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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. - 72 - 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. - 75 - 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. - 76 - 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 - 260 - 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. - 261 -