Student Performance Indicators Coming in

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1 8 th Grade Social Studies United States History to 1877 Instructional Framework Bundle Unit 1 Estimated Duration Era of Exploration and Colonization 15 days Unit Overview Humble ISD The students will learn reasons for European exploration and colonization of North America. Students will explain the reasons for the development and growth of representative government in the English colonies. Students will compare political, economic, religious, and social reasons for the establishment of the 13 English Colonies. Students will compare economic activity in the English colonies based upon geographic factors. Student Performance Indicators Coming in colonization Columbian exchange natural resources (abundant) natural harbors navigable rivers terrain mercantilism revenue raw materials import/ export commerce political social economic population distribution ethnic immigration religious tolerance Act of Toleration (Maryland) Academic Language of Instruction persecution dissenter joint venture Jamestown Virginia House of Burgesses Pilgrims (Separatists) Mayflower Compact Puritans Great Migration Quakers William Penn representative government/ self-government institutions Fundamental Orders of Connecticut Thomas Hooker Anne Hutchinson charter Parliament proprietary colony royal colony general council plantation/ plantation system cash crops indigo subsistence farming transatlantic slave trade Triangular trade Indentured Servant debtor civic virtue Enlightenment First Great Awakening Charles de Montesquieu John Locke William Blackstone French and Indian War Albany Plan of Union Treaty of Paris 1763 Proclamation of th Grade Social Studies, Bundle 1, Unit 1 Page 1 of 13 Rev. 7/14/2015

2 TEKS Readiness Standards 8.1 History. The student understands traditional historical points of reference in U.S. history through The student is expected to: 8.1A identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects; Performance: identify, describe, cause and effect Establishment of the 13 colonies Representative Democracy Mercantilism Religious freedom Content: major eras in U.S. History, describing the causes and effects of exploration and colonization 8.2 History. The student understands the causes of exploration and colonization eras. The student is expected to: 8.2A identify reasons for European exploration and colonization of North Reasons for exploration America. Religion (God) Wealth (Gold) Fame (Glory) Performance: identify National pride Content: reasons for European exploration Curiosity of the Americas and who, where and why Faster, cheaper trade routes to Asia Reasons for colonization Europeans colonized in North America Religious freedom Political freedom Economic opportunity (mercantilism) Social mobility A better way of life 8.3 History. The student understands the foundations of representative government in the United States. The student is expected to: 8.3A explain the reasons for the growth of representative government and institutions during the colonial period. Performance: explain Content: reasons for the growth of The distance from England created a need for colonists to make their own laws and keep peace and order. Colonists were accustomed to English traditions and structures. Most colonies were self-governing, electing members of their community to a general assembly, which made their laws. 8 th Grade Social Studies, Bundle 1, Unit 1 Page 2 of 13 Rev. 7/14/2015

3 TEKS Readiness Standards representative government and institutions during the colonial period Humble ISD 8.10 Geography. The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to: 8.10B compare places and regions of the United States in terms of physical and human characteristics. Performance: compare Content: places and regions of the United States in terms of physical and human characteristics 8.10C analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States. Performance: analyze New England region Physical characteristics Atlantic Ocean, forests, rocky soil, long cold winter, short-growing season, harbors, rivers, Appalachian Mountains Human characteristics fishing, whaling, deforestation, fur trade, shipbuilding Middle region Physical characteristics moderate fertile soil, river valleys, mild winters, Atlantic Ocean, harbors, Appalachian Mountains Human characteristics ports, trade, agriculture bread basket, gains/wheat Southern region Physical characteristics Appalachian Mountains, Atlantic Ocean, harbors, rich fertile soil, long-growing season, rivers Human characteristics plantations, cash crops; tobacco, rice, indigo Physical geographic factors proximity to Atlantic coastline and rivers determined where settlements/colonies were created Human geographic factors removal of the Native Americans; disease and conflict (e.g., Georgia as a buffer between the other British colonies and Spanish Florida) Content: effects of physical and human geographic factors on major historical and contemporary events in the United States Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century. The student is expected to: 8.11A analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries. Performance: analyze Content: how physical characteristics of the environment influenced population distribution, settlement patterns, and New England and Middle Colony access to waterways (ports/harbor and rivers) resulted in high population density and large urban areas. Rivers were utilized for transportation of goods and people. Southern Colonies had an abundant amount of fertile soil that resulted in an agricultural economy of cash crops such as tobacco, rice, indigo, cotton, a plantation system, and a low population density. Rivers were utilized for transportation of goods and people. 8 th Grade Social Studies, Bundle 1, Unit 1 Page 3 of 13 Rev. 7/14/2015

