Asbury Park
School District
Name of Unit: Colonization and Settlements
Unit #/Duration: Unit 2 Marking Period
Content Area: Social Studies
Grade Level: 7
Big Idea:
A bridge between obviously different eras in the history of the western world, this time period characterized by expansion and settlements in
the New World. Students will develop and express claims through discussions and writing which examine how the thirteen colonies
developed economically over time and the role geography and trade played in this development.
Essential Questions:
•Why did the English settle in North America?
•Why did the Separatists and Puritans leave England and settle in
North America?
•How did the Middle Colonies develop?
•How and why did the Southern Colonies grow?
•How did geography affect the economic development of the three
colonial regions?
•In what ways an American culture developing during the colonial
period?
•Why did conflict arise in North America between France and Great
Britain?
•How did the outcome of the French and Indian War determine who
controlled North America?
I Can Statements:
•I can explain the English settled in North America.
•I can explain why Separatists and Puritans left England to settle in
North America.
•I can describe how the middle colonies developed.
•I can explain how and why the southern colonies grew.
•I can explain how geography affected the economic development
of the three colonial regions.
•I can describe the ways American culture was developing during
the colonial period.
•I can explain why conflict arose in North America between France
and Great Britain.
•I can discuss how the outcome of the French and Indian War
determined control of North America.
Common Core State Standards:
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically
about how past and present interactions of people, cultures, and the environment shape the American heritage. Such
knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic
values as productive citizens in local, national, and global communities.
Colonization and Settlement
The colonists adapted ideas from their European heritage and from Native American groups to develop new political and religious
institutions and economic systems.
The slave labor system and the loss of Native American lives had a lasting impact on the development of the
United States and American culture.
A. Civics, Government, and Human Rights
6.1.8.A.2.a Determine the roles of religious freedom and participatory government in various North American colonies.
6.1.8.A.2.b Explain how and why early government structures developed, and determine the impact of these early structures on the evolution
of American politics and institutions.
6.1.8.A.2.c Explain how demographics (i.e., race, gender, and economic status) affected
social, economic, and political opportunities during the Colonial era.
B. Geography, People, and the Environment
6.1.8.B.2.a Determine factors that impacted emigration, settlement patterns, and regional identities of the colonies.
6.1.8.B.2.b Compare and contrast how the search for natural resources resulted in conflict and
cooperation among European colonists and Native American groups in the New World.
C. Economics, Innovation, and Technology
6.1.8.C.2.a Compare the practice of slavery and indentured servitude in Colonial labor systems.
6.1.8.C.2.b Explain the system of mercantilism and its impact on the economies of the colonies and European countries.
6.1.8.C.2.c Analyze the impact of triangular trade on multiple nations and groups.
D. History, Culture, and Perspectives
6.1.8.D.2.a Analyze the power struggle among European countries, and determine its impact on people living in Europe and the Americas.
6.1.8.D.2.b Compare and contrast the voluntary and involuntary migratory experiences of different groups of people, and explain why their
experiences differed. B. Geography, People, and the Environment
6.1.8.B.3.a Assess how conflicts and alliances among European countries and Native
American groups impacted the expansion of the American colonies.
6.1.8.B.3.b Determine the extent to which the geography of the United States influenced the
debate on representation in Congress and federalism by examining the New Jersey
and Virginia plans.
6.1.8.B.3.c Use maps and other geographic tools to evaluate the impact of geography on the
execution and outcome of the American Revolutionary War.
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment affect issues across time and
cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible
world citizens in the 21st century.
Innovation, and Technology
6.2.12.C.1.b Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine the impact
trade on the New World’s economy and society.
6.2.12.C.1.c Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization.
6.2.12.C.1.d Determine the effects of increased global trade and the importation of gold and silver from the New World on inflation in
Europe, Southwest Asia, and Africa.
6.2.12.C.1.e Determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) derived
from Europe’s interactions with Islam and Asia provided the necessary tools for European exploration and
conquest.
D. History, Culture, and Perspectives
6.2.12.D.1.a Assess the political, social, and economic impact of the Columbian Exchange (e.g., plants, animals, ideas, pathogens) on
Europeans and Native Americans.
D. History, Culture, and Perspectives
6.2.12.D.1.a Assess the political, social, and economic impact of the Columbian Exchange (e.g., plants, animals, ideas, pathogens) on
Europeans and Native Americans.
