Grade: 8Time Frame: 1st Nine Weeks (4 weeks)

Unit 8.2: Settlement and Colonization

Unit Overview:
This unit focuses on the reasons for colonization and life in the colonies.
Power Standards:
  1. Europeans left their homeland to settle in a new world for a variety of reasons.
  2. The thirteen colonies are grouped into three distinctive regions based on geographical differences.
  3. The daily life of people who lived in the colonies depended upon geographic location, economic roles, and gender.
  4. Significant documents and institutions of the colonial era reflect common ideals of representation and self-government.

Essential Questions:
  1. Why were the original 13 colonies established in British North America?
  2. What distinct physical and human characteristics helped to shape events during the colonial era?
  3. How did environmental factors influence population patterns and economic activities in the 17th and 18th centuries?
  4. How did the colonies develop distinct economic features?
  5. How did women and people from different racial, ethnic, and religious backgrounds contribute to the social, political, and economic life in the colonies?
  6. What significant documents and institutions reflected the ideas of self-government?

TEKS:
8.02AIdentify reasons for European exploration and colonization of North America.
8.02BCompare political, economic, and social reasons for establishment of the 13 colonies.
8.03AExplain the reasons for the growth of representative government and institutions during the colonial period.
8.03BEvaluate the importance of the Mayflower Compact the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government.
8.03CDescribe how religion contributed to the growth of representative government in the American colonies.
8.12CDescribe how different immigrant groups interacted with the environment in the United States during the 18th and 19th centuries.
8.13AIdentify economic differences among different regions of the United States.
8.13BExplain reasons for the development of the plantation system,the growth of the slave trade, and the spread of slavery.
8.16AIdentify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected anti-federalist writings on the U.S. system of government.
8.21AExplain the role of significant individuals such as William Penn in the development of self-government in colonial America.
8.21BEvaluate the contribution of the Founding Fathers as models of civic virtue.
8.24AIdentify selected racial, ethnic, and religious groups that settled in the colonies and their reasons for immigration.
8.24CIdentify ways conflicts between people from various racial, ethnic, and religious groups were resolved.
8.24DAnalyze the contributions of people of various racial, ethnic, and religious groups to our national identify.
8.24EIdentify the political, social, and economic contributions of women to American society.
8.26ATrace the development of religious freedom in the United States.
8.26BDescribe religious influences on immigration and on social movements, including the impact of the first and second Great Awakenings.

Ongoing TEKS:

8.01AIdentify the major eras in U.S. history though 1877 and describe their defining characteristics.
8.01BApply absolute and relative chronology through the sequencing of significant individuals, events and time periods.
8.01CExplain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865.
8.10ACreate thematic maps, graphs, charts, models, and databases representing various aspects of the United States.
8.10BPose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.
8.11ALocate places and regions of importance in the United States during the 18th and 19th centuries.
8.11BCompare places and regions of the United States in terms of physical and human characteristics.
8.11CAnalyze the effects of physical and human geographic factors on major historical and contemporary events in the United States.
8.12AAnalyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 18th and 19th centuries.
8.12BDescribe the consequences of human modification of the physical environment of the United States.
8.13CAnalyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history.
8.20CExplain the importance of personal responsibilities such as accepting responsibility for one’s behavior and supporting one’s family.
8.20DIdentify examples of responsible citizenship, including obeying rules and laws, voting, and serving on juries.
8.20FExplain how the rights and responsibilities of U.S. citizens reflect our national identity
8.23AAnalyze the leadership qualities of elected and appointed leaders of the United States such as John Marshall and George Washington.
8.23BDescribe the contributions of significant political, social, and [military leaders] of the United States such as James Monroe.
8.28AExplain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and the Bessemer steel process.
8.28BAnalyze the impact of transportation systems on the growth, development, and urbanization of the United States.
8.28CAnalyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally.
8.28DExplain how technological innovations led to rapid industrialization.
8.29ACompare the effects of scientific discoveries and technological innovations that have influenced daily life in different period in U.S. history.
8.29BDescribe how scientific ideas influenced technological developments during different periods in U.S. history.
8.29CIdentify examples of how industrialization changed life in the United States.
8.31AUse social studies terminology correctly.
8.31BUse standard grammar, spelling, sentence structure, and punctuation.
8.31CTransfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.
8.31DCreate written, oral, and visual presentations of social studies information.
8.32AUse a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
8.32BUse a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
Content:
  1. Describe how the Columbian Exchange was a two-way movement of goods, diseases, and resources between Native Americans and Europeans.
  2. List and explain the reasons for settlement in the colonies: economic opportunity, social mobility, political freedom, and religious liberty.
  3. Compare the settlements of Jamestown, Roanoke, and Plymouth: leaders, government, difficulties, and reasons for success.
  4. Locate the original 13 colonies including major settlements, existing landforms, and bodies of water.
  5. Describe colonial culture in terms of: leadership, Political, Economic, Religious, Social, Intellectual, and Artistic aspects of each of the original 13 colonies (PERSIA).
  6. Examine significant historical documents and their influence on colonialism: Magna Carta, English Bill of Rights, and the Mayflower Compact.
/ Skills and Strategies:
8.30AAnalyze 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.
8.30BIdentify different points of view from the historical context surrounding an event and the frame of reference, which influenced the participants.
8.30COrganize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps.
8.30DIdentify points of view from the historical context surrounding an event and the frame of reference which influenced the participants.
8.30ESupport a point of view on a social studies issue or event.
8.30FIdentify bias in written, oral, and visual material.
8.30GEvaluate the validity of a source based on language, corroboration with other sources, and information about the author.
8.30HUse appropriate mathematical skills to interpret social studies information such as maps and graphs.
Resources:
Books
Websites

Textbook Correlations:
Creating America, McDougal Littell, Chapters 3, 4, and 5

Suggested Assessments:

  1. Use History Alive strategies such as the Interactive Student Notebook for daily and culminating assessment activities.
  2. Use Project CRISS strategies to help students develop depth of understanding from concepts in this unit.
  3. Complete foldable activities for each chapter in this unit.
  4. Complete a chart or illustrated dictionary of key dates, people, events, and terms of the unit.
  5. Summarize the Columbian Exchange by create a T-chart or two column notes.
  6. Complete illustrated notes identifying and explaining the four motives for settlement
  7. Design a “talking heads” visual in which founders of specific colonies describe in a “dialogue balloon” their reasons for beginning their colony.
  8. Complete a PERSIA chart identifying the cultural identities of the thirteen British colonies.
  9. Label and color a map of the thirteen colonies with significant settlements, landforms, and bodies or water.
  10. Complete a “four corner notes” chart illustrating the growth and change of the colonies prior to independence.
  11. Use highlighting strategies to interpret and analyze the Magna Carta, English Bill of Rights, and Mayflower Compact in terms of their significance to the colonists.

Spring Branch ISD Social Studies8th Grade June 13, 20041