Middle Colonies Exploration

Lesson 53 Middle Colony Terms • Teach It • Read It • Show It • Show It AK You will define the terms proprietary colony, royal colony, cash crop, pacifist, Quaker, and patroon. • 5.4.3 • 5.4 • Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania). • Students understand the political, religious, social, and economic institutions that evolved in the colonial era.Middle Colony Life • Teach It • Read It • Show It • Show It AK You will analyze the political, economic, and social aspects of the middle colonies. • 5.4.7 • 5.4.1 • Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings. • Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas. Lesson 54 Slave Trade Passage • Teach It • Read It • Watch It • Show It • Show It AK Slavery in the Colonies • Teach It • Read It • Show It • Show It AK You will recognize how slaves were brought to the colonies. • 5.4.6 • 5.4 • 5.6.7 You will describe the introduction, impact, and role of slavery in the colonies. • 5.4.6 • 5.4 • Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South. • Students understand the political, religious, social, and economic institutions that evolved in the colonial era. • Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery. • Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South. • Students understand the political, religious, social, and economic institutions that evolved in the colonial era. Lesson 55 The Life of Olaudah Equiano • Teach It • Read It • Show It • Show It AK You will discover what life was like for Olaudah Equiano. • 5.4.6 • 5.6.7 CA|Religious Freedom • Read It • Show It • Show It AK You will analyze the reasons why groups of settlers came to North America for religious freedom. • 5.2.2 • 5.4.4 • 5.4.3 • Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South. • Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery. • Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation). • Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion. • Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).Lesson 56 CA|The First Great Awakening • Read It • Watch It - Boclips • Show It • Show It AK Colonial Systems of Government • Teach It • Read It • Watch It • Show It • Show It AK You will analyze the impact of the First Great Awakening. • 5.4.4 You will compare the systems of government in the early European colonies. • 5.4.5 • 5.4 • 5.4.7 • Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion. • Understand how the British colonial period created the basis for the development of political self-government and a free- market economic system and the differences between the British, Spanish, and French colonial systems. • Students understand the political, religious, social, and economic institutions that evolved in the colonial era. • Explain the early democratic ideas and practices that emerged during the colonial period, including the significaolitical Participation • Teach It • Read It • Show It • Show It AK Organization of Government • Teach It • Read It • Show It • Show It AK You will compare forms of political participation in the colonial period to the present time. • 5.4 • Students understand the political, religious, social, and economic institutions that evolved in the colonial era. You will describe the organization of the early colonial government. • 5.4 • 5.4.5 • 5.4.7 • Students understand the political, religious, social, and economic institutions that evolved in the colonial era. • Understand how the British colonial period created the basis for the development of political self-government and a free- market economic system and the differences between the British, Spanish, and French colonial systems. • Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings. Lesson 58 English Governmental Influences • Teach It • Read It • Show It • Show It AK You will explain how the English government influenced the early colonial government. • 5.4.5 • 5.4 • 5.4.7 • 5.6.5 Conflict • Teach It • Read It • LLS Watch It • Show It • Show It AK You will identify areas of Native American and European interactions in which conflict existed. • 5.3.5 • 5.3.2 • 5.3.3 • 5.3.4 • Understand how the British colonial period created the basis for the development of political self-government and a free- market economic system and the differences between the British, Spanish, and French colonial systems. • Students understand the political, religious, social, and economic institutions that evolved in the colonial era. • Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings. • Explain how state constitutions that were established after 1776 embodied the ideals of the American Revolution and helped serve as models for the U.S. Constitution. • Describe the internecine Indian conflicts, including the competing claims for control of lands (e.g., actions of the Iroquois, Huron, Lakota [Sioux]). • Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural interchanges). • Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip’s Wars in New England, the Powhatan Wars in Virginia, the French and Indian War). • Discuss the role of broken treaties and massacres and the factors that led to the Indians’ defeat, including the resistance of Indian nations to encroachments and assimilation (e.g., the story of the Trail of Tears). Lesson 59 French and Indian War • Teach It • Read It • Watch It • Show It • Show It AK You will describe the French and Indian War as an event that led to the American Revolution. • 5.3 • 5.3.1 • 5.3.3 • 5.6.2 • 5.3.5 • Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers. • Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America. • Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip’s Wars in New England, the Powhatan Wars in Virginia, the French and Indian War). • Describe the contributions of France and other nations and of individuals to the outcome of the Revolution (e.g., Benjamin Franklin’s negotiations with the French, the French navy, the Treaty of Paris, The Netherlands, Russia, the Marquis Marie Joseph de Lafayette, Tadeusz Ko´sciuszko, Baron Friedrich Wilhelm von Steuben). • Describe the internecine Indian conflicts, including the competing claims for control of lands (e.g., actions of the Iroquois, Huron, Lakota [Sioux]).French and Indian War Outcome • Teach It • Read It • Show It • Show It AK You will analyze the outcome of the French and Indian War. • 5.3.1 • 5.3.2 • 5.3.3 • 5.3.5 • Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America. • Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural interchanges). • Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip’s Wars in New England, the Powhatan Wars in Virginia, the French and Indian War). • Describe the internecine Indian conflicts, including the competing claims for control of lands (e.g., actions of the Iroquois, Huron, Lakota [Sioux]).French and Indian War Outcome • Teach It • Read It • Show It • Show It AK You will analyze the outcome of the French and Indian War. • 5.3.1 • 5.3.2 • 5.3.3 • 5.3.5 • Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America. • Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural interchanges). • Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip’s Wars in New England, the Powhatan Wars in Virginia, the French and Indian War). • Describe the internecine Indian conflicts, including the competing claims for control of lands (e.g., actions of the Iroquois, Huron, Lakota [Sioux]).