UNIT GOAL:  Students will be able to answer two of following essential questions:

Identity – What were the chief similarities and differences among the develop of English, Spanish, Dutch, and French colonies in America?

Work, Exchange, and Technology – How did distinct economic systems, most notably a slavery system based on African labor, develop in British North America?  What was their effect on emerging cultural and regional differences?

Peopling – Why did various colonists go to the New World?  How did the increasing integration of the Atlantic world affect the movement of peoples between its different regions?

Politics and Power – In what ways did the British government seek to exert control over its American colonies in the 17^th and 18^th centuries?

America in the World – How did competition between European empires around the world affect relations among the various peoples in North America?

Environment and Geography – How and why did the English American colonies develop into distinct regions?  

 

 

Scale/Rubric relating to learning goal:

4 – The student can answer 3 or more of the the essential questions using specific evidence and examples from the historical period.

3 – The student can answer at least 2 of the essential questions using specific evidence and examples from the historical period.

2 - With some help from the teacher the student is able to answer at least two of essential questions using specific evidence and examples from the time period.

1 – Even with help from the teacher the student is unable to answer at least 2 of the essential questions using specific evidence and examples from the historical period.

 

Today we will go over chapter 2 and look at two difference perspectives involving Jamestown and the Powhatan Indians. 

 

Objective: Students will be able to discuss the importance of Jamestown and form an opinion concerning the different perspectives on peace between Jamestown and the Natives by looking at primary sources and using SOAPsTone on them.