EXPECTED HOMEWORK - MASTER THE VOCABULARY TERMS ON PERSONAL QUIZLET ACCOUNT
Mastering the vocabulary words is a process that can be finished within a two week period.
Mastering the vocabulary words is a process that can be finished within a two week period.
Unit I : EXPLORATION OR DOMINATION -Colonial America
After completing the 7th grade course on ancient history, students will have studied how and why civilizations start, settle, and evolve. In this unit, students explore “How are successful societies built” by first establishing criteria for a “successful society.” Students learn that differing motivations and beliefs of Native Americans, Africans, and European contributed to the cooperation and conflicts that existed between the groups. The geography of the 13 colonies and its three regions, New England, Middle, and Southern, influenced the daily lives of all inhabitants as they cultivated the land, as well as were influenced by their surroundings. They study political and religious leaders' impact on the colonies. Finally, students explore how slavery developed as a need for intensive labor, but quickly immerged as a deeply problematic institution in America. Students analyze historic maps and images to make conclusions about life in colonial America as well as firsthand accounts of encounters between the different groups. Students are introduced to Cornerstone 1, “We the People…” and begin the prewriting for the testimonies they will deliver in the simulated Congressional hearings.
BIG Ideas
- The 13 colonies and its three regions, New England, Middle, and Southern, influenced the daily lives of the inhabitants of the region in ways that would continue to define them well into the 20th century.
- The cultural differences between Native Americans and Europeans contributed to the cooperation and conflicts that existed between these groups.
- In colonial America, political and religious leaders begin to empower individuals and groups to experiment with differing visions of social life and organizational governance also influenced by colonists’ ideas of their rights as English subjects.
- Initially as a response to the intensive labor required to harvest and produce crops in colonial America, slavery quickly emerged as a deeply problematic institution.
Questions That Need To Be Answered
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Unit 1 Vocabulary Part I
Unit 1 Vocabulary Part II
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5 Themes of Geography Lesson/Cornell Notes
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If you want to download the powerpoint click here or go to WH additional resources
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Power Standard 8.1.2 / 8.1.10
Power Standard 8.1.4 / 8.1.5 / 8.1.10
ANCHOR TEXT
ANSWERS FOR SUPPORTING QUESTIONS 6 & 7
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Investigation - Exploration and Discovery
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Investigation - Triangular Trade
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Investigation - Staking a Claim in North America
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Investigation - The Colonies Move Towards Self - Government
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Overarching Question: Why are some aspects of world civilizations, such as religion, social structure, and artistic achievements so long lasting and influential?
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Disciplinary Concept & Tools-I
How can I use historical thinking to understand the world in which I live? |
Disciplinary Concept & Tools-II
Are historical events ever inevitable? |
Social Studies Content Standards:
EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.
Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)
1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.
1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.
Historical Thinking Skills:
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. (U1LC, U1LD), R7
• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends. (U1LB, U1LE), R25 R26, R27 R28
• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. (U1LE), R11
• Use geographic tools to locate places and describe the human and physical characteristics in the region. (U1LE), R31, xxvi-xxxiii.
MCCR Standards:
RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2: 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.
RH.9-10.4: 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.
RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.
Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)
1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.
1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.
Historical Thinking Skills:
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. (U1LC, U1LD), R7
• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends. (U1LB, U1LE), R25 R26, R27 R28
• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. (U1LE), R11
• Use geographic tools to locate places and describe the human and physical characteristics in the region. (U1LE), R31, xxvi-xxxiii.
MCCR Standards:
RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2: 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.
RH.9-10.4: 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.
RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Unit 1
Colonial America
22 days
(Aug. 21st – Sept. 20th)
Students discuss American Indians before and during the early stages of the European colonization. Focus shifts to the role of the thirteen colonies in the foundation of the American nation. Students examine immigrants to the Americas, including voluntary and involuntary immigrants, and the evolution of slavery in the Americas. Students analyze historical narrative accounts of slavery in the Americas, summarizing based on textual evidence, developing academic vocabulary, and determining the value of sources.
Colonial America
22 days
(Aug. 21st – Sept. 20th)
Students discuss American Indians before and during the early stages of the European colonization. Focus shifts to the role of the thirteen colonies in the foundation of the American nation. Students examine immigrants to the Americas, including voluntary and involuntary immigrants, and the evolution of slavery in the Americas. Students analyze historical narrative accounts of slavery in the Americas, summarizing based on textual evidence, developing academic vocabulary, and determining the value of sources.
DC Content Power Standards
8.1.2: Explain instances of both cooperation and conflict between Native Americans and European settlers, such as agriculture, trade, cultural exchanges, and military alliances, as well as later broken treaties, massacres, and conflicts over control of the land.
8.1.4: Locate and identify the first 13 colonies, and describe how their location and natural environment influenced their development.
8.1.5: Identify the contributions of political and religious leaders in colonial America (e.g., John Smith, William Bradford, Roger Williams, Anne Hutchinson, John Winthrop, Thomas Hooker, and William Penn).
8.1.10: Identify the origins and development of slavery in the colonies, the struggle between proponents and opponents of slavery in the colonies, and overt and passive resistance to enslavement (e.g., the Middle Passage).
8.1.2: Explain instances of both cooperation and conflict between Native Americans and European settlers, such as agriculture, trade, cultural exchanges, and military alliances, as well as later broken treaties, massacres, and conflicts over control of the land.
8.1.4: Locate and identify the first 13 colonies, and describe how their location and natural environment influenced their development.
8.1.5: Identify the contributions of political and religious leaders in colonial America (e.g., John Smith, William Bradford, Roger Williams, Anne Hutchinson, John Winthrop, Thomas Hooker, and William Penn).
8.1.10: Identify the origins and development of slavery in the colonies, the struggle between proponents and opponents of slavery in the colonies, and overt and passive resistance to enslavement (e.g., the Middle Passage).
C3 Framework Indicators and Common Core Literacy Standards
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D2.His.1: Analyze connections among events and developments in broader historical contexts.
D2.His.5: Explain how and why perspectives of people have changed over time.
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D2.His.1: Analyze connections among events and developments in broader historical contexts.
D2.His.5: Explain how and why perspectives of people have changed over time.
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
DC Content Supporting Standards
8.1.9: Explain that some Africans came to America as indentured servants who were released at the end of their indentures, as well as those who came as captives to slavery.
8.1.9: Explain that some Africans came to America as indentured servants who were released at the end of their indentures, as well as those who came as captives to slavery.