6.2.12.D.1.b Compare slavery practices and other forms of coerced labor or social bondage common in East Africa, West Africa, Southwest
Asia, Europe, and the Americas.
6.2.12.D.1.c Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans, and Americans.
6.2.12.D.1.d Explain how the new social stratification created by voluntary and coerced interactions among Native Americans, Africans, and
Europeans in Spanish colonies laid the foundation for conflict.
6.2.12.D.1.e Assess the impact of economic, political, and social policies and practices regarding African slaves, indigenous peoples, and
Europeans in the Spanish and Portuguese colonies.
6.2.12.D.1.f Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies.
New Jersey Student Learning Standards:
● RI.7.1Cite several sources of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
● RI.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective
summary of the text.
● W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
● W.7.4 Produce clean and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade –specific expectations for writing types are defined in standards 1-3 above.)
● W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and
collaborate with others, including linking to and citing sources.
● W.7.10 by the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity, with scaffolding as needed
at the high end of the range.
● SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher –led) with diverse partners on
grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
● SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and
sufficiency of the evidence
● SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts,
details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
● SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Texts
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Primary Text:
The American Journey – The Early Years
Secondary/Supplemental Texts:
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Suggested Instructional Activities/Strategies
Independent Reading - novel based on Unit
Technology group - Power Point, Brochure, Research paper.
Students use Guiding and Analyzing Questions to gain knowledge of text, pictures, maps, charts and graphs.
Reading strategies: reading primary and secondary sources, identifying, compare and contrast, activating prior knowledge,
organizing,
Writing activities: create a song, advertisement, journal entry, write a letter, short speech, newspaper article, paraphrasing,
prediction, writing a conversation
Types of Writing:persuasive, expository, descriptive, cause and effect
Review preceding events.
Tap students background knowledge with video clips.
Teacher Resources
Teacher’s Edition – Chapters 3-4
Student text
Reading Essentials and Notetaking Guide
Unit resources and activities for The American Journey – the Early Years
Document Based Questions (DBQs)
http://www.glencoe.com/gln/jamestown/samplelessons.html
http://www.nationalgeographic.com/
http://mapmaker.nationalgeographic.org/?ls=000000000000 (map creator)
See additional resources below to differentiate lessons
Vocabulary
Domain Specific Academic Vocabulary (Tier 3)
Charter
headright
burgesses
Joint-stock company
dissent
Puritan
Separatist
Mayflower Compact
Fundamental Orders of Connecticut
patroon
Proprietary colony
pacifist
mission
Indentured servant
tenant farmer
constitution
Debtor
subsistence farming
tidewater
Triangular trade
Middle Passage
backcountry
Cash crop
slave code
surplus
overseer
Export
import
royal colony
charter colony
Iroquois Confederacy
militia alliance
speculator
General Academic Vocabulary (Tier 2)
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Expand
Estate
Convert
policy
rely
design
ethnic
principal
prospect
function
successor
Assessments
Formative Assessments:
● Exit questions
● Checks for understanding
● SCR writings
● On-demand writings- section review #6
● PCR
● Section questions
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Summative Assessment:
● Performance Writing Task
● Collaborate and Present Task
● Chapter Assessments- Standardized Test Practice (in text)
Type
Differentiation/Scaffolding
(for example ELL, students who are classified, struggling learners, etc.)
Visual
Auditory
Kinesthetic
Language Development
Appendix 1
(graphic organizers, rubrics, websites, activities, manipulatives, sample assessments, etc.)
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Frayer model
http://www.educationoasis.com/curriculum/graphic_organizers.htm
https://www.teachervision.com/graphic-organizers/printable/6293.html
http://www.eduplace.com/kids/hme/k_5/graphorg/index.html
http://www.readwritethink.org/files/resources/interactives/timeline_2/ - creating timelines
http://www.graphic.org/goindex.html
http://www.exploratree.org.uk/ - Exploratree is a free web resource where you can access a library of ready-made interactive
thinking guides, print them, edit them or make your own
http://www.educationoasis.com/curriculum/graphic_organizers.htm -Education Oasis offers a collection of graphic
organizers to help students organize and retain knowledge - cause and effect, character and story, compare
and contrast, and more!
http://rubistar.4teachers.org/index.php This site allows teachers to create, save, and print rubrics for their classes. Models
and prompts are available as well as online tutorials. Check out the option to make interactive rubrics!
Appendix 2
(Quad D Exemplar Lesson Plan)