Unit 2- Colonization: Standards and Rubric
General Concepts: Colonization, Immigration, Self-government, Sectionalism
Enduring Understandings (Big Ideas):
People who live in different locations may have different values, goals, and lifestyles.
The movement of people and ideas affects all.
Essential Questions:
Will the differences between the colonial regions promote conflict or unity?
How did the colonial plans of government reflect the English heritage of self-government?
How did push-pull factors influence the establishment of the English Colonies?
How did the colonies develop independently and interdependently?
Texas Expectations and Knowledge and Skills (TEKS)
(1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is
expected to:
(A) identify the major eras and events in U.S. history through 1877, including colonization, …, and describe their
causes and effects;
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time
periods; and
(C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and
signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S.
Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.
(2) History. The student understands the causes of exploration and colonization eras. The student is expected to:
(A) identify reasons for European exploration and colonization of North America; and
(B) compare political, economic, religious, and social reasons for the establishment of the 13 English colonies.
(3) History. The student understands the foundations of representative government in the United States. The student is
expected to:
(A) explain the reasons for the growth of representative government and institutions during the colonial period;
(B) 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
(C) describe how religion and virtue contributed to the growth of representative government in the American
colonies.
(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:
(A) locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries;
(B) compare places and regions of the United States in terms of physical and human characteristics; and
(C) analyze the effects of physical and human geographic factors on major historical and contemporary events in the
United States.
(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:
(A) 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;
(12) Economics. The student understands why various sections of the United States developed different patterns of
economic activity. The student is expected to:
(A) identify economic differences among different regions of the United States;
(B) explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of
slavery;
(D) analyze the causes and effects of economic differences among different regions of the United States at selected
times in U.S. history.
(15) Government. The student understands the American beliefs and principles reflected in the Declaration of
Independence, the U.S. Constitution, and other important historic documents. The student is expected to:
(A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights,
the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of
government;
(20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process.
The student is expected to:
(A) explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William
Blackstone, and William Penn in the development of self-government in colonial America;
(25) Culture. The student understands the impact of religion on the American way of life. The student is expected to:
(B) describe religious motivation for immigration and influence on social movements, including the impact of the
first and second Great Awakenings;
Unit 2 Constitution 2013-14
Page 1 of 4
Unit 2- Colonization: Standards and Rubric
General Concepts: Colonization, Immigration, Self-government, Sectionalism
Student Understanding (student friendly interpretation of the TEKS)
1A – I can identify colonization.
1B – I can put events in chronological order.
1C – I can explain why 1607 and 1620 are important.
2A,B – I can tell why certain groups of people in England wanted to settle in the New World and whether their
reasons were political, economic, religious, or social.
3A – I can explain why colonists elected representatives.
3B – I can analyze how the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House
of Burgesses helped colonists elect representatives.
3C – I can describe how religion helped colonists elect representatives.
10A – I can locate important places and regions in the 1600s, 1700s, and 1800s.
10B – I can compare the physical and human characteristics of places and regions of the United States.
10C – I can analyze how the people and geography combine to affect historical events.
11A – I can analyze how the environment determines where people live and how they make money during the
1600s, 1700s, and 1800s.
12A – I can identify the economic differences of the different regions of the United States.
12B – I can explain the reasons for the development of the plantation system, the transatlantic slave trade, and
the spread of slavery.
12D – I can analyze the causes and effects of the economic differences between different regions.
15A – I can identify the importance of historic documents on the U.S. system of government.
20A – I can explain the role of key individuals in the development of self-government in colonies.
25B – I can describe religious motivation for immigration and influence on social movements.
Unit 2 Constitution 2013-14
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Unit 2- Colonization: Standards and Rubric
General Concepts: Colonization, Immigration, Self-government, Sectionalism
The student will know:
The events of the colonization era from
1607 to 1763
and be able to:
Apply chronology of major events,
individuals, and time periods during
the era of colonization
Describe the cause and effects of major
events, individuals, and time periods
the era of colonization
The significance of the founding of
Jamestown in 1607
Explain the significance of 1607
The significance of the arrival of the
Pilgrims and the signing of the Mayflower
Compact
Explain the significance of 1620
The reasons for European exploration
and colonization to North America
Mastery Level (1-4)
Identify reasons for European
exploration and colonization of North
America
The political, economic, religious, and
social reasons for the establishment of
the 13 English colonies
Compare the political, economic,
religious, and social reasons for the
establishment of the 13 English
colonies
The reasons for the growth of
representative government and
institutions during the colonial period
Explain the reasons for the growth of
representative government and
institutions during the colonial period
The Mayflower Compact, the
Fundamental Orders of Connecticut, and
the Virginia House of Burgesses
Analyze the importance of the
Mayflower Compact, the Fundamental
Orders of Connecticut, and the Virginia
House of Burgesses to the growth of
representative government
How religion and virtue contributed to the
growth of representative government in
the American colonies
Describe how religion and virtue
contributed to the growth of
representative government in the
American colonies
The places and regions of importance in
the United States during the 17th and 18th
centuries
Locate the New England, Middle, and
Southern colonies
Locate the following: the 13 English
colonies, Jamestown, Plymouth,
Appalachian Mountains, and Atlantic
Ocean
The reasons for the development of the
plantation system, the transatlantic slave
trade, and the spread of slavery
Explain the reasons for the
development of the plantation system,
the transatlantic slave trade, and the
spread of slavery
The Magna Carta, the English Bill of
Rights, and the Mayflower Compact
Identify the influence of ideas from
historic documents including the
Magna Carta, the English Bill of Rights,
and the Mayflower Compact on the U.S.
system of government
Unit 2 Constitution 2013-14
Page 3 of 4
Unit 2- Colonization: Standards and Rubric
General Concepts: Colonization, Immigration, Self-government, Sectionalism
Compare the physical and human
characteristics of the three colonial
regions, and analyze how it influenced
population distribution, settlement
patterns, and economic activities
The economic differences among different
regions of the United States
Analyze the effects of physical and
human geographic factors on major
historical events during the era of
colonization
Identify and analyze the causes and
effects of economic differences among
different regions of the United States
during the era of colonization
The role of significant individuals in the
development of self-government in
colonial America
The religious motivation for immigration
and influence on social movements,
including the impact of the First Great
Awakening
Unit 2 Constitution 2013-14
Explain the role of significant
individuals (the state suggests Thomas
Hooker, Charles de Montesquieu, John
Locke, William Blackstone, and William
Penn) in the development of selfgovernment in colonial America.
Describe the religious motivation for
immigration and influence on social
movements, including the impact of the
First Great Awakening.
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