NEWARK PUBLIC SCHOOLS
Unit Plans:
US HISTORY I
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD MEMBERS
2013-2014
Ms. Antoinette Baskerville-Richardson, Chairperson
Mr. Marques-Aquil Lewis, Vice Chairperson
Mr. Rashon K. Hasan
Mr. Alturrick Kenney
Ms. Eliana Pintor Marin
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Sabu Rashidi
Mr. Jordan Thomas, Student Representative
NEWARK PUBLIC SCHOOLS ADMINISTRATION
2013-2014
Cami Anderson, State District Superintendent
Chief of Staff & General Counsel: Charlotte Hitchcock
Assistant Superintendent: Mitchell Center
Assistant Superintendent: Brad Haggerty
Assistant Superintendent: Tiffany Hardrick
Assistant Superintendent: Roger Leon
Assistant Superintendent: Aqua Stovall
Assistant Superintendent: Peter Turnamian
Special Assistant, Office of Curriculum and Instruction: Caleb Perkins
School Business Administrator: Valerie Wilson
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD
Program and Instruction Committee
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Rashidi
Dr. Caleb Perkins, NPS Special Assistant of Curriculum
Valerie Merritt, NPS Director of Board Relations
Newark Public SchoolsUnited States I Unit Overview
“Colonization and Settlement (1585-1763)”
Summative Assessment
Students will write an argument citing evidence from primary and secondary source documents in which they select and defend a position about whether the means used to colonize and develop colonies regionally and economically was justified by the motives used to colonize and develop the thirteen colonies.
Essential Questions / Enduring Understandings
Which factors or factor was the most influential to the development and formation of the thirteen colonies? / · Gold, religion, natural resources, and more land are powerful driving forces for colonization.
· Indentured servitude and slavery contributed to regional and economic development of the colonies.
· Political conflicts and defense of land led to the merging of the thirteen colonies.
Focus Questions
Week 1:
What were the main motivations for groups who colonized America and why? / Week 2:
What were the differences between the three colonial regions, in the terms of economy, and how, if at all, was it impacted by geography? / Week 3:
What are the origins of the labor systems, which were used to support regional development and economies and were these labor systems moral?
Week 4:
What impact did indentured servitude and slavery, during the American colonial experience, have on institutions in Europe and Africa? / Week 5:
How were Native Americans, primarily, affected by the development of the colonies? / Week 6:
To what extent did reform movements, which occurred in the eighteenth century, influence the development of the colonies in America?
Week 7:
What factors led to merging of the thirteen colonies? / Week 8:
Were the means used to colonize and develop colonies regionally and economically justified by the motives used to colonize and develop the thirteen colonies?
Learning Targets
-Use historical thinking skills such as sourcing, contextualizing, close reading, and corroborating to answer historical questions.
-Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
-Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
-Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
-By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
-Write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
-Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
-Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
-Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
-Draw evidence from informational texts to support analysis, reflection, and research.
