The English Colonies (1600 - 1740)
State Goal 15.D.2a - explain why people/countries exchanged good and services (How the colonists made a living and what and with whom they traded)
16.E.2a - describe people in hunting, gathering - adaptation to environment (we study and look at the geography and resources that attracted people to NA)
16.A.2a - read historical stories and determine events which influence their writing (we do this in Reading and in Social Studies throughout all the units we teach)
16.D.2a - describe the motives for settling in Colonial America
16.B.2a - describe how the European colonies in NA dev. politically (we look at self-gov. in all the colonies, inc. Mayflower Compact, town meetings, etc.)
16.A.2c - collect and analyze data from historic documents, images, etc.(Mayflower compact and other imp. documents of the period)
16.A.2b - compare diff. stories about hist. figures or events - (we look at all the significant people involved in the settling of the colonies - see above information)
16.C.2a(US) - des. how slavery and ind. servitude influenced early economy of the US (we explore life on a plantation, triangular trade and the early Africans brought to the colonies as indentured servants)
Time: 8 Weeks
Jamestown (John Smith, Pocahontas)
Reading Historical Maps
Virginia (Tobacco, Women, First Africans come to The Colony, John Rolfe)
The Pilgrims (religious freedom, Self-Government-House of Burgesses)
New England (Mayflower, Mayflower Compact, Indians)
Massachusetts Bay (The Puritans, Boston)
New Netherland and New Sweden (The Dutch, St. Nicholas, Peter Stuyvesant)
New England's Geography
Roger Williams and Rhode Island
Anne Hutchinson and The Puritans
Thomas Hooker and Connecticut (Fundamental Orders of CT)
New Hampshire and Maine
New England Village (Village Common, Inns, Blacksmith Shops, School, Mtg. House)
The work ethic and religious ethics of the times
Town meetings as a form of government
Fishing and trading in New England
Triangular Trade (America to Africa to The West Indies)
Slave Trade (as a business)
The Middle Colonies - Geography of
- Rivers, Fall Line, Harbors And Soil
New Jersey (John Berkeley and Sir George Carteret)
New Netherland becomes New York
New Amsterdam becomes New York City
Melting pot for many nationalities (Jews, Germans, Finns, Swedes, Puritans)
John Peter Zenger (freedom of the press)
The Quakers (William Penn and Pennsylvania)
Pennsylvania Dutch - (German Immigrants, Farming, Conestoga Wagons)
The self-sufficient farm family
Middle Colonies as the Breadbasket of America
Ben Franklin and Philadelphia (Poor Richards Almanac, Penn Gazette, Libraries, 1st Volunteer Fire Dept)
Southern Colonies - Geography of
(Tidewater Region, Growing Seasons)
Maryland (George Calvert, Lord Baltimore)
The Carolinas (King George II, Charlestown, Cash Crops)
Georgia (James Oglethorpe, Debtors Colony, Rice and Indigo as Crops)
Plantations in The South (Location, Purpose of, Layout of, Workers on)
New England towns and trade
Slavery in The Colonies (esp. The South, Overseers, Tobacco, Cotton)
George Washington and Virginia (Early Years, Mount Vernon)
Backcountry Virginia and The Shenandoah Valley
The Constitution and U.S. Government
State Goal 14.B.2 - Explain what government does at local, state and national levels. - We look at our National government as a whole and break it down into parts.. studying what each branch does and the main people in each branch.
14.C.2 - Describe why rights and responsibilities are imp. to the individual - We look at the Bill of Rights and Voting and where we fit into that whole picture
14.D.2 - Explain ways that indiv. and groups influence and shape public policy - We look at the people who had a hand in developing the US Constitution as well as local and state government.
14.A.2 - Explain fundamental concepts expressed in the US Constitution
14.F.2 - Identify consistencies and inconsistencies bet. expressed US political traditions and ideas and actual practices - we talk about the Bill of Rights and our freedoms today, slavery (now and then) and voting rights of all Americans and why it is important.
State Goal 16.A.2C - Ask questions and seek answers by collecting and analyzing data from historic documents (US Constitution, Article of Confederation, Bill of Rights)
16.B.2C - Identify presidential elections that were pivotal in the formation of modern political parties (we actually only talk about how presidents are elected and when and where political parties began)
Time: 3 weeks
State Goal 16.A.2b - Compare different stories about historical figures or events
16.B.2d - Identify major political events and leaders within the US historical eras since the adoption of the Constitution, inc. westward expansion and the Louisiana Purchase
16.D.2b - Describe the ways in which participation in the westward movement affected families and communities
16.E.2a - Describe how people in hunting and gathering and early pastoral societies adapted to their respective environments
16.C.2a - Describe how slavery and indentured servitude influenced the early economy of the U.S.
Time: 8-10 weeks including Pioneer Simulation
State Goal 14.A.2 - Explain the importance of fundamental concepts expressed in major documents, Dec. of Independence, etc. - we study the Dec. of Independence, how it came to be, why it was immportant then and now.
16.B.2a - Describe how the colonies in NA developed politically- we study the structure of government that was prominent in the 13 colonies, how the colonies sought independence and set up their own formal structure of government.
16.B.2b - Identify the major causes of the Rev. War and the consequences plus the roles of Washington, Jefferson and Franklin - we discuss the Stamp Act, Pontiac's Rebellion, the Proclamation of 1763, Townsend Act, Boston Tea Party, Boston Massacre, Intolerable Acts and the effects of each, as well as look at the roles each of these men played in the formation/foundation of our county.
16.A.2c - Ask questions and seek answers by collecting and analyzing data from historic documents - same as above...
16.A.2b - Compare different stories about a historical figure or event and analyze differences int he portrayals and perspective they present - we do this throughout the unit as we look at the many key figures in the Rev. War inc. Patrick Henry, Paul Revere, John Adams, Thomas Jefferson, Thomas Paine, John Paul Jones, Cornwallis, Washington, Franklin and many others.
Time Frame: 4 Weeks