Download Global Studies curriculum - Roanoke County Public Schools

Roanoke County Public Schools
Global Studies
Curriculum Guide
Summer 2010
Curriculum Guide
2008
Curriculum Guide
Revised 2010.
Roanoke County Public Schools does not discriminate with regard to race, color, age, national origin, gender, or handicapping condition in an
educational and/or employment policy or practice. Questions and/or complaints should be addressed to the Deputy Superintendent/Title IX
Coordinator at (540) 562-3900 ext. 10121 or the Director of Pupil Personnel Services/504 Coordinator at (540) 562-3900 ext. 10181.
Acknowledgements
The following people have made tremendous contributions to the completion of this curriculum guide and all are appreciated.
Angela Dean
Oak Grove
Karen Ratcliff
Bonsack
Roanoke County Public Schools Administration
Dr. Lorraine Lange
Superintendent
Dr. Cecil Snead
Director of Secondary Instruction,
Technology, Adult Education, CTE
Rebecca Eastwood
Director of Elementary Instruction
and Technology
Amy Cummings
Coordinator of Social Studies and
Media Services
Preface
In 1995 the Virginia Board of Education published Standards of Learning in history and social science for kindergarten through grade twelve. In 2000 the Board of
Education was directed by the General Assembly to establish a system of periodic review and revision of the Standards of Learning. In accordance with that
legislation the Board of Education appointed a task force to review and revise the History and Social Science Standards of Learning in June 2000. This process
resulted in the release of the 2001 Curriculum Framework, which defines the essential understandings, knowledge, and skills that are measured by the Standards
of Learning tests. On July 17, 2008 the Board of Education passed the current 2008 standards. This curriculum guide was edited during the summer of 2010 to
assist teachers in implementing the standards put forth by the state board under the 2008 Curriculum Framework to be fully implemented in 2010-2011.
Curriculum Guide
2008
Table of Contents
Introduction/General Comments ....................................................................................................................................................................... 2
Textbook Overview ........................................................................................................................................................................................... 4
Sequence of Instruction and Pacing Suggestions ............................................................................................................................................. 5
Mapping for Instruction - First Nine Weeks ................................................................................................................................................... 7
Mapping for Instruction - Second Nine Weeks ............................................................................................................................................ 22
Mapping for Instruction - Third Nine Weeks ................................................................................................................................................ 37
Mapping for Instruction - Fourth Nine Weeks.............................................................................................................................................. 52
SOL Blueprints................................................................................................................................................................................................ 65
SOL Sample Scope and Sequence ................................................................................................................................................................. 65
SOL Enhance Scope and Sequence ............................................................................................................................................................... 65
Supplemental Resources ................................................................................................................................................................................ 66
Supplemental Worksheets .............................................................................................................................................................................. 66
SOL 2008 Framework ..................................................................................................................................................................................... 66
Curriculum Guide
2008
Textbook Overview
Bednarz, Sarah, et al. World Cultures and Geography. Evanston, IL: McDougal Littell, 2008.
Online Access
www.classzone.com
Act. Code: 3469061-30
Access Code: MCDYJQ49FDTCF
We are limited in the number of accounts that we create using the access above to the number of books purchased. Teachers may consider creating class sets of
accounts that they then transfer to students from year to year.
i
Curriculum Guide
2008
Sequence of Instruction and Pacing Suggestions
* Topic is required for grade level report card/SOL assessment.
First Nine Weeks
SOL
Chapter/Sections/Topic
GS.1 *Introduction to Geography Skills and Vocabulary
Time
Frame
3 Weeks
-Geography Handbook—Pages A1—A11/ Rand McNally World Atlas—Pages A12—A37
-Five Themes of Geography: Unit 1: Introduction to World Geography:
•
Chapter 1: Understanding the Earth and Its People //Section 1: Themes and Elements of Geography/Section 2: Technology Tools for
Geographers/Section 3: Careers in Geography
•
Chapter 2: Earth’s Interlocking Systems //Section 1: The Earth and Its Forces/Section 2: Bodies of Water and Landforms/Section 3:
Climate and Vegetation/Section 4: Environmental Challenges
•
Chapter 3: Human Geography //Section 1: The Geography of Population/Section 2: Why People Move/Section 3: Resources and
Economics/Section 4: Why We Need Government
•
Chapter 4: People and Culture //Section 1: What is Culture?/Section 2: How Does Culture Change?
GS.2 *Continents and Oceans:
1 Week
No specific Chapter/Section dedicated to this topic within the textbook. See supplemental resources.
GS.3 *Antarctica/the Arctic: Chapter 30//Section 2: Antarctica
1 Week
The Arctic: No specific Chapter/Section dedicated to this topic within the textbook. See supplemental resources.
GS.4 *Oceania and Australia/New Zealand:
1 Week
Chapter 30// Section 1: Oceania//Chapter 29// Section 1: Geography/ Section 2: Australia/ Section 3: New Zealand
2 Weeks
GS.5 Africa: Physical Geography and Early History:
Chapter 17// Section 1: Africa’s Geographic Extremes/ Section 2: Human Beginnings in Africa
*Africa: Sub-Saharan Africa:
Chapter 20—East, Central, and Southern Africa// Section 1: Ethiopia/Section 2: Kenya/Section 3: Democratic Republic of Congo/ Section 4:
South Africa/Section 5: Zimbabwe, Botswana, and Angola
ii
Curriculum Guide
2008
GS.6 *Africa: West Africa:
1 Week
Chapter 19// Section 1: History: Three Trading Empires/ Section 2: Nigeria and Ghana/ Section 3: Mali and Cote d’lvoire
First Nine Weeks Total
45
* Topic is required for grade level report card/SOL assessment.
Second Nine Weeks
SOL
Chapter/Sections/Topic
Time
Frame
GS.7 *Africa: North Africa:
Chapter 18—Egypt and North Africa// Section 1: History: Ancient Egypt—Pyramids and Pharaohs/ Section 2: Modern Egypt and Sudan/Section 3:
Other Nations of North Africa
1 Week
*Middle East (Southwest Asia):
1 Week
Chapter 21—Southwest Asia (Middle East) and South Asia: Physical Geography and History//Section 1: Southwest Asia/Section 2: South
Asia/Section 3: History: River Valley Civilizations
Chapter 22—Southwest Asia//Section 1: Saudi Arabia, Iraq, and Iran/Section 2: Israel and the Palestinian Territories/Section 3: Turkey, Syria,
and Lebanon
*South Asia (India):
GS.8
1 Week
Chapter 23—India (South Asia)//Section 1: History: Empires and Independence/Section 2: Culture: A rich and Ancient Legacy/Section 3:
Government and Economics: The World’s Largest Democracy
Chapter 24—South Asian Neighbors//Section 1: Afghanistan, Pakistan, and Bangladesh/Section 2: Mountain Kingdoms and Island Nations
*Southeast Asia:
1 Week
GS.9 Chapter 28—Southeast Asia//Section 1: Physical Geography of Southeast Asia/Section 2: The Mainland Countries/Section 3: Indonesia and the
Philippines
*East Asia:
1 Week
Chapter 27—Japan//Section 1: Geography: Land of the Rising Sun/Section 2: History & Culture: Samurai to Anime/Section 3: Government &
GS.10 Economics: Economic Giant
Chapter 26—Korean Peninsula//Section 1: Geography: A Rugged Peninsula/Section 2: History and Culture: Strong Traditions, Modern
Innovations/Section 3: Government & Economics: Contrasting Countries
iii
Curriculum Guide
2008
*East Asia:
1 Week
Chapter 25—China//Section 1: Geography: Land of Three Rivers/Section 2: History: Middle Kingdom to Communist Power/Section 3: Culture:
Changing Chinese Culture/Section 4: Government & Economics: A Rising Power
*Russia & the Former Soviet Union:
1 Week
Chapter 16—The Eurasian Republics//Section 1: Geography: Center of a Landmass/Section 2: History & Culture: Historic Crossroads/Section 3:
GS.11 Government & Economics: The Challenge of Independence
Chapter 15—Russia//Section 1: Geography: Sweeping Across Eurasia/Section 2: History: Governing a Vast Land/Section 3: Culture: Blending
Europe and Asia/Section 4: Government & Economics: The Struggle for Reform
Second Nine Weeks Total
45
* Topic is required for grade level report card/SOL assessment.
Third Nine Weeks
SOL
Chapter/Sections/Topic
GS.12 *Europe:
Time
Frame
1 Week
Chapter 11—Europe: Physical Geography and History// Section 1: Geography: Europe’s Dramatic Landscape/Section 2: History: Classical Greece
and Rome/Section 3: History: The Middle Ages and Renaissance/Section 4: History: Modern European History
Chapter 14—Eastern Europe// Section 1: Poland, Ukraine, and the Baltic States/Section 2: Hungary and the Czech Republic/Section 3: The
Balkans
1 Week
Chapter 13—United Kingdom// Section 1: History: Building a British Empire/Section 2: Culture: From Shakespeare to J.K. Rowling/Section 3:
Government & Economics: Parliament and Free Enterprise
1 Week
Chapter 12—Western Europe// Section 1: Greece and Italy/Section 2: Spain and Portugal/Section 3: France and the Benelux Countries/Section
4: Germany and the Alpine Countries/Section 5: The Nordic Countries
1 Week
European Exploration/Explorers: Connections to Conquerors of and Traders with New Lands
1 Week
GS.13 *Latin America and South America:
1 Week
Chapter 7// Section 1: Physical Geography of Mexico, Central America, and the Caribbean/Section 2: Physical Geography of South
America/Section 3: History: Ancient Civilizations/Section 4: History: From Colonization to Independence
iv
Curriculum Guide
2008
Latin America:
1 Week
Chapter 8—Mexico// Section 1: History & Government: A Struggle Toward Democracy/Section 2: Culture: A Blend of Traditions/Section 3:
Government & Economics: Creating a New Economy
Latin America and South America: Middle America and Spanish-Speaking South America:
1 Week
Chapter 9// Section 1: Central America/Section 2: The Caribbean/Section 3: Venezuela and Colombia/Section 4: Peru, Bolivia, and
Ecuador/Section 5: The Southern Cone
South America: Brazil
1 Week
Chapter 10—Brazil// Section 1: History & Government: From Portuguese Colony to Modern Giant/Section 2: Culture: A Multicultural
Society/Section 3: Economics: Developing and Abundant Land
Third Nine Weeks Total
45
* Topic is required for grade level report card/SOL assessment.
Fourth Nine Weeks
SOL
Chapter/Sections/Topic
GS.14 *Canada:
Time
Frame
1 Week
Chapter 6// Section 1: Geography: Mountains, Prairies, and Coastlands/Section 2: History: First Peoples to a Modern Nation/Section 3: Culture: A
Nation of Immigrants/Section 4: Government & Economics: Rich Resources in a Vast Land
GS.15 *United States:
8 Weeks
Chapter 5// Section 1: Geography: From coast to Coast/Section 2: History: Creating a Nation/Section 3: Culture: A Diverse Culture/Section 4:
Government & Economics: Democracy and Free Enterprise
45
v
2008
Mapping for Instruction - First Nine Weeks
Textbook
Chapters/Sections/Topics
SOL with Essential Knowledge and Skill
GS.1: The student will demonstrate skills for geographical analysis
including the ability to
* Introduction to Geography
Skills and Vocabulary
a) read maps and globes including scale, legend/key, compass rose; Geography Handbook—Pages
A1—A11
b) distinguish between types of maps including Mercator and
Robinson Projection, Globe, physical, political, grid, topographical, Rand McNally World Atlas—Pages
population density, climate, and vegetation;
A12—A37
c) locate Northern, Southern, Eastern, and Western Hemispheres;
d) distinguish between parallels of latitude and meridians of
longitude;
e) locate equator, prime meridian, Tropic of Cancer, Tropic of
Capricorn, Arctic Circle, Antarctic Circle, South Pole, North Pole,
Axis, and capital cities of countries using latitude and longitude;
USI .1: The student w ill dem onstrate sk ills for historical and
geographical analysis and responsible citizenship, including the
ability to
f) analyze and interpret m aps to ex plain relationships am ong
landform s, w ater features, clim atic characteristics, and historical
events;
g) distinguish betw een parallels of latitude and m eridians of
longitude;
Supporting
Materials
McDougal Littell: * 3 Weeks
World Cultures
Use the DVD-ROM: Easy
and Geography
Planner to find
DVD-ROM: Easy
Planner
Five Themes of Geography: Unit
1: Introduction to World
Geography:
Chapter 1: Understanding the
Earth and Its People //Section 1:
Themes and Elements of
Geography/Section 2: Technology
Tools for Geographers/Section 3:
Careers in Geography
Chapter 2: Earth’s
Interlocking Systems //Section 1:
The Earth and Its Forces/Section
2: Bodies of Water and
Landforms/Section 3: Climate and
Vegetation/Section 4:
Environmental Challenges
Chapter 3: Human
Geography //Section 1: The
Geography of Population/Section
2: Why People Move/Section 3:
Resources and Economics/Section
4: Why We Need Government
Chapter 4: People and
Culture //Section 1: What is
Culture?/Section 2: How Does
Culture Change?
-1-
Comments
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
ClassZone.com
Additional
Geography
Resources
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
GS.2: The student will use maps, globes, photographs, pictures, or
tables to
“ Continents and Oceans
a) locate the seven continents and five oceans.
Geography Handbook—Pages
A1—A11
b) recognize key geographic features on maps, diagrams, and/or
photographs.
Rand McNally World Atlas—Pages
A12—A37
USI .1: The student w ill dem onstrate sk ills for historical and
geographical analysis and responsible citizenship, including the
ability to
McDougal Littell: * 1 Week
World Cultures and
Geography
Use the DVD-ROM: Easy
Planner to find
DVD-ROM: Easy
-editable, customizable,
Planner
printable lesson plans,
* No specific Chapter/Section
dedicated to this topic within
the textbook. See
supplemental resources.
f) analyze and interpret m aps to ex plain relationships am ong
landform s, w ater features, clim atic characteristics, and historical
events;
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
USI .2a: The student w ill use m aps, globes, photographs, pictures,
or tables to locate the seven continents and five oceans.
USI .2d: The student w ill use m aps, globes, photographs, pictures,
or tables to recognize k ey geographic features on m aps, diagram s,
and/ or photographs.
ExamView Test
Generator CD
{ See follow ing pages for additional inform ation}
ClassZone.com
Additional
Resources
-2-
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
STANDARD USI.2a
The student will use maps, globes, photographs, pictures, or tables to
a) locate the seven continents and five oceans.
Essential Understandings
Continents are large land masses
surrounded by water.
Essential Questions
What are the seven continents?
What are the five oceans?
Essential Knowledge
Continents
– North America
– South America
– Africa
– Asia
– Australia
– Antarctica
– Europe*
Oceans
– Atlantic Ocean
– Pacific Ocean
– Arctic Ocean
– Indian Ocean
– Southern Ocean
*Note: Europe is considered a continent
even though it is not entirely surrounded
by water. The land mass is frequently
called Eurasia.
-3-
Essential Skills
Analyze and interpret maps to explain
relationships among landforms and water
features. (USI.1f)
Distinguish between parallels of latitude
and meridians of longitude. (USI.1g)
2008
STANDARD USI.2d
The student will use maps, globes, photographs, pictures, or tables to
d) recognize key geographic features on maps, diagrams, and/or photographs.
Essential Understandings
It is important to recognize key geographic
features on maps, diagrams, and/or
photographs.
Landforms and water features set the stage
for and influence the course of events in
United States history.
Essential Questions
Essential Knowledge
What are some important categories of
geographic features?
What do these important geographic
features look like when they appear on
maps, globes, and diagrams?
What do these important geographic
features look like when they appear in
pictures and photographs?
Why are geographic features important in
United States history?
Key geographic features
– Water-related
Lakes
Rivers
Tributaries
Gulfs and bays
– Land-related
Mountains
Hills
Plains
Plateaus
Islands
Peninsulas
Geographic features are related to
– patterns of trade
– the locations of cities and towns
– the westward (frontier) movement
– agricultural and fishing industries.
-4-
Essential Skills
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events (USI.1f)
2008
GS.3 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of Antarctica and the Arctic by
a) reading maps and globes including scale, legend/key, compass
rose;
b) locating capital cities of countries using latitude and longitude;
*Antarctica/the Arctic:
Chapter 30//Section 2: Antarctica
The Arctic: No specific
Chapter/Section dedicated to this
topic within the textbook. See
supplemental resources.
c) identifying land and water features specific to each region;
McDougal Littell: * 1 Week
World Cultures
and Geography
Use the DVD-ROM: Easy
Planner to find
DVD-ROM: Easy
-editable, customizable,
Planner
printable lesson plans,
-resource materials,
d) and studying the history, government, economy and cultural
development.
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
]ExamView Test
Generator CD
ClassZone.com
Antarctic/Arctic
Evan-Moor
Resources
Explorers
Thinkquest
-5-
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
GS.4 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of Oceania and Australia; and New Zealand
by
a) reading maps and globes including scale, legend/key, compass
rose;
*Oceania and Australia/New
Zealand:
Chapter 30// Section 1:
Oceania//Chapter 29// Section 1:
Geography/ Section 2: Australia/
Section 3: New Zealand
b) locating capital cities of countries using latitude and longitude;
McDougal Littell: * 1 Week
World Cultures
and Geography
DVD-ROM: Easy
Planner
c) identifying land and water features specific to each region;
Use the DVD-ROM: Easy
Planner to find
-editable, customizable,
printable lesson plans,
-resource materials,
d) and studying the history, government, economy and cultural
development.
