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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. 1 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. 2 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. 3 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. 4 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 5 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