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Curriculum Pacing and Resource Guide (CPR) Linked with VDOE Curriculum Framework History and Social Science United States History: Beginnings to 1865 Department of Curriculum & Instruction Anthony Washington, Director of Curriculum & Instruction Janet M. Stephens, Instructional Specialist 2015 2016

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Curriculum Pacing and Resource Guide (CPR) Linked with VDOE Curriculum Framework

History and Social Science

United States History: Beginnings to 1865

Department of Curriculum & Instruction

Anthony Washington, Director of Curriculum & Instruction Janet M. Stephens, Instructional Specialist

2015 – 2016

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 1

Start day: 1-45

Meetings: 180 days

Course Description

This course focuses on using skills for historical and geographical analysis to explore the early history of the United States

and understand ideas and events that strengthened the union. The course relates to the history of the United States from pre-Columbian times until 1865. Students will continue to learn fundamental concepts in civics, economics, and geography as they study United States history in chronological sequence and learn about change and continuity in our history. They also will study documents and speeches that laid the foundation for American ideals and institutions and will examine the everyday life of people at different times in the country’s history through the use of primary and secondary sources.

Pacing, Resources & Assessments ~ MP1

Time Frame

(Days)

Standards of

Learning

Units/Topics/Concepts Resources Assessments

Throughout

school year

USI. 1 a-i Essential Skills

12 days US1.2a, b, c, d Geography Textbook Materials- Virginia Experience by Gallopade—pgs7-29

Pearson Coach and Assessment book—pgs12-21

Formative

Maps

Exit slips

Foldable

Summative

Quizzes

Interactive Achievement

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 2

Technology— 2a- Continents

https://www.brainpop.com/socialstudies/geogr

aphy/continentsoftheworld/

Oceans https://www.brainpop.com/science/earthsyste

m/oceans/

Continents and Oceans

http://www.solpass.org/z-site/us1/fps/fp2changman.php?section=study-0

2b- Regions Millionaire

http://www.solpass.org/z-site/us1/fps/fp2dmill-regions.php

Geographic Regions Macarena

https://www.youtube.com/watch?v=LZyXSksHqho

2c- Rivers Pop-up Quiz

http://www.solpass.org/z-site/us1/fps/fp2jriverppop.php?section=study-

0

2d- https://sites.google.com/a/solteacher.com/oltea

cher-com/home/fifth-grade/united-states-5th-grade/usi2-d-geographic-landforms

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 3

ALL- Five Themes of Geography https://www.flocabulary.com/five-themes-of-

geography/

Map Skills https://www.flocabulary.com/map-skills/

Web Resources 2a, 2c, 2d-

Interactive notebook activities

http://rpshistory.weebly.com/interactive-

notebooks.html

High Yield Activities http://rpshistory.weebly.com/high-yield-

activities.html

2b-

Regions Mnemonic http://rpshistory.weebly.com/interactive-

notebooks.html

Instagram the Region

https://drive.google.com/a/richmond.k12.va.us/file/d/0B2j-eScro1TYbk5nSUQyUjk3c0E/view?usp=shari

ng

Virginia Department of Education

http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_scope_sequen

ce/2008/scopeseq_histsoc_ushist_to1865.pdf

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 4

TTAC

http://www.ttaconline.org/z/sol_files/SOL%20plus%20hist/histUS1.pdf

9 days US1.3a, b, c American Indians Textbook Materials— American Republic—pgs. 16-19, 31-33 Virginia Experience by Gallopade—pgs. 30-

38 Pearson Coach and Assessment book—pgs22-27

Technology—

3a-

Cactus Hill

http://iceage.pwnet.org/

Native American Pop-quiz

http://www.solpass.org/z-site/us1/fps/fp3cindianspop.php

3b-

Indians of the Plains

http://app.discoveryeducation.com/player/view/assetGuid/A6B265FC-B099-4C72-A8C3-76975D3B8373

Indians of the Woodlands http://app.discoveryeducation.com/player/view

/assetGuid/C903A53A-E33D-4DE2-9108-075875C148C3

Indians of the West

http://app.discoveryeducation.com/player/view/assetGuid/C6929C4F-EFFF-4150-BFA7-

Formative

Maps

Exit slips

Foldable

Summative

Quizzes

Interactive Achievement

American Indian Shadow Box or Diorama

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 5

399A5C41A5E0

Indians of the Southwest

http://app.discoveryeducation.com/player/view/assetGuid/C6F6BD7E-7D1D-42AA-B235-

611BDC9E7F9E

3c-

Kinds of Resources

http://app.discoveryeducation.com/player/view

/assetGuid/E561CCD8-2493-4558-875B-A87A089A9FA3

Web Resources 3a-

I’m an Archeologist

http://www.flpublicarchaeology.org/resources/

BeyondArtifacts2011.pdf

3b-

Tribe Matrix

https://drive.google.com/a/richmond.k12.va.us/file/d/0B2j-

eScro1TYT2NTUjJPYzVpeXM/view?usp=sharing

Use of Environment

https://drive.google.com/a/richmond.k12.va.us/file/d/0B2j-

eScro1TYdUNrQndZbV84Qms/view?usp=sharing

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 6

3c-

Resources https://drive.google.com/a/richmond.k12.va.us

/file/d/0B2j-eScro1TYaDhPbEZnQ2VuRmM/view?usp=sharing

SMART Board Resource Activity

https://app.discoveryeducation.com/player/vie

w?assetGuid=78728E69-B729-4433-8D7F-65E46ED610E2&showBreadcrumbs=true

ALL-

Interactive notebook activities

http://rpshistory.weebly.com/interactive-

notebooks.html

High Yield Activities http://rpshistory.weebly.com/high-yield-

activities.html

Virginia Department of Education

http://www.doe.virginia.gov/testing/sol/scope_

sequence/history_socialscience_scope_sequence/2008/scopeseq_histsoc_ushist_to1865.pdf

TTAC

http://www.ttaconline.org/z/sol_files/SOL%20plus%20hist/histUS1.pdf

9 days US1.4a, b, c European Exploration Textbook Materials— American Republic—pgs. 40-42, 44,46-47, 54, 60-62

Formative

Maps

Exit slips

Foldable

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 7

Virginia Experience by Gallopade—pgs. 39-

56 Pearson Coach and Assessment book—pgs28-34

Technology—

4a-

Exchange of Goods

http://exploration.marinersmuseum.org/wp-content/themes/agesofex/games/lunch/

Who Discovered America

https://www.flocabulary.com/who-discovered-

america/

Contact and Conflict http://app.discoveryeducation.com/player/view

/assetGuid/2602E856-15D9-4965-81A2-EFD6AA6509A0

4b-

I Have Who Has http://webcache.googleusercontent.com/search

?q=cache:2EmuTpoiMksJ:www.ppsblogs.net/lisapennington/files/2008/02/USI.4-i-have-who-has-

cards.pdf+&cd=1&hl=en&ct=clnk&gl=us

Columbus and Spanish Conquest

http://app.discoveryeducation.com/player/view/assetGuid/858AB2AB-9A3B-432F-8773-15FD26BFB8CE

Primary Source Analyzation

Summative

Quizzes

Interactive Achievement

DBQ

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 8

The New World Encountered

http://app.discoveryeducation.com/player/view/assetGuid/2474290D-3035-4201-8C23-4EF69CC9C2AA

4c- West Africa Before the Portuguese

http://app.discoveryeducation.com/player/view/assetGuid/0C46850B-FFD0-4BCB-A0FD-

681FA47F465D

Web Resources

4a-

Exploration Game

https://drive.google.com/a/richmond.k12.va.us/folderview?id=0B2j-

eScro1TYfnIyRFFyZ0cyY1hqR3VSUEJ2Y2lRSkNfMFJJUFpYQWN0WWw3SC1PdDlVeFE&usp=sharing

4b- Map Activity http://www.lake.k12.fl.us/cms/lib05/FL010007

99/Centricity/Domain/2497/Exploration%20Map%20Activity.pdf

Venn Diagram

https://drive.google.com/a/richmond.k12.va.us

/file/d/0B2j-eScro1TYR3RmajlxRUFsTHc/view?usp=sharing

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 9

4c- Map of Western Sudan https://app.discoveryeducation.com/player/vie

w?assetGuid=BD2C1452-5880-4E25-8F65-6FCC448798F7&showBreadcrumbs=true

ALL- Interactive notebook activities http://rpshistory.weebly.com/interactive-

notebooks.html

High Yield Activities

http://rpshistory.weebly.com/high-yield-activities.html

Exploration DBQ http://rpshistory.weebly.com/dbqs.html

Virginia Department of Education

http://www.doe.virginia.gov/testing/sol/scope_

sequence/history_socialscience_scope_sequence/2008/scopeseq_histsoc_ushist_to1865.pdf

TTAC http://www.ttaconline.org/z/sol_files/SOL%20

plus%20hist/histUS1.pdf

10 days US1.1-4 Benchmark Review and

Test Textbook Materials— Pearson Coach and Assessment book—pgs35-42

Formative

Maps

Exit slips

Foldable

Review games

Summative

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 10

Web Resources— Study Guides

http://rpshistory.weebly.com/interactive-notebooks.html

High Yield Activities

http://rpshistory.weebly.com/high-yield-activities.html

Virginia Department of Education

http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_scope_sequen

ce/2008/scopeseq_histsoc_ushist_to1865.pdf

TTAC

http://www.ttaconline.org/z/sol_files/SOL%20plus%20hist/histUS1.pdf

Quizzes

Interactive Achievement

Benchmark

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 11

Pacing, Resources & Assessments ~ MP2

Time Frame

(Days)

Standards of

Learning

Units/Topics/Concepts Resources Assessments

10 days 5a, b, c Colonial America

Textbook Materials— American Republic—pgs70-73, 76-80, 82-85, 86-91

Virginia Experience by Gallopade—pgs. 57-68 Pearson Coach and Assessment book—pgs.

