Download Date - Elementary Social Studies and History Help

Revised 2013-2014
Enhanced Scope and Sequence
Date
Standards/Essential Questions
All 4 9
weeks
US1.1 – The student will develop skills for
historical and geographical analysis, including
the ability to
a)
b)
c)
d)
e)
f)
g)
h)
i)
1st 9
weeks
Essential Knowledge/Skills/Understanding
Resources/Assessment &
Activities
Resources:
Basic skills listed in US1.1 a-i should be incorporated into each unit of study as necessary.
Textbooks, teacher selected
materials, videos, worksheets,
maps, etc.
identify and interpret primary and
secondary source documents to
increase understanding of events in
United States history to 1865;
make connections between the past
and present;
sequence events in United States
history from pre-Columbian times
to 1865;
interpret ideas and events from
several different historical
perspectives;
evaluate and discuss issues orally
and in writing;
analyze and interpret maps to
explain relationships among
landforms, water features, climatic
characteristics, and historic events;
distinguish between parallels of
latitude and meridians of longitude;
interpret patriotic slogans and
excerpts from notable speeches and
documents.
Identify the costs and benefits of
specific choices made including the
consequences, both intended and
unintended, of the decision and
how people and nations responded
to positive and negative incentives.
Assessment:
Quizzes, Tests, etc.
Activities:
Create and label maps.
Prepare compare/contrast
charts.
Read books about Native
Americans.
Student made booklets on
Native American groups.
Student presentations.
Guest speakers.
Create 3-D maps out of clay.
Create timelines, flashcards,
board games, pop-ups, maps,
ABC reviews, A-Z books, etc.
US1.2 – The student will use maps, globes,
photographs, pictures, or tables to
a)
locate the seven continents;
A.
B.
C.
Continents - North America, South America, Africa, Asia, Australia, Antarctica, and Europe.
Europe is considered a continent, even though it is not entirely surrounded by water.
The landmass is frequently called Eurasia.
Geographic regions have distinctive characteristics
Distinguish between parallels
of latitude and longitude.
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Revised 2013-2014
b)
c)
d)
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 Ranges.
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, Atlantic Ocean, Pacific
Ocean, and Gulf of Mexico.
Recognize key geographic features
on maps, diagrams, and/or
photographs.
A.
B.
C.
D.
E.
F.
EQ1 – What are the seven continents?
EQ2 – Where are the geographic regions of
North America located?
EQ3 – What are some physical characteristics
of the geographic regions of North America?
G.
H.
EQ4 – What are the major bodies of water in
the United States?
I.
EQ5 – What are some ways bodies of water in
the United States have supported interaction
and created links to other regions?
J.
Coastal Plain
1. Located along the Atlantic Ocean and the Gulf of Mexico
2. Broad lowland providing many excellent harbors
Appalachian Mountains
1. located west of the Coastal Plain extending from eastern Canada to western
Alabama
2. Old, eroded mountains (oldest mountain range in North America)
Canadian Shield
1. Horseshoe-shaped, wrapped around Hudson Bay
2. Hills worn by erosion and hundreds of lakes carved by glaciers
Interior Lowlands
1. Located west of the Appalachian Mountains and east of the Great Plains
2. Rolling flatlands with many rivers, broad river valleys, and grassy hills
Great Plains
1. Located west of Interior Lowlands and east of the Rocky Mountains
2. Flat land that increases in elevation westward; grasslands
Rocky Mountains
1. Located west of the Great Plains and east of the Basin and Range
2. Rugged mountains stretching from Alaska to Mexico – high elevations
3. Contains the Continental Divide, which determines the directional flow of
Rivers.
Basin and Range
1. Located west of the Rocky Mountains and east of the Sierra Nevadas and
Cascades
2. Area of varying elevations containing isolated mountain ranges and Death
Valley, the lowest point in North America
Coastal Range
1. Rugged mountains along the Pacific Coast that stretch from California to
Canada and are east of the Sierra Nevadas and the Cascades.
2. Fertile valleys are found in this area.
Major Bodies of Water
1. Oceans: Atlantic, Pacific, Arctic, Indian, Southern
2. Rivers: Mississippi, Missouri, Ohio, Columbia, Colorado, Rio Grande, St.
Lawrence
3. Lakes: Great Lakes
4. Gulf: Gulf of Mexico
Trade, transportation, and settlement
1. the location of the United States, with its Atlantic and Pacific coasts, has
provided access to other areas of the world.
2. The Atlantic Ocean served as the highway for explorers, early settlers, and
later immigrants.
3. The Ohio River was the gateway to the west.
4. Great Lakes – The St. Lawrence Seaway links the Great Lakes to the Atlantic
Ocean. Inland port cities grew in the Midwest.
5. The Mississippi and Missouri Rivers were used to transport farm and
industrial products. They were links to ports and other parts of the world.
6. The Columbia River was explored by Lewis and Clark.
7. The Colorado River was explored by the Spanish.
8. The Rio Grande forms the border between the US and Mexico.
9. The Pacific Ocean was an early exploration destination.
10. The St. Lawrence River forms part of the Northeastern border with Canada
and connects the Great Lakes to the Atlantic Ocean.
Analyze and interpret maps to
explain relationships among
landforms and water features,
climatic characteristics, and
historical events.
Interpret ideas and events
from different historical
perspectives.
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Revised 2013-2014
US1.3 – The student will demonstrate
knowledge of how early cultures developed in
North America by
a)
b)
c)
describing how archaeologists have
recovered material evidence of
ancient settlements including
Cactus Hill.
Locating where the American
Indians lived, with emphasis on
Arctic (Inuit), Northwest
(Kwakiutl), Plains (Lakota),
Southwest (Pueblo), and Eastern
Woodland (Iroquois).
describing how the American
Indians used the resources in their
environment.
EQ1 – In which areas did the American
Indians live?
EQ2 – How did geography and climate affect
the way American Indian groups met their
basic needs?
A.
B.
C.
Water related: lakes, rivers, tributaries, gulfs and bays;
Land related: Mountains, hills, plains, plateaus, island, peninsulas;
Geographic features are related to: patterns of trade, locations of cities and towns, Westward (frontier)
movement, agriculture and fishing industries
A.
B.
C.
D.
E.
F.
Archaeologists study human behavior and culture through the recovery and analysis of artifacts.
Archaeology is the recovery of material evidence remaining from the past.
Archaeological discoveries of early Indian settlements have been made in southeastern Virginia.
Scientists are not in agreement as to when and how people entered the Western Hemisphere.
Cactus Hill is located on the Nottoway River in southeastern Virginia.
Evidence that humans lived at Cactus Hill as early as 15,000 years ago makes it one of the oldest sites in
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 inhabited the Pacific Northwest coast, characterized by a rainy, mild climate.
Sioux inhabited the interior of the United States, called the Great Plains, characterized by dry grasslands.
Pueblo inhabited the Southwest in present-day New Mexico and Arizona where they lived in desert areas
and bordering cliffs and mountains.
Iroquois inhabited Northeast North America, the Eastern Woodland, which is heavily forested.
G.
H.
I.
J.
K.
First
Americans
Where they
Settled and
Homeland
How they used their
environment for food
How they used their environment
for clothing
Inuit
Alaska and
Northern
Canada
California
and NW
coast
Great
Plains
Hunted reindeer and
fished
Animal fur and feathers
Fished for clams, and
salmon & hunted
waterfowl
Hunted buffalo
Pueblo
Southwest
Iroquois
Northeast
Hunted rabbit, deer,
elk. Farmed,
irrigated land –
raised corn, squash
and beans.
Farmed corn and
beans. Hunted
beaver, deer, bear,
opossum.
Kwakiutl
Lakota
A.
B.
C.
D.
How they used
their
environment for
shelter
Igloos
Where they live
today
Used resources available in their
natural environment – plants,
animal skin, natural fibers.
Used resources available in their
natural environment – plants,
animal skin, natural fibers.
Used resources available in their
natural environment – plants,
animal skin, natural fibers.
Plank houses –
cedar logs
Pacific
Northwest
Teepee
Great Plains
Pueblos – made
of stone or brick
– multi-family
cliff dwellings
Southwest, New
Mexico,
Arizona
Used resources available in their
natural environment – plants,
animal skin, natural fibers.
Longhouses
made of wood.
Northeastern
North America
Alaska
Types of resources:
1. Natural resources: come directly from nature
2. Human resources: people working to produce goods and services.
3. Capital resources: goods produced and used to make other goods and
services.
Natural resources: American Indians fished in the rivers, hunted animals, and grew
crops.
Human resources: People who fished, made clothing, and hunted animals were
examples of human resources.
Capital resources: The canoes, bows, and spears were examples of capital resources.
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Revised 2013-2014
US1.4 - The student will demonstrate
knowledge of European exploration on North
America and West Africa by
a)
b)
c)
describing the motivations,
obstacles, and accomplishments of
the Spanish, French, Portuguese,
and English explorations;
describing cultural and economic
interactions between Europeans
and American Indians that led to
cooperation and conflict with
emphasis on American Indian
concept of land;
identifying the location and
describing the characteristics of
West African societies (Ghana,
Mali, and Songhai) and their
interactions with traders.
EQ1 – Why did European countries compete
for power in North America?
EQ2 – What regions of North America were
explored and settled by France, England, and
Spain?
EQ3 – How did the American Indians and
Europeans interact with one another?
A.
B.
C.
Resources:
Economic – gold, natural resources, trade
Religious – spread of Christianity
Competitions for empire and belief in superiority of own culture
Poor maps and navigational tools
Disease/starvation
Fear of unknown
Lack of adequate supplies
exchange of goods and ideas
improved navigational tools and ships
claimed territories
Country
Spain
France
Explorers and Land Claims
Coronado – claimed southwest US for Spain
Champlain – established French settlement of Quebec
LaSalle – Claimed the Mississippi River Valley
England
Portugal
John Cabot – explored eastern Canada
Portuguese made voyages of discovery along the coast of West Africa
A.
B.
EU – Ghana, Mali, and Songhai each
dominated West Africa in turn from 300 to
1600 A.D.
EU – African people and African goods played
an important role in increasing European
interest in world resources.
Competitive Forces
1.
2.
3.
Obstacles
1.
2.
3.
4.
Accomplishments
1.
2.
3.
Areas of Cooperation
1.
2.
3.
4.
5.
Areas of Conflict
1.
2.
3.
4.
Textbooks, teacher selected
materials, videos, worksheets,
maps, etc.
Assessment:
Quizzes, Tests, etc.
Activities:
Create timelines, flashcards,
board games, pop-ups, maps,
ABC reviews, A-Z books, etc.
farm animals
technologies (transportation of firearms and farm tools)
trade
desire of English to spread Christianity
crops
land
competition for trade
disease
language differences
C.
Areas of cooperation in economic interactions
1. Europeans brought weapons and metal farm tools.
2. Trade
3. Crops
D.
Cultural Interactions
1. Europeans brought weapons and metal farm tools.
2. Spain – conquered and enslaved Indians, brought Christianity to
the New World, introduced European diseases.
3. France – established trading posts, spread Christianity.
4. English – established settlements and claimed ownership of land,
learned farming techniques from American Indians, and traded
with
American Indians.
5. American Indians taught farming techniques to European settlers
and believed the land was to be shared and not owned.
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Revised 2013-2014
E.
F.
G.
H.
2nd 9
weeks
US1.5 – The student will demonstrate
knowledge of the factors that shaped colonial
America by
a)
b)
describing the religious and
economic events and conditions
that led to the colonization of
America;
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.
EQ1 – Why did Europeans establish colonies
in North America?
EQ2 – How did climate and geographic
features distinguish the three regions from one
another?
EQ3 – How did political and social life evolve
in each of the three regions?
Ghana, Mali, and Songhai each dominated West Africa in turn from 300 to 1600 AD by
controlling trade in West Africa. They were located in western Africa south of the
Sahara.
West Africa was home to rich cultures and civilization that had long been linked by trade
to the Middle East, India and China.
Timbuktu, the capital of Mali, became a center of learning throughout the Muslim world.
Arab traders carried goods between Mediterranean ports and West African empires,
trading luxury goods from Europe and salt from the Sahara for gold, leather, and slaves
from West Africa.
Resources:
Colonies in North America were established for religious and economic reasons:
Colony
Reasons for Establishment
Roanoke Island (lost colony)
Economic
Jamestown
Economic
1st permanent English settlement in the New World
(1607)
Plymouth
Separatists from the Church of England
Religious Persecution
Massachusetts Bay
Puritans
Religious persecution
Pennsylvania
Quakers
Religious Freedom
Georgia
Debtors
Economic Freedom and a new life in the New World.
A.
B.
Specialization made the colonies interdependent..
Life in the colonies reflected the geographical features of the settlements.
Textbooks, teacher selected
materials, videos, worksheets,
maps, etc.
Assessment:
Quizzes, Tests, etc.
Activities:
Create flipbooks, Dioramas,
maps, etc.
Read books about colonial
America.
Terms to know:
1. Resources: natural, capital, and human
2. Specialization: focusing on one or more products
3. Interdependence: two or more people depending on each other for goods and
services
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Revised 2013-2014
Colonies
New
England
Mid Atlantic
Southern
Resources
Geography and climate
National resources:
e.g. timber, fish,
deep harbors
Human resources:
e.g. skilled
craftsmen,
shopkeepers,
shipbuilders
National resources:
e.g. rich farmlands,
rivers
Human resources:
e.g. unskilled and
skilled workers,
fishermen
National resources:
e.g. fertile land,
rivers, harbors,
Human resources:
e.g. farmers,
enslaved African
Americans
Appalachian Mountains,
Boston Harbor, hilly
terrain, rocky soil, jagged
coastline
Specialization
Fishing,
shipbuilding,
industry, naval
supplies
Moderate summers, cold
winters
Appalachian Mountains,
coastal lowlands, harbors
and bays
Appalachian Mountains,
Piedmont, Atlantic
Coastal Plain, good
harbors and rivers
Humid climate with mild
winters and hot summers
Livestock, grain,
fish
Tobacco, cotton,
indigo, wood
products
Examples of
Interdependence
New England
depended on the
Southern colonies
for raw materials
such as cotton and
on the Middle
Colonies for grain
and livestock.
The Mid-Atlantic
colonies traded with
both the Southern
and New England
colonies to get the
products they didn’t
produce.
The Southern
colonies depended
on the New England
colonies for
manufactured goods,
including tools and
equipment.
Social/Political
Village and church
as center of life.
Religious
reformers and
separatists.
Villages and cities
varied and diverse
lifestyles, diverse
religions.
Civic Life: Market
towns
Plantations
(slavery),
mansions,
indentured
servants, few
cities, few schools,
Church of England
Civic Life:
Counties
US1.5 - The student will demonstrate
knowledge of the factors that shaped colonial
America by
d)
describing colonial life in America
from the perspectives of large
landowners, farmers, artisans,
women, indentured servants, free
African Americans and enslaved
African Americans;
A.
B.
C.
D.
E.
Large Landowners
Resources:
1.
2.
3.
4.
predominately in the South
Relied on indentured servants and/or slaves for labor
Some educated
Rich social culture
1.
2.
Worked the land according to the region
Relied on family members for labor
1.
2.
Worked as craftsmen in towns and on the plantations
Lived in small villages
Activities:
1.
2.
3.
Worked as caretakers, house workers, homemakers
Could not vote
Had few chances for an education
Create timelines, flashcards,
board games, pop-ups, maps,
ABC reviews, A-Z books, etc.
1.
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 their passage.
At the end of their contract, indentured servants were free.
Farmers
Artisans
Women
Indentured Servants
Free African Americans
1.
2.
G.
Assessment:
Quizzes, Tests, etc.
2.
F.
Textbooks, teacher selected
materials, videos, worksheets,
maps, etc.
3.
Enslaved African Americans
1.
2.
3.
4.
Were able to own land
Had more economic freedom and could work for pay and decide how to
spend money
Not allowed to vote
Africans were captured and sold to slave traders, then shipped to the colonies
where they were sold into slavery.
They were owned as property for life with no rights.
Children of enslaved African Americans were born into slavery.
6
Revised 2013-2014
e)
identifying the political and
economic relationship between the
colonies and Great Britain.
EQ1 – How did people’s lives vary among
different social groups in colonial America?
C.
EQ2 – How did Great Britain impose its
political and economic control over the
colonies?
US1.6 – The student will demonstrate
knowledge of the causes of the American
Revolution by
a)
b)
identifying the issues of
dissatisfaction that led to the
American Revolution;
identifying how political ideas
shaped the revolutionary movement
in America and led to the
Declaration of Independence
EQ1 – What steps did Great Britain take to
increase control over its colonies?
EQ2 – Why did many colonists become
dissatisfied with Great Britain’s control over
the colonies?
EQ3 – What ideas/philosophies about
government were expressed in the Declaration
of Independence?
A.
B.
C.
A.
B.
C.
D.
E.
F.
Great Britain established and attempted to maintain control over the colonies.
Economic Relationships
1.
England became Great Britain in the early 1700s.
2.
Great Britain imposed strict control over trade.
3.
Great Britain taxed the colonies.
4.
Colonies traded raw materials for manufactured goods.
Political Relationships
1.
Colonists had to obey British laws, enforced by governors.
2.
Colonial governors were appointed by the King or by the proprietor.
3.
Colonial legislatures made laws for each colony and were monitored by colonial
governors.
Great Britain’s Reasons for Control
1.
Great Britain’s desire to remain a world power
2.
Great Britain’s imposition of taxes, such as the Stamp Act, to raise necessary revenue.
3.
The French and Indian War – Who fought? When? Why? Results.
Sources of Colonial Dissatisfaction
1.
Colonies had no representation on Parliament
2.
Colonists resented power of colonial governors
3.
Great Britain maintained strict control over colonial legislatures
4.
Colonies opposed taxes
5.
The Proclamation of 1763 restricted the western movement of settlers
British Reasons for Taxation
1.
To help finance the French and Indian War
2.
To help with the maintenance of British troops in the colonies
New political ideas led to a desire for independence and democratic government in the American colonies.
The Declaration of Independence proclaimed independence from England. It stated that people have natural
(inherent) rights to life, liberty, and the pursuit of happiness.
Key philosophies in the Declaration of Independence from European philosophers.
1.
People have unalienable rights (life, liberty, and the pursuit of happiness).
2.
People establish government to protect those rights.
3.
Government derives power from the people.
4.
People have a right and a duty to change a government that violates their rights.
Resources:
Textbooks, teacher selected
materials, videos, worksheets,
maps, etc.
Assessment:
Quizzes, Tests, etc.
Activities:
Create timelines, flashcards,
board games, pop-ups, maps,
ABC reviews, A-Z books, etc.
People Bingo
Battle Maps
Jean Fritz Books
Charts, dioramas
Interpret political cartoons,
slogans, etc.
Journal writing, watercolor
portraits, timelines of major
events.
