Download SOL# and Category

United States History to 1865 Pacing Guide – 6th Grade Social Studies
SOL# and
Category
Timeline (6 weeks taught and Description of SOL
number of days)
Timeline for
pacing guide is
determined by
SOL Blueprint
provided by
VDOE
Semester (3 6-week grading periods)
Essential Knowledge and Skills
United States History to
1865 –
SOLs USI.1 – USI.9
Blueprint for 2008 SOL test
Curriculum Framework 2008

USI.1 a-h
History Skills
All semester during each 6 – week
period (essential knowledge and
skills are integrated into daily lessons
throughout the year)
The student will develop
skills for historical and
geographical analysis and
responsible citizenship.
Instructional Resources
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Identify and interpret primary and
secondary source documents to
increase understanding of events
and life in U.S. history to 1865
Make connections between the past
and the present
Sequence events in U.S. history
from pre-Columbian times to 1865
Interpret ideas and events from
different historical perspectives
Evaluate and discuss issues orally
and in writing
Analyze and interpret maps to
explain relationships among
landforms, water features, climatic
characteristics, and historical events
Distinguish between parallels of
latitude and meridians of longitude
Interpret patriotic slogans and
excerpts from notable speeches and
documents
Identify costs and benefits of
specific choices, including the
consequences
Enhanced Scope and Sequence
(VDOE, 2008)
Holt Student World Atlas, 2005
Five Ponds Press, Our America
to 1865, 2010 (student text and
teacher’s edition)
**End of 6 – week tests will be given to evaluate students’ retention of United States History to 1865 SOLs. Skills will be retaught as necessary.
United States History to 1865 Pacing Guide – 6th Grade Social Studies
SOL# and
Category
Timeline
Description of SOL
USI.2abc
Geography
These SOLs were taught in 5th grade
and will be reviewed throughout the
semester.
The student will use
maps, globes,
photographs, pictures, or
tables.
US I.3ab
Native Americans
**Geography skills will be
reinforced throughout the semester
and integrated into daily lessons as
applicable.
US I.4abc
Exploration to
Revolution: PreColumbian Times
to the 1770s
US I.5abcd
Colonial America
1st 6 – week grading period
The student will
demonstrate knowledge of
how early cultures
developed in North
America.
The student will
demonstrate knowledge of
European exploration in
North America and West
Africa.
The student will
demonstrate knowledge of
the factors that shaped
colonial America.
Essential Knowledge and Skills
 Locate the 7 continents and 5 oceans
 Locate and describe the location of the
geographic regions of North America.
 Locate and identify the water features
important to early history of the U.S
 Recognize key geographic features on maps,
diagrams, and/or photographs
 Describing how archaeologists have
recovered material evidence of ancient
settlements, including Cactus Hill, VA
 Locating where the American Indians settled,
with emphasis on Arctic (Inuit), Northwest
(Kwakiutl), Plains (Lakota), Southwest
(Pueblo), and Eastern Woodland (Iroquois)
 Describing how the American Indians used
the resources in their environment
 Describing the motivations, obstacles, and
accomplishments of the Spanish, French,
Portuguese, and English explorations
 Describing cultural interactions between
Europeans and American Indians that led to
cooperation and conflict with emphasis on
the American Indian concept of land
 Identifying the location and describing the
characteristics of West African societies
(Ghana, Mali, and Songhai) and their
interactions with traders
 Describing the religious and economic events
and conditions that led to the colonization of
America
 Describing life in the New England, MidAtlantic, and Southern colonies, with
emphasis on how people interacted with their
environment to produce goods and services,
including examples of specialization and
interdependence
 Describing colonial life in America from the
perspectives of large landowners, farmers,
artisans, women, indentured servants, free
African Americans and enslaved African
Americans
 Identifying the political and economic
relationships between the colonies and
England
Instructional Resources
Enhanced Scope and Sequence
(VDOE, 2008)
Five Ponds Press, Our America
to 1865, 2010 (student text and
teacher’s edition)
Holt Student World Atlas, 2005
**End of 6 – week tests will be given to evaluate students’ retention of United States History to 1865 SOLs. Skills will be retaught as necessary.
