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Grade 11 – United States History Unit 1: Colonial America

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Grade 11 – United States History Unit 1: Colonial America Grade 11 – United States History Unit 1: Colonial America & the Revolution, 1607-1783 Length of Unit: 3-4 weeks Essential Standards and National Standards for Social Studies NCSS1: CULTURE What is culture and how does it influence political, economic, religious, social, intellectual and artistic aspects? NCSS2: TIME, CONTINUITY, AND CHANGE How do historical experiences among or within societies, peoples and nations reveal patterns of continuity and change? NCSS3: PEOPLE, PLACES, AND ENVIRONMENTS How do geography and the environments affect the development of human populations? NCSS4: INDIVIDUAL DEVELOPMENT AND IDENTITY What is the influence of people, places, and environments on personal development? NCSS5: INDIVIDUALS, GROUPS, AND INSTITUTIONS How do political, economic, social, religious and intellectual and artistic institutions affect societies? NCSS6: POWER, AUTHORITY, AND GOVERNANCE How do people create, interact with and change structures of power, authority, and/or governance? NCSS7: PRODUCTION, DISTRIBUTION, AND CONSUMPTION How do people organize resources for the production, distribution and consumption of goods and services? NCSS9: GLOBAL CONNECTIONS How do global connections influence political, economic, religious, social, intellectual and artistic interactions among nations? NCSS10: CIVIC IDEALS AND PRACTICES How are the ideals, principles and practices of citizens influenced by individual rights and responsibilities within a democratic society? UNIT FOCUS Questions Thinking Skill What were the major reasons for the What were the major causes of the How did the turning points of the Category regional differences among the American Revolution? (NCSS1, American Revolution impact America colonies? (NCSS3, NCSS6, NCSS7, NCSS2, NCSS3, NCSS4, NCSS5, and its relationships with other NCSS9, NCSS10) NCSS6, NCSS10) countries during and after the war? (NCSS2, NCSS5, NCSS9, NCSS10) Content Knowledge Objectives Initial Locate the areas where people settled. Describe the major causes of the List the major turning points of the Understanding American Revolution. Revolution. Describe, Recall, List, Draw, Describe the geographical and Identify, Label, List, Match physical characteristics of the regions. Sequence the critical events leading Describe the global effects of up to the outbreak of the Revolution. America’s independence. Describe the economic differences Identify the tax laws and describe that developed in the regions. their impact on the colonists. Developing An Compare and contrast the reasons Analyze the political, economic, Interpretation people settled in different regions. religious and ideological origins of Categorize, Classify, Compare, the Revolution. Contrast, Describe, Cause/Effect, Examine, Explain, Generalize, Explain how geographical and Hypothesize, Infer, Interpret, physical characteristics led to regional Predict, Summarize, Take A differences. Perspective Making Connections Compare and contrast the reasons Analyze the impact of the American same verbs as for Developing an people immigrated in the colonial era Revolution on revolutions throughout Interpretation to reasons why people immigrate the world. today. Critical Stance Debate the arguments between Analyze, Assess, Defend, Design, Patriots and Loyalists about Evaluate, Judge, Rate independence and draw conclusions about their decision to declare independence. Unit Vocabulary Pilgrims Bacon’s Rebellion Declaration of Independence Puritans Fundamental Orders of CT Common Sense Quakers Middle Passage Thomas Paine Jamestown Navigation Acts Sons of Liberty indentured servants French and Indian War Committees of Correspondence slavery Proclamation of 1763 Lexington & Concord Middle Colonies Sugar Act Bunker Hill New England Colonies Stamp Act Saratoga Southern Colonies Townsend Acts Yorktown Roger Williams Boston Massacre guerrilla warfare John Smith Intolerable Acts militia Pocahontas Boston Tea Party Hessians William Penn Samuel Adams General Cornwallis Anne Hutchinson 1st and 2nd Continental Congress Lafayette Lord Baltimore George Washington Treaty of Paris Bacon’s Rebellion George III Propaganda James Oglethorpe Parliament Hotbed Mayflower Compact Suggested Unit Assessments Common Core Skills English Language Arts Standards » History/Social Studies » Grade 11 Initial Understanding & Developing An Interpretation: Construct vocabulary flashcards or notecards, formulate Cornell Notes, Text Dependent Question Key Ideas and Details RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Craft and Structure RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). Join or Die Political Cartoon Analysis. Key Ideas and Details RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Integration of Knowledge and Ideas RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. Primary Source Reader- Jamestown. Integration of Knowledge and Ideas RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Making Connections: Student Based Discourse- Immigration Key Ideas and Details RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Critical Stance: Compare and contrast differing paintings of the Boston Massacre Craft and Structure RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. Integration of Knowledge and Ideas RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Integration of Knowledge and Ideas RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. Performance Assessment: Unit 1 Performance Task: Declaration of Independence Analysis Type of Performance Task: Argumentative Common Core Skills: Key Ideas and Details RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Key Ideas and Details RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Craft and Structure RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. Range of Reading and Level of Text Complexity RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently. Text Types and Purposes WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Text Types and Purposes WHST.11-12.2a Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Issue: When armed conflict between bands of American colonists and British soldiers began in April 1775, the Americans were ostensibly fighting only for their rights as subjects of the British crown. By the following summer, with the Revolutionary War in full swing, the movement for independence from Britain had grown, and delegates of the Continental Congress were faced with a vote on the issue. In mid-June 1776, a five-man committee including Thomas Jefferson, John Adams and Benjamin Franklin was tasked with drafting a formal statement of the colonies' intentions. The Congress formally adopted the Declaration of Independence--written largely by Jefferson--in Philadelphia on July 4, a date now celebrated as the birth of American independence. Directions: Analyze and interpret essential information from the Declaration of Independence by reading each portion of the document and answering the questions pertaining to that section. Culminating Assignment: Respond to the following: Explain how the Declaration of Independence justifies the colonies’ break from Great Britain. Cite specific evidence. Assessment rubric(s): Text-Based/Document-Based Short Answer Rubric Smarter Balanced – Informative Writing Rubric (Grades 6-11) Declaration of Independence IN CONGRESS, July 4, 1776. The unanimous Declaration of the thirteen united States of America, Preamble When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's
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