WS/FCS
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Unit Title
Pacing
Social Studies
8th Grade
Colonization and Settlement
How Exploration and Colonization Impacted
Society
18 days
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Conceptual Lenses
Movement
Exploration
Interaction
Colonization
Unit Overview
This unit will focus on reasons for exploration, colonization and settlement and their impact. Also
how a society developed with diverse needs and characteristics.
Did You Get Your Cootie Shot?
In the late 1400s through 1600s, Europeans desired better trade routes to Asia, more land and
certainly greater power over each other. England, partly due to war with Spain, had unsuccessful
attempts of colonizing Roanoke until Jamestown. Jamestown was the first English colonial
settlement of the New World but not without hardships of living on the land and the threat of Native
Americas. Settlers struggled providing for themselves and learning to live among hostile groups of
natives while dealing with diseases passed through The Columbian Exchange. The English
eventually established 13 distinct colonies in the New World seeking profit against Spain as well as
religious and political freedom.
Resources Do Make a Difference:
The creation of the 13 colonies can be divided into 3 different regions: Northern (New England),
Middle and Southern based geography and economy. The Northern colonies consisted of
Massachusetts, Rhode Island, Connecticut and New Hampshire. These colonies based on their
economy on lumber and sea ports due to rocky soil and cold weather. The Middle colonies
consisted of New York, Pennsylvania, New Jersey and Delaware. The climates of these colonies
allow them to produce a wide-range of crops and livestock as well as shipbuilding. The Southern
colonies were Maryland, Virginia, North Carolina, South Carolina and Georgia. These colonies
used the hot summers and fertile soil to create vast farms called plantations to grow tobacco, rice
and other cash crops.
Witness Protection:
Not all groups of people who settled in the New World were there for enjoyment but rather were
forced or came to work off their debt. Africans were brought over by the Triangular Trade route
(Europe, Africa, and New World) which was used to trade goods and services for Africans. By the
early 1700s slaves were present in every colony and the Southern colonies used slaves heavily for
cash crops development. Almost half of the English setters were Indentured Servants who came to
the New World to pay off debt. They signed a labor contract in exchange for food, clothing and
service of four to seven years. The work done by both the Africans and Indentured Servants was not
easy. Their social lives and freedoms were limited and often tried to escape.
You’re Sill Under My Control:
Colonies had to gain permission from King who then provided a charter stating where they can settle
and how it will be governed. Since England was geographically far away from the 13 colonies, the
colonists had to find ways to govern themselves while maintaining peace. Some colonies had
primitive democracies called representative government like general assemblies, town meetings, etc.
Other colonies, like Carolina, were controlled from England. Lord Proprietors ruled the colonies but
did it from afar causing some to self-govern. Overall, there were still limitations of certain groups of
people but it was the colonial governments who dictated who got land or who could vote.
Unit Enduring Understanding(s)
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Movement leads to interaction among
different societies.
Exploration and colonization leads to
changes in societies.
Unit Essential Question(s)
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How does movement of people, ideas, and
culture lead to interaction with other
groups of people?
Why does exploration of new lands and
colonial development create changes?
Essential State Standards
Priority Objectives
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8.H.3.1 Explain how migration and
immigration contributed to the development
of NC and the USA from colonization to
contemporary times.
8.G.1.1 Explain how location and place
have presented opportunities and
challenges for the movement of people,
goods and ideas in NC and USA.
8.G.1.2 Understand the human and
physical characteristics of regions in NC
and the USA.
8.G.1.3 Explain how human and
environmental interaction affected quality
of life and settlement patterns in NC and
USA.
8.C.1.1 Explain how influences from Africa,
Europe and the Americas impacted NC
and the USA.
8.C.1.2 Summarize the origin of beliefs,
practices and traditions that represent
various groups within NC and the USA.
Supporting Objectives
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8.H.2.2 Summarize how leadership and
citizen actions influenced the outcomes of
key conflicts in NC and USA.
8.H.3.3 Explain how individuals and
groups have influenced economic, political
and social change in NC and USA.
8.C.1.3 Summarize the contributions of
particular groups in the development of
NC and the USA.
“Unpacked” Concepts
(students need to know)
8.H.3.1

How migration and
immigration contributed to the
development of NC and the USA
from colonization to contemporary
times.
8.G.1.1

How location and place have
presented opportunities and
challenges for the movement of
people, goods and ideas in NC
and USA.
8.G.1.2

Human and physical
characteristics of regions in NC
and USA.
8.G.1.3

How human and
environmental interaction affected
quality of life and settlement
patterns in NC and USA.
8.C.1.1

Influences from African,
Europe and the Americas
impacted NC and the USA.
8.C.1.2

