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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of
Student Work, and Teacher Commentary for the United States History Course.
US History Unit 2: “European Settlement of North America”
Elaborated Unit Focus
In this unit students will trace the development of the English colonies in America.
Through a travel portfolio, students will connect the reasons for colonization based on
movement and migration and how these factors shaped the founding of English North
America. Looking through the conceptual lens of location, economy, culture, and social
development students will analyze the establishment of the original 13 colonies. The
theme of conflict and change will help students in examining internal and external
interactions that took place. The theme Distribution of power among individuals,
groups, and institutions will explain how some early Americans experienced social
mobility, while others did not.
Standards/Elements
SSUSH1 The student will describe European settlement in North America during
the 17th century.
a. Explain Virginia’s development; include the Virginia Company, tobacco
cultivation, and relationships with Native Americans such as Powhatan,
development of the House of Burgesses, Bacon’s Rebellion, and the development
of slavery.
b. Describe the settlement of New England; include religious reasons, relations with
Native Americans (e.g., King Phillip’s War), the establishment of town meetings
and development of a legislature, religious tensions that led to colonies such as
Rhode Island, the half-way covenant, Salem Witch Trials, and the loss of the
Massachusetts charter.
c. Explain the development of the mid-Atlantic colonies; include the Dutch
settlement of New Amsterdam and subsequent English takeover, and the
settlement of Pennsylvania.
d. Explain the reasons for French settlement of Quebec.
SSUSH2 The student will trace the ways that the economy and society of British
North America developed.
a. Explain the development of mercantilism and the trans-Atlantic trade.
b. Describe the Middle Passage, growth of the African population, and AfricanAmerican culture.
c. Identify Benjamin Franklin as a symbol of social mobility and individualism.
d. Explain the significance of the Great Awakening.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Framework Unit 2: European Settlement of North America
Revised 7/11/08 Page 1 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Enduring Understandings/Essential Questions
The student will understand that location affects a society’s economy, culture, and
development.
How were economy, culture, and development of the English colonies affected by
geographic location?
The student will understand that when there is conflict between or within societies, change
is the result.
What was the impact of the interaction between the European settlers and the
Native Americans?
How did religious intolerance in England lead to religious intolerance in the
Massachusetts Bay Colony?
Why did the need for resources lead to international conflict in the North
American colonies?
The student will understand that distribution of power in government is a product of
existing documents and laws combined with contemporary values and beliefs.
How did colonial self-government lead to the development of the House of
Burgesses and other representative governments?
The student will understand that the culture of a society is the product of the religion,
beliefs, customs, traditions, and government of that society.
Who were the key leaders of the Great Awakening and what was their impact in
the North American colonies?
Why were the colonies viewed as an opportunity for social mobility?
The student will understand that the actions of individuals, groups, and/or institutions
affect society through intended and unintended consequences.
How is Benjamin Franklin an example of social mobility and individualism?
The student will understand that the movement or migration of people and ideas affects all
societies involved.
What factors led to European and African migration to America?
Why did settlers migrate within colonial America?
What role did the Middle Passage play in the trans-Atlantic trade?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Framework Unit 2: European Settlement of North America
Revised 7/11/08 Page 2 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
*NOTE: The balanced assessment plan included in this unit is presented as a series of suggested activities.
It is not expected that the teacher complete all assessments for a successful unit.
Sample Balanced Assessment Plan
Description of Assessment
Standard/
Element
Students will be given a map of the Atlantic world during the
1a, b, c, d
colonial era. This will lead into a class discussion of European 2a, b
settlements in North America. Based on research, students
will create a journal of daily life in one of the colonies. In
groups, students will create a colonial map of either individual
colonies or regions. These maps will include economic, social,
political, and physical data specific to that area.
Students will complete a “spider-web” style graphic organizer 1a, b
on European and Native American interactions. For example,
place one of the groups (Native Americans, slaves, colonists,
etc) in a circle. Then, coming out from that circle, students
should explain each groups’ relationship to the central group.
Students will create a caricature of Benjamin Franklin and an
2c, d
influential person from the Great Awakening. Included will be
demographic information, key terms, and contributions.
Additional Tasks Added (7/14/08)
Students will create a timeline dated from 1619 – 1676 of the
Jamestown colony incorporating key events relevant to the
outbreak of Bacon’s Rebellion. Students will explain why a
particular event was placed on the timeline and the relevance
this event has in regards to movement and migration and
conflict and change. Students will then write an evaluation of
their timeline incorporating the particular events and the
relevance of each event.
Students will develop a chart comparing the emergence of the
colonial governments in the Virginia and Massachusetts Bay
(including Plymouth) Colonies. The chart should consist of
two columns depicting the sequence of events in the creation
of the colonial governments. Students will display their charts
on bulletin board paper and place them on the wall within the
classroom. Once posted, Students will participate in a gallery
walk selecting key chart elements and explain the how
individuals.
Type of
Assessment
*Observation
*Dialogue and
Discussion
*Constructed
Response
*SelfAssessment
*Observation
*Dialogue and
Discussion
*Constructed
Response
*Observation
*Dialogue and
Discussion
*Constructed
Response
SSUSH
1a; 2a
Constructed
response;
dialogue and
discussion,
observation,
self-assessment
SSUSH
1a, b
Constructed
response;
observation,
dialogue and
discussion
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Framework Unit 2: European Settlement of North America
Revised 7/11/08 Page 3 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Students will be given a map of the New World, Europe, and
Africa to trace the routes used by merchants to transport trade
goods between the three areas. Draw a triangular trade route,
and on that part of the route write the goods being shipped
from one area to another. Next, create an insert explaining the
importance of each product placed on the map. The insert on
your map should identify what was transported between the
areas and why each raw material, finished product, or
individual was placed on a particular segment of the route.
