Durham Public Schools 2012-2013 s2

Unit Overview: Instructional Time: 1 week on block and 2 weeks on traditional schedule Quarter MACROBUTTON HTMLDirect One MACROBUTTON HTMLDirect Two MACROBUTTON HTMLDirect Three MACROBUTTON HTMLDirect Four Unit Theme: Life in British Colonial America as well as the growth Revised Bloom’s Taxonomy: As with all history courses, the level of and development of British North America (1700 – 1763) thinking involved depends on the specific instruction methods utilized and the evaluation systems of student mastery. We should strive to go beyond simply “remembering” and test for understanding how various content items “fit together”, analyzing sources, evaluating those sources and creating new ideas and ways to explain the past.. Unit Summary: Students will understand and be able to explain how life was different for people in the various parts and classes of American society. They will understand how peoples’ experiences were a function of social status, climate, geography and interactions with those from other groups. They will also be able to explain the workings of British colonial government and its impact on everyday life. In addition, they will also appreciate the impact that European rivalries had on both everyday life as well as their relationship with the “mother country.”

North Carolina Informational Technology Essential Standards: HS.SL 1.1 – evaluating resources HS.SL 1.2 – identifying point of view, bias, values and writer’s intent HS.SL 1.3 – assessing relevance of various sources

NC Essential Standards: H1.1 – identify the structure of a historical narrative, interpret data presented in time lines and create time lines 1.2 – reconstruct the literal meaning of an historical passage, differentiate between facts and interpretations, analyze data from maps and visual, literary and musical sources 1.3 –identify issues and problems in the past, consider multiple perspectives, analyze cause and effect relationships and multiple causations, evaluate competing historical narratives and debate among historians, evaluate the influence of the past on contemporary issues 1.4 – formulate historical questions, obtain data form a variety of sources, support interpretations with historical evidence, construct essays using historical evidence to support contentions 2.1 – analyze key political, economic and social turning points 2.2 – evaluate key turning points in terms of their lasting impact, 3.1 – analyze how economic, political, social, military and religious factors influences the patterns of colonial settlement 3.2 – explain how environmental, cultural and economic factors influenced patterns of migration and settlement within the US 3.3- explain the roles of various racial and ethnic groups in settlement and expansion and the consequences for those groups 3.4 – analyze voluntary and involuntary immigration trends in terms of causes, regions of origin and destination, cultural contributions and public and governmental response 4.1 – analyze the political issues and conflicts that impacted the US and the compromises that resulted, 4.2 – analyze the economic issues and conflicts that impacted the US and the compromises that resulted. 4.3 – analyze the social and religious conflicts that affected the US in terms of participants, strategies, opposition and results 4.4 – analyze the cultural conflicts that impacted the US and the compromises that resulted 5.1 – summarize how philosophical, ideological and religious views on freedom and equality contributed to the development of American political systems 5.2 – Explain how judicial, legislative and executive actions have affected the distribution of power between levels of government 7.1 – Explain the impact of wars on American politics 7.2 – Explain the impact of wars on the American economy 7.3 – Explain the impact of wars on American society and culture 8.2 – explain how opportunity and mobility impacted various groups within the American society 8.3- Evaluate the extent to which a variety of groups and individuals have had an opportunity to attain their perception of the American Dream

Critical Essential Question(s): ****How did life in the northern, middle and southern colonies differ? ****What caused the rivalries between the English and the French? ****How did colonial government work? ****How did the economies of the 3 regions differ? ****What groups of people came to British North America during the 18th century? ****Why did those people come and where did they “settle?” ****How did the end of “salutary neglect” change the relationship between Britain and her colonies? ****What impact did religion play in the growth and development of colonial America?

