1st+9+Weeks+TEKS+Part+2

Students will examine the causes and effects of colonization by Great Britain. They will investigate the reasons for colonization and the foundational beliefs established by the colonists.
 * Colonization - 4 Weeks**

**//Generalization://** The interaction of people and governments influence the formation of nations.

//** Essential Questions: **// · When, where, and why did the English colonized and settled in the United States? (1A) · What were the accomplishments of colonial leaders Anne Hutchinson, William Penn, John Smith, and Roger Williams? (1B) · How and why did people adapt and modify the environment during colonial times? What were the consequences of modifying the environment?(9ABC) · What were the economic patterns of early Native-American and European colonists?(10AB) · What were the economic motivations for English exploration and settlement in the United States?(11A) · What were major industries in colonial America?(11B) · How did the free enterprise system develop in colonial America?(12A) · How did the colonists earn a living during colonial time? (14A) · How did geographic factors influence the location of economic activities in the U.S. during colonial times? (14B) · What type of governments existed during colonial times? (15A) **//5.1 History//**//. **The student understands the causes and effects of European colonization in the United States. The student is expected to:**// A explain when, where, and why groups of people colonized and settled in the United States; B describe the accomplishments of significant colonial leaders such as Anne Hutchinson, William Penn, John Smith, and Roger Williams. A apply geographic tools, including grid systems legends, symbols, scales, and compass roses, to construct and interpret maps; A describe a variety of regions in the United States such as political, population, and economic regions that result from patterns of human activity B describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from physical characteristics A describe ways people have adapted to and modified their environment in the United States, past and present; B identify reasons why people have adapted to and modified their environment in the United States, past and present, such as the use of human resources to meet basic needs; and C analyze the consequences of human modification of the environment in the United States, past and present. A explain the economic patterns of various early Native-American groups in the United States; B explain the economic patterns of early European colonists. A identify the economic motivations for European exploration and settlement in the United States B identify major industries of colonial America. A describe the development of the free enterprise system in colonial America and the United States; A analyze how people in different parts of the United States earn a living, past and present; B identify and explain how geographic factors have influenced the location of economic activities in the United States; A compare the systems of government of early European colonists B identify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of Burgesses.
 * What is a representative government? Why would the Mayflower Compact and the Virginia House of Burgesses be considered a representative government? (15B)
 * // 5.6 Geography. The student uses geographic tools to collect, analyze, and interpret data. //**// **Student is expected to:** //
 * // 5.7 Geography. //****// The student //**// **understands the concept of regions. The student is expected to:** //
 * // 5.9 //** **// Geography The student understands how people adapt to and modify their environment. The student is expected to: //**
 * // 5.10 //** **// Economics. The student understands the basic economic patterns of early societies in the United States. The student is expected to: //**
 * // 5.11 Economics //**// . The student understands the reasons for exploration and colonization. The student is expected to: //
 * // 5.12 //** **// Economics. The student understands the characteristics and benefits of the free enterprise system in the United States. The student is expected to: //**
 * // 5.14 Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: //**
 * // 5.15 //** **// Government. The student understands how people organized governments in colonial America. The student is expected to: //**

** STRONG LANGUAGE ARTS CONNECTIONS **
A differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas; B. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; C organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; D identify different points of view about an issue or topic; E identify the elements of frame of reference that influenced the participants in an event; F use appropriate mathematical skills to interpret social studies information such as maps and graphs. A use social studies terminology correctly; B incorporate main and supporting ideas in verbal and written communication; C express ideas orally based on research and experiences; D create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and E use standard grammar, spelling, sentence structure, and punctuation. A use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and B use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
 * //5.25 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: //**
 * //5.26 Social studies skills //**//. The student communicates in written, oral, and visual forms. The student is expected to //<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">:
 * <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">5.27 //Social studies skills// **//<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: //