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
ClassZone.com
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
Oceania/Australia/
New Zealand EvanMoor Resources
-6-
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
2008
GS.5 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of Sub-Saharan Africa by
a) reading maps and globes including scale, legend/key, compass
rose;
Africa: Physical Geography and
Early History:
Chapter 17// Section 1: Africa’s
Geographic Extremes/ Section 2:
Human Beginnings in Africa
b) locating capital cities of countries using latitude and longitude;
c) identifying land and water features specific to each region;
*Africa: Sub-Saharan Africa:
d) and studying the history, government, economy and cultural
development.
Chapter 20—East, Central, and
Southern Africa// Section 1:
Ethiopia/Section 2: Kenya/Section
3: Democratic Republic of Congo/
Section 4: South Africa/Section 5:
Zimbabwe, Botswana, and Angola
McDougal Littell: * 2 Weeks
World Cultures
and Geography
DVD-ROM: Easy
Planner
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
ClassZone.com
Africa Evan-Moor
Resources
-7-
Use the DVD-ROM: Easy
Planner to find
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
GS.2: The student will use maps, globes, photographs, pictures, or
tables to
“ Continents and Oceans
a) locate the seven continents and five oceans.
Geography Handbook—Pages
A1—A11
b) recognize key geographic features on maps, diagrams, and/or
photographs.
Rand McNally World Atlas—Pages
A12—A37
USI .1: The student w ill dem onstrate sk ills for historical and
geographical analysis and responsible citizenship, including the
ability to
McDougal Littell: * 1 Week
World Cultures and
Geography
Use the DVD-ROM: Easy
Planner to find
DVD-ROM: Easy
-editable, customizable,
Planner
printable lesson plans,
* No specific Chapter/Section
dedicated to this topic within
the textbook. See
supplemental resources.
f) analyze and interpret m aps to ex plain relationships am ong
landform s, w ater features, clim atic characteristics, and historical
events;
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
USI .2a: The student w ill use m aps, globes, photographs, pictures,
or tables to locate the seven continents and five oceans.
USI .2d: The student w ill use m aps, globes, photographs, pictures,
or tables to recognize k ey geographic features on m aps, diagram s,
and/ or photographs.
ExamView Test
Generator CD
{ See follow ing pages for additional inform ation}
ClassZone.com
Additional
Resources
-9-
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
STANDARD USI.2a
The student will use maps, globes, photographs, pictures, or tables to
a) locate the seven continents and five oceans.
Essential Understandings
Continents are large land masses
surrounded by water.
Essential Questions
What are the seven continents?
What are the five oceans?
Essential Knowledge
Continents
– North America
– South America
– Africa
– Asia
– Australia
– Antarctica
– Europe*
Oceans
– Atlantic Ocean
– Pacific Ocean
– Arctic Ocean
– Indian Ocean
– Southern Ocean
*Note: Europe is considered a continent
even though it is not entirely surrounded
by water. The land mass is frequently
called Eurasia.
- 10 -
Essential Skills
Analyze and interpret maps to explain
relationships among landforms and water
features. (USI.1f)
Distinguish between parallels of latitude
and meridians of longitude. (USI.1g)
2008
STANDARD USI.2d
The student will use maps, globes, photographs, pictures, or tables to
d) recognize key geographic features on maps, diagrams, and/or photographs.
Essential Understandings
It is important to recognize key geographic
features on maps, diagrams, and/or
photographs.
Landforms and water features set the stage
for and influence the course of events in
United States history.
Essential Questions
Essential Knowledge
What are some important categories of
geographic features?
What do these important geographic
features look like when they appear on
maps, globes, and diagrams?
What do these important geographic
features look like when they appear in
pictures and photographs?
Why are geographic features important in
United States history?
Key geographic features
– Water-related
Lakes
Rivers
Tributaries
Gulfs and bays
– Land-related
Mountains
Hills
Plains
Plateaus
Islands
Peninsulas
Geographic features are related to
– patterns of trade
– the locations of cities and towns
– the westward (frontier) movement
– agricultural and fishing industries.
- 11 -
Essential Skills
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events (USI.1f)
2008
GS.3 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of Antarctica and the Arctic by
a) reading maps and globes including scale, legend/key, compass
rose;
b) locating capital cities of countries using latitude and longitude;
*Antarctica/the Arctic:
Chapter 30//Section 2: Antarctica
The Arctic: No specific
Chapter/Section dedicated to this
topic within the textbook. See
supplemental resources.
c) identifying land and water features specific to each region;
McDougal Littell: * 1 Week
World Cultures
and Geography
Use the DVD-ROM: Easy
Planner to find
DVD-ROM: Easy
-editable, customizable,
Planner
printable lesson plans,
-resource materials,
d) and studying the history, government, economy and cultural
development.
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
]ExamView Test
Generator CD
ClassZone.com
Antarctic/Arctic
Evan-Moor
Resources
Explorers
Thinkquest
- 12 -
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
GS.4 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of Oceania and Australia; and New Zealand
by
a) reading maps and globes including scale, legend/key, compass
rose;
*Oceania and Australia/New
Zealand:
Chapter 30// Section 1:
Oceania//Chapter 29// Section 1:
Geography/ Section 2: Australia/
Section 3: New Zealand
b) locating capital cities of countries using latitude and longitude;
McDougal Littell: * 1 Week
World Cultures
and Geography
DVD-ROM: Easy
Planner
c) identifying land and water features specific to each region;
Use the DVD-ROM: Easy
Planner to find
-editable, customizable,
printable lesson plans,
-resource materials,
d) and studying the history, government, economy and cultural
development.
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
ClassZone.com
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
Oceania/Australia/
New Zealand EvanMoor Resources
- 13 -
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
2008
GS.5 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of Sub-Saharan Africa by
a) reading maps and globes including scale, legend/key, compass
rose;
Africa: Physical Geography and
Early History:
Chapter 17// Section 1: Africa’s
Geographic Extremes/ Section 2:
Human Beginnings in Africa
b) locating capital cities of countries using latitude and longitude;
c) identifying land and water features specific to each region;
*Africa: Sub-Saharan Africa:
d) and studying the history, government, economy and cultural
development.
Chapter 20—East, Central, and
Southern Africa// Section 1:
Ethiopia/Section 2: Kenya/Section
3: Democratic Republic of Congo/
Section 4: South Africa/Section 5:
Zimbabwe, Botswana, and Angola
McDougal Littell: * 2 Weeks
World Cultures
and Geography
DVD-ROM: Easy
Planner
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
ClassZone.com
Africa Evan-Moor
Resources
- 14 -
Use the DVD-ROM: Easy
Planner to find
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
GS.6 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of West Africa by
a) reading maps and globes including scale, legend/key, compass
rose;
*Africa: West Africa:
Chapter 19// Section 1: History:
Three Trading Empires/ Section
2: Nigeria and Ghana/ Section 3:
Mali and Cote d’lvoire
b) locating capital cities of countries using latitude and longitude;
McDougal Littell: * 1 Week
World Cultures
and Geography
DVD-ROM: Easy
Planner
c) identifying land and water features specific to each region;
Use the DVD-ROM: Easy
Planner to find
-editable, customizable,
printable lesson plans,
d) and studying the history, government, economy and cultural
development.
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
ClassZone.com
Africa Evan-Moor
Resources
- 15 -
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
Mapping for Instruction - Second Nine Weeks
SOL with Essential Knowledge and Skill
Textbook
Chapters/Sections/Topics
- 16 -
Supporting
Materials
Comments
2008
GS.7 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of North Africa and Middle East (Southwest
Asia) by
*Africa: North Africa:
a) reading maps and globes including scale, legend/key, compass
rose;
Chapter 18—Egypt and North
Africa// Section 1: History:
Ancient Egypt—Pyramids and
Pharaohs/ Section 2: Modern
Egypt and Sudan/Section 3:
Other Nations of North Africa
b) locating capital cities of countries using latitude and longitude;
c) identifying land and water features specific to each region;
d) and studying the history, government, economy and cultural
development.
* 1 Week
McDougal Littell:
World Cultures
Use the DVD-ROM: Easy
and Geography
Planner to find
DVD-ROM: Easy
Planner
* 1 Week
Chapter 21—Southwest Asia
(Middle East) and South Asia:
Physical Geography and
History//Section 1: Southwest
Asia/Section 2: South
Asia/Section 3: History: River
Valley Civilizations
Chapter 22—Southwest
Asia//Section 1: Saudi Arabia,
Iraq, and Iran/Section 2: Israel
and the Palestinian
Territories/Section 3: Turkey,
Syria, and Lebanon
- 17 -
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
*Middle East (Southwest
Asia):
-editable, customizable,
printable lesson plans,
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
ExamView Test
Generator CD
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
ClassZone.com
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
Asia Evan-Moor
Resources
2008
GS.8 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of South Asia (India) by
a) reading maps and globes including scale, legend/key, compass
rose;
b) locating capital cities of countries using latitude and longitude;
c) identifying land and water features specific to each region;
d) and studying the history, government, economy and cultural
development.
*South Asia (India):
Chapter 23—India (South
Asia)//Section 1: History: Empires
and Independence/Section 2:
Culture: A rich and Ancient
Legacy/Section 3: Government
and Economics: The World’s
Largest Democracy
McDougal Littell: * 1 Week
World Cultures
and Geography
DVD-ROM: Easy
Planner
-editable, customizable,
printable lesson plans,
-resource materials,
Chapter 24—South Asian
Neighbors//Section 1:
Afghanistan, Pakistan, and
Bangladesh/Section 2: Mountain
Kingdoms and Island Nations
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
ClassZone.com
Asia Evan-Moor
Resources
- 18 -
Use the DVD-ROM: Easy
Planner to find
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
GS.9 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of Southeast Asia by
a) reading maps and globes including scale, legend/key, compass
rose;
b) locating capital cities of countries using latitude and longitude;
c) identifying land and water features specific to each region;
*Southeast Asia:
Chapter 28—Southeast
Asia//Section 1: Physical
Geography of Southeast
Asia/Section 2: The Mainland
Countries/Section 3: Indonesia
and the Philippines
McDougal Littell: * 1 Week
World Cultures
and Geography
DVD-ROM: Easy
Planner
Use the DVD-ROM: Easy
Planner to find
-editable, customizable,
printable lesson plans,
d) and studying the history, government, economy and cultural
development.
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
ClassZone.com
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
Asia Evan-Moor
Resources
- 19 -
2008
GS.10 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of East Asia by
a) reading maps and globes including scale, legend/key, compass
rose;
b) locating capital cities of countries using latitude and longitude;
c) identifying land and water features specific to each region;
d) and studying the history, government, economy and cultural
development.
*East Asia: * 1 Week
Chapter 27—Japan//Section 1:
Geography: Land of the Rising
Sun/Section 2: History & Culture:
Samurai to Anime/Section 3:
Government & Economics:
Economic Giant
Chapter 26—Korean
Peninsula//Section 1: Geography:
A Rugged Peninsula/Section 2:
History and Culture: Strong
Traditions, Modern
Innovations/Section 3:
Government & Economics:
Contrasting Countries
McDougal Littell:
World Cultures Use the DVD-ROM: Easy
and Geography Planner to find
DVD-ROM: Easy
Planner
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
*East Asia: * 1 Week
Chapter 25—China//Section 1:
Geography: Land of Three
Rivers/Section 2: History: Middle
Kingdom to Communist
Power/Section 3: Culture:
Changing Chinese Culture/Section
4: Government & Economics: A
Rising Power
ExamView Test
Generator CD
ClassZone.com
Asia Evan-Moor
Resources
- 20 -
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
GS.11 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of Russia and the Former Soviet Union by
a) reading maps and globes including scale, legend/key, compass
rose;
b) locating capital cities of countries using latitude and longitude;
c) identifying land and water features specific to each region;
d) and studying the history, government, economy and cultural
development.
*Russia & the Former Soviet
Union:
Chapter 16—The Eurasian
Republics//Section 1:
Geography: Center of a
Landmass/Section 2: History &
Culture: Historic
Crossroads/Section 3:
Government & Economics: The
Challenge of Independence
Chapter 15—Russia//Section 1:
Geography: Sweeping Across
Eurasia/Section 2: History:
Governing a Vast Land/Section
3: Culture: Blending Europe and
Asia/Section 4: Government &
Economics: The Struggle for
Reform
McDougal
Littell: World
Cultures and
Geography
Use the DVD-ROM: Easy
Planner to find
DVD-ROM: Easy
Planner
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
ClassZone.com
Asia EV
Resources.doc
- 21 -
* 1 Week
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events;
Research and Writing
2008
Mapping for Instruction – Third Nine Weeks
SOL with Essential Knowledge and Skill
Textbook
Chapters/Sections/Topics
- 22 -
Supporting
Materials
Comments
2008
GS.12 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of Europe by
a) reading maps and globes including scale, legend/key, compass
rose;
b) locating capital cities of countries using latitude and longitude;
c) identifying land and water features specific to each region;
d) studying the history, government, economy and cultural
development.
*Europe: * 1 Week
Chapter 11—Europe: Physical
Geography and History// Section
1: Geography: Europe’s
Dramatic Landscape/Section 2:
History: Classical Greece and
Rome/Section 3: History: The
Middle Ages and
Renaissance/Section 4: History:
Modern European History
e) investigating European Explorations and Explorers of the
Americas including:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
DVD-ROM: Easy
Planner
Christopher Columbus (Spain)
John Cabot (England)
Juan Ponce de Leon (Spain)
Vasco de Balboa (Spain)
Ferdinand Magellan (Spain)
Hernan Cortes (Spain)
Giovanni da Verrazzano (France)
Francisco Pizarro (Spain)
Jacques Cartier (France)
Samuel de Champlain (France)
Francisco Coronado (Spain)
Henry Hudson (Netherlands)
Robert de La Salle (France)
Hernando de Soto (France)
Amerigo Vespucci (Spain)
c)
* 5 Weeks Total
Use the DVD-ROM: Easy
Planner to find
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
USI .4: The student w ill demonstrate k now ledge of European ex plorations in
N orth Am erica and W est Africa by
a)
McDougal
Littell: World
Cultures and
Geography
describing the motivations for, obstacles to, and accomplishm ents of
the Spanish, French, P ortuguese, and English ex plorations.
identifying the location and describing the characteristics of W est
African societies (Ghana, M ali, and Songhai) and their interactions w ith
traders.
Continued…
- 23 -
2008
* 1 Week
Chapter 14—Eastern Europe//
Section 1: Poland, Ukraine, and
the Baltic States/Section 2:
Hungary and the Czech
Republic/Section 3: The Balkans
CD-ROM: Audio
Book
* 1 Week
Chapter 13—United Kingdom//
Section 1: History: Building a
British Empire/Section 2:
Culture: From Shakespeare to
J.K. Rowling/Section 3:
Government & Economics:
Parliament and Free Enterprise
* 1 Week
Chapter 12—Western Europe//
Section 1: Greece and
Italy/Section 2: Spain and
Portugal/Section 3: France and
the Benelux Countries/Section 4:
Germany and the Alpine
Countries/Section 5: The Nordic
Countries
Continued…
ExamView Test
Generator CD
ClassZone.com
- 24 -
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
Europe Evan-Moor
Resources
* 1 Week
European Exploration/Explorers:
Connections to Conquerors of
and Traders with New Lands
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Exploration of the
Americas
Resources
Various Online Resources,
Videos, Worksheets and
Activities by Walch
Publishing, library book
lists
2008
STANDARD USI.4a
The student will demonstrate knowledge of European explorations in North America and West Africa by
a)
describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations.
Essential Understandings
Major European countries were in
competition to extend their power into
North America and claim the land as
their own.
Essential Questions
Why did European countries compete for
power in North America?
What were the obstacles faced by the
explorers?
What were the accomplishments of the
explorations?
What regions of North America were
explored and settled by France,
England, and Spain?
What regions were explored by
Portugal?
Essential Knowledge
Motivations for the explorations
– Economic—Gold, natural resources, and
trade
– Religious—Spread Christianity
– Competitions for empire and belief in
superiority of own culture
Obstacles to the explorations
– Poor maps and navigational tools
– Disease and starvation
– Fear of the unknown
– Lack of adequate supplies
Accomplishments of the explorations
– Exchanged goods and ideas
– Improved navigational tools and ships
– Claimed territories (see countries below)
Regions of North America explored by
Spain, France, and England
– Spain: Francisco Coronado claimed the
Southwest of the present-day United
States for Spain.
– France: Samuel de Champlain established
the French settlement of Québec. Robert
La Salle claimed the Mississippi River
Valley for France.
– England: John Cabot explored eastern
Canada.
Regions explored by Portugal
– The Portuguese made voyages of
discovery along the coast of West Africa.
