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Quarter 1 Unit 1 Pacing Guide with NC Objectives by 4yb628f


									QUARTER ONE Pacing Guide                            Baseline Test window: Aug. 27 – Sept. 6
2012 – 2013 / L 3 Humanities / Ostwalt
Aug. 27 – Oct. 30

DO NOT BE INTIMIDATED. You will learn the language and be taught how to use this guide.

UNIT 1: North American Colonization
8000 BC to AD 1750 (12 to 10 Days)
Aug. 27 – Sept. 24 or 28

8000 BC – AD 1565: Geography, Exploration, Native Americans, Religion / Protestant
1565 – 1750 (1763): St. Augustine and Spain
Roanoke Island Settlements, Lost Colony, Jamestown, Plymouth, 13 Original Colonies/Regions
(Political Division)

*It is your goal to relate the background study and sub-unit of study to the “I Can” and “I Will”
Statements. It is your ultimate goal to use the understanding of the Essential Questions to
answer (explain or apply) to the Unit Question.

How can travel influence future change?
   1.     Why does geography matter to change?
   2.     Who were the earliest North Americans and why is their culture important to the
           future change in North America?
   3.     How does religion play a role in North American colonization from the past to the
           present and into the future?
   4.     How was either Roanoke Island or Jamestown, or both, the seed or beginning of the
           future British colonies?
   5.     Why were the three regions of the British colonies not unified?
Travel is change that goes on, deep and permanent in the ideas of the living. – Miriam Beard

Criteria A: Knowing and understanding (2 strands)
        • use humanities terminology in context
        • demonstrate knowledge and understanding of subject-specific content and concepts,
          appropriate to the age level, using descriptions, explanations and examples.
Criteria B: Investigating (4 strands)
        • formulate a clear and focused research question
       • follow an action plan to investigate a research question
       • use methods accurately to collect and record information consistent with the research
       • effectively address the research question.

“Students (I) Can”
           I can assess the impact of geography on early exploration and settlement of
               North Carolina and the United States.
           I can analyze, break apart into pieces, the impact of Native Americans on North
               Carolina and United States colonization.
           I can compile, put together in one work, the cultural, political, and religious
               motives for European colonization.
           I can contrast and compare, evaluate; the contributions of the diverse groups in
               colonial North Carolina and the United States.
           I can understand, describe, economic causes and effects of colonization.

“Students (I) Will”
           I will identify or recognize and label the three regions of North Carolina.
           I will explain, give reasons and causes, of how human needs and natural
               resources influenced settlement patterns.
           I will evaluate or compare, contrast and make judgments, of the relationship
               between Native Americans and early settlers.
           I will identify or recognize European motives for colonization.
           I will understand, describe, the impact of the religious beliefs in the colonization
               of the United States.

Vocabulary:   colony, colonization, Coastal Plain, Tidewater, Piedmont, Mountains,
              backcountry, fall line, geographic region, charter, Agrarian Society, nomad, clan,
              artifact, Columbian Exchange, barter system, cash crop, culture, cultural
              diffusion, Mission, Old World, New World, economy, indentured servant, slavery,
              Pilgrim, Puritan, mercantilism, House of Burgess (29 terms)

There will be many additional terms, events, places, and people that will become a part of
your vocabulary.

Teacher Note*
      You will often see on the teacher webpage other / extra vocabulary that listed.

Possible Primary Sources and Secondary source text:
       Magna Carta, NC Text Page 60, “Report to Raleigh, Mayflower Compact, Fundamental
       Orders of Connecticut, “City Upon a Hill”, “Discourse concerning Western Planting”

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