43-50

Technology— 5a- Jamestown Interactive

http://ngm.nationalgeographic.com/2007/05/ja

mestown/jamestown-standalone

5b- Southern Colonies

http://app.discoveryeducation.com/player/view/assetGuid/7B48C620-61F4-4A1E-8EF2-

16398FBC2E02

Middle Colonies http://app.discoveryeducation.com/player/view

/assetGuid/BE744C90-A4EB-4B8F-AB49-7787DF5EA782

Formative

Maps

Exit slips

Foldable

Venn diagrams

Summative

Quizzes

Interactive Achievement

Brochure

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 12

New England Colonies

http://app.discoveryeducation.com/player/view/assetGuid/F5DA1F61-83A9-46A8-A6A8-ED8880288095

5c- Differences of Culture in Colonies

http://hero.history.org/colonial-idol

ALL- I Want America https://www.flocabulary.com/thirteen-

colonies/

Thirteen Colonies

https://www.brainpop.com/socialstudies/ushistory/thirteencolonies/

Web Resources 5a- Simulations

https://drive.google.com/a/richmond.k12.va.us

/file/d/0B2j-eScro1TYOUJ6NEZrdTM0Tk0/view?usp=sharing

5b Map of the Three Regions https://drive.google.com/a/richmond.k12.va.us

/file/d/0B2j-eScro1TYVVNhWC1nd2x5alU/view?usp=sharing

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 13

Brochure Guidelines

https://drive.google.com/a/richmond.k12.va.us/file/d/0B2j-eScro1TYZ0Y4ck91YUV2dEE/view?usp=sha

ring

5c-

Venn Diagram

http://www.educationworld.com/tools_templates/D_venn3_2.doc

ALL- Interactive notebook activities http://rpshistory.weebly.com/interactive-

notebooks.html

High Yield Activities

http://rpshistory.weebly.com/high-yield-activities.html

Virginia Department of Education

http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_scope_sequence/2008/scopeseq_histsoc_ushist_to1865.pdf

TTAC

http://www.ttaconline.org/z/sol_files/SOL%20plus%20hist/histUS1.pdf

15 USI. 5d, 6a, b, c, d American Revolution Textbook/ Materials- American Republic, Declaration of Independence

Formative

Exit Tickets

Writing Prompts

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 14

VA Set the Standard Study Guide Book, p.

17-23

Technology- All SOL Standards: SOL Pass-

http://www.solpass.org/us1.php Digital History-

http://www.digitalhistory.uh.edu/era.cfm?eraID=3&smtID=5

5d/ 6a-

https://www.brainpop.com/socialstudies/ushist

ory/causesoftheamericanrevolution/ Proclamation of 1763- https://www.youtube.com/watch?v=ceb6uOI6

nsA&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX&index=3 “Why were the American colonies unhappy

with the British government?” http://historyisfun.org/pdf/tea-

overboard/Why_were_the_American_colonies_unhappy_with_the_British_government.pdf

6b- “It’s Too Late to Apologize” music video- https://www.youtube.com/watch?v=uZfRaWA

tBVg BrainPop “Declaration of Independence”

https://www.brainpop.com/socialstudies/ushistory/declarationofindependence/

Debates- Colonists vs.

Loyalists

Analyze Political Cartoon

Trading Cards for key people in Revolution

Creating/

Analyzing Quotes

Timeline

Summative

Assessments:

Declaration of

Independence DBQ

Interactive

Achievement

Timeline

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 15

6c- People- http://www.libertyskids.com/arch_who.html Events-

https://www.brainpop.com/socia lstudies/ushistory/americanrevolution/

“Shot Heard Round the World” Video https://www.youtube.com/watch?v=rZMmPW

TwTHc “Lexington and Concord” America: Story of Us

https://www.youtube.com/watch?v=3yxbd4m1sk0&index=6&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX

“Battle at Saratoga” http://mrnussbaum.com/readingcomp/saratoga “Victory at Yorktown” America: Story of Us

https://www.youtube.com/watch?v=Dx_bzlDa

C0o&index=12&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX “Yorktown Siege and British Surrender” The

Patriot” https://www.youtube.com/watch?v=OaVQOabLQLw

6d- http://americanhistory.mrdonn.org/revolution-

lesson9.html

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 16

Web Resources- Interactive Notebook: Unit 5 http://rpshistory.weebly.com/interactive-

notebooks.html

High Yield Activities: http://rpshistory.weebly.com/high-yield-

activities.html

Declaration of Independence DBQ:

http://rpshistory.weebly.com/dbqs.html’

Virginia Department of Education

http://www.doe.virginia.gov/testing/sol/scope_

sequence/history_socialscience_scope_sequence/2008/scopeseq_histsoc_ushist_to1865.pdf

TTAC http://www.ttaconline.org/z/sol_files/SOL%20

plus%20hist/histUS1.pdf

14 USI. 7a, b, c Birth of a Nation Textbook/ Materials- VA Setting the Standards Book, p. 24-26

and 28 American Republic, p. 233-243

Technology- All SOL standards:

http://www.solpass.org/us1.php

7a- BrainPop, Articles of Confederation https://www.brainpop.com/socialstudies/ushist

ory/articlesofconfederation/

Formative

Assessments:

Constitution Interview

Exit Tickets

Branches of government flow

chart

Bill of Rights match up

Creating Quotes

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 17

“What were the Articles of Confederation?:

Fact vs. Fiction https://www.youtube.com/watch?v=3KGG9afW7XY

Articles of Confederation activities and notes: http://moodle.easternhancock.org/pluginfile.ph

p/12170/mod_resource/content/1/Articles%20of%20Confederation%20Strengths%20and%20Weaknesses.pdf

7b- BrainPop “Constitution”:

https://www.brainpop.com/socialstudies/ushistory/usconstitution/ Bill of Rights game:

http://www.quia.com/cc/67717.html

Constitution Notes: http://www.nonags.org/members/dasaunders/g

uidednotes/units/unit4.htm

7c- President Notes

http://www.nonags.org/members/dasaunders/guidednotes/units/unit4.htm

President Information- http://www.scholastic.com/teachers/article/tim

eline-guide-us-presidents George Washington BrainPop:

https://www.brainpop.com/socialstudies/famoushistoricalfigures/georgewashington/

Analyze Monroe Doctrine Political

Cartoon

Summative

Assessments:

Quiz

Law and Judicial

Branch DBQ

Mini-book activity

Interactive Achievement

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 18

How to fold mini book with one page of 8x 11 white paper https://www.youtube.com/watch?v=21qi9ZcQVto

Web Resources- Interactive Notebook, Unit 6 http://rpshistory.weebly.com/interactive-

notebooks.html High Yield Activities :

http://rpshistory.weebly.com/high-yield-activities.html

Law and Judicial Branch DBQ: http://rpshistory.weebly.com/uploads/2/7/3/6/2

7363111/law_and_judicial_branch_dbq.pdf

Virginia Department of Education

http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_scope_sequen

ce/2008/scopeseq_histsoc_ushist_to1865.pdf

TTAC

http://www.ttaconline.org/z/sol_files/SOL%20

plus%20hist/histUS1.pdf

9 Review USI. 1-7 Review and Benchmark

Test Textbook/ Materials- Thunks, Review/Quizzes #1-23

Web Resources- Study Guide and review games, SOL Pass:

http://www.solpass.org/us1.php

Formative

SOL Released

test questions

Review games

Document

snowball

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 19

High Yield Activities :

http://rpshistory.weebly.com/high-yield-activities.html Analysis Tools:

http://rpshistory.weebly.com/analysis-

tools.html

Virginia Department of Education

http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_scope_sequen

ce/2008/scopeseq_histsoc_ushist_to1865.pdf

TTAC

http://www.ttaconline.org/z/sol_files/SOL%20plus%20hist/histUS1.pdf

USI Triangle Vocabulary

Review Game

SOLpass review games

Revolutionary War Jeopardy Game

Summative

Benchmark

Assessment

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 20

Pacing, Resources & Assessments ~ MP3

Time Frame

(Days)