- 25 -
Essential Skills
Identify and interpret primary and
secondary source documents to
increase understanding of events and
life in United States history. (USI.1a)
Interpret ideas and events from different
historical perspectives. (USI.1d)
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events. (USI.1f)
2008
STANDARD USI.4c
The student will demonstrate knowledge of European explorations in North America and West Africa by
c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their
interactions with traders.
Essential Understandings
Ghana, Mali, and Songhai each
dominated West Africa in sequence from
300 to 1600 A.D.
African people and African goods played
an important role in European interest in
world resources.
Essential Questions
Essential Knowledge
What was the importance of Ghana, Mali,
and Songhai?
Ghana, Mali, and Songhai dominated
West Africa one after another from 300 to
1600 A.D.
Where were the empires of Ghana, Mali,
and Songhai located?
When did the empires of Ghana, Mali,
and Songhai exist in Africa?
How did West African empires impact
European trade?
Ghana, Mali, and Songhai were located
in the western region of Africa, south of
the Sahara Desert, near the Niger River.
Ghana, Mali, and Songhai became
powerful by controlling trade in West
Africa.
The Portuguese carried goods from
Europe to West African empires, trading
metals, cloth, and other manufactured
goods for gold.
- 26 -
Essential Skills
Interpret ideas and events from different
historical perspectives. (USI.1d)
Analyze and interpret maps to explain
relationships among landforms, water
features, and historical events. (USI.1f)
Distinguish between parallels of latitude
and meridians of longitude. (USI.1g)
2008
GS.13 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of Latin America and South America by
a) reading maps and globes including scale, legend/key, compass
rose;
b) locating capital cities of countries using latitude and longitude;
c) identifying land and water features specific to each region;
d) and studying the history, government, economy and cultural
development.
*Latin America and South
America:
* 1 Week
Chapter 7// Section 1: Physical
Geography of Mexico, Central
America, and the
Caribbean/Section 2: Physical
Geography of South
America/Section 3: History:
Ancient Civilizations/Section 4:
History: From Colonization to
Independence
McDougal
Littell: World
Cultures and
Geography
DVD-ROM: Easy
Planner
Latin America and South
America: Middle America
and Spanish-Speaking South
America:
Continued…
- 27 -
-resource materials,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
ClassZone.com
* 1 Week
Chapter 9// Section 1: Central
America/Section 2: The
Caribbean/Section 3: Venezuela
and Colombia/Section 4: Peru,
Bolivia, and Ecuador/Section 5:
The Southern Cone
-editable, customizable,
printable lesson plans,
-complete teacher’s
edition,
Latin America: * 1 Week
Chapter 8—Mexico// Section 1:
History & Government: A
Struggle Toward
Democracy/Section 2: Culture: A
Blend of Traditions/Section 3:
Government & Economics:
Creating a New Economy
Use the DVD-ROM: Easy
Planner to find
Latin America and
South America
Evan-Moor
Resources
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
South America: Brazil
* 1 Week
Chapter 10—Brazil// Section 1:
History & Government: From
Portuguese Colony to Modern
Giant/Section 2: Culture: A
Multicultural Society/Section 3:
Economics: Developing and
Abundant Land
- 28 -
Use resources listed
on previous page.
2008
Mapping for Instruction - Fourth Nine Weeks
SOL with Essential Knowledge and Skill
GS.14 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of Canada by
a) reading maps and globes including scale, legend/key, compass
rose;
b) locating capital cities of countries using latitude and longitude;
c) identifying land and water features specific to each region;
d) and studying the history, government, economy and cultural
development.
Textbook
Chapters/Sections/Topics
*Canada:
Chapter 6// Section 1:
Geography: Mountains, Prairies,
and Coastlands/Section 2:
History: First Peoples to a
Modern Nation/Section 3:
Culture: A Nation of
Immigrants/Section 4:
Government & Economics: Rich
Resources in a Vast Land
Supporting
Materials
McDougal
Littell: World
Cultures and
Geography
DVD-ROM: Easy
Planner
Comments
* 1 Week
Use the DVD-ROM: Easy
Planner to find
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
ClassZone.com
North America
Evan-Moor
- 29 -
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
Resources
GS.15 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of the United States. The student will
a) read maps and globes including scale, legend/key, compass
rose;
*United States:
Chapter 5// Section 1:
Geography: From Coast to Coast
McDougal
Littell: World
Cultures and
Geography
b) locate capital cities of states using latitude and longitude;
c) use maps, globes, photographs, pictures or tables to locate and
describe the geographic regions of the United States including
Coastal Plain, Appalachian Mountains, Canadian Shield, Interior
Lowlands, Great Plains, Rocky Mountains, Basin and Range, and
Coastal Range.
DVD-ROM: Easy
Planner
* 8 Weeks
Use the DVD-ROM: Easy
Planner to find
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
d) use maps, globes, photographs, pictures or tables to locate and
identify the water features of the United States: Great Lakes,
Mississippi River, Missouri River, Ohio River, Columbia River,
Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean,
Pacific Ocean, and Gulf of Mexico.
-printable worksheets,
e) and study the history, government, economy and cultural
development.
CD-ROM: Audio
Book
USI.2b: The student will use maps, globes, photographs, pictures, or
tables to locate and describe the location of the geographic regions of
North America: Coastal Plain, Appalachian Mountains, Canadian Shield,
Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and
Coastal Range.
ExamView Test
Generator CD
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
USI .2c: The student will use maps, globes, photographs, pictures, or
tables to locate and identify the water features important to the early
history of the United States: Great Lakes, Mississippi River, Missouri
River, Ohio River, Columbia River, Colorado River, Rio Grande, St.
Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.
ClassZone.com
{ See follow ing pages for additional inform ation}
North America
- 30 -
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
Evan-Moor
Resources
- 31 -
2008
STANDARD USI.2b
The student will use maps, globes, photographs, pictures, or tables to
b) locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian
Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range.
Essential Understandings
Geographic regions have
distinctive characteristics.
Essential Questions
Where are the geographic
regions of North America
located?
What are some physical
characteristics of the
geographic regions of
North America?
Essential Knowledge
Geographic regions’ locations and physical characteristics
– Coastal Plain
Located along the Atlantic Ocean and Gulf of Mexico
Broad lowlands providing many excellent harbors
– Appalachian Highlands
Located west of the Coastal Plain, extending from eastern Canada to
western Alabama; includes the Piedmont
Old, eroded mountains (oldest mountain range in North America)
– Canadian Shield
Wrapped around the Hudson Bay in a horseshoe shape
Hills worn by erosion and hundreds of lakes carved by glaciers
– Interior Lowlands
Located west of the Appalachian Mountains and east of the Great Plains
Rolling flatlands with many rivers, broad river valleys, and grassy hills
– Great Plains
Located west of the Interior Lowlands and east of the Rocky Mountains
Flat lands that gradually increase in elevation westward; grasslands
– Rocky Mountains
Located west of the Great Plains and east of the Basin and Range
Rugged mountains stretching from Alaska almost to Mexico; high
elevations
Contains the Continental Divide, which determines the directional flow of
rivers
– Basin and Range
Located west of the Rocky Mountains and east of the Sierra Nevadas and
the Cascades
Varying elevations containing isolated mountain ranges and Death Valley,
the lowest point in North America
– Coastal Range
Located along the Pacific Coast, stretching from California to Canada
Rugged mountains and fertile valleys
- 32 -
Essential Skills
Analyze and interpret maps
to explain relationships
among landforms. (USI.1f)
Distinguish between
parallels of latitude and
meridians of longitude.
(USI.1g)
2008
STANDARD USI.2c
The student will use maps, globes, photographs, pictures, or tables to
c) locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri
River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of
Mexico.
Essential Understandings
Essential Questions
The United States has access to
numerous and varied bodies of water.
What are the major bodies of water
in the United States?
Bodies of water support interaction
among regions, form borders, and
create links to other areas.
What are some ways bodies of water
in the United States have supported
interaction among regions and
created links to other areas?
Essential Knowledge
Major bodies of water
– Oceans: Atlantic, Pacific
– Rivers: Mississippi, Missouri, Ohio, Columbia,
Colorado, Rio Grande, St. Lawrence River
– Lakes: Great Lakes
– Gulf: Gulf of Mexico
Trade, transportation, exploration, and settlement
– The Atlantic, Pacific, and Gulf coasts of the United
States have provided access to other parts of the
world.
– The Atlantic Ocean served as the highway for
explorers, early settlers, and later immigrants.
– The Ohio River was the gateway to the west.
– Inland port cities grew in the Midwest along the
Great Lakes.
– The Mississippi and Missouri rivers were used to
transport farm and industrial products. They were
links to United States ports and other parts of the
world.
– The Columbia River was explored by Lewis and
Clark.
– The Colorado River was explored by the Spanish.
– The Rio Grande forms the border with Mexico.
– The Pacific Ocean was an early exploration
destination.
– The Gulf of Mexico provided the French and
Spanish with exploration routes to Mexico and other
parts of America.
– The St. Lawrence River forms part of the
northeastern border with Canada and connects the
Great Lakes to the Atlantic Ocean.
- 33 -
Essential Skills
Identify and interpret primary and
secondary source documents to
increase understanding of events
and life in United States history.
(USI.1a)
Sequence events in United States
history. (USI.1c)
Analyze and interpret maps to
explain relationships among
landforms, water features, and
historical events. (USI.1f)
2008
GS.15 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of the United States. The student will
Chapter 5//Section 2: History:
Creating a Nation
f) understand how geography influenced the historical
development of the United States;
g) identify American Indians tribes and locate where they lived,
with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains
(Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois).
h) understand how exploration and resulting immigration
impacted cultural diversity which was influenced by the settlement
of various geographic regions of the United States.;
McDougal
Littell: World
Cultures and
Geography
DVD-ROM: Easy
Planner
Use the DVD-ROM: Easy
Planner to find
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
USI .3: The student w ill demonstrate k now ledge of how early cultures
developed in N orth Am erica by
a) describing how archaeologists have recovered material evidence of
ancient settlem ents, including Cactus Hill in Virginia
b) locating w here the Am erican I ndians lived, w ith em phasis on the
Arctic (I nuit), N orthw est (Kw ak iutl), P lains (Lakota), Southw est
(P ueblo), and Eastern W oodlands (I roquois).
c) describing how the Am erican I ndians used the resources in their
environm ent.
-printable worksheets,
CD-ROM: Audio
Book
USI .4: The student w ill demonstrate k now ledge of European ex plorations in
N orth Am erica and W est Africa by
c) describing cultural and econom ic interactions betw een Europeans and
Am erican I ndians that led to cooperation and conflict, w ith em phasis
on the Am erican I ndian concept of land.
ExamView Test
Generator CD
USI .5: The student w ill demonstrate k now ledge of the factors that shaped
colonial Am erica by
a)
describing the religious and econom ic events and conditions that led
to the colonization of Am erica.
b)
describing life in the N ew England, M id-Atlantic, and Southern
colonies, w ith em phasis on how people interacted w ith their
environm ent to produce goods and services, including ex am ples of
specialization and interdependence.
c)
describing colonial life in Am erica from the perspectives of large
landow ners, farm ers, artisans, w om en, free African Americans,
indentured servants, and enslaved African Am ericans.
d)
identifying the political and econom ic relationships betw een the
colonies and Great Britain.
ClassZone.com
North America
Evan-Moor
Resources
Continued…
- 34 -
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
USI .6: The student w ill demonstrate k now ledge of the causes and results of
the Am erican R evolution by
a)
identifying the issues of dissatisfaction that led to the Am erican
R evolution.
b)
identifying how political ideas shaped the revolutionary m ovem ent
in Am erica and led to the Declaration of I ndependence.
c)
describing k ey events and the roles of k ey individuals in the
Am erican R evolution, w ith em phasis on George W ashington,
Benjam in Frank lin, Thom as Jefferson, and Patrick Henry.
d)
ex plaining reasons w hy the colonies w ere able to defeat Great
Britain.
USI .8: The student w ill demonstrate k now ledge of w estw ard ex pansion and
reform in Am erica from 1801 to 1861 by
a)
describing territorial ex pansion and how it affected the political
m ap of the United States, w ith em phasis on the Louisiana
P urchase, the Lew is and Clark ex pedition, and the acquisitions of
Florida, Tex as, Oregon, and California.
b)
identifying the geographic and econom ic factors that influenced
the w estw ard movem ent of settlers.
c)
describing the impact of inventions, including the cotton gin, the
reaper, the steam boat, and the steam locomotive, on life in
Am erica.
d)
identifying the main ideas of the abolitionist and w om en’s
suffrage m ovem ents.
USI .9: The student w ill demonstrate k now ledge of the causes, m ajor events,
and effects of the Civil W ar by
a)
describing the cultural, econom ic, and constitutional issues that
divided the nation.
b)
ex plaining how the issues of states’ rights and slavery increased
sectional tensions
c)
identifying on a map the states that seceded from the Union and
those that rem ained in the Union.
d)
describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses
S. Grant, Robert E. Lee, Thom as “Stonew all” Jackson, and
Frederick Douglass in events leading to and during the w ar.
e)
using m aps to ex plain critical developm ents in the w ar, including
m ajor battles.
f)
describing the effects of w ar from the perspectives of Union and
Confederate soldiers (including African Am erican soldiers).
{ See follow ing pages for additional inform ation}
- 35 -
2008
STANDARD USI.3a
The student will demonstrate knowledge of how early cultures developed in North America by
a) describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia.
Essential Understandings
Archaeology is the recovery of material
evidence remaining from the past.
Archaeological discoveries of early
Indian settlements have been made in
southeastern Virginia.
Essential Questions
Why is archaeology important?
Where is one of the oldest archeological
sites in the United States located?
Essential Knowledge
Archaeologists study human behavior
and cultures of the past through the
recovery and analysis of artifacts.
Scientists are not in agreement about
when and how people first arrived in the
Western Hemisphere.
Cactus Hill is located on the Nottoway
River in southeastern Virginia. Evidence
that humans lived at Cactus Hill as early
as 18,000 years ago makes it one of the
oldest archaeological sites in North
America.
- 36 -
Essential Skills
Make connections between the past and
the present. (USI.1b)
Sequence events in United States history.
(USI.1c)
Interpret ideas and events from different
historical perspectives. (USI.1d)
2008
STANDARD USI.3b
The student will demonstrate knowledge of how early cultures developed in North America by
b) locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest
(Pueblo), and Eastern Woodlands (Iroquois).
Essential Understandings
Prior to the arrival of Europeans,
American Indians were dispersed across
the different environments in North
America.
Essential Questions
Essential Knowledge
Essential Skills
In which areas did the American Indians
live?
American Indians lived in all areas of
North America.
– Inuit inhabited present-day Alaska
and northern Canada. They lived in
Arctic areas where the temperature is
below freezing much of the year.
– Kwakiutl homeland includes the
Pacific Northwest coast, characterized
by a rainy, mild climate.
– Lakota people inhabited the interior of
the United States, called the Great
Plains, which is characterized by dry
grasslands.
– Pueblo tribes inhabited the Southwest
in present-day New Mexico and
Arizona, where they lived in desert
areas and areas bordering cliffs and
mountains.
– Iroquois homeland includes northeast
North America, called the Eastern
Woodlands, which is heavily forested.
Sequence events in United States history.
(USI.1c)
Where do American Indians live today?
Members of these tribes live in their
homelands and in many other areas of
North America today.
- 37 -
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events. (USI.1f)
2008
STANDARD USI.3c
The student will demonstrate knowledge of how early cultures developed in North America by
c) describing how the American Indians used the resources in their environment.
Essential Understandings
Essential Questions
Essential Knowledge
Geography and climate affected how the
various American Indian groups met
their basic needs.
How did geography and climate affect the
way American Indian groups met their
basic needs?
Resources influenced what was produced
and how it was produced.
How did American Indians use natural,
human, and capital resources?
In the past, American Indians fished,
hunted, and grew crops for food. They
made clothing from animal skins and
plants. They constructed shelters from
resources found in their environment
(e.g., sod, stones, animal skins, wood).
Types of resources
– Natural resources: Things that come
directly from nature
– Human resources: People working to
produce goods and services
– Capital resources: Goods produced
and used to make other goods and
services
Natural resources
The fish American Indians caught, wild
animals they hunted, and crops they grew
were examples of natural resources.
Human resources
People who fished, made clothing, and
hunted animals were examples of human
resources.
Capital resources
The canoes, bows, and spears American
Indians made were examples of capital
resources.
- 38 -
Essential Skills
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in United
States history. (USI.1a)
Interpret ideas and events from different
historical perspectives. (USI.1d)
Analyze and interpret maps. (USI.1f)
2008
STANDARD USI.4b
The student will demonstrate knowledge of European explorations in North America and West Africa by
b) describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with
emphasis on the American Indian concept of land.
Essential Understandings
The interactions between American
Indians and Europeans sometimes led
to cooperation and other times resulted
in conflict.
Essential Questions
How did the American Indians and
Europeans interact with each other?
Essential Knowledge
Cultural interaction
– Spanish
Conquered and enslaved American Indians
Brought Christianity to the New World
Brought European diseases to American Indians
– French
Established trading posts
Spread Christian religion
– English
Established settlements and claimed ownership
of land
Learned farming techniques from American
Indians
Traded with American Indians
– American Indians
Taught farming techniques to European settlers
Believed that land was to be used and shared but
not owned
Areas of cooperation in economic interactions
– Europeans brought weapons and metal farm
tools.
