UNIT 2 PLAN FOR AMERICAN HISTORY I
Top of Form
Unit Overview:Quarter TMLDirect One TMLDirect Two
TMLDirect Three TMLDirect Four / Instructional Time: 1 week on block and 2 weeks on traditional schedule
Course/Grade Level: American History I
Unit Theme: Life in British Colonial America as well as the growth and development of British North America (1700 – 1763) / Revised Bloom’s Taxonomy: As with all history courses, the level of thinking involved depends on the specific instruction methods utilized and the evaluation systems of student mastery. We should strive to go beyond simply “remembering” and test for understanding how various content items “fit together”, analyzing sources, evaluating those sources and creating new ideas and ways to explain the past..
Unit Summary: Students will understand and be able to explain how life was different for people in the various parts and classes of American society. They will understand how peoples’ experiences were a function of social status, climate, geography and interactions with those from other groups. They will also be able to explain the workings of British colonial government and its impact on everyday life. In addition, they will also appreciate the impact that European rivalries had on both everyday life as well as their relationship with the “mother country.”
North Carolina Informational Technology Essential Standards:
HS.SL 1.1 – evaluating resources
HS.SL 1.2 – identifying point of view, bias, values and writer’s intent
HS.SL 1.3 – assessing relevance of various sources
NC Essential Standards:
H1.1 – identify the structure of a historical narrative, interpret data presented in time lines and create time lines
1.2 – reconstruct the literal meaning of an historical passage, differentiate between facts and interpretations, analyze data from maps and visual, literary and musical sources
1.3 –identify issues and problems in the past, consider multiple perspectives, analyze cause and effect relationships and multiple causations, evaluate competing historical narratives and debate among historians, evaluate the influence of the past on contemporary issues
1.4 – formulate historical questions, obtain data form a variety of sources, support interpretations with historical evidence, construct essays using historical evidence to support contentions
2.1 – analyze key political, economic and social turning points
2.2 – evaluate key turning points in terms of their lasting impact,
3.1 – analyze how economic, political, social, military and religious factors influences the patterns of colonial settlement
3.2 – explain how environmental, cultural and economic factors influenced patterns of migration and settlement within the US
3.3- explain the roles of various racial and ethnic groups in settlement and expansion and the consequences for those groups
3.4 – analyze voluntary and involuntary immigration trends in terms of causes, regions of origin and destination, cultural contributions and public and governmental response
4.1 – analyze the political issues and conflicts that impacted the US and the compromises that resulted,
4.2 – analyze the economic issues and conflicts that impacted the US and the compromises that resulted.
4.3 – analyze the social and religious conflicts that affected the US in terms of participants, strategies, opposition and results
4.4 – analyze the cultural conflicts that impacted the US and the compromises that resulted
5.1 – summarize how philosophical, ideological and religious views on freedom and equality contributed to the development of American political systems
5.2 – Explain how judicial, legislative and executive actions have affected the distribution of power between levels of government
7.1 – Explain the impact of wars on American politics
7.2 – Explain the impact of wars on the American economy
7.3 – Explain the impact of wars on American society and culture
8.2 – explain how opportunity and mobility impacted various groups within the American society
8.3- Evaluate the extent to which a variety of groups and individuals have had an opportunity to attain their perception of the American Dream
Critical Essential Question(s):
****How did life in the northern, middle and southern colonies differ?
****What caused the rivalries between the English and the French?
****How did colonial government work?
****How did the economies of the 3 regions differ?
****What groups of people came to British North America during the 18th century?
****Why did those people come and where did they “settle?”
****How did the end of “salutary neglect” change the relationship between Britain and her colonies?
****What impact did religion play in the growth and development of colonial America?
Less Critical Essential Questions:
How did a dispute over the Ohio River lead to a world wide conflict?
Why was the British victory at Quebec (1759) one of the most significant battles in American history?
What part did American militia play in the French and Indian War?
How did the 1763 Treaty of Paris affect the colonists and the native population?
To what extent was America a “consumer society?”
In what ways was the focus of the English colonies different from the other powers?
What role did the British government play in ruling over the colonies?
In what ways was colonial society like Britain’s?
How was American society different from Britain’s?
What were the trading patterns within the Empire and how did those patterns shape society?
How did relations between the English, the French and the Natives differ?