4 TEKS Readiness Standards economic activities in the United States during the 17 th and 18th centuries; 8.12 Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to: 8.12B explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery; Performance: explain Content: reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery; 8.12D analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history; Performance: analyze Content: causes and effects of economic differences among different regions of the United States at selected times in U.S. history. Plantation system Large amount of land available in the Southern colonies; rich soil; almost year-round growing season; ideal for plantation crops (tobacco, rice, indigo, cotton)- with enough free labor they could be grown as cash crops Transatlantic Slave Trade (Middle Passage) Started in the British West Indies to provide a labor force for the sugar plantations The triangular trade developed between the Colonies, England, and West Indies and slaves were traded in the colonies for other goods (including the cash crops slaves would help cultivate). Spread of slavery Demand for rice, indigo, tobacco, cotton led to plantation owners needing more slaves and the slave trade increased Including but not limited to: New England Cause long winters, proximity to Atlantic coastline, rocky soil, and forests Effects subsistence farming, shipbuilding, trading, and fishing Middle Colonies Cause shorter winters, moderate fertile soil, good ports, and natural resources Effects farming (grains), trade, and large immigrant population Southern Colonies Cause hot climate and rich fertile soil, long growing season Effects plantation system and large slave system 8.23 Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to: 8.23A identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration; Performance: identify, and explain Content: selected racial, ethnic, and religious groups that settled in the United States and their reasons for immigration; Racial groups Europeans and Africans Ethnic groups Dutch (New York) economic reasons Swedes (Delaware) economic reasons English religious and political freedom Religious groups immigrated to flee religious persecution Separatists/Pilgrims (Massachusetts) Puritans (Massachusetts) Quakers (Pennsylvania) Catholics (Maryland) 8 th Grade Social Studies, Bundle 1, Unit 1 Page 4 of 13 Rev. 7/14/2015

5 TEKS Supporting Standards 8.1 History. The student understands traditional historical points of reference in U.S. history through The student is expected to: 8.1B apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; Performance: apply through the sequencing of significant individuals, events, and time periods Content: absolute and relative chronology 8.1C explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and , Civil War. Performance: explain the significance of the following dates Including but not limited to: Students should have multiple opportunities throughout the course to use both absolute and relative chronology to sequence eras in U.S. history and to determine their relationships to one another and to events and individuals of the era. The use of manipulatives such as flash cards will help students classify events and individuals within specific identified eras as well as sequence eras and events. Absolute chronology exact dates Significant individuals, events and time periods listed in the Grade 8 TEKS Relative chronology general time period or era Including but not limited to: By providing specific dates, students can use absolute chronology to associate the dates of significant events in U.S. history as defining points of the various eras. Provide opportunities for students to explain [orally and/or in writing] the significance of the date and how that event supports the era in which it occurred. For instance, pose questions such as How does the founding of Jamestown in 1607, the arrival of the Pilgrims and the signing of the Mayflower Compact help define the era referred to as the Era of Colonization? 1607 founding of Jamestown, first permanent English settlement 1620 arrival of the Pilgrims and signing of Mayflower Compact Content: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 8.2 History. The student understands the causes of exploration and colonization eras. The student is expected to: 8.2B compare political, economic, religious, and social reasons for the establishment of the 13 English colonies. Performance: compare Content: political, economic, religious, and social reasons for the establishment of the 13 English colonies. Political/Economic Competition with Spain and France in North America Increase trade and markets for English exports (mercantilism) Source of raw materials Religious Seeking religious freedom Social Opportunity for adventure England was overcrowded and settlers desired owning land 8 th Grade Social Studies, Bundle 1, Unit 1 Page 5 of 13 Rev. 7/14/2015

