Pacing Guide
U. S. History to 1877
ShelburneMiddle School
Staunton City Schools
Staunton, Virginia
June 2008
Week(s) / Organizing Topics / Related Standards of LearningGeography Skills /
USI.2a, b, c; USI.1a, c, f
American Indians (First Americans) /USI.3a, b; USI.1a, c, d, f
European Exploration /USI.4a, b, c; USI.1a, d, f, g
Colonial America /USI.5a, b, c, d; USI.1a, c, d, f
American Revolution /USI.6a, b, c, d; USI.1a, b, c, d, f, h
Birth of the Nation /USI.7a, b, c, d; USI.1a, b, c, d, f, h
Westward Expansion /USI.8a, b, c; USI.1b, c, d, f
Abolition and Suffrage /USI.8d; USI.1b, c, d, h
Civil War /USI.9a, b, c, d, e, f; USI.1a, b, c, d, f, h
Reconstruction /USI.10a, b; USI.1a, b, c, d, h
Blueprint Summary Table
Reporting Categories / # of Items (value/ SOL) / Earth Science SOLStandards of Learning USI.1 a-d, f-h will be assessed throughout the reporting categories.
Exploration to Revolution / 6 ( ) / USI.4a-b; USI.5a, c-d
Revolution and the New Nation / 7 ( ) / USI.6a, c-d; USI.7d
Westward Expansion and the Civil War Era / 10 ( ) / USI.8a,d; USI.9a-b, d, f; USI.10b
Geography / 8 ( ) / USI.2a-c; USI.3a-b; USI.5b; USI.9c, e
Civics and Economics / 9 ( ) / USI.4c; USI.6b; USI.7a-c; USI.8 b-c; USI.10a
SOL Excluded From This Test / USI.1e
Total Number of Operational Items / 40
Field-Test Items* / 10 *Field-test items will not be used to compute students’ scores on the test.
Total Number of Items / 50
*Included in boldface are the standards that are to take effect in 2010. They are included as a guide to help us to begin implementing them into our current curriculum.
Geography skills
Week of August 20th-August 26th
Week of January 21st- January 27th
Geography skills will be taught and referenced throughout the year. There will be a recurring theme of how the map ( geography) has an impact on movement and economic and political decisions.
USI.2 The student will use maps, globes, photographs, pictures, and tables to
a)locate the seven continents and five oceans.
b)locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and CoastalRange.
c)locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.
d) recognize key geographic features on maps, diagrams, and/or photographs
USI.1 The student will develop skills for historical and geographical analysis, including the ability to
a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877;
c) sequence events in United States history from pre-Columbian times to 1877;
f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events;
Related SOL /Essential Knowledge and Skills
/ Verbs / Strategies to Engage the LearnerThe learner will . . . / Evidence of Mastery* (See Notes)
Geo-graphy
Skills
USI.2 /
Students should be able to:
Use mapsglobes
photographs
pictures
tables to. . . / Use
USI
2
USI
2a
Geo-graphy
Skills
USI
2b
USI
2b
Geo-graphy
Skills
USI
2c
Geo-graphy
Skills
*USI
2d /
Students should be able to:
Describe continents as large land masses surrounded by water.A. Identify and locate the seven continents:
- North America
- South America
- Africa
- Asia
- Australia
- Antarctica
- Europe*.
Explain that geographic regions have distinctive characteristics.
A. Identify/Locate the geographic regions of North America and describe the following physical characteristics of each region:
A.1. Coastal Plain
- Located along the Atlantic Ocean and Gulf of Mexico
- Broad lowland providing many excellent harbors
- Located west of Coastal Plain extending from eastern Canada to western Alabama: including the Piedmont
- Old, eroded mountains (oldest mountain range in North America)
- Wrapped around Hudson Bay in a horseshoe shape
- Hills worn by erosion and hundreds of lakes carved by glaciers
- Holds some of the oldest rock formations in North America
- Located west of the Appalachian Mountains and east of the Great Plains
- Rolling flatlands with many rivers, broad river valleys, and grassy hills
- Located west of Interior Lowlands and east of the Rocky Mountains
- Flat land that gradually increases in elevation westward; grasslands
- 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
- Located west of Rocky Mountains and east of the Sierra Nevadas and the Cascades
- Area of varying elevations containing isolated mountain ranges and Death Valley, the lowest point in North America
- Rugged mountains along the Pacific Coast that stretch from California to Canada
- Contains fertile valleys.
A. 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
- Lakes:Great Lakes
- Gulf:Gulf of Mexico.
- Water Related
Bays
- Land Related
Islands, and Peninsulas
- Geographic Features are related to:
Identify
Locate
Explain
Explain
Identify
Locate
Describe
Identify
Locate / 1)working with a partner, identify cut-out shapes of continents as they are displayed by the teacher.
2)working with a team, locate the seven continents & four oceans on an outline map of the world. Each team will compete to locate the continent that is called correctly and quickly.
working with a team, locate and identify the seven continents & four oceans on a floor map of the world.
using a Styrofoam ball, draw and label the seven continents and four oceans.
