S1+Farley,+Emily

=Stage 1 Identify Desired Results= E. History E1 Historical knowledge, concepts, themes, and patterns Grade 9-Diploma "Colonial Era 1500-1754" b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world and the implications for the present and the future. ||
 * **Establish Goals:** **(G)** ||
 * **Maine Learning Results**: Social Studies

//What understandings are desired?//
•Some of the prejudices of the colonial era are still evident in todays society. • The societal structure of the colonial era can relate to the societal structure of today in the United States. ||
 * //Students will understand that:// **(U)** ||
 * • People of the colonial era can relate to people of the present and possibly future.

//What essential questions will be considered?//
• Why are the prejudices of the colonial era still evident in today's society? • How is today's stucture of society similar to the societal structure of the colonial era? ||
 * **Essential Questions:** **(Q)** ||
 * • How do the people of the colonial era relate to the people in today's society?

//What key knowledge and skills will students acquire as a result of this unit?//
Navigation Acts of 1663, Plymouth •Important Events and People: Puritans, Squanto, John Winthrop, Anne Hutchinson, King Phillips War, Salem Witch Trials • The differences and similarities between the different colonies || •Justify the similarities and differences between Colonial life and life today. •Critique the values and ideals of the Colonial people •Build a model of the Colonial era and Colonial life in particular • b. analyze historical eras, themes, turning points, events, people in history of US and world and implications for present and future • Relate their lives to the people of the Colonial era. •Be aware of the ideals and values that still exist is the US and were present in the Colonial era. ||
 * //Students will know:// **(K)** || //Students will be able to do:// **(S)** ||
 * •Vocabulary: Mayflower Compact, Jamestown, Starving Time,

//**2004 ASCD and** **Grant Wiggins and JayMcTighe**// =Stage 1 Identify Desired Results= E. History E1 Historical knowledge, concepts, themes, and patterns Grade 9-Diploma "Colonial Era 1500-1754" b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world and the implications for the present and the future. ||
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results: Social Studies

//What understandings are desired?//
•Some of the prejudices of the colonial era are still evident in todays society. • The societal structure of the colonial era can relate to the societal structure of today in the United States. ||
 * //Students will understand that:// **(U)** ||
 * • People of the colonial era can relate to people of the present and possibly future.

//What essential questions will be considered?//
• Why are the prejudices of the colonial era still evident in today's society? • How is today's stucture of society similar to the societal structure of the colonial era? ||
 * **Essential Questions:** **(Q)** ||
 * • How do the people of the colonial era relate to the people in today's society?

//What key knowledge and skills will students acquire as a result of this unit?//
Navigation Acts of 1663, Plymouth •Important Events and People: Puritans, Squanto, John Winthrop, Anne Hutchinson, King Phillips War, Salem Witch Trials • The differences and similarities between the different colonies || •Justify the similarities and differences between Colonial life and life today. •Critique the values and ideals of the Colonial people •Build a model of the Colonial era and Colonial life in particular • b. analyze historical eras, themes, turning points, events, people in history of US and world and implications for present and future • Relate their lives to the people of the Colonial era. •Be aware of the ideals and values that sill exist is the US and were present in the Colonial era. ||
 * //Students will know:// **(K)** || //Students will be able to do:// **(S)** ||
 * •Vocabulary: Mayflower Compact, Jamestown, Starving Time,

//**2004 ASCD and** **Grant Wiggins and JayMcTighe**// =Stage 1 Identify Desired Results= E. History E1 Historical knowledge, concepts, themes, and patterns Grade 9-Diploma "Colonial Era 1500-1754" b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world and the implications for the present and the future. ||
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results: Social Studies

//What understandings are desired?//
•Some of the prejudices of the colonial era are still evident in todays society. • The societal structure of the colonial era can relate to the societal structure of today in the United States. ||
 * //Students will understand that:// **(U)** ||
 * • People of the colonial era can relate to people of the present and possibly future.

//What essential questions will be considered?//
• Why are the prejudices of the colonial era still evident in today's society? • How is today's stucture of society similar to the societal structure of the colonial era? ||
 * **Essential Questions:** **(Q)** ||
 * • How do the people of the colonial era relate to the people in today's society?

//What key knowledge and skills will students acquire as a result of this unit?//
Navigation Acts of 1663, Plymouth •Important Events and People: Puritans, Squanto, John Winthrop, Anne Hutchinson, King Phillips War, Salem Witch Trials • The differences and similarities between the different colonies || •Justify the similarities and differences between Colonial life and life today. •Critique the values and ideals of the Colonial people •Build a model of the Colonial era and Colonial life in particular • b. analyze historical eras, themes, turning points, events, people in history of US and world and implications for present and future • Relate their lives to the people of the Colonial era. •Be aware of the ideals and values that sill exist is the US and were present in the Colonial era. ||
 * //Students will know:// **(K)** || //Students will be able to do:// **(S)** ||
 * •Vocabulary: Mayflower Compact, Jamestown, Starving Time,

//**2004 ASCD and** **Grant Wiggins and JayMcTighe**//