One Stop Shop For Educators

Transcription

1 US History Unit 2: European Settlement of North America Elaborated Unit Focus In this unit students will trace the development of the English colonies in America. Through a travel portfolio, students will connect the reasons for colonization based on movement and migration and how these factors shaped the founding of English North America. Looking through the conceptual lens of location, economy, culture, and social development students will analyze the establishment of the original 13 The theme of conflict and change will help students in examining internal and external interactions that took place. The theme Distribution of power among individuals, groups, and institutions will explain how some early Americans experienced social mobility, while others did not. Standards/Elements SSUSH1 The student will describe European settlement in North America during the 17 th century. a. Explain Virginia s development; include the Virginia Company, tobacco cultivation, and relationships with Native Americans such as Powhatan, development of the House of Burgesses, Bacon s rebellion, and the development of slavery. b. Describe the settlement of New England; include religious reasons, relations with Native Americans (e.g., King Phillip s War), the establishment of town meetings and development of a legislature, religious tensions that led to colonies such as Rhode Island, the half-way covenant, Salem Witch Trials, and the loss of the Massachusetts charter. c. Explain the development of the mid-atlantic colonies; include the Dutch settlement of New Amsterdam and subsequent English takeover, and the settlement of Pennsylvania. d. Explain the reasons for French settlement of Quebec. SSUSH2 The student will trace the ways that the economy and society of British North America developed. Explain the development of mercantilism and the trans-atlantic trade. Describe the Middle Passage, growth of the African population, and African- American culture. Identify Benjamin Franklin as a symbol of social mobility and individualism. Explain the significance of the Great Awakening. APPROVED 7/23/2007 Page 1 of 6

2 Enduring Understandings/Essential Questions The student will understand that location affects a society s economy, culture, and development. How were economy, culture, and development of the English colonies affected by geographical location? The student will understand that when there is conflict between or within societies, change is the result. What was the impact of the interaction between the European settlers and the Native Americans? How did religious intolerance in England lead to religious intolerance in the Massachusetts Bay Colony? Why did the need for resources lead to international conflict in the North American colonies? The student will understand that distribution of power in government is a product of existing documents and laws combined with contemporary values and beliefs. How did colonial self-government lead to the development of the House of Burgesses and other representative governments? The student will understand that culture of a society is the product of religion, beliefs, customs, traditions, and government of that society. Who were the key leaders of the Great Awakening and what was their impact in the North American colonies? Why were the colonies viewed as an opportunity for social mobility? The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences. How is Benjamin Franklin an example of social mobility and individualism? The student will understand that the movement or migration of people and ideas affects all societies involved. What factors led to European and African migration to America? Why did settlers migrate within colonial America? What role did the Middle Passage play in the trans-atlantic trade? *NOTE: The balanced assessment plan included in this unit is present as a series of suggested activities. It is not expected that the teacher complete all assessments for a successful unit. APPROVED 7/23/2007 Page 2 of 6

3 Sample Balanced Assessment Plan Description of Assessment Standard/ Element 1a, b, c, d 2a, b Students will be given a map of the Atlantic world during the colonial era. This will lead into a class discussion of European settlements in North America. Based on research, students will create a journal of daily life in one of the In groups, students will create a colonial map of either individual colonies or These maps will include economic, social, political, and physical data specific to that area. Student will complete a spider-web style graphic organizer on European and Native American interactions. For example, place one of the groups (Native Americans, slaves, colonists, etc.) in a circle. Then, coming off that circle, have students explain the other groups relation to the central group. Student will create a caricature of Benjamin Franklin and an influential person from the Great Awakening. Included will be demographic information, key terms, and contributions. Type of Assessment *Observation *Dialogue and Discussion *Constructed Response *Self- Assessment 1a, b *Observation *Dialogue and Discussion *Constructed Response 2c, d *Observation *Dialogue and Discussion *Constructed Response Sample Performance Task Performance Task for Unit 2: Coming to America Enduring Understandings: The student will understand that location affects a society s economy, culture, and development. The student will understand that when there is conflict between or within societies, change is the result. The student will understand that the movement or migration of people and ideas affects all societies involved. Standards: SSUSH 1a, b, c, 2a, b You are an immigrant coming to the North American You are to prepare a travel portfolio noting the physical characteristics of Northern, Middle, and Southern colonial The portfolio will include an economic activity map, a physical features map, and a population density map that analyzes differences in development among the three Using the maps and other research as evidence, select the region in which you would most like to live and write a position paper that describes your occupational choice and lifestyle during this era. Your portfolio will be assess based on how it illustrates your understanding of the patterns of settlement for each of the European powers that colonized North America, the uniqueness of each settlement pattern, and the basis for future development. APPROVED 7/23/2007 Page 3 of 6