Academic Vocabulary
Emulate Infidels Dominions
Ensue Chastisemen Victual
Arpent Dovecote Bulwark
Desolation Tormenting Herrings
Promontories Arduous Tedious
Ordained Discourse
Conduceth Conscience Conjecturally
Dogmatical
Herrings Promontories Arduous
Tedious Ordained Indigitating
Discourse Conduceth Conscience Conjecturally Exhortion
Emerged Markedly Enmity
Derided Surfeited Hindrance
Candour Trajectory Vexing
Heinous Idle Judicious Doctrinal Converts Episodically
Theologian Churned Pietistic
Introspective Ostentatiously Schism
Deists Archetype Epitomized
Itinerancy Eschewed Ascribed
Connotations Intriguingly Tumultuous
Incensed Asunder Discourse
Interregnum Ideological scalp
Encroachments Contiguous Prorogued
Quorum
Content-Specific Vocabulary/Terms
Sir Walter Raleigh Hakluyt Plymouth Company Virginia Company of London
Jamestown Plymouth The Massachusetts Bay Company
Chesapeake The French and Indian War (1756–1763) Puritan
Winthrop Middle colonies New England Colonies
Southern colonies Slaves Indentured servants
Smallpox Measles Mumps
Chicken Pox Bubonic plague Transatlantic slave trade
Iberia Revival
Seven Years’ War Treaty of Paris of 1763
Standards Alignment:
CCSS RH.9-10.1, RH.9-10.2, RH.9-10.4, RH.9-10.10, WHST.9-10.1a, WHST.9-10.2b, WHST.9-10.2d, WHST.9-10.9, WHST.9-10.10
NJCCCS 6.1.12.A.1.b, 6.1.12.B.1.a, 6.1.12.C.1.a, 6.1.12.C.1.b, 6.1.12.D.1.a
Colonization and Settlement (1585-1763) Unit Overview
Unit Rationale: In this unit, students gain an understanding of the factors that led to the colonization, settlement, development, and unification of the thirteen colonies. Students will investigate how the development of the colonies impacted other economies, how the colonies were influenced by Europeans beliefs, and the lasting impact of colonization on different ethnic groups. First-person accounts, maps, speeches, and other primary and secondary source materials may be used to answer historical questions.
Historical Thinking:
The study of history rests on knowledge of facts, dates, names, places, events, and ideas. However, true historical understanding requires students to engage in historical thinking: to raise questions and to marshal solid evidence in support of their answers; to go beyond the facts presented in their textbooks and examine the historical record for themselves; to consult documents, journals, diaries, artifacts, historic sites, works of art, quantitative data, and other evidence from the past, and to do so imaginatively--taking into account the historical context in which these records were created and comparing the multiple points of view of those on the scene at the time.
“Facts are crucial to historical understanding, but there is only way for them to take root in memory: Facts are mastered by engaging students in historical questions that spark their curiosity and make them passionate about seeking answers.” (“Reading Like A Historian”, Wineburg, Martin, and Monte-Sano, Teachers College Press, New York, 2011.)
Four main skills help to facilitate historical understanding: sourcing, contextualizing, close reading, and corroborating.
· Sourcing-Historians begin reading a document at the end by sourcing it. They glance at the first couple of words but then go immediately to the document’s attribution. Who wrote this source and when? Is it a diary entry? A memo obtained through the Freedom of Information Act? A leaked e-mail? Is the author in a position to know first-hand or this account based on hearsay? Sourcing transforms the act of reading from passive reception to engaged and active interrogation.
· Contextualizing-Contextualizing is the notion that events MUST be located in place and time to be properly understood.
· Close Reading-Primary and secondary sources provide students with an opportunity for close reading. They are the place to teach students to slow down and read closely, to think deeply about word choice and subtext.
· Corroborating-Corroborating is a strategy in which a reader asks questions about important details to determine points of agreement and disagreement. By comparing and contrasting multiple account, students can start to build a real understanding of what happened in the past and why.
Discipline Specific Literacy:
Research has shown that a key to literacy is exposing students to a rich diet of texts that mix genre and style “at a variety of difficulty levels and on a variety of topics.” Primary sources confront readers with varied styles and textures of language that push the boundaries of literacy.
Newark Public SchoolsUnited States History I
“Colonization and Settlement (1585-1763)”
Week 1
Formative Assessment
Text dependent questions that follow the primary source document.
Focus Question
What were the main motivations for groups to colonized America and why?
Learning Objectives
-Use historical thinking skills such as sourcing, contextualizing, close reading, and corroborating to answer historical questions.
-Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
-Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
-Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
-Write arguments focused on discipline-specific content by introducing precise, knowledgeable claim(s), establishing the significance of the claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
-Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
-Draw evidence from informational texts to support analysis, reflection, and research.
Possible Activities and Support
Political Cartoon Analysis- Locate political cartoons from the era and ask students to analyze the symbolism of the cartoon as it pertains to the documents being reviewed.
Document Analysis Forms from the National Archives to assist students in reading and analyzing the documents.