6 TEKS Supporting Standards 8.3 History. The student understands the foundations of representative government in the United States. The student is expected to: 8.3B analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government; Performance: analyze Content: the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government; 8.3C describe how religion and virtue contributed to the growth of representative government in the American colonies. Performance: describe Mayflower Compact an agreement that established the idea of self-government and majority rule. Signed by most of the men on the Mayflower, this compact was an agreement to form a political body and give it the power to enact laws for the good of the colony. The Fundamental Orders of Connecticut first written constitution in the colonies. This document stated that people had the right to elect governors, judges, and a legislature. The document also extended voting rights which allowed more people to have a say in their government. The Virginia House of Burgesses first representative assembly in the American colonies. Representatives immediately began to enact laws and to safeguard individual rights. Religious freedom was a main cause for the establishment of the American colonies. Religious groups (Pilgrims, Puritans, Quakers, etc.) created communities that were self-governed. Penn Colony (Pennsylvania) was a Quaker experiment in the possibility of equality and citizens involved in the government. Content: how religion and virtue contributed to the growth of representative government in the American colonies Geography. The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to: 8.10A locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries; Performance: locate Early settlements (Jamestown, Virginia and Plymouth, Massachusetts) Regions in the 13 colonies (New England, Middle, and Southern colonial regions) Cities New York, Philadelphia, Boston, and Charleston Content: places and regions of importance in the United States during the 17 th and 18 th centuries 8.11 Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century. The student is expected to: 8.11C describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19th centuries. 17th century French trapper traders British farmers 8 th Grade Social Studies, Bundle 1, Unit 1 Page 6 of 13 Rev. 7/14/2015

7 TEKS Supporting Standards Performance: describe Content: how different immigrant groups interacted with the environment in the United States during the 17 th and 18 th centuries African American slaves 18th century French trapper traders British farmers African American slaves Humble ISD 8.12 Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to: 8.12A identify economic differences among different regions of the United States; Performance: identify Content: economic differences among different regions of the United States; New England shipbuilding, fishing/whaling, and manufacturing region, fur trading Middle Colonies agriculture and cattle-producing, manufacturing and trade Southern Colonies agricultural; cash crops: rice, indigo, tobacco, indentured servant then slave labor 8.20 Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to: 8.20A explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn in the development of self-government in colonial America; Performance: explain Content: the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn in the development of self-government in colonial America; Thomas Hooker reverend and leader of a group of Boston Puritans that migrated to Hartford, Connecticut; gave a sermon in 1638 that influenced the writing of the Fundamental Orders of Connecticut (the first written constitution in America and included individual rights); believed in democratic ideas such as elections conducted by the people, people have the power to limit the power of the government, the government operates with the consent of the governed Charles de Montesquieu expanded on Locke s beliefs, added the judiciary to Locke s executive and legislature; wrote of the separation of powers; believed that in a republic, education is an absolute necessity John Locke European Enlightenment philosopher; believed that personal liberty could coexist with political order; consent is the basis for government and fixes its limits; government is a social contract with limited powers and has obligations to its creators; government can be modified by its creators at any time (heavily influenced Thomas Jefferson and the writing of the Declaration of Independence); discussed legislative and executive branches of a government; wrote about unalienable rights which included life, liberty and protection of property William Blackstone an English judge, jurist, and professor who wrote the historical and analytical treatise on common law (Commentaries on the Laws of England); considered as the definitive pre- Revolutionary War source of common law; wrote about natural rights which included life and liberty; on a woman s legal rights: By marriage, the husband and the wife are one person in the law... the very being and legal existence of the woman is suspended during the marriage. William Penn he founded a proprietary colony in present-day Pennsylvania where Quakers could live according to their religious beliefs and make political decision according to those beliefs 8 th Grade Social Studies, Bundle 1, Unit 1 Page 7 of 13 Rev. 7/14/2015

