UNIT TITLE: Sample Review Era 1 (U.S. Beginnings to 1620) for Grade 8 COURSE: U.S. History 1800-1900 GRADE: 8 SUGGESTED LENGTH: 1 week Suggested Source(s) ADE Supporting Question #1 Formative Performance Task C3 How did the interactions Complete the of Reading “Age between Native American Exploration Chart” based on selections on 3.6-8, populations and European information from selected explorers (see attachments) CCSS explorers create tension and readings. Excerpts from Relacion, Alvar Nunez Cabeza de Vaca conflict? Excerpts from Hernando de Soto’s Expedition in Florida”; “La Students will create a graphic Excerpts Columbus Journal Happens When Cultures Meet” “What organizer of the Columbian Other teacher selected sources Exchange Supporting Question #2 Formative Performance Task Suggested Source(s) How did the interactions Complete the note-taking Reading selections for interaction between colonists and native populations between Native American between National Archives: Natives North Americans . “Interactions populations and early colonists Colonists and Native American Virginia’s Early Relations with Native Americans (Documents) create tension and conflict? populations” to show Native Americans and Massachusetts Bay Colony Smithsonian Primary Sources: Interactions Natives and interactions between native Early Americans populations and early colonists. Other teacher selected sources Supporting Question #3 Formative Performance Task Suggested Source(s) What happens when the Students will complete the Readings from above will be used to complete this task. culture, economy, political Story Plan” in “Non-Fiction structure, and geographic small groups or pairs from the locations of three worlds point of view of an explorer or collide? colonist and a Native American. Summative Assessment: Construct explanations about the long-term effects of European exploration and settlement in America from multiple perspectives using evidence from the selected texts. (oral discussion, graphic organizer, poster project, draft, formal explanatory or argumentation essay could be used to meet this) Taking Informed Action: This section is optional. See Dimension 4 of the C3 Framework for a detailed explanation of what is by Taking Informed Action. See the Template with Explanations” document for an abbreviated description of this section and examples. “Inquiry Compelling Question: What were some of the long-term effects of European exploration and settlement in America?
UNIT TITLE: Sample Review Era 1 (U.S. Beginnings to 1620) for Grade 8 COURSE: U.S. History 1800-1900 GRADE: 8 SUGGESTED LENGTH: 1 week Compelling Question: What were some of the long-term effects of European exploration and settlement in America? ADE C3 3.6-8, CCSS Supporting Question #1 Formative Performance Task Suggested Source(s) How did the interactions between Native American populations and European explorers create tension and conflict? Complete the “Age of Exploration Chart” based on information from selected readings. Students will create a graphic organizer of the Columbian Exchange Reading selections on explorers (see attachments) Excerpts from Relacion, Alvar Nunez Cabeza de Vaca Excerpts from Hernando de Soto’s Expedition in “La Florida”; Excerpts Columbus Journal “What Happens When Cultures Meet” Other teacher selected sources Supporting Question #2 Formative Performance Task Suggested Source(s) How did the interactions between Native American populations and early colonists create tension and conflict? Complete the note-taking “Interactions between Colonists and Native American populations” to show interactions between native populations and early colonists. Reading selections for interaction between colonists and native populations National Archives: Natives North Americans . Virginia’s Early Relations with Native Americans (Documents) Native Americans and Massachusetts Bay Colony Smithsonian Primary Sources: Interactions Natives and Early Americans Other teacher selected sources Supporting Question #3 Formative Performance Task Suggested Source(s) What happens when the culture, economy, political structure, and geographic locations of three worlds collide? Students will complete the “Non-Fiction Story Plan” in small groups or pairs from the point of view of an explorer or colonist and a Native American. Readings from above will be used to complete this task. Summative Assessment: Construct explanations about the long-term effects of European exploration and settlement in America from multiple perspectives using evidence from the selected texts. (oral discussion, graphic organizer, poster project, draft, formal explanatory or argumentation essay could be used to meet this) Taking Informed Action: This section is optional. See Dimension 4 of the C3 Framework for a detailed explanation of what is by Taking Informed Action. See the “Inquiry Template with Explanations” document for an abbreviated description of this section and examples.
Sample%20Review%20of%20Era%201%20for%20Grade%208.docx