Standards of

Learning

Units/Topics/Concepts Resources Assessments

10 USI. 8a, b, c Westward Expansion

and Inventions Textbook/ Materials- VA Setting the Standards , p. 29-30

Technology- For all SOL’s

SOLpass http://www.solpass.org/us1.php

Westward Expansion Information http://www.ducksters.com/history/westward_e

xpansion/ Guided Notes

http://www.nonags.org/members/dasaunders/guidednotes/units/unit5.htm

8a “Louisiana Purchase and Lewis and Clark”

America: Story of Us https://www.youtube.com/watch?v=vGRT3LepYwo&list=PLnFrDeFoh1ckCFs4IcInaOwXG

pbVu7QrX&index=14 Westward Expansion Map: http://www.nonags.org/members/dasaunders/a

ctivities/comcast/activities/unit5/westward/ManifestWorksheet.jpg

Westward Expansion BrainPop: https://www.brainpop.com/socialstudies/ushist

Formative

Exit Ticket

Postcards

Map review questions

Writing Prompt

Manifest Destiny Painting Analysis

Quote Analysis

Writing Prompt

“For sale” advertisements

Summative

Assessment:

Interactive

Achievement

Quiz

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 21

ory/westwardexpansion/

8b “Erie Canal” America: Story of Us https://www.youtube.com/watch?v=0-

gIFYOCIfE&index=2&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX “The Gold Rush” America: Story of Us

https://www.youtube.com/watch?v=Ps2lTHKk

hjk&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX&index=18 Manifest Destiny Painting:

http://picturinghistory.gc.cuny.edu/item.php?item_id=180

8c- “The Cotton Gin” America: Story of US

https://www.youtube.com/watch?v=KlISIvrFb

Ls&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX&index=19 Cyrus McCormick and The Reaper

https://www.youtube.com/watch?v=uTdKHXELWhI

Web Resources- Interactive Notebook: Unit 7

http://rpshistory.weebly.com/interactive-notebooks.html

High Yield Activities : http://rpshistory.weebly.com/high-yield-

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 22

activities.html Analysis tools :

http://rpshistory.weebly.com/analysis-tools.html

Virginia Department of Education

http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_scope_sequen

ce/2008/scopeseq_histsoc_ushist_to1865.pdf

TTAC

http://www.ttaconline.org/z/sol_files/SOL%20plus%20hist/histUS1.pdf

5 USI. 8d Reform Movements Textbook/ Materials- VA Setting the Standard, p. 32-33

Technology- SOLpass http://www.solpass.org/us1.php

Guided notes: http://www.nonags.org/members/dasaunders/g

uidednotes/units/unit5.htm

Abolitionist Movement

Frederick Douglass http://www.history.com/topics/black-

history/frederick-douglass “Frederick Douglass” America: Story of US

https://www.youtube.com/watch?v=x7zztUV5

Formative Assessment:

Political Cartoon

Analysis

Writing Prompt

Jigsaw activity

VDOE website activity

Compare and Contrast Declaration of Independence and

Declaration of Sentiments

Summative

Assessment:

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 23

GF0&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX

“Harriet Tubman” America: Story of Us https://www.youtube.com/watch?v=ShAE2eW

cvTw&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX&index=22 Anti- Slavery Political Cartoon:

http://www.geni.com/projects/American-Abolitionist-Movement/619

The Underground Railroad “Follow the Drinking Gourd https://www.youtube.com/watch?v=M1k4Qdq

8juw

Suffrage Movement: VDOE website activity “Changes in Women’s

Societal Position” p. 125 & 128 http://www.doe.virginia.gov/testing/sol/scope_

sequence/history_socialscience_scope_sequence/2008/scopeseq_histsoc_ushist_to1865.pdf “Women’s Suffrage” BrainPop:

https://www.brainpop.com/socialstudies/ushistory/womenssuffrage/

Web Resources- Interactive Notebook: Unit 7

http://rpshistory.weebly.com/interactive-

notebooks.html

RAFT writing

activity

Interactive Achievement

Quotes quiz

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 24

High Yield Activities :

http://rpshistory.weebly.com/high-yield-activities.html Women’s Suffrage DBQ:

http://rpshistory.weebly.com/dbqs.html

Analysis tools : http://rpshistory.weebly.com/analysis-

tools.html

Virginia Department of Education

http://www.doe.virginia.gov/testing/sol/scope_

sequence/history_socialscience_scope_sequence/2008/scopeseq_histsoc_ushist_to1865.pdf

TTAC http://www.ttaconline.org/z/sol_files/SOL%20

plus%20hist/histUS1.pdf

20 USI. 9a, b, c, d, e, f Civil War Textbook/ Materials- American Republic

VA Setting the Standards , p. 34-41

Technology- All SOL standards SOLpass

http://www.solpass.org/us1.php Guided Notes

http://www.nonags.org/members/dasaunders/guidednotes/units/unit6.htm

Formative

Exit Tickets

Civil War Soldier activity

Timeline

Map Activity

Web quest activity

Compromises Scenario’s

Summative

Battle map and

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 25

Web Quest Activity, Radford University

http://www.radford.edu/~sbisset/civilwarhunt.htm Civil War for Kids

http://mrnussbaum.com/civil-war-for-kids/

9a History Detectives, PBS “Causes of the Civil

War” http://www.pbs.org/opb/historydetectives/feature/causes-of-the-civil-war/

“Fugitive Slave Act and Uncle Tom’s Cabin” America: Story of Us https://www.youtube.com/watch?v=RnWokuQ

6kcA&index=23&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX

BrainPop, Civil War Causes https://www.brainpop.com/socialstudies/ushist

ory/civilwarcauses/

9b “John Brown and Bleeding Kansas” America:

Story of Us https://www.youtube.com/watch?v=7tJ0ZjRx

Khs&index=24&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX Missouri Compromise of 1820

http://www.history.com/topics/missouri-compromise

Compromise of 1850 http://www.history.com/topics/compromise-

timeline combination

activity

Quizzes

Interactive

Achievement

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 26

of-1850 Kansas Nebraska Act

http://www.history.com/topics/kansas-nebraska-act

9c Border States- Brothers at War

http://www.ducksters.com/history/civil_war/border_states.php

Map of Free and Border States http://www.sonofthesouth.net/slavery/slave-

maps/map-free-slave-states.htm

9d Abraham Lincoln

http://www.civilwar.org/education/history/biographies/abraham-

lincoln.html?referrer=https://www.google.com/ BrainPop Abraham Lincoln

https://www.brainpop.com/socialstudies/famoushistoricalfigures/abrahamlincoln/

Gettysburg Address http://mrnussbaum.com/lincoln/gettysburg_ad

dress/ “Gettysburg Address” America: Story of Us

https://www.youtube.com/watch?v=LDxsuJHt13w&index=40&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX

Emancipation Proclamation http://www.civilwar.org/education/history/ema

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 27

ncipation-150/10-facts.html http://www.civilwar.org/education/contests-

quizzes/quizzes/kids-emancipation-proclamation-quiz/ “Emancipation Proclamation” America: Story

of Us https://www.youtube.com/watch?v=NkM5U1

Glu08&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX&index=38 Jefferson Davis

http://www.civilwar.org/education/history/biographies/jefferson-davis.html

http://www.history.com/topics/american-civil-war/jefferson-davis

Ulysses S. Grant http://www.civilwar.org/education/history/bio

graphies/ulysses-s-grant.html Robert E. Lee

http://www.history.com/topics/american-civil-war/robert-e-lee “General Robert E. Lee and the Confederate

Army” America: Story of Us https://www.youtube.com/watch?v=70ECWM

RZZVo&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX&index=32 Thomas “Stonewall” Jackson

http://www.history.com/topics/american-civil-war/stonewall-jackson

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 28

Frederick Douglass

http://www.history.com/topics/black-history/frederick-douglass

9e “Election of Abraham Lincoln and Southern Succession” America: Story of Us

https://www.youtube.com/watch?v=P-l8FJShCsE&list=PLnFrDeFoh1ckCFs4IcInaO

wXGpbVu7QrX&index=29 Fort Sumter http://www.nps.gov/fosu/index.htm

Battle of Manassas http://www.history.com/topics/american-civil-

war/first-battle-of-bull-run http://www.nps.gov/mana/learn/historyculture/

first-manassas.htm Emancipation Proclamation

http://www.civilwar.org/education/history/emancipation-150/10-facts.html http://www.civilwar.org/education/contests-

quizzes/quizzes/kids-emancipation-proclamation-quiz/

“Emancipation Proclamation” America: Story of Us https://www.youtube.com/watch?v=NkM5U1

