8Th Grade Unit 2 European Exploration

Unit Overview: Instructional Time: 3 weeks/15 days (approximately) Quarter 1 Course/Grade Level: Grade 8 Social Studies Unit Theme: European Exploration Revised Bloom’s Taxonomy: Level 1- Level 6 (Each unit should include all levels of Blooms Revised Taxonomy.)

Unit Summary: Students will establish an understanding of the events and issues surrounding European Exploration and Colonization including the motives for exploration and the establishment of new American colonies. Students will analyze the positive and negative effects of the Colombian Exchange from multiple perspectives. Students will identify and analyze how environmental and human factors accounted for differences in cultures and economies in various colonies. Students will examine the problems that NC faced during colonization that caused the colony to grow slowly.

Concepts: Motives for Exploration and Colonization, Colombian Exchange, Change and Conflict, and Genocide

North Carolina Informational Technology Essential Standards: 8.SI.1 Evaluate information resources based on specified criteria. 8.TT.1 Use technology and other resources for assigned tasks.

Common Core Reading/Writing Essential Standards: WHST.6-8.1. Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

NC Essential Standards and Clarifying Objectives for Social Studies: 8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues. 8.H.1.2 Understand the ways in which conflict, compromise and negotiation have shaped North Carolina and the United States. 8.H.1.3 Use primary and secondary sources to interpret various historical perspectives. 8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with historical evidence). 8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments 8.C.1.3 Summarize the contributions of particular groups to the development of North Carolina and the United States (e.g. women, religious groups, and ethnic minorities such as American Indians, African Americans, and European immigrants).

Essential Question(s):

What drives and motivates exploration given all the risk involved? Were the Americas discovered or conquered? Was Christopher Columbus a hero or a villain? How does European Exploration and the effects of the Colombian exchange impact our lives today? What does it take to create a successful colony?

Enduring Understanding(s): resource - NCDPI UNPACKING DOCUMENT

This unit will focus on the geographical, political, social, and economic factors that contributed to North Carolina’s colonization. Students will understand how European exploration was motivated by a variety of social, economic, and religious reasons that led to colonial development. European culture clashed with the Native Americans spiritual, environmental and governmental belief systems and Native American culture was permanently changed by European settlement. The practice of race-based slavery led to the forced migration of Africans to the American colonies. Religion, culture, economics, topography and climate led to the diverse development of the New England, the Middle and Southern Colonies.

I Can Statement(s) (These are sample targets and tasks. The numbers of the targets and tasks correspond.)

Learning Targets: (What the student should know and be able to do.) 1. I can recall the reasons for European Exploration 2. I can explain how the practice of race-based slavery led to the forced migration of Africans to the American colonies. 3. I can describe the impact of the Colombian Exchange on both the new and the old world. 4. I can examine the cultural interactions between Native Americans and European explorers, and discuss the negative and positive effects of these interactions from multiple perspectives 5. I can analyze how geographic factors affected political, social, cultural, and economic aspects of life in various colonies. 6. I can critique how English settlers interacted with Native Americans and Africans in the New World and explain how these interactions continue to affect these groups today. 7. I can design a successful colony and analyze how family, church, work, community life and governments evolved in the colonies. Learning Tasks: (How will the student show the teacher they know?) 1. I can list the reasons for European Exploration 2. I can design a mural representing various segments of the Trans-Atlantic slave trade. 3. I can complete a graphic organizer that illustrates the exchanges between the Old World and the New World during colonization 4. I can read and analyze primary source documents written by Native Americans and Europeans to examine the diverse perspectives of colonization 5. I can compare and contrast the Southern, Middle, and New England colonies and analyze how the geography impacted the development of each region 6. I can write an essay arguing: “Was Christopher Columbus a hero or a villain?” 7. I can create an advertising project designing a successful colony Vocabulary: Native Americans/Europeans Exploration First attempts at Settlement Settlement of North Carolina Differences and similarities Motivations for European Lost Colony Lord Proprietors (lack of of the two cultures and exploration (God, Gold, and Sir Walter Raleigh structured government)/ Charles impact of ethnocentrism on Glory) John White II relationships between the Key countries in exploration Manteo Sectionalism cultures New technologies, ideas, and Wanchese Influence of the monarchy and the - religious beliefs events that influenced Anglican church - political exploration 13 Colonies Ethnic Group Settlements - family organization Reasons for settlement ● Highland Scots - interaction with nature Columbian Exchange ● Moravians Impact of geography on key ● Scot-Irish Impact on both Old and economic activities and the 3 New World cultures colonial regions Rebellions (Culpepper, Cary, - Disease Mayflower Compact Tuscarora War, Regulator Movement) - Food and Animals Puritans Navigation Acts - Ideas and Religion Quakers - Mineral wealth Jamestown Indentured servitude

