u. s. history to 1865

Pacing Guide

U. S. History to 1865

Shelburne Middle School

Staunton City Schools Staunton, Virginia

June 2010

Blueprint Summary Table

Reporting Categories # of Items (value/

SOL) Earth Science SOL

Standards of Learning USI.1 a-d, f- i will be assessed throughout the reporting categories.

Pre-Columbian Times to the 1770s 7 USI.3a; USI.4a-b; USI.5a, c-d

Revolution and the New Nation 7 USI.6a, c-d; USI.7d

Expansion, Reform and the Civil War 10 USI.8a, c, d; USI.9a-b, d, f

Geography 9 USI.2a-d; USI.3b; USI.9c, e

Civics and Economics 7 USI.3c; USI.4c; USI.5b; USI.6b; USI.7a; USI.8 b;

SOL Excluded From This Test USI.1e

Total Number of Operational Items 40

Field-Test Items* 10 *Field-test items will not be used to compute students’ scores on the test.

Total Number of Items 50

Week(s) Organizing Topics Related Standards of Learning

Geography Skills USI.2a, b, c, d; USI.1a, c, f, g

American Indians (First Americans) USI.3a, b, c; USI.1a, b, c, d, f

European Exploration USI.4a, b, c; USI.1a, d, f, g

Colonial America USI.5a, b, c, d; USI.1a, c, d, f

American Revolution USI.6a, b, c, d; USI.1a, b, c, d, f, h

Birth of the Nation USI.7a, b, c; USI.1a, b, c, d, f, h

Westward Expansion USI.8a, b, c; USI.1b, c, d, f, i

Abolition and Suffrage USI.8d; USI.1b, c, d, h

Civil War USI.9a, b, c, d, e, f; USI.1a, b, c, d, f, h

Throughout the course:

US.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865;

b) make connections between the past and the present;

c) sequence events in United States history from pre-Columbian times to 1865;

d) interpret ideas and events from different historical perspectives;

e) evaluate and discuss issues orally and in writing;

f) analyze and interpret maps to explain relationships among landforms, water features, climat ic characteristics, and historical events;

g) distinguish between parallels of lat itude and meridians of longitude;

h) interpret patriotic slogans and excerpts from notable speeches and documents;

i) 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.

Related

SOL

Essential Knowledge and Skills

Students should be able to: Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of

Mastery* (See Notes)

US.1a

Identify and interpret primary and secondary

source documents.

Identify,

interpret

US.1b Make connections between the past and present

Make

US.1c

Sequence events in U.S. history

Sequence

US.1d

Interpret ideas and events from different historical perspectives

Interpret

US.1e Evaluate and discuss issues orally and in writing Evaluate,

discuss

US.1f Analyze and interpret maps to explain relationships among landforms, water features,

climatic characteristics and historical events

Analyze, interpret

US.1g

Distinguish between parallels of latitude and meridians of longitude

Distinguish

US.1h Interpret patriotic slogans and excerpts from

notable speeches and documents

Interpret

Related

SOL


Students should be able to: Verbs



Evidence of

Mastery* (See Notes)

US.1i Identify the costs and benefits of specific choices

made

Identify

Geography skills Week of 8/23 - 9/10 (Pre-test 8/23 - 8/24)

USI.2 The student will use maps, globes, photographs, pictures, or tables to

a) locate the seven continents and five oceans. 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. 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. d) recognize key geographic features on maps, diagrams, and/or photographs.

USI.1 The student will develop skills for historical and geographical analysis, including the ability to a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to

1877; c) sequence events in United States history from pre-Columbian times to 1865; f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events;

Related

SOL Essential Knowledge and Skills Verbs



Evidence of Mastery*

(See Notes)

USI.2

Students should be able to:

Use maps globes photographs pictures

tables to. . .

Use

USI

2a


Describe continents as large land masses surrounded by water.

1. Identify and locate the seven continents:

North America

South America Africa

Asia

Describe

Identify

Locate

1) working with a partner, identify cut-out shapes of continents as they are displayed by the teacher.

2) locate the seven continents & five oceans on an outline map of the world. working with a team, locate and identify the seven continents & five oceans on a floor map of the world.

Completed outline map as exit activity.

Related





(See Notes)

Australia Antarctica

Europe*.

*Explain that Europe is considered a continent even

though it is not entirely surrounded by water. The land

mass is frequently called Eurasia.

2. Identify and locate the six oceans:

Atlantic Ocean

Pacific Ocean

Arctic Ocean

Indian Ocean

Southern Ocean

Explain

Identify

3) using a T-Chart, sort the seven continents by teacher directed categories. Then, explain how Europe and Asia are different from the other continents, describing characteristics of continents.

write a summary of similarities and differences between the seven continents.

Summary paragraph of similarities and differences between the seven continents

USI.2b Explain that geographic regions have distinctive characteristics.

1. Identify/Locate the geographic regions of North America and describe the following physical characteristics of each region:

A.1. Coastal Plain

Located along the Atlantic Ocean and Gulf of Mexico

Broad lowland providing many excellent harbors

A.2. Appalachian Highlands Located west of Coastal Plain extending

from eastern Canada to western Alabama: including the Piedmont

Explain

Identify

Locate

Describe

1) using an outline map, locate and label the eight geographic regions of North America and rivers, lakes and gulf.

using an outline map, draw symbols to represent the physical characteristics of each region.