Glu08&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX&index=38 Battle of Vicksburg

http://www.nps.gov/vick/index.htm

Battle of Gettysburg

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 29

http://www.nps.gov/gett/learn/historyculture/in

dex.htm http://www.civilwar.org/battlefields/gettysburg.html

Animated Battle of Gettysburg Map http://www.civilwaranimated.com/Gettysburg

Animation.html Appomattox Courthouse

http://www.nps.gov/apco/index.htm http://www.history.com/topics/american-civil-

war/appomattox-court-house Civil War Battle Map

http://www.civilwar.org/maps/animated-maps/ http://www.civilwar.org/maps/

Gettysburg Address https://www.youtube.com/watch?v=LDxsuJHt

13w&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX&index=40 Reading of the Gettysburg Address

https://www.youtube.com/watch?v=U2a-

S3rjDBw

9f NPS Web rangers Civil War Soldier

http://www.nps.gov/webrangers/activities/civilwar/

America: Story of US video clips- “The Minie Ball”

https://www.youtube.com/watch?v=8Nr4UWi

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 30

oC7w&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX&index=30

“Realities of the Civil War” https://www.youtube.com/watch?v=v1PadLof

WY0&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX&index=31 “Clara Barton and Civil War Medicine”

https://www.youtube.com/watch?v=jHId0eFAjrQ&index=35&list=PLnFrDeFoh1ckCFs4IcIn

aOwXGpbVu7QrX “African Americans in the Union Army” https://www.youtube.com/watch?v=OCaK8M

2Tb2g&index=39&list=PLnFrDeFoh1ckCFs4IcInaOwXGpbVu7QrX

Soldiers Letter’s Home http://www.americancivilwar.com/kids_zone/s

oldiers_letters_civil_war.html Clara Barton

http://www.history.com/topics/womens-history/clara-barton http://www.nps.gov/clba/learn/kidsyouth/index

.htm http://mrnussbaum.com/clara-barton/

African Americans in the Civil War http://www.ducksters.com/history/civil_war/af

rican_americans.php Civil War: Blacks on the Battlefield

http://www.pbs.org/opb/historydetectives/educ

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 31

ators/lessonplan/civil-war-blacks-on-the-battlefield

Robert Smalls http://www.pbs.org/wnet/african-americans-

many-rivers-to-cross/history/which-slave-sailed-himself-to-freedom/ Pink and Say by Patricia Polacco

http://www.kgcs.k12.va.us/kges/Pink%20and%20Say.pdf

Web Resources- Interactive Notebook: Unit 7

http://rpshistory.weebly.com/interactive-

notebooks.html High Yield Activities :

http://rpshistory.weebly.com/high-yield-

activities.html Analysis tools : http://rpshistory.weebly.com/analysis-

tools.html

Fort Sumter DBQ

http://rpshistory.weebly.com/dbqs.html

Virginia Department of Education

http://www.doe.virginia.gov/testing/sol/scope_

sequence/history_socialscience_scope_sequence/2008/scopeseq_histsoc_ushist_to1865.pdf

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 32

TTAC

http://www.ttaconline.org/z/sol_files/SOL%20plus%20hist/histUS1.pdf

10 USI. 2-9 Review and Benchmark

Test Textbook/ Materials- Thunks, Review/Quizzes #1-23

Web Resources- Study Guide and Review Games , SOL Pass:

http://www.solpass.org/us1.php High Yield Activities :

http://rpshistory.weebly.com/high-yield-activities.html Analysis tools :

http://rpshistory.weebly.com/analysis-

tools.html

Virginia Department of Education

http://www.doe.virginia.gov/testing/sol/scope_

sequence/history_socialscience_scope_sequence/2008/scopeseq_histsoc_ushist_to1865.pdf

TTAC http://www.ttaconline.org/z/sol_files/SOL%20

plus%20hist/histUS1.pdf

Formative

SOL Released test questions

Review games

Document snowball

USI Triangle

Vocabulary Review Game

SOLpass review

games

Jeopardy Game

Who can’t play?

Headbands

Summative Benchmark Assessment

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 33

Pacing, Resources & Assessments ~ MP4

Time Frame

(Days)

Standards of

Learning

Units/Topics/Concepts Resources Assessments

45 USI. 2-9 REVIEW Thunks Review Book

VA Setting the Standards Book

SOLpass Review Games:

http://www.solpass.org/us1.php

High Yield Activities: http://rpshistory.weebly.com/high-yield-

activities.html - Student created study cards

- Student created review board games

- Triangle review game

- Classroom year long timeline

- Headbands review game: o Write one historical figure per

notecard or post it note, enough to cover all the people/ number of students in class.

o Without looking, students hold

the card they were given to their forehead while their team mates give them clues, and then that student tries to guess which

historical figure is on their card. o The student or group with the

most correct guesses wins

- Who can’t play? Review game

- Vocabulary Bingo: Use the blank

Formative

Exit ticket

Practice SOL released test questions

Review games

Summative End of Year Test

Quizzes

Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing and Resource Guide (CPR)

Course Title/ Course #: United States History 1 (to 1865) #2006

United States History: Beginnings to 1865 Page | 34

BINGO board template to review vocabulary words.

o Have students fill out their own boards with a given time limit

o Read definitions while students look for words on their bingo

boards. - Map Review

- “I have, Who has?” review game

- Practice SOL released test questions

with responses on white boards

- Complete DBQ’s that were not done during the school year.

- SWAT: Place vocabulary words on

wall or board, and have students use a fly swatter to find the word, and swat it when a definition is given

A Publication of Richmond Public Schools Richmond, Virginia

In accordance with federal laws, the laws of the Commonwealth of Virginia and the policies of the School Board of the City of Richmond, the Richmond

Public Schools does not discriminate on the basis of sex, race, color, age, religion, disabilities or national origin in the provision of employment and

services. The School Board also supports equal opportunities and treatment of all individuals regardless of sexual orientation. The Richmond Public

Schools operates equal opportunity and affirmative action programs for students and staff. The Richmond Public Schools is an equal

opportunity/affirmative action employer. The Title IX Officer is Ms. Angela C. Lewis, Clerk of the School Board, 301 N. 9th

St., Richmond, VA 23219-

1927, (804) 780-7716. The Section 504 Coordinator is Ms. Michelle Boyd, Director of Exceptional Education and Student Services, 301 N. 9th

St.,

Richmond, VA, 23219-1927, (804) 780-7911. The ADA Coordinator is Ms. Valarie Abbott Jones, 2015 Seddon Way, Richmond, VA 23230-4117, (804)

780-6211. The United States Department of Education’s Office of Civil Rights may also be contacted at 550 12th

Street SW, PCP-6093 Washington, DC

20202, (202) 245-6700.

School Board

Donald L. Coleman, Chair

Kristen N. Larson, Vice Chair

Jeffrey M. Bourne

Kimberly B. Gray

Shonda M. Harris-Muhammed

Derik E. Jones

Tichi L. Pinkney Eppes

Glen H. Sturtevant, Jr.

Mamie L. Taylor

Dr. Dana T. Bedden, Superintendent

HISTORY AND SOCIAL SCIENCE STANDARDS OF LEARNING

CURRICULUM FRAMEWORK 2008

Board of Education

Commonwealth of Virginia

Copyright © 2008

by the

Virginia Department of Education P. O. Box 2120

Richmond, Virginia 23218-2120

http://www.doe.virginia.gov

All rights reserved. Reproduction of these materials for instructional purposes in public school classrooms in Virginia is permitted.

Superintendent of Public Instruction

Billy K. Cannaday, Jr.

Chief Deputy Superintendent of Public Instruction Patricia I. Wright

Assistant Superintendent for Instruction

Linda M. Wallinger

Office of Elementary Instructional Services

Mark R. Allan, Director

Betsy S. Barton, History and Social Science Specialist

Office of Middle and High School Instructional Services Felicia D. Dyke, Director

Beverly M. Thurston, History and Social Science Coordinator

Edited by the CTE Resource Center

http://CTEresource.org

NOTICE

The Virginia Department of Education does not unlawfully discriminate on the basis of race, color, sex, national origin, age, or disability in employment or

in its educational programs or services.

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 iii

INTRODUCTION

The History and Social Science Standards of Learning Curriculum Framework 2008, approved by the Board of Education on July 17, 2008, is a

companion document to the 2008 History and Social Science Standards of Learning for Virginia Public Schools. The Curriculum Framework amplifies the Standards of Learning by defining the content understandings, knowledge, and skills that are measured by the Standards of Learning assessments. The

Curriculum Framework provides additional guidance to school divisions and their teachers as they develop an instructional program appropriate for their

students. It assists teachers in their lesson planning by identifying the essential content understandings, knowledge, and intellectual skills that should be the

focus of instruction for each standard. Hence, the framework delineates with greater specificity the content that all teachers should teach and all students

should learn.

The Curriculum Framework consists of at least one framework page for every Standard of Learning. Each of these pages is divided into four columns, as

described below:

Essential Understandings

This column includes the fundamental background information necessary for answering the essential questions and acquiring the essential

knowledge. Teachers should use these understandings as a basis for lesson planning.

Essential Questions

In this column are found questions that teachers may use to stimulate student thinking and classroom discussion. The questions are based on the

standard and the essential understandings, but may use different vocabulary and may go beyond them.

