8th Grade U.S. History Curriculum Bundle #2
Title
Colonial Life and Growth
Big Idea/Enduring Understanding
The colonies developed independently and
interdependently with each other and Great
Britain.
Suggested Dates
Mon., Sept. 15 – Tues., Sept. 30, 2014 (12 days)
Guiding Questions
 How did the physical characteristics of the environment influence population distribution, settlement patterns, and
economic activities?
 What were causes and effects of economic differences among different regions of the U.S. during colonial times?
 What are the reasons for the growth of representative government and institutions during the colonial period?
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper
depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the
suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district
curriculum.
Knowledge & Skills with Student Expectations
8.1 History. The student understands traditional
historical points of reference in U.S. history through
1877. The student is expected to:
Specificity & Examples
Suggested Resources
(Read the note above)
What are the major eras in U.S. history through 1877?
 Colonial life and growth – Development and growth of
English Colonies
8.1A identify the major eras and events in U.S. history
through 1877, including colonization, revolution, drafting
of the Declaration of Independence, creation and
ratification of the Constitution, religious revivals such as
the Second Great Awakening, early republic, the Age of
Jackson, westward expansion, reform movements,
sectionalism, Civil War, and Reconstruction, and describe
their causes and effects;
8.11 Geography. The student understands the
physical characteristics of North America and how
humans adapted to and modified the environment
through the mid-19th century. The student is expected
to:
8.11A analyze how physical characteristics of the
environment influenced population distribution,
settlement patterns, and economic activities in the United
States during the 17th, 18th, and 19th centuries;
How did the physical characteristics of the environment influence
population distribution, settlement patterns, and economic
activities?
Climates of the colonies
 New England
o Cold climate, rocky soil, short growing season
 Middle Colonies
o Cold winters, warmer summers, fertile soil,
moderate growing season
 Southern colonies
o Warm climate, fertile soil, long growing season
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8th Grade U.S. History Curriculum Bundle #2
8.12 Economics. The student understands why
various sections of the United States developed
different patterns of economic activity. The student is
expected to:
8.12D analyze the causes and effects of economic
differences among different regions of the United States
at selected times in U.S. history.
8.12 Economics. The student understands why
various sections of the United States developed
different patterns of economic activity. The student is
expected to:
8.12A identify economic differences among different
regions of the United States;
8.12 Economics. The student understands why
various sections of the United States developed
different patterns of economic activity. The student is
expected to:
8.12B explain reasons for the development of the
plantation system, the transatlantic slave trade, and the
spread of slavery;
8.3 History. The student understands the foundations
of representative government in the United States.
The student is expected to:
8.3C describe how religion and virtue contributed to the
growth of representative government in the American
colonies.
What were causes and effects of economic differences among
different regions of the U.S. during colonial times?
Colonial Economies
Fishing, shipbuilding, trade, small farms,
New England forestry
Wheat and grains, dairy
Middle
Tobacco, rice, indigo,
South
Fur trapping, small farms, hunting
Backcountry
Causes: See 8.11a
What are the economic differences among different regions of the
United States?
Colonial Regions
 New England: shipbuilding and merchant trade
 Middle Colonies: “Breadbasket” and diversified economy
 Southern Colonies: plantation system with long growing
season and lots of fertile land
What are the reasons for the development of the plantation
system, the transatlantic slave trade, and the spread of slavery?
The growth of the slave trade
 A large work force is needed to cultivate crops; the decrease
of indentured servants leads to a dependency on slave labor
Development of the plantation system
 Rich soil and long growing season allows for the growth of
cash crops (including tobacco, rice, indigo)
How did religion and virtue contribute to the growth of
representative government in the American colonies?
 Puritan work ethic
 Early American colonies, especially in the New England
Region, were governed by their church leaders. Social
Contracts such as the Mayflower Compact were early
examples of documents from the people giving their consent
to be governed.
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 Quakers – saw all people as equals
8.3 History. The student understands the foundations
of representative government in the United States.
