Unit Plan Overview

Unit: The 13 English Colonies

Stage 1- Desired Results
Connections to Context: The
Imperialism of the English are
the reason why our nations
official language is English, So it
explains how that came to be. It
encourages students to think
about how America would have
been different if English didnt
colonize. Discussing the 13
colonies allows for a discussion
or reflection on how some of the
characteristics of the colonies
are still present in modern day
America. Such as, many colonies
where founded on Christian
principles, does America still
seem founded on Christian
beliefs?
(How does this fit with students
experiences, the school goals, and the
larger societal issues?)

Established Goals
7 G2.2.1 Describe the human
characteristics of the region under study.
CCSS.ELA-LITERACY.RH.6-8.7:
integrate visual information
(maps) with other information in
print and digital texts, 7
H1.4.3 Use historical
perspectives to analyze global
issues faced by humans long ago
and today.
CCSS.ELA-LITERACY.RH.6-8.2:
Determine the central idea or
information of a primary or
secondary source provide an
accurate summary of the source

Transfer
Students will be able to independently use their learning to
Locate the three regions of the original 13 colonies, name what states where in each region, main
products of each, who founded a specific colony and why. They will also understand what religious
persecution is.
(What kinds of long-term independent accomplishments are desired?)

UNDERSTANDINGS
Students will understand that
The colonies where founded for different
purposes and had different agricultural and
manufacturing due to their geographical
location
(What specifically do you want students to
understand?
What inferences should they make?)

Meaning
ESSENTIAL QUESTIONS
Students will keep considering
the European countries that settled in
North America benefited from the help of
the Native Americans because of trading,
do you think that the Native Americans
benefited from trading with the Europeans?
Why or why not?
What is religious persecution? Give an
example of a colony that was founded
because of it. Do you think religious
persecution still happens in the world
today? Why or why not
If you were offered a land grant in
America, would you take it? Why or why
not? (think about the Native Americans in
the area)
Slavery soon became an important part of
the Southern Colonies. Why was it? What
could have the Southern Colonies have
done instead of slavery? Or was it the only
thing they could have done?
why do you think it is important to learn
about the 13 colonies?
(What thought-provoking questions will foster inquiry,
meaning- making and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Students will know
Students will be skilled at
Students will exhibit
Dutch, French, Spanish
Use of technology, note
Understanding that many
established colonies prior to
taking, critical thinking and
colonies where founded
English. Where the English
finding information within
because of religious

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

distinct from prior knowledge or

opinions.
: 7-H1.4.1 Describe and use
cultural institutions to study an
era and a region (political,
economic, religion/belief,
science/technology, written
language, education, family).

colonies where. Who founded

them, why and what they
produced

(What facts and basic concepts

should students know and be able to
recall?)

given sources
(What discrete skills and processes
should students be able to use?)

(What content standards and programor mission-related goal(s) will the unit
address?
What habits of mind and crossdisciplinary goal(s)- for example 21st
century skills, core competencies- will
this unit address?
Include source and identifying number)

Evaluative Criteria
Display of knowledge by way of
writing down and presenting the
information
(What criteria will be used in each
assessment to evaluate attainment of
the desired results?)
(Regardless of the format of the
assessment, what qualities are most
important?) Location of the 13 colonies,
attributes of a certain region, how the
attributes are still prevalent today

persecution, and that

religious persecution is still
found in the world. That the
America that they live in
today was founded on
Christianity, and they should
be able to form an opinion
about whether or not
America is still a Christian
nation.
(What values and commitments and
attitudes should students acquire or
wrestle with?)

Stage 2- Evidence
Students will show their learning by
PERFORMANCE TASK(S):
Creating a group poster/presentation about one of the three regions of the 13 colonies. Then
present them to the class. Other students will identify key facts from the presentations and will use
facts to make a study guide for test
(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)

OTHER EVIDENCE:
Filling out a map with the locations of the colonies, using a grid to compare the three colonial
regions
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Stage 3- Learning Plan

Pre-assessment- due ________
Hopefully a prior test, also there will be a brief recap of the French, Spanish and Dutch colonies, The teacher will use a KWL chart in order to
find out what the students know and what they want to learn
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does
Learning Events
each learning event build?)
Acquisition

Student success at transfer, meaning, and acquisition depends upon their

Progress Monitoring

(How will you monitor students

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Meaning
Transfer

participation in these learning events

progress toward acquisition,

meaning, and transfer during
lesson events?)

The use of imitation, by showing them the correct layout of the map and
have them copy it down, showing them where to place information while
creating the interactive journal

Let them ask questions, walk

around and make sure that the
project is on track, end class
with an exit question

The use of Reception by lecturing, using the textbook, videos and articles
found on the internet. They also will be engaging in group work allowing
them to cooperatively learn

Guidance by having them create a group presentation, the final exam, exit
quizzes and the last lesson which is a review day will allow the students to
assess themselves.
Exploration is used when creating the group project, students need to find
information about who founded their colony, why it was founded, when and
what the colony produced. They will be asked to compare the three colonial
regions and the colonies found in each region noting differences and
similarities between them. They will also be asked to think about what parts
of some of the colonies still exist today which will be done through exit
quizzes.

Answering the end class exit question

(What are potential rough spots and

student misunderstandings?)

Not mixing up the features of the

three reasons. The group
project, one student might carry
the others

Creation will be the group project/poster, they will also be constructing a

map of the colonies, they will create an interactive journal
Animation can be found when creating the group project, or group book
work

(How will students monitor

their own progress toward
acquisition, meaning, and
transfer?)

(How will students get the feedback

they need?)

I will read over the exit questions

and I will talk to students if needed
but it will also write them a
response if they have it right or
wrong and why.
Star the multiple means of representation; underline the multiple means of
action and expression; circle the multiple means of engagement
(Are all three types of goals (acquisition, meaning, and transfer) addressed in
the learning plan?)

(Does the learning plan reflect principles of learning and best practices?)

(Is there tight alignment with Stages 1 and 2?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum