Pacing Guide Dates 2013 - 2014

First Nine Weeks
Week 1 / August 19-22 / Classroom management/Student Handbook
Pre-Test to see how much information the students have retained from their elementary school instruction
Instruction on how to setup and use of the social studies notebook
Week 2
USI.1 a-i
USI.2a
What are the seven continents?
What are the five oceans? / August 25-August29 / Students will be able to identify and interpret primary and secondary source documents, make connections between the past and present, sequence events in U.S, history from pre-Columbian to 1865, interpret ideas from different historical perspectives, evaluate and discuss issues orally and in writing, analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events, distinguish between parallels of latitude and meridians of longitude, interpret patriotic slogans and excerpts from notable speeches and documents
Students will be able to define continents as large land masses surrounded by water; exceptions
Students will be able to identify the 7 continents: North America, South America, Asia, Europe, Australia, Africa, Antarctica
Week 3
USI.2b
Where are the geographic regions of North America located?
What are some physical characteristics of the geographic regions of North America? / September 2-5 / Students will be able to locate the geographic regions of North America and describe the physical characteristics of each region: Coastal Plain, Appalachian Highlands, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, CoastalRange
Week 4
USI.2c
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?
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? / September 8-12 / Students will be able locate and identify the water features important to the early history of the United States: Atlantic & PacificOceans; Mississippi, Missouri, Ohio, Columbia, Colorado, & Rio GrandeRivers; Great Lakes; Gulf of Mexico
Students will be able to describe how bodies of water formed borders & created links with other parts of the world:
The United States has access to numerous & varied bodies of water. Bodies of water support interaction among regions, form borders, & create links to other areas, recognize geographic features on maps, diagrams, and or photographs.
Week 5
USI.3a, b
Why is archaeology important?
Whereis one of the oldest archeological sites in the United States located?
In which areas did the American Indians live?
Where do American Indians live today? / September 15-19 / Students will be able to describe how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia. Students will be able to locate where American Indians (First Americans) settled in North America prior to the arrival of Europeans, with an emphasis on the following regions and tribes: Arctic-Inuit; Northwest-Kwakiutl; Plains-Lakota; Southwest-Pueblo & Eastern Woodlands-Iroquois.
Week 6
USI.3c
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? / September 22-26 / Students will be able to explain how geography and climate affected the way American Indians met their basic needs of food, clothing, & shelter.
Week 7
USI.3c
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? / September 28- October 3 / Students will be able to explain how geography and climate affected the way American Indians met their basic needs of food, clothing, & shelter.
Week 8
USI.4a, b
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?
How did the American Indians and Europeans interact with each other? / October 6-10 / The students will demonstrate knowledge of European exploration in North America & West Africa by describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and English Explorations.
The students will describe cultural interaction between the American Indians (First Americans) and Europeans that led to cooperation and conflict.
Week 9
USI.4c
How did the American Indians and Europeans interact with each other?
What regions were explored by Portugal?
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? / October 14-17 / The students will demonstrate knowledge of European exploration in North America & West Africa by identifying the location and describing the characteristics of West African societies (Ghana, Mali, & Songhai), their interaction with traders, and their impact on European trade.
Second Nine Weeks
Week 1
USI.5a
Why did Europeans establish colonies in North America?
How did climate, geographic features, and other available resources distinguish the three regions from each other? / October 20-24 / Students will describe the religious & economic events & conditions that led to the colonization of America.
Week 2
USI.5b
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? / October 27 – October31 / Students will demonstrate knowledge of factors that shaped Colonial America by comparing & contrasting life in the New England, Mid-Atlantic, and Southern colonies, with an emphasis on how people interacted with their environment. (Geography & climate, economy, social life, political life, civic life)
Week 3
USI.5c
How did people’s lives vary among different social groups in colonial America? / November 4-7 / Students will describe colonial life in America from the perspectives of large land owners, farmers, artisans, women, indentured servants, and slaves
Week 4
USI.5d
How did Great Britain impose political and economic control over the colonies? / November 10-14 / Students will identify the political and economic relationships between the colonies and England
Week 5
USI.6a
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? / November 17-21 / Students will identify the issues of dissatisfaction that led to the American Revolution, including steps England took to increase control over the colonies. (reasons
for control, taxation, sources of colonial dissatisfaction.
6 Weeks Formative Assessment
Week 6
USI.6b
What ideas and/or philosophies about government were expressed in the Declaration of Independence? / November 24-25 / Students will demonstrate knowledge of the causes and results of the American Revolution by identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence.
Week 7
USI.6c
Who were some of the key individuals in the Revolutionary War?
What role did key individuals play in the Revolutionary War? / December 1 -5 / Students will describe key events and the roles of key individuals in the American Revolution (Boston Massacre, Boston Tea Party, First Continental Congress, Battles of LexingtonConcord, Approval of DOI, Battle of Saratoga, Surrender of Yorktown, Signing of Treaty of King George III, Lord Corwallis, John Adams, George Washington, Thomas Jefferson, Patrick Henry, Benjamin Franklin, Thomas Paine
Week 8
USI.6c
What were some of the key events that occurred during the Revolutionary War period? / December 8-12 / Students will describe key events and the roles of key individuals in the American Revolution (Boston Massacre, Boston Tea Party, First Continental Congress, Battles of LexingtonConcord, Approval of DOI, Battle of Saratoga, Surrender of Yorktown, Signing of Treaty of King George III, Lord Corwallis, John Adams, George Washington, Thomas Jefferson, Patrick Henry, Benjamin Franklin, Thomas Paine
Week 9
USI.6d
What advantages helped the American colonists win the Revolutionary War? / December 15-18 / Students will demonstrate knowledge of the causes and results of the American Revolution by explaining reasons why the colonies were able to defeat the British, including the Colonial advantages
Week 10
USI.7a
What were the basic weaknesses of the Articles of Confederation? / January 5-9 / Students will demonstrate knowledge of the challenges faced by the new nation by identifying the weaknesses of the government established by the Articles of Confederation.