Slavery Triangular Trade/Middle Passage

Reading and Writing for Literacy and Interdisciplinary Connections Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Books: Witch of Blackbird Pond; Constance Primary Sources: Journal Entries of Columbus http :// wadsworth . com / history _ d / special _ features / ilrn _ legacy / wawc 1 c 01 c / content / wciv 1/ readings / columbus 1. html Olaudah Equiano Slave Narrative http :// docsouth . unc . edu / neh / equiano 1/ menu .html 1776: “Molasses to Rum” Lyrics: http :// www . stlyrics . com / lyrics /1776 originalcastrecording / molassestorum .htm 15th Century Slave Trade: http :// college . cengage . com / history / west / mckay / western _ society /6 e / students / primary / slavetrade .htm

Interdisciplinary Connections: Art, Music, Science, Math, Technology

Evidence of Learning (Formative Assessments): Summative Assessment(s): Teacher observation, exit slips, KWL charts, think pair-share, common Unit Test assessments, political cartoon analysis, timeline of causes and Major events Common Assessments of the European Exploration and Colonization Project: Create your own colony Prepare an outline emphasizing the structure of Jamestown, Plymouth, Massachusetts Bay. Investigate the social, political, and economic structure of the Northern, Middle, and Southern colonies. Essay: comparing the growing tensions between Great Britain and the 13 colonies to the tension between a parent and a child who is maturing. Note the similarities and differences. Create a brochure inviting people to settle in the Carolina colony Create an advertisement to encourage people to settle in one of the 13 colonies. Students can share their advertisement with the class. Letter

Unit Implementation: RESOURCES for this unit:

European Exploration North Carolina Land of Contrasts: Chapters 1-2, pages 2-86 Colonization Textbook: North Carolina: Land of Contrasts: Chapters 3-4, Pages 86-157 *Teachers are encouraged to use the web resources listed below (under “Supportive Unit Resources”) to locate primary source documents that will enhance student understanding of this unit.*

Head note week by week plan: This is a suggested plan by no means a forced pacing guide.

Week 1: 8.H.1.1,8.H.1.2 ,8.H.1.3, 8.H.1.4, 8.C&G.1.3, 8.C.1.3 European Exploration and Colombian Exchange Essential Questions for Week One: Were the Americas discovered or conquered? How does European Exploration and the effects of the Colombian exchange impact our lives today?

Students will identify and explain the motives for European Exploration and how European imperialism and capitalism developed during the the Age of Exploration? Students will also develop an understanding of the Colombian Exchange and how it affected the continents involved. Students could participate in a Colombian Exchange simulation and record their conclusions in a graphic organizer to illustrate the global transfer of plants, animals, people, and diseases. Students will explore multiple perspectives by participating in a simulation to gain an understanding of the experience and response of Natives Americans and European Explorers. Students will examine the impact Columbus had during the Age of Exploration and how it will lead to the development of a Native American and African slave trade.

Possible Assignments: 1. Essay: Assign a position essay, where students respond to: ”Is Christopher Columbus a hero or villian?” Why or Why Not? 2. Mock Trail Activity: “Should Christopher Columbus be guilty of genocide? 3. Simulation on European Exploration & Colonization in North America: You are part of a company of people from a European country that has laid claim to part of the newly discovered territories that are now part of the United States today. Your group is going to do a research study on what the following types of people lived like long ago. The purpose of this activity is to better understand the attitudes, challenges and overall experiences of the European colonists (& the Native American groups that encountered these people.) Today, you will decide who will play which part (listed below.) Each person will find out some information about what life was like for their character & then you will present it. Here are the various roles: {The Spokesperson for your Country, One sailor working for the explorer,Native Americans that lived in the areas conquered by the Europeans (1 or 2 different tribes), A colonial officer, A church official, European settlers (one male, one female)}

Week 2: 8.H.1.1,8.H.1.2 ,8.H.1.3, 8.H.1.4, 8.C&G.1.3, 8.C.1.3 Colonization Essential Questions for Week Two: What is needed to create a successful colony? Students will understand the difficulties the Roanoke and John White colony faced and develop their own interpretations of what became of the John White colonists? Students will understand the push and pull factors that motivated the colonist to come to America for a better life. They will examine the political, economic and religious challenges the new settlers faced. Students will develop an understanding for the Mayflower Compact and Houses of Burgesses and the democratic ideals it established. Students will examine the Triangle Trade Route and the Middle Passage to develop an understanding what the journey across the Atlantic was like for enslaved Africans.This unit could culminate with students focusing on one colony of their choice for which they create an advertisement for settling that colony.

Possible Assignments: 1. Skit: Have students write a skit predicting what they think happened to John White’s colony. Your play should have a beginning, a middle, and an end. It should include actual characters and accurate events of the beginnings and short life of the colony. Most importantly, the end of your play should show what your group believe happened to the colony.