4 Portfolio Requirements Maps from the colonial regions Analysis chart on the differences in development among the three regions Position paper Bibliography including a minimum of five sources. Format of Position Paper Typed, double spaced, Times New Roman 12 point font Title page with your name, the title of your paper, and the date written No mechanical errors or misspellings Must be a 5 paragraph essay Map and Globe Skills: 1,2,4,6,7,12 Information Processing Skills: 1,3,4,5,6,8,9,11,12,13,14 *Note concerning rubrics: Each performance task is accompanied by two rubrics: a content rubric and a product rubric. The content rubric (with bolded borders) is designed to measure how well a student can use the standards to demonstrate the enduring understanding(s). The second rubric focuses on the product of the performance task. This is where students are scored on items involving grammar, punctuation, spelling, creativity, presentation, etc. It is intended that the CONTENT rubric is weighed more heavily when assigning a grade to the students. APPROVED 7/23/2007 Page 4 of 6

5 Criteria Scale Rubric for Performance Task Content Rubric for Unit 2 Task: North American Colonial Portfolio 1 (Below Standard) 2 (Needs Improvement) 3 (Meets Standard) 4 (Exceeds Standard) Identifies and describes characteristics of Northern, Middle, and Southern colonial Analyzes the immigration process in colonial America. Evaluates how the migration or movement within the colonial regions affected all societies involved. Incorrectly identifies Does not describe characteristics of the Fails to describe the differences of the three Correctly identifies two of six various immigrant groups migrating to the three different regions in colonial America. Correctly describes two of six groups along with the reasons why this group came to the Correctly identifies one result of movement or Correctly describes one result of movement or regions (i.e. slavery or social mobility). Correctly identifies Describes one colonial region, including the maps of that particular colonial region. Correctly identifies four of six immigrant groups migrating to the three different regions in colonial America. Correctly describes four groups along with the reasons why these groups came to the Correctly identifies two results of movement or Correctly describes two results of movement or regions (i.e. slavery or social mobility). Correctly identifies Describes all three colonial regions, including the maps of each region. Correctly identifies six immigrant groups migrating to the three different regions in colonial America. Correctly explains the reasons why these groups came to the Correctly identifies three results of movement or migration in the colonial Correctly explains three results of movement or regions (i.e. slavery or social mobility). In addition to everything in 3 (Meets Standard): Describes more than three reasons immigrants would want to move to any of the three In addition to everything in 3 (Meets Standard): Identifies and explains more than three minority immigrant groups coming to colonial America. In addition to everything in 3 (Meets Standard): Identifies and describes more than two changes that occurred through assimilation in the colonial regions (i.e.: the first African-American indentured servants became landowners). Criteria Scale 1 (Below Standard) Product RUBRIC: Position Paper 2 (Needs Improvement) 3 (Meets Standard) 4 (Exceeds Standard) Each section meets paragraph Position paper written meets requirements listed in the performance task. One or two of the sections meet paragraph There are more than two errors with the typing, title page, and mechanics None of the requirements are met perfectly. Three of five sections meet paragraph There is no more than one error with the typing, title page, and mechanics. One of the requirements is met perfectly. Four of five sections meet paragraph There are no problems with the typing, title page, and mechanics. Two of the requirements are met perfectly. All 5 sections meet paragraph (See portfolio and paper requirements above.) All three of the requirements are met perfectly. APPROVED 7/23/2007 Page 5 of 6

6 Resources for Unit - excellent source for caricature of Benjamin Franklin. - excellent resource on the Great Awakening period. The Autobiography of Benjamin Franklin book to use in examining the social mobility of Franklin. *This unit was created by Mary Ann Cooper, Bill Pate, Andy Preston and Carol Strickland with additional input from Dr. Bill Cranshaw, Chris Cannon, and Marlo Mong. It was revised and approved by the Social Studies Advisory Council 7/06/07. APPROVED 7/23/2007 Page 6 of 6