Students will create a poster/billboard to be circulated
throughout France during the mid1600s encouraging
settlement in New France. The poster/billboard should state
the reasons and benefits the future settler and France would
gain through this adventure. The poster/billboard should
include but not limited to: heading, company sponsor, reasons
for trip benefits, map with shipping routes between France and
the New World, important cities between the two areas.
Attach a note card to your poster/billboard explaining why this
poster/billboard would attract new settlers to New France.
Students are to create a modern day map of the Columbian
Exchange (trans-Atlantic trade) to show the exchange of goods
between United States, Europe, and Africa. A written
explanation should accompany the map including reasons for
the exchanges (good and bad) and the effects of the exchanges.
Students are to be given a sample chart of the trans-Atlantic
trade routes from the 17th century. Compare and discuss the
different types of products exported from each area and why
these exports were needed by each of the areas.
SSUSH
2a, b
Constructed
response;
observation,
dialogue and
discussion
SSUSH:
2a
Constructed
response;
observation,
dialogue and
discussion
Students will develop a resume for one historical figure
involved in the Great Awakening. This resume should include
the individual’s demographics, his connection with historical
facts pertaining to the Great Awakening, and the impact this
individual had on the Great Awakening. Using the resume as a
source, students will interview potential applicants for a
position in an upcoming religious meeting. Students will select
their applicant to invite based on responses during the
interviews and potential impact the applicant may have on
their community.
Students will create a VENN diagram comparing and
contrasting the Town Meetings of the New England colonies
and the House of Burgesses of the Virginia Colony. Once the
diagram is completed, students are to write a summary paper
supporting the best form of local government within the two
colonial societies.
SUSH:
2d
Constructed
response;
observation,
dialogue and
discussion
SSUSH:
1a, b
Constructed
response;
observation,
dialogue and
discussion
SSUS: 1d Constructed
response;
observation,
dialogue and
discussion
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Framework Unit 2: European Settlement of North America
Revised 7/11/08 Page 4 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Sample Test Items
SSUSH 1a
1. How did the development of Jamestown lead to Bacon’s Rebellion?
a. A shortage of food in the settlement.
b. Indentured servants in Jamestown wanted shorter terms of indenture.
c. Nathanial Bacon felt sympathy for the plight of landowners wishing to
lower taxes on property.
d. Nathanial Bacon felt sympathy for the new land owners forced to settle on
land near hostile Native Americans.
SSUSH 1b
2. The Puritan’s views and attitudes lead them to promote the idea of:
a. Social equality.
b. Religious tolerance.
c. Separation of church and state.
d. Hard work for common goals.
SSUSH 2a,b
3. The “middle passage” refers to the part of the triangular trade system that carried:
a. Rum from the West Indies to New England.
b. Manufactured English products to Africa.
c. Manufactured American products to markets in England.
d. Slaves from Africa to the West Indies and North America.
SSUSH 1d
4. French colonists came to America mainly in order to:
a. Farm.
b. Seek precious metals.
c. Find religious freedom.
d. Engage in the fur trade.
SSUSH 2a
5. According to the system of mercantilism, a favorable balance of trade exist for a
country when:
a. Its trading partners charge no import taxes.
b. The value of imports equals that of exports.
c. The value of imports is greater than that of exports.
d. The value of exports is greater than that of imports.
SSUSH 2d
6. The significance of the Great Awakening was that it:
a. Revived intolerance for other religions.
b. Led to the foundation of colleges and universities.
c. Did not lead to unity among the American colonist.
d. Created a strong following for the Roman Catholic Church.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Framework Unit 2: European Settlement of North America
Revised 7/11/08 Page 5 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
SSUSH 1a, b
7. The colonies of New England and Jamestown in the 1600s were similar in their:
a. Obligations to investment companies.
b. Need to attract settlers in order to prosper.
c. Attitudes and behavior toward Native American peoples.
d. Social divisions between a land-owning aristocracy and a landless, lower
class.
FOR SAMPLE PERFORMANCE TASKS FOR THIS
UNIT, PLEASE VISIT
http://www.georgiastandards.org/socialstudiesframework.aspx
Resources for Unit
http://www.magixl.com/caric./globe/franklin.html - excellent source for caricature of Benjamin Franklin.
http://teachpol.tcnj.edu/amer_pol_hist/thumbnail28.html - map with the thirteen colonies identified.
Students may need to use a textbook to identify specific examples of northern, middle, and southern.
http://www.great-awakening.com/resources.htm - excellent resource on the Great Awakening period.
The Autobiography of Benjamin Franklin – book to use in examining the social mobility of Franklin
*This unit was created by Mary Ann Cooper, Bill Pate, Andy Preston, and Carole Strickland with
additional tasks from Kevin Shivers and Lazarus Osako. Additional input was given by Dr. Bill Cranshaw,
Chris Cannon, Marlo Mong, Sarah Brown, and Sherilyn Narker. It was reviewed and approved by the
Social Studies Advisory Council 7/06/07.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Framework Unit 2: European Settlement of North America
Revised 7/11/08 Page 6 of 6
Copyright 2007 © All Rights Reserved