Content-Specific Vocabulary/Terms / Suggested Text(s)
Sir Walter Raleigh
Hakluyt
Emulate
Plymouth Company
Virginia Company of London
Jamestown
Plymouth
The Massachusetts Bay Company
Chesapeake
The French and Indian War (1756–1763)
Infidels
Dominions
Ensue
Chastisemen
Victual
Bulwark
Desolation
Puritanz
Winthrop / James Horn “Early Settlement” (2013)
Richard Hakluyt “Reasons for Colonization” (1585)
John Winthrop “Religious Reasons to Colonize the New World” (1629)
Standards Alignment:
CCSS RH.9-10.1, RH.9-10.2, RH.9-10.4, RH.9-10.10, WHST.9-10.1a, WHST.9-10.2b, WHST.9-10.2d, WHST.9-10.9, WHST.9-10.10
NJCCCS 6.1.12.A.1.a, 6.1.12.C.b
Colonization and Settlement (1585-1763)
Week 1 Overview
Learning Objective: The goal of this week long plan is to give students the opportunity to explore the different reasons for colonization in the New World, by different groups of people. The New World was predominately colonized in the 1500’s by Spain, but religious, economic, and political reasons soon pushed the English to colonize the New World under the reign of Queen Elizabeth, as she was concerned with the growth of her empire. Although, Newfoundland failed, Hakluyt, like others tried to press for the colonization of the New World by the English. The settlement of Roanoke in 1587 failed, but in 1607 Jamestown was founded and Plymouth was settled by Pilgrims in 1620. The English were soon a force to reckon in the New World.
By reading and rereading the passages closely, combined with classroom discussion about it, students will explore the various motivations and reasons for the English colonization of the New World. Students will need to consider the emotional context of words and how diction (word choice) affects an author’s message. When combined with writing about the passage and teacher feedback, students will form a deeper understanding of how economics, politics, and religion influenced the English colonization of the New World.
Reading Task: Students will silently read the passage in question on a given day—first independently and then following along with the text as the teacher and/or skillful students read aloud. Depending on the difficulties of a given text and the teacher’s knowledge of the fluency abilities of students, the order of the student silent read and the teacher reading aloud with students following might be reversed. What is important is to allow all students to interact with challenging text on their own as frequently and independently as possible. Students will then reread specific passages in response to a set of concise, text-dependent questions that compel them to examine the meaning and structure of the document used. Therefore, rereading is deliberately built into the instructional unit.
Vocabulary Task: Most of the meanings of words in the exemplar text can be discovered by students from careful reading of the context in which they appear. Teachers can use discussions to model and reinforce how to learn vocabulary from contextual clues, and students must be held accountable for engaging in this practice.
Sentence Syntax Task: On occasion students will encounter particularly difficult sentences to decipher. Teachers should engage in a close examination of such sentences to help students discover how they are built and how they convey meaning. While many questions addressing important aspects of the text double as questions about syntax, students should receive regular supported practice in deciphering complex sentences. It is crucial that the help they receive in unpacking text complexity focuses both on the precise meaning of what the author is saying and why the author might have constructed the sentence in this particular fashion. That practice will in turn support students’ ability to unpack meaning from syntactically complex sentences they encounter in future reading.
Discussion Task: Students will discuss the exemplar text in depth with their teacher and their classmates, performing activities that result in a close reading of the texts. The goal is to foster student confidence when encountering complex text and to reinforce the skills they have acquired regarding how to build and extend their understanding of a text. A general principle is to always reread the passage that provides evidence for the question under discussion. This gives students another encounter with the text, helping them develop fluency and reinforcing their use of text evidence.
Writing Task: Students will write an explanatory paragraph using their understanding of the word choice and emotions expressed in the selection to present their opinions about what the texts are trying to explain. Teachers might afford students the opportunity to revise their paragraphs after participating in classroom discussion or receiving teacher feedback, allowing them to refashion both their understanding of the text and their expression of that understanding.