(1565–1776) Driven by economic, religious, and political opportunities, colonial powers from Europe established footholds, then empires in North America. Many colonists fled poverty or persecution to start new lives in an unfamiliar land. Africans were enslaved and brought to the Americas against their will. Interactions between colonists and the indigenous peoples living in North America added complexity to the colonies. Geographic and cultural factors influenced where colonists settled and how they lived. Sectional and regional differences emerged that would affect American history. Patterns established within the English colonies on the Eastern seaboard would shape many of the dominant political, economic, linguistic, and religious traditions of the United States.
Historical Guiding Questions to Consider:
*What is a colony?
*What role did the concepts of self-government and religious freedom play in the colonial era?
*How did economic philosophies such as mercantilism promote colonization?
*How were English colonization patterns on the Atlantic coast different from those of the French colonies in the interior and Spanish colonization in what is now the southwestern US?
*How are colonization patterns of the French, Spanish and English colonies evident in human geography patterns today?
U.S. I Standard 2.1: Students will identify the economic, social, and geographic factors that influenced the colonization efforts of the Dutch, English, French, and Spanish.
U.S. I Standard 2.2: Students will compare and contrast the economic, political, and social patterns evident in the development of the 13 English colonies.
U.S. I Standard 2.3: Students will use primary sources as evidence to contrast the daily life and contexts of individuals of various classes and conditions in and near the English colonies, such as gentry, planters, women, indentured servants, African slaves, landowners, and American Indians. U.S. I Standard 2.4: Students will explain historic and modern regional differences that had their origins in the colonial period, such as the institution of slavery; patterns of life in urban and rural areas; differences between the French continental interior, Spanish southwest, and English northeast; and the location of manufacturing centers.
ROANOKE - JAMESTOWN - POCAHONTAS
This lesson corresponds directly with standards 2.1 and 2.2 above. Students gain an understanding that Roanoke is the first ATTEMPTED English settlement in the Americas (and fails) with Jamestown being the first PERMANENT English in the Americas thanks, in large part, to a courageous girl named Pocahontas. The links below shed more light on the encounter John Smith had with Powhatan as well as an activity with Jamestown that students can participate in to learn more about life in Jamestown.
This lesson corresponds directly with standards 2.1 and 2.2 above. There are two groups of people that came to the Americas and settled Massachusetts: The Separatists (or better known as the "Pilgrims) and the Puritans. There was a documentary published in 2012 by Kirk Cameron with the title of "Monumental: In Search of America's National Treasure." We only watch the first half of this video in class and learn more about the Monument to the Forefathers, a National Monument erected in the honor of the Separatists and those aboard the Mayflower. Below you can watch a clip from the video as well as read or view the Mayflower Compact.
This lesson corresponds directly with standard 2.2 above. The 13 colonies were separated into three different regions: New England, Middle and Southern. Students will learn the names of the original 13 colonies and what region they were in as well as learn the WHY these colonies were settled and by whom. We will also evaluate as a class why people settle elsewhere in modern times.
This lesson corresponds directly with standard 2.2, 2.3 and 2.4 above. In Salem, Massachusetts in 1692, a very peculiar event took place as girls began to accuse people in their community of witchcraft, leading to over 200 people being accused of witchcraft and 20 people killed as a result. In this lesson, we evaluate the following historical question: What caused the Salem Witch Crisis of 1692?
This lesson corresponds directly with standard 2.1 and 2.4 above. As more and more British colonists are arriving in the Americas, the desire to move westward increases, too. With that, tensions also begin to rise between the French, English, the Spanish and the Natives. The French and Indian War, or the Seven Year's War is truly the first World War as countries in the Old World and the New World participated in it and fought. In this lesson, we evaluate causes of war, effects of war and look specifically at long term ramifications of the French and Indian War, looking at it as a primary cause of another very significant war referred to as the American Revolutionary War.
As you have reviewed my disclosure page, you will learn that I expect all students to demonstrate mastery on quizzes and tests. The mastery standard for 8th grade history students has been set at 75%. In the event you did not do as well as you had hoped on a quiz and test on the first attempt, that's OKAY! In order to take advantage of opportunities below, you are required to demonstrate mastery FIRST before I will give you the credit for extra credit. The opportunities below are not all created equally, as shown by point values in each category. These opportunities can be done at home, during SHIELD time, after you have completed work in class and there is extra time, before school or after school. All of you desire an "A"... let's make sure you get what you desire : )