A.+Unit+Overview

=The English Colonies=

The Main Theme
This unit will cover the Geography and life associated with the original 13 colonies. The first 6 days students will focus on the thirteen colonies and the New England colonies. The next 9 days students will explore the founding of the Middle and Southern colonies and what life was like for the people who settled them.

**New England Colonies**
The main objectives and associated content standards for the first 6 days of the unit are:


 * Locate and identify the thirteen English Colonies.
 * HSS 5.2.4 Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia.
 * Describe the influence of geography on the original 13 colonies.
 * HSS 5.4.1 Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.
 * Explain the Puritan's influence on government in Massachusetts.
 * HSS 5.4.3 Describe the religious aspects of the earliest colonies(e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).
 * Describe conflict between American Indians and New England colonists.
 * HSS 5.3.3 Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip's Wars in New England, the Powhatan Wars in Virginia, the French and Indian War).
 * HSS 5.4.5 Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.
 * HSS 5.4.7 Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.
 * Explain the importance of the sea to the New England economy.
 * HSS 5.2.3 Trace the routes of the major land explorers of the United States, the distances traveled by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.
 * Describe New England's religious and social institutions.
 * HSS 5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
 * HSS 5.4.4 Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.
 * HSS 5.4.6 Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.

The following interdisciplinary standards and objectives will also be addressed during the first 6 days of this unit:
 * The student will be able to take information from a story and create their own interpretation in the form of a cartoon. The student will c ommunicate values, opinions, or personal insights through an original work of art.
 * Visual Arts Standard 2.5 Communicate values, opinions, or personal insights through an original work of art.
 * Students will read the chapter "The Thirteen Colonies" and use a graphic organizer to compare and contrast the three regions of the English Colonies.
 * Reading/language Arts W1.2 Create multiple-paragraph expository compositions:
 * a. Establish a topic, important ideas, or events in sequence or chronological order.
 * b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought.
 * c. Offer a concluding paragraph that summarizes important ideas and details.

**Middle and Southern Colonies**
The main objectives and associated content standards for the next 9 days of the unit are:


 * Describe political, religious, and social institutions of the Middle Colonies.
 * HSS 5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
 * HSS 5.3.2 Describe the cooperation that existed between the colonists and Indians during the 1600's and 1700's.
 * Identify individuals responsible for founding the Middle Colonies.
 * HSS 5.4.2 Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding.
 * HSS 5.4.7 Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.
 * Use cost and benefit analyses to make decisions.
 * Analysis skill HI 4 Students conduct cost-benefit analyses of historical and current events.
 * Understand how decisions can influence historical events.
 * Analyses skill HI 4 Students conduct cost-benefit analyses of historical and current events.
 * Compare farm life with city life in the Middle Colonies.
 * HSS 5.4.5 Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.
 * Explain early democratic practices in Virginia.
 * HSS 5.3 Students describe the cooperation and conflict that existed among the American indians and between the Indian nations and the new settlers.
 * Identify individuals responsible for founding the Southern Colonies.
 * HSS 5.4.2 Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding.
 * Identify the importance of agriculture to the Southern Colonies' economy.
 * HSS 5.4.1 Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.
 * Compare plantation life with small farm life.
 * HSS 5.4.6 Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.
 * Describe enslaved African's lives, work, and culture.
 * HSS 5.4.6 Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.

The following interdisciplinary standards and objectives will also be addressed during the next 9 days of the unit:


 * The student will be able to define new vocabulary words.
 * Reading/Language Arts- Reading 1.2 Use word origins to determine the meaning of unknown words.

Previous and future lesson tie ins
This unit is a natural progression for students from the previous unit "Exploration and Settlement". Students have explored the expansion of travel, technology, and trade between Europe, Asia, Africa, and the Americas from the 1200s t the 1700s. Students have also discovered how European exploration and settlement of North America, from the search for a Northwest Passage to later settlements of the early 1600s came about.

At the conclusion of this unit students will proceed on to the unit "The American Revolution". In this unit students will learn of conflicts with Britain; French and Indian War; and causes of the American Revolution. They will study the course of the war, from Common Sense to the Treaty of Paris. Finally, students will investigate the development of the Constitution.

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