Essential Knowledge

This column delineates the key content facts, concepts, and ideas that students should grasp in order to demonstrate understanding of the standard.

This information is not meant to be exhaustive or a limitation on what is taught in the classroom. Rather, it is meant to be the principal knowledge

defining the standard.

Essential Skills

This column enumerates the fundamental intellectual abilities that students should have—what they should be able to do—to be successful in

accomplishing historical and geographical analysis and achieving responsible citizenship.

The Curriculum Framework serves as a guide for Standards of Learning assessment development; however, assessment items may not and should not be

verbatim reflections of the information presented in the Curriculum Framework.

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 1

STANDARD USI.1a, b, c, d, e, f, g, h, i

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, climatic characteristics, and historical events;

g) distinguish between parallels of latitude 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.

The skills identified in this standard are cited, as applicable, in the “Essential Skills” columns of the charts throughout this curriculum framework, with the exception of skill “e.” Students should have opportunities to practice speaking and writing, but these skills will not be assessed on the Standards of Learning test. All other skills listed above will be assessed on the Standards of Learning test, and teachers should incorporate these skills into instruction throughout the year.

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 2

STANDARD USI.2a (Back to CPR)

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

a) locate the seven continents and five oceans.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Continents are large land masses surrounded by water.

What are the seven continents?

What are the five oceans?

Continents North America

South America Africa

Asia Australia Antarctica

Europe* Oceans

Atlantic Ocean Pacific Ocean

Arctic Ocean Indian Ocean Southern Ocean

*Note: Europe is considered a continent even though it is not entirely surrounded

by water. The land mass is frequently called Eurasia.

Analyze and interpret maps to explain relationships among landforms and

water features. (USI.1f)

Distinguish between parallels of latitude and meridians of longitude. (USI.1g)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 3

STANDARD USI.2b (Back to CPR)

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

b) locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield,

Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Geographic regions have distinctive characteristics.

Where are the geographic regions of North America

located? What are some physical

characteristics of the geographic regions of North America?

Geographic regions’ locations and physical characteristics Coastal Plain

Located along the Atlantic Ocean and Gulf of Mexico Broad lowlands providing many excellent harbors

Appalachian Highlands

Located west of the Coastal Plain, extending from eastern Canada to western Alabama; includes the Piedmont

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

Canadian Shield Wrapped around the Hudson Bay in a horseshoe shape

Hills worn by erosion and hundreds of lakes carved by glaciers Interior Lowlands

Located west of the Appalachian Mountains and east of the Great Plains

Rolling flatlands with many rivers, broad river valleys, and grassy hills Great Plains

Located west of the Interior Lowlands and east of the Rocky Mountains

Flat lands that gradually increase in elevation westward; grasslands Rocky Mountains

Located west of the Great Plains and east of the Basin and Range Rugged mountains stretching from Alaska almost to Mexico; high

elevations

Contains the Continental Divide, which determines the directional flow of rivers

Basin and Range

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

Varying elevations containing isolated mountain ranges and Death Valley, the lowest point in North America

Coastal Range

Located along the Pacific Coast, stretching from California to Canada Rugged mountains and fertile valleys

Analyze and interpret maps to explain relationships

among landforms. (USI.1f) Distinguish between

parallels of latitude and meridians of longitude. (USI.1g)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 4

STANDARD USI.2c (Back to CPR)

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

c) locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River,

Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The United States has access to numerous and varied bodies of

water. Bodies of water support interaction

among regions, form borders, and create links to other areas.

What are the major bodies of water in the United States?

What are some ways bodies of water in the United States have

supported interaction among regions and created links to other areas?

Major bodies of water Oceans: Atlantic, Pacific

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

Lakes: Great Lakes

Gulf: Gulf of Mexico Trade, transportation, exploration, and settlement

The Atlantic, Pacific, and Gulf coasts of the United States have provided access to other parts of the

world. The Atlantic Ocean served as the highway for

explorers, early settlers, and later immigrants.

The Ohio River was the gateway to the west. Inland port cities grew in the Midwest along the Great

Lakes.

The Mississippi and Missouri rivers were used to transport farm and industrial products. They were

links to United States ports and other parts of the world.

The Columbia River was explored by Lewis and

Clark. The Colorado River was explored by the Spanish. The Rio Grande forms the border with Mexico.

The Pacific Ocean was an early exploration destination.

The Gulf of Mexico provided the French and Spanish with exploration routes to Mexico and other parts of America.

The St. Lawrence River forms part of the northeastern border with Canada and connects the Great Lakes to the Atlantic Ocean.

Identify and interpret primary and secondary source documents to

increase understanding of events and life in United States history. (USI.1a)

Sequence events in United States history. (USI.1c)

Analyze and interpret maps to

explain relationships among landforms, water features, and historical events. (USI.1f)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 5

STANDARD USI.2d (Back to CPR)

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

d) recognize key geographic features on maps, diagrams, and/or photographs.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

It is important to recognize key geographic features on maps, diagrams,

and/or photographs.

Landforms and water features set the stage for and influence the course of events in United States history.

What are some important categories of geographic features?

What do these important geographic

features look like when they appear on maps, globes, and diagrams?

What do these important geographic features look like when they appear in pictures and photographs?

Why are geographic features important

in United States history?

Key geographic features Water-related

Lakes Rivers

Tributaries Gulfs and bays

Land-related

Mountains Hills Plains

Plateaus Islands

Peninsulas Geographic features are related to

patterns of trade the locations of cities and towns the westward (frontier) movement

agricultural and fishing industries.

Analyze and interpret maps to explain relationships among landforms, water

features, climatic characteristics, and historical events (USI.1f)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 6

STANDARD USI.3a (Back to CPR)

The student will demonstrate knowledge of how early cultures developed in North America by

a) describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Archaeology is the recovery of material evidence remaining from the past.

Archaeological discoveries of early

Indian settlements have been made in southeastern Virginia.

Why is archaeology important?

Where is one of the oldest archeological sites in the United States located?

Archaeologists study human behavior and cultures of the past through the

recovery and analysis of artifacts.

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

Cactus Hill is located on the Nottoway River in southeastern Virginia.

Evidence that humans lived at Cactus Hill as early as 18,000 years ago makes

it one of the oldest archaeological sites in North America.

Make connections between the past and the present. (USI.1b)

Sequence events in United States

history. (USI.1c) Interpret ideas and events from different

historical perspectives. (USI.1d)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 7

STANDARD USI.3b (Back to CPR)

The student will demonstrate knowledge of how early cultures developed in North America by

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

and Eastern Woodlands (Iroquois).

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Prior to the arrival of Europeans, American Indians were dispersed across

the different environments in North America.

In which areas did the American Indians live?

Where do American Indians live today?

American Indians lived in all areas of North America.

Inuit inhabited present-day Alaska and northern Canada. They lived in Arctic areas where the temperature is

below freezing much of the year. Kwakiutl homeland includes the Pacific

Northwest coast, characterized by a

rainy, mild climate. Lakota people inhabited the interior of

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

Pueblo tribes inhabited the Southwest in present-day New Mexico and Arizona, where they lived in desert

areas and areas bordering cliffs and mountains.

Iroquois homeland includes northeast North America, called the Eastern Woodlands, which is heavily

forested. Members of these tribes live in their

homelands and in many other areas of North America today.

Sequence events in United States history. (USI.1c)

Analyze and interpret maps to explain relationships among landforms, water

features, climatic characteristics, and historical events. (USI.1f)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 8

STANDARD USI.3c (Back to CPR)

The student will demonstrate knowledge of how early cultures developed in North America by

c) describing how the American Indians used the resources in their environment.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Geography and climate affected how the various American Indian groups met

their basic needs.

Resources influenced what was produced and how it was produced.

How did geography and climate affect the way American Indian groups met

their basic needs?

How did American Indians use natural, human, and capital resources?

In the past, American Indians fished, hunted, and grew crops for food. They

made clothing from animal skins and plants. They constructed shelters from

resources found in their environment (e.g., sod, stones, animal skins, wood).

Types of resources Natural resources: Things that come

directly from nature

Human resources: People working to produce goods and services

Capital resources: Goods produced and used to make other goods and services

Natural resources The fish American Indians caught, wild

animals they hunted, and crops they grew were examples of natural

resources. Human resources

People who fished, made clothing, and hunted animals were examples of human resources.

Capital resources

The canoes, bows, and spears American Indians made were examples of capital resources.

Identify and interpret primary and secondary source documents to increase

understanding of events and life in United States history. (USI.1a)

Interpret ideas and events from different historical perspectives. (USI.1d)

Analyze and interpret maps. (USI.1f)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 9

STANDARD USI.4a (Back to CPR)

The student will demonstrate knowledge of European explorations in North America and West Africa by

a) describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Major European countries were in competition to extend their power into

North America and claim the land as their own.

Why did European countries compete for power in North America?

What were the obstacles faced by the

explorers? What were the accomplishments of the

explorations? What regions of North America were

explored and settled by France, England, and Spain?

What regions were explored by Portugal?