Less Critical Essential Questions: How did a dispute over the Ohio River lead to a world wide conflict? Why was the British victory at Quebec (1759) one of the most significant battles in American history? What part did American militia play in the French and Indian War? How did the 1763 Treaty of Paris affect the colonists and the native population? To what extent was America a “consumer society?” In what ways was the focus of the English colonies different from the other powers? What role did the British government play in ruling over the colonies? In what ways was colonial society like Britain’s? How was American society different from Britain’s? What were the trading patterns within the Empire and how did those patterns shape society? How did relations between the English, the French and the Natives differ? Enduring Understanding(s): resource - from NCDPI UNPACKING DOCUMENT – what students will understand… The student will understand: • Nations and individuals motivated by power, wealth, and adventure may experience exploration and settlement differently. • Individuals and groups are sometimes motivated to relocate and take risks in order to improve their quality of life. • A nation may choose to colonize other regions of the world to expand its economic and political power. • Regions may experience differences in economic growth, political systems, and social structures due to geographic and cultural diversity. The student will know: • How the Protestant Reformation impacted European exploration and settlement of North America. • How the global imperial conflict between Britain, France and Spain impacted European exploration and settlement of North America. • How the system of mercantilism factored into European exploration and American colonial settlement. • How the Glorious Revolution impacted European exploration and the political organization of the colonies. • How the Great Awakening impacted colonial religious, family and educational practices. • How and to what extent specific factors such as commerce/mercantilism, religion, geographic setting, population diversity, and cultural perspectives helped lead to the political, social and economic development of North American colonies. I Can Statement(s): Show on a map where the main groups of immigrants settled Describe the different cultures present in British North America Explain how life would have differed in the various regions Draw a diagram showing how colonial government worked Explain the differences between a royal, proprietary and corporate colony Explain the impact of the Great Awakening Explain and diagram the Triangular Trade Draw the patterns of westward (and southward) expansion on a map. Draw a diagram and explain the social structure of British colonial America Explain the factors that led to the French and Indian War Explain the causes of friction and conflicts within British North America Explain the impact of “salutary neglect” on British and American society and politics Vocabulary: From Unpacking – What students will KNOW & UNDERSTAND – CONCEPTS – ETC. Concepts: Vocabulary terms: People: immigration Quakers, Peter Zanger Social structure Scots-Irish, Ben Franklin, Class Backcountry, George Washington, Empires Tidewater, James Oglethorpe, International trade Pennsylvania “Dutch” George Whitfield, Jonathan Edwards, religion Colonial council, George III, Burgesses ( assembly) Daniel Boone, governor, William Pitt, Ohio River, Appalachian Mountains, Iroquoian Confederation, Great Awakening, Middle Passage, The Enlightenment, Stono Rebellion, the gentry, the middling sorts, Albany Plan, Proclamation of 1763, Writs of Assistance

Extended vocabulary

Highlanders, Moravians, Queen Anne’s War, King George’s War Reading and Writing for Literacy and Interdisciplinary Connections Incorporate in unit, we will connect back to these once unit implementation is written.

Evidence of Learning (Formative Assessments): Summative Assessment(s): Quizzes, study guides, notes from book, class discussions, quick Unit test, unit assessment, writes, warm – ups, Unit Implementation: RESOURCES for this unit: A Modest Proposal: gotta love it - http://art-bin.com/art/omodest.html Montesquieu on government ( the Spirit of Laws) - http://www.fordham.edu/Halsall/mod/montesquieu-spirit.asp Immanuel Kant on the Enlightenment: http://www.fordham.edu/Halsall/mod/kant-whatis.asp Petition to be allowed to make iron in the colonies: http://odur.let.rug.nl/~usa/D/1726-1750/ironact/prohi.htm Albany Plan of Union: http://avalon.law.yale.edu/18th_century/albany.asp Letter from an American farmer: http://xroads.virginia.edu/~hyper/CREV/home.html Scottish emigration to America: http://www.fordham.edu/Halsall/mod/1772Scot-immig.asp Role of Natives in French and Indian War: http://odur.let.rug.nl/~usa/D/1751-1775/indians/glen.htm Treaty of Paris (1763): http://odur.let.rug.nl/~usa/D/1751-1775/7yearswar/paris.htm French complaints against the English in North America: http://odur.let.rug.nl/~usa/D/1726-1750/7yearswar/agres.htm Excerpt from Franklin’s diary: http://odur.let.rug.nl/~usa/B/bfranklin/franklin_how.html Franklin on “virtue” - http://www.fordham.edu/Halsall/mod/franklin-virtue.html Charter of Georgia: http://avalon.law.yale.edu/18th_century/ga01.asp Ideas behind mercantilism: http://avalon.law.yale.edu/18th_century/trade1.asp Sinners in the hands of an angry God: http://www.ccel.org/ccel/edwards/sermons.sinners.html Daily life from Williamsburg: http://www.history.org/Almanack/life/life.cfm Colonial laws on slavery: http://www.pbs.org/wgbh/aia/part1/1h315t.html Stono Rebellion: secondary source with primary sources linked: http://www.pbs.org/wgbh/aia/part1/1p284.html