3)using a T-Chart, sort the seven continents by teacher directed categories. Then, explain how Europe and Asia are different from the other continents, describing characteristics of continents.
write a summary of similarities and differences between the seven continents.
1)using an outline map, locate and label the eight geographic regions of North America and rivers, lakes and gulf.
using an outline map, draw symbols to represent the physical characteristics of each region.
2)using a floor map, locate and identify the eight geographic regions of North America. (i.e. “Find the region west of the Mississippi River.” “Find the region west of Interior Lowlands and east of the Rocky Mountains.”)
3)using a laminated map of the United States, play-dough and toothpicks, mold the physical characteristics of each region and place them on the map. Then label each region using toothpick “flags.”
4)using pictures, photographs, descriptions and region labels, match each region with its description and picture/photograph in a table.
Create geographic features as a class unit on a large wall map, and as an individual on a desk map. Throughout the year students will identify how the geographic features of the map influenced the lives of the people they are studying, movement and events that occurred. / Completed outline map as exit activity.
Summary paragraph of similarities and differences between the seven continents
Completed play-dough activity.
Completed table of regions, descriptions and pictures/photographs.
Geo-graphy
Skills
USI
1 /
Students should be able to:
Develop skills for historical and geographical analysis, including the ability to …
/ DevelopUSI
1a
1c
1f / Identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877
Sequence events in United States history from pre-Columbian times to 1877
Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events / Identify
Interpret
Analyze
Interpret
Explain
American Indians (First Americans)Week of August 27th- September 2nd
Week of January 28th – February 3rd
USI.3 The student will demonstrate knowledge of how early cultures developed in North America by
a)locating where the American Indians (First Americans) settled, with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plains (Sioux), Southwest (Pueblo), and Eastern Woodland (Iroquois).
*a)Describing how archaeologists have recovered material evidence of ancient settlements including Cactus Hill
b)describing how the American Indians (First Americans) used their environment to obtain food, clothing, and shelter.
*b)locating where the American Indians lived, with emphasis on Arctic (Inuit) Northwest (Kwakiutl), Plains
(Lakota), Southwest (Pueblo), and Eastern Woodland (Iroquois).
*c) describing how the American Indians used the resources in their environment
USI.1 The student will develop skills for historical and geographical analysis, including the ability to
a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877;
c) sequence events in United States history from pre-Columbian times to 1877;
d) interpret ideas and events from different historical perspectives;
f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.
Related SOL /Essential Knowledge and Skills
/ Verbs / Strategies to Engage the LearnerThe learner will . . . / Evidence of Mastery*(See Notes)
Amer.
IndiansUSI.
3a
3b /
Students should be able to:
Demonstrate knowledge of how early cultures developed in North AmericaIdentify/locate where the following American Indians lived/settled in North America prior to the arrival of Europeans and describe their environments:
*American Indians lived in all areas of North America
A. Inuitinhabitedpresent-day Alaska and northern Canada. They lived in Arctic areas where the temperature is below freezing much of the year.
B. Kwakiutl inhabited the Pacific Northwest coast, characterized by a rainy, mild climate.
C. Sioux inhabited the interior of the United States, called the Great Plains and characterized by dry grasslands.
* Lakota people inhabited the interior of the United States called the Great Plains and characterized by dry grasslands
D. Pueblo(tribes) inhabited the Southwest in present-day New Mexico and Arizona, where they lived in desert areas and areas bordering cliffs and mountains.
E. Iroquois (homeland includes) inhabited northeast North America, the Eastern Woodland, which is heavily forested.
*Members of these tribes live in their homelands and in many urban areas today
A. Explain/describe how geography and climate affected the way American Indians (First Americans) met their basic needs using the following information:
The American Indians (First Americans) fished, hunted, and harvested crops for food. Clothing was made from animal skins and plants. Their shelter was made of resources found in their environment (e.g., sod, stones, animal skins, wood).
3c
- In the past, American Indians fished, hunted and harvested crops for food. Clothing was made from animal skins and plants. Their shelter was made of resources found in their environment (e.g. sod, stones, animal skins, wood)
- Types of resources:
- Natural resources: comes from nature
- Human resources: people working to provide goods and services
- Capital resources: goods produced and used to make other goods and services
American Indians fished in the rivers, hunted animals and grew crops
Human Resources:
People who fished, made clothing, hunted animals, and did other tasks for their tribe were examples of human resource
Capital Resources:
The canoes, bows, and spears were examples of capital resources / Demonstrate
Identify
Locate
Describe
Explain
Describe / 1)using a map, locate the area that each American Indian group lived in.
2)using a chart describe the environment of each American Indian group and how environment affected their food, clothing, shelter and lifestyle. (Library Project)
3)using a floor map, place identification cards, pictures of food, shelter, clothing, etc. on the map
4)working in a group, create a 3-D posterboard display of one assigned First American group.
view the finished products of the other groups and decide which First American group they would have preferred to be part of. Then, write a reflection telling why they would prefer this group over the other groups. / Map labeled with the First American groups.
Completed group project.
Completed reflection.
USI.
1 /
Students should be able to:
Develop skills for historical and geographical analysis, including the ability to . . .
