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.