Motivations for the explorations Economic—Gold, natural resources, and

trade Religious—Spread Christianity

Competitions for empire and belief in superiority of own culture

Obstacles to the explorations Poor maps and navigational tools Disease and starvation

Fear of the unknown Lack of adequate supplies

Accomplishments of the explorations Exchanged goods and ideas

Improved navigational tools and ships Claimed territories (see countries below)

Regions of North America explored by Spain, France, and England

Spain: Francisco Coronado claimed the Southwest of the present-day United States for Spain.

France: Samuel de Champlain established the French settlement of Québec. Robert La Salle claimed the Mississippi River

Valley for France. England: John Cabot explored eastern

Canada. Regions explored by Portugal

The Portuguese made voyages of discovery along the coast of West Africa.

Identify and interpret primary and secondary source documents to

increase understanding of events and life in United States history. (USI.1a)

Interpret ideas and events from different historical perspectives.

(USI.1d) Analyze and interpret maps to explain

relationships among landforms, water features, climatic characteristics, and

historical events. (USI.1f)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 10

STANDARD USI.4b (Back to CPR)

The student will demonstrate knowledge of European explorations in North America and West Africa by

b) describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with emphasis

on the American Indian concept of land.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The interactions between American Indians and Europeans sometimes led

to cooperation and other times resulted in conflict.

How did the American Indians and Europeans interact with each other?

Cultural interaction Spanish

Conquered and enslaved American Indians Brought Christianity to the New World Brought European diseases to American

Indians French

Established trading posts

Spread Christian religion English

Established settlements and claimed ownership of land

Learned farming techniques from American

Indians Traded with American Indians

American Indians

Taught farming techniques to European settlers

Believed that land was to be used and shared but not owned

Areas of cooperation in economic interactions Europeans brought weapons and metal farm

tools.

Trade Crops

Areas of conflict Land

Competition for trade Differences in cultures Diseases

Language differences

Identify and interpret primary and secondary source documents to

increase understanding of events and life in United States history. (USI.1a)

Interpret ideas and events from different historical perspectives.

(USI.1d)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 11

STANDARD USI.4c (Back to CPR)

The student will demonstrate knowledge of European explorations in North America and West Africa by

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

traders.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Ghana, Mali, and Songhai each dominated West Africa in sequence

from 300 to 1600 A.D. African people and African goods

played an important role in European interest in world resources.

What was the importance of Ghana, Mali, and Songhai?

Where were the empires of Ghana, Mali, and Songhai located?

When did the empires of Ghana, Mali, and Songhai exist in Africa?

How did West African empires impact

European trade?

Ghana, Mali, and Songhai dominated West Africa one after another from 300

to 1600 A.D. Ghana, Mali, and Songhai were located

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

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

Africa. The Portuguese carried goods from

Europe to West African empires, trading metals, cloth, and other manufactured goods for gold.

Interpret ideas and events from different historical perspectives. (USI.1d)

Analyze and interpret maps to explain relationships among landforms, water

features, and historical events. (USI.1f) Distinguish between parallels of latitude

and meridians of longitude. (USI.1g)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 12

STANDARD USI.5a (Back to CPR)

The student will demonstrate knowledge of the factors that shaped colonial America by

a) describing the religious and economic events and conditions that led to the colonization of America.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Colonies in North America were established for religious and economic

reasons.

Why did Europeans establish colonies in North America?

Colonies and the reasons they were established

Roanoke Island (Lost Colony) was established as an economic venture.

Jamestown Settlement, the first permanent English settlement in North America (1607), was an

economic venture by the Virginia Company.

Plymouth Colony was settled by

separatists from the Church of England who wanted to avoid

religious persecution. Massachusetts Bay Colony was settled

by the Puritans to avoid religious

persecution. Pennsylvania was settled by the

Quakers, who wanted freedom to

practice their faith without interference.

Georgia was settled by people who had been in debtors’ prisons in England. They hoped to experience economic

freedom and start a new life in the New World.

Identify and interpret primary and secondary source documents to increase

understanding of events and life in United States history. (USI.1a)

Sequence events in United States history. (USI.1c)

Interpret ideas and events from different historical perspectives. (USI.1d)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 13

STANDARD USI.5b (Back to CPR)

The student will demonstrate knowledge of the factors that shaped colonial America by

b) describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment to

produce goods and services, including examples of specialization and interdependence.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Life in the colonies was shaped by the geographical features of the

settlements. Economic specialization and

interdependence existed among the colonies in the production of goods

and services.

How did climate, geographic features, and other available resources distinguish

the three regions from each other? How did people use the natural resources

of their region to earn a living?

What are the benefits of specialization and trade?

How did political and social life evolve in each of the three regions?

Terms to know resources: natural, capital, or human

specialization: Focusing on one or a few products

interdependence: Two or more people

depending on each other for goods and services

Specialization caused the colonies to be interdependent.

(See chart below.)

Identify and interpret primary and secondary source documents to

increase understanding of events and life in United States history. (1a)

Interpret ideas and events from different historical perspectives. (1d)

Analyze and interpret maps to explain relationships among landforms, water

features, climatic characteristics, and historical events. (1f)

Essential Knowledge

Colonies Resources Geography and Climate Specialization Examples of Interdepe ndence Social/Political

New

England

Natural resources: e.g., t imber, 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 product s 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

Capital resources: e.g., tools, buildings

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

Capital resources: e.g., tools, buildings

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

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 14

STANDARD USI.5c (Back to CPR)

The student will demonstrate knowledge of the factors that shaped colonial America by

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

servants, and enslaved African Americans.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The colonies were made up of different groups of people whose

lives varied greatly depending on their social position.

How did people’s lives vary among different social groups in colonial

America?

Large landowners Lived predominately in the South

Relied on indentured servants and/or enslaved African Americans for labor

Were educated in some cases

Had rich social culture Farmers

Worked the land according to the region Relied on family members for labor

Artisans Worked as craftsmen in towns and on plantations

Lived in small villages and cities Women

Worked as caretakers, house-workers, and homemakers

Were not allowed to vote Had few opportunities for getting an education

Free African Americans Were able to own land Had economic freedom and could work for pay and

decide how to spend their money Were not allowed to vote

Indentured servants Were men and women who did not have money for

passage to the colonies and who agreed to work without pay for the person who paid for their passage

Were free at the end of their contract

Interpret ideas and events from different historical perspectives.

(USI.1d)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 15

STANDARD USI.5c (continued) (Back to CPR)

The student will demonstrate knowledge of the factors that shaped colonial America by

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

servants, and enslaved African Americans.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

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.)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 16

STANDARD USI.5d (Back to CPR)

The student will demonstrate knowledge of the factors that shaped colonial America by

d) identifying the political and economic relationships between the colonies and Great Britain.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Great Britain established and attempted to maintain control over the colonies.

England became Great Britain in the

early 1700s.

How did Great Britain impose political and economic control over the colonies?

Economic relationships Great Britain imposed strict control over

trade. Great Britain taxed the colonies after the

French and Indian War. The colonies traded raw materials for

goods made in Great Britain.

Political relationships Colonists had to obey British laws,

which were enforced by governors. Colonial governors were appointed by

the king or by the proprietor. A colonial legislature made laws for

each colony but was monitored by

the colonial governor.

Interpret ideas and events from different historical perspectives. (USI.1d)

Analyze and interpret maps to explain

relationships among landforms, water features, and historical events. (USI.1f)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 17

STANDARD USI.6a (Back to CPR)

The student will demonstrate knowledge of the causes and results of the American Revolution by

a) identifying the issues of dissatisfaction that led to the American Revolution.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

As Great Britain expanded control over the American colonies, many colonists

became dissatisfied and rebellious.

What steps did Great Britain take to increase control over its colonies?

Why did many colonists become

dissatisfied with Great Britain’s control over the colonies?

Great Britain’s reasons for controlling the colonies

Great Britain desired to remain a world power.

In the American colonies, Great Britain’s desire to remain a world power resulted in a conflict with the French

known as the French and Indian War. Great Britain imposed taxes, such as the

Stamp Act, to raise necessary revenue

to pay the cost of the French and Indian War.

Great Britain’s reasons for taxation To help finance the French and Indian

War To help finance the maintenance of

British troops in the colonies

Sources of colonial dissatisfaction

The colonies had no representation in Parliament.

Some colonists resented the power of the

colonial governors. Great Britain wanted strict control over

colonial legislatures.

The colonies opposed the British taxes. The Proclamation of l763, which

followed the French and Indian War, restricted the western movement of settlers.

Make connections between the past and the present (USI.1b)

Sequence events in United States

history. (USI.1c) Interpret ideas and events from

different historical perspectives. (USI.1d)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 18

STANDARD USI.6b (Back to CPR)

The student will demonstrate knowledge of the causes and results of the American Revolution by

b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

New political ideas led to a desire for independence and a democratic

government in the American colonies.

The Declaration of Independence proclaimed independence from Great Britain. It stated that people have

natural (inherent) rights to life, liberty, and the pursuit of happiness.

