Download Settlement and Colonization

Grade: 8
Unit 8.2: Settlement and Colonization
Time Frame: 1st Nine Weeks (4 weeks)
Unit Overview:
This unit focuses on the reasons for colonization and life in the colonies.
Power Standards:
1. Europeans left their homeland to settle in a new world for a variety of reasons.
2. The thirteen colonies are grouped into three distinctive regions based on geographical differences.
3. The daily life of people who lived in the colonies depended upon geographic location, economic roles, and
gender.
4. Significant documents and institutions of the colonial era reflect common ideals of representation and selfgovernment.
Essential Questions:
1. Why were the original 13 colonies established in British North America?
2. What distinct physical and human characteristics helped to shape events during the colonial era?
3. How did environmental factors influence population patterns and economic activities in the 17th and 18th
centuries?
4. How did the colonies develop distinct economic features?
5. How did women and people from different racial, ethnic, and religious backgrounds contribute to the social,
political, and economic life in the colonies?
6. What significant documents and institutions reflected the ideas of self-government?
TEKS:
8.02A Identify reasons for European exploration and colonization of North America.
8.02B Compare political, economic, and social reasons for establishment of the 13 colonies.
8.03A Explain the reasons for the growth of representative government and institutions during the colonial
period.
8.03B Evaluate the importance of the Mayflower Compact the Fundamental Orders of Connecticut, and the
Virginia House of Burgesses to the growth of representative government.
8.03C Describe how religion contributed to the growth of representative government in the American colonies.
8.12C Describe how different immigrant groups interacted with the environment in the United States during the
18th and 19th centuries.
8.13A Identify economic differences among different regions of the United States.
8.13B Explain reasons for the development of the plantation system, the growth of the slave trade, and the
spread of slavery.
8.16A Identify the influence of ideas from historic documents including the Magna Carta, the English Bill of
Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected
anti-federalist writings on the U.S. system of government.
8.21A Explain the role of significant individuals such as William Penn in the development of self-government in
colonial America.
8.21B Evaluate the contribution of the Founding Fathers as models of civic virtue.
8.24A Identify selected racial, ethnic, and religious groups that settled in the colonies and their reasons for
immigration.
8.24C Identify ways conflicts between people from various racial, ethnic, and religious groups were resolved.
8.24D Analyze the contributions of people of various racial, ethnic, and religious groups to our national
identify.
8.24E Identify the political, social, and economic contributions of women to American society.
Spring Branch ISD Social Studies
8th Grade June 13, 2004
1
Grade: 8
Unit 8.2: Settlement and Colonization
Time Frame: 1st Nine Weeks (4 weeks)
8.26A Trace the development of religious freedom in the United States.
8.26B Describe religious influences on immigration and on social movements, including the impact of the first
and second Great Awakenings.
Ongoing TEKS:
8.01A Identify the major eras in U.S. history though 1877 and describe their defining characteristics.
8.01B Apply absolute and relative chronology through the sequencing of significant individuals, events and
time periods.
8.01C Explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865.
8.10A Create thematic maps, graphs, charts, models, and databases representing various aspects of the
United States.
8.10B Pose and answer questions about geographic distributions and patterns shown on maps, graphs,
charts, models, and databases.
8.11A Locate places and regions of importance in the United States during the 18th and 19th centuries.
8.11B Compare places and regions of the United States in terms of physical and human characteristics.
8.11C Analyze the effects of physical and human geographic factors on major historical and contemporary
events in the United States.
8.12A Analyze how physical characteristics of the environment influenced population distribution, settlement
patterns, and economic activities in the United States during the 18th and 19th centuries.
8.12B Describe the consequences of human modification of the physical environment of the United States.
8.13C Analyze the causes and effects of economic differences among different regions of the United States at
selected times in U.S. history.
8.20C Explain the importance of personal responsibilities such as accepting responsibility for one’s behavior
and supporting one’s family.
8.20D Identify examples of responsible citizenship, including obeying rules and laws, voting, and serving on
juries.
8.20F
Explain how the rights and responsibilities of U.S. citizens reflect our national identity
8.23A Analyze the leadership qualities of elected and appointed leaders of the United States such as John
Marshall and George Washington.