2) using a floor map, locate and identify the eight geographic regions of North America. (i.e. ―Find the region west of the Mississippi River.‖ ―Find the region west of Interior Lowlands and east of the Rocky Mountains.‖)

3) using a laminated map of the United States, play-dough and toothpicks, mold the physical characteristics of

Completed play-dough activity.

Completed table of regions, descriptions and pictures/photographs.

Related





(See Notes)

Old, eroded mountains (oldest mountain range in North America)

A.3. Canadian Shield

Wrapped around Hudson Bay in a horseshoe shape

Hills worn by erosion and hundreds of lakes carved by glaciers

A.4. 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

A.5. Great Plains

Located west of Interior Lowlands and east of the Rocky Mountains

Flat land that gradually increases in elevation westward; grasslands

A.6. 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

A.7. Basin and Range

Located west of Rocky Mountains and east of the Sierra Nevadas and the Cascades

Area of varying elevations containing isolated mountain ranges and Death Valley, the lowest point in North America

A.8. Coastal Range

Located along the Pacific Coast, stretching from California to Canada

Rugged mountains and fertile valleys

each region and place them on the map. Then label each region using toothpick ―flags.‖

4) using pictures, photographs, descriptions and region labels, match each region with its description and picture/photograph in a table.

5) Create a foldable on the 8 geographic regions.

Related





(See Notes)

USI.2c 1. Identify and locate on a map the following

major bodies of water to which the United States has access:

Oceans: Atlantic, Pacific

Rivers: Mississippi, Missouri, Ohio, Columbia, Colorado, Rio Grande, St. Lawrence River

Lakes: Great Lakes Gulf: Gulf of Mexico.

2. Explain the role these major bodies of water played in 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

Identify

Locate

Explain

1) Using a map of the US, recreate the rivers with yarn

2) Use a sort game to match the major bodies of water with their descriptions

Related





(See Notes)

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.

USI.2d

1. Identify key geographic features Water-related

– Lakes – Rivers – Tributaries – Gulfs and bays

Land-related – Mountains – Hills – Plains – Plateaus – Islands – Peninsulas

2. Describe how geographic features are related to:

patterns of trade

the locations of cities and towns

the westward (frontier) movement agricultural and fishing industries.

1) Recreate the land-related features with play-doh based upon the given descriptions

2) Use topographical maps to identify the key water and land features

1) Use leading questions to encourage students to infer how geographical features influenced trade, settlements, movement and industry.

Related





(See Notes)

USI

1a

1c

1f

Demonstrate skills for historical and geographical analysis, including the ability to …

Identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865

Sequence events in United States history from pre-Columbian times to 1865

Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events

Demonstrate

Identify

Interpret

Analyze

Interpret

Explain

American Indians (First Americans) Week of 9/13 - 9/24

USI.3 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. b) locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest

(Pueblo), and Eastern Woodlands (Iroquois). c) describing how the American Indians used the resources in their environment.

USI.1 The student will develop skills for historical and geographical analysis, including the ability to

a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865;

b) make connections between the past and the present c) sequence events in United States history from pre-Columbian times to 1865;

d) interpret ideas and events from different historical perspectives;

f) analyze and interpret maps to explain relationships among landforms, water features, climatic charac teristics, and historical events.

Related

SOL


Verbs



Evidence of

Mastery*(See

Notes)

USI.3 Students should be able to: Demonstrate knowledge of how early culture developed in North America by:

US.3a 1. Explain why archaeology is important understanding that archaeologists study human behavior and

cultures of the past through the recovery and analysis of artifacts.

And

. that scientists are not in agreement about when and how people first arrived in the Western Hemisphere.

2. Describe that Cactus Hill is located on the

1) Vocabulary activity to introduce new terms

2) Use a video clip detailing Cactus Hill and the work of archaeologists.

Related

SOL


Verbs



Evidence of

Mastery*(See

Notes)

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.

1) Locate the Nottoway river on a map of Virginia.

2) Locate the site of Cactus Hill on a map of Virginia.

USI.3b Demonstrate knowledge of how early cultures developed in North America

Identify/locate where the following American Indians (First Americans) lived/settled in North America prior to the arrival of Europeans and describe their environments: A. Inuit inhabited present-day Alaska and

northern Canada. They lived in Arctic areas where the temperature is below freezing much of the year.

B. Kwakiutl homeland includes the Pacific

Northwest coast, characterized by a rainy, mild climate.

C. Lakota people inhabited the interior of the

United States, called the Great Plains, which is characterized by dry grasslands.

D. Pueblo tribes inhabited the Southwest in

present-day New Mexico and Arizona, where they lived in desert areas and areas bordering cliffs and mountains.

E. Iroquois homeland includes northeast North

Demonstrate

Identify

Locate

Describe

1) using a map, locate the area that each First American group lived in.

2) using a chart describe the environment of each First American group and how environment affected their food, clothing, shelter and lifestyle. (Library Project)

3) using a floor map, place identification cards, pictures of food, shelter, clothing, etc. on the map

4) Compare and contrast the geographical regions where the First Americans lived.

Map labeled with the First American groups.

Completed group project.

Completed reflection.

Related

SOL


Verbs



Evidence of

Mastery*(See

Notes)

America, called the Eastern Woodlands, which is heavily forested.

F. Members of these tribes live in their homelands and in many other areas of North America today.

USI.3c A. 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).

B. Types of Resources included:

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

C. Examples of these resources included:

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

Explain

Describe

1) Use a vocabulary activity to introduce new terms

2) Bring in examples of each resource and have the students identify and explain which category each example would fit and why.