2. Letter: Imagine you are a European settler in one of the original 13 colonies . You have just completed your first full year in North America. Write a letter to your family members who remained back home. Remind them why you left and from where you came. Tell them the story of the hardships (including weather, relationships, treatment and supplies) you faced on your voyage over as well as thee challenges and opportunities (including local tribes, other settlers, geographic features, local government, religion, natural resources, job opportunities) greeting you in the New World. Your family members are also very interested in learning about the Native Americans and African slaves you have encountered, too. Include a sketch or image to help them visualize the area, the local people or the time period. Finally, conclude your letter to your family by reflecting on how you think future generations will remember America’s humble beginnings (as described in your letter).

3. Transatlantic Slave Trade Mural Project-Tell students that they are going to be independently learning more about the Middle Passage and Transatlantic Slave Trade by completing a group mural project. Each group will be responsible for one panel that is based on a particular subject relating to the transatlantic slave trade. Once all panels are completed and presented to the class, we will combine the panels to create one giant mural. Divide students into five groups so that each of the attached topics is covered. • Group 1 - Triangle Trade • Group 2 – Capture and Journey to Coast • Group 3 - Middle Passage • Group 4 - Life as a Slave in the New World • Group 5 - Rebellion and Resistance

Week 3: Title 8.H.1.1,8.H.1.2 ,8.H.1.3, 8.H.1.4, 8.C&G.1.3, 8.C.1.3 Colonial Life and NC as a Colony Essential Question for Week Three: What is needed to create a successful colony? Students will understand the political, economic, and religious challenges European settlers faced upon their arrival in North Carolina. Students will identify how the settlers sought to combat these challenges and how they defined democracy. Students will learn about North Carolina’s Tuscarora War (its causes, its effects, and the people involved) through examination of Tuscarora-themed art, participation in a negotiation activity, and class discussion. Students will expand upon their knowledge of the geography of Colonial NC and how it created sectionalism within the state. Students will examine the conditions that led to rebellions in the colony and the way in which North Carolinians were self governing, despite Proprietor and Royal rule.

Possible Assignments: 1. Essay: What responsibility does our society have today in acknowledging and making amends for the mistreatment of North Carolina Natives? (Encourage discussion of the importance of being educated on Native American history and issues, showing respect of cultural diversity, maintaining open- mindedness in learning from historical mistakes, etc.) 2. Letter: Have students assume the role of a regulator and write a letter to governor Tryon stating the reasons you are unhappy with colonial government.

3. Pamphlet: Why Settle in NC???--- Pamphlet Project

Books: Websites On The Mayflower by Kate Waters www.edtech.rennesaw.edu/web/coloniz.html Supportive Adventures in Colonial America – Jamestown by James E. Knight www.coollessons.org/directions.htm Unit The Witch of Blackbird Pond by E.G. Speare www.eduplace.com/ss/act.meet.html Resources: If You Lived in Colonial Times by Ann McGovern www.education-world.com/a_lesson/less166.shtml Please note Dear America Diary Book www.apva.org that these are http :// politicalcartoons .com resources www . learnnc .org that can be www.eagle.ca/matink/themes/pioneers/lessons.html used to supplement www.history.org/ instruction www.thehomeschoolmom.com/colonialamerica.html before or www.ea.put.kiz.pa.us/htm/units/isdevon/dfermss/dssl.htm during a http :// www . usgennet . org / usa / topic / colonial / lesson.) http://www.secretary.state.nc.us/kidspg/history.htm, NC History www.roanoke-island.com http://www.lost-colony.com/ http://www.learnnc.org/lp/editions/nchist-colonial/3.0 Scaffolding Option 1:Intervention (What are you Scaffolding Option 2:Maintenance Scaffolding Option 3: doing for students that are struggling?) (What are you doing to reinforce the main Extension concepts?) (What are you doing for students that have mastered the material?) Instructional Students who are still struggling with the content as Exploration: Exploration Activities: shown by the assessment data will complete Students could create an artistic timeline of European Have students research These are alternate, lower-level assignments, such as: Exploration particular Native ideas for after American tribes in North the completion Exploration: Carolina and the effect of the two -Graphic organizer of Colombian Exchange Colonization: the Colombian Exchange main portions -Quiz Re-takes Colonial NC Web quest had during the period of of the unit: -Frayer Diagram with Key vocabulary the Age of Exploration cause and and Colonization. effect of the Colonization: American -Quiz Re-takes Revolution, -Graphic organizer of Southern, Middle, and New Colonization and the England Colonies Create a marketing creation of the brochure that would United States Students who have difficulty with any writing attract settlers to the east government. assignments could be given an, artistic assignment, coast of North America where they illustrate the topic rather than write a in the late 1600’s or early letter or essay 1700’s.

Allow students to create a song to Native American rhythms based on the Tuscarora War. Technology Integration: www . pbs . org / wnet / colonialhouse / teachers .html

Multimedia www . pbs . org / wnet / colonialhouse / teachers .html http :// www . civics . unc . edu / resources / docs /Colonial http :// www . civics . unc .edu Activities: %20 North %20 Carolina %20 webquest 8. pdf / resources / docs /whysettle NCpamplet .pdf