United States History to 1865 Pacing Guide – 6th Grade Social Studies
SOL# and
Category
USI.6abcd
Timeline (6 weeks taught and
Description of SOL
Essential Knowledge and Skills
2nd 6 – week grading period
Revolution and
the New Nation:
1770s to the Early
1800s
The student will
demonstrate knowledge of
the causes and results of
the American Revolution.
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USI.7abc
2nd 6 – week grading period
Revolution and
the New Nation:
1770s to the Early
1800s
USI.8abcd
2nd 6 – week grading period
Expansion and
Reform:
1801 - 1861
USI.9abcdef
Civil War and
Reconstruction:
1860s to1865
Instructional Resources
number of days)
3rd 6 – week grading period
The student will
demonstrate knowledge of
the challenges faced by
the new nation.
The student will
demonstrate knowledge of
westward expansion and
reform in America from
1801 – 1861.
The student will
demonstrate knowledge of
the causes, major events,
and effects of the Civil
War.
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Identifying the issues of dissatisfaction that led
to the American Revolution
Identifying how political ideas shaped the
revolutionary movement in America and led to
the Declaration of Independence
Describing key events and roles of key
individuals in the American Revolution, with
emphasis on George Washington, Benjamin
Franklin, Thomas Jefferson, and Patrick Henry
Explaining reasons why the colonies were able
to defeat Britain
Identifying the weaknesses of the government
established by the Articles of Confederation
Describing the historical development of the
Constitution of the United States
Describing the major accomplishments of the
first five presidents of the United States
 Describing territorial expansion and how it affected
the political map of the United States, with
emphasis on the Louisiana Purchase, the Lewis and
Clark expedition, and the acquisitions of Florida,
Texas, Oregon, and California
 Identifying the geographic and economic factors
that influenced the westward movement of settlers
 Describing the impact of inventions, including the
cotton gin, the reaper, the steamboat, and the steam
locomotive, on life in America
 Identifying the main ideas of the abolitionist and
women’s suffrage movements
 Describing the cultural, economic, and
constitutional issues that divided the nation
 Explaining how the issues of states’ rights and
slavery increased sectional tensions
 Identifying on a map the states that seceded from
the Union and those that remained in the Union
 Describing the roles of Abraham Lincoln, Jefferson
Davis, Ulysses S. Grant, Robert E. Lee, Thomas
“Stonewall” Jackson, and Frederick Douglass in
events leading to and during the war
 Using maps to explain critical developments in the
war, including major battles
 Describing the effects of war from the perspectives
of Union and Confederate soldiers (including
African American soldiers), women, and enslaved
African Americans
Enhanced Scope and Sequence
(VDOE, 2008)
Five Ponds Press, Our America
to 1865, 2010 (student text and
teacher’s edition)
Enhanced Scope and Sequence
(VDOE, 2008)
Five Ponds Press, Our America
to 1865, 2010 (student text and
teacher’s edition)
Enhanced Scope and Sequence
(VDOE, 2004)
Five Ponds Press, Our America
to 1865, 2010 (student text and
teacher’s edition)
Enhanced Scope and Sequence
(VDOE, 2008)
Five Ponds Press, Our America
to 1865, 2010 (student text and
teacher’s edition)
**End of 6 – week tests will be given to evaluate students’ retention of United States History to 1865 SOLs. Skills will be retaught as necessary.
United States History to 1865 Pacing Guide – 6th Grade Social Studies
SOL# and
Category
Timeline (6 weeks taught and Description of SOL
number of days)
Essential Knowledge and Skills
SOL Review
for test
3rd 6 – week grading periods
Listed above
Instructional Resources
Blueprint for 2008 SOL test
**Simulation test will be given at the
end of regular instruction.
(7 - 10 days of review and
remediation)
All 6th grade social
studies’ SOLs
Test of Higher Standards –
Simulation Test, 2011
Enhanced Scope and Sequence
(VDOE, 2008)
**End of 6 – week tests will be given to evaluate students’ retention of United States History to 1865 SOLs. Skills will be retaught as necessary.