3) Have to students explain how resources can fit into more than one category.

Related

SOL


Verbs



Evidence of

Mastery*(See

Notes)

made were examples of capital resources.

1a

1b

1c

1d

1e

1f

Demonstrate skills for historical and geographical analysis, including the ability to . . . Identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865

Make connections between the past and the present Sequence events in United States history from pre-Columbian times to 1865

Interpret ideas and events from different historical perspectives.

Evaluate and discuss issues orally and in writing

Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events

Demonstrate

Identify

Interpret

Make

Sequence

Interpret

Evaluate

Analyze

Interpret

Explain

1) Create a timeline (class, group or individual)

European Exploration Week of 9/27 - 10/15

USI.4 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.

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. c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their

interactions with traders. USI.1 The student will develop skills for historical and geographical analysis, including the ability to

a) identify and interpret primary and secondary source documents to increase understanding of events and life in United

States history to 1877; d) interpret ideas and events from different historical perspectives;

f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events;

g) distinguish between parallels of latitude and meridians of longitude.

Related




Evidence of

Mastery*(See Notes)

USI.4 Students should be able to:

Demonstrate knowledge of European exploration in N.A. and W. Africa by . . .

Demonstrate

Related




Evidence of

Mastery*(See Notes)

USI.4a

A. Describe/explain the following reasons/ motivations major European countries were in competition to extend their power into North America and claim the land as their own:

Economic—Gold, natural resources, and trade

Religious—Spread of Christianity

Competitions for empire and belief in superiority of own culture.

B. Describe/explain the following obstacles faced by early explorers of North America:

Poor maps and navigational tools

Disease/starvation

Fear of unknown

Lack of adequate supplies.

C. Describe/identify the following accomplish-

ments of early explorers of North America:

Exchanged goods and ideas

Improved navigational tools and ships

Claimed territories (see individual countries below).

D. Identify the regions explored by the following explorers and the country they represented:

D.1. Spain

Francisco Coronado claimed present – day southwest United States for Spain.

Describe

Explain

Describe

Explain

Describe

Identify

Identify

1) working in a group, describe and explain reasons for exploration, obstacles to exploration, accomplishments/regions explored and name of explorer and impact of exploration for one assigned country.

2) Create nonlinguistic representations of the motivations, obstacles and accomplishments of exploration

3) using pre-exploration maps, modern maps and parallels of latitude and meridians of longitude locate points on the maps.

4) using a map and colored pencils identify the exploration routes of each explorer and the important landforms/rivers on the exploration route. Use symbols to describe the significance of each body of water.

5) Create a timeline of exploration. Include dates of exploration, routes taken and home country of the explorers.

Related




Evidence of

Mastery*(See Notes)

D.2. France Samuel de Champlain established the

French settlement of Quebec.

Robert La Salle claimed the Mississippi River Valley.

D.3. England

John Cabot explored eastern Canada

USI.4b

A. Describe/summarize the following cultural interaction between the American Indians and Europeans:

A.1. Spanish

Conquered and enslaved American Indians

Brought Christianity to the New World

Brought European diseases to American Indians

A.2. French

Established trading posts

Spread Christian religion A.3. English

Established settlements and claimed ownership of land

Learned farming techniques from American Indians

Traded. with American Indians B. Describe the following examples of

cooperation between the American Indians and the Europeans:

Europeans brought weapons and metal farm tools

Trade

Crops.

C. Describe the following examples of conflict

Describe

Summarize

Describe

1) working in groups, create a skit describing the motivations, obstacles and accomplishments of exploration and the cultural interactions between Europeans and native peoples.

2) using a Venn Diagram and a word bank, sort areas of conflict and cooperation between Europeans and First Americans and draw a picture to represent each.

Completed poem, song, picture or comic strip.

Exit activity – Venn Diagram sorting areas of conflict and cooperation.

5 question quiz

Related




Evidence of

Mastery*(See Notes)

between the American Indians and the Europeans:

Land

Competition for trade

Differences in cultures

Disease

Language difference.

Describe

USI.4a

USI.4c

E. Describe the voyages of discovery along West Africa made by Portuguese explorers.

A. Identify the location and describe/explain the characteristics of the following societies and how they became powerful and dominated West Africa in turn from 300 to 1600 A.D. by controlling trade in West Africa:

B. Ghana, Mali and Songhai were located in the

western region of Africa, south of the Sahara Desert, near the Niger River.

C. Ghana, Mali, and Songhai became powerful by controlling trade in West Africa.

Explain how African people and their goods played an important role in arousing European interest in world resources.

D. Describe/explain how West African empires impacted European trade as the Portuguese carried goods from Europe to West African empires, trading metals, cloth, and other manufactured goods for gold.

Describe

Identify

Describe

Explain

Explain

Describe

Explain

1) Locate the 3 kingdoms of West Africa, the Sahara Desert and the Niger River on a map.

2) after hearing the story of Western Africa, summarize the story in a comic strip.

Related




Evidence of

Mastery*(See Notes)

USI.1

1a

1d

1e

1f

1g

Demonstrate skills for historical and geographical analysis, including the ability to . . .

Identify and interpret primary and secondary source documents to increase understanding of events and life in United States history.


Evaluate and discuss issues orally and in writing

Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Distinguish between parallels of latitude and meridians of longitude.