– Trade
– Crops
Areas of conflict
– Land
– Competition for trade
– Differences in cultures
– Diseases
– Language differences
- 39 -
Essential Skills
Identify and interpret primary and
secondary source documents to
increase understanding of events
and life in United States history.
(USI.1a)
Interpret ideas and events from
different historical perspectives.
(USI.1d)
2008
STANDARD USI.5a
The student will demonstrate knowledge of the factors that shaped colonial America by
a) describing the religious and economic events and conditions that led to the colonization of America.
Essential Understandings
Colonies in North America were
established for religious and economic
reasons.
Essential Questions
Essential Knowledge
Essential Skills
Why did Europeans establish colonies in
North America?
Colonies and the reasons they were
established
– Roanoke Island (Lost Colony) was
established as an economic venture.
– Jamestown Settlement, the first
permanent English settlement in North
America (1607), was an economic
venture by the Virginia Company.
– Plymouth Colony was settled by
separatists from the Church of
England who wanted to avoid
religious persecution.
– Massachusetts Bay Colony was settled
by the Puritans to avoid religious
persecution.
– Pennsylvania was settled by the
Quakers, who wanted freedom to
practice their faith without
interference.
– Georgia was settled by people who
had been in debtors’ prisons in
England. They hoped to experience
economic freedom and start a new life
in the New World.
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in United
States history. (USI.1a)
- 40 -
Sequence events in United States history.
(USI.1c)
Interpret ideas and events from different
historical perspectives. (USI.1d)
2008
STANDARD USI.5b
The student will demonstrate knowledge of the factors that shaped colonial America by
b) describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their
environment to produce goods and services, including examples of specialization and interdependence.
Essential Understandings
Essential Questions
Essential Knowledge
Life in the colonies was shaped by the
geographical features of the
settlements.
How did climate, geographic features, and
other available resources distinguish the
three regions from each other?
Economic specialization and
interdependence existed among the
colonies in the production of goods
and services.
How did people use the natural resources
of their region to earn a living?
What are the benefits of specialization and
trade?
How did political and social life evolve in
each of the three regions?
Essential Skills
Terms to know
– resources: natural, capital, or human
– specialization: Focusing on one or a few
products
– interdependence: Two or more people
depending on each other for goods and
services
Identify and interpret primary and
secondary source documents to
increase understanding of events and
life in United States history. (1a)
Specialization caused the colonies to be
interdependent.
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events. (1f)
(See chart below.)
Interpret ideas and events from
different historical perspectives. (1d)
Essential Knowledge
Colonies
Resources
New
England
Natural resources: e.g., timber, fish,
deep harbors
Human resources: e.g., skilled
craftsmen, shopkeepers, shipbuilders
Capital resources: e.g., tools, buildings
MidAtlantic
Southern
Natural Resources: e.g., rich farmlands,
rivers
Human resources: e.g., unskilled and
skilled workers, fishermen
Capital resources: e.g., tools, buildings
Natural resources: e.g., fertile
farmlands, rivers, harbors
Human resources: e.g., farmers,
enslaved African Americans
Capital resources: e.g., tools, buildings
Geography and Climate
Appalachian Mountains,
Boston harbor, hilly terrain,
rocky soil, jagged coastline
Moderate summers, cold
winters
Appalachian Mountains,
coastal lowlands, harbors and
bays
Specialization
Fishing,
shipbuilding,
naval supplies,
metal tools and
equipment
The New England colonies depended on the
Southern colonies for crops such as tobacco, rice,
cotton, and indigo, and for forest products such as
lumber, tar, and pitch. They depended on the MidAtlantic colonies for livestock and grains.
Livestock,
grains, fish
The Mid-Atlantic colonies traded with the Southern
and New England colonies to get the products they
did not produce. The Mid-Atlantic colonies
depended on the Southern colonies for tobacco, rice,
cotton, indigo, and forest products. They traded with
the New England colonies for metal tools and
equipment.
Mild winters and moderate
climate, wide and deep rivers
Appalachian Mountains,
Piedmont, Atlantic Coastal
Plain, good harbors and rivers
Humid climate with mild
winters and hot summers
Examples of Interdependence
Tobacco, rice,
cotton, indigo,
forest products
(lumber, tar,
pitch)
- 41 -
The Southern colonies depended on the New
England colonies for manufactured goods, including
metal tools and equipment. They depended on the
Mid-Atlantic colonies for grains and other
agricultural products not plentiful in the South.
Social/Political
Villages and churches were
centers of life. Religious
reformers and separatists
Civic life: town meetings
Villages and cities, varied
and diverse lifestyles,
diverse religions
Civic life: market towns
Plantations (slavery),
mansions, indentured
servants, fewer cities, fewer
schools, Church of England
Civic life: counties
2008
STANDARD USI.5c
The student will demonstrate knowledge of the factors that shaped colonial America by
c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, free African Americans,
indentured servants, and enslaved African Americans.
Essential Understandings
Essential Questions
Essential Knowledge
- 42 -
Essential Skills
2008
The colonies were made up of
different groups of people whose lives
varied greatly depending on their
social position.
How did people’s lives vary among
different social groups in colonial
America?
Large landowners
– Lived predominately in the South
– Relied on indentured servants and/or enslaved
African Americans for labor
– Were educated in some cases
– Had rich social culture
Interpret ideas and events from
different historical perspectives.
(USI.1d)
Farmers
– Worked the land according to the region
– Relied on family members for labor
Artisans
– Worked as craftsmen in towns and on plantations
– Lived in small villages and cities
Women
– Worked as caretakers, house-workers, and
homemakers
– Were not allowed to vote
– Had few opportunities for getting an education
Free African Americans
– Were able to own land
– Had economic freedom and could work for pay and
decide how to spend their money
– Were not allowed to vote
Indentured servants
– Were men and women who did not have money for
passage to the colonies and who agreed to work
without pay for the person who paid for their
passage
– Were free at the end of their contract
STANDARD USI.5c (continued)
The student will demonstrate knowledge of the factors that shaped colonial America by
c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, free African Americans,
indentured servants, and enslaved African Americans.
- 43 -
2008
Essential Understandings
Essential Questions
Essential Knowledge
Enslaved African Americans
– Were captured in their native Africa
and sold to slave traders; then were
shipped to the colonies where they
were sold into slavery
– Were owned as property for life
without any rights.
– Were often born into slavery
(Children of enslaved African
Americans were born into slavery.)
STANDARD USI.5d
The student will demonstrate knowledge of the factors that shaped colonial America by
d) identifying the political and economic relationships between the colonies and Great Britain.
- 44 -
Essential Skills
2008
Essential Understandings
Great Britain established and attempted
to maintain control over the colonies.
Essential Questions
Essential Knowledge
How did Great Britain impose political
and economic control over the colonies?
Economic relationships
– Great Britain imposed strict control
over trade.
– Great Britain taxed the colonies after
the French and Indian War.
– The colonies traded raw materials for
goods made in Great Britain.
England became Great Britain in the
early 1700s.
Essential Skills
Interpret ideas and events from different
historical perspectives. (USI.1d)
Analyze and interpret maps to explain
relationships among landforms, water
features, and historical events. (USI.1f)
Political relationships
– Colonists had to obey British laws,
which were enforced by governors.
– Colonial governors were appointed by
the king or by the proprietor.
– A colonial legislature made laws for
each colony but was monitored by the
colonial governor.
STANDARD USI.6a
The student will demonstrate knowledge of the causes and results of the American Revolution by
a) identifying the issues of dissatisfaction that led to the American Revolution.
Essential Understandings
Essential Questions
Essential Knowledge
- 45 -
Essential Skills
2008
As Great Britain expanded control over
the American colonies, many colonists
became dissatisfied and rebellious.
What steps did Great Britain take to
increase control over its colonies?
Why did many colonists become
dissatisfied with Great Britain’s control
over the colonies?
Great Britain’s reasons for controlling the
colonies
– Great Britain desired to remain a world
power.
– In the American colonies, Great
Britain’s desire to remain a world
power resulted in a conflict with the
French known as the French and Indian
War.
– Great Britain imposed taxes, such as
the Stamp Act, to raise necessary
revenue to pay the cost of the French
and Indian War.
Make connections between the past and
the present (USI.1b)
Sequence events in United States
history. (USI.1c)
Interpret ideas and events from different
historical perspectives. (USI.1d)
Great Britain’s reasons for taxation
– To help finance the French and Indian
War
– To help finance the maintenance of
British troops in the colonies
Sources of colonial dissatisfaction
– The colonies had no representation in
Parliament.
– Some colonists resented the power of
the colonial governors.
– Great Britain wanted strict control over
colonial legislatures.
– The colonies opposed the British taxes.
– The Proclamation of l763, which
followed the French and Indian War,
restricted the western movement of
settlers.
STANDARD USI.6b
The student will demonstrate knowledge of the causes and results of the American Revolution by
b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence.
- 46 -
2008
Essential Understandings
New political ideas led to a desire for
independence and a democratic
government in the American colonies.
The Declaration of Independence
proclaimed independence from Great
Britain. It stated that people have natural
(inherent) rights to life, liberty, and the
pursuit of happiness.
Essential Questions
What ideas and/or philosophies about
government were expressed in the
Declaration of Independence?
Essential Knowledge
Essential Skills
Key philosophies in the Declaration of
Independence were based upon ideas first
expressed by European philosophers.
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in United
States history. (USI.1a)
Key philosophies in the Declaration of
Independence
– People have “certain unalienable
rights” (rights that cannot be taken
away)—to life, liberty, the pursuit of
happiness.
– People establish government to
protect those rights.
– Government derives power from the
people.
– People have a right and a duty to
change a government that violates
their rights.
Make connections between the past and
the present (USI.1b)
Interpret ideas and events from different
historical perspectives. (USI.1d)
Interpret excerpts from notable
documents. (USI.1h)
STANDARD USI.6c
The student will demonstrate knowledge of the causes and results of the American Revolution by
c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington,
- 47 -
2008
Benjamin Franklin, Thomas Jefferson, and Patrick Henry.
Essential Understandings
Many individuals played
important roles in shaping
events of the American
Revolution.
Essential Questions
Who were some of the key
individuals in the
Revolutionary War?
What role did key
individuals play in the
Revolutionary War?
What were some of the
key events that occurred
during the Revolutionary
War period?
Essential Knowledge
Essential Skills
Key individuals
– King George III: British king during the Revolutionary era
– Lord Cornwallis: British general who surrendered at Yorktown
– John Adams: Championed the cause of independence
– George Washington: Commander of the Continental Army
– Thomas Jefferson: Major author of the Declaration of Independence
– Patrick Henry: Outspoken member of the House of Burgesses; inspired colonial
patriotism with his “Give me liberty or give me death” speech
– Benjamin Franklin: Prominent member of the Continental Congress; helped
frame the Declaration of Independence; helped gain French support for
American independence
Identify and interpret
primary and secondary
source documents to
increase understanding
of events and life in
United States history.
(USI.1a)
Other important individuals
– Phillis Wheatley: Enslaved African American who wrote poems and plays
supporting American independence and who eventually gained her freedom
– Paul Revere: Patriot who made a daring ride to warn colonists of British arrival
Interpret ideas and
events from different
historical perspectives.
(USI.1d)
Key events
– Boston Massacre: Colonists in Boston were shot after taunting British soldiers.
– Boston Tea Party: Samuel Adams and Paul Revere led patriots in throwing tea
into Boston Harbor to protest tea taxes.
– First Continental Congress: Delegates from all colonies except Georgia met to
discuss problems with Great Britain and to promote independence.
– Battles at Lexington and Concord: The first armed conflicts of the Revolutionary
War
– Approval of the Declaration of Independence: The colonies declared
independence from Great Britain (July 4, 1776).
– Battle of Saratoga: This American victory was the turning point in the war.
– Surrender at Yorktown: This was the colonial victory over forces of Lord
Cornwallis that marked the end of the Revolutionary War.
– Signing of the Treaty of Paris: Great Britain recognized American independence
in this treaty.
Analyze and interpret
maps to explain
historical events.
(USI.1f)
STANDARD USI.6d
The student will demonstrate knowledge of the causes and results of the American Revolution by
d) explaining reasons why the colonies were able to defeat Great Britain.
- 48 -
Sequence events in
United States history.
(USI.1c)
Interpret patriotic
slogans and excerpts
from notable speeches
and documents. (USI.1h)
2008
Essential Understandings
Defense of the colonists’ own land,
strong beliefs, and capable leadership
contributed to the American victory in the
Revolutionary War.
Essential Questions
What advantages helped the American
colonists win the Revolutionary War?
Essential Knowledge
– What advantages helped the American
colonists win the Revolutionary War?
Essential Skills
Interpret ideas and events from different
historical perspectives. (USI.1d)
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events. (USI.1f)
STANDARD USI.8a
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by
a)
describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and
- 49 -
2008
Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California.
Essential Understandings
Between 1801 and 1861, exploration was
encouraged as America underwent vast
territorial expansion and settlement.
Essential Questions
What new territories became part of the
United States between 1801 and 1861?
Essential Knowledge
Essential Skills
New territories added to the United
States after 1801
– Louisiana Purchase
Jefferson bought land from France
(the Louisiana Purchase), which
doubled the size of the United
States.
In the Lewis and Clark expedition,
Meriwether Lewis and William
Clark explored the Louisiana
Purchase and the Oregon Territory
from the Mississippi River to the
Pacific Ocean.
– Florida
Spain gave Florida to the United
States through a treaty.
– Texas
Texas was added to the United States
after it became an independent
republic.
– Oregon
The Oregon Territory was divided by
the United States and Great
Britain.
– California
War with Mexico resulted in
California and the southwest
territory becoming part of the
United States.
Sequence events in United States history.
(USI.1c)
Analyze and interpret maps to explain
historical events. (USI.1f)
STANDARD USI.8b
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by
b) identifying the geographic and economic factors that influenced the westward movement of settlers.
- 50 -
2008
Essential Understandings
Westward migration was influenced by
geography and economic opportunity.
Essential Questions
What factors influenced westward
migration?
Essential Knowledge
Geographic and economic factors that
influenced westward movement
– Population growth in the eastern
states
– Availability of cheap, fertile land
– Economic opportunity, e.g., gold
(California Gold Rush), logging,
farming, freedom (for runaway slaves)
– Cheaper and faster transportation,
e.g., rivers and canals (Erie Canal),
steamboats
– Knowledge of overland trails (Oregon
and Santa Fe)
– Belief in the right of “Manifest
Destiny”—the idea that expansion
was for the good of the country and
was the right of the country
Essential Skills
Make connections between the past and
the present. (USI.1b)
Interpret ideas and events from different
historical perspectives. (USI.1d)
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events. (USI.1f)
STANDARD USI.8c
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by
c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in
- 51 -
2008
America.
Essential Understandings
Prior to the Civil War, most
industrialization in America was in the
North; however, the equipment produced
in the North had an impact on the
farming society of the South.
Essential Questions
How did inventions and entrepreneurs
affect the lives of Americans?
Essential Knowledge
Terms to know
inventor: A person who is the first to
think of or make something
entrepreneur: A person who organizes
resources to bring a new or better good
or service to market in hopes of earning a
profit
New technologies and their impact on
society
– The cotton gin was invented by Eli
Whitney. It increased the production
of cotton and thus increased the need
for slave labor to cultivate and pick
the cotton.
– Jo Anderson (an enslaved African
American) and Cyrus McCormick
worked to invent the reaper.
McCormick was an entrepreneur who
brought the reaper to market. The
reaper increased the productivity of
the American farmer.
– The steamboat was improved by the
entrepreneur Robert Fulton. It
eventually provided faster river
transportation connecting Southern
plantations and farms to Northern
industries and Western territories.
– The steam locomotive provided faster
land transportation.
STANDARD USI.8d
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by
d) identifying the main ideas of the abolitionist and women’s suffrage movements.
- 52 -
Essential Skills
Make connections between the past and
the present. (USI.1b)
Sequence events in United States history.
(USI.1c)
Identify the costs and benefits of specific
choices made, including the
consequences, both intended and
unintended, of the decisions and how
people and nations responded to positive
and negative incentives. (USI.1i)
2008
Essential Understandings
Essential Questions
The abolitionists worked to end
slavery.
What were the main ideas
expressed by the abolitionists?
The women’s suffrage movement
helped women gain equal rights.
What were the main ideas
expressed during the women’s
suffrage movement?
Essential Knowledge
Essential Skills
Abolitionist movement
– Most abolitionists demanded immediate freeing of the slaves.
– Abolitionists believed that slavery was wrong.
Morally wrong
Cruel and inhumane
A violation of the principles of democracy
– Abolitionist leaders included both men and women.
Harriet Tubman led hundreds of enslaved African Americans to
freedom along the Underground Railroad.
William Lloyd Garrison wrote the Liberator newspaper and
worked for the immediate emancipation of all enslaved
African Americans.
Frederick Douglass wrote the North Star newspaper and worked
for rights for African Americans and women to better their
lives.
Make connections between the
past and the present. (USI.1b)
Women’s suffrage movement
– Supporters declared that “All men and women are created
equal.”