The student is expected to:
What is the importance of the Mayflower Compact, the
Fundamental Orders of Connecticut, and the Virginia House of
Burgesses to the growth of representative government?
8.3B analyze the importance of the Mayflower Compact,
the Fundamental Orders of Connecticut, and the Virginia
House of Burgesses to the growth of representative
government; and
 Mayflower Compact – established concept of self-government
in the colonies, majority rule
 Fundamental Orders of Connecticut – First written
constitution in the 13 Colonies
 Virginia House of Burgesses – First representative legislature
in the 13 Colonies (Virginia)
TEACHER NOTE: Be sure to connect these foundations to each
other and to the growth of representative government in the U.S.
These foundations are part of a continuum.
8.3 History. The student understands the foundations
of representative government in the United States.
The student is expected to:
8.3A explain the reasons for the growth of representative
government and institutions during the colonial period;
8.25 Culture. The student understands the impact of
religion on the American way of life. The student is
expected to:
8.25B describe religious motivation for immigration and
influence on social movements, including the impact of
the first and second Great Awakenings; and
8.28 Science, technology, and society. The student
understands the impact of scientific discoveries and
technological innovations on daily life in the United
States. The student is expected to:
What are the reasons for the growth of representative
government and institutions during the colonial period?
 Magna Carta – limit power of government; establish due
process, right to life, liberty, property
 English Bill of Rights – expands individual rights such as trial
by jury
 Salutary Neglect – neglect of the colonial affairs by British
Government
 Colonial Legislatures – House of Burgesses; Colonial
Assemblies
What was the religious motivation for immigration and influence
on social movements?
First Great Awakening – Religious movement led by ministers
such as John Edwards that focused on inner religious emotion
over intellectualism. Led to split in churches and creation of new
denominations. Increase of equality in some churches. Greatly
increased church population and led to the development of
religious colleges to train ministers.
What effects did scientific discoveries and technological
innovations have on daily life in different periods in U.S.
history? (You may want to discuss enlightenment.)
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8.28A compare the effects of scientific discoveries and
technological innovations that have influenced daily life
in different periods in U.S. history; and
8.10 Geography. The student understands the
location and characteristics of places and regions of
the United States, past and present. The student is
expected to:
8.10A locate places and regions of importance in the
United States during the 17th, 18th, and 19th centuries;
 Ben Franklin – Experiments in colonial era led to
development of inventions including the lighting rod, bifocals,
odometer, glass armonica, and the Franklin Stove
TEACHER NOTE: This TEKS calls for students to compare the
effects of scientific discoveries and technological innovations.
You could have students compare Franklin’s inventions to similar
advancements today. For instance, he invented bifocals; we have
bifocal contact lenses and lasik surgery to help people see more
clearly. He invented the Franklin stove; we have gas and electric
heat. You could have students research the most current
innovations in these categories.
Regions:
New England
Middle
Southern
Backcountry
Cities:
Jamestown
Plymouth
Salem
Bodies of Water:
Atlantic Ocean
Physical Feature:
Appalachian Mountains
Colonies:
13 colonies
Territories:
Other European Territories
Other:
Great Britain, France, Spain, Africa, West Indies
8.30 Social studies skills. The student communicates
in written, oral, and visual forms. The student is
expected to:
8.30A use social studies terminology correctly;
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8.30 Social studies skills. The student communicates
in written, oral, and visual forms. The student is
expected to:
8.30C transfer information from one medium to another,
including written to visual and statistical to written or
visual, using computer software as appropriate; and
8.30 Social studies skills. The student communicates
in written, oral, and visual forms. The student is
expected to:
8.30D create written, oral, and visual presentations of
social studies information.
8.29 Social studies skills. The student applies criticalthinking skills to organize and use information
acquired through established research methodologies
from a variety of valid sources, including electronic
technology. The student is expected to:
8.29J pose and answer questions about geographic
distributions and patterns shown on maps, graphs, charts,
models, and databases.
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