Debate
7
Revised 2013-2014
US1.6 - The student will demonstrate
knowledge of the causes of the American
Revolution by
c)
d)
describing key events and the roles
of key individuals in the American
Revolution, with emphasis on
George Washington, Benjamin
Franklin, Thomas Jefferson,
Benjamin Franklin, and Patrick
Henry.
Explaining reasons why the
colonists were able to defeat
Britain.
A.
B.
EQ2 – What role did key individuals play in
the Revolutionary War?
C.
EQ4 – What advantages helped the American
colonists win the Revolutionary War?
3rd 9
weeks
US1.7 – The student will demonstrate
knowledge of the challenges faced by the new
nation by
a)
b)
identifying weaknesses of the
government established by the
Articles of Confederation;
by describing the historical
Constitution of the United States.
Resources:
Textbooks, teacher selected
materials, videos, worksheets,
maps, etc.
Assessment:
Quizzes, Tests, etc.
Activities:
EQ1 – Who were some of the key individuals
in the Revolutionary War?
EQ3 – What were some of the key events that
occurred during the Revolutionary War
period?
Many individuals played important roles in shaping events of the American Revolution:
1.
King George III – British King during the Revolutionary Era.
2.
Lord Cornwallis – British General who surrendered at Yorktown
3.
John Adams – Championed the cause of independence
4.
George Washington – Commander of the Continental Army
5.
Thomas Jefferson – Major author of the Declaration of Independence
6.
Patrick Henry – Outspoken member of the House of Burgesses; inspired colonial patriotism with
“Give me liberty or give me death” speech
7.
Benjamin Franklin – Prominent member of the Continental Congress; helped frame the Declaration
of Independence. Also, he helped gain French support for the American Revolution.
A.
B.
C.
D.
Key events:
1.
Boston Massacre – Colonists in Boston were shot after taunting British soldiers.
2.
Boston Tea Party – Samuel Adams and Paul Revere led Patriots in throwing tea in Boston Harbor to
protest taxes.
3.
First Continental Congress – Delegates from all colonies met to discuss problems with Great Britain
and to promote independence.
4.
Lexington and Concord – This was the site of the first armed conflict of the Revolutionary War.
5.
Declaration of Independence – Colonies declared independence from Great Britain (July 4, 1776)
6.
Battle of Saratoga – This American victory was the turning point in the war.
7.
Surrender at Yorktown – This was the colonial victory over forces of Lord Cornwallis that ended
the Revolutionary War.
8.
Treaty of Paris – Great Britain recognized American independence in this treaty
Create timelines, flashcards,
board games, pop-ups, maps,
ABC reviews, A-Z books, etc.
Colonial Advantages
1.
Some colonists’ defense of their own land, principles and beliefs
2.
Additional support from France
3.
Strong leadership
Interpret political cartoons,
slogans, etc.
The Articles of Confederation was a constitution written during the Revolutionary War to establish the powers
of the national government.
1.
provided for a weak national government
2.
Gave Congress no power to tax or regulate commerce among the states
3.
Provided for no common currency
4.
Gave each state one vote regardless of size
5.
Provided for no executive or judicial branch
The United States Constitution established a federal system of government – a system that divides power
between the national and state governments.
Confederation to Constitution:
1.
Weaknesses in the Articles of Confederation led to the effort to draft a new constitution.
Constitutional Convention:
1.
State delegates met in Philadelphia and decided not to revise the Articles of Confederation but to
write a new constitution.
2.
George Washington was elected president of the Constitutional Convention.
3.
Delegates debated over how much power should be given to the new government and how large and
small states should be represented in the new government.
4.
The structure of the new national government included three separate branches of government –
Legislative, Executive, and Judicial.
5.
The Great Compromise decided how many votes each state had in the Senate and the House of
Representatives.
People Bingo
Battle Maps
Jean Fritz Books
Charts, dioramas
Journal writing, watercolor
portraits, timelines of major
events.
Debate
Resources:
Textbooks, teacher selected
materials, videos, worksheets,
maps, etc.
Assessment:
Quizzes, Tests, etc.
Activities:
Create timelines, flashcards,
board games, pop-ups, maps,
ABC reviews, A-Z books,
flipbooks, etc.
People Bingo
Battle Maps
8
Revised 2013-2014
E.
F.
c)
describing the accomplishments of
the first five Presidents of the
United States.
EQ1 – What were the basic weaknesses of the
Articles of Confederation?
EQ2 – What were the basic principles of
government stated in the United States
Constitution and Bill of Rights?
EQ3 – What were the major differences
between Hamilton and Jefferson?
EQ4 – What were the major national issues
and events faced by the first five presidents?