The origin of beliefs,
practices and traditions that
represent various groups within
NC and the USA.
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Essential Vocabulary
Plantation
Proprietor
Society
Values
Beliefs
Class
“Unpacked” Skills
(students need to be able to do)
8.H.3.1
 Explain
8.G.1.1
 Explain
COGNITION
(RBT Level)
8.H.3.1
 Understanding
8.G.1.1
 Understanding
8.G.1.2
 Understand
8.G.1.3
 Explain
8.G.1.2
 Understanding
8.G.1.3
 Understanding
8.C.1.1
 Explain
8.C.1.1
 Understanding
8.C.1.2
 Summarize
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8.C.1.2
 Understanding
Enrichment Vocabulary
Charter
Indentured
Mercantilism
Quality
Enrichment Factual Content
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Immigrants
Import
Export
Economy
Resources
Royal Colony
Joint stock
Salem Witch Trials
Benjamin Franklin
Scientific Revolution
Phillis Wheatley
New Bern
Backcountry
Pirates
Yeoman
Staple crops
Verrazano
John Cabot
Northwest Passage
Lost Colony
Equiano
Great Awakening
Navigation Acts
NC Rebellions (Culpeper, Bacon, Cary)
H
Unit
“Chunking”
& Enduring
Understandings
Did You Get Your
Cootie Shot?
Exploration of new
lands leads to
interaction among
diverse groups of
people.
Essential
Factual
Content
Suggested Lesson
Essential Questions
- Columbus
- Amerigo
Vespucci
- Middle Passage
- Triangular
Trade Route
- Columbian
Exchange
- Roanoke
Voyages
Why was there a desire for
direct trade to Asia and how did
it lead England to create
colonies the New World?
How did the Columbian
Exchange affect the world
especially the relationship
among natives and Europeans?
G
C
E
C
&
G
3.1
1.1
1.1
1.1
1.2
1.3
1.1
1.2
1.3
- Sir Walter
Raleigh
- Jamestown
- John White
Resources Do
Make a Difference
Environmental,
cultural and
economic factors
can influence
patterns of migration
and settlement.
- 13 Colonies
- Colonial
Regions
*North
*Middle
*Southern
- 3 NC Regions
- Cash Crops:
Tobacco
- Great
Migration
- Great Wagon
Road
How did the interaction with
Native Americans change
colonial societies like
Jamestown and Roanoke?
3.3
Why was Jamestown established
as a plantation system?
You’re Still Under
My Control
Colonial
governments are
often influenced by
Mother Country
1.1
1.2
1.1
1.2
1.3
1.1
1.3
What roles do the environmental,
cultural, and economic factors
influence the settlement of the
original 13 colonies?
3.1
1.1
1.2
1.3
How did factors of migration,
climate and government develop
a Carolina colony?
2.2
3.1
1.1
1.2
1.3
How do the location and place of
the 3 regions of the 13 colonies
differ?
Witness Protection
Colonization often
created new cultural
identities.
1.1
1.3
- Moravian
- Quakers
- Puritans
- Pilgrims
- Slaves
- Indentured
Servants
How did the merging of different
cultural groups create a unique
colonial identity?
- English Bill of
Rights
- Town Meetings
- Rep. Govn’t
- House of
Burgess
- Mayflower
Compact
- Lords Proprietor
What kind of representative
government was established and
was it effective?
1.1
1.2
3.1
3.3
How and why did social classes
develop in the colonies?
Why was the English Bill of
Rights created and how did it
influence colonists?
Why was there a need for Lords
Proprietors and how did they
affect the rights of colonists?
1.1
1.3
1.2
1.3
1.1
1.2
2.2
3.3
3.3
2.2
1.1
1.2
1.3
1.1
1.3
1.1
Sub Concepts
HISTORY
- Patterns
- Cooperation
GEOGRAPHY
- Region
- Location
- Physical
Features
- Migration
- Resources
- Climate
CIVICS & GOVERNMENT
- Scarcity
- Resources
ECONOMICS
- Trade
- Standard of Living
- Supply/Demand
CULTURE
- Religion
- Civilization
- Diversity
- Social
Systems/Class
- Cultural
Expressions
- Quality of Life
Language Objective EXAMPLES
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Key Vocabulary LO: SWBAT define and explain the terms: Columbian Exchange, triangular
trade route, indentured servants, sea dogs, proprietors.
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Language Functions LO: SWBAT explain how the navigational acts where to use to control
colonial trade.
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Language Skills LO: SWBAT read two passages about relationship between Native
Americans and colonists and identify the similarities and differences between the two.
(Reading passages should be chosen/modified in accordance with the LEP students’ zone of
proximal development).
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Grammar and Language LO: SWBAT use descriptive examples by comparing the
economics and geography of the 13 colonies.
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Lesson Tasks LO: SWBAT read and summarize a passage about the life of colonial women
and explain this summary to a group.
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Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer
analyzing and identifying the causes and effects of the triangular trade route. (The
linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may need a
word bank or other supplement to complete this activity using this strategy).
Historical Thinking and Geography Skill Resources
○ “Straight Ahead”
□“Uphill”
∆“Mountainous”
Historical Thinking
Democratic Ideals in Documents
8.H.1.1 Construct charts, graphs & historical
narratives to explain particular events or issues
over time.
8.C &G.1.2
Evaluate the degree to which democratic ideals
are evident in historical documents from NC
and the USA.
United States Historical Collection of Maps
8.H.1.2 Summarize the literal meaning of historical
documents in order to establish context.