Demonstrate

Identify

Interpret

Interpret

Evaluate

Analyze

Interpret

Explain

Distinguish

Colonial America Week of 10/18 - 11/5

USI. 5 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. 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.

c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, free African Americans, indentured servants, and enslaved African Americans.

d) identifying the political and economic relationships between the colonies and England. USI.1 The student will develop skills for historical and geographical analysis, including the ability to

a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States

history to 1865; c) sequence events in United States history from pre-Columbian times to 1865;

d) interpret ideas and events from different historical perspectives; f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical

events.

Related SOL

Essential Knowledge and Skills Verbs Strategies to Engage the Learner


Evidence of

Mastery*(See

Notes)


Demonstrate knowledge of the factors that shaped colonial America

Demonstrate

Related SOL



Evidence of

Mastery*(See

Notes)

USI

5a

A. Describe/explain the reason Europeans

established the following colonies in North America:

A1. Roanoke Island (Lost Colony) was

established as an economic venture. A2. Jamestown Settlement, the first permanent

English settlement in North America (1607), was an economic venture by the Virginia Company.

A3 Plymouth colony was settled by separatists

from the Church of England who wanted to avoid religious persecution.

A4. Massachusetts Bay Colony was settled by

the Puritans to avoid religious persecution, A5. Pennsylvania was settled by the Quakers,

who wanted to have freedom to practice their faith without interference.

A6. Georgia was settled by people who had been in debtor’s prisons in England. They hoped to experience economic freedom and start a new life in the New World.freedom in the New World.

Describe Explain

1) after interactive notes, using an outline map, locate each colony on the map, label the colony and draw the flag of the colonizing country.

2) create a travel brochure of the ―New World‖. A map of the colonies and the regions and a brief description of each will be required elements.

Exit activity – chart matching colonies and pictures.

Completed travel brochure

Related SOL



Evidence of

Mastery*(See

Notes)

USI.5b Using the following chart, describe the three colonial regions and how climate, geographic features, and other available resources distinguish the three regions from each other

1) working with a partner and using a word

bank, complete a chart explaining how climate and geographic features distinguished the colonial regions.

2) using completed, settlement map, locate, identify and shade each colonial region.

3) Triple venn Diagram to compare/contrast the 3 regions of colonies.

Completed postcard

Related SOL



Evidence of

Mastery*(See

Notes)

Essential Knowledge

Colonies Resources Geography and Climate Specialization Examples of Interdependence Social/Political

New

England

Natural resources: e.g., timber, fish, deep harbors

Human resources: e.g., skilled craftsmen, shopkeepers, shipbuilders

Capital resources: e.g., tools, buildings

Appalachian Mountains, Boston harbor, hilly terrain, rocky soil, jagged coastline Moderate summers, cold winters

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 Mid-Atlantic colonies for livestock and grains.

Villages and churches were centers of life. Religious reformers and separatists Civic life: town meetings

Mid-

Atlantic

Natural Resources: e.g., rich farmlands, rivers

Human resources: e.g., unskilled and skilled workers, fishermen


Appalachian Mountains, coastal lowlands, harbors and bays Mild winters and moderate climate, wide and deep rivers

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.

Villages and cities, varied and diverse lifestyles, diverse religions Civic life: market towns

Southern

Natural resources: e.g., fertile farmlands, rivers, harbors

Human resources: e.g., farmers, enslaved African Americans


Appalachian Mountains, Piedmont, Atlantic Coastal Plain, good harbors and rivers Humid climate with mild winters and hot summers

Tobacco, rice, cotton, indigo, forest products (lumber, tar, pitch)

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.

Plantations (slavery), mansions, indentured servants, fewer cities, fewer schools, Church of England Civic life: counties

Related SOL



Evidence of

Mastery*(See

Notes)

USI.5c Identify the following groups of people living in colonial America and describe colonial life relating to their social positions from their varied perspectives:

A. 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

B. Farmers

Worked the land according to the region

Relied on family members for labor

C. Artisans

Worked as craftsmen in towns and on the plantation

Lived in small villages and cities

D. Women

Worked as caretakers, house-workers, homemakers

Were not allowed to vote

Had few opportunities for getting an education

E. 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

F. 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

Identify

Describe

1) after interactive notes, identify the social classes in the colonial regions after hearing descriptions of each social class.

2) using pictures and descriptions, match each description with the picture of the social class represented.

3) Create a social class ladder based upon the amount of rights that each class possesses in relation to the other classes.

Completed social class matching activity

Related SOL



Evidence of

Mastery*(See

Notes)

Were free at the end of their contract

G. 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.)

USI.5d Identify/explain the following economic and political relationships between the colonies and England:

A. Economic relationships England imposed strict control over trade

England taxed the colonies after the French and Indian War

Colonies traded raw materials for goods made in Great Britain.

B. Political relationships

Colonists had to obey British laws that were enforced by governors.

Colonial governors were appointed by the king or by the proprietor.

A colonial legislatures made laws for each colony but was monitored by the colonial governor.

Identify Explain

1) Do tax game with kids. After being ―taxed,‖ write a reflection on how they feel and what they are going to do about it. Describe the role of the teacher and the students in this situation.

2) create a book entitled ―Revolt.‖ Each page will contain reasons for the colonists’ revolution and a picture.

3) with a partner, retell the story of their book without using the book.

4) complete a review sheet of the issues of dissatisfaction that led to the American Revolution.

Exit activity – review sheet of the issues of the dissatisfaction that led to the American Revolution

USI.1

1a

Demonstrate skills for historical and geographical analysis, including the ability to . . . Identify and interpret primary and secondary source documents to increase understanding of

Demonstrate

Identify

Related SOL



Evidence of

Mastery*(See

Notes)

1c

1d

1e

1f

events and life in United States history to 1865

Sequence events in United States history from pre-Columbian times to 1865


Evaluate and discuss issues orally and in writing Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events

Interpret

Sequence

Interpret

Evaluate

Analyze

Interpret

American Revolution Week of 11/8 - 01/14/11

USI.6 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. b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin

Franklin, Thomas Jefferson and Patrick Henry d) explaining reasons why the colonies were able to defeat Great Britain.



b) make connections between the past and the present; c) sequence events in United States history from pre-Columbian times to 1865; d) interpret ideas and events from different historical perspectives; f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events; h) interpret patriotic slogans and excerpts from notable speeches and documents.

Related




Evidence of

Mastery*(See Notes)


Demonstrate knowledge of the causes and results of the American Revolution

Demonstrate

USI.6a

A. Describe the following reasons Great

Britain increased control over its colonies and the steps they took to do it:

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

Describe

1) Use video clips detailing how the British used taxes and power to control the colonies.

Related




Evidence of

Mastery*(See Notes)

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.

B. Explain the following reasons for Great Britain’s taxation of the colonies:

To help finance the French and Indian War

To help with the maintaining of British troops in the colonies.

C. Identify and explain the following reasons for 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.

Explain

Identify

Explain

USI.6b Explain that as England expanded control over the American colonies, many colonists became dissatisfied and rebellious. Identify how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence, based

Explain

Identify

1) After reading the Dec. of Ind., the students will work with a partner to extract what they think are the key ideas in the document.

Summary drawing of the Declaration of Independence

Related




Evidence of

Mastery*(See Notes)

upon ides first expressed by European philosophers

Explain how new political ideas led to a desire for independence and democratic government in the American colonies.

A. Summarize the following key philosophies in the Declaration of Independence as it proclaimed independence from England:

People have ―certain unalienable rights‖ (rights that cannot be taken away)—life, liberty, 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.

Explain

Summarize

2) Students will give examples of their own "unalienable rights" that cannot be taken away.

USI.6c A. Identify the following key individuals in

the Revolutionary War and describe the role they played:

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

Identify

Describe

1) All students will create a cartoon strip of the events leading up to the revolutionary war and the war itself.

2) identify each key individual and describe the role they played in the American Revolution by completing a ―Who Am I?‖ foldable.

3) watch a video clip on the Battle of Lexington and Concord and write a diary entry from the point of view of a British soldier or a continental soldier

Related




Evidence of

Mastery*(See Notes)

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

B. Identify the following key individuals in

the Revolutionary War and describe the role they played:

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

C. Identify and describe the significance of

the following Revolutionary War 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

Identify

Describe

Identify

Describe

describing feelings, sights and sounds of this first conflict.

4) watch a video clip of the Battle of Saratoga. Working with a partner, discuss why this battle was the turning point in the war. Share responses with the class.

5) draw symbols on a map at the location of each battle that depicts its importance, as the battle is taught.

6) Students will act out a prewritten play about the surrender at Yorktown

7) as a class, create a human timeline of the significant American Revolution events.

8) Students compare and contrast works of art (Paul Revere engraving and a painting done by Alonzo Chappel) which portray the Boston Massacre.

Related




Evidence of

Mastery*(See Notes)

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.

USI.6d A. Explain the following advantages that

helped the American colonists win the Revolutionary War:

Some colonists’ defense of their own land, principles, and beliefs

Additional support from France

Strong leadership

Explain 1) use a T-Chart to depict the advantages of both the British and Colonial people.

USI.1

1a

1b

1c

Demonstrate skills for historical and geographical analysis, including the ability to… Identify and interpret primary and secondary source documents to increase understanding of events and life in United States history. Make connections between the past and the present. Sequence events in United States history. Interpret ideas and events from different

Demonstrate

Identify

Interpret

Make connections

Sequence

Interpret

Related




Evidence of

Mastery*(See Notes)

1d

1e

1f

1h

historical perspectives. Evaluate and discuss issues orally and in writing

Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. Interpret excerpts from notable documents.

Evaluate

Analyze

Interpret

Explain

Interpret

Birth of the Nation Week of 01/17/11 - 02/18/11

USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by

a) identifying the weaknesses of the government established by the Articles of Confederation. b) describing the historical development of the Constitution of the United States.

c) describing the major accomplishments of the first five presidents of the United States. USI.1 The student will develop skills for historical and geographical analysis, including the ability to


b) make connections between the past and the present; c) sequence events in United States history from pre-Columbian times to 1877; d) interpret ideas and events from different historical perspectives;


h) interpret patriotic slogans and excerpts from notable speeches and documents.

Related




Evidence of

Mastery*(See Notes)

USI

7


Demonstrate knowledge of the challenges faced by the new nation

Demonstrate

USI.7a Summarize the Articles of Confederation, the constitution written during the American Revolution to establish the powers of the new national government.

A. Identify/explain the following basic weakness

of the Articles of Confederation:

Provided for a weak national government

Gave Congress no power to tax or regulate commerce among the states

Summarize

Identify

Explain

1) After interactive notes, using a chart, students will identify weaknesses of the Articles.

2) Explain in a short summary how this weakness led to the failure of the Articles.