8 TEKS Supporting Standards 8.23 Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to: 8.23C identify ways conflicts between people from various racial, ethnic, and religious groups were resolved; Performance: identify Content: ways conflicts between people from various racial, ethnic, and religious groups were resolved; 8.23E identify the political, social, and economic contributions of women to American society. Performance: identify Conflict between different religious groups and resolution Conflict between Puritan s belief in religious control of government and opening voting rights to nonchurch members - Roger Williams founded Rhode Island in 1636 and separated church and state Conflict between Protestants and Catholics in Maryland Toleration Act granting religious freedom to all Christians Pocahontas helped John Smith and the European settlers in Virginia Social Anne Hutchinson led Bible studies against the orders of church leaders American Revolution Content: the political, social, and economic contributions of women to American society Culture. The student understands the impact of religion on the American way of life. The student is expected to: 8.25A trace the development of religious freedom in the United States; Performance: trace Content: the development of religious freedom in the United States; 8.25B describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings; Performance: describe Content: religious motivation for immigration and influence on social movements, including the impact of the first Great Awakenings; Plymouth Colony ( ) self-governing church with each congregation independent and electing its own pastor and officers 17th century Massachusetts Bay churches also fairly democratic in that they elected ministers and other officials, but church closely tied with state government Roger Williams founded Rhode Island in 1636 and separated church and state Penn s Frames of Government guaranteed religious freedom to all settlers in Pennsylvania 1649 Toleration Act Maryland granted religious freedom to all Christians Protestant Revolution in Europe brought many religious groups to the colonies, especially the New England and middle colonies such as; Separatists, Puritans (Great Migration), Quakers, Catholics First Great Awakening early to mid-1700s democratized the Protestant faith by proclaiming salvation for all, not just those predestined; stimulated growth in all denominations, assured the common man that he could have salvation as well as those predestined for it, fostered antiintellectualism in religion, and began the development of denominational colleges; encourages the ideas of equality and the right to challenge authority. Churches welcomed groups of women, African Americans, and Native Americans and inspired colonists to help others. It contributes to the revolutionary idea of independence from Britain years later. 8 th Grade Social Studies, Bundle 1, Unit 1 Page 8 of 13 Rev. 7/14/2015

9 Social Studies Skills TEKS 8.29 Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: 8.29A differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States; 8.29B 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; 8.29C organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 8.29D identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; 8.29E support a point of view on a social studies issue or event; DIFFERENTIATE BETWEEN, LOCATE and USE valid primary and secondary sources such as computer software databases media news services biographies interviews artifacts TO ACQUIRE information about the United States; ANALYZE Information by sequencing categorizing identifying cause-and-effect relationships comparing contrasting finding the main idea summarizing making generalizations and predictions drawing inferences and conclusions; ORGANIZE and INTERPRET information from: outlines reports databases visuals including: graphs, charts, timelines, and maps; IDENTIFY points of view from the historical context surrounding an event and the frame of reference which influenced the participants; SUPPORT a point of view on a social studies issue or event 8.29F identify bias in written, oral, and visual material; IDENTIFY bias in written, oral, and visual material 8 th Grade Social Studies, Bundle 1, Unit 1 Page 9 of 13 Rev. 7/14/2015

10 8.29G evaluate the validity of a source based on language, corroboration with other sources, and information about the author; 8.29H use appropriate mathematical skills to interpret social studies information such as maps and graphs; 8.29I create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and EVALUATE Social Studies Skills TEKS the validity of a source based on: language corroboration with other sources information about the author USE appropriate mathematical skills to interpret social studies information: maps graphs Humble ISD CREATE thematic maps, graphs, charts, models, and databases representing various aspects of the United States 8.29J pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. POSE and ANSWER questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 8.30A use social studies terminology correctly; 8.30B use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources; 8.30C transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and 8.30D create written, oral, and visual presentations of social studies information. USE social studies terminology correctly USE standard grammar spelling sentence structure punctuation proper citation of sources; TRANSFER information from one medium to another including: written to visual statistical to written or visual USING computer software as appropriate CREATE written, oral, and visual presentations of social studies information. 8 th Grade Social Studies, Bundle 1, Unit 1 Page 10 of 13 Rev. 7/14/2015

