2015+Unit+3+Social+Studies

= Unit 3: U.S. History - The British Colonies in North America = //What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?//
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===

**[|California History-Social Studies Standards]**
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). 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. 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.
 * 5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.**
 * 5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.**
 * [|CCSS ELA Standards for California]**
 * Reading Information**

Writing
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:=== • What background knowledge and skills will students need to have or be brought up to speed on and how will this be done? || • 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. • Ability to analyze and synthesize information from different resources in a variety of formats || ====//Students will be able to know. . .//==== • Weekly Assessments • 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). ||
 * ===Understandings:===
 * Idea**
 * Misunderstandings**
 * Provocative Questions?**
 * •** What provocative questions will foster inquiry, understanding, and transfer of learning? ||
 * ^  || ===Essential Background:===
 * Background knowledge**
 * ====//Students will know . . .//====
 * Skills and knowledge**
 * • ** 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: ===
 * Authentic task **
 * Reflection **
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**=== ||

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? 11/30 || 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 ||  ||   || 12/7 || Unit 3 Chapter 7 The New England Colonies Lesson 1 Plymouth Colony Lesson 2 The Puritans Settle Massachusetts Bay ||  ||   || 12/14 || Unit 3 Chapter 7 The New England Colonies Lesson 3 Connecticut and Rhode Island Lesson 4 Life in New England ||  ||   || 1/4 || 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 ||  ||   || 1/11 || 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 ||  ||   || 1/18 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? ||  ||   ||
 * **Date** || ** History Text ** || ** Supplemental Reading/ Videos ** || ** Writing and Other Activities ** ||
 * Thirteen
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