What ideas and/or philosophies about government were expressed in the

Declaration of Independence?

Key philosophies in the Declaration of Independence were based upon ideas

first expressed by European philosophers.

Key philosophies in the Declaration of Independence

People have “certain unalienable rights” (rights that cannot be taken away)—to life, liberty, the pursuit of

happiness. People establish government to protect

those rights. Government derives power from the

people.

People have a right and a duty to change a government that violates their rights.

Identify and interpret primary and secondary source documents to increase

understanding of events and life in United States history. (USI.1a)

Make connections between the past and the present (USI.1b)

Interpret ideas and events from different historical perspectives. (USI.1d)

Interpret excerpts from notable

documents. (USI.1h)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 19

STANDARD USI.6c (Back to CPR)

The student will demonstrate knowledge of the causes and results of the American Revolution by

c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin,

Thomas Jefferson, and Patrick Henry.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Many individuals played important roles in shaping

events of the American Revolution.

Who were some of the key individuals in the

Revolutionary War? What role did key

individuals play in the Revolutionary War?

What were some of the key events that occurred

during the Revolutionary War period?

Key individuals King George III: British king during the Revolutionary era

Lord Cornwallis: British general who surrendered at Yorktown John Adams: Championed the cause of independence George Washington: Commander of the Continental Army

Thomas Jefferson: Major author of the Declaration of Independence Patrick Henry: Outspoken member of the House of Burgesses; inspired colonial

patriotism with his “Give me liberty or give me death” speech

Benjamin Franklin: Prominent member of the Continental Congress; helped frame the Declaration of Independence; helped gain French support for American

independence Other important individuals

Phillis Wheatley: Enslaved African American who wrote poems and plays supporting American independence and who eventually gained her freedom

Paul Revere: Patriot who made a daring ride to warn colonists of British arrival

Key events

Boston Massacre: Colonists in Boston were shot after taunting British soldiers. Boston Tea Party: Samuel Adams and Paul Revere led patriots in throwing tea

into Boston Harbor to protest tea taxes.

First Continental Congress: Delegates from all colonies except Georgia met to discuss problems with Great Britain and to promote independence.

Battles at Lexington and Concord: The first armed conflicts of the Revolutionary

War Approval of the Declaration of Independence: The colonies declared

independence from Great Britain (July 4, 1776). Battle of Saratoga: This American victory was the turning point in the war. Surrender at Yorktown: This was the colonial victory over forces of Lord

Cornwallis that marked the end of the Revolutionary War. Signing of the Treaty of Paris: Great Britain recognized American independence

in this treaty.

Identify and interpret primary and secondary

source documents to increase understanding of events and life in

United States history. (USI.1a)

Sequence events in United States history.

(USI.1c) Interpret ideas and

events from different historical perspectives. (USI.1d)

Analyze and interpret

maps to explain historical events. (USI.1f)

Interpret patriotic slogans and excerpts

from notable speeches and documents.

(USI.1h)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 20

STANDARD USI.6d (Back to CPR)

The student will demonstrate knowledge of the causes and results of the American Revolution by

d) explaining reasons why the colonies were able to defeat Great Britain.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Defense of the colonists’ own land, strong beliefs, and capable leadership

contributed to the American victory in the Revolutionary War.

What advantages helped the American colonists win the Revolutionary War?

Colonial advantages Some colonists’ defense of their own

land, principles, and beliefs Additional support from France

Strong leadership

Interpret ideas and events from different historical perspectives. (USI.1d)

Analyze and interpret maps to explain

relationships among landforms, water features, climatic characteristics, and historical events. (USI.1f)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 21

STANDARD USI.7a (Back to CPR)

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.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The Articles of Confederation was a constitution written during the

American Revolution to establish the powers of the new national government.

What were the basic weaknesses of the Articles of Confederation?

Articles of Confederation Provided for a weak national

government Gave Congress no power to tax or

regulate commerce among the states Provided for no common currency Gave each state one vote regardless of

size Provided for no executive or judicial

branches

Identify and interpret primary and secondary source documents to increase

understanding of events and life in United States history. (USI.1a)

Interpret ideas and events from different historical perspectives. (USI.1d)

Analyze and interpret maps to explain historical events. (USI.1f)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 22

STANDARD USI.7b (Back to CPR)

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

b) describing the historical development of the Constitution of the United States.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The development of the Constitution of the United

States was significant to the foundation of the American

republic. The Constitution of the United

States of America established a federal system of government based on power being shared

between the national and state governments.

What events led to the development of the Constitution of the United

States?

What people helped develop the Constitution of the United States?

Confederation to Constitution Weaknesses in the Articles of Confederation led to the effort

to draft a new constitution.

The Constitutional Convention 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.

Ratification of the Constitution A minimum of nine of the thirteen states had to vote in favor

of the Constitution before it could become law.

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).

Identify and interpret primary and secondary source

documents to increase understanding of events and

life in United States history. (USI.1a)

Make connections between the past and the present. (USI.1b)

Sequence events in United States history. (USI.1c)

Interpret ideas and events from different historical

perspectives. (USI.1d)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 23

STANDARD USI.7c (Back to CPR)

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

c) describing the major accomplishments of the first five presidents of the United States.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Congress and the first five presidents made decisions establishing a strong

government that helped the nation grow in size and power.

What major national issues and events did the first five presidents face?

All of the first five presidents were Virginians except John Adams.

Accomplishments during the first five

presidencies George Washington

Federal court system was established.

The Bill of 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. John Adams

A two-party system emerged during his

administration. Thomas Jefferson

He bought Louisiana from France (Louisiana Purchase).

Lewis and Clark explored new land

west of the Mississippi River. James Madison

The War of l812 caused European

nations to gain respect for the United States.

James Monroe He introduced the Monroe Doctrine

warning European nations not to

interfere in the Western Hemisphere.

Identify and interpret primary and secondary source documents to

increase understanding of events and life in United States history. (USI.1a)

Sequence events in United States history. (USI.1c)

Interpret ideas and events from different historical perspectives.

(USI.1d)

Interpret excerpts from notable documents. (USI.1h)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 24

STANDARD USI.8a (Back to CPR)

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.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Between 1801 and 1861, exploration was encouraged as America underwent

vast territorial expansion and settlement.

What new territories became part of the United States between 1801 and 1861?

New territories added to the United States after 1801

Louisiana Purchase Jefferson bought land from France

(the Louisiana Purchase), which

doubled the size of the United States.

In the Lewis and Clark expedition,

Meriwether Lewis and William Clark explored the Louisiana

Purchase and the Oregon Territory from the Mississippi River to the Pacific Ocean.

Florida Spain gave Florida to the United

States through a treaty.

Texas Texas was added to the United States

after it became an independent republic.

Oregon

The Oregon Territory was divided by the United States and Great Britain.

California War with Mexico resulted in

California and the southwest territory becoming part of the United States.

Sequence events in United States history. (USI.1c)

Analyze and interpret maps to explain historical events. (USI.1f)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 25

STANDARD USI.8b (Back to CPR)

The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Westward migration was influenced by geography and economic opportunity.

What factors influenced westward migration?

Geographic and economic factors that influenced westward movement

Population growth in the eastern states Availability of cheap, fertile land

Economic opportunity, e.g., gold (California Gold Rush), logging, farming, freedom (for runaway

slaves) Cheaper and faster transportation, e.g.,

rivers and canals (Erie Canal),

steamboats Knowledge of overland trails (Oregon

and Santa Fe) Belief in the right of “Manifest

Destiny”—the idea that expansion

was for the good of the country and was the right of the country

Make connections between the past and the present. (USI.1b)

Interpret ideas and events from different

historical perspectives. (USI.1d) Analyze and interpret maps to explain

relationships among landforms, water features, climatic characteristics, and historical events. (USI.1f)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 26

STANDARD USI.8c (Back to CPR)

The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Prior to the Civil War, most industrialization in America was in the

North; however, the equipment produced in the North had an impact on

the farming society of the South.

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

New technologies and their impact on

society The cotton gin was invented by Eli

Whitney. It increased the production

of cotton and thus increased the need for slave labor to cultivate and pick

the cotton. Jo Anderson (an enslaved African

American) and Cyrus McCormick

worked to invent the reaper. McCormick was an entrepreneur who brought the reaper to market.

The reaper increased the productivity of the American farmer.

The steamboat was improved by the entrepreneur Robert Fulton. It eventually provided faster river

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

The steam locomotive provided faster land transportation.

Make connections between the past and the present. (USI.1b)

Sequence events in United States

history. (USI.1c) Identify the costs and benefits of

specific choices made, including the consequences, both intended and unintended, of the decisions and how

people and nations responded to positive and negative incentives.

(USI.1i)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 27

STANDARD USI.8d (Back to CPR)

The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

d) identifying the main ideas of the abolitionist and women’s suffrage movements.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The abolitionists worked to end slavery.

The women’s suffrage

movement helped women gain equal rights.