– Supporters believed that women were deprived of basic rights:
Denied the right to vote
Denied educational opportunities, especially higher education
Denied equal opportunities in business
Limited in the right to own property
– The movement was led by strong women who began their
campaign before the Civil War and continued after the war had
ended.
Isabella (Sojourner) Truth, a former enslaved African American,
was a nationally known advocate for equality and justice.
Susan B. Anthony was an advocate to gain voting rights for
women and equal rights for all.
Elizabeth Cady Stanton played a leadership role in the women’s
rights movement.
STANDARD USI.9a
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
a) describing the cultural, economic, and constitutional issues that divided the nation.
- 53 -
Sequence events in United
States history. (USI.1c)
Interpret ideas and events
from different historical
perspectives. (USI.1d)
Interpret patriotic slogans.
(USI.1h)
2008
Essential Understandings
Cultural, economic, and constitutional
differences between the North and the
South eventually resulted in the Civil
War.
Essential Questions
How did cultural, economic, and
constitutional issues create bitter
divisions between the North and the
South?
Essential Knowledge
Issues that divided the nation
– Slavery
While there were several differences
between the North and the South, the
issues related to slavery increasingly
divided the nation and led to the Civil
War.
– Cultural issues
The North was mainly an urban society in
which people held jobs in cities.
The South was primarily an agricultural
society in which people lived in small
villages and on farms and plantations.
Because of their cultural differences, people
of the North and South found it difficult
to agree on social and political issues.
– Economic issues
The North was a manufacturing region, and
its people favored tariffs that protected
factory owners and workers from foreign
competition.
The South was largely agricultural.
Southerners opposed tariffs that would
cause prices of manufactured goods to
increase. Planters were also concerned
that Great Britain might stop buying
cotton from the South if tariffs were
added.
– Constitutional issues
A major conflict was states’ rights versus
strong central government.
STANDARD USI.9b
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
- 54 -
Essential Skills
Make connections between the past
and the present. (USI.1b)
Sequence events in United States
history. (USI.1c)
Interpret ideas and events from
different historical perspectives.
(USI.1d)
2008
b) explaining how the issues of states’ rights and slavery increased sectional tensions.
Essential Understandings
Essential Questions
The South feared that the North would
take control of Congress, and
Southerners began to proclaim states’
rights as a means of self-protection.
How did the issues of states’ rights and
slavery increase sectional tension
between the North and South?
The North believed that the nation was
a union that could not be divided.
While the Civil War did not begin as a
war to abolish slavery, issues
surrounding slavery deeply divided the
nation.
Essential Knowledge
Issues that divided the nation
– An important issue separating the country
related to the power of the federal government.
Southerners believed that they had the power to
declare any national law illegal. Northerners
believed that the national government’s power
was supreme over that of the states.
– Southerners felt that the abolition of slavery
would destroy their region’s economy.
Northerners believed that slavery should be
abolished for moral reasons.
Compromises attempting to resolve differences
– Missouri Compromise (1820): Missouri entered
the Union as a slave state; Maine entered the
Union as a free state.
– Compromise of l850: California entered the
Union as a free state. Southwest territories
would decide the slavery issue for themselves.
– Kansas-Nebraska Act: People in each state
would decide the slavery issue (“popular
sovereignty”).
Southern succession
– Following Lincoln’s election, the southern states
seceded from the Union.
– Confederate forces attacked Fort Sumter in
South Carolina, marking the beginning of the
Civil War.
– Lincoln and many Northerners believed that the
United States was one nation that could not be
separated or divided.
– Most Southerners believed that the states had
freely created and joined the union and could
freely leave it.
STANDARD USI.9c
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
- 55 -
Essential Skills
Sequence events in United States
history. (USI.1c)
Interpret ideas and events from
different historical perspectives.
(USI.1d)
Interpret patriotic slogans.
(USI.1h)
2008
c) identifying on a map the states that seceded from the Union and those that remained in the Union.
Essential Understandings
Southern states that were dependent upon
labor-intensive cash crops seceded from
the Union. Northernmost slave states
(border states) and free states stayed in
the Union.
Essential Questions
Which states seceded from the Union?
Which four slave states stayed in the
Union?
Where were the other states that
remained in the Union located?
Essential Knowledge
States that seceded from the Union
• North Carolina
– Alabama
• South Carolina
– Arkansas
• Tennessee
– Florida
• Texas
– Georgia
• Virginia
– Louisiana
– Mississippi
States that remained in the Union
– Border states (slave states)
Delaware
– Maryland
Kentucky
– Missouri
– Free states
– California
– New Hampshire
– Connecticut
– New Jersey
– Illinois
– New York
– Indiana
– Ohio
– Iowa
– Oregon
– Kansas
– Pennsylvania
– Maine
– Rhode Island
– Massachusetts – Vermont
– Michigan
– West Virginia*
– Minnesota
– Wisconsin
*Note: Western counties of Virginia that
refused to secede from the Union
STANDARD USI.9d
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
- 56 -
Essential Skills
Analyze and interpret maps to explain
historical events. (USI.1f)
2008
d) 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.
Essential Understandings
Lincoln and Lee were men who
represented views of the nature of
the United States that were very
different; such views led to an
unavoidable conflict.
Essential Questions
Who are considered leaders of the
Civil War?
How did Lincoln’s view of the
nature of the Union differ from
Lee’s?
Essential Knowledge
Roles of Civil War leaders
– Abraham Lincoln
Was president of the United States
Opposed the spread of slavery
Issued the Emancipation Proclamation
Determined to preserve the Union, by force if
necessary
Believed the United States was one nation, not a
collection of independent states
Wrote the Gettysburg Address that said the Civil War
was to preserve a government “of the people, by
the people, and for the people.”
– Jefferson Davis
Was president of the Confederate States of America
– Ulysses S. Grant
Was general of the Union army that defeated Lee
– Robert E. Lee
Was leader of the Army of Northern Virginia
Was offered command of the Union forces at the
beginning of the war, but chose not to fight
against Virginia
Opposed secession, but did not believe the Union
should be held together by force
Urged Southerners to accept defeat at the end of the
war and reunite as Americans when some wanted
to fight on
– Thomas “Stonewall” Jackson
Was a skilled Confederate general from Virginia
– Frederick Douglass
Was an enslaved African American who escaped to
the North and became an abolitionist
STANDARD USI.9e
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
- 57 -
Essential Skills
Identify and interpret primary and
secondary source documents to
increase understanding of events
and life in United States history.
(USI.1a)
Sequence events in United States
history. (USI.1c)
Interpret ideas and events from
different historical perspectives.
(USI.1d)
2008
e) using maps to explain critical developments in the war, including major battles.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Location and topography were critical
elements influencing important
developments in the Civil War, including
major battles.
Where did critical events of the Civil War
take place?
Major battles and events
– The firing on Fort Sumter, S.C., began
the war.
– The first Battle of Manassas (Bull
Run) was the first major battle.
– The signing of the Emancipation
Proclamation made “freeing the
slaves” the new focus of the war.
Many freed African Americans joined
the Union army.
– The Battle of Vicksburg divided the
South; the North controlled the
Mississippi River.
– The Battle of Gettysburg was the
turning point of the war; the North
repelled Lee’s invasion.
– Lee’s surrender to Grant at
Appomattox Court House in 1865
ended the war.
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in United
States history. (USI.1a)
Where were the major battles fought?
What are the ways location and
topography influence important
developments in the war, including major
battles?
Influence of location and topography on
critical developments in the war
– The Union blockade of southern ports
(e.g., Savannah, Charleston, New
Orleans)
– Control of the Mississippi River (e.g.,
Vicksburg)
– Battle locations influenced by the
struggle to capture capital cities (e.g.,
Richmond; Washington, D.C.)
– Control of the high ground (e.g.,
Gettysburg)
STANDARD USI.9f
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
- 58 -
Sequence events in United States history.
(USI.1c)
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events. (USI.1f)
Interpret excerpts from notable
documents. (USI.1h)
2008
f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers),
women, and enslaved African Americans.
Essential Understandings
Life on the battlefield and on the home
front was extremely harsh. Many
soldiers died from disease and
exposure.
Essential Questions
What hardships were experienced
during the Civil War?
How did the Civil War change the
lives of soldiers, women, and slaves?
Essential Knowledge
Essential Skills
General effects of the war
– Family members were often pitted against one
another, as were friends against friends.
– As the war went on, Southern troops became
increasingly younger and more poorly equipped
and clothed.
– Much of the South was devastated at the end of the
war (e.g., burning of Atlanta and Richmond).
– Disease was a major killer.
– Clara Barton, a Civil War nurse, created the
American Red Cross.
– Combat was brutal and often man-to-man.
– Women were left to run businesses in the North
and farms and plantations in the South.
– The collapse of the Confederacy made
Confederate money worthless.
Sequence events in United States
history. (USI.1c)
Interpret ideas and events from
different historical perspectives.
(USI.1d)
Effects of the war on African Americans
– African Americans fought in both the Confederate
and Union armies.
– The Confederacy often used enslaved African
Americans as naval crew members and soldiers.
– The Union moved to enlist African American
sailors early in the war.
– African American soldiers were paid less than
white soldiers.
– African American soldiers were discriminated
against and served in segregated units under the
command of white officers.
– Robert Smalls, an African American sailor and
later a Union naval captain, was highly honored
for his feats of bravery and heroism. He became a
Congressman after the war.
GS.15 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of the United States. The student will
Chapter 5//Section 3: A Diverse
Culture
- 59 -
McDougal
Littell: World
Cultures and
2008
i) understand that the United States is one of the most diverse
nations in the world, and it has a rich culture blended from many
world cultures as a result of immigration.
Geography
DVD-ROM: Easy
Planner
Use the DVD-ROM: Easy
Planner to find
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
ClassZone.com
North America
Evan-Moor
Resources
GS.15: The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of the United States. The student will
Section 4: Government &
Economics: Democracy and
Free Enterprise
- 60 -
McDougal
Littell: World
Cultures and
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
GS.12 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of Europe by
a) reading maps and globes including scale, legend/key, compass
rose;
b) locating capital cities of countries using latitude and longitude;
c) identifying land and water features specific to each region;
d) studying the history, government, economy and cultural
development.
*Europe: * 1 Week
Chapter 11—Europe: Physical
Geography and History// Section
1: Geography: Europe’s
Dramatic Landscape/Section 2:
History: Classical Greece and
Rome/Section 3: History: The
Middle Ages and
Renaissance/Section 4: History:
Modern European History
e) investigating European Explorations and Explorers of the
Americas including:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
DVD-ROM: Easy
Planner
Christopher Columbus (Spain)
John Cabot (England)
Juan Ponce de Leon (Spain)
Vasco de Balboa (Spain)
Ferdinand Magellan (Spain)
Hernan Cortes (Spain)
Giovanni da Verrazzano (France)
Francisco Pizarro (Spain)
Jacques Cartier (France)
Samuel de Champlain (France)
Francisco Coronado (Spain)
Henry Hudson (Netherlands)
Robert de La Salle (France)
Hernando de Soto (France)
Amerigo Vespucci (Spain)
c)
* 5 Weeks Total
Use the DVD-ROM: Easy
Planner to find
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
USI .4: The student w ill demonstrate k now ledge of European ex plorations in
N orth Am erica and W est Africa by
a)
McDougal
Littell: World
Cultures and
Geography
describing the motivations for, obstacles to, and accomplishm ents of
the Spanish, French, P ortuguese, and English ex plorations.
identifying the location and describing the characteristics of W est
African societies (Ghana, M ali, and Songhai) and their interactions w ith
traders.
Continued…
- 62 -
2008
* 1 Week
Chapter 14—Eastern Europe//
Section 1: Poland, Ukraine, and
the Baltic States/Section 2:
Hungary and the Czech
Republic/Section 3: The Balkans
CD-ROM: Audio
Book
* 1 Week
Chapter 13—United Kingdom//
Section 1: History: Building a
British Empire/Section 2:
Culture: From Shakespeare to
J.K. Rowling/Section 3:
Government & Economics:
Parliament and Free Enterprise
* 1 Week
Chapter 12—Western Europe//
Section 1: Greece and
Italy/Section 2: Spain and
Portugal/Section 3: France and
the Benelux Countries/Section 4:
Germany and the Alpine
Countries/Section 5: The Nordic
Countries
Continued…
ExamView Test
Generator CD
ClassZone.com
- 63 -
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
Europe Evan-Moor
Resources
* 1 Week
European Exploration/Explorers:
Connections to Conquerors of
and Traders with New Lands
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Exploration of the
Americas
Resources
Various Online Resources,
Videos, Worksheets and
Activities by Walch
Publishing, library book
lists
2008
STANDARD USI.4a
The student will demonstrate knowledge of European explorations in North America and West Africa by
a)
describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations.
Essential Understandings
Major European countries were in
competition to extend their power into
North America and claim the land as
their own.
Essential Questions
Why did European countries compete for
power in North America?
What were the obstacles faced by the
explorers?
What were the accomplishments of the
explorations?
What regions of North America were
explored and settled by France,
England, and Spain?
What regions were explored by
Portugal?
Essential Knowledge
Motivations for the explorations
– Economic—Gold, natural resources, and
trade
– Religious—Spread Christianity
– Competitions for empire and belief in
superiority of own culture
Obstacles to the explorations
– Poor maps and navigational tools
– Disease and starvation
– Fear of the unknown
– Lack of adequate supplies
Accomplishments of the explorations
– Exchanged goods and ideas
– Improved navigational tools and ships
– Claimed territories (see countries below)
Regions of North America explored by
Spain, France, and England
– Spain: Francisco Coronado claimed the
Southwest of the present-day United
States for Spain.
– France: Samuel de Champlain established
the French settlement of Québec. Robert
La Salle claimed the Mississippi River
Valley for France.
– England: John Cabot explored eastern
Canada.
Regions explored by Portugal
– The Portuguese made voyages of
discovery along the coast of West Africa.
- 64 -
Essential Skills
Identify and interpret primary and
secondary source documents to
increase understanding of events and
life in United States history. (USI.1a)
Interpret ideas and events from different
historical perspectives. (USI.1d)
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events. (USI.1f)
2008
STANDARD USI.4c
The student will demonstrate knowledge of European explorations in North America and West Africa by
c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their
interactions with traders.
Essential Understandings
Ghana, Mali, and Songhai each
dominated West Africa in sequence from
300 to 1600 A.D.
African people and African goods played
an important role in European interest in
world resources.
Essential Questions
Essential Knowledge
What was the importance of Ghana, Mali,
and Songhai?
Ghana, Mali, and Songhai dominated
West Africa one after another from 300 to
1600 A.D.
Where were the empires of Ghana, Mali,
and Songhai located?
When did the empires of Ghana, Mali,
and Songhai exist in Africa?
How did West African empires impact
European trade?
Ghana, Mali, and Songhai were located
in the western region of Africa, south of
the Sahara Desert, near the Niger River.
Ghana, Mali, and Songhai became
powerful by controlling trade in West
Africa.
The Portuguese carried goods from
Europe to West African empires, trading
metals, cloth, and other manufactured
goods for gold.
- 65 -
Essential Skills
Interpret ideas and events from different
historical perspectives. (USI.1d)
Analyze and interpret maps to explain
relationships among landforms, water
features, and historical events. (USI.1f)
Distinguish between parallels of latitude
and meridians of longitude. (USI.1g)
2008
GS.13 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of Latin America and South America by
a) reading maps and globes including scale, legend/key, compass
rose;
b) locating capital cities of countries using latitude and longitude;
c) identifying land and water features specific to each region;
d) and studying the history, government, economy and cultural
development.
*Latin America and South
America:
* 1 Week
Chapter 7// Section 1: Physical
Geography of Mexico, Central
America, and the
Caribbean/Section 2: Physical
Geography of South
America/Section 3: History:
Ancient Civilizations/Section 4:
History: From Colonization to
Independence
McDougal
Littell: World
Cultures and
Geography
DVD-ROM: Easy
Planner
Latin America and South
America: Middle America
and Spanish-Speaking South
America:
Continued…
- 66 -
-resource materials,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
ClassZone.com
* 1 Week
Chapter 9// Section 1: Central
America/Section 2: The
Caribbean/Section 3: Venezuela
and Colombia/Section 4: Peru,
Bolivia, and Ecuador/Section 5:
The Southern Cone
-editable, customizable,
printable lesson plans,
-complete teacher’s
edition,
Latin America: * 1 Week
Chapter 8—Mexico// Section 1:
History & Government: A
Struggle Toward
Democracy/Section 2: Culture: A
Blend of Traditions/Section 3:
Government & Economics:
Creating a New Economy
Use the DVD-ROM: Easy
Planner to find
Latin America and
South America
Evan-Moor
Resources
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
South America: Brazil
* 1 Week
Chapter 10—Brazil// Section 1:
History & Government: From
Portuguese Colony to Modern
Giant/Section 2: Culture: A
Multicultural Society/Section 3:
Economics: Developing and
Abundant Land
- 67 -
Use resources listed
on previous page.
2008
Mapping for Instruction - Fourth Nine Weeks
SOL with Essential Knowledge and Skill
GS.14 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of Canada by
a) reading maps and globes including scale, legend/key, compass
rose;
b) locating capital cities of countries using latitude and longitude;
c) identifying land and water features specific to each region;
d) and studying the history, government, economy and cultural
development.
