Download 11th Grade Semester One Unit 1: Colonial Foundations Stage 1

11th Grade Semester One
Unit 1: Colonial Foundations
Stage 1: Desired Outcomes
Topic / Unit Title: Colonial Foundations
Common Core Skills



Reading-Social Studies (RH)
1. Use relevant information and ideas from documents to support analysis
2. Determine the main idea of a document
5. Identify and analyze arguments/ideas presented in documents
8. Identify and analyze evidence
9. Compare and contrast primary and secondary source information
Writing (W)
1. Write an argument to support claims
4. Produce writing appropriate to task, purpose and audience
9. Draw evidence from informational text
Speaking and Listening (SL)
1. Initiate and participate in collaborative discussion
2. Accurately use multiple sources of information
4. Clearly present appropriate information and evidence
6. Demonstrate command of formal English
NYS Content Standards
11.1 COLONIAL FOUNDATIONS (1607– 1763):
Essential Questions:
(Standards: 1, 2, 3, 4, 5; Themes: MOV, TCC, GEO, GOV, ECO,
EXCH)
11.1a Contact / conflict with Native Americans
11.1a Contact between Native American groups and Europeans
occurred through cultural exchanges, resistance efforts, and conflict.
 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.
11.1b A number of factors influenced colonial economic
development, social structures, and labor systems, causing variation
by region.
 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.
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.



Why did the Europeans leave England?
Why did the Europeans go to the New World?
How were the experiences of groups different?
11.1b Geographic / Social





What were the differences between the 13 colonies?
How did geography contribute to these differences?
What were the experiences like of the colonists in different regions
of the New World?
How did the French and Indian War affect the colonists?
Why did the British tax the colonists?
11.1c Colonial political developments







How did the colonists react to British taxes?
What are the advantages and disadvantages of going to war?
How did the colonists justify seeking independence?
What are the parts of the Declaration of Independence?
To what extent did the Declaration of Independence reflect
Enlightenment thought and colonial experiences?
What are the grievances the colonists had?
WERE THE COLONISTS JUSTIFIED IN REVOLTING?


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.
Understandings:













Understand why Europeans came to the New World and society
during this time period
Geographic features of the thirteen colonies
Identify and label New England, Middle, and Southern colonies
Explain the advantages and the disadvantages of life in the New
England, Middle, and Southern colonies
Define Salutary neglect and Mercantilism
List the effects of the French and Indian Wars
Explain the taxes the British imposed on the American colonies
Analyze multiple perspectives of the Boston Massacre and Boston
Tea Party through image analysis
Explain how Enlightenment philosophers influenced the Founding
Fathers
Explain the grievances the colonists had to specific problems they
had with the British
Evaluate the advantages and disadvantages of going to war
Evaluate if the colonist were justified in seeking independence
Stage 2: Assessments and Tasks
Common Core Literacy Task






Performance Task(s) – Other Evidence
Exit tickets with questions based on the American
Revolution:
Letter to the King: Explain the colonists opinions of
British “Acts” and taxes and on the colonists?
Create a Dialogue: Two sides, should the colonies go
to war?
Newspaper Article: Write an article about the
importance and meaning of the Declaration of
Independence.
Analyzing documents for main ideas based on the
American Revolution.
Prepare and outline written arguments for DBQ essay.







Exit tickets with questions based on the American Revolution:
Did the British have the right to tax the colonists?
Who was responsible for conflict in the colonies?
Should the colonies go to war?
Did the Declaration of Independence address the needs of the
colonists?
Analyzing documents based on the American Revolution.
Prepare and outline written arguments for DBQ essay.
How will students reflect upon and self-assess their learning?




Exit tickets
DBQ essay with feedback
Grade worksheets
Multiple choice in-class quizzes
Stage 3: Learning Plan
Instructional Activities and Materials (W.H.E.R.E.T.O.)
Aim: Was it worth leaving the Old World to go to the New World?


Discuss push/pull factors of Europeans migrating from the Old World
Compare and contrast the motivations and experiences of different groups.
 Define: Puritans, Pilgrims, Push/Pull Factor, Merchants, Indentured Servants, Slaves, Voluntary, Involuntary
ACTIVITY: Make a map of the colonies and label the different geographic features of each region (Atlantic Ocean, Appalachian
Mountains, 13 colonies, crops/plantations).
Aim: Did the colonist find what they were looking for in America?
 Compare and contrast the different social and political and economic conditions of the colonies
 Analyze how geography impacted the colonies
 Define:13 colonies, New England Colonies, Middle Colonies, Southern Colonies, Regions, Trading, Agriculture
ACTIVITY: Students visit stations about the social/political/economic condition in the colonies. Write a letter encouraging or
discouraging family in Europe from coming to a particular region using push/pull factors such as social, economic, and political
opportunities in the new world (religious freedom, job opportunities, and self rule).
******Geographic impact on settlers
Teacher Reflection for Future Planning

Peer editing of DBQ drafts
 Students write a self-assessment about the feedback they received on their writing and what their goals are for the next unit