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: How did people first reach the Americas?
How did people trade in the Middle Ages? What is the significance of the Silk Road?
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
Analyze diverse Native American cultures in north, Central and South America to explain the way they adapted to their various environments. T2S3A
Analyze the geography of colonial regions in North and South America to explain their cultural, social and economic differences. T2S3B
Trace the causes and consequences of indigenous peoples arriving in the Americas beginning c. 15,000 BCE. T2S1A
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
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
Explain how the physical and human characteristics of regions in the Americas prior to c. 1870 are connected to changing identity and culture. T1S3B
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 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 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
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.
