continent?
What role did economics play in the establishment and perpetuation of the enslavement of peoples from the 17th century onward?
How did the application of the rights found in the Declaration of Independence change over time?
How have human settlement and migration patterns influenced and changed cultural characteristics and environmental systems?
To what extent are the ideas of the American Revolution and the United States Constitution still affecting the world today?
What would the United States be like if the British had won the American Revolution?

Disciplinary, Informational, and Media Literacy

Seek information from varied sources and perspectives to develop informed opinions and creative solutions.
Evaluate the reliability, accuracy, relevance, and bias of online and print sources.
Ask, investigate, and answer historical questions through the interpretation of primary sources.
Use criteria to evaluate the quality of claims or evidence in a source.
Develop a clear sense of chronology, past, present, and future in order to identify the sequence in which events occurred and recognize cause and effect relationships.

Academic Vocabulary and Language Expectations

Colonization, revolution, rebel, militia, tyranny, repeal, boycott, independence, petition, natural rights, Common Sense
Grade 6-8 Social Studies Language Expectations

Possible Assessments

TCI Lesson Assessments: 3, 4, 5, 7, 8, 9

Mini Q- Early Jamestown: Why Did So Many Colonists Die? Rubric
Mini Q- What Caused the Salem Witch Trial Hysteria of 1692? Rubric

Mini Q- Valley Forge: Would You Have Quit? Rubric
Read.Inquire.Write: What were the common experiences of women in colonial America? Primary source analysis and writing project.
Read.Inquire.Write: How did Black Founders redefine democracy and Black identity in early America? Primary source analysis and writing project.

Instructional Resources

TCI Lessons

3, 4, 5, 7, 8, 9

Supplemental Resources

Inquiry Kit: The Strength Behind the Men: Women in the Revolutionary War
Making the Declaration of Independence Come Alive: lesson from the Teaching Channel
The Declaration of Independence: Lesson plan from Stanford Reading like a Historian
Student Inquiry: The American Revolution
Read.Inquire.Write: What were the common experiences of women in colonial America? Primary source analysis and writing project.
Read.Inquire.Write: How did Black Founders redefine democracy and Black identity in early America? Primary source analysis and writing project.

Page updated

Report abuse