Unit 1: Colonization to Independence

SchoolCenter Picture

Unit Understanding Goals:

    • How should we characterize the contact between Europeans and Native Americans during the colonial period?
    • What political, economic, and social differences and commonalities existed between the English colonies?
    • What factors pushed the English colonies to seek independence?
    • How do we write IB essays?

General Unit 1 Resources

Lesson #1: Defining the "Nation"

UG: What is a nation?

Vocabulary: None


Homework: If necessary, finish reading the “Guiding Fiction” handout from class. Write a one-page reflection elaborating on the usefulness of the concepts of “imagined communities” and “guiding fictions.”


Lesson #2: Colonial Virginia 

UG: How should historians characterize the North American frontier?

Vocabulary: Jamestown, indentured servant, House of Burgesses, Headright System


Homework: Read “The Origins of Slavery” (text pp. 70, 72-77) and outline.


Lesson #3: From Servitude to Slavery

UG: When and why did Virginia begin to replaced its indentured servants with permanent slaves?

Vocabulary: Triangular Trade, Middle Passage, Bacon's Rebellion, slave code


Homework: (1) Read “English History: The Charles Sandwich” handout. (2) Read “The Puritans” (text pp.46-51, 54-56) and outline.


Lesson #4: The Puritans

UG: What was the purpose of the "Mayflower Compact?"

Vocabulary: Puritans, Separatists, Mayflower Compact, predestination


Homework: (1) Read “Colonial New England” (text pp.80-85) and outline.  (2) Read and annotate John Winthrop "A Citty Upon a Hill."


Lesson #5: "A City upon a Hill"

UG: What type of society did the Puritans hope to create in the "New World?"

Vocabulary: New England Town Meetings.


Homework: Begin writing the "Comparing the Chesapeake & New England Colonies" essay. 


Lesson #6: Thirteen Colonies Jigsaw Activity

UG: What were the main social, economic, and political characteristics of the 13 colonies?

Vocabulary: James Oglethorpe, Maryland Edict of Toleration


Homework: Finish writing the "Comparing the Chesapeake & New England Colonies" essay.


Lesson #7: Internal Assessment Research

UG: How should I research my topic for the Internal Assessment?


Homework: Rd. "The French & Indian War" (text pp.115-124) and outline. Skip the “Braddock’s Blundering” and “Pitt’s Palms of Victory” sections.


Lesson #8: The French & Indian War

UG: What impact did the French & Indian (Seven Years) War have on relations between the colonies and Great Britain?

Vocabulary: Albany Congress, Proclamation of 1763


Homework: Work on Internal Assessment. Your research question must be approved by Mr. Clarke by Thurs., 10/11.


Lesson #9: Mercantilism Simulation

UG: How did the British mercantilist system function in theory and practice?

Vocabulary: Navigation Acts, mercantilism, salutary neglect


Homework: Read Mercantilism Document and "Great Britain's Evolving Tax Policies and answer the accompanying questions. 

Read text pp.129-132 and answer the following questions on a separate sheet of paper: 1) What did the Stamp Act do? 2) How did the English colonists resist the Stamp Act?


Lesson #10: Taxation without Representation

UG: What impact did changes in British tax policies have on the American colonies?

Vocabulary: Stamp Act, Townsend Acts, Non-Importation Agreements


Homework: Work on IA. Research question must be approved by Mr. Clarke by Thurs., 10/11.


Lesson #11: The Boston Massacre

UG: How should we characterize the incident that occurred in Boston on March 5, 1770?

Vocabulary: Paul Revere, John Adams, The Sons of Liberty


Homework:  Read "Events Leading to the Revolution" (text pp. 132-139) and outline.


Lesson #12: The Road to War

UG: Why did the English colonies begin to forcibly resist British policies? 

Vocabulary: Tea Act, Boston Tea Party, Committees of Correspondence, Coercive (Intolerable) Acts, Battles of Lexington & Concord


Homework: Read the Declaration of Independence and answer the corresponding questions.  Read the excerpt from Thomas Paine's "Common Sense" and answer the accompanying questions.


Lesson #13: The Declaration of Independence

UG: What was the purpose of the Declaration of Independence?

Vocabulary: Thomas Jefferson, John Locke, Natural Rights, Social Contract, Thomas Paine


Homework: Do the "War of Independence" reading and complete the following charts: Strategies and Tactics and Battles of the War of Independence.


Lesson #14: Fighting the War of Independence

UG: What strategies and tactics did each side use in the War of Independence?

Vocabulary: war of attrition, George Washington, Battle of Saratoga, Benjamin Franklin, Battle of Yorktown, Treaty of Paris (Great Britain) of 1783


Homework: (1) Read and annotate “The Historiography of the American Revolution”. (2) Read and annotate “How Revolutionary Was the American Revolution?” Answer the questions that follow each excerpt.


Lesson #15: The Radicalism of the American Revolution

UG: How radical was the American Revolution?

Vocabulary: None


Homework: Complete the Unit 1 Review Sheet


Lesson #16: Unit 1 Review

UG: To review Unit 1 Understanding Goals.


Homework: Study for Unit 1 Exam. Be ready for a Unit 1 Notebook check (to include vocabulary flash cards).


Lesson #17: Unit 1 Exam: Colonization to Independence 

UG: To assess student mastery of Unit I understanding goals.


Homework: Write one of the Unit 1 Essay Questions