History and Social Science Standards of Learning

ENHANCED SCOPE AND SEQUENCE

United States History to 1865

Commonwealth of Virginia

Department of Education

2010

Copyright © 2010

by the

Virginia Department of Education

P.O. Box 2120

Richmond, Virginia 23218-2120

All rights reserved. Reproduction of these materials for instructional

purposes in public school classrooms in Virginia is permitted.

Superintendent of Public Instruction

Patricia I. Wright

Assistant Superintendent for Instruction

Linda M. Wallinger

Office of Standards, Curriculum, and Instruction

Mark R. Allan, Director

Betsy S. Barton, History and Social Science Specialist

Beverly M. Thurston, History and Social Science / International Education Coordinator

Edited, designed, and produced by the CTE Resource Center

Margaret L. Watson, Administrative Coordinator

Bruce B. Stevens, Writer/Editor

Richmond Medical ParkPhone: 804-673-3778

2002 Bremo Road, Lower LevelFax: 804-673-3798

Richmond, Virginia 23226Web site:

The CTE Resource Center is a Virginia Department of Education

grant project administered by Henrico County Public Schools.

NOTICE

The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, age, political affiliation, veteran status, or against otherwise qualified persons with disabilities in its programs and activities.

Table of Contents______

Acknowledgments

Introduction

Geography Skills

Standard(s) of Learning

Sample Resources

Session 1: Labeling a Map of the World

Session 2: Using Parallels of Latitude and Meridians of Longitude

Session 3: Oceans of the World

Session 4: Travel Brochure for a Geographic Region

Sessions 5 and 6: Bodies of Water

Session 7: Geographic Features on Maps

Session 8: Map Keys and Symbols

Session 9: Geography Pursuit

Session 10: Assessment

Attachment A: Travel Brochure

Attachment B: Opener Cards

Attachment C: Bodies of Water Information Recording Chart

Attachment D: Bodies of Water Classroom Activity Cards

Attachment E: Bodies of Water Quiz

Attachment F: Bodies of Water Quiz—Answer Key

Attachment G: Key Geographic Features

Attachment H: Sample Assessment Items

American Indians

Standard(s) of Learning

Sample Resources

Session 1: The Importance of Archaeology

Session 2: Cactus Hill

Session 3: Locating American Indian Tribes

Session 4: American Indians’ Use of Natural, Human, and Capital Resources

Session 5: Culture and Lifestyles of American Indians

Session 6: Assessment

Attachment A: Archaeology and Cactus Hill Graphic Organizer

Attachment B: Archaeology and Cactus Hill Graphic Organizer—Sample Responses

Attachment C: Shadow Box Artifacts Observation Chart

Attachment D: American Indians Today

Attachment E: Sample Assessment Items

European Exploration

Standard(s) of Learning

Sample Resources

Session 1: European Exploration in North America and West Africa

Session 2: European Explorers from Spain, France, England, and Portugal

Session 3: The Routes of the Europeans Explorers

Session 4: Interactions between Europeans and American Indians

Session 5: American Indians and the Concept of Land

Session 6: Trading and the West African Empires of Ghana, Mali, and Songhai

Session 7: Assessment

Attachment A: European Exploration from 1400 to 1700

Attachment B: Interaction of European and American Indian Cultures

Attachment C: Interaction of European and American Indian Cultures—Answer Key

Attachment D: The Empires of Ghana, Mali, and Songhai

Attachment E: Sample Assessment Items

Colonial America

Standard(s) of Learning

Sample Resources

Session 1: European Colonization of North America

Session 2: Life in the New England Colonies: Environment and Economics

Session 3: Life in the Mid-Atlantic Colonies: Environment and Economics

Session 4: Life in the Southern Colonies: Environment and Economics

Session 5: Indentured Servants and Enslaved African Americans

Session 6: The Middle Passage

Session 7: Assessment

Additional Activities

Attachment A: Colonies in North America

Attachment B: Colonies in North America—Answer Key

Attachment C: Life in the New England Colonies

Attachment D: Life in the Mid-Atlantic Colonies

Attachment E: Life in the Southern Colonies

Attachment F: Sample Assessment Items

American Revolution

Standard(s) of Learning

Sample Resources

Session 1: French and Indian War

Session 2: The Colonists’ Grievances against the British

Session 3: Patrick Henry and Thomas Paine

Session 4: The Declaration of Independence

Session 5: Major Events of the Revolutionary War

Session 6: The Boston Massacre: Two Viewpoints

Session 7: The Poetry of Phillis Wheatley

Session 8: George Washington: Leadership before the Presidency

Session 9: Benjamin Franklin’s Accomplishments

Session 10: Assessment

Attachment A: American Revolution—Steps to Independence

Attachment B: Guided Reading Outlines—Answer Key

Attachment C: Declaration of Independence Document Analysis Sheet

Attachment D: George Washington: Leadership before the Presidency

Attachment E: Benjamin Franklin’s Accomplishments

Attachment F: Sample Assessment Items

Birth of a Nation

Standard(s) of Learning

Sample Resources

Session 1: The Articles of Confederation

Session 2: The Constitutional Convention

Session 3: Checks and Balances in the Constitution

Session 4: Ratification of the Constitution of the United States

Session 5: The Bill of Rights

Session 6: Major National Issues and Events Facing the First Five Presidents

Session 7: Assessment

Attachment A: Checks and Balances in the Constitution

Attachment B: Ratification Views Comparison Chart

Attachment C: Major Events and Issues

Attachment D: Sample Assessment Items

Westward Expansion

Standard(s) of Learning

Sample Resources

Session 1: Lewis and Clark Expedition: Journey of the Corps of Discovery

