Rigorous Curriculum Design—Unit Planning Organizer Blank DEKALB COUNTY SCHOOL DISTRICT RIGOROUS CURRICULUM DESIGN UNIT PLANNING ORGANIZER Subject(s) Social Studies Grade and 11th United States History Course Unit of Study Colonization Through Revolution Timeframe: Pacing Traditional 5 weeks Block 2 ½ weeks “Unwrapped” Priority Common Core State Standards Skills and Concepts SSUSH1 COMPARE and CONTRAST the development of English settlement and colonization during the 17th Century. a. INVESTIGATE how mercantilism and trans-Atlantic trade led to the development of colonies. b. EXPLAIN the development of the Southern Colonies, including but not limited to reasons established, impact of location and place, relations with American Indians, and economic development. c. EXPLAIN the development of the New England Colonies, including but not limited to reasons established, impact of location and place, relations with American Indians, and economic development. d. EXPLAIN the development of the Mid-Atlantic Colonies, including but not limited to reasons established, impact of location and place, relations with American Indians, and economic development. “Unwrapped” Priority Standards “Unwrapped” Concepts “Unwrapped” Skills Bloom’s Taxonomy DOK (For Overall (Students Need (Students Need Levels Standard) to Know) to Be Able to Do) SSUSH1 Development of COMPARE English settlement 2 Understand 2 Application CONTRAST and colonization SSUSH1a Mercantilism/trans- 3 Strategic 4 Analyze INVESTIGATE Atlantic trade Thinking Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing 1 Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved. Rigorous Curriculum Design—Unit Planning Organizer Blank Southern Colonies: geography, relations SSUSH1b with Native 2 Understand 2 Application EXPLAIN Americans, and economic development New England Colonies: geography, relations with Native SSUSH1c 2 Understand 2 Application Americans, and EXPLAIN economic development Middle Colonies: geography, relations SSUSH1d with Native 2 Understand 2 Application EXPLAIN Americans, and economic development Supporting Standards SSUSH2 Describe the early English colonial society and investigate the development of its governance. a. Describe European cultural diversity including the contributions of different ethnic and religious groups. b. Describe the Middle Passage, the growth of the African population and their contributions, including but not limited to architecture, agriculture, and foodways. c. Describe different methods of colonial self-governance in the period of Salutary Neglect d. Explain the role of the Great Awakening in creating unity in the colonies and challenging traditional authority. SSUSH3 Analyze the causes of the American Revolution. a. Explain how the French and Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution. b. Explain colonial response to the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in the Sons and Daughters of Liberty and the Committees of Correspondence. c. Explain the importance of Thomas Paine’s Common Sense to the movement for independence. SSUSH4 Analyze the ideological, military, social, and diplomatic aspects of the American Revolution. a. Investigate the intellectual sources, organization, and argument of the Declaration of Independence including the role of Thomas Jefferson and the Committee of Five. b. Explain the reason for and significance of the French alliance and other foreign assistance including the diplomacy of Benjamin Franklin and John Adams. c. Analyze George Washington as a military leader, including but not limited to the influence of Baron von Steuben, the Marquis de LaFayette, and the significance of Valley Forge in the creation of a professional military. d. Investigate the role of geography at the Battles of Trenton, Saratoga, and Yorktown. e. Examine the roles of women, American Indians, and enslaved and free Blacks in supporting the war effort. f. Explain the significance of the Treaty of Paris, 1783. Map and Globe Skills: 7. Use a map to explain impact of geography on historical and current events Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing 2 Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved. Rigorous Curriculum Design—Unit Planning Organizer Blank 8. Draw conclusions and make generalizations based on information from maps 11. Compare maps with data sets (charts, tables, graphs) and/or readings to draw conclusions and make generalizations Information Processing Skills: 1. Compare similarities and differences 2. Organize items chronologically 5. Identify main idea, detail, sequence of events, and cause and effect in a social studies context 9. Construct charts and tables 11. Draw conclusions and make generalizations 15. Determine adequacy and/or relevancy of information Essential Questions Corresponding Big Ideas 1. How does the location (geography) of an 1. The location, region, physical features, area affect a society's economy, culture human-environmental interaction, and and development? movement and migration of humans affect a society's economic and cultural development. 2. How did contemporary values and beliefs of the colonial period affect the existing 2. Events in American history such as the documents and change the way society Great Awakening, along with was governed? Enlightenment ideas and documents, changed the way colonists felt and wanted to be governed by altering contemporary values and beliefs. Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing 3 Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved. Rigorous Curriculum Design—Unit Planning Organizer Blank - Unit Assessments Pre-Assessment Post-Assessment Student Version: Please see file in OneDrive Student Version: 11_UShistory_Unit01_preassessment Teacher Version: Teacher Version: Please see file in OneDrive 11_UShistory_Unit01_preassessment_teacher Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing 4 Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved. Rigorous Curriculum Design—Unit Planning Organizer Blank Performance Assessment Engaging Scenario The year is 1783. You are an American Revolutionary veteran returning home. You are shocked and disheartened to learn there are still some individuals who consider themselves British and not American. Your challenge: Create a narrative with supporting documents for your local library detailing the origins and development of British North America and examining the development of a new American identity. Performance Task Synopses Task 1: SSUSH1,SSUSH2ab,MGS7,MGS8, IPS1, IPS5, IPS11 In small collaborative groups, students will examine the establishment of British North America by comparing the geography, social development, and economy of each colonial region. Task 2: SSUSH2cd,SSUSH3, IPS5, IPS11 In small collaborative groups, students will examine the development of colonial self-government, and analyze the influences that unified the British North American colonies. Task 3: SSUSH3;SSUSH4abdf, IPS2,IPS5, IPS11 In small collaborative groups, students will examine the primary causes of the American Revolution Task 4: SSUSH4bce In small collaborative groups, students will analyze the ideological, military, social, and diplomatic aspects of the American Revolution Task 5: SSUSH1; SSUSH2;SSUSH3;SSUSH4,IPS5,IPS15 Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing 5 Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved. Rigorous Curriculum Design—Unit Planning Organizer Blank In small collaborative groups, students will create a written narrative detailing the transformation of the colonists from British subjects to American citizens. Performance Task 1 In Detail Task 1 Student Directions: In small collaborative groups, students will gather information (research as necessary) the development of each region of British North America 1. Research colonial regions and detail the following: a. The importance of geography in the development of each region b. The social development of each region, including various European ethnic groups, the relationship with the Native Americans, the role of the Middle Passage, and how the growth in the African population in America included contributions such as architecture, agriculture, customs, and tradition. c. The economic development of each region, including ways in which the economic development differed, the impact of mercantilism, and the Trans-Atlantic Trade. 2. Create a graphic organizer including the information and ideas above. Task 1 Teacher Notes: • An introduction to the content for this task will take place using whole group instruction prior to the students beginning the task. Students have been given the autonomy to create their own charts as long as all content is included, however if teachers deem it necessary, they may of course provide the students with a template. • Chart paper or butcher paper may be helpful to allow students enough space to create their graphic organizers. • An enrichment activity may require students to create a map including information from the graphic organizer, including religious groups, crops, main economic activities, etc. • An intervention strategy may require the teacher to direct students towards acceptable sources. • Teacher Resources: o http://www.worldatlas.com/webimage/countrys/namerica/usstates/colonies.htm