UNIT 1 – New Beginning in the New World Quarter 1 Suggested Pacing: (20 Days) August 13 – September 10, 2018 Engaging Question Why were the colonies established and how did colonization impact the New World? Benchmark/Learning Target Guiding Questions Suggested Resources Vocabulary European Exploration and Settlement SKILLS Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments. Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine and effect. Differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials. Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents. Compare interpretations of key events and issues throughout American History. View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts. Compare the relationships among the British, French, Spanish, and Dutch in their struggle for colonization of North America. Remarks/Examples: This benchmark implies a study of the ways that economic, political, cultural, and religious competition between these Atlantic powers shaped early colonial America. 1. How did Europeans explore and establish settlements in America? 2. How was the colony of Jamestown founded, and what challenges did the colonists experience? 3. How did European settlement affect Native Americans 4. What were the similarities and differences among the colonies in North America? Textbook Resource: Discovering our Past: A History of the United States Early Years – Chapter 1 pgs. 4 - 35 Chapter 2 pgs. 42 - 59 Chapter 3 pgs. 66 - 83 Chapter 4 pgs. 90 -111 Video Recommendation: First half of America the Story of Us: Rebels (stopping after Pilgrims) ESE/ESOL Strategies: Pairs Check Cornell Notes Thinking Maps Ticket out the Door 3-2-1 Mix-Pair-Share Literacy Circles Advanced/Honors Classes: For all advanced/honors classes the expectation is to increase the rigor, research and writing expectations, along with the speed at which the curriculum is taught. Colony Columbian Exchange Conquistadors Convert Domesticated Impact Missionaries Revolt Slavery Techniques
LAFS.68.WHST.2.5 LAFS.68.WHST.2.6 LAFS.68.WHST.3.7 LAFS.68.WHST.3.8 LAFS.68.WHST.3.9 LAFS.68.WHST.4.10 UNIT 2 Revolution in the Colonies Quarter 1 Suggested Pacing: 23 Days September 11 – October 12, 2018 Engaging Question Why did the colonists seek independence and what was the result of them achieving independence? Benchmark/Learning Target Guiding Questions: Suggested Resources Vocabulary Toward Independence Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments. Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect. #1 What were the events that led to tension between the Colonists and Great Britain? #2 Why did the British go to war with the French? #3 How did the colonists react to British taxes and How did tensions rise to the point of actual hostilities? #4 What were the causes and effects of the Boston Tea Party? Textbook Resource: Discovering our Past: A History of the United States Early Years – McGraw-Hill Chapter 5 pgs. 118 - 139 Chapter 6 pgs. 150 - 175 Constitution Day September 17 and Freedom Week September 24 –28 Textbook Resources: Discovering our Past: A History of the United States Early Years – McGraw-Hill Chapters 6 pgs. 150 - 175 Authority Boycott Militia Repealed Restricted Tyranny Restrain Violation
Differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials. Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents. Compare interpretations of key events and issues throughout American History. View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts. Examine the causes, course, and consequences of British settlement in the American Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America Explain the consequences of the French and Indian War in British policies for #5 How did the consequences of the French and Indian War affect the British policies in the American colonies? #6 What were some attempts at resolving conflict and how did they fail? #7 How did the fighting at Lexington and Concord affect the colonists' relationship with Britain? The Declaration of Independence: pgs. 143 – 146 Constitution: pg. 225 - 238 Suggested Activities Online resources The Gilder Lehrman Institute of American History Video clip suggestions: Second half of America the Story of Us: Rebels (Begin with John Hancock protecting his ship) ESE/ESOL Strategies: Pairs Check Cornell Notes Thinking Maps Ticket out the Door 3-2-1 Mix-Pair-Share Literacy Circles Advanced/Honors Classes: For all advanced/honors classes the expectation is to increase the rigor, research and writing expectations, along with the speed at which the curriculum is taught.
Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents. Describe the influence of individuals on social and political developments during the Revolutionary era. Remarks/Examples: Examples may include, but are not limited to, Otis, Mercy Otis Warren, Abigail Adams, Benjamin Banneker, Lemuel Haynes, Phyllis Wheatley. Examine the structure, content, and consequences of the Declaration of Independence. Examine individuals and groups that affected political and social motivations during the American Revolution. Remarks/Examples: Examples may include, but are not limited to, Allen and the Green Mountain What was the attempt at resolving conflict at the 2nd Continental Congress and how did it fail? #2 What was the “Olive Branch Petition”? Were the colonists justified in declaring independence? #3 What principles of government are expressed in the Declaration of Independence? #4 How were the intentions of the Second Continental Congress different from the First? Primary documents: Common Declaration of Independence: ESE/ESOL Strategies: Check Cornell Notes Thinking Maps Ticket out the Door 3-2-1 Mix-Pair-Share Literacy Circles Advanced/Honors Classes: For all advanced/honors classes the expectation is to increase the rigor, research and writing expectations, along with the speed at which the curriculum is taught. Possible topics for smaller focused writing: Compare and contrast French and British patterns of settlement in North America. What role did religion play in the settlement of North America? How did the Columbian Exchange affect the Native American populations of North America? petition Common Sense Declaration of Independence natural rights policies fundamental