8.H.1.3 Use primary and secondary sources to
interpret various historical perspectives.
On the Water exhibition 1450-1800: This site shows
artifacts, transcripts, narratives, etc about European
exploration, settlement, forced labor and survival on
while using the Atlantic Ocean.
Archiving Early America: This site contains
thousands of “firsts” primary sources from early
America through Revolutionary War.
US History Module Digital book: Students read
about the topic through narratives, primary and
secondary sources, then they complete
assignments. There are different levels so students
can have a choice or you choose for them based on
quiz results.
8.H.1.4 Use historical inquiry to evaluate the
validity of sources used to construct historical
narratives.
Early English thoughts about natives: Students will
examine images from early artists and then decide
how the images created preconceived notions
about the natives.
8.H.3.4 Compare historical and contemporary
issues to understand continuity and change in
development of NC & USA.
Columbian Exchange: This site describes the
exchanges, causes/effects, and impact on modern
world.
African-American: From Slavery to Presidency
Slavery Footprint
Archiving Early America: This site contains
thousands of “firsts” primary sources from early
America through Revolutionary War.
General Unit Resources
○
□
○ “Straight Ahead”
□“Uphill”
∆ “Mountainous”
- Make a compass and try to find each other.
- Produce a propaganda pamphlet about promoting English settlement in a new colony.
- Create a diary of multiple entries explaining 1st voyage to New World through conflict.
- NC digital history book: pre colonial period
- On the Water exhibition 1450-1800: This site shows artifacts, transcripts, narratives, etc
about European exploration, settlement, forced labor and survival on while using the
Atlantic Ocean.
- Virtual Jamestown
- Jamestown Interactive investigation
- Massachusetts: Visit with a family who lived during colonial time.
- Children’s Literature site: Colonial lessons were profiled. Included are discussion
starters, lesson ideas, other assignments, and related book titles.
- Archiving Early America: This site contains thousands of “firsts” primary sources from
early America through Revolutionary War.
- Plantation Economy overview
- Interactive Triangular Trade Route
- School House Rock: This is the old school Colonial video “No More Kings.”
- WatchKnowLearn.org
- Department of State Office of the Historian collection
- “Birth of a Colony” PBS Series
- Elementary site on Theories of the Lost Colony
- Theories on the Lost Colony
- NC Museum of History Theories on the Lost Colony
- Debate “Should we celebrate Columbus day”
- Series of Socratic seminars about life of a colonists to conflict
- Triple Venn diagram of 13 colonial regions
- Ahoy Mate: Pretend you are a Sea dog persuading a monarchy to send you to the New
World.
- Analyze English Bill of Rights and impact on colonies. Predict future problems.
- Watch and read different view points and historical references of the Lost Colony
(example: Analysis of Tree Rings). Write a persuasive paper explaining what you think
happened.
- Compare and contrast Columbus’ journals with different points of views.
- US History Module Digital book: Students read about the topic through narratives,
primary and secondary sources, then they complete assignments. There are different
levels so students can have a choice or you choose for them based on quiz results.
- Early English thoughts about natives: Students will examine images from early artists and
then decide how the images created preconceived notions about the natives.
- CSI: The Lost Colony of Roanoke
∆
- Trace Columbian Exchange items of 1500s to contemporary times. Include success
and/or impact. Connect to market where they can buy or sell the items.
- Create a colonial simulation of economy using the ideas of plantations and seaports.
- Create model, explain purpose and challenges, and connect between each other and the
world.
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).
Performance Assessments
Item #
Formative
Assessments
Task Description
1
2
3
Summative Assessment
4
Culminating
Task
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Performance Task #1:
Scoring Guide for Performance Task #1
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of
the “Proficient” criteria in
written response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #2:
Scoring Guide for Performance Task #2
Advanced
Student includes all of the
“Proficient” criteria PLUS
Proficient

Progressing
Beginning

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #3:
Scoring Guide for Performance Task #3
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient
Progressing
Student includes
of the
“Proficient” criteria in written
response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
1. Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Reteaching needed to correct misconceptions or reach understanding.
Unit 2 Culminating Performance Task:
Scoring Guide for Culminating Performance Task:
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of the
required “Proficient” items
and has only minor issues
with the quality criteria in
written response.
Beginning
Student includes
the required “Proficient”
items and has multiple
issues with the quality
criteria in written response.
Unit Reflection
What didn’t work well?
What worked well?
Suggestions for Change