11 Misconceptions 1. Pocahontas married John Smith. 1. Pocahontas married John Rolfe. 2. The French and Indian War was fought between the French and the Indians. Clarifications 2. The French and Indian War was fought between the French with the Indians versus the British with her colonies. Humble ISD 3. Pilgrims and Puritans were just different names for the same group. 3. Pilgrims wanted to separate from the Church of England while Puritans wanted to purify the Church of England. 4. Jamestown was a colony. 4. Jamestown is a settlement in the colony of Virginia. TEKS Suggested Technology Standards Specificity / Examples 8.4 CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING - The student makes informed decisions by applying critical-thinking and problemsolving skills. The student is expected to: 8.4C collect and analyze data to identify solutions and make informed decisions; Performance: collect and analyze Content: data 8.4D use multiple processes and diverse perspectives to explore alternative solutions; Performance: use What do these student expectations look like during instruction? Students can use digital tools to complete the research plan and use their results to propose a course of action. They can use data to develop reasonable solutions and complete projects What do these student expectations look like during instruction? Students should be able to use digital tools to analyze the same data to gain different perspectives and use different technology sources to gain multiple perspectives. Content: processes and perspectives 8.5 DIGITAL CITIZENSHIP - The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to: 8.5A understand, explain and practice copyright principles, including current laws, fair use guidelines, creative commons, open source, and public domain; Performance: understand, practice and explain Content: copyright, fair use, etc. 8.5B practice and explain ethical acquisition of information and standard methods for citing sources; Performance: practice and explain What do these student expectations look like during instruction? Middle school students are able to adhere to acceptable use policies and copyright principles. They can follow Fair Use Guidelines portion limits and give proper credit to all of their sources. They should also be able to explain these concepts to others. Students could create a brochure or PSA about copyright and fair use or one of their subtopics. What do these student expectations look like during instruction? Students know how to and are expected to behave safely and ethically online. They should also be able to explain these concepts to others through a product they create. Content: ethical acquisition 8 th Grade Social Studies, Bundle 1, Unit 1 Page 11 of 13 Rev. 7/14/2015

12 8.5D understand the negative impact of inappropriate technology use, including online bullying and harassment, hacking, intentional virus setting, invasion of privacy, and piracy such as software, music, video, and other media. What do these student expectations look like during instruction? Humble ISD Students understand the impact of negative online behaviors, use appropriate online manners and appropriate social networking behavior, and report situations to an adult that involve cyberbullying. Performance: understand Content: the negative impact of inappropriate technology use Instructional Resources Textbook United States History to 1877 (McGraw-Hill, 2016) Chapter 3: Exploring the Americas, p Chapter 4: Colonial America, p Chapter 5: Life in the American Colonies, p Additional Resources Professional Resources Mini-Qs in American History Volume 1: Early Jamestown: Why Did So Many Colonists Die? America: The Story of Us Reading Like a Historian: o Passenger Lists o First Great Awakening o King Phillip s War o Puritans o Salem Witch Trials Lead4ward STAAR Field Guides Social Studies PLC for PLC Strategies AVID Instructional Strategies ICLE Quad D Moments 8 th Grade Social Studies, Bundle 1, Unit 1 Page 12 of 13 Rev. 7/14/2015

13 Google Earth Digital Citizenship Lesson: Technology Copyright/Information Literacy: A Creator s Responsibilities - Students reflect on their responsibilities as creators and users of creative work. Lesson Plan Video Link - TA TEKS - 8.4C, 8.4D, 8.5A, 8.5B, 8.5D Teacher Note: During the school year, the manner in which the three Digital Citizenship Lessons per grade level are implemented is at campus discretion. Please check with your administration to ascertain how the Digital Citizenship Lessons will be implemented at your campus. Literary Connections 8 th Grade Social Studies, Bundle 1, Unit 1 Page 13 of 13 Rev. 7/14/2015