/ Develop1a
1c
1d
1e
1f
/ Identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877Sequence events in United States history from pre-Columbian times to 1877
Interpret ideas and events from different historical perspectives.
Evaluate and discuss issues orally and in writing
Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events / Identify
Interpret
Sequence
Interpret
Evaluate
Analyze
Interpret
Explain
European ExplorationWeek of September 3rd- 9th
Week of February 4th-10th
USI.4 The student will demonstrate knowledge of European exploration in North America and West Africa by
a) describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and English explorations.
b) describing cultural(and economic) interactions between Europeans and American Indians that led to cooperation and conflict(with emphasis on the American Indian concept of land).
c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders.
USI.1 The student will develop skills for historical and geographical analysis, including the ability to
a)identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877;
d)interpret ideas and events from different historical perspectives;
f)analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events;
g)distinguish between parallels of latitude and meridians of longitude.
Related SOL /Essential Knowledge and Skills
/ Verbs / Strategies to Engage the LearnerThe learner will . . . / Evidence of Mastery*(See Notes)
Euro-
peanExplo-ration
/Students should be able to:
Demonstrate knowledge of European exploration in N.A. and W. Africa by . . . / DemonstrateUSI
4a
Euro-
peanExplo-ration
4a
4a
2c
4a
4b
Euro-
peanExplo-ration
4b
4b
4a
4c
4c
4c / A. Describe/explain the following reasons/ motivations major European countries were in competition to extend their power into North America and claim the land as their own:
- Economic—Gold, natural resources, and trade
- Religious—Spread of Christianity
- Competitions for empire and belief in superiority of own culture.
- Poor maps and navigational tools
- Disease/starvation
- Fear of unknown
- Lack of adequate supplies.
- Exchanged goods and ideas
- Improved navigational tools and ships
- Claimed territories (see individual countries below).
B. Trade, transportation, and settlement Describe, using the information below, how bodies of water support interaction among regions, form borders, and create links to other areas:
- The location of the United States, with its Atlantic and Pacific coasts, has provided access to other areas 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 MissouriRivers were the transportation arteries for farm and industrial products. They were links to ports and other parts of the world.
- The Colorado River was explored by the Spanish.
- The Rio Grande forms the border with Mexico.
- The Pacific Ocean was an early exploration route.
- The Gulf of Mexico provided the French and Spanish with exploration routes to Mexico and other parts of America.
D.1. Spain
Francisco Coronado claimed southwest United States for Spain.
D.2. France
Samuel de Champlain established the French settlement of Quebec.
Robert La Salle claimed the Mississippi RiverValley.
D.3. England
John Cabot explored eastern Canada
A. Describe/summarize the following cultural interaction between the American Indians (First Americans) and Europeans:
A.1. Spanish
Conquered and enslaved American Indians
Brought Christianity to the New World
Brought European diseases
A.2. French
Established trading posts
Spread Christian religion
A.3. English
Established settlements and claimed ownership of land
Learned farming techniques from American Indians
Traded with American Indians
*American Indians
- Taught farming techniques to European settlers
- Believed that land was to be shared or used but not owned
- Technologies (transportation of weapons and farm tools)
- Europeans brought weapons and metal farm tools
- Trade
- Crops.
- Land
- Competition for trade
- Differences in cultures
- Disease
- Language difference.
A. Identify the location and describe/explain the characteristics of the following societies and how they became powerful and dominated West Africa in turn from 300 to 1600 A.D. by controlling trade in West Africa:
- Ghana
- Mali
- Songhai.
- Ghana, Mali and Songhai dominated West Africa one after another from 300 to 1600 AD
- Ghana, Mali and Songhai were located in the western region of Africa, south of the Sahara Desert, near the Niger River.
B. Describe/explain how West African empires impacted European trade as the Portuguese carried goods from Europe to West African empires, trading metals, cloth, and other manufactured goods for gold. / Describe
Explain
Describe
Explain
Describe
Identify
Describe
Identify
Describe
Summarize
Describe
Describe
Describe
Identify
Describe
Explain
Explain
Describe
Explain / 1)working in a group, describe and explain reasons for exploration, obstacles to exploration, accomplishments/regions explored and name of explorer and impact of exploration for one assigned country.
2)working in a group, present their findings to the class and complete a chart.
3)using pre-exploration maps, modern maps and parallels of latitude and meridians of longitude locate points on the maps.
4)using a map and colored pencils identify the exploration routes of each explorer and the important landforms/rivers on the exploration route. Use symbols to describe the significance of each body of water.
5) using labeled notecards, locate the person holding the description or location that matches their card.
6)after hearing the story of Western Africa, summarize the story in a poem, song, picture or comic strip.
7)working in groups, create a skit describing the motivations, obstacles and accomplishments of exploration and the cultural interactions between Europeans and native peoples.
8)using a Venn Diagram and a word bank, sort areas of conflict and cooperation between Europeans and First Americans and draw a picture to represent each. / Completed poem, song, picture or comic strip.
Match the body of water with its significance.
Exit activity – Venn Diagram sorting areas of conflict and cooperation.
5 question quiz
USI
1 /
Students should be able to: