Early American History 8



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Early American History 8th grade Unit 1 Social Studies SY 2016-2017





Unit 1: The Early Americas and European Exploration, European Colonization of North America, The Revolutionary Era part 1

1st Quarter (9 weeks)

Essential Questions:

Topic 1

How did different cultures and traditions develop around the world?

Topic 2

What factors influenced the development of the New England, Middle and Southern Colonies? How did Colonial life take shape?

Topic 3

How did the Relationship between Britain and the Colonies fall apart?



Topic Focus Questions:

    1. How did people first reach the Americas?

    2. How did people trade in the Middle Ages? What is the significance of the Silk Road?

    3. Why did Spain send Columbus on his voyages?

2.1 What reasons did Spanish colonists have for coming to New Spain?

2.2 What difficulties did the Jamestown colonists face?

2.3 How did the Native Americans help the pilgrims?

2.4 Why was so much of the Middle Colonies’ economy based on farming?

2.5 Why did many colonists believe there was nothing wrong with slavery?

2.6 How did the Great Awakening change how people thought about themselves and their political rights?

2.7 Why did England pass the Navigation Acts?

3.1 Why did Washington and his men fight the French?

3.2 What arguments did the colonists have against more British Taxes?

Assessment:

Pre-Assessment: From Achievement series

Formatives: Utilize variety of assessments within the text sections to quiz students and check for learning and understanding

Summative: From Achievement series

Text Source- Pearson- “American History: Beginnings Through Reconstruction”
Projects:

Any projects listed under “Investigate” in the teacher’ edition of the text.



MO Learning Standards (CCSS)

Academic Vocabulary

  1. Analyze diverse Native American cultures in north, Central and South America to explain the way they adapted to their various environments. T2S3A

  2. Analyze the geography of colonial regions in North and South America to explain their cultural, social and economic differences. T2S3B

  3. Trace the causes and consequences of indigenous peoples arriving in the Americas beginning c. 15,000 BCE. T2S1A

  4. Compare the governmental systems of European powers to determine effect on colonization in the Americas. T2S2A

  5. Explain how the founding of European colonies influenced their governments and expectations for self-rule. T2S2B

  6. Analyze local and colonial governments in North and South America to trace the factors influencing their structure and function. T2S2C

  7. Compare motivating factors leading European nations to settle in the New World to explain colonial diversity and regional differences in North and South America. T2S1B

  8. Explain how the physical and human characteristics of regions in the Americas prior to c. 1870 are connected to changing identity and culture. T1S3B

  9. Explain connections among historical context and people's perspectives at the time. T1S1B

  10. Trace the causes and consequences of conflict and cooperation between Native Americans and north and South American colonists, using multiple viewpoints. T2S1C

  11. Compare sources of labor, emerging economic production, and availability of land in the New World and their impact on economic development in North and South America. T2S4A

  12. Compare and contrast the interaction of European settlers with native populations. T2S5A

  13. Analyze the mercantile system to explain colonial responses to economic control by European nations including Great Britain. T2S4B

  14. Describe the function and purpose of taxes imposed by Great Britain following the Seven Years War, evaluating colonial responses to them. T3S4A




    1. Surplus

Causeway

Quipu


Terrace

Culture


Adobe

Pueblo


Mound Builder

Culture Region

Tribe

Diffusion



Pit House

Potlatch


Clan

Iroquios League

Sachem

Settlement



City-State

Civilization



    1. Renaissance

Feudalism

Manor


Crusades

Innovation

Astrolabe

Silk Road

Caravan

Savanna


Extended Family

Kinship


Christianity

Islam


    1. Colony

Turning Point

Circumnavigate

Columbian Exchange

Modification

2.1 Conquistador

Pueblo


Presidio

Mission


Peninsulare

Creole


Mestizo

Encomienda

Plantation

2.2 Northwest Passage

Protestant Reformation

Coureur de Boise

Charter

Burgess


House of Burgesses

Alliance

Frontier

2.3 Pilgrim

Established church

Persecution

Mayflower Compact

Precedent

Thanksgiving

Puritans



2.4 Patroon

Proprietary colony

Royal colony

Quakers


Pennsylvania Dutch

Cash crop

William Penn

2.5 Act of Toleration

Indigo

Debtor


Slave codes

Racism


2.6 Gentry

Middle Class

Gullah

Great Awakening



Apprentice

Dame school

Enlightenment

2.7 Mercantilism

Export

Navigation Acts



Yankees

Triangular trade

Legislature

Glorious Revolution

Bill of Rights

English Bill of Rights

Imports

William Blackstone



Legislature

3.1 French and Indian War

Albany Plan of Union

Plains of Abraham

Treaty of Paris

George Washington

3.2 Pontiac’s War

Proclamation of 1763

Stamp Act

Petition


Boycott

Repeal


Townshend Acts

Writ of assistance

Boston Massacre

Committee of Correspondence

Abigail Adams

Samuel Adams

Mercy Otis Warren

Crispus Attucks

Patrick Henry

John Adams

King George III

Free-enterprise system




Learning Targets

I Can...





Addressing Content



Analyze diverse Native American cultures in north, Central and South America to explain the way they adapted to their various environments. T2S3A
Trace the causes and consequences of indigenous peoples arriving in the Americas beginning c. 15,000 BCE. T2S1A
Explain how the physical and human characteristics of regions in the Americas prior to c. 1870 are connected to changing identity and culture. T1S3B

Interact with New Knowledge

Practice and Deepen New Knowledge

Generate and test hypothesis and new knowledge

Strategies


The teacher will:

Introduce the topic, prepare background knowledge, lead the reading and discussion, and introduce new vocabulary.




The teacher will:

Lay out the expectations for note-taking and journaling and guide students through both processes. The teacher will also point out key features of a map and guide students through the questions.


Topic 1: Lesson 1: The Early Americas: Flipped Video: Native American Culture Regions of North America; Text 1: The First Americans, pp. 1–4; Text 7: Culture and the Physical Characteristics of North America, pp. 2, 11; Interactive Map: Native America Culture Regions of North America; Text 9: The Iroquois League; Interactive Gallery: Housing and the Environment; Synthesize: Native American Tribes; Quiz: The Early Americas

The teacher will:

Instruct students on the expectations of a written report and differentiate projects to meet the needs of struggling or gifted learners.



Activities


Have students complete the Digital Text 1 on pearson realize and answer the text questions.

.



Class discussion and review of what we know of the Mayans, Incas, and Aztec civilizations.
Complete a Venn Diagram showing the similarities and differences between the two civilizations.


Have students choose a tribe to research and report back to the whole class on their ways of life, climate, traditions, religions, etc.


Compare motivating factors leading European nations to settle in the New World to explain colonial diversity and regional differences in North and South America. T2S1B
Analyze the geography of colonial regions in North and South America to explain their cultural, social and economic differences. T2S3B
Compare sources of labor, emerging economic production, and availability of land in the New World and their impact on economic development in North and South America. T2S4A
Compare the governmental systems of European powers to determine effect on colonization in the Americas. T2S2A
Explain how the founding of European colonies influenced their governments and expectations for self-rule. T2S2B
Analyze local and colonial governments in North and South America to trace the factors influencing their structure and function. T2S2C


Strategies


The teacher will:

Introduce the topic, prepare background knowledge, lead the reading and discussion, and introduce new vocabulary.



The teacher will:

Prepare the PowerPoint presentation on European Exploration in the Americas and guide students through the note-taking process.

The teacher will instruct students on their journaling expectations and walk them through a graphic organizer.


The teacher will:

Instruct students on the expectations of an illustration and/or a report and differentiate each project to accommodate students.



Activities


The students will have a discussion about some reasons for the colonists to come to America.
The students will read each section in the text describing the different colonial regions and their economies.


The students will compare and contrast the differences and similarities between the colonial regions and their governments and economies.
Topic 2: Lesson 5: The Southern Colonies: Text 3: Two Regions Develop Differently; Interactive Illustration: Plantations of the Southern Colonies; Text 4: The Slave Trade Expands


Students will design and label a map of the new colonies.
They will describe the economies, religions, and government systems developed in each of the new colonies.



Explain connections among historical context and people's perspectives at the time. T1S1B
Trace the causes and consequences of conflict and cooperation between Native Americans and north and South American colonists, using multiple viewpoints. T2S1C
Compare and contrast the interaction of European settlers with native populations. T2S5A
Analyze the mercantile system to explain colonial responses to economic control by European nations including Great Britain. T2S4B
Describe the function and purpose of taxes imposed by Great Britain following the Seven Years War, evaluating colonial responses to them. T3S4A


Strategies


The teacher will:

Introduce the topic, prepare background knowledge, lead the reading and discussion, and introduce new vocabulary.



The teacher will:

Lay out the expectations for note-taking and journaling and guide students through both processes. The teacher will also point out key features of a map and guide students through the questions.



The teacher will:

Instruct students on the expectations of an illustration and/or a report and differentiate each project to accommodate students.



Activities


Students will use close reading strategies to read the Trading Across the Atlantic section and answer the Central Issues questions.
Students will read and take notes on Section 3.1 and 3.2.
Students will define all vocabulary words in these sections.



Students will use the Triangular Trade map to describe the trade routes in their own words.

The students will identify where and why the French and Indian War began. Students will answer the 3.1 and 3.2 questions in pairs and then share their answers with other groups.


Topic 3, Lesson 2: Tensions with Britain: Text 3: Causes of the American Revolution - Mercantilism and Taxation; Text 4: Causes of the American Revolution - The Stamp Act; Text 5: Causes of the American Revolution - Townshend Acts

Students will use cause and effect to identify how the triangular trade affected the following groups: Colonial Merchants, The English, and Africans.

Students will complete the Digital Text 1 and Digital text 2 lessons on pearsonrealize online.





Unit Resources:

Web Resources:

1. PearsonRealize Student and Teacher resources.

2. http://assets.pearsonschool.com/correlations/MO_American_Hist_2016_Digital.pdf

3. Differentiated Instruction in the beginning of all chapters.

4. Teacher booklet/online additions for special needs and ELL. SN, ELL

5. Gifted and talented resources provided. GT

6. Less proficient readers. LPR

7. Advanced Readers. AR



Intervention Strategies:

Marzano Interventions-The Art and Science of Teaching

Guides for special needs and struggling learners throughout the TE of text.





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