Session 2: History of Western Expansion; Influences on Westward Movement

Session 3: Impact of New Technologies and Inventions

Session 4: Assessment

Attachment A: Lewis and Clark Expedition: Journey of the Corps of Discovery

Attachment B: Map Exercise Illustrating the Territorial Growth of the United States

Attachment C: Influential Inventions

Attachment D: Sample Assessment Items

Abolition and Suffrage

Standard(s) of Learning

Sample Resources

Session 1: Historically Significant Abolitionists

Session 2: Varying Approaches of Abolitionist Leaders

Session 3: The Declaration of Sentiments and the Declaration of Independence

Session 4: Women’s Societal Position from the Nineteenth Century to the Present

Session 5: Assessment

Attachment A: The Declaration of Sentiments

Attachment B: Changes in Women’s Societal Position

Attachment C: Sample Assessment Items

Civil War

Standard(s) of Learning

Sample Resources

Session 1: Causes of the Civil War

Session 2: Map of the Union and the Confederacy

Session 3: Major Battles of the Civil War

Session 4: Firsthand Accounts of the Civil War

Session 5: A Civil War Sensory Figure: The Impact of the War

Session 6: Civil War Photographs

Session 7: Biographies of Primary Civil War Figures

Session 8: Assessment

Attachment A: Events Leading to the Civil War

Attachment B: Civil War Battles

Attachment C: Civil War Letters

Attachment D: Civil War Biographies

Attachment E: Civil War “Who Am I?”

Attachment F: Sample Assessment Items

Acknowledgments______

Kristine DeMarinis

Fairfax County Public Schools

Debby Goldman

Fairfax County Public Schools

Julie Sions

Hanover County Public Schools

Loretta Hannum

Former Social Studies Coordinator for Williamsburg-James City County
Public Schools

Heather Scully

Williamsburg-James City County Public Schools

Joan Spence

Former President, Virginia Council on Economic Education

Amy Yaugo

Williamsburg-James City County Public Schools

Introduction______

The History and Social Science Standards of Learning Enhanced Scope and Sequence is intended to help teachers align their classroom instruction with the History and Social Science Standards of Learning that were adopted by the Board of Education in January 2008. The Enhanced Scope and Sequence is organized by topics from the original History and Social Science Standards of Learning Scope and Sequence document and includes the content of the Standards of Learning and the essential knowledge and skills found in the History and Social Science Standards of Learning Curriculum Framework 2008. In addition, the Enhanced Scope and Sequence provides teachers with sample lesson plans aligned with the essential knowledge and skills in the Curriculum Framework.

School divisions and teachers may use the Enhanced Scope and Sequence as a resource for developing sound curricular and instructional programs. These materials are intended as examples of how the knowledge and skills might be presented to students in a sequence of lessons that have been aligned with the Standards of Learning. Teachers who use the Enhanced Scope and Sequence should correlate the essential knowledge and skills with available instructional resources as noted in the materials and determine the pacing of instruction as appropriate. This resource is not a complete curriculum and is neither required nor prescriptive, but it can be a useful instructional tool.

As stated above, the Enhanced Scope and Sequence is organized into units by topics found in the original History and Social Science Standards of Learning Scope and Sequence document. Each organizing topic contains the following:

  • A related History and Social Science Standard(s) of Learning
  • The essential understandings, knowledge, and skills that define the designated Standard(s) of Learning, as presented in the History and Social Science Standards of Learning Curriculum Framework 2008
  • Related sample Internet resources
  • Lesson sessions containing various instructional activities and a list of required materials
  • Handouts to accompany some of the instructional activities
  • Sample assessment items covering the entire organizing topic

History and Social Science Standards of Learning Enhanced Scope and Sequence: United States History to 18651

Organizing Topic: Geography Skills

Organizing Topic

Geography Skills

Standard(s) of Learning______

USI.1The 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;

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

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

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

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

a)locate the seven continents and five oceans;

b)locate and describe the locations of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range;

c)locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico;

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

Essential Understandings, Knowledge, and Skills______

Correlation to

Instructional Materials

Skills (to be incorporated into instruction throughout the academic year)

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

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

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

Distinguish between parallels of latitude and meridians of longitude.______

Content

Understand that continents are large land masses surrounded by water.______

Identify the seven continents:

  • North America______
  • South America______
  • Africa______
  • Asia______
  • Australia______
  • Antarctica______
  • Europe

Explain that Europe is considered a continent even though it is not entirely surrounded by water. The land mass is frequently called Eurasia.