Enduring Understanding(s): resource - from NCDPI UNPACKING DOCUMENT – what students will understand…
The student will understand:
•
Nations and individuals motivated by power, wealth, and adventure may experience
exploration and settlement differently.
•
Individuals and groups are sometimes motivated to relocate and take risks in order
to improve their quality of life.
•
A nation may choose to colonize other regions of the world to expand its economic
and political power.
•
Regions may experience differences in economic growth, political systems, and
social structures due to geographic and cultural diversity.
The student will know:
•
How the Protestant Reformation impacted European exploration and settlement of
North America.
•
How the global imperial conflict between Britain, France and Spain impacted
European exploration and settlement of North America.
•
How the system of mercantilism factored into European exploration and American
colonial settlement.
•
How the Glorious Revolution impacted European exploration and the political
organization of the colonies.
•
How the Great Awakening impacted colonial religious, family and educational
practices.
•
How and to what extent specific factors such as commerce/mercantilism, religion, geographic setting, population diversity, and cultural perspectives helped lead to the political, social and economic development of North
American colonies.
I Can Statement(s):
Show on a map where the main groups of immigrants settled
Describe the different cultures present in British North America
Explain how life would have differed in the various regions
Draw a diagram showing how colonial government worked
Explain the differences between a royal, proprietary and corporate colony
Explain the impact of the Great Awakening
Explain and diagram the Triangular Trade
Draw the patterns of westward (and southward) expansion on a map.
Draw a diagram and explain the social structure of British colonial America
Explain the factors that led to the French and Indian War
Explain the causes of friction and conflicts within British North America
Explain the impact of “salutary neglect” on British and American society and politics
Vocabulary: From Unpacking – What students will KNOW & UNDERSTAND – CONCEPTS – ETC.
Concepts: immigration
Social structure
Class
Empires
International trade
religion / Vocabulary terms:
Quakers,
Scots-Irish,
Backcountry,
Tidewater,
Pennsylvania “Dutch”
Colonial council,
Burgesses ( assembly)
governor,
Ohio River,
Appalachian Mountains,
Iroquoian Confederation,
Great Awakening,
Middle Passage,
The Enlightenment,
Stono Rebellion,
the gentry,
the middling sorts,
Albany Plan,
Proclamation of 1763,
Writs of Assistance
Extended vocabulary
Highlanders,
Moravians,
Queen Anne’s War,
King George’s War / People:
Peter Zanger
Ben Franklin,
George Washington, James Oglethorpe, George Whitfield, Jonathan Edwards, George III,
Daniel Boone,
William Pitt,
Reading and Writing for Literacy and Interdisciplinary Connections
Incorporate in unit, we will connect back to these once unit implementation is written.
Evidence of Learning (Formative Assessments):
Quizzes, study guides, notes from book, class discussions, quick writes, warm – ups, / Summative Assessment(s):
Unit test, unit assessment,
Bottom of Form
Unit Implementation:
RESOURCES for this unit:
A Modest Proposal: gotta love it - http://art-bin.com/art/omodest.html
Montesquieu on government ( the Spirit of Laws) - http://www.fordham.edu/Halsall/mod/montesquieu-spirit.asp
Immanuel Kant on the Enlightenment: http://www.fordham.edu/Halsall/mod/kant-whatis.asp
Petition to be allowed to make iron in the colonies: http://odur.let.rug.nl/~usa/D/1726-1750/ironact/prohi.htm
Albany Plan of Union: http://avalon.law.yale.edu/18th_century/albany.asp
Letter from an American farmer: http://xroads.virginia.edu/~hyper/CREV/home.html
Scottish emigration to America: http://www.fordham.edu/Halsall/mod/1772Scot-immig.asp
Role of Natives in French and Indian War: http://odur.let.rug.nl/~usa/D/1751-1775/indians/glen.htm
Treaty of Paris (1763): http://odur.let.rug.nl/~usa/D/1751-1775/7yearswar/paris.htm
French complaints against the English in North America: http://odur.let.rug.nl/~usa/D/1726-1750/7yearswar/agres.htm
Excerpt from Franklin’s diary: http://odur.let.rug.nl/~usa/B/bfranklin/franklin_how.html
Franklin on “virtue” - http://www.fordham.edu/Halsall/mod/franklin-virtue.html
Charter of Georgia: http://avalon.law.yale.edu/18th_century/ga01.asp
Ideas behind mercantilism: http://avalon.law.yale.edu/18th_century/trade1.asp
Sinners in the hands of an angry God: http://www.ccel.org/ccel/edwards/sermons.sinners.html
Daily life from Williamsburg: http://www.history.org/Almanack/life/life.cfm
Colonial laws on slavery: http://www.pbs.org/wgbh/aia/part1/1h315t.html
Stono Rebellion: secondary source with primary sources linked: http://www.pbs.org/wgbh/aia/part1/1p284.html
Week 1: Title British North America matures and comes into conflict with France
Evolution of the political system: Have students draw a flow chart explaining the operation of colonial government
Immigration and the social system: Have students show immigration patterns on a map of colonial America. Then explain how the various groups interacted with each other.
