UBD Unit Plan APUSH Pre-Columbian through Colonial America 1607-1754

UBD Unit Plan APUSH Pre-Columbian through Colonial America 1607-1754
UBD Unit Plan APUSH Pre-Columbian through Colonial America 1607-1754
UBD Unit Plan APUSH Pre-Columbian through Colonial America 1607-1754
UBD Unit Plan APUSH Pre-Columbian through Colonial America 1607-1754
UBD Unit Plan APUSH Pre-Columbian through Colonial America 1607-1754
UBD Unit Plan APUSH Pre-Columbian through Colonial America 1607-1754
UBD Unit Plan APUSH Pre-Columbian through Colonial America 1607-1754
UBD Unit Plan APUSH Pre-Columbian through Colonial America 1607-1754
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Brief Summary of Unit (including curricular context and unit goals):

This period of time spans American history from the foundation of Jamestown, the first permanent British settlement in the New World to just before the start of the American War for Independence.
During this time colonists from Europe in had a number of difficulties establishing permanent settlements. From conflicts with Native Americans, to developing a sustainable economy to creating structures of governance, the colonies developed various solutions to these issues and this lead to huge regional differences.

Students should be able to understand the role gold, god, and glory played in this early settlement period. The overarching enduring understandings for this unit are: Challenges lead or force people to change, and challenges shaped the early settlements of the Americas. Key contextual topical enduring understandings for this unit are: Economics and the major role they played in the structuring of the colonies, interaction between the New World and Old World will lead to conflict between the different groups, and politics and social developments will affected life in this time period. The final evaluation for this unit will be an authentic assessment based off the essential guided questions.

In the performance assessment for this unit students will create a tri-fold cardboard display; which addresses each one essential questions, they will provide a thesis, and evidence to support their thesis. We will work on this project both during and outside of class time. In order to show transfer at the end of the allotted schedule the students will present their displays, and give an oral presentation defending their position. Before the scheduled parent teacher conferences we will display the boards and have an American History Fair, and judges will select the best display and presentation. The winners will receive an award to go along with their letter grade for the completion of this unit and project.

At the end of the unit students will have the opportunity for self reflection, peer evaluation, and track their learning progress through the unit in a reflective essay in their history journals. Through this reflection students can think about the essential questions, and mark their progress towards understanding.
Total Pages
13 pages
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N/A
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