3) Political cartoon to depict weaknesses

Chart and political cartoon

Related




Evidence of

Mastery*(See Notes)

Provided for no common currency Gave each state one vote regardless of size

Provided for no executive or judicial branch.

USI.7b A. Explain that weaknesses in the Articles led to the effort to draft a new constitution

B. Describe the Constitution Convention using

the following information

State delegates met in Philadelphia and decided not to revise the Articles of Confederation but to write a new constitution.

George Washington was elected president of the Constitutional Convention.

Delegates debated over how much power should be given to the new national government and how large and small states should be represented in the new government.

The structure of the new national government included three separate branches of government: – Legislative – Executive – Judicial

The Great Compromise decided how many votes each state would have in the Senate and the House of Representatives.

The Constitution was signed at the end of the convention.

C. Explain the ratification of the Constitution A minimum of nine of the thirteen states had

1) Use video clips to introduce the creation of the U.S. Constitution.

2) Have the students use an online encyclopedia to complete a scavenger hunt that details the various roles of the three branched of government.

3) Use a visual aid (foldable or government tree) to illustrate the three branches of government

4) Have the students create a dialogued skit that recreates the debate between the small states and the large states at the Constitutional Convention. This leads to the Great Compromise

Discussion and summary paragraph

Related




Evidence of

Mastery*(See Notes)

to vote in favor of the Constitution before it could become law.

D. Explain the idea and purpose of the Bill of

Rights

Based on the Virginia Declaration of Rights (George Mason) and the Virginia Statute for Religious Freedom (Thomas Jefferson)

These first ten amendments to the Constitution provide a written guarantee of individual rights (e.g., freedom of speech, freedom of religion).

5) Using the Constitution, students will work with a partner to analyze the first ten amendments. (Bill of Rights)

6) As partners rank the importance of each amendment. Explain reasoning

7) Class discussion--What is the amendment saying and what is it granting each citizen and its importance.

8) Write a brief summary-how do these amendments affect our lives today? How would our lives be different without the Bill of Rights

USI.7c

A. Identify the first five presidents, all of whom were Virginians except John Adams. B. Describe the major accomplishments/summarize the following major national issues and events that faced the first five presidents. Explain that the decisions made by the presidents on these issues established a strong government that helped the nation grow in size and power.

B.1. George Washington – Federal court system was established.

– The Bill o f Rights was added to the Constitution

of the United States of America.

– Plans were created for development of the

national capital in Washington, D.C. Benjamin

Banneker, an African American astronomer and

surveyor, helped complete the design for the

city.

B.2. John Adams

Identify

Describe

Explain

1) Foldable--Students will sort the accomplishments of each of the first five Presidents after doing an independent reading assignment

2) Using the President’s chart, students will name the president and describe his accomplishments.

3) Who Am I Game? Identify picture of the president and name his accomplishment and vice versa.

4) Benjamin Banneker video

Presidential poster

Related




Evidence of

Mastery*(See Notes)

A two-party system emerged during his administration.

B.3. Thomas Jefferson

He bought Louisiana from France (Louisiana Purchase).

Lewis and Clark explored this new land west of the Mississippi River.

B.4. James Madison

The War of l812 caused European nations to gain respect for the United States.

B.5. James Monroe

He introduced the Monroe Doctrine warning European nations not to interfere in the Western Hemisphere.

USI.1

1a

1b

1c

1d

Demonstrate skills for historical and geographical analysis, including the ability to . .

Identify and interpret primary and secondary source documents to increase understanding of events and life in United States history. Make connections between the past and the present. Sequence events in United States history. Interpret ideas and events from different historical perspectives.

Demonstrate

Identify

Interpret

Make connections

Sequence

Interpret

Related




Evidence of

Mastery*(See Notes)

1e

1f

1h

Evaluate and discuss issues orally and in writing Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Interpret excerpts from notable documents.

Evaluate

Analyze

Interpret

Explain

Interpret

Westward Expansion Week of 02/21/11 - 03/18/11

USI.8 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 Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California.

b) identifying the geographic and economic factors that influenced the westward movement of settlers.

c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America.

USI.1 The student will develop skills for historical and geographical analysis, including the ability to b) make connections between the past and the present; c) sequence events in United States history from pre-Columbian times to 1877;

d) interpret ideas and events from different historical perspectives; f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical

events; i) 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.

Related




Evidence of

Mastery*(See Notes)


Demonstrate knowledge of westward expansion and reform in America from 1801 to 1861

Demonstrate

USI.8a Explain that between 1801 and 1861, exploration was encouraged as America underwent vast territorial expansion and settlement.

A. Describe territorial expansion and how it affected the political map of the U.S., explaining how the following new territories were added to the United States between

Explain 1) Use video clips to introduce the land gained through territorial expansion

2) Students will complete a map activity showing where each new territory is located, from who we acquired the land and the means in which we acquired it.

Related




Evidence of

Mastery*(See Notes)

1801 and 1861:

A.1. 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.

A.2. Florida – Spain gave Florida to the United States

through a treaty. A.3. Texas

– Texas was added to the United States after it became an independent republic.

A.4. Oregon – The Oregon Territory was divided by the

United States and Great Britain. A.5. California

War with Mexico resulted in California and the southwest territory becoming part of the United States

USI.8b A. Identify/explain the following 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

Identify

Explain

1) T- Chart separating the economic and geographic reasons for westward expansion

2) Do a nonlinguistic representation activity to allow the students to draw pictures to represent the geographical and economical reasons for expansion.