Identify the five oceans:

  • Atlantic Ocean______
  • Pacific Ocean______
  • Arctic Ocean______
  • Indian Ocean______
  • Southern Ocean______

Understand that geographic regions have distinctive characteristics.______

Identify the geographic regions of North America, and describe the following physical characteristics of each region:

  • Coastal Plain

◦Located along the Atlantic Ocean and Gulf of Mexico______

◦Broad lowland 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 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 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______

Understand that the United States has access to numerous and varied bodies of water.______

Identify and locate on a map the following major bodies of water to which the United States has access:

  • Oceans

◦Atlantic, Pacific______

  • Rivers

◦Mississippi, Missouri, Ohio, Columbia, Colorado, Rio Grande, St. Lawrence______

  • Lakes

◦Great Lakes______

  • Gulf

◦Gulf of Mexico______

Describe, using the information below, how bodies of water support interaction among regions, form borders, and create links to other areas:

  • 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.

Understand that it is important to recognize key geographic features on maps, diagrams, and/or photographs.____

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

Identify the following key geographic features:

  • Water-related

◦Lakes______

◦Rivers______

◦Tributaries______

◦Gulfs and bays______

  • Land-related

◦Mountains______

◦Hills______

◦Plains______

◦Plateaus______

◦Islands______

◦Peninsulas______

Recognize that geographic features are related to

  • patterns of trade______
  • the locations of cities and towns______
  • the westward (frontier) movement______
  • agricultural and fishing industries.______

Sample Resources______

Below is an annotated list of Internet resources for this organizing topic. Copyright restrictions may exist for the material on some Web sites. Please note and abide by any such restrictions.

“North America Geographic Regions.” Virginia Department of Education. This site offers a map of the geographic regions of North America.

Outline Maps: Education Place. Houghton Mifflin Harcourt Company. This site provides outline maps that may be printed and used in the classroom.

“Xpeditions.” National Geographic. This site is home to the U.S. National Geography Standards and to thousands of ideas, tools, and interactive adventures that bring them to life.

Session 1: Labeling a Map of the World______

Materials
  • Outline map of the world for each student (see
  • Colored pencils
  • Desk atlas
  • Textbook
Instructional Activities

1.Provide each student with an outline map of the world, colored pencils, and a desk atlas.

2.Have students label the following items on their maps:

  • The seven continents
  • The five oceans
  • The eight geographic regions of North America
  • The major oceans, gulfs, lakes, and rivers of North America, including the

◦Pacific

◦Atlantic

◦Mississippi

◦Gulf of Mexico

◦Great Lakes.

3.After students have completed their maps, have them answer the following questions:

  • What are some distinguishing physical, geographical features of the four hemispheres?
  • How do these features reflect the climate and the ways individuals live in these hemispheres?

4.Have students use the information from these maps later to develop a game of “Geographical Pursuit” (see Session 9).

Session 2: Using Parallels of Latitude and Meridians of Longitude______

Materials
  • Wall map of the United States
  • Textbook map resources
Instructional Activities

1.Review the following terms from Standards of Learning 3.5b:

  • hemisphere: Half of a sphere (globe); created by the prime meridian or the equator
  • equator: An imaginary line around the middle of the Earth that divides it into the Northern and Southern Hemispheres
  • prime meridian: An imaginary line that divides the Earth into the Eastern and Western Hemispheres

Explain that we use these imaginary lines and many others on maps and globes to help us locate places. Introduce the terms latitude and longitude, and explain that the imaginary lines of latitude and longituderunning around the surface of the globe divide the Earth into sections. We can use these imaginary lines to locate any point on the Earth and identify its absolute location. Lines of latitude are called “parallels,”and lines of longitude are called “meridians.”

2.Explain that parallels of latitudecircle the globe horizontally. The equator is one of the parallels of latitude. Latitude describes north-south position in relation to the equator: the equator is at 0 degrees latitude; the North Pole is at 90 degrees north; and the South Pole is at 90 degrees south. Explain why these locations are expressed in degrees.

3.Explain that meridians of longituderun vertically from one pole to the other. The prime meridian is one of the meridians of longitude. Longitude describes east-west position in relation to the prime meridian. Explain the prime meridian. Meridians extend for 180 degrees east and 180 degrees west around the globe and meet at the International Date Line.