8.23B Describe the contributions of significant political, social, and [military leaders] of the United States such
as James Monroe.
8.28A Explain the effects of technological and scientific innovations such as the steamboat, the cotton gin,
and the Bessemer steel process.
8.28B Analyze the impact of transportation systems on the growth, development, and urbanization of the
United States.
8.28C Analyze how technological innovations changed the way goods were manufactured and marketed,
nationally and internationally.
8.28D Explain how technological innovations led to rapid industrialization.
8.29A Compare the effects of scientific discoveries and technological innovations that have influenced daily
life in different period in U.S. history.
8.29B Describe how scientific ideas influenced technological developments during different periods in U.S.
history.
8.29C Identify examples of how industrialization changed life in the United States.
8.31A Use social studies terminology correctly.
8.31B Use standard grammar, spelling, sentence structure, and punctuation.
Spring Branch ISD Social Studies
8th Grade June 13, 2004
2
Grade: 8
Unit 8.2: Settlement and Colonization
Time Frame: 1st Nine Weeks (4 weeks)
8.31C Transfer information from one medium to another, including written to visual and statistical to written or
visual, using computer software as appropriate.
8.31D Create written, oral, and visual presentations of social studies information.
8.32A 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.
8.32B 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.
Content:
1. Describe how the Columbian
Exchange was a two-way movement
of goods, diseases, and resources
between Native Americans and
Europeans.
2. List and explain the reasons for
settlement in the colonies: economic
opportunity, social mobility, political
freedom, and religious liberty.
3. Compare the settlements of
Jamestown, Roanoke, and
Plymouth: leaders, government,
difficulties, and reasons for success.
4. Locate the original 13 colonies
including major settlements, existing
landforms, and bodies of water.
5. Describe colonial culture in terms of:
leadership, Political, Economic,
Religious, Social, Intellectual, and
Artistic aspects of each of the
original 13 colonies (PERSIA).
6. Examine significant historical
documents and their influence on
colonialism: Magna Carta, English
Bill of Rights, and the Mayflower
Compact.
Skills and Strategies:
8.30A
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.
8.30B
Identify different points of view from the historical
context surrounding an event and the frame of
reference, which influenced the participants.
8.30C
Organize and interpret information from outlines,
reports, databases, and visuals including graphs, charts,
timelines, and maps.
8.30D
Identify points of view from the historical context
surrounding an event and the frame of reference which
influenced the participants.
8.30E
Support a point of view on a social studies issue or
event.
8.30F
Identify bias in written, oral, and visual material.
8.30G
Evaluate the validity of a source based on language,
corroboration with other sources, and information about
the author.
8.30H
Use appropriate mathematical skills to interpret social
studies information such as maps and graphs.
Resources:
Books
Websites
http://www.classzone.com/books/ca_recon/index.cfm
Textbook Correlations:
Creating America, McDougal Littell, Chapters 3, 4, and 5
Spring Branch ISD Social Studies
8th Grade June 13, 2004
3
Grade: 8
Unit 8.2: Settlement and Colonization
Time Frame: 1st Nine Weeks (4 weeks)
Suggested Assessments:
1. Use History Alive strategies such as the Interactive Student Notebook for daily and culminating assessment
activities.
2. Use Project CRISS strategies to help students develop depth of understanding from concepts in this unit.
3. Complete foldable activities for each chapter in this unit.
4. Complete a chart or illustrated dictionary of key dates, people, events, and terms of the unit.
5. Summarize the Columbian Exchange by create a T-chart or two column notes.
6. Complete illustrated notes identifying and explaining the four motives for settlement
7. Design a “talking heads” visual in which founders of specific colonies describe in a “dialogue balloon” their
reasons for beginning their colony.
8. Complete a PERSIA chart identifying the cultural identities of the thirteen British colonies.
9. Label and color a map of the thirteen colonies with significant settlements, landforms, and bodies or water.
10. Complete a “four corner notes” chart illustrating the growth and change of the colonies prior to
independence.
11. Use highlighting strategies to interpret and analyze the Magna Carta, English Bill of Rights, and Mayflower
Compact in terms of their significance to the colonists.
Spring Branch ISD Social Studies
8th Grade June 13, 2004
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