1)+Colonial+America+(1565-1750)

UNIT ESSENTIAL QUESTION: How did the colonists, with strong roots in the past, develop their own way of life?

 * The United States is a culturally diverse nation. Americans trace their roots to nearly every continent on earth and every country in the world We also share a distinctly American culture that has strong roots in the past and has been enriched over time by the cultural backgrounds of all Americans.**
 * ** Learning about the beginnings of American history gives us a common past and experience. This commonality complements our cultural diversity. **
 * ** This unit examines European exploration and colonization of the Americas, focusing on the colonies in North America and aspects of the European heritage that formed the basis of life and government in the colonies, and the foundations upon which were built many institutions of American society. **

**__ Enduring Understanding: __**

 * ==== The exploration and settlement of the Americas laid the foundation for the eventual development of the United States. ====
 * In the early years of American history, peoples from many different cultures [Spanish, French, Dutch, English] founded colonies with distinct political, religious and social qualities in North America.
 * ==== A European heritage formed the basis of economic life in the colonies, and slavery reshaped European life in the Americas. ====

**__ Essential Questions __**

 * How did the Spanish, French, Dutch and English start colonies with distinct qualities in North America?
 * What impact did these colonies in North America have on Native Americans?
 * ==== How did English Colonial life take shape? ====

**Students will be able to:**
 * Gather information from multiple print and digital sources.
 * Cite specific textual evidence to support analysis of primary and secondary sources.
 * Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
 * Determine the central ideas or information of a primary or secondary source and provide and accurate summary.
 * Write informative/explanatory texts, including the narration of historical events.
 * Create written work that expresses a personal opinion on a historical event or social studies issue and support it with relevant evidence.
 * Identify aspects of a text that reveal an author's point of view or purpose and detect and analyze propaganda, censorship and bias.
 * Analyze maps and charts to support conclusions about historical events.

=Unit Introduction:=
 * Exploring the Essential Question: //How did colonists with strong roots in the past, develop their own way of life?// I

=**The Spanish Exploration and Colonization of North America**=

__Essential Question__: __Introduction__:
 * How did Spain establish an empire in North America?
 * How did the Spanish establish colonies on the borderlands?
 * Anticipation Guide: What do you know about European Exploration to the Americas?

Lesson/Activity:
 * 1. Students will read the selection on **__The Age of Exploration__** and complete the folowing:

a. The Notetaking Study Guide b. The Map Activity on European Exploration in the Americas. c. Respond to the essential question.



== 2, The teacher will lead a whole class discussion of The Age of Exploration, correcting the Study Guide and the Map Activity. __Assessment__: Students will break into "learning communities" and discuss their responses to the essential question. Teacher facilitated discussion will follow.

__Lesson/Activity__: 1.Students will work independently on the following skill activities:

a, Biography of Chritopher Columbus. b, Map on Dutch Colonization c. Timeline of Early American Settlements = = =THE EARLY SETTLEMENTS=

__Essential Question:__ __Introduction:__
 * How did the English set up their first colonies?
 * Anticipation Guide: How much do you think you know about England's colonies in North America?

__Lesson/Activity__:

Background: The territory that would one day become the United States was a prime area for colonizing. This unspoiled wilderness, fertile land and mild climate would beckon colonists from France, England and the Netherlands. However, significant hardships faced the early settlers and their quest for freedom and wealth would be at tremendous cost to native inhabitants.

1. Students will watch the video [|The New World: Colonized]. In this video they will learn about the valiant efforts and ultimate defeat of the French Huguenots to settle the south Atlantic coast; the mystery of the "lost colony" on Roanoke Island and the founding of colonies at Jamestown and Plymouth.

__Assessment__:
 * While watching the video, students are to demostrate understanding by answering the following questions:

__Lesson/Activity # 2:__

Background: In Jamestown there were no women settlers. After that failed horribly, settlers planned to bring women along with them in hopes that they could keep house, watch the children, plant crops, and help with manual labor.

1, Students will watch the video [|Women Help Found The 13 Colonies] When done watching the video, they will respond to this question:
 * Describe the ways women helped the early colonies to survive.


 * Primary Source Activities**

Historical Scene Investigation: [|What Caused the Starving Time?]

OR

Reading Like An Historian Activity**: [|Did Pocahontas Rescue John Smith?]**
 * [[file:JamestownColonist&Powhatans.ppt]]

=**THE NEW ENGLAND COLONIES**=

__Introduction:__
 * K-W-L Chart:[[file:RRG 3_2.rtf]]

__ Lesson/Activity # 1: The New England Colonies __

Background: The New England Colonies of Massachusetts, New Hampshire, Connecticut, and Rhode Island all share Puritan roots. The video you will watch next examines the origins and beliefs of the Puritan religion. It also explains why Puritans were persecuted in England and why they wanted to settle in America. The circumstances surrounding the creation of each New England colony is detailed, but particular attention is given to the Pilgrims of Plymouth and the founding of Massachusetts. The many ways that Puritanism manifested itself in New England are described and the “Triangle Trade” is explained.

Students will watch the United Streaming Video: [|"Making the 13 Colonies:The New England Colonies"]

__Assessment__**:**
 * When students are done they will answer [|these questions].as well as the following textbook assignment.
 * Take the True/False Video Quiz.

__Lesson Activity # 2: The Puritans__
 * Reading Like An Historian Activity: [|Were the Puritans Selfish or Selfless?]

__Lesson/Activity # 3: Women in the New England Colonies:__


 * Watch this video on [|Anne Hutchinson and Anne Bradstreet.] Background: In the first colonies women were overwhelmed by their first experience of freedom. Two women colonists, Anne Hutchinson and Anne Bradstreet, documented these new feelings through poetry.