Textbook
Chapters/Sections/Topics
*Canada:
Chapter 6// Section 1:
Geography: Mountains, Prairies,
and Coastlands/Section 2:
History: First Peoples to a
Modern Nation/Section 3:
Culture: A Nation of
Immigrants/Section 4:
Government & Economics: Rich
Resources in a Vast Land
Supporting
Materials
McDougal
Littell: World
Cultures and
Geography
DVD-ROM: Easy
Planner
Comments
* 1 Week
Use the DVD-ROM: Easy
Planner to find
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
ClassZone.com
North America
Evan-Moor
- 68 -
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
Resources
GS.15 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of the United States. The student will
a) read maps and globes including scale, legend/key, compass
rose;
*United States:
Chapter 5// Section 1:
Geography: From Coast to Coast
McDougal
Littell: World
Cultures and
Geography
b) locate capital cities of states using latitude and longitude;
c) use maps, globes, photographs, pictures or tables to locate and
describe the geographic regions of the United States including
Coastal Plain, Appalachian Mountains, Canadian Shield, Interior
Lowlands, Great Plains, Rocky Mountains, Basin and Range, and
Coastal Range.
DVD-ROM: Easy
Planner
* 8 Weeks
Use the DVD-ROM: Easy
Planner to find
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
d) use maps, globes, photographs, pictures or tables to locate and
identify the water features of the United States: Great Lakes,
Mississippi River, Missouri River, Ohio River, Columbia River,
Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean,
Pacific Ocean, and Gulf of Mexico.
-printable worksheets,
e) and study the history, government, economy and cultural
development.
CD-ROM: Audio
Book
USI.2b: The student will use maps, globes, photographs, pictures, or
tables to locate and describe the location of the geographic regions of
North America: Coastal Plain, Appalachian Mountains, Canadian Shield,
Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and
Coastal Range.
ExamView Test
Generator CD
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
USI .2c: The student will use maps, globes, photographs, pictures, or
tables to locate and identify the water features important to the early
history of the United States: Great Lakes, Mississippi River, Missouri
River, Ohio River, Columbia River, Colorado River, Rio Grande, St.
Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.
ClassZone.com
{ See follow ing pages for additional inform ation}
North America
- 69 -
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
Evan-Moor
Resources
- 70 -
2008
STANDARD USI.2b
The student will use maps, globes, photographs, pictures, or tables to
b) locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian
Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range.
Essential Understandings
Geographic regions have
distinctive characteristics.
Essential Questions
Where are the geographic
regions of North America
located?
What are some physical
characteristics of the
geographic regions of
North America?
Essential Knowledge
Geographic regions’ locations and physical characteristics
– Coastal Plain
Located along the Atlantic Ocean and Gulf of Mexico
Broad lowlands providing many excellent harbors
– Appalachian Highlands
Located west of the Coastal Plain, extending from eastern Canada to
western Alabama; includes the Piedmont
Old, eroded mountains (oldest mountain range in North America)
– Canadian Shield
Wrapped around the Hudson Bay in a horseshoe shape
Hills worn by erosion and hundreds of lakes carved by glaciers
– Interior Lowlands
Located west of the Appalachian Mountains and east of the Great Plains
Rolling flatlands with many rivers, broad river valleys, and grassy hills
– Great Plains
Located west of the Interior Lowlands and east of the Rocky Mountains
Flat lands that gradually increase in elevation westward; grasslands
– Rocky Mountains
Located west of the Great Plains and east of the Basin and Range
Rugged mountains stretching from Alaska almost to Mexico; high
elevations
Contains the Continental Divide, which determines the directional flow of
rivers
– Basin and Range
Located west of the Rocky Mountains and east of the Sierra Nevadas and
the Cascades
Varying elevations containing isolated mountain ranges and Death Valley,
the lowest point in North America
– Coastal Range
Located along the Pacific Coast, stretching from California to Canada
Rugged mountains and fertile valleys
- 71 -
Essential Skills
Analyze and interpret maps
to explain relationships
among landforms. (USI.1f)
Distinguish between
parallels of latitude and
meridians of longitude.
(USI.1g)
2008
STANDARD USI.2c
The student will use maps, globes, photographs, pictures, or tables to
c) locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri
River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of
Mexico.
Essential Understandings
Essential Questions
The United States has access to
numerous and varied bodies of water.
What are the major bodies of water
in the United States?
Bodies of water support interaction
among regions, form borders, and
create links to other areas.
What are some ways bodies of water
in the United States have supported
interaction among regions and
created links to other areas?
Essential Knowledge
Major bodies of water
– Oceans: Atlantic, Pacific
– Rivers: Mississippi, Missouri, Ohio, Columbia,
Colorado, Rio Grande, St. Lawrence River
– Lakes: Great Lakes
– Gulf: Gulf of Mexico
Trade, transportation, exploration, and settlement
– The Atlantic, Pacific, and Gulf coasts of the United
States have provided access to other parts of the
world.
– The Atlantic Ocean served as the highway for
explorers, early settlers, and later immigrants.
– The Ohio River was the gateway to the west.
– Inland port cities grew in the Midwest along the
Great Lakes.
– The Mississippi and Missouri rivers were used to
transport farm and industrial products. They were
links to United States ports and other parts of the
world.
– The Columbia River was explored by Lewis and
Clark.
– The Colorado River was explored by the Spanish.
– The Rio Grande forms the border with Mexico.
– The Pacific Ocean was an early exploration
destination.
– The Gulf of Mexico provided the French and
Spanish with exploration routes to Mexico and other
parts of America.
– The St. Lawrence River forms part of the
northeastern border with Canada and connects the
Great Lakes to the Atlantic Ocean.
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Essential Skills
Identify and interpret primary and
secondary source documents to
increase understanding of events
and life in United States history.
(USI.1a)
Sequence events in United States
history. (USI.1c)
Analyze and interpret maps to
explain relationships among
landforms, water features, and
historical events. (USI.1f)
2008
GS.15 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of the United States. The student will
Chapter 5//Section 2: History:
Creating a Nation
f) understand how geography influenced the historical
development of the United States;
g) identify American Indians tribes and locate where they lived,
with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains
(Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois).
h) understand how exploration and resulting immigration
impacted cultural diversity which was influenced by the settlement
of various geographic regions of the United States.;
McDougal
Littell: World
Cultures and
Geography
DVD-ROM: Easy
Planner
Use the DVD-ROM: Easy
Planner to find
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
USI .3: The student w ill demonstrate k now ledge of how early cultures
developed in N orth Am erica by
a) describing how archaeologists have recovered material evidence of
ancient settlem ents, including Cactus Hill in Virginia
b) locating w here the Am erican I ndians lived, w ith em phasis on the
Arctic (I nuit), N orthw est (Kw ak iutl), P lains (Lakota), Southw est
(P ueblo), and Eastern W oodlands (I roquois).
c) describing how the Am erican I ndians used the resources in their
environm ent.
-printable worksheets,
CD-ROM: Audio
Book
USI .4: The student w ill demonstrate k now ledge of European ex plorations in
N orth Am erica and W est Africa by
c) describing cultural and econom ic interactions betw een Europeans and
Am erican I ndians that led to cooperation and conflict, w ith em phasis
on the Am erican I ndian concept of land.
ExamView Test
Generator CD
USI .5: The student w ill demonstrate k now ledge of the factors that shaped
colonial Am erica by
a)
describing the religious and econom ic events and conditions that led
to the colonization of Am erica.
b)
describing life in the N ew England, M id-Atlantic, and Southern
colonies, w ith em phasis on how people interacted w ith their
environm ent to produce goods and services, including ex am ples of
specialization and interdependence.
c)
describing colonial life in Am erica from the perspectives of large
landow ners, farm ers, artisans, w om en, free African Americans,
indentured servants, and enslaved African Am ericans.
d)
identifying the political and econom ic relationships betw een the
colonies and Great Britain.
ClassZone.com
North America
Evan-Moor
Resources
Continued…
- 73 -
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
USI .6: The student w ill demonstrate k now ledge of the causes and results of
the Am erican R evolution by
a)
identifying the issues of dissatisfaction that led to the Am erican
R evolution.
b)
identifying how political ideas shaped the revolutionary m ovem ent
in Am erica and led to the Declaration of I ndependence.
c)
describing k ey events and the roles of k ey individuals in the
Am erican R evolution, w ith em phasis on George W ashington,
Benjam in Frank lin, Thom as Jefferson, and Patrick Henry.
d)
ex plaining reasons w hy the colonies w ere able to defeat Great
Britain.
USI .8: The student w ill demonstrate k now ledge of w estw ard ex pansion and
reform in Am erica from 1801 to 1861 by
a)
describing territorial ex pansion and how it affected the political
m ap of the United States, w ith em phasis on the Louisiana
P urchase, the Lew is and Clark ex pedition, and the acquisitions of
Florida, Tex as, Oregon, and California.
b)
identifying the geographic and econom ic factors that influenced
the w estw ard movem ent of settlers.
c)
describing the impact of inventions, including the cotton gin, the
reaper, the steam boat, and the steam locomotive, on life in
Am erica.
d)
identifying the main ideas of the abolitionist and w om en’s
suffrage m ovem ents.
USI .9: The student w ill demonstrate k now ledge of the causes, m ajor events,
and effects of the Civil W ar by
a)
describing the cultural, econom ic, and constitutional issues that
divided the nation.
b)
ex plaining how the issues of states’ rights and slavery increased
sectional tensions
c)
identifying on a map the states that seceded from the Union and
those that rem ained in the Union.
d)
describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses
S. Grant, Robert E. Lee, Thom as “Stonew all” Jackson, and
Frederick Douglass in events leading to and during the w ar.
e)
using m aps to ex plain critical developm ents in the w ar, including
m ajor battles.
f)
describing the effects of w ar from the perspectives of Union and
Confederate soldiers (including African Am erican soldiers).
{ See follow ing pages for additional inform ation}
- 74 -
2008
STANDARD USI.3a
The student will demonstrate knowledge of how early cultures developed in North America by
a) describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia.
Essential Understandings
Archaeology is the recovery of material
evidence remaining from the past.
Archaeological discoveries of early
Indian settlements have been made in
southeastern Virginia.
Essential Questions
Why is archaeology important?
Where is one of the oldest archeological
sites in the United States located?
Essential Knowledge
Archaeologists study human behavior
and cultures of the past through the
recovery and analysis of artifacts.
Scientists are not in agreement about
when and how people first arrived in the
Western Hemisphere.
Cactus Hill is located on the Nottoway
River in southeastern Virginia. Evidence
that humans lived at Cactus Hill as early
as 18,000 years ago makes it one of the
oldest archaeological sites in North
America.
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Essential Skills
Make connections between the past and
the present. (USI.1b)
Sequence events in United States history.
(USI.1c)
Interpret ideas and events from different
historical perspectives. (USI.1d)
2008
STANDARD USI.3b
The student will demonstrate knowledge of how early cultures developed in North America by
b) locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest
(Pueblo), and Eastern Woodlands (Iroquois).
Essential Understandings
Prior to the arrival of Europeans,
American Indians were dispersed across
the different environments in North
America.
Essential Questions
Essential Knowledge
Essential Skills
In which areas did the American Indians
live?
American Indians lived in all areas of
North America.
– Inuit inhabited present-day Alaska
and northern Canada. They lived in
Arctic areas where the temperature is
below freezing much of the year.
– Kwakiutl homeland includes the
Pacific Northwest coast, characterized
by a rainy, mild climate.
– Lakota people inhabited the interior of
the United States, called the Great
Plains, which is characterized by dry
grasslands.
– Pueblo tribes inhabited the Southwest
in present-day New Mexico and
Arizona, where they lived in desert
areas and areas bordering cliffs and
mountains.
– Iroquois homeland includes northeast
North America, called the Eastern
Woodlands, which is heavily forested.
Sequence events in United States history.
(USI.1c)
Where do American Indians live today?
Members of these tribes live in their
homelands and in many other areas of
North America today.
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Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events. (USI.1f)
2008
STANDARD USI.3c
The student will demonstrate knowledge of how early cultures developed in North America by
c) describing how the American Indians used the resources in their environment.
Essential Understandings
Essential Questions
Essential Knowledge
Geography and climate affected how the
various American Indian groups met
their basic needs.
How did geography and climate affect the
way American Indian groups met their
basic needs?
Resources influenced what was produced
and how it was produced.
How did American Indians use natural,
human, and capital resources?
In the past, American Indians fished,
hunted, and grew crops for food. They
made clothing from animal skins and
plants. They constructed shelters from
resources found in their environment
(e.g., sod, stones, animal skins, wood).
Types of resources
– Natural resources: Things that come
directly from nature
– Human resources: People working to
produce goods and services
– Capital resources: Goods produced
and used to make other goods and
services
Natural resources
The fish American Indians caught, wild
animals they hunted, and crops they grew
were examples of natural resources.
Human resources
People who fished, made clothing, and
hunted animals were examples of human
resources.
Capital resources
The canoes, bows, and spears American
Indians made were examples of capital
resources.
- 77 -
Essential Skills
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in United
States history. (USI.1a)
Interpret ideas and events from different
historical perspectives. (USI.1d)
Analyze and interpret maps. (USI.1f)
2008
STANDARD USI.4b
The student will demonstrate knowledge of European explorations in North America and West Africa by
b) describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with
emphasis on the American Indian concept of land.
Essential Understandings
The interactions between American
Indians and Europeans sometimes led
to cooperation and other times resulted
in conflict.
Essential Questions
How did the American Indians and
Europeans interact with each other?
Essential Knowledge
Cultural interaction
– Spanish
Conquered and enslaved American Indians
Brought Christianity to the New World
Brought European diseases to American Indians
– French
Established trading posts
Spread Christian religion
– English
Established settlements and claimed ownership
of land
Learned farming techniques from American
Indians
Traded with American Indians
– American Indians
Taught farming techniques to European settlers
Believed that land was to be used and shared but
not owned
Areas of cooperation in economic interactions
– Europeans brought weapons and metal farm
tools.
– Trade
– Crops
Areas of conflict
– Land
– Competition for trade
– Differences in cultures
– Diseases
– Language differences
- 78 -
Essential Skills
Identify and interpret primary and
secondary source documents to
increase understanding of events
and life in United States history.
(USI.1a)
Interpret ideas and events from
different historical perspectives.
(USI.1d)
2008
STANDARD USI.5a
The student will demonstrate knowledge of the factors that shaped colonial America by
a) describing the religious and economic events and conditions that led to the colonization of America.
Essential Understandings
Colonies in North America were
established for religious and economic
reasons.
Essential Questions
Essential Knowledge
Essential Skills
Why did Europeans establish colonies in
North America?
Colonies and the reasons they were
established
– Roanoke Island (Lost Colony) was
established as an economic venture.
– Jamestown Settlement, the first
permanent English settlement in North
America (1607), was an economic
venture by the Virginia Company.
– Plymouth Colony was settled by
separatists from the Church of
England who wanted to avoid
religious persecution.
– Massachusetts Bay Colony was settled
by the Puritans to avoid religious
persecution.
– Pennsylvania was settled by the
Quakers, who wanted freedom to
practice their faith without
interference.
– Georgia was settled by people who
had been in debtors’ prisons in
England. They hoped to experience
economic freedom and start a new life
in the New World.
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in United
States history. (USI.1a)
- 79 -
Sequence events in United States history.
(USI.1c)
Interpret ideas and events from different
historical perspectives. (USI.1d)
2008
STANDARD USI.5b
The student will demonstrate knowledge of the factors that shaped colonial America by
b) describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their
environment to produce goods and services, including examples of specialization and interdependence.
Essential Understandings
Essential Questions
Essential Knowledge
Life in the colonies was shaped by the
geographical features of the
settlements.
How did climate, geographic features, and
other available resources distinguish the
three regions from each other?
Economic specialization and
interdependence existed among the
colonies in the production of goods
and services.
How did people use the natural resources
of their region to earn a living?
What are the benefits of specialization and
trade?
How did political and social life evolve in
each of the three regions?
Essential Skills
Terms to know
– resources: natural, capital, or human
– specialization: Focusing on one or a few
products
– interdependence: Two or more people
depending on each other for goods and
services
Identify and interpret primary and
secondary source documents to
increase understanding of events and
life in United States history. (1a)
Specialization caused the colonies to be
interdependent.
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events. (1f)
(See chart below.)
Interpret ideas and events from
different historical perspectives. (1d)
Essential Knowledge
Colonies
Resources
New
England
Natural resources: e.g., timber, fish,
deep harbors
Human resources: e.g., skilled
craftsmen, shopkeepers, shipbuilders
Capital resources: e.g., tools, buildings
MidAtlantic
Southern
Natural Resources: e.g., rich farmlands,
rivers
Human resources: e.g., unskilled and
skilled workers, fishermen
Capital resources: e.g., tools, buildings
Natural resources: e.g., fertile
farmlands, rivers, harbors
Human resources: e.g., farmers,
enslaved African Americans
Capital resources: e.g., tools, buildings
Geography and Climate
Appalachian Mountains,
Boston harbor, hilly terrain,
rocky soil, jagged coastline
Moderate summers, cold
winters
Appalachian Mountains,
coastal lowlands, harbors and
bays
Specialization
Fishing,
shipbuilding,
naval supplies,
metal tools and
equipment
The New England colonies depended on the
Southern colonies for crops such as tobacco, rice,
cotton, and indigo, and for forest products such as
lumber, tar, and pitch. They depended on the MidAtlantic colonies for livestock and grains.
