Standards
SS.8.A.2.2 Compare the characteristics of the New England, Middle, and Southern colonies. Examples may include, but are not
limited to, colonial governments, geographic influences, occupations, religion, education, settlement patterns, and social
patterns.
SS.8.A.2.3 Differentiate economic systems of New England, Middle and Southern colonies including indentured servants
and slaves as labor sources. Examples may include, but are not limited to, subsistence farming, cash crop farming, and
maritime industries.
SS.8.A.2.4 Identify the impact of key colonial figures on the economic, political, and social development of the colonies.
Examples may include, but are not limited to, John Smith, William Penn, Roger Williams, Anne Hutchinson, John
Winthrop, Jonathan Edwards, William Bradford, Nathaniel Bacon, John Peter Zenger, and Lord Calvert.
SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations.
Examples may include, but are not limited to, war, disease, loss of land, westward displacement of tribes causing increased
conflict between tribes, and dependence on trade for Western goods, including guns.
SS.8.A.2.6 Examine the causes, course, and consequences of the French and Indian War.
Examples may include, but are not limited to, ongoing conflict between France and England, territorial disputes,
trade competition, Ft. Duquesne, Ft. Quebec, Treaty of Paris, heavy British debt.
SS.8.A.2.7 Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and
culture of colonial America.

Unit 2

Vocabulary

Charter, John Smith, Representative Government, Pilgrim, Squanto, John Winthrop, Toleration, Roger Williams, Anne Hutchinson, Thomas Hooker, John Wheelright, Town Meeting, Metacom, Proprietary Colony, William Penn, backcountry, Nathaniel Bacon, Lord Baltimore, James Oglethorpe, Debtor, Plantation, Borderland, Junipero Serra, Presidio, and Pueblo

Learning Goal: The student will demonstrate knowledge of the causes, course, and consequences of British settlement in the American colonies.

Bell Ringer 9/28/15: Students will write their Introductory Paragraph for their DBQ (10 Minutes)

Objective: Students will complete a self-assessment of what was taught in Unit 1. Students will unpack standards and teach their given standard to the class.

Essential Questions:

Why is it important to write a detailed introduction paragraph?What is the importance of unpacking the standards to you as the student? What is the main idea of chapter 3 support your answer with standards of the unit?

I do: I will go over the standards that we have met for Unit 1. I will introduce the scale for Unit 2 and I will facilitate the lesson.

We do: We will work in groups and unpack standards and teach those standards to other classmates.

You do: Work effectively with your group and you will write down each standard in your standards section of your notebook.

High Order Question: How do you think understanding teacher/county expectations will impact your life in the future?

Exit Ticket: Student will write down three things they learned in today’s lesson and two things they really liked doing in class and one things they would change if they were the teacher.

Homework 09/28/15- 09/29/15: Work on DBQ introduction at home

09/29/15

Bell Ringer: Students will work on their DBQ introduction paragraphs (10 minutes)

Objective: I will different religious beliefs and reason for migration between the Pilgrims and Puritans.

Essential Question: Compare and Contrast the differences and similarities of pilgrims and puritans using double bubble.

I do: I will explain the concept of 5Q2R to students. I will also help students complete the vocabulary for section 1 and 2.

We do: Students will work in groups to effectively complete, read and exchange their papers with other groups and complete sections.

You do: Students will write a detailed description of the text after previewing the text at least 1 paragraph, Students will turn headings into questions with their group members and will trade questions with other groups to have them answer questions.

Higher Order Question: If you were able to travel back in time, which country would you want explore for and why? Support your answer with text evidence.

Exit Ticket: List three things you learned in class today, two things you found interesting, and one thing you are not sure about.

09/30/15

Bell Ringer: Students will complete a bubble map of everything they know about the explores thus far.

Objective: Students will be able to explain what the New England colonies had in common and what they did differently.

Essential Question: Compare and Contrast the values of the Puritans vs. Pennsylvania and Rhode Island colonist.

I do: I will explain the concept of 5Q2R to students. I will also help students complete the vocabulary for section 3 and 4.

We do: Students will work in groups to effectively complete, read and exchange their papers with other groups and complete sections.

You do: Students will write a detailed description of the text after previewing the text at least 1 paragraph, Students will turn headings into questions with their group members and will trade questions with other groups to have them answer questions.

Higher Order Question: If you were able to travel back in time, which country would you want explore for and why? Support your answer with text evidence.

Exit Ticket: Please explain how 5QR2 helps students to actively read the text.

10/01/15- 10/2/15

Bell Ringer: Students will be given five minutes to list all they know about the explores and colonies student will do rally robin where they share information with the AB partners and take turns listening to their classmates.

Objective: Students will be able to understand the geographical and climate advantages of people living in middle colonies.

Essential Question: Explain the diversity of the middle colonies re these areas still diverse to this day?

I do: I will facilitate the close of chapter 3 and the start of chapter 4.

We do: Students will preview and predict chapter 4 we will also do a mid- unit assessment to see were students are on the learning scales.

You do: Students will write a detailed description of the text after previewing the text at least 1 paragraph, Students will also rate themselves to see where they are in the unit.

Higher Order Question: If you were new comer to New World what would make you want to stay or leave the colonies. How do you think colonist thought life would be like when they decided to come to the new land.

Exit Ticket: List three things you learned in class today, two things you found interesting, and one thing you are not sure about.

Scale:

LEARNING GOAL: The student will demonstrate knowledge of the causes, course, and consequences of British settlement in the American colonies
LEVEL 4: I can evaluate the causes, course, and consequences of British settlement in the American colonies by describing the religious and economic events and conditions that led to the colonization of America.
LEVEL 3: Students will:
a)Evaluate the goals and competition for colonization
b)Compare and contrast Spanish, French, and English colonization in the New World
c)Compare and contrast early settlements in the New World: Roanoke, Jamestown, Plymouth.
d)Evaluate how Native American populations were impacted by colonial settlement
e)Compare and contrast colonial regions in regards to location and climate, economy, social life, and political and civic life.
f)Evaluate colonial life in respect to the different groups that settled in distinct regions
g)Compare and contrast the colonial experience between large landowners, farmers, artisans, women and Native Americas
h)Evaluate the goals of mercantilism
i)Compare and contrast the colonial experience between slaves and indentured servants
j)Evaluate the experience/perspective of African Americans arriving in the New World
LEVEL 2: Students will:
  1. Define colonization
  2. Describe Spanish, French, and English settlements in the Americas
  3. Identify early English colonies
  4. Understand how colonists and Native Americans interacted
  5. Understand the characteristics of colonial regions
  6. Differentiate the colonial regions gaining understanding of each specific location and climate, economy, social life, and political and civic life.
  7. Describe how colonial life differentiated between large landowners, farmers, artisans, women and Native Americas
  8. Define mercantilism
  9. Understand the triangular trade, slavery, and indentured servitude
  10. Understand slavery and the middle passage

LEVEL 1: With help, a partial understanding of some of the simpler details and process (Level 2 content) and some of the more complex ideas and processes (Level 3).
LEVEL 0: Even with help, no understanding