3) Students will analyze a famous painting

Related




Evidence of

Mastery*(See Notes)

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.

showing "Manifest Destiny."

8c

Explain how, prior to the Civil War, industrialization in the North impacted the farming society in the South. A. 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

B. Describe/explain how each of the following inventions affected the lives of Americans:

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

Explain

Describe

Explain

1) Do a vocabulary building activity to introduce 'inventor' and 'entrepreneur'.

2) Show the students small video clips of each of the inventions and have them figure out how each invention made life easier for the average American.

Related




Evidence of

Mastery*(See Notes)

provided faster river transportation connecting Southern plantations and farms to Northern industries and Western territories.

The steam locomotive provided faster land transportation.

USI.1

1a

1b

1c

1d

1e

1f

1i

Demonstrate skills for historical and geographical analysis, including the ability to… Identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865. Make connections between the past and the present. Sequence events in United States history. Interpret ideas and events from different historical perspectives. Evaluate and discuss issues orally and in writing Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

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.

Demonstrate

Identify

Interpret

Make connections

Sequence

Interpret

Evaluate

Analyze

Interpret

Explain

Identify

Abolition and Suffrage Week of 03/21/11-03/25/11 USI.8 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 suffrage movements. USI.1 The student will develop skills for historical and geographical analysis, including the ability to

b) make connections between the past and the present; c) sequence events in United States history from pre-Columbian times to 1865; d) interpret ideas and events from different historical perspectives; h) interpret patriotic slogans and excerpts from notable speeches and documents.

Related SOL



Evidence of

Mastery*(See

Notes)


Demonstrate knowledge of westward expansion and reform in America from 1801 to 1861

Demonstrate

USI.8d

A. Identify/summarize the following main ideas

expressed by the abolitionists in their work to end slavery:

Most abolitionists demanded immediate freeing of the slaves.

Abolitionists believed that slavery was

Morally wrong

Cruel and inhumane

A violation of the principles of democracy.

Identity the roles of the following abolitionist leaders:

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

Identify

Summarize

Identify

1) Compare and contrast the Abolition Movement with the Suffrage Movement.

2) Have the students create signs and reenact a gathering of each movement.

3) Use a sort activity to place the correct leader into the correct movement.

Related




Evidence of

Mastery*(See Notes)

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.

B. Identify/explain the following main ideas of

the suffrage movement which helped women gain equal rights:

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 rights to own property.

Describe the following strong women who led the campaign for women’s suffrage 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.

Identify

Explain

Describe

Related




Evidence of

Mastery*(See Notes)

USI.1

1b

1c

1d

1h

Demonstrate skills for historical and geographical analysis, including the ability to… Make connections between the past and the present.

Sequence events in United States history. Interpret ideas and events from different historical perspectives.

Interpret patriotic slogans

Demonstrate

Make connections

Sequence

Interpret

Interpret

Civil War Week of 03/28/11-04/30/11 ( Post-test 05/02/11 - 05/03/11)

USI.9 The student will demonstrate knowledge of the causes, major events, and effec ts of the Civil War by a) describing the cultural, economic, and constitutional issues that divided the nation.

b) explaining 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 remained in the Union. 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. e) using maps to explain critical developments in the war, including major battles.

f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans.



b) make connections between the past and the present; c) sequence events in United States history from pre-Columbian times to 1865; d) interpret ideas and events from different historical perspectives;


h) interpret patriotic slogans and excerpts from notable speeches and documents.

Related




Evidence of

Mastery*(See

Notes)

USI.9


Demonstrate knowledge of the causes, major events, and effects of the Civil War by…

Demonstrate

USI.9a A. Describe/explain how the following cultural,

economical, and constitutional differences between the North and the South divided the nation and eventually resulted in the Civil War:

Describe

Explain

1) Readers theater on the cultural differences (can be done by Lang Arts teachers)

Related




Evidence of

Mastery*(See Notes)

A.1. 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.

A.2. Cultural

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.

A.3. Economic

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.

A.4. Constitutional

A major conflict was states’ rights versus strong central government.

2) Create a comparison chart on the economic, cultural and constitutional differences of the North and South.

3) Use short video clips that show reenactments of how each of the differences affected both the North and the South.

Related




Evidence of

Mastery*(See Notes)

USI.9b Summarize the South’s fear that the North would take control of Congress. Explain that Southerners began to proclaim states’ rights as a means of self-protection. Explain the Northern belief that the nation was a union and could not be divided. Explain that, while the Civil War did not begin as a war to abolish slavery, issues surrounding slavery deeply divided the nation. A. Summarize the following 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.

B. Explain the following compromises that attempted to resolve the differences between the North and the South:

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

This information is taught along with the information as a part of USI 9A.

1) Use a video clip to show the compromises used before the Civil War.

Related




Evidence of

Mastery*(See Notes)

Union as a free state. Southwest territories would decide the slavery issue for themselves.

Kansas-Nebraska Act: People decided the slavery issue (―popular sovereignty‖).

C. Explain Southern Secession

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.

2) Identify the territories/states used in each of the compromises and have the students explain if the compromise aided the North or the South more

3) Show a short video clip on the attack at Fort Sumter. Have the students write a newspaper article depicting the event from either a Union or Confederate P.O.V.