What were the main ideas expressed by the abolitionists?

What were the main ideas

expressed during the women’s suffrage movement?

Abolitionist movement Most abolitionists demanded immediate freeing of the slaves.

Abolitionists believed that slavery was wrong. Morally wrong

Cruel and inhumane A violation of the principles of democracy

Abolitionist leaders included both men and women.

Harriet Tubman led hundreds of enslaved African Americans to freedom along the Underground Railroad.

William Lloyd Garrison wrote the Liberator newspaper and

worked for the immediate emancipation of all enslaved African Americans.

Frederick Douglass wrote the North Star newspaper and worked for rights for African Americans and women to better their lives.

Women’s suffrage movement Supporters declared that “All men and women are created equal.”

Supporters believed that women were deprived of basic rights: Denied the right to vote

Denied educational opportunities, especially higher education Denied equal opportunities in business Limited in the right to own property

The movement was led by strong women who began their campaign before the Civil War and continued after the war had ended.

Isabella (Sojourner) Truth, a former enslaved African American, was a nationally known advocate for equality

and justice. Susan B. Anthony was an advocate to gain voting rights for

women and equal rights for all.

Elizabeth Cady Stanton played a leadership role in the women’s rights movement.

Make connections between the past and the present.

(USI.1b)

Sequence events in United States history. (USI.1c)

Interpret ideas and events from different historical perspectives. (USI.1d)

Interpret patriotic slogans.

(USI.1h)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 28

STANDARD USI.9a (Back to CPR)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

a) describing the cultural, economic, and constitutional issues that divided the nation.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Cultural, economic, and constitutional differences between the North and the

South eventually resulted in the Civil War.

How did cultural, economic, and constitutional issues create bitter

divisions between the North and the South?

Issues that divided the nation Slavery

While there were several differences between the North and the South, the

issues related to slavery increasingly divided the nation and led to the Civil War.

Cultural issues The North was mainly an urban society in

which people held jobs in cities.

The South was primarily an agricultural society in which people lived in small

villages and on farms and plantations. Because of their cultural differences,

people of the North and South found it

difficult to agree on social and political issues.

Economic issues

The North was a manufacturing region, and its people favored tariffs that

protected factory owners and workers from foreign competition.

The South was largely agricultural.

Southerners opposed tariffs that would cause prices of manufactured goods to increase. Planters were also concerned

that Great Britain might stop buying cotton from the South if tariffs were

added. Constitutional issues

A major conflict was states’ rights versus

strong central government.

Make connections between the past and the present. (USI.1b)

Sequence events in United States

history. (USI.1c) Interpret ideas and events from

different historical perspectives. (USI.1d)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 29

STANDARD USI.9b (Back to CPR)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

b) explaining how the issues of states’ rights and slavery increased sectional tensions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

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 that could not be

divided. While the Civil War did not begin as

a war to abolish slavery, issues surrounding slavery deeply divided

the nation.

How did the issues of states’ rights and slavery increase sectional tension

between the North and South?

Issues that divided the nation An important issue separating the country related

to the power of the federal government. Southerners believed that they had the power to

declare any national law illegal. Northerners believed that the national government’s power was supreme over that of the states.

Southerners felt that the abolition of slavery would destroy their region’s economy. Northerners believed that slavery should be abolished for

moral reasons.

Compromises attempting to resolve differences Missouri Compromise (1820): Missouri entered

the Union as a slave state; Maine entered the

Union as a free state. Compromise of l850: California entered the Union

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

Kansas-Nebraska Act: People in each state would

decide the slavery issue (“popular sovereignty”).

Southern 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.

Sequence events in United States history. (USI.1c)

Interpret ideas and events from

different historical perspectives. (USI.1d)

Interpret patriotic slogans. (USI.1h)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 30

STANDARD USI.9c (Back to CPR)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

c) identifying on a map the states that seceded from the Union and those that remained in the Union.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Southern states that were dependent upon labor-intensive cash crops seceded

from the Union. Northernmost slave states (border states) and free states

stayed in the Union.

Which states seceded from the Union?

Which four slave states stayed in the Union?

Where were the other states that remained in the Union located?

States that seceded from the Union

Alabama North Carolina

Arkansas South Carolina

Florida Tennessee

Georgia Texas

Louisiana Virginia Mississippi

States that remained in the Union Border states (slave states)

Delaware – Maryland

Kentucky – Missouri Free states

– California – New Hampshire – Connecticut – New Jersey – Illinois – New York

– Indiana – Ohio – Iowa – Oregon – Kansas – Pennsylvania

– Maine – Rhode Island – Massachusetts – Vermont

– Michigan – West Virginia* – Minnesota – Wisconsin

*Note: Western counties of Virginia that refused to secede from the Union

Analyze and interpret maps to explain historical events. (USI.1f)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 31

STANDARD USI.9d (Back to CPR)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick

Douglass in events leading to and during the war.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Lincoln and Lee were men who represented views of the nature of

the United States that were very different; such views led to an unavoidable conflict.

Who are considered leaders of the Civil War?

How did Lincoln’s view of the nature of the Union differ from

Lee’s?

Roles of Civil War leaders Abraham Lincoln

Was president of the United States Opposed the spread of slavery Issued the Emancipation Proclamation

Determined to preserve the Union, by force if necessary

Believed the United States was one nation, not a

collection of independent states Wrote the Gettysburg Address that said the Civil

War was to preserve a government “of the people, by the people, and for the people.”

Jefferson Davis

Was president of the Confederate States of America Ulysses S. Grant

Was general of the Union army that defeated Lee

Robert E. Lee Was leader of the Army of Northern Virginia

Was offered command of the Union forces at the beginning of the war, but chose not to fight against Virginia

Opposed secession, but did not believe the Union should be held together by force

Urged Southerners to accept defeat at the end of the

war and reunite as Americans when some wanted to fight on

Thomas “Stonewall” Jackson Was a skilled Confederate general from Virginia

Frederick Douglass

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

Identify and interpret primary and secondary source documents to

increase understanding of events and life in United States history. (USI.1a)

Sequence events in United States history. (USI.1c)

Interpret ideas and events from

different historical perspectives. (USI.1d)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 32

STANDARD USI.9e (Back to CPR)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Location and topography were critical elements influencing important

developments in the Civil War, including major battles.

Where did critical events of the Civil War take place?

Where were the major battles fought?

What are the ways location and topography influence important

developments in the war, including major battles?

Major battles and events The firing on Fort Sumter, S.C., began

the war. The first Battle of Manassas (Bull Run)

was the first major battle. The signing of the Emancipation

Proclamation made “freeing the

slaves” the new focus of the war. Many freed African Americans joined the Union army.

The Battle of Vicksburg divided the South; the North controlled the

Mississippi River. The Battle of Gettysburg was the

turning point of the war; the North

repelled Lee’s invasion. Lee’s surrender to Grant at Appomattox

Court House in 1865 ended the war.

Influence of location and topography

on critical developments in the war The Union blockade of southern ports

(e.g., Savannah, Charleston, New

Orleans) Control of the Mississippi River (e.g.,

Vicksburg)

Battle locations influenced by the struggle to capture capital cities (e.g.,

Richmond; Washington, D.C.) Control of the high ground (e.g.,

Gettysburg)

Identify and interpret primary and secondary source documents to increase

understanding of events and life in United States history. (USI.1a)

Sequence events in United States history. (USI.1c)

Analyze and interpret maps to explain relationships among landforms, water

features, climatic characteristics, and historical events. (USI.1f)

Interpret excerpts from notable documents. (USI.1h)

History and Social Science Standards of Learning Curriculum Framework 2008: United States History to 1865 33

STANDARD USI.9f (Back to CPR)

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved

African Americans.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Life on the battlefield and on the home

front was extremely harsh. Many soldiers died from disease and exposure.

What hardships were experienced

during the Civil War? How did the Civil War change the

lives of soldiers, women, and slaves?

General effects of the war

Family members were often pitted against one another, as were friends against friends.

As the war went on, Southern troops became

increasingly younger and more poorly equipped and clothed.

Much of the South was devastated at the end of the war (e.g., burning of Atlanta and Richmond).

Disease was a major killer.

Clara Barton, a Civil War nurse, created the American Red Cross.

Combat was brutal and often man-to-man.

Women were left to run businesses in the North and farms and plantations in the South.

The collapse of the Confederacy made Confederate money worthless.

Effects of the war on African Americans African Americans fought in the Union army. Some

African Americans accompanied Confederate units

in the field. The Confederacy used enslaved African Americans as

ship workers, laborers, cooks, and camp workers. The Union moved to enlist African American sailors

and soldiers during the war.

African American soldiers were paid less than white soldiers.

African American soldiers were discriminated against

and served in segregated units under the command of white officers.

Robert Smalls, an African American sailor and later a Union naval captain, was highly honored for his feats of bravery and heroism. He became a

Congressman after the war.

Sequence events in United States

history. (USI.1c) Interpret ideas and events from

different historical perspectives. (USI.1d)