•  

    Link to MC3 Unit 3

     

     

    Key Concepts

    cause and effect

    colonial regions

    colonization

    cultural differences

    diversified economy

    economic development

    ethnic diversity

    migration

    one-crop economies/ staple-crops[3]

    political institutions

    primary and secondary sources

    role of religion

    representative government

    settlement

    settlement patterns

    slavery

    Additional Key Concepts
    economic

    Graphic Organizer

     

    Unit 3 

     

    Middle School Foundations (see Grade 8, F1.1)

     

    Describe the ideas, experiences, and interactions that influenced the colonists’ decision to declare independence by analyzing

    ·         colonial ideas about government (e.g., limited government, republicanism, protecting individual rights and promoting the common good, representative government, natural rights) 

    ·         experiences with self-government (e.g., House of Burgesses and town meetings).

     

     

     

     
     
     
     
     
    Unit Abstract:

    In this unit students examine the causes and consequences of European settlement in North America during the seventeenth and early eighteenth centuries. Throughout the unit, students use primary and secondary sources to examine how Europeans adapted to life in North America.  Students begin the unit by exploring the reasons for European colonization and identifying the push and pull factors that caused people to migrate to the New World.  Students next examine a variety of early settlements such as Roanoke, New Amsterdam, Jamestown, and Plymouth. In doing so, students explore how the reasons for migration and the physical geography of the New World influenced patterns of early colonial settlements and their development.  Students explore the three distinct colonial regions:  New England, Middle, and Southern colonies. They investigate significant developments in each colonial region, focusing on political institutions and economic activities.  For example, in studying the growth political institutions, students explore the Mayflower Compact, colonial representative assemblies, the establishment of town meetings, and growth of royal government. Emphasis is also placed on the economic development of each region, including the establishment of staple-crop agricultural economies in the south and the growth of manufacturing and small farms in New England. Students also consider how regional economic differences influenced the use of slave labor in different colonial regions.  In exploring the relationships between the European settlers and American Indians, students compare how the British and French differed in their interactions with indigenous peoples. In considering the Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and the subsequent English takeover of the Middle colonies, students analyze immigration patterns that led to ethnic diversity. Students also assess the role of religion when exploring each colonial region.  Throughout the unit, students gather and evaluate evidence to answer the question:  Why did different colonial regions develop in North America?

     

     

    Content Expectations 

    4 - G4.0.1:      Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration.

    5 – U1.4.2:     Use primary and secondary sources (e.g., letters, diaries, maps, documents, narratives, pictures, graphic data) to compare Europeans and American Indians who converged in the western hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use.

    5 – U1.4.3:     Explain the impact of European contact on American Indian cultures by comparing the different approaches used by the British and French in their interactions with American Indians.

    5 – U2.1.1:    Describe significant developments in the Southern colonies, including:

    • patterns of settlement and control including the impact of geography (landforms and climate) on settlement

    • establishment of Jamestown

    • development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia)[1]

    • relationships with American Indians (e.g., Powhatan)

    • development of colonial representative assemblies (House of Burgesses) and royal government

    • development of slavery.

    5 – U2.1.2:    Describe significant developments in the New England colonies, including:

    • patterns of settlement and control including the impact of geography (landforms and climate) on settlement

    • relations with American Indians (e.g., Pequot/King Phillip’s War)

    • growth of agricultural (small farms) and non-agricultural (shipping, fishing, manufacturing) economies

    • the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government[2]

    • religious tensions in Massachusetts that led to the establishment of other colonies in New England.

    5 – U2.1.3:    Describe significant developments in the Middle colonies, including:

    • patterns of settlement and control including the impact of geography (landforms and climate) on settlement

    • the growth of Middle colonies economies (e.g., breadbasket)

    • the Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and subsequent English takeover of the Middle colonies

    • immigration patterns leading to ethnic diversity in the Middle colonies.

    5 – U2.1.4:    Compare the regional settlement patterns of the Southern, New England, and the Middle colonies.
    5 – U2.3.1:     Locate the New England, Middle, and Southern colonies on a map.

     

      

    Constructed Response Items

     
    5-U1.4.2   Compare the government structure and property ownership and land use of Europeans and American Indians using primary and secondary sources.

    EuropeansAmerican Indians
    government structure
    property ownership
    land use

     

    Performance Assessments

    5-U1.4.3   Compare how the British and the French interacted with the American Indians. 
                      Given a role as a British soldier or a French voyaguer be prepared to argue with the other for the opportunity to trade exclusively with the American
                      Indian.
     
    5-U2.3.1
    Locate and label the New England, Middle, and Southern colonies.
    • Given a map of the 13 colonies color each group a different color and label each colony
     
     

     

Last Modified on February 14, 2018