Wayne RESA
RESA, MAISA MC3 Units
Unit Abstract

In this unit students examine the causes and consequences of European settlement in North America during the seventeenth and early eighteenth centuries. Throughout the unit, students use primary and secondary sources to examine how Europeans adapted to life in North America. Students begin the unit by exploring the reasons for European colonization and identifying the push and pull factors that caused people to migrate to the New World. Students next examine a variety of early settlements such as Roanoke, New Amsterdam, Jamestown, and Plymouth. In doing so, students explore how the reasons for migration and the physical geography of the New World influenced patterns of early colonial settlements and their development. Students explore the three distinct colonial regions: New England, Middle, and Southern colonies. They investigate significant developments in each colonial region, focusing on political institutions and economic activities. For example, in studying the growth political institutions, students explore the Mayflower Compact, colonial representative assemblies, the establishment of town meetings, and growth of royal government. Emphasis is also placed on the economic development of each region, including the establishment of staple-crop agricultural economies in the south and the growth of manufacturing and small farms in New England. Students also consider how regional economic differences influenced the use of slave labor in different colonial regions. In exploring the relationships between the European settlers and American Indians, students compare how the British and French differed in their interactions with indigenous peoples. In considering the Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and the subsequent English takeover of the Middle colonies, students analyze immigration patterns that led to ethnic diversity. Students also assess the role of religion when exploring each colonial region. Throughout the unit, students gather and evaluate evidence to answer the question: Why did different colonial regions develop in North America?

 

...

Stage One - Desired Results

...
Standards
...
Compelling Question

Why did different colonial regions develop in North America?

 

Supporting Questions
  1. How did the push and pull factors of migration influence the settlement of different colonial regions in North America?
  2. How did the geography of North America affect settlement patterns and the economic, political, and cultural development of different colonial regions?
  3. How did cultural differences and similarities between Europeans and American Indians influence their interactions?
...
Content (Key Concepts)

cause and effect

colonial regions

colonization

cultural differences

diversified economy

economic development

ethnic diversity

migration

one-crop economies/ staple-crops

political institutions

primary and secondary sources

representative government

role of religion

settlement

settlement patterns

slavery

 

 

Skills (Intellectual Processes)
...

Stage Two - Assessment Evidence

...
Unit Assessment Tasks
...

Stage Three - Learning Plan

...
Lesson Plan Sequence
...
Resources
  • 12 X18 drawing paper for constructing the graphic organizer used for assessment
  • Chart paper
  • Color Markers for highlighting – two different colors for each student
  • Glue or glue sticks
  • Map of the Western Hemisphere
  • Overhead Projector or Document Camera and Projector
  • Scissors
  • White construction paper
  • World Map
...
Expectations/Standards
MI: Social Studies (2007)
4th Grade
Geography
G4 Human Systems
Understand how human activities help shape the Earth’s surface.
4 – G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration. (H)
5th Grade
US History & Geography
U1.2 European Exploration
Identify the causes and consequences of European exploration and colonization.
Hide details
Grade 5
5 – U1.2.2 Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious). (National Geography Standard 13, p. 169, C, E)
U1.4 Three World Interactions
Describe the environmental, political, and cultural consequences of the interactions among European, African, and American Indian peoples in the late 15th through the 17th century.
5 – U1.4.2 Use primary and secondary sources (e.g., letters, diaries, maps, documents, narratives, pictures, graphic data) to compare Europeans and American Indians who converged in the western hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use. (National Geography Standard 12, p. 167, C, E)
5 – U1.4.3 Explain the impact of European contact on American Indian cultures by comparing the different approaches used by the British and French in their interactions with American Indians. (National Geography Standard 10, p. 162, C, E)
U2 USHG ERA 2 – Colonization and Setlement (1585-1763)
U2.1 European Struggle for Control of North America Compare the regional settlement patterns and describe significant developments in Southern, New England, and the mid-Atlantic colonies.
5 – U2.1.1 Describe significant developments in the Southern colonies, including
• patterns of settlement and control including the impact of geography (landforms and climate) on settlement (National Geography Standard 12, p. 167)
• establishment of Jamestown (National Geography Standard 4, p. 150)
• development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia) (National Geography Standard 7, p. 156)
• relationships with American Indians (e.g., Powhatan) (National Geography Standard 10, p. 162)
• development of colonial representative assemblies (House of Burgesses) (National Geography Standard 5, p. 152)
• development of slavery
5 – U2.1.2 Describe significant developments in the New England colonies, including
• patterns of settlement and control including the impact of geography (landforms and climate) on settlement (National Geography Standard 12, p. 167)
• relations with American Indians (e.g., Pequot/King Phillip’s War) (National Geography Standard 10, p. 162)
• growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies (National Geography Standard 15, p. 173)
• the development of government including establishment of town meetings, development of colonial legislatures and growth of royal government (National Geography Standard 13, p. 169)
• religious tensions in Massachusetts that led to the establishment of other colonies in New England (National Geography Standard 13, p. 169 C, E)
5 – U2.1.3 Describe significant developments in the Middle Colonies, including
• patterns of settlement and control including the impact of geography (landforms and climate) on settlement (National Geography Standard 12, p. 167)
• the growth of Middle Colonies economies (e.g., breadbasket) (National Geography Standard 7, p. 156)
• The Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and subsequent English takeover of the Middle Colonies
• immigration patterns leading to ethnic diversity in the Middle Colonies (National Geography Standard 10, p. 162, C, E)
5 – U2.1.4 Compare the regional settlement patterns of the Southern colonies, New England, and the Middle Colonies. (National Geography Standard 12, p. 167)
U2.3 Life in Colonial America
Distinguish among and explain the reasons for regional differences in colonial America.
5 – U2.3.1 Locate the New England, Middle, and Southern colonies on a map. (National Geography Standard 3 p. 148)
Copyright © 2001-2015 State of Michigan
...
Wayne RESA