Download WS/FCS Unit Planning Organizer

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
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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)
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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)
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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
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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.
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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
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•
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.
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8.H.3.1
Understand
Enrichment Vocabulary
Charter
Indentured
Mercantilism
Enrichment Factual Content
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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
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Key Vocabulary LO: SWBAT define and explain the terms: Columbian Exchange, triangular
trade route, indentured servants, sea dogs, proprietors.
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Language Functions LO: SWBAT explain how the Navigational Acts were to use to control
colonial trade.
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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).
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Grammar and Language LO: SWBAT use descriptive examples by comparing the
economics and geography of the 13 colonies.
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Lesson Tasks LO: SWBAT read and summarize a passage about the life of colonial women
and explain this summary to a group.
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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).
Historical Thinking and Geography Skill Resources
“Straight Ahead”
“Uphill”
“Mountainous”
Historical Thinking
Democratic Ideals in Documents
8.H.1.1 Construct charts, graphs & historical
8.C &G.1.2
narratives to explain particular events or issues
Evaluate the degree to which democratic ideals
over time.
are evident in historical documents from NC
and the USA.
United States Historical Collection of Maps
Archiving Early America: This site contains
8.H.1.2 Summarize the literal meaning of historical thousands of “firsts” primary sources from early
documents in order to establish context.
America through Revolutionary War.
8.H.1.3 Use primary and secondary sources to
interpret various historical perspectives.
On the Water exhibition 1450-1800: This site shows
artifacts, transcripts, narratives, etc about European
exploration, settlement, forced labor and survival on
while using the Atlantic Ocean.
Archiving Early America: This site contains
thousands of “firsts” primary sources from early
America through Revolutionary War.
US History Module Digital book: Students read
about the topic through narratives, primary and
secondary sources, then they complete
assignments. There are different levels so students
can have a choice or you choose for them based on
quiz results.
8.H.1.4 Use historical inquiry to evaluate the
validity of sources used to construct historical
narratives.
Early English thoughts about natives: Students will
examine images from early artists and then decide
how the images created preconceived notions
about the natives.
8.H.3.4 Compare historical and contemporary
issues to understand continuity and change in
development of NC & USA.
Columbian Exchange: This site describes the
exchanges, causes/effects, and impact on modern
world.
African-American: From Slavery to Presidency
Slavery Footprint
General Unit Resources
“Straight Ahead”
“Uphill”
“Mountainous”
- Make a compass and try to find each other.
- Produce a propaganda pamphlet about promoting English settlement in a new colony.
- Create a diary of multiple entries explaining 1st voyage to New World through conflict.
- NC digital history book: pre colonial period
- On the Water exhibition 1450-1800: This site shows artifacts, transcripts, narratives, etc
about European exploration, settlement, forced labor and survival on while using the
Atlantic Ocean.
- Virtual Jamestown
- Jamestown Interactive investigation
- Massachusetts: Visit with a family who lived during colonial time.
- Children’s Literature site: Colonial lessons were profiled. Included are discussion
starters, lesson ideas, other assignments, and related book titles.
- Archiving Early America: This site contains thousands of “firsts” primary sources from
early America through Revolutionary War.
- Plantation Economy overview
- Interactive Triangular Trade Route
- School House Rock: This is the old school Colonial video “No More Kings.”
- WatchKnowLearn.org
- Department of State Office of the Historian collection
- “Birth of a Colony” PBS Series
- Elementary site on Theories of the Lost Colony
- Theories on the Lost Colony
- NC Museum of History Theories on the Lost Colony
- Debate “Should we celebrate Columbus day”
- Series of Socratic seminars about life of a colonists to conflict
- Triple Venn diagram of 13 colonial regions
- Ahoy Mate: Pretend you are a Sea dog persuading a monarchy to send you to the New
World.
- Analyze English Bill of Rights and impact on colonies. Predict future problems.
- Watch and read different view points and historical references of the Lost Colony
(example: Analysis of Tree Rings). Write a persuasive paper explaining what you think
happened.
- Compare and contrast Columbus’ journals with different points of views.
- US History Module Digital book: Students read about the topic through narratives,
primary and secondary sources, then they complete assignments. There are different
levels so students can have a choice or you choose for them based on quiz results.
- Early English thoughts about natives: Students will examine images from early artists and
then decide how the images created preconceived notions about the natives.
- CSI: The Lost Colony of Roanoke
- Trace Columbian Exchange items of 1500s to contemporary times. Include success
and/or impact. Connect to market where they can buy or sell the items.
- Create a colonial simulation of economy using the ideas of plantations and seaports.
- Create model, explain purpose and challenges, and connect between each other and the
world.
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).