Week 1: Title British North America matures and comes into conflict with France Evolution of the political system: Have students draw a flow chart explaining the operation of colonial government Immigration and the social system: Have students show immigration patterns on a map of colonial America. Then explain how the various groups interacted with each other. Have students draw representations of the various classes in colonial America. You could also have students create a journal detailing their individual interactions with people from other classes. Regional economic differences: draw a diagram of the goods exchanged in the Triangular Trade. You could also have students add economic activity to their maps The impact of the Great Awakening: Have students read “Sinners in the Hands of an Angry God” and have them respond in writing…writing faux newspaper articles is a good way to get into their heads Relations between the Natives, the French and the British (and Americans): stage a debate between different groups…Natives (Iroquoian League) French and British views Development of the institution of chattel slavery: Review laws on slavery from colonial times, read about Stono Rebellion (1739) Have students keep “diaries” as different members of the colonial social structure: read William Byrds’ diary…from Unit 1

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Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.) Scaffolding Option 1: Scaffolding Option 2: Scaffolding Option 3: Intervention Maintenance Extension Instructional Title of Activity: read sections in the book,(or other Check for understanding…on going and constant Check for understanding…on going and constant Activities: sources) and answer the question on the study guide. formative assessment – review answers for frequent formative assessment – review answers for frequent quizzes…constant referrals to material already learned. quizzes…constant referrals to material already learned. If the book is too hard for the students, you can read Study guide for the Unit: Section 5 Britain’s relationship with the colonies 1. Why were the colonies so important to Britain’s economy? What is that economic model called? 2. Discuss the factors which led to the English Civil War ( 1642-1649) . What was the impact on the colonies? 3. Why was it necessary for countries like Britain, France and Holland to have a positive balance of trade? What role did colonies play in that trade? Why do you suppose they believed in the idea that the more gold and silver a county had the more powerful it was? 4. How did the Navigation Acts work? After fighting over different flavors of Christianity for 200 years, now what do the Europeans fight over? Why? How did New Amsterdam become New York? 5. King James II made himself obnoxious in England and America. How did his creation of the Dominion of New England go over? What did we do about it? What happened to James? Who replaced him? Why do you think it was called the “Glorious Revolution?” (As we shall see, the English Glorious Revolution laid the ground work for the American Revolution 85 years later.) 6. Why was there more “contact between Boston and London than between Boston and Virginia?” 7. How did the economies of the various colonies differ? ( It is true that the vast majority of people in all colonies were engaged in small scale agriculture, little better than subsistence – especially in the south. However in all colonies, a small group of families had great wealth. Planters growing cash crops in the south, Merchants selling wheat and rye from the middle colonies and merchants from New England trading with the Caribbean controlled their respective colonies. These are the people who grew to resent Britain’s interference in their affairs.) 8. Why did the enslaved population grow so rapidly in the southern colonies? (Maryland down) 9. Create a chart: 1. List the colonies in order of their establishment 2. reasons for its establishment 3. type of government (s) 10. Describe the Triangular Trade? Who engaged in it? Why did they do it? What was the “middle passage?”

