Unit Map 2011-2012 Saigon South International School

Collaboration / Humanities 8* / Grade 8 (Middle School)

Thursday, November 24, 2011, 1:08PM

Unit: Colonization & English Colonies (Week 9, 4 Weeks)

Stage 1: Desired Results

Standards & Benchmarks

AERO: Social Studies, AERO: End of grade 8, Time, Continuity, and Change

1. Students will understand patterns of change and continuity, relationships between people

and events through time, and various interpretations of these relationships.

[D] b. Identify and use primary and secondary sources in historical research.

[I] c. Understand how knowledge of the past and its trends can help explain current

events.

[D] e. Examine historical resources for a point of view, context, bias (including

gender and race), distortion, or propaganda.

[D] f. Analyze multiple interpretations of an historical or current event. [D] g. Differentiate between historical facts and historical interpretations.

AERO: Social Studies, AERO: End of grade 8, Connections and Conflict

2. Students will understand causes and effects of interaction among societies, including

trade, systems of international exchange, war, and diplomacy.

[I] a. Explain forces for change that result in increasing world interaction:

Environment

Belief systems (e.g., religion, politics)

Economics

Geography/land

Ethnicity/race/gender

Culture

Balance of power

[D] e. Identify issues and standards related to human rights.

[D] f. Explain how events and conditions in one region might affect other regions in the area and across the world.

AERO: Social Studies, AERO: End of grade 8, People, Places, and Environment

3. Students will understand the concepts of geography and demography and how geography

and demography influence and are influenced by human history.

[D] a. Use appropriate data sources and geographic tools to generate, manipulate,

and interpret information.

[D] b. Know the relative location of, size of, and distances between places.

[D] d. Explain and give examples of voluntary and involuntary migration.

[D] e. Explain how human migration affects the physical and human characteristics

of a place.

[D] g. Describe ways that human events have influenced, and been influenced by,

physical and human geographic conditions in local, regional, national, and global

settings.

[D] j. Describe geographic factors that can affect the creation, cohesiveness, and

integration of countries.

AERO: Social Studies, AERO: End of grade 8, Culture

4. Students will understand cultural and intellectual developments and interactions among

and within societies.

N.B.: In the benchmarks for this standard, the term "belief systems" refers to an ordered,

established body of thinking and faith that influence one's perceptions of self and the world.

It includes such concepts as religion, philosophies (including political and economic), and

science.

[D] a. Understand ways that social and environmental factors and culture are

related.

[D] b. Identify how patterns of behavior can reflect cultural values and attitudes.

[D] c. Know the beliefs, practices, and institutions of the major religions of the world,

and some examples of tribal religions. [D] k. Understand the tension between the ideals of diversity and community.

AERO: Social Studies, AERO: End of grade 8, Society and Identity

5. Students will understand social systems and structures and how these influence

individuals.

[D] a. Explain how cultural attitudes, values, and beliefs influence personal behavior

and the development of personal identity.

[D] b. Recognize the foundations of one's own and others' viewpoints.

[D] c. Understand the impact of stereotyping, conformity, and non-conformity on

individuals and groups.

AERO: Social Studies, AERO: End of grade 8, Governance and Citizenship

6. Students will understand why societies create and adopt systems of governance and how

these systems address human needs, rights, and citizen responsibilities.

[D] a. Explain and analyze strengths and weaknesses of various kinds of government

systems in terms of the purposes they are designed to serve.

[D] f. Explain issues related to basic freedoms (e.g., those contained in the Universal Declaration of Human Rights).

AERO: Social Studies, AERO: End of grade 8, Production,Distribution&Consumption

7. Students will understand fundamental economic principles and ways in which economies

are shaped by geographic and human factors.

[D] b. Explain economic reasons for voluntary migration.

[D] d. Describe historical and contemporary economic systems.

Brief Summary (IB:Include TOK/Int'l Connections)

This unit will examine the beginning of the colonies within the United States. The students

will examine the development of differing characteristics of the colonies. Students will

explore the introduction and role of slavery in the colonies. This unit will also examine the

perspectives of the colonists and Britain in dealing with domestic matters.

Understandings

1. Colonial settlement is often

determined by social, political,

religious, and economic beliefs.

2. Cultural norms are impacted by the

interaction, both peaceful and warring,

of different cultures.

3. Geography determines the economic,

social, political, and religious

development of a culture.

4. The values, geography, economics,

and society norms of colony can

determine its governing style.

Essential Questions

1. How does exploration and colonization

change the world?

2. Why do people seek out new lands and opportunities?

3. How do the needs of people develop and

change government, economy, religion, and

values?

Knowledge

1. Students will know the geographic

location of the 13 original colonies, the

French colonies, and the Spanish

colonies.

2. Students will understand the different

motivations (the push and pull

factors)of the European colonies.

3. Students will understand how

government was established in each of

the colonies.

4. Students will understand the political,

social, economical, and religious

aspects of the English, French, and

Spanish colonies

5. Students will understand the conflicts

between the various European

colonies, as well as between the

colonies and original inhabitants.

6. Students will understand the long-

term impact of the triangular trade.

7. Students will understand how and why slavery developed in the colonies.

Skills

1. Differentiate main and subordinate

ideas.

2. Effectively code text for main ideas.

3. Interpret what is read by drawing

inferences.

4. Detect cause and effect.

5. Use literature to enrich meaning.

6. Read for critical purpose.

7. Read various forms of printed

material..

8. Evaluate sources of information.

9. Take notes.

10. Listen for information.

11. Locate places on a map.

12. Compare maps and make inferences.

13. Interpret graphs.

14. Note cause and effect relationships.

15. Combine critical concepts into a

statement of conclusions based on

information. 16. Communicate orally and in writing.

Stage 2: Assessment Evidence

Performance Tasks & Assessments

Join My Colony!

Performance: Multimedia Presentations

Students will develop a multimedia presentation about a chosen colony. The purpose of

their presentation will be to persuade settlers to their colony. They will provide persuasive

reasons in terms of geography, economy, culture, and politics.

Stage 3: Learning Plan

Learning Plan

1. Create a map of the French, Spanish, and

English colonies.

2. Read a brief article and analyze an

informational chart about the French, Spanish, and European colonies.

3. Complete a Tri-Venn diagram comparing and contrasting the European colonies.

4. Create a one-pager for an assigned English colony and present to the class.

5. Write a one-page diary entry from the

perspective of a Slave Trader, Slave, or Slave Owner.

6. Create a multi-media presentation that

persuades new settlers to join an English

colony. Presentation will highlight economic,

social, political, cultural, geographical, and religious aspects of the colony.

Resources

Call to Freedom textbook

To Be a Slave - Julius Lester

Various primary resources from Library of Congress and Smithsonian

Check links for websites

Crossroads Middle School Curriculum

(resources and activities)

England's Flowering (article on England

before colonization of the Americas)

Merrie Olde England? (Push and Pull

factors of colonization)

One Pager Examples

Trans-Atlantic Slave Trade Interactive

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Last Updated: Thursday, November 24, 2011, 1:07PM

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