Third Nine Weeks
Week 1
USI.7b
What events led to the development of the Constitution of the United States?
What people helped develop the Constitution of the United States? / January 12-16 / Students will demonstrate knowledge of the challenges face by the new nation by identifying the basic principles of the new government established by the Constitution of the United States and Bill of Rights, including the definition of the federal system of
government; basic principles of government: Legislative-Congress (House of Representatives and Senate), Executive, and Judicial; separation of powers; checks and balances; Bill of Rights-Author, first 10 amendments to the Constitution.
Remediation
6 Week Formative Assessment
Week 2
USI.7c
What events led to the development of the Constitution of the United States?
What people helped develop the Constitution of the United States?
What major national issues and events did the first five presidents face? / January 20-23 / Students will demonstrate knowledge of the major issues and events faced by the first five presidents of the United State: George Washington-Federal court system established; political parties developed over the proper role of the national government; Bill of Rights added to the Constitution of the U.S.; plans initiated for development of national capital in Washington, D.C. & Benjamin Banneker an African American astronomer and surveyor helped complete the design for the city; John Adams –two-party system emerged; Thomas Jefferson –Louisiana Purchase; Lewis & Clark exploration of such; James Madison – War of 1812; James Monroe-Monroe Doctrine
Week 3
USI.8a
What new territories became part of the United States between 1801 and 1861? / January 26 -30 / Students will demonstrate knowledge of westward expansion and reform in America from 1801-1861 by describing territorial expansion and how it affected the political map of the U.S., with emphasis on the Louisiana Purchase, Lewis & Clark expedition, and acquisitions of Florida, Texas, Oregon, and California
Week 4
USI.8b
What new territories became part of the United States between 1801 and 1861?
What factors influenced westward migration? / February 2 - 6 / Students will demonstrate knowledge of westward expansion and reform in America from 1801-1861 by identifying the geographic and economic factors that influenced the westward movement of settlers: population & growth; cheap, fertile land; economic opportunity; cheaper & faster transportation; knowledge of overland trails; Manifest Destiny
Week 5
USI.8c
How did inventions and entrepreneurs affect the lives of Americans? / February 9 - 13 / Students will demonstrate knowledge of westward expansion and reform in America from 1801-1861 by describing the impact of inventions, including the cotton gin, reaper, steamboat, and steam locomotive on life in America
Week 6
USI.8d
What were the main ideas expressed during the women’s suffrage movement? / February 17 - 20 / Students will demonstrate knowledge of westward expansion and reform in America from 1801-1861 by identifying the main ideas of the abolitionist and suffrage movements, including the leaders of each: abolitionist: Harriett Tubman, William Lloyd Garrison, Frederick Douglas; Suffrage: Isable Sojourner Truth, Susan B. Anthony, Elizabeth Cady Stanton
Week 7
USI.8d
What were the main ideas expressed by the abolitionists? / February 23 -26 / Students will demonstrate knowledge of westward expansion and reform in America from 1801-1861 by identifying the main ideas of the abolitionist and suffrage movements, including the leaders of each: abolitionist: Harriett Tubman, William Lloyd Garrison, Frederick Douglas; Suffrage: Isable Sojourner Truth, Susan B. Anthony, Elizabeth Cady Stanton
Week 8
USI.9a
How did cultural, economic, and constitutional issues create bitter divisions between the North and the South? / March 2 - 6 / Students will demonstrate knowledge of the causes, major events, and effects of the Civil war by describing the cultural, economic, and constitutional issues that divided the nation, including slavery, cultural, economic, constitutional
6 Weeks Formative Assessment
Week 9
USI.9b
How did the issues of states’ rights and slavery increase sectional tension between the North and South? / March 9 - 13 / Students will demonstrate knowledge of the causes, major events, and effects of the Civil War by explaining how the issues of states’ rights and slavery increase sectional tensions, including issues that divided the nation, compromises attempting to resolve the differences & southern secession
Week 10
USI.9c
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? / March 16 - 20 / Students will demonstrate knowledge of the causes, major events, and effects of the Civil War by identifying on a map the states that seceded from the Union, and those that remained in the Union
Fourth Nine Weeks
Week 1
USI.9c
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? / March 23 – March 27 / Students will demonstrate knowledge of the causes, major events, and effects of the Civil War by identifying on a map the states that seceded from the Union, and those that remained in the Union
Week 2
USI.9d
Who are considered leaders of the Civil War?
How did Lincoln’s view of the nature of the Union differ from Lee’s? / March 30 – April 3 / Students will demonstrate knowledge of the causes, major events, and effects of the Civil War by describing the roles of key individuals in the events leading to and during the war: Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, Frederick Douglas
Week 3
USI.9e
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? / April 13 - 17 / Students will demonstrate knowledge of the causes, major events, and the effects of the Civil War by using maps to explain critical developments of the war, including major battles and the influence of location and topography on critical developments of the war: Firing on Forts Sumter, First Battle of Manassas, Signing of Emancipation Proclamation, Battle of Vicksburg, Battle of Gettysburg, Lee’s surrender, Union blockade, control of the Mississippi, struggle to capture capital cities, control high ground.
Week 4
USI.9f
What hardships were experienced during the Civil War?
How did the Civil War change the lives of soldiers, women, and slaves? / April 20 – 24 / Students will demonstrate knowledge of the causes, major events, and effects of the Civil War by describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves
6 Week Formative Assessment/Simulation
April 27 – May 1
May 4 - 8
May 11 - 15
May 18 - 22
May 26 - 29