__Assessment:__
 * History and Literature-//To My Dear and Loving Husband// by Anne Bradstreet
 * [[file:History and Literature.pdf]]

**Optional Reading Assignment**: You will be reading the first article from __ Us and Them __ magazine // on [|The Silencing of Mary Dyer.] // It will give you some insight into some of the issue of religious // intolerance // (lack of acceptance for religious faiths other than your own) in the New England colonies. As you read, answer the questions below. Some are comprehension questions make sure you understand what is happening; others are more in-depth to get you to start thinking about the issues in the article. The questions go in the order of the article. // Please use complete sentences for ALL of your answers! //

Here's the questions for //The Silencing of Mary Dyer.//

__ Lesson/Activity # 4: Witchcraft in New England __


 * [|Witchcraft in Connecticut] Report
 * Reading Like An Historian Activity: [|What Caused the Salem Witch Crisis of 1692?]
 * Discovery Education Video documentary on [|The Salem Witch Trials].


 * Lesson # 5: Indian/ English Relations**

History Documentary: 10 Days That Changed America: Watch //Massacre at Mystic// and answer the following -Study Guide questions.


 * Reading Like An Historian: [|What Caused the King Philip's War?]

=__**The Middle and Southern Colonies**__=

1. Introduction:
 * Anticipation Guide: How much do you think you know about the early history of the middle and southern colonies?
 * [[file:RRG 3-3.rtf]]
 * [[file:RRG 3-4.rtf]][[image:Southern colonies.jpg align="right" caption="In what region was tobacco an important crop? What advantages did the location of Norfolk and Savannah offer merchants?"]]

Instruction: >
 * Watch this video on [|The Middle Colonies]. This program tells the stories of the Middle Colonies of New York, New Jersey, Delaware, and Pennsylvania. This region, which lies between the southern colonies and New England, was originally colonized by settlers from Holland and Sweden and was later seized by England. Slavery was not a big factor in the middle colonies, nor was Puritanism, but Quakers were significant. Special emphasis in this program is given to William Penn, a man whose influence was felt in the development of three different colonies. The conclusion examines the impact of colonies on the environment, Native Americans, and the American culture.
 * Watch this video on [|The Southern Colonies]. This program tells the stories of the Southern Colonies of Virginia, Maryland, Georgia, and North and South Carolina. This region was were very distinct from England’s other American colonies because their economic success was based on slave labor. This program tells the stories of these colonies. Beginning with England’s first attempts at colonization on Roanoke Island in the 1580s, this program examines the motivations for founding each southern colony. The problems colonists faced in settling new territory and interactions with American Indians are detailed. The role of slavery, conflicts with Spain, colonial exports, and methods of government are also examined.

Assessment:
 * Chart on The New England Colonies.
 * History and Geography: The Landscape of the 13 Colonies




 * Reading Like An Historian: What can passenger lists tell us about who settled in the New World and where they settled? In this lesson, students critically examine the passenger lists of ships headed to New England and Virginia to better understand English colonial life in the 1630s.
 * Complete Map Activity: The 13 Colonies
 * [[file:utlineMap of The 13 Colonies.pdf]]

=**__Spanish Colonies in North America__**=

Introduction:
 * Anticipation Guide: How Much Do you know about the Spanish Colonies on the Borderland?

Lessons/Activities:
 * Watch this video on [|Spanish North America] and learn about Spain’s colonization of the southwestern continent into Alta California, including the creation of Spanish missions to spread the empire’s control. The second video you are to watch is on [|Spanish Missions.] La Purisima Conception is an example of a typical Spanish mission in California. As we tour the mission’s grounds, we learn about life on the mission 200 years ago and the roles of the padres and American Indians.
 * Ms. Avery's powerpoint on her visit to San Juan Capistrano Mission and San Francisco Mission in California.

Assessment: When you are done watching these videos
 * Answer [|these questions].

=__**Life In The Colonies**__= 1. __Introduction:__ 2. __Lesson__
 * Colonial Government**
 * Anticipation Guide: How much do you think you know about rights and freedoms of the English colonists?
 * [[file:RRG 4-1.rtf]]
 * Teacher led powerpoint presentation.

3. __Assessment:__


 * List at least two examples from colonial society to support this main idea: English colonists believed they should have the same freedoms as English citizens.


 * Colonial Society **

__ 1. Introduction: __


 * Students will complete "Before Reading" Anticipation Guide: How much do you think you know about colonial society?
 * [[file:RRG 4-2.rtf]]

__2. Lesson:__


 * Teacher led powerpoint presentation.

__3. Assessment:__


 * Google Docs Activity: Check Your Progress, p. 112 in text. Students will answer assigned question on a google document and then collaborate to synthesis information into one well written paragraph.


 * Slavery in the Colonies **

__ 1. Introd __ __ uction: __


 * Anticipation Guide: How much do you think you know about slavery in the colonies?

__2. Lesson:__


 * Teacher led Powerpoint presentation.
 * [|Triangular Trade Interactive Map]
 * Students will complete map of "Major Trade Routes."
 * [[file:Major_Trade_RoutesA.pdf]]
 * [[file:Major Trade Routes.pdf]]

3. Assessment:


 * Complete this DBQ: // How were enslaved Africans treated on the journey to America? //

=[|Slave ship Image]=

Scavenger Hunt on Fortune's World



=**Final Unit Assessments:**=
 * **Review Essential Question:: //How did colonists with strong roots in the past, develop their own way of life?//**
 * **DBQ: Why and How Did People Come to Early America?**
 * **Colonial America Timeline**
 * [[file:Colonial America Timeline.pdf]]
 * **Begin Eyewitness Journals**
 * [[file:Eyewitness Diaries.xps]]