Section 6 Social Structure in Colonial America 1. How did their beliefs about society differ from ours? ( Quakers were an important exception. They believed in equality between races and sexes. They believed it was “OK” to get rich, but everyone should be treated the same – to the extent that they had (have) no preachers. Even the rich were expected to live comfortably but modestly.) 2. Who were the gentry? How did one become a gentleman? 3. Why were the American gentry snubbed when they went to Europe? How would that help to explain their growing resentment of the Brits? 4. To be fair, most of the scientific, political and economic developments of the 17th –the early 19th centuries were made by gentlemen – Why? 5. Describe the status and role of women in colonial America. 6. Why were clocks and watches unnecessary in the 18th century world? (good thing too – they were so expensive that most couldn’t afford them. In today’s money, a watch cost a minimum of several hundred dollars.) 7. The British colonies in America probably had the highest standard of living in the world by the mid 18th century. Why was this possible? 8. Roughly what percentage of the people in British North America were enslaved? ( It varied a lot from place to place and time to time. Generally the farther south the greater the percentage and the worse the conditions.) 9. Why were slave communities in South Carolina and Georgia different than elsewhere? What skills did the enslaved bring with them to the southern colonies? How did their skills affect the economy of that region? 10. How did slavery in the upper south differ from slavery in the lower south? 11. Why were their fewer slaves in the middle colonies and New England? What did slaves contribute to the economies of the northern colonies? 12. What does the experience of the slaves tell us about the idea that increasing the severity of punishment is a deterrent to crime? Section 7 We All Have Issues 1. How did New England become “over crowded” by the 1750’s? 2. Why was land ownership such a big deal? Why did people move “west?” 3. Why was control of the beginning of the Ohio River important to the French, the Native Americans, the Virginians and the Pennsylvanians? 4. Why was religion so important to people in the 18th century? Why did the emotionalism of the Baptists and Methodists appeal to the “lower sorts?” What impact might this have on the larger society?

Section 8 The French and Indian War ( AKA the Seven Years’ War ) 1. What is the difference between the American Revolution and the War for American Independence? 2. How did the war begin? 3. Why was young George Washington sent to the “Ohio Country in 1754?” 4. Why was it called the French and Indian War? What were they fighting over? 5. Why was Braddock as idiot? What happens to idiots? 6. How did the 1759 battle of Quebec change American history? 7. Why did the American ruling class resent the Brits? Why did they resent us?

Basic outline of the essential content

Economics: # Southern states – Maryland down, plantation system, cash crops for the world economy. Tobacco, indigo and rice, cotton came later. Slave societies. Few rich planters, large numbers of poor “yeomen” farmers, and large numbers of slaves. # New England – farming was hard, short growing season, crappy soil. Turned to trade. Infamous Triangular Trade… Molasses to NE, distilled into rum. Rum to Africa, traded for people, people to Caribbean, sold as slaves, then more molasses to NE. Most were smugglers – see Navigation Acts below. # Middle Atlantic – Farming and trade. Philly biggest city in North America, New York growing. Most – 90% of Americans were farmers. Only cities with more than 10,000 people were, Philly, NY, Boston and Charleston, SC In 1790, total pop.= 4 Million.

Navigation Acts: Based on theory of Mercantilism- the country with the most gold and silver wins, countries should have colonies to supply them with raw materials, those materials should be sold back in the form of finished goods and the money will stay in the mother country. We hated Navigation Acts because they got in the way of us making money on out trade. The Brits got to decide what we could send and where we could send it. Don’t screw with our money! Even tried to tax molasses – see triangular trade. Salutary Neglect: The idea that England pretty much ignored us until the French and Indian War, Then they tried to get in our face. We didn’t appreciate that much

Colonial Government: basic system is still in place Every colony separate, but most had a similar governmental system… Governor – executive, appointed by King in royal colony, or proprietors in proprietary colony. Veto power, calls and prorogues legislature, commander in chief of militia. Council – appointed by gov. functioned as cabinet, upper house of legislature and in some colonies, supreme court (House of Lords- sort of) Assembly- different names, but elected by free, male property holders, based on Commons, similar to mod. House of Reps.

Court Case: Peter Zenger, NY freedom of the Press, accused of slander, courts backed up his ability to print things which were true.

Causes of the Revolution: 1754 – 1775 French and Indian War 1754 – 1763 Brits and the French fight it out over who owns what in NA. Began in the PA wilderness, around modern day Pittsburgh, PA. Americans fight along side the Brits against the French and their “Indian” allies.

Battle outside Quebec – Brits win, they get NA!!, but they also got a huge national debt fighting the war.

Albany Plan of Union – Due to the French threat, Franklin advocated the unifying the separate colonies into one thing, no one was interested.

* Proclamation of 1763 – Americans east of the Appalachians, Natives to the west