Livestock,
grains, fish
The Mid-Atlantic colonies traded with the Southern
and New England colonies to get the products they
did not produce. The Mid-Atlantic colonies
depended on the Southern colonies for tobacco, rice,
cotton, indigo, and forest products. They traded with
the New England colonies for metal tools and
equipment.
Mild winters and moderate
climate, wide and deep rivers
Appalachian Mountains,
Piedmont, Atlantic Coastal
Plain, good harbors and rivers
Humid climate with mild
winters and hot summers
Examples of Interdependence
Tobacco, rice,
cotton, indigo,
forest products
(lumber, tar,
pitch)
- 80 -
The Southern colonies depended on the New
England colonies for manufactured goods, including
metal tools and equipment. They depended on the
Mid-Atlantic colonies for grains and other
agricultural products not plentiful in the South.
Social/Political
Villages and churches were
centers of life. Religious
reformers and separatists
Civic life: town meetings
Villages and cities, varied
and diverse lifestyles,
diverse religions
Civic life: market towns
Plantations (slavery),
mansions, indentured
servants, fewer cities, fewer
schools, Church of England
Civic life: counties
2008
STANDARD USI.5c
The student will demonstrate knowledge of the factors that shaped colonial America by
c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, free African Americans,
indentured servants, and enslaved African Americans.
Essential Understandings
Essential Questions
Essential Knowledge
- 81 -
Essential Skills
2008
The colonies were made up of
different groups of people whose lives
varied greatly depending on their
social position.
How did people’s lives vary among
different social groups in colonial
America?
Large landowners
– Lived predominately in the South
– Relied on indentured servants and/or enslaved
African Americans for labor
– Were educated in some cases
– Had rich social culture
Interpret ideas and events from
different historical perspectives.
(USI.1d)
Farmers
– Worked the land according to the region
– Relied on family members for labor
Artisans
– Worked as craftsmen in towns and on plantations
– Lived in small villages and cities
Women
– Worked as caretakers, house-workers, and
homemakers
– Were not allowed to vote
– Had few opportunities for getting an education
Free African Americans
– Were able to own land
– Had economic freedom and could work for pay and
decide how to spend their money
– Were not allowed to vote
Indentured servants
– Were men and women who did not have money for
passage to the colonies and who agreed to work
without pay for the person who paid for their
passage
– Were free at the end of their contract
STANDARD USI.5c (continued)
The student will demonstrate knowledge of the factors that shaped colonial America by
c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, free African Americans,
indentured servants, and enslaved African Americans.
- 82 -
2008
Essential Understandings
Essential Questions
Essential Knowledge
Enslaved African Americans
– Were captured in their native Africa
and sold to slave traders; then were
shipped to the colonies where they
were sold into slavery
– Were owned as property for life
without any rights.
– Were often born into slavery
(Children of enslaved African
Americans were born into slavery.)
STANDARD USI.5d
The student will demonstrate knowledge of the factors that shaped colonial America by
d) identifying the political and economic relationships between the colonies and Great Britain.
- 83 -
Essential Skills
2008
Essential Understandings
Great Britain established and attempted
to maintain control over the colonies.
Essential Questions
Essential Knowledge
How did Great Britain impose political
and economic control over the colonies?
Economic relationships
– Great Britain imposed strict control
over trade.
– Great Britain taxed the colonies after
the French and Indian War.
– The colonies traded raw materials for
goods made in Great Britain.
England became Great Britain in the
early 1700s.
Essential Skills
Interpret ideas and events from different
historical perspectives. (USI.1d)
Analyze and interpret maps to explain
relationships among landforms, water
features, and historical events. (USI.1f)
Political relationships
– Colonists had to obey British laws,
which were enforced by governors.
– Colonial governors were appointed by
the king or by the proprietor.
– A colonial legislature made laws for
each colony but was monitored by the
colonial governor.
STANDARD USI.6a
The student will demonstrate knowledge of the causes and results of the American Revolution by
a) identifying the issues of dissatisfaction that led to the American Revolution.
Essential Understandings
Essential Questions
Essential Knowledge
- 84 -
Essential Skills
2008
As Great Britain expanded control over
the American colonies, many colonists
became dissatisfied and rebellious.
What steps did Great Britain take to
increase control over its colonies?
Why did many colonists become
dissatisfied with Great Britain’s control
over the colonies?
Great Britain’s reasons for controlling the
colonies
– Great Britain desired to remain a world
power.
– In the American colonies, Great
Britain’s desire to remain a world
power resulted in a conflict with the
French known as the French and Indian
War.
– Great Britain imposed taxes, such as
the Stamp Act, to raise necessary
revenue to pay the cost of the French
and Indian War.
Make connections between the past and
the present (USI.1b)
Sequence events in United States
history. (USI.1c)
Interpret ideas and events from different
historical perspectives. (USI.1d)
Great Britain’s reasons for taxation
– To help finance the French and Indian
War
– To help finance the maintenance of
British troops in the colonies
Sources of colonial dissatisfaction
– The colonies had no representation in
Parliament.
– Some colonists resented the power of
the colonial governors.
– Great Britain wanted strict control over
colonial legislatures.
– The colonies opposed the British taxes.
– The Proclamation of l763, which
followed the French and Indian War,
restricted the western movement of
settlers.
STANDARD USI.6b
The student will demonstrate knowledge of the causes and results of the American Revolution by
b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence.
- 85 -
2008
Essential Understandings
New political ideas led to a desire for
independence and a democratic
government in the American colonies.
The Declaration of Independence
proclaimed independence from Great
Britain. It stated that people have natural
(inherent) rights to life, liberty, and the
pursuit of happiness.
Essential Questions
What ideas and/or philosophies about
government were expressed in the
Declaration of Independence?
Essential Knowledge
Essential Skills
Key philosophies in the Declaration of
Independence were based upon ideas first
expressed by European philosophers.
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in United
States history. (USI.1a)
Key philosophies in the Declaration of
Independence
– People have “certain unalienable
rights” (rights that cannot be taken
away)—to life, liberty, the pursuit of
happiness.
– People establish government to
protect those rights.
– Government derives power from the
people.
– People have a right and a duty to
change a government that violates
their rights.
Make connections between the past and
the present (USI.1b)
Interpret ideas and events from different
historical perspectives. (USI.1d)
Interpret excerpts from notable
documents. (USI.1h)
STANDARD USI.6c
The student will demonstrate knowledge of the causes and results of the American Revolution by
c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington,
- 86 -
2008
Benjamin Franklin, Thomas Jefferson, and Patrick Henry.
Essential Understandings
Many individuals played
important roles in shaping
events of the American
Revolution.
Essential Questions
Who were some of the key
individuals in the
Revolutionary War?
What role did key
individuals play in the
Revolutionary War?
What were some of the
key events that occurred
during the Revolutionary
War period?
Essential Knowledge
Essential Skills
Key individuals
– King George III: British king during the Revolutionary era
– Lord Cornwallis: British general who surrendered at Yorktown
– John Adams: Championed the cause of independence
– George Washington: Commander of the Continental Army
– Thomas Jefferson: Major author of the Declaration of Independence
– Patrick Henry: Outspoken member of the House of Burgesses; inspired colonial
patriotism with his “Give me liberty or give me death” speech
– Benjamin Franklin: Prominent member of the Continental Congress; helped
frame the Declaration of Independence; helped gain French support for
American independence
Identify and interpret
primary and secondary
source documents to
increase understanding
of events and life in
United States history.
(USI.1a)
Other important individuals
– Phillis Wheatley: Enslaved African American who wrote poems and plays
supporting American independence and who eventually gained her freedom
– Paul Revere: Patriot who made a daring ride to warn colonists of British arrival
Interpret ideas and
events from different
historical perspectives.
(USI.1d)
Key events
– Boston Massacre: Colonists in Boston were shot after taunting British soldiers.
– Boston Tea Party: Samuel Adams and Paul Revere led patriots in throwing tea
into Boston Harbor to protest tea taxes.
– First Continental Congress: Delegates from all colonies except Georgia met to
discuss problems with Great Britain and to promote independence.
– Battles at Lexington and Concord: The first armed conflicts of the Revolutionary
War
– Approval of the Declaration of Independence: The colonies declared
independence from Great Britain (July 4, 1776).
– Battle of Saratoga: This American victory was the turning point in the war.
– Surrender at Yorktown: This was the colonial victory over forces of Lord
Cornwallis that marked the end of the Revolutionary War.
– Signing of the Treaty of Paris: Great Britain recognized American independence
in this treaty.
Analyze and interpret
maps to explain
historical events.
(USI.1f)
STANDARD USI.6d
The student will demonstrate knowledge of the causes and results of the American Revolution by
d) explaining reasons why the colonies were able to defeat Great Britain.
- 87 -
Sequence events in
United States history.
(USI.1c)
Interpret patriotic
slogans and excerpts
from notable speeches
and documents. (USI.1h)
2008
Essential Understandings
Defense of the colonists’ own land,
strong beliefs, and capable leadership
contributed to the American victory in the
Revolutionary War.
Essential Questions
What advantages helped the American
colonists win the Revolutionary War?
Essential Knowledge
– What advantages helped the American
colonists win the Revolutionary War?
Essential Skills
Interpret ideas and events from different
historical perspectives. (USI.1d)
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events. (USI.1f)
STANDARD USI.8a
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by
a)
describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and
- 88 -
2008
Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California.
Essential Understandings
Between 1801 and 1861, exploration was
encouraged as America underwent vast
territorial expansion and settlement.
Essential Questions
What new territories became part of the
United States between 1801 and 1861?
Essential Knowledge
Essential Skills
New territories added to the United
States after 1801
– Louisiana Purchase
Jefferson bought land from France
(the Louisiana Purchase), which
doubled the size of the United
States.
In the Lewis and Clark expedition,
Meriwether Lewis and William
Clark explored the Louisiana
Purchase and the Oregon Territory
from the Mississippi River to the
Pacific Ocean.
– Florida
Spain gave Florida to the United
States through a treaty.
– Texas
Texas was added to the United States
after it became an independent
republic.
– Oregon
The Oregon Territory was divided by
the United States and Great
Britain.
– California
War with Mexico resulted in
California and the southwest
territory becoming part of the
United States.
Sequence events in United States history.
(USI.1c)
Analyze and interpret maps to explain
historical events. (USI.1f)
STANDARD USI.8b
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by
b) identifying the geographic and economic factors that influenced the westward movement of settlers.
- 89 -
2008
Essential Understandings
Westward migration was influenced by
geography and economic opportunity.
Essential Questions
What factors influenced westward
migration?
Essential Knowledge
Geographic and economic factors that
influenced westward movement
– Population growth in the eastern
states
– Availability of cheap, fertile land
– Economic opportunity, e.g., gold
(California Gold Rush), logging,
farming, freedom (for runaway slaves)
– Cheaper and faster transportation,
e.g., rivers and canals (Erie Canal),
steamboats
– Knowledge of overland trails (Oregon
and Santa Fe)
– Belief in the right of “Manifest
Destiny”—the idea that expansion
was for the good of the country and
was the right of the country
Essential Skills
Make connections between the past and
the present. (USI.1b)
Interpret ideas and events from different
historical perspectives. (USI.1d)
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events. (USI.1f)
STANDARD USI.8c
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by
c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in
- 90 -
2008
America.
Essential Understandings
Prior to the Civil War, most
industrialization in America was in the
North; however, the equipment produced
in the North had an impact on the
farming society of the South.
Essential Questions
How did inventions and entrepreneurs
affect the lives of Americans?
Essential Knowledge
Terms to know
inventor: A person who is the first to
think of or make something
entrepreneur: A person who organizes
resources to bring a new or better good
or service to market in hopes of earning a
profit
New technologies and their impact on
society
– The cotton gin was invented by Eli
Whitney. It increased the production
of cotton and thus increased the need
for slave labor to cultivate and pick
the cotton.
– Jo Anderson (an enslaved African
American) and Cyrus McCormick
worked to invent the reaper.
McCormick was an entrepreneur who
brought the reaper to market. The
reaper increased the productivity of
the American farmer.
– The steamboat was improved by the
entrepreneur Robert Fulton. It
eventually provided faster river
transportation connecting Southern
plantations and farms to Northern
industries and Western territories.
– The steam locomotive provided faster
land transportation.
STANDARD USI.8d
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by
d) identifying the main ideas of the abolitionist and women’s suffrage movements.
- 91 -
Essential Skills
Make connections between the past and
the present. (USI.1b)
Sequence events in United States history.
(USI.1c)
Identify the costs and benefits of specific
choices made, including the
consequences, both intended and
unintended, of the decisions and how
people and nations responded to positive
and negative incentives. (USI.1i)
2008
Essential Understandings
Essential Questions
The abolitionists worked to end
slavery.
What were the main ideas
expressed by the abolitionists?
The women’s suffrage movement
helped women gain equal rights.
What were the main ideas
expressed during the women’s
suffrage movement?
Essential Knowledge
Essential Skills
Abolitionist movement
– Most abolitionists demanded immediate freeing of the slaves.
– Abolitionists believed that slavery was wrong.
Morally wrong
Cruel and inhumane
A violation of the principles of democracy
– Abolitionist leaders included both men and women.
Harriet Tubman led hundreds of enslaved African Americans to
freedom along the Underground Railroad.
William Lloyd Garrison wrote the Liberator newspaper and
worked for the immediate emancipation of all enslaved
African Americans.
Frederick Douglass wrote the North Star newspaper and worked
for rights for African Americans and women to better their
lives.
Make connections between the
past and the present. (USI.1b)
Women’s suffrage movement
– Supporters declared that “All men and women are created
equal.”
– Supporters believed that women were deprived of basic rights:
Denied the right to vote
Denied educational opportunities, especially higher education
Denied equal opportunities in business
Limited in the right to own property
– The movement was led by strong women who began their
campaign before the Civil War and continued after the war had
ended.
Isabella (Sojourner) Truth, a former enslaved African American,
was a nationally known advocate for equality and justice.
Susan B. Anthony was an advocate to gain voting rights for
women and equal rights for all.
Elizabeth Cady Stanton played a leadership role in the women’s
rights movement.
STANDARD USI.9a
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
a) describing the cultural, economic, and constitutional issues that divided the nation.
- 92 -
Sequence events in United
States history. (USI.1c)
Interpret ideas and events
from different historical
perspectives. (USI.1d)
Interpret patriotic slogans.
(USI.1h)
2008
Essential Understandings
Cultural, economic, and constitutional
differences between the North and the
South eventually resulted in the Civil
War.
Essential Questions
How did cultural, economic, and
constitutional issues create bitter
divisions between the North and the
South?
Essential Knowledge
Issues that divided the nation
– Slavery
While there were several differences
between the North and the South, the
issues related to slavery increasingly
divided the nation and led to the Civil
War.
– Cultural issues
The North was mainly an urban society in
which people held jobs in cities.
The South was primarily an agricultural
society in which people lived in small
villages and on farms and plantations.
Because of their cultural differences, people
of the North and South found it difficult
to agree on social and political issues.
– Economic issues
The North was a manufacturing region, and
its people favored tariffs that protected
factory owners and workers from foreign
competition.
The South was largely agricultural.
Southerners opposed tariffs that would
cause prices of manufactured goods to
increase. Planters were also concerned
that Great Britain might stop buying
cotton from the South if tariffs were
added.
– Constitutional issues
A major conflict was states’ rights versus
strong central government.
STANDARD USI.9b
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
- 93 -
Essential Skills
Make connections between the past
and the present. (USI.1b)
Sequence events in United States
history. (USI.1c)
Interpret ideas and events from
different historical perspectives.
(USI.1d)
2008
b) explaining how the issues of states’ rights and slavery increased sectional tensions.
Essential Understandings
Essential Questions
The South feared that the North would
take control of Congress, and
Southerners began to proclaim states’
rights as a means of self-protection.
How did the issues of states’ rights and
slavery increase sectional tension
between the North and South?
The North believed that the nation was
a union that could not be divided.
While the Civil War did not begin as a
war to abolish slavery, issues
surrounding slavery deeply divided the
nation.
Essential Knowledge
Issues that divided the nation
– An important issue separating the country
related to the power of the federal government.
Southerners believed that they had the power to
declare any national law illegal. Northerners
believed that the national government’s power
was supreme over that of the states.
– Southerners felt that the abolition of slavery
would destroy their region’s economy.
Northerners believed that slavery should be
abolished for moral reasons.
Compromises attempting to resolve differences
– Missouri Compromise (1820): Missouri entered
the Union as a slave state; Maine entered the
Union as a free state.
– Compromise of l850: California entered the
Union as a free state. Southwest territories
would decide the slavery issue for themselves.
– Kansas-Nebraska Act: People in each state
would decide the slavery issue (“popular
sovereignty”).
Southern succession
– Following Lincoln’s election, the southern states
seceded from the Union.
