Unit 3: U.S. History - The British Colonies in North America

Stage 1 - Desired Results

Establish Goals:

What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?

California History-Social Studies Standards

5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
1. Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America.
2. Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural interchanges).
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).
5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
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.
2. Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
3. Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).
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.
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.
7. Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.
CCSS ELA Standards for California
Reading Information
5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text
5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.


5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly
5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.


Students will understand that . . .
• The United States of America, as we currently know it, comes out of this period in history.
• This set up the geography of our current North America
• The values that form the basis of our country today began then
• What misunderstandings are predictable?

Essential Questions:

Provocative Questions?
What provocative questions will foster inquiry, understanding, and transfer of learning?

Essential Background:

Background knowledge
• What background knowledge and skills will students need to have or be brought up to speed on and how will this be done?

Students will know . . .

• It wasn't the first representative democracy, but the first to recognize inalienable rights
• The start of the American colonies had the start of slavery from Africa, which changed both continents
• The colonies often had specific religious affiliations, etc. that influenced the colonies and United States as time went on both in terms of beliefs and law.
Skills and knowledge
• Ability to analyze and synthesize information from different resources in a variety of formats

Students will be able to know . . .

Read maps to show about how the English/British Colonies and the colonies of other European powers in North America
Read timelines to understand the different period cultures flourished

Stage 2 – Assessment Evidence

Performance Tasks:

• Weekly Assessments
Authentic task
• Choice of assessment - Students will be able to choose a format (comic/graphic, infographic, play, podcast, etc.) to convey an idea from the unit

Other Evidence:

• Unit packet with notes and other work related to the topic
• Question and concept board, weekly class discussions, survey at unit end (Google Docs).

Stage 3 - Learning Plan


Learning Activities:

What learning experiences and instruction will enable students to achieve the desired results?
History Text
Supplemental Reading/ Videos
Writing and Other Activities
Unit 3 Chapter 6 The Southern Colonies
Lesson 1 Virginia and Maryland
Lesson 2 The Carolinas and Georgina
Lesson 3 Living in the Southern Colonies

Unit 3 Chapter 7 The New England Colonies
Lesson 1 Plymouth Colony
Lesson 2 The Puritans Settle Massachusetts Bay

Unit 3 Chapter 7 The New England Colonies
Lesson 3 Connecticut and Rhode Island
Lesson 4 Life in New England

Unit 3 Chapter 8 The Middle Colonies
Lesson 1 New York and New Jersey
p 272-275
Lesson 2 Pennsylvania p 276-281
Lesson 3 Living in the Middle Colonies p 282-296
Think/Ideas: What was life like in the Middle Colonies?
Religion and commerce

Unit 3 Chapter 9 Life in the Thirteen Colonies
Lesson 1 Conflict with Native Americans p 292-297
Lesson 2 Slavery in the Colonies
p 298-303
Think/Ideas: What part do Native Americans
and people brought in from Africa play in the
development of the Colonies

MLK Holiday
Unit 3 Chapter 9 Life in the Thirteen Colonies
Lesson 3 Early Economics p306-311
Lesson 4 Governing the Colonies p312-317
Think/ideas: What were the similarities and difference in
economics and government in the early colonial period?