US1.8 – The student will demonstrate
knowledge of western expansion and reform in
America from 1801-1861 by
a)
b)
c)
d)
describing territorial expansion and
how it affected the political map of
the United States, with emphasis on
the Louisiana Purchase, the Lewis
and Clark expedition, and the
acquisitions of Florida, Texas,
Oregon and California;
identifying the geographic and
economic factors that influenced
the westward movement of settlers;
describing the impact of inventions,
including the cotton gin, the reaper,
the steamboat, and the steam
locomotive on life in America;
identifying the main ideas of the
abolitionist and suffrage
movements.
EQ1 – What new territories became part of the
United States between 1801 and 1861?
-
6.
The Constitution was signed at the end of the convention.
7.
Nine of the thirteen states had to vote in favor of the Constitution before it could become law.
Ratification of the Constitution
1.
A minimum of nine of the thirteen states had to vote in favor of the Constitution before it could
become law.
Bill of Rights
1.
The first ten amendments to the Constitution provide a written guarantee of individual rights
2.
Based on the Virginia Declaration of Rights (George Mason) and the Virginia
Congress and the first five Presidents made decisions establishing a strong government that helped the nation grow
in size and power.
- All of the first five Presidents were form Virginia except John Adams.
A.
George Washington
1.
federal court system was established
2.
The Bill of Rights was added to the US Constitution
3.
Plans were created for development of the national capital in Washington, DC.
Benjamin Banneker, an African American astronomer and surveyor, helped complete the
design for the city.
B.
John Adams
1.
A two-party system emerged during his administration.
C.
Thomas Jefferson
1.
Louisiana Purchase from France
2.
Lewis and Clark expedition for land west of the Mississippi River
D.
James Madison
1.
The War of 1812 caused European nations to gain respect for the United States
E.
James Monroe
1.
He wrote the Monroe Doctrine warning European nations not to interfere in Latin
America.
A. Between 1801 and 1861, exploration was encouraged as America underwent vast territorial expansion and
settlement.
B. Louisiana Purchase
1.
Jefferson bought land from France (the Louisiana Purchase), which doubled the size of
the United States.
2.
In the Lewis and Clark expedition, Meriwether Lewis and George Rogers Clark explored
the Louisiana Purchase form the Mississippi River to the Pacific Ocean.
C. Florida – Spain gave Florida to the United States as part of a treaty.
D. Texas – Texas was added after it became an independent republic.
E. Oregon – The Oregon Territory was divided by the United States and Great Britain.
F. California – War with Mexico resulted in California and the southwest territory becoming part of the United
States.
G. Westward migration was influenced by geography and economic opportunity.
1.
population growth in the eastern states
2.
availability of cheap, fertile land
3.
economic opportunity, e.g., gold (California Gold Rush), logging, farming, freedom
(runaway slaves)
4.
cheaper and faster transportation, e.g., rivers and canals (Eerie), steamboats
5.
knowledge of overland trails (Oregon and Santa Fe)
6.
Manifest Destiny – belief that expansion was for the good of the country
7.
How did inventions and entrepreneurs affect the lives of Americans?
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
Jean Fritz Books
Charts, dioramas
Interpret political cartoons,
slogans, etc.
Journal writing, watercolor
portraits, timelines of major
events.
Debates
Resources:
Textbooks, teacher selected
materials, videos, worksheets,
maps, etc.
Assessment:
Quizzes, Tests, etc.
Activities:
Create timelines, flashcards,
board games, pop-ups, maps,
ABC reviews, A-Z books,
flipbooks, etc.
Interpret political cartoons,
slogans, etc.
Journal writing, watercolor
portraits, timelines of major
events.
Debates
EQ2 – What factors influenced westward
9
Revised 2013-2014
migration?
G.
EQ3 – How did the inventions affect the lives
of Americans?
EQ4 – What were the main ideas expressed by
the abolitionists?
EQ5 – What were the main ideas expressed
during the suffrage movement?
H.
I.
J.
K.
US1.9 – The student will demonstrate
knowledge of the causes, major events, and
effects of the Civil War by
a)
A.
B.
describing the cultural, economic,
and constitutional issues that
divided the nation;
C.
D.
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 in the South.
1.
The cotton gin was invented by Eli Whitney. It stimulated the production of cotton and
thus increased the need for slave labor to cultivate and pick the cotton.
2.
Jo Anderson (an enslaved African American) and Cyrus McCormick were entrepreneurs
who brought the reaper to markert. The reaper increased the productivity of the
American farmer.
3.
The steamboat was improved by entrepreneur Robert Fulton. It provided faster river
transportation that connected Southern farms and plantations to Northern
industries.
4.
The steam locomotive provided faster land transportation.
Abolition Movement
1.
most abolitionists demanded immediate freeing of the slaves
2.
abolitionists believed that slavery was wrong (morally wrong, cruel and inhumane, a
violation of the principles of democracy)
3.
Abolitionist leaders included men and women (Harriet Tubman, William Lloyd
Garrison, Frederick Douglass)
Abolitionists Leaders:
1.