– Confederate forces attacked Fort Sumter in
South Carolina, marking the beginning of the
Civil War.
– Lincoln and many Northerners believed that the
United States was one nation that could not be
separated or divided.
– Most Southerners believed that the states had
freely created and joined the union and could
freely leave it.
STANDARD USI.9c
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
- 94 -
Essential Skills
Sequence events in United States
history. (USI.1c)
Interpret ideas and events from
different historical perspectives.
(USI.1d)
Interpret patriotic slogans.
(USI.1h)
2008
c) identifying on a map the states that seceded from the Union and those that remained in the Union.
Essential Understandings
Southern states that were dependent upon
labor-intensive cash crops seceded from
the Union. Northernmost slave states
(border states) and free states stayed in
the Union.
Essential Questions
Which states seceded from the Union?
Which four slave states stayed in the
Union?
Where were the other states that
remained in the Union located?
Essential Knowledge
States that seceded from the Union
• North Carolina
– Alabama
• South Carolina
– Arkansas
• Tennessee
– Florida
• Texas
– Georgia
• Virginia
– Louisiana
– Mississippi
States that remained in the Union
– Border states (slave states)
Delaware
– Maryland
Kentucky
– Missouri
– Free states
– California
– New Hampshire
– Connecticut
– New Jersey
– Illinois
– New York
– Indiana
– Ohio
– Iowa
– Oregon
– Kansas
– Pennsylvania
– Maine
– Rhode Island
– Massachusetts – Vermont
– Michigan
– West Virginia*
– Minnesota
– Wisconsin
*Note: Western counties of Virginia that
refused to secede from the Union
STANDARD USI.9d
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
- 95 -
Essential Skills
Analyze and interpret maps to explain
historical events. (USI.1f)
2008
d) 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.
Essential Understandings
Lincoln and Lee were men who
represented views of the nature of
the United States that were very
different; such views led to an
unavoidable conflict.
Essential Questions
Who are considered leaders of the
Civil War?
How did Lincoln’s view of the
nature of the Union differ from
Lee’s?
Essential Knowledge
Roles of Civil War leaders
– Abraham Lincoln
Was president of the United States
Opposed the spread of slavery
Issued the Emancipation Proclamation
Determined to preserve the Union, by force if
necessary
Believed the United States was one nation, not a
collection of independent states
Wrote the Gettysburg Address that said the Civil War
was to preserve a government “of the people, by
the people, and for the people.”
– Jefferson Davis
Was president of the Confederate States of America
– Ulysses S. Grant
Was general of the Union army that defeated Lee
– Robert E. Lee
Was leader of the Army of Northern Virginia
Was offered command of the Union forces at the
beginning of the war, but chose not to fight
against Virginia
Opposed secession, but did not believe the Union
should be held together by force
Urged Southerners to accept defeat at the end of the
war and reunite as Americans when some wanted
to fight on
– Thomas “Stonewall” Jackson
Was a skilled Confederate general from Virginia
– Frederick Douglass
Was an enslaved African American who escaped to
the North and became an abolitionist
STANDARD USI.9e
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
- 96 -
Essential Skills
Identify and interpret primary and
secondary source documents to
increase understanding of events
and life in United States history.
(USI.1a)
Sequence events in United States
history. (USI.1c)
Interpret ideas and events from
different historical perspectives.
(USI.1d)
2008
e) using maps to explain critical developments in the war, including major battles.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Location and topography were critical
elements influencing important
developments in the Civil War, including
major battles.
Where did critical events of the Civil War
take place?
Major battles and events
– The firing on Fort Sumter, S.C., began
the war.
– The first Battle of Manassas (Bull
Run) was the first major battle.
– The signing of the Emancipation
Proclamation made “freeing the
slaves” the new focus of the war.
Many freed African Americans joined
the Union army.
– The Battle of Vicksburg divided the
South; the North controlled the
Mississippi River.
– The Battle of Gettysburg was the
turning point of the war; the North
repelled Lee’s invasion.
– Lee’s surrender to Grant at
Appomattox Court House in 1865
ended the war.
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in United
States history. (USI.1a)
Where were the major battles fought?
What are the ways location and
topography influence important
developments in the war, including major
battles?
Influence of location and topography on
critical developments in the war
– The Union blockade of southern ports
(e.g., Savannah, Charleston, New
Orleans)
– Control of the Mississippi River (e.g.,
Vicksburg)
– Battle locations influenced by the
struggle to capture capital cities (e.g.,
Richmond; Washington, D.C.)
– Control of the high ground (e.g.,
Gettysburg)
STANDARD USI.9f
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
- 97 -
Sequence events in United States history.
(USI.1c)
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events. (USI.1f)
Interpret excerpts from notable
documents. (USI.1h)
2008
f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers),
women, and enslaved African Americans.
Essential Understandings
Life on the battlefield and on the home
front was extremely harsh. Many
soldiers died from disease and
exposure.
Essential Questions
What hardships were experienced
during the Civil War?
How did the Civil War change the
lives of soldiers, women, and slaves?
Essential Knowledge
Essential Skills
General effects of the war
– Family members were often pitted against one
another, as were friends against friends.
– As the war went on, Southern troops became
increasingly younger and more poorly equipped
and clothed.
– Much of the South was devastated at the end of the
war (e.g., burning of Atlanta and Richmond).
– Disease was a major killer.
– Clara Barton, a Civil War nurse, created the
American Red Cross.
– Combat was brutal and often man-to-man.
– Women were left to run businesses in the North
and farms and plantations in the South.
– The collapse of the Confederacy made
Confederate money worthless.
Sequence events in United States
history. (USI.1c)
Interpret ideas and events from
different historical perspectives.
(USI.1d)
Effects of the war on African Americans
– African Americans fought in both the Confederate
and Union armies.
– The Confederacy often used enslaved African
Americans as naval crew members and soldiers.
– The Union moved to enlist African American
sailors early in the war.
– African American soldiers were paid less than
white soldiers.
– African American soldiers were discriminated
against and served in segregated units under the
command of white officers.
– Robert Smalls, an African American sailor and
later a Union naval captain, was highly honored
for his feats of bravery and heroism. He became a
Congressman after the war.
GS.15 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of the United States. The student will
Chapter 5//Section 3: A Diverse
Culture
- 98 -
McDougal
Littell: World
Cultures and
2008
i) understand that the United States is one of the most diverse
nations in the world, and it has a rich culture blended from many
world cultures as a result of immigration.
Geography
DVD-ROM: Easy
Planner
Use the DVD-ROM: Easy
Planner to find
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
ClassZone.com
North America
Evan-Moor
Resources
GS.15: The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of the United States. The student will
Section 4: Government &
Economics: Democracy and
Free Enterprise
- 99 -
McDougal
Littell: World
Cultures and
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
j) understand how democracy and free enterprise influenced
government and economic development of the United States.
Geography
Mapping for Instruction – Third Nine Weeks
SOL with Essential Knowledge and Skill
USI .7: The student w ill dem onstrate know ledge of the challenges
faced by the new nation by
a) the w eaknesses of the governm ent established by the Articles
of Confederation.
b) describing the historical developm ent of the Constitution of
the United States
c) describing the m ajor accom plishm ents of the first five
presidents of the United States.
Textbook
Chapters/Sections/Topics
Supporting
DVD-ROM:
Easy
Materials
Planner
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
ClassZone.com
North America
Evan-Moor
Resources
- 100 -
Use the DVD-ROM: Easy
Planner Comments
to find
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
GS.12 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of Europe by
a) reading maps and globes including scale, legend/key, compass
rose;
b) locating capital cities of countries using latitude and longitude;
c) identifying land and water features specific to each region;
d) studying the history, government, economy and cultural
development.
*Europe: * 1 Week
Chapter 11—Europe: Physical
Geography and History// Section
1: Geography: Europe’s
Dramatic Landscape/Section 2:
History: Classical Greece and
Rome/Section 3: History: The
Middle Ages and
Renaissance/Section 4: History:
Modern European History
e) investigating European Explorations and Explorers of the
Americas including:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
DVD-ROM: Easy
Planner
Christopher Columbus (Spain)
John Cabot (England)
Juan Ponce de Leon (Spain)
Vasco de Balboa (Spain)
Ferdinand Magellan (Spain)
Hernan Cortes (Spain)
Giovanni da Verrazzano (France)
Francisco Pizarro (Spain)
Jacques Cartier (France)
Samuel de Champlain (France)
Francisco Coronado (Spain)
Henry Hudson (Netherlands)
Robert de La Salle (France)
Hernando de Soto (France)
Amerigo Vespucci (Spain)
c)
* 5 Weeks Total
Use the DVD-ROM: Easy
Planner to find
-editable, customizable,
printable lesson plans,
-resource materials,
-complete teacher’s
edition,
-printable worksheets,
USI .4: The student w ill demonstrate k now ledge of European ex plorations in
N orth Am erica and W est Africa by
a)
McDougal
Littell: World
Cultures and
Geography
describing the motivations for, obstacles to, and accomplishm ents of
the Spanish, French, P ortuguese, and English ex plorations.
identifying the location and describing the characteristics of W est
African societies (Ghana, M ali, and Songhai) and their interactions w ith
traders.
Continued…
- 101 -
2008
* 1 Week
Chapter 14—Eastern Europe//
Section 1: Poland, Ukraine, and
the Baltic States/Section 2:
Hungary and the Czech
Republic/Section 3: The Balkans
CD-ROM: Audio
Book
* 1 Week
Chapter 13—United Kingdom//
Section 1: History: Building a
British Empire/Section 2:
Culture: From Shakespeare to
J.K. Rowling/Section 3:
Government & Economics:
Parliament and Free Enterprise
* 1 Week
Chapter 12—Western Europe//
Section 1: Greece and
Italy/Section 2: Spain and
Portugal/Section 3: France and
the Benelux Countries/Section 4:
Germany and the Alpine
Countries/Section 5: The Nordic
Countries
Continued…
ExamView Test
Generator CD
ClassZone.com
- 102 -
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
Europe Evan-Moor
Resources
* 1 Week
European Exploration/Explorers:
Connections to Conquerors of
and Traders with New Lands
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Exploration of the
Americas
Resources
Various Online Resources,
Videos, Worksheets and
Activities by Walch
Publishing, library book
lists
2008
STANDARD USI.4a
The student will demonstrate knowledge of European explorations in North America and West Africa by
a)
describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations.
Essential Understandings
Major European countries were in
competition to extend their power into
North America and claim the land as
their own.
Essential Questions
Why did European countries compete for
power in North America?
What were the obstacles faced by the
explorers?
What were the accomplishments of the
explorations?
What regions of North America were
explored and settled by France,
England, and Spain?
What regions were explored by
Portugal?
Essential Knowledge
Motivations for the explorations
– Economic—Gold, natural resources, and
trade
– Religious—Spread Christianity
– Competitions for empire and belief in
superiority of own culture
Obstacles to the explorations
– Poor maps and navigational tools
– Disease and starvation
– Fear of the unknown
– Lack of adequate supplies
Accomplishments of the explorations
– Exchanged goods and ideas
– Improved navigational tools and ships
– Claimed territories (see countries below)
Regions of North America explored by
Spain, France, and England
– Spain: Francisco Coronado claimed the
Southwest of the present-day United
States for Spain.
– France: Samuel de Champlain established
the French settlement of Québec. Robert
La Salle claimed the Mississippi River
Valley for France.
– England: John Cabot explored eastern
Canada.
Regions explored by Portugal
– The Portuguese made voyages of
discovery along the coast of West Africa.
- 103 -
Essential Skills
Identify and interpret primary and
secondary source documents to
increase understanding of events and
life in United States history. (USI.1a)
Interpret ideas and events from different
historical perspectives. (USI.1d)
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events. (USI.1f)
2008
STANDARD USI.4c
The student will demonstrate knowledge of European explorations in North America and West Africa by
c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their
interactions with traders.
Essential Understandings
Ghana, Mali, and Songhai each
dominated West Africa in sequence from
300 to 1600 A.D.
African people and African goods played
an important role in European interest in
world resources.
Essential Questions
Essential Knowledge
What was the importance of Ghana, Mali,
and Songhai?
Ghana, Mali, and Songhai dominated
West Africa one after another from 300 to
1600 A.D.
Where were the empires of Ghana, Mali,
and Songhai located?
When did the empires of Ghana, Mali,
and Songhai exist in Africa?
How did West African empires impact
European trade?
Ghana, Mali, and Songhai were located
in the western region of Africa, south of
the Sahara Desert, near the Niger River.
Ghana, Mali, and Songhai became
powerful by controlling trade in West
Africa.
The Portuguese carried goods from
Europe to West African empires, trading
metals, cloth, and other manufactured
goods for gold.
- 104 -
Essential Skills
Interpret ideas and events from different
historical perspectives. (USI.1d)
Analyze and interpret maps to explain
relationships among landforms, water
features, and historical events. (USI.1f)
Distinguish between parallels of latitude
and meridians of longitude. (USI.1g)
2008
GS.13 The student will demonstrate knowledge of the geographic
regions; historical events; cultural influences; and government and
economic development of Latin America and South America by
a) reading maps and globes including scale, legend/key, compass
rose;
b) locating capital cities of countries using latitude and longitude;
c) identifying land and water features specific to each region;
d) and studying the history, government, economy and cultural
development.
*Latin America and South
America:
* 1 Week
Chapter 7// Section 1: Physical
Geography of Mexico, Central
America, and the
Caribbean/Section 2: Physical
Geography of South
America/Section 3: History:
Ancient Civilizations/Section 4:
History: From Colonization to
Independence
McDougal
Littell: World
Cultures and
Geography
DVD-ROM: Easy
Planner
Latin America and South
America: Middle America
and Spanish-Speaking South
America:
Continued…
- 105 -
-resource materials,
-printable worksheets,
CD-ROM: Audio
Book
ExamView Test
Generator CD
ClassZone.com
* 1 Week
Chapter 9// Section 1: Central
America/Section 2: The
Caribbean/Section 3: Venezuela
and Colombia/Section 4: Peru,
Bolivia, and Ecuador/Section 5:
The Southern Cone
-editable, customizable,
printable lesson plans,
-complete teacher’s
edition,
Latin America: * 1 Week
Chapter 8—Mexico// Section 1:
History & Government: A
Struggle Toward
Democracy/Section 2: Culture: A
Blend of Traditions/Section 3:
Government & Economics:
Creating a New Economy
Use the DVD-ROM: Easy
Planner to find
Latin America and
South America
Evan-Moor
Resources
Use the CD-ROM: Audio
Book to listen/read
chapters from the
textbook.
Use the ExamView Test
Generator CD to create
SOL format tests as well
as other assessment
formats.
State Specific Resources;
Animated Geography;
Interactive Review:
Current Events; Research
and Writing
2008
South America: Brazil
* 1 Week
Chapter 10—Brazil// Section 1:
History & Government: From
Portuguese Colony to Modern
Giant/Section 2: Culture: A
Multicultural Society/Section 3:
Economics: Developing and
Abundant Land
- 106 -
Use resources listed
on previous page.
2008
SOL Blueprints
This course is not SOL tested.
SOL Enhanced Scope and Sequence
This course does not have an enhanced scope and sequence.
SOL Released Tests
This course is not SOL tested.
Supplemental Resources
50_States_20080422150313.flp
America, symbols of USA.flp
Australia EV Resources.doc
A_Growing_Nation- Territorial Acquisitions.flipchart
Ancient__Civilizations_of_Texas.flp
Australia-Aboriginies.flp
Central America.flp
COMPASS_ROSEjsl.flp
continents_label.flp
Destination_Mexico_AI.flipchart
Explorers-Magellan and Drake.flp
label_the_states.flipchart
Regions_of_the_US.flp
US_map_state_identifier.flp
Europe EV Resources.doc
Antarctic EV Resources.doc
continents_20070119115347.flp
Asia EV Resources.doc
Geography_Terms.flipchart
Latin_America_Geography.flp
North America EV Resources.doc
Explorers Review.flipchart
hottesta.flipchart
Global_Studies-Exploration_of_the_Americas.doc
north_american_regions1.flp
South America EV Resources.doc
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Continents_and_Oceans.flp
Global_Studies_Jeopardy.flp
Map_Skills_Southern_Africa_7th.flp
USA_SLIDE_SHOW.flp
Ch_5_Human_Geography.flp
European Explorers.flp Exploration of US.flp
Global_Studies_Suggested_Resources.doc
Regions_of_the_US_20080724092816.flp
Africa EV Resources.doc
capitals_game.flp Ch_12_South_America.flp
Continents and Oceans Resources.doc
landforms.flipchart
Midwest_Region-_Social_Studies.flipchart
Ancient_China.flipchart
Australian_jokes.flp
five_themes_of_Geography.flp
Jeopardy_A_Game_for_the_States.flipchart
ACTIVote_Slides.flp
Intro to Geo.doc
Map_Sort.flipchart
NorthAmericanMaps.as3a
panama_canal.flp
Southwest-_Social_Studies.flipchart
2008
Supplemental Worksheets
Marth Smith’s Inservice, August 2009
2008 Framework
http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/review.shtml There are no Standards of Learning for Global Studies specifically.
However, correlations are made to the geography components of United States History to 1865 when possible. The United States History to 1865 standards can
be found on the chart on the link above or here.
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