| Code |
Description |
| SS.8.A.2.1: | Compare the relationships among the British, French, Spanish, and Dutch in their struggle for colonization of North America. |
| SS.8.A.2.2: | Compare the characteristics of the New England, Middle, and Southern colonies. |
| SS.8.A.2.3: | Differentiate economic systems of New England, Middle and Southern colonies including indentured servants and slaves as labor sources. |
| SS.8.A.2.4: | Identify the impact of key colonial figures on the economic, political, and social development of the colonies. |
| SS.8.A.2.5: | Discuss the impact of colonial settlement on Native American populations. |
| SS.8.A.2.6: | Examine the causes, course, and consequences of the French and Indian War. |
| SS.8.A.2.7: | Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America.
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This cluster includes the following access points.
| Access Point Number |
Access Point Title |
| SS.8.A.2.AP.1: | Identify the ways that competition between the British, French, Spanish, and Dutch shaped early colonial North America. |
| SS.8.A.2.AP.2: | Identify key characteristics of the New England, Middle, and Southern colonies. |
| SS.8.A.2.AP.3: | Identify the economic systems of the New England, Middle, and Southern colonies. |
| SS.8.A.2.AP.4: | Identify the impact of key colonial figures on the economic, political, and social development of the colonies. |
| SS.8.A.2.AP.5: | Identify the impact of colonial settlement on Native American populations. |
| SS.8.A.2.AP.6: | Identify key causes, events, and consequences of the French and Indian War. |
| SS.8.A.2.AP.7: | Identify the contributions of a key group (Africans, Native Americans, women, and children) to the society and culture of colonial America. |
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Who To Support?: | To compare the views and impacts of key figures on political and social developments in the Colonial period, students will complete a Philosophical Chairs activity on the ideas of the Loyalists and Patriots. Students will finish by choosing a side and completing a writing prompt to justify their choice. |
| A Whole New World: Colonizing America: | In this lesson plan, students will be able to identify the geographic location of the countries the colonists came from. Students will also be able to analyze the physical and cultural characteristics of great regions and describe the colonial forms of governments established during the colonization of America. |
| THE COLONIZATION OF AMERICA: | In this lesson plan, students will compare the relationships between the British, French, Dutch, and Spanish in their struggle to colonize America. Students will be able to explain their physical attributes with the use of a Map and cultural attributes with the use of guided notes. |
| Ahoy!,The New World.: | Students will analyze colonial maps, holistic and regional, to recognize the geographic locations of US colonial settlements. They will describe the characteristics of each region and close by brainstorming the challenges and viewpoints each area might have encountered. Students will also review the language of the Mayflower Compact and assess how geographical characteristics would have influenced the creation of colonial governments. |
| Colonial Regions: Middle, Southern and New England Colonies: | In this lesson plan, students will work in groups to gather information on a colonial region's geography, economy, religion, and government structure, and then present that information to their classmates in the form of a poster. |
| Mayflower Compact to the U.S. Constitution : | In this lesson plan, students will take a Gallery Walk with a partner to identify how four colonial-era founding documents: the Mayflower Compact, Common Sense, Declaration of Independence, and the U.S. Constitution, have influenced the ideals and principles of our U.S. government and impact our daily lives. Students will trace the foundational principles from each primary source and answer questions on a Graphic Organizer. Each group will present their analysis to the class with an oral or digital presentation. |
| Why Do We Remember Revere? Paul Revere's Ride in History and Literature: | Virtually all students, at one point or another in their schooling, are exposed to Longfellow's ballad, "Paul Revere's Ride". How accurate is it? Is it responsible for Revere's ride achieving such iconic status? In this lesson from EDSITEment!, a project of the National Endowment for the Humanities, students will think about the answers to these and other questions as they read primary and secondhand accounts of events during the American Revolution. |