Harriet Tubman led hundreds of enslaved African Americans to freedom along the
Underground Railroad.
2.
William Lloyd Garrison wrote the Liberator and worked for the immediate emancipation
of all enslaved African Americans.
3.
Frederick Douglass wrote the North Star and worked for rights to better the lives of
African Americans and women.
Suffrage Movement
1.
Declared that “all men and women are created equal”
2.
Believed that women were deprived of basic rights, i.e., the right to vote, educational
opportunities, especially higher education, equal opportunities in business,
property ownership
3.
Led by strong women – Sojourner Truth, Susan B. Anthony, Elizabeth Cady Stanton
Suffragist Leaders:
1.
Isabel Sojourner Truth, a former enslaved African American, was a nationally known
advocate for equality and justice.
2.
Susan B. Anthony was an advocate to gain voting rights for women and equal rights for
all.
3.
Elizabeth Cady Stanton played a leadership role in the women’s rights movement.
Cultural, economic, and constitutional differences between the North and the South eventually resulted in the
Civil War.
Cultural Issues That Divided the Nation:
1.
The North was mainly an urban society in which people just held jobs.
2.
The South was primarily an agricultural society in which people lived in small villages
and on farms and plantations.
3.
Because of their cultural differences, people of the North and South found it difficult to
agree on social and political issues.
Economic Issues That Divided the Nation:
1.
The North was a manufacturing region and its people favored tariffs that protected
factory owners and workers from foreign competition.
2.
Southerners opposed tariffs that would cause the price of some manufactured goods to
increase. Planters were also concerned that England might stop buying cotton
from the South if tariffs were added.
Constitutional Issues That Divided the Nation
1.
A major conflict was states’ rights versus strong central government.
Identify the costs and benefits
of specific choices made
including the consequences,
both intended and unintended,
of the decision and how
people and nations responded
to positive and negative
incentives.
Resources:
Textbooks, teacher selected
materials, videos, worksheets,
maps, etc.
Assessment:
Quizzes, Tests, etc.
Activities:
Create timelines, flashcards,
board games, pop-ups, maps,
ABC reviews, A-Z books,
flipbooks, etc.
People Bingo
10
Revised 2013-2014
b)
explaining how the issues of states’
rights, and slavery increased
sectional tensions;
A.
B.
C.
D.
E.
c)
d)
identifying on a map the states that
seceded from the Union and those
that remained in the Union;
A.
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;
A.
B.
C.
B.
C.
D.
E.
F.
G.
The South feared that the North would take control of Congress, and Southerners began to proclaim states’
rights as a means of self-protection.
The North believed that the nation was a union and could not be divided. While the Civil War did not begin as
a war to abolish slavery, issues surrounding slavery deeply divided the nation.
An important issue separating the country related to the power of the Federal Government. Southerners felt that
they had the right to declare any national law illegal. Northerners believed that the national government’s
power was supreme over that of the states.
There were several compromises aimed at resolving differences between the North and South:
1.
Missouri Compromise – Missouri entered the Union as a slave state in 1820 and Maine
entered as a free state at the same time.
2.
Compromise of 1850 – California entered the Union.
3.
Kansas-Nebraska Act – People in each state decided the slavery issue (popular
sovernity).
Events leading to Southern Secession:
1.
Following Lincoln’s election, southern states seceded from the Union. Confederate
forces attacked Fort Sumter, marking the beginning of the Civil War.
2.
Lincoln and many Northerners believed that the United States was one nation that could
not be separated or divided. Most Southerners believed that states had freely created
and joined the union and could freely leave it.
Battle Maps
Jean Fritz Books
Charts, dioramas
Interpret political cartoons,
slogans, etc.
Journal writing, watercolor
portraits, timelines of major
events.
Debates
States that seceded – Virginia, North Carolina, South Carolina, Georgia, Florida, Tennessee, Texas, Louisiana,
Mississippi, Alabama, Arkansas.
Border States (Slave States) that remained in the Union – Maryland, Delaware, Kentucky, Missouri
Free states that remained in the Union – Maine, New Hampshire, Massachusetts, Rhode Island, Connecticut,
New Jersey, New York, Pennsylvania, Ohio, Michigan, Indiana, Illinois, Wisconsin, Oregon, California,
Minnesota, Iowa, Kansas, Vermont, West Virginia (western counties of Virginia that refused to secede from
the Union)
Lincoln and Lee were men whose views of the nature of the United States were very different, leading to an
unavoidable conflict.
Abraham Lincoln
1.
Was President of the United States
2.
Opposed the spread of slavery
3.
Issued the Emancipation Proclamation
4.
Determined to preserve the Union – by force if necessary
5.
Believed the United States was one nation, not a collection of independent states.
6.
Wrote the Gettysburg Address that said the Civil War was to preserve the government
“of the people, by the people, and for the people.”
