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WS/FCS Unit Planning Organizer Subject(s) Grade/Course Unit of Study Unit Title Pacing Social Studies 8th Grade Colonization and Settlement How Exploration and Colonization Impacted Society 14 days • • • • Conceptual Lenses Movement Interaction Colonization Influence Unit Overview This unit will focus on reasons for exploration, colonization and settlement and their impact. Also how a society developed with diverse needs and characteristics. Coming to America • Motivations for European exploration • European explorers that traveled to America • Interactions between Europeans and Native Americans Settling Down • Environmental influences on migration and settlement patterns • Economic structure of each colonial region & environmental influence on economy • Cultural groups that lived in colonies and their influences on society • Governments of colonies • Social classes in colonies • Daily life • Relationships between colonies • Carolina colony • Division of Carolina colony Unit Enduring Understanding(s) • • Environmental conditions and human environment interaction often affects quality of life and settlement patterns. Cultural contributions from unique groups influence the development of their society. Unit Essential Question(s) • • How did environmental conditions and human environment interaction affect quality of life and settlement patterns in the colonies? How did the different culture groups that settled in the colonies influence the development of NC and the United States? Essential State Standards Priority Objectives • • Supporting Objectives 8.H.3.1 Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times. 8.G.1.1 Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States. • 8.G.1.2 Understand the human and physical characteristics of regions in North Carolina and the United States. • 8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline. • 8.E.1.3 Explain how quality of life is impacted by personal financial choices. • 8.G.1.3 Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina and the United States. • 8.C&G.1.2 Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States. • 8.C.1.1 Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States. • 8.C.1.3 Summarize the contributions of particular groups to the development of North Carolina and the United States. • 8.C.1.2 Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States. “Unpacked” Concepts (students need to know) • 8.H.3.1 how migration and immigration contribute to development • 8.G.1.1 how location and place have presented opportunities and challenges for movement • 8.G.1.3 how human and environmental interaction affected quality of life and “Unpacked” Skills (students need to be able to do) • 8.H.3.1 Explain how migration and immigration contributed to development of North Carolina and the United States • 8.G.1.1 Explain how location and place have presented opportunities and challenges for movement • 8.G.1.3 Explain how human and environmental interaction COGNITION (RBT Level) 8.C.1.2 Summarize 8.C.1.1 Understand 8.G.1.3 Understand settlement patterns. • • • • • • • • • • • • • 8.C.1.1 how influences from Africa, Europe, and the Americas impacted North Carolina and the United States. 8.C.1.2 the origin of beliefs, practices, and traditions within North Carolina and the United States. Essential Vocabulary Environment Plantation Proprietor Society Values Beliefs Class Immigration quality Economy Resources affected quality of life and settlement patterns • • 8.G.1.1 8.C.1.1 Explain how influences Understand from Africa, Europe, and the Americas impacted North Carolina and the United States. 8.C.1.2 Summarize the origin of beliefs, practices, and traditions within North Carolina and the United States. • • • 8.H.3.1 Understand Enrichment Vocabulary Charter Indentured Mercantilism Enrichment Factual Content • • • • • • • • • • • • • • • • • • • • House of Burgess Joint stock Carolina Charter of 1663 Salem Witch Trials Benjamin Franklin Scientific Revolution Phillis Wheatley New Bern Backcountry Pirates Yeoman Staple crops Verrazano John Cabot Northwest Passage Lost Colony Equiano Great Awakening Navigation Acts NC Rebellions (Culpeper, Bacon, Cary) H Unit “Chunking” & Enduring Understandings Suggested Lesson Essential Questions G Potential Factual Content C & G Coming to America Many factors influenced Europeans to travel to and settle in America. Settling Down Environmental, cultural and economic factors can influence both the patterns of settlement and the culture of colonies. What were the motivating factors that caused explorers and colonists to come to America? • God, Glory, Gold • Proprietary colonies • mercantilism • Walter Raleigh • Columbian Exchange How did the interactions • Disease between Europeans and • Exchange of Native Americans impact each farming techniques group? (maize) • Conflict between Europeans’ & Natives’ values and beliefs How did the environment • Availability of fresh influence early settlement water patterns? • Mosquitos- disease • Rocky soil • Climate conditions • Regional weather differences- floods, hurricanes, snow storms What influences did the • New England environment have on the • Middle economy of each colonial • Southern region? • Cash crops • Climate • Growing season • Soil conditions Fishing • Farming • Lumber • Trade • Shipbuilding 1.1 3.1 1.1 1.3 E C What cultural groups settled in the 13 colonies and how did they influence the development of the colonies? How were the colonial governments structured and how effective were they? How and why did social classes develop in the colonies? • Puritans • Quakers • Dutch • Catholics • Other Europeans (those seeking religious freedom, debtors, wealthy landowners, entrepreneurs) • Africans • Mayflower Compact • Royal colonies • Proprietary colonies • Lords Proprietors • Colonial assemblies • Proprietor • Free men • Land owners • Slaves • Indentured servants • Native Americans • Women • Religious differences 1.1 1.2 1.3 1.1 1.2 1.4 1.1 1.2 What was daily life like in the 13 original colonies? • Life in city vs. farm • Rights • Crime & Punishments • Religion • Education • Family • Leisure What types of relationships • Trade existed between the colonies? • The Great Wagon Road What were the physical, • Mountains economic, cultural and • Piedmont political characteristics of the • Coastal plain Carolina colony? • Outer Banks • Plantations • Cash crops 1.1 1.2 1.1 1.1 1.1 1.1 1.2 1.3 How did difficulties with Native Americans influence the division of the Carolina colony into two new colonies? • Subsistence farming • Craftsmen • Proprietary colony • Scots-Irish • Highland Scots • Germans • Moravians • Tuscarora War • Lord Proprietors • North Carolina • South Carolina • Transition to Royal colony 2.1 1.1 Sub Concepts HISTORY GEOGRAPHY Patterns Cooperation Region Location Physical Features Migration Resources Climate CIVICS & GOVERNMENT Society Freedom Government Systems ECONOMICS CULTURE Resources Trade Standard of Living Religion Civilization Diversity Social Systems/Class Cultural Expressions Quality of Life Language Objective EXAMPLES • Key Vocabulary LO: SWBAT define and explain the terms: Columbian Exchange, triangular trade route, indentured servants, sea dogs, proprietors. • Language Functions LO: SWBAT explain how the Navigational Acts were to use to control colonial trade. • Language Skills LO: SWBAT read two passages about relationships between Native Americans and colonists and identify the similarities and differences between the two. (Reading passages should be chosen/modified in accordance with the LEP students’ zone of proximal development). • Grammar and Language LO: SWBAT use descriptive examples by comparing the economics and geography of the 13 colonies. • Lesson Tasks LO: SWBAT read and summarize a passage about the life of colonial women and explain this summary to a group. • Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer analyzing and identifying the causes and effects of the triangular trade route. (The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank or other supplement to complete this activity using this strategy). Unit Resources available on Edomodo in the 8th grade group folders AND on www.portaportal.com. Portaportal Username: wsfcs8 Password: wsfcs8