USI.9c A. Explain that Southern states that were

dependent upon labor-intensive cash crops seceded from the Union. Identify these states:

Alabama North Carolina

Arkansas South Carolina

Florida Tennessee

Georgia Texas

Louisiana Virginia

Mississippi B. Identify the following border states (slave

states) that remained in the Union: – Delaware – Maryland

Explain

Identify

Identify

1) Use a map activity to have the students identify all of the UNION, CONFEDERATE and BORDER States.

Related




Evidence of

Mastery*(See Notes)

– Kentucky – Missouri C. Identify the following free states that remained in the Union: – 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

Identify

USI.9d Explain how the views of Abraham Lincoln and Robert E. Lee differed on the nature of the United States and how those differences led to an unavoidable conflict. A. Summarize roles of the following Civil War

leaders and explain the different views of the nature of the Union that Lincoln and Lee held:

A.1. Abraham Lincoln

Was President of the United States

Opposed the spread of slavery

Issued the Emancipation Proclamation

Explain

Summarize

1) Students will create a foldable to learn the roles and different views of the key people of the Civil War.

2) Use a sort activity to match the roles with the correct people.

Related




Evidence of

Mastery*(See Notes)

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.”

A.2. Jefferson Davis

Was president of the Confederate States of America

A.3. Ulysses S. Grant

Was general of the Union army that defeated Lee.

A.4. 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.

A.5. Thomas ―Stonewall‖ Jackson

Was a skilled Confederate general from Virginia.

A.6. Frederick Douglass

Was an enslaved African American who escaped to the North and became an abolitionist.

3) Have the students break apart the Gettysburg Address and explain in their own words what each part means.

Related




Evidence of

Mastery*(See Notes)

USI.9e A. Identify the location of the critical events and major battles of the Civil War. 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.

B. Describe how location and topography

influenced the following critical developments of the Civil 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).

1) Using a map of the US, the students will have to locate where each battle took place.

2) Students will create a timeline of the major battles/events of the Civil War

3) After giving a result of the Civil War (The Union blockades the city of New Orleans), they will have to explain why the North decided to blockade that city.

USI.9f Describe the extremely harsh conditions on the battlefield and on the homefront that led to death from disease and exposure.

Related




Evidence of

Mastery*(See Notes)

A. Summarize the following effects of the Civil War on the lives of soldiers and women:

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.

B. Explain the following effects of the Civil 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

1) Students will describe the effects of the war on various groups of people.

2) Students will work in groups to create a diary entry of a group of people from the Civil War. Included in the diary: how the war effected their group

Related




Evidence of

Mastery*(See Notes)

for his feats of bravery and heroism. He became a Congressman after the war.

USI.1

1a

1b

1c

1d

1e

1f

1h

Demonstrate skills for historical and geographical analysis, including the ability to . . .

Identify and interpret primary and secondary source documents to increase understanding of events and life in United States history. Make connections between the past and the present. Sequence events in United States history. Interpret ideas and events from different historical perspectives. Evaluate and discuss issues orally and in writing Analyze and interpret maps to explain historical events.

Interpret patriotic slogans.

Demonstrate

Identify

Interpret

Make connections

Sequence

Interpret

Evaluate

Analyze

Interpret

Interpret

Resources

Resources

Center for Civic Education – http://www.civiced.org

A Commonwealth of Knowledge: Virginia’s Site for Educators – http://www.Knowledge.State.va.us/welcome.htm

Documents of American History – http://www.pen.k12.va.us/VDOE/Instruction/AmericanDoc99.pdf

Education Place – http://www.eduplace.com/ss/ssmaps/ (This site permits you to print a variety of maps.)

GovSpot – http://www.govspot.com

Library of Congress

http://thomas.loc.gov/ (This site focuses on legislation, the Congressional Record, and status of current bills.) http://www.loc.gov/library/

National Council for the Social Studies – http://www.socialstudies.org

National Geographic – http://nationalgeographic.com/ (This site provides information and copies of maps.)

Smithsonian Institute – http://www.si.edu/info/education.htm

United States Department of Education – http://www.ed.gov/EdRes/index.html

Virginia Historical Society – http://www.vahistorical.org/

Virginia Museum of Fine Arts – http://www.vmfa.state.va.us/

WorldNet Virginia – http://worldnetva.pwnet.org/

1995 Standards of Learning Assessment Blueprint – http://www.pen.k12.va.us/VDOE/Assessment/soltests/home.html

2001 History and Social Science Curriculum – http://www.pen.k12.va.us/VDOE/Instruction/History/hist_ss_framework.html

2002 Sample Instructional Activities – http://www.pen.k12.va.us/VDOE/Instruction/History/hsslessons.html

http://www.civiced.org/

http://www.knowledge.state.va.us/welcome.htm

http://www.pen.k12.va.us/VDOE/Instruction/AmericanDoc99.pdf

http://www.eduplace.com/ss/ssmaps/

http://www.govspot.com/

http://thomas.loc.gov/

http://www.loc.gov/library/

http://www.socialstudies.org/

http://nationalgeographic.com/

http://www.si.edu/info/education.htm

http://www.ed.gov/EdRes/index.html

http://www.vahistorical.org/

http://www.vmfa.state.va.us/

http://worldnetva.pwnet.org/

http://www.pen.k12.va.us/VDOE/Assessment/soltests/home.html

http://www.pen.k12.va.us/VDOE/Instruction/History/hist_ss_framework.html

http://www.pen.k12.va.us/VDOE/Instruction/History/hsslessons.html