Robert E. Lee
1.
was leader of the Army of Northern Virginia
2.
was offered command of the Union forces at the beginning of the war but chose not to
fight against Virginia
3.
opposed secession, but did not believe the Union should be held together by force
4.
at the end of the war, urged Southerners to accept defeat and reunite as Americans when
some wanted to fight on.
Ulysses S. Grant – was general of the Union army that defeated Lee.
Frederick Douglass – was a former enslaved African American who escaped to the North and became an
abolitionist
Jefferson Davis – was president of the Confederate States of America
Thomas “Stonewall” Jackson – was a very skilled Confederate general from Virginia.
11
Revised 2013-2014
4th 9
weeks
e)
using maps to explain critical
developments in the war, including
major battles.
A.
EQ1 – How did cultural, economical, and
constitutional issues create bitter divisions
between the North and the South?
EQ2 – How did the issues of states’ rights and
slavery increase sectional tension between
North and South?
B.
EQ3 – Which states seceded from the Union?
EQ4 - Which four slave states stayed in the
Union?
EQ5 – Where were the other states that
remained in the Union located?
Major Battles and Events:
1.
The firing on Fort Sumter, South Carolina, began the war
2.
The first Battle of Manassas (Bull Run) was the first major battle
3.
The battle of Vicksburg divided the South; the North controlled the Mississippi River
4.
The Battle of Gettysburg was the turning point of the war; the North won
5.
Lee’s surrender to Grant at Appomattox Court House in 1865 ended the war
6.
The Emancipation Proclamation made “freeing the slaves” the new focus of the war.
Many freed slaves joined the Union Army.
Influence of Location and Topography on Critical Developments in the War
1.
The Union blockade of southern ports, e.g., Savannah, Charleston, New Orleans
2.
Control of the Mississippi River, especially Vicksburg
3.
Battle locations influenced by the struggle to capture capital cities of Richmond and
Washington, DC.
4.
Control of the high ground, e.g., Gettysburg
EQ6 – Who are considered leaders of the Civil
War?
EQ7 – How did Lincoln’s view of the nature
of the Union differ from Lee’s?
EQ8 – What were the conflicts of conscience
faced by Americans?
EQ9 – Where did critical events of the Civil
War take place?
EQ10 – Where were the major battles fought?
EQ11 – What are the ways location and
topography influenced important
developments in the war, including major
battles?
US1.9 – The student will demonstrate
knowledge of the causes, major events, and
effects of the Civil War by
f)
A.
B.
describing the effects of the war
from the perspectives of Union and
Confederate soldiers (including
black soldiers), women and
enslaved African Americans.
EQ1 – What hardships were experienced
during the Civil War?
C.
Life on the battlefield and on the home front was extremely harsh. Many died from disease and exposure.
General Effects of the War
1.
Families and friends were often pitted against one another
2.
Southern troops became increasingly younger and more poorly equipped and clothed
3.
Much of the South was devastated at the end of the war, e.g. burning of Atlanta and
Richmond
4.
Disease was a major killer.
5.
Clara Barton, a Civil War nurse, created the American Red Cross
6.
Combat was brutal and often man-to-man
7.
Women were left to run businesses in the North and plantations in the South
8.
The collapse of the Confederacy mad Confederate money worthless
Resources:
Textbooks, teacher selected
materials, videos, worksheets,
maps, etc.
Assessment:
Quizzes, Tests, etc.
Effects of the War on African Americans
Activities:
1.
2.
African Americans fought in both the Confederate and Union armies. Some African
Americans accompanied Confederate units in the field.
The Confederacy often used enslaved African Americans as naval crew members and
soldiers ship workers, laborers, cooks, and camp workers.
Create timelines, flashcards,
board games, pop-ups, maps,
ABC reviews, A-Z books,
12
Revised 2013-2014
3.
4.
5.
6.
The Union moved to enlist African American sailors and soldiers early during in the war.
African American soldiers were initially paid less than white soldiers
African American soldiers were discriminated against and served in segregated units
under white officers
Robert Smalls, a sailor and later a Union naval captain, was among the African
Americans who later achieved fame or earned the nation’s highest award.
flipbooks, etc.
People Bingo
Battle Maps
Jean Fritz Books
Charts, dioramas
Interpret political cartoons,
slogans, etc.
Journal writing, watercolor
portraits, timelines of major
events.
Debates
Week 31
and
Week 32
and
Week 33
And
Week 34
Week 35
and
Week 36
SOL Review
SOL Review and Testing
and SOL Test
Post SOL Activities
A.
B.
C.
World War II Activities
1. Guest Speakers
2. Study of D-Day Memorial
Decade by Decade Study of American History
1. Decade Timelines
2. Technological Advances
3. Personalities of Each Decade
4. Changes in Society (civil rights, women’s movement, etc.)
Social Studies Fair (Student’s choose a topic in history and complete a project to share with the class).
13