Unit 2: The Era of North American Colonization: 1585-1763

Grade: 5

Content Area:

Social Studies

Course Name:

U.S. Studies

Unit 2:

The Era of North American Colonization: 1585-1763

Description of Unit: During this unit, you will encounter the story of North American Colonization from 1585-1763. While the Spanish colonized the Southern and Western areas of what is now called the United States, the English and the French colonized the North and East. You will learn how the geography of North America (part of the “New World”) affected the growth of the colonies and the different people who lived there. As the English and the French came to the New World (as they called the Americas) they came across people who had already been living there for centuries. These people were the Native Americans who struggled to keep their land while doing business with the Europeans. The Europeans soon brought slaves from Africa who they forced to work on on their lands and would never return to their homes and families.

Living so far away from Britain or France, the colonist’s attitudes began to change over time. The colonists, especially the English, developed their own culture that was different from Europe and began to enjoy their independence. Between 1585-1763 colonies were founded, native peoples lost more and more of their land, colonists made a living, and a cruel system of slavery was established until a massive war between the French, English, and their Native American allies would change the history of North America.

Approximate Time Needed: Approximately 23 days using a 50 minute class structure..

Learning Targets

Assessments

Instructional Considerations

Instructional Approach

Resources

2.1 I can… Create and use various kinds of maps, including overlaying thematic maps, of places in the North American colonies; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.

2.2 I can… Locate and identify the physical and human characteristics of places in the North American colonies.

2.3 I can…Explain how geographic factors affected land use in the North American colonies.

2.4 I can...Identify taxes and fees collected, and services provided, by governments during colonial times; compare these to the taxes and fees collected, and services provided, by the government today.

2.5 I can ...Describe various types and uses of income and discuss advantages and disadvantages of each.

2.6 I can...Describe the concept of profit as the motivation for entrepreneurs; calculate profit as the difference between revenue (from selling goods and services) and cost (payments for resources used).

2.7 I can...Identify the role of Europeans and West Africans in the development of the Atlantic slave trade. (Colonization and Settlement: 1585-1763)

2.8 I can...Describe ways that enslaved people and people in free black communities resisted slavery and transferred, developed and maintained their cultural identities. (Colonization and Settlement: 1585-1763)

2.9 I can...Explain the construct of an era; interpret the connections between three or more events in an era depicted in a timeline or flow chart

Pre-Assessments:

The students will complete a battery of true/false and matching questions to measure their knowledge of the unit’s content.

Formative Assessments:

  1. Construct a map of places in the North American colonies; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.

  1. Locate and identify the physical and human characteristics of places in the North American colonies in an interactive manner using various mapping technologies.

  1. Synthesize a colonial newspaper that documents the political, social, and economic aspects of colonial life using primary and secondary sources.

  1. Discuss how geographic factors affected land use in the North American colonies through the medium of an online forum.

  1. Respond in a written format to an online presentation that describes taxes and fees collected, and services provided, by governments during colonial times and compare these to the taxes and fees collected, and services provided, by the government today.

  1. Interact within an online forum discussion module where participants explore the various uses of income and advantages and disadvantages of each type of income as it relates to the Era of North American Colonization.

  1. Demonstrate knowledge of the concept of profit as the motivation for entrepreneurs and calculate profit as the difference between revenue and cost using historically accurate business data from the Era of North American Colonization.

  1. Generate a colonial stock pamphlet based upon colonial economic conditions, risk, and entrepreneurship using basic historical research skills.

  1. Create primary-source-derived storylines in an RAFT writing format that depicts the life and and interactions of West Africans in Colonial America during the development and codification of the West African Slave Trade

  1. Conduct a wiki discussion that analyzes and evaluates primary and secondary sources that document how enslaved people and people in free black communities resisted slavery and transferred, developed and maintained their cultural identities.

Benchmark Assessment:
The students will synthesize a timeline or flowchart using prescribed methods of historical inquiry and the use of a variety of interactive media that interprets the historical era through a particular lens.

Student Background Knowledge:

Prior to this unit, the students will have covered the essential ideas of pre-Columbian life among indigenous peoples, the changes instigated by contact with European peoples, the impact of the Columbian exchange, and the salient aspects of Spanish colonization.

Essential Questions:

  1. How do I create and use various kinds of maps, including overlaying thematic maps, of places in the North American colonies; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information?

  1. How do I locate and identify the physical and human characteristics of places in the North American colonies?

  1. How did geographic factors affect land use in the North American colonies?

  1. What types of taxes and fees were collected, and services provided, by governments during colonial times, and how do these taxes, fees, and services compare to those of our present government?

  1. What are various uses of income and what are advantages and disadvantages of each type of income?

  1. How is the concept of profit a motivation for entrepreneurs? How do I calculate profit as the difference between revenue (from selling goods and services) and cost (payments for resources used)?

  1. What roles did the Europeans and West Africans play in the development of the Atlantic slave trade?

  1. In what ways did enslaved people and people in free black communities resist slavery and transfer, develop, and maintain their cultural identities?

  1. How may I interpret the connections between three or more events in the era of North American Colonization through the construction of a timeline or flow chart?

Academic Language:

Describe, Analyze, Determine, Evaluate, and Synthesize.

Content Specific Language: 

The content specific language will addressed in each and every lesson through vocabulary tutorials and related activities.

Lesson Plan (Link to lesson plans for unit) Template

Cross-Content Integration:

The content of this world history course is readily aligned to language arts and media arts-associated courses in addition to the full spectrum of social studies courses. From text analysis and critical essay writing to the examination and analysis of artwork and political cartoons the students will be using many of the transferable skills from language arts classes. In addition, the acquisition of research and creation of historical research projects in a variety of formats comports well with the any type of media arts course.

Grade 5 Language Arts Standards: Reading Benchmarks Informational Text

5.2.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

5.2.2.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

5.2.3.3 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.

5.2.4.4 Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.

5.2.5.5 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.

5.2.6.6 Analyze multiple accounts by various cultures of the same event or
topic, noting important similarities and differences in the point of
view they represent.

5.2.7.7 Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently.

5.2.8.8 Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which
point(s).

5.2.9.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

5.2.10.10 By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the
high end of the grades 4–5 text complexity band independently and
proficiently. a. Self-select texts for personal enjoyment, interest,
and academic tasks.

Web Resources: To be found in each individual lesson

Research: To be provided within lessons

Technology Resources:

Internet access, webtools, google docs, Microsoft Word

Community Resources: Family, teachers, libraries, retirement homes.