Have students draw representations of the various classes in colonial America. You could also have students create a journal detailing their individual interactions with
people from other classes.
Regional economic differences: draw a diagram of the goods exchanged in the Triangular Trade. You could also have students add economic activity to their maps
The impact of the Great Awakening: Have students read “Sinners in the Hands of an Angry God” and have them respond in writing…writing faux newspaper articles is a good way to get into their heads
Relations between the Natives, the French and the British (and Americans): stage a debate between different groups…Natives (Iroquoian League) French and British views
Development of the institution of chattel slavery: Review laws on slavery from colonial times, read about Stono Rebellion (1739)
Have students keep “diaries” as different members of the colonial social structure: read William Byrds’ diary…from Unit 1
Week 2: Title ES/CO X.X.X)
Week 3: Title ( ES/CO X.X.X)
Week 4: Title ( ES/CO X.X.X)
Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Scaffolding Option 1:
Intervention / Scaffolding Option 2:
Maintenance / Scaffolding Option 3:
Extension
Instructional Activities: / Title of Activity: read sections in the book,(or other sources) and answer the question on the study guide.
If the book is too hard for the students, you can read over it with them. They can answer the questions as you go over and discuss the material. Then give frequent formative assessments
Assign readings and study guides…have students try to answer study guide questions and discuss them in class, or at tutoring or have students explain the material to each other…or have them illustrate main points…or give students the first part of the US history outline – curriculum compacting.
Assign additional readings: primary documents – have students work in groups, break down the reading and do a “round robin” activity or a jigsaw.
Attached is a basic outline of the essential content…that should help “basic” level students get the basics. / Check for understanding…on going and constant formative assessment – review answers for frequent quizzes…constant referrals to material already learned.
In this unit students will be exposed to primary sources and will have to develop strategies to deal with them…
Have students reflect on documents – do they agree or disagree? Have them write “newspaper” articles on the event described…or letters to a friend. / Check for understanding…on going and constant formative assessment – review answers for frequent quizzes…constant referrals to material already learned.
In this unit students will be exposed to primary sources and will have to develop strategies to deal with them…
Have students reflect on documents – do they agree or disagree? Have them write “newspaper” articles on the event described…or letters to a friend.
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedia Activities: / There simply isn’t that much multi media available for this time period…there are interactive maps…check google
Study guide for the Unit: Section 5 Britain’s relationship with the colonies
1. Why were the colonies so important to Britain’s economy? What is that economic model called?
2. Discuss the factors which led to the English Civil War ( 1642-1649) . What was the impact on the colonies?
3. Why was it necessary for countries like Britain, France and Holland to have a positive balance of trade? What role did colonies play in that trade? Why do you suppose they believed in the idea that the more gold and silver a county had the more powerful it was?
4. How did the Navigation Acts work? After fighting over different flavors of Christianity for 200 years, now what do the Europeans fight over? Why? How did New Amsterdam become New York?
5. King James II made himself obnoxious in England and America. How did his creation of the Dominion of New England go over? What did we do about it? What happened to James? Who replaced him? Why do you think it was called the “Glorious Revolution?” (As we shall see, the English Glorious Revolution laid the ground work for the American Revolution 85 years later.)
6. Why was there more “contact between Boston and London than between Boston and Virginia?”
7. How did the economies of the various colonies differ? ( It is true that the vast majority of people in all colonies were engaged in small scale agriculture, little better than subsistence – especially in the south. However in all colonies, a small group of families had great wealth. Planters growing cash crops in the south, Merchants selling wheat and rye from the middle colonies and merchants from New England trading with the Caribbean controlled their respective colonies. These are the people who grew to resent Britain’s interference in their affairs.)
8. Why did the enslaved population grow so rapidly in the southern colonies? (Maryland down)