Standard usi. 2a The student will use maps, globes, photographs, pictures, or tables to



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Harrisonburg City Public Schools

United States History to 1865 Updated Summer 2011



STANDARD USI.2a

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

a) locate the seven continents and five oceans. First Nine Weeks

Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will:

1) Locate the seven continents on a map of the world

2) Locate the five oceans of the world on a map


Students shade and label the continents and oceans on a map of the world.
.

land masses

Outline maps


Teacher made


SOL: USI.2b

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.

First Nine Weeks

Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will:

1) Locate the eight

Geographic regions of North

America on an outline map

Of North America

2) Describe and investigate

The physical characteristics

Of each region of North

America


Students shade and label

each region on an outline

map of North America and

the United States.


Students complete a card

sort of the characteristics of

the eight regions.
Distribute a physical

characteristic of the regions

to each student. The

students must then locate

other students who have

characteristics of the region

matching their characteristic.
Given the names of the

regions, students must

correctly position the names

east to west.



distinctive characteristics

elevation

erosion

fertile soil



geographic features

glacier


horseshoe

Outline maps
Photographs
Card Sort
Our America to 1865

Pages 12-21





Teacher made



SOL: USI.2c

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.

First Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will be able to:

1) Locate water features of

USI.2c on a United States

map


2) Describe how waterways

were important for trade,

transportation, and

settlement

3) Define the following:

Ocean


River

Lake


Gulf

Port


Border

Students label water

features (in the Curriculum

Framework) on a United

States outline map.


Students sort fact cards

made from the Essential

Knowledge of the

Curriculum Framework.



access

immigrants

inland port

industrial products




Textbook

Pgs. 22-25.


Document Camera

Teacher made test


SOL: USI.2d

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

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

First Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will be able to:

1) Define the following:

Lake

River


Tributary

Gulf


Bay

Mountain


Hill

Plain


Plateau

Island


Peninsula

2) Identify pictorial and map

examples of the geographic

features in SOL USI.2d

3) Explain how water and

land geographic features

influence the course of

events in



Teacher led discussion of

each geographic feature.

Show visual representations

of each feature. Students

brainstorm a description of

each feature and finalize a

written description of each.
Students create an “I am

a……” game using the

geographic features. The

description is on the front of

the game card and the

answer is on the back of the

card.
G- Create a PowerPoint Jeopardy game

agriculture industry

bay

fishing industry



gulf

hill


island

lake


land feature

pattern of trade

peninsula

plain


plateau

river


tributary

water feature



Text: pg. 26

Part of Unit 1 Geography Test



SOL: USI.3a

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.

First Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will be able to:

1) Define the following:

Archaeology

Culture


Artifacts

2) Explain the importance of

archaeology

3) Identify Cactus Hill and

explain why it is important

4) Locate Cactus Hill on a

map of Virginia


Students brainstorm what

they think archaeology is

and develop a definition,

then discuss why

archaeology is important to

history and society.


Teacher introduces

Cactus Hill and discusses it

as an archaeological site.
Students locate Cactus

Hill on a Virginia map



analysis

archaeology

artifact

evidence


recovery

site


Video: “Meet the Mentor” Dr. Ruben Mendoza
Video: www.archaeology net


Text: pgs. 30-31



SOL: USI.3b

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

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

(Lakota), Southwest (Pueblo), and Eastern Woodland (Iroquois).

First Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will be able to:

1) Name an example of an

American Indian group

located in the Arctic,

Northwest, Plains,

Southwest, and Eastern

Woodlands regions of North

America.


2) Locate the American

Indian groups in SOL USI.3b

on a map of North America.

3) Describe the typical

climate and physical land

characteristics of early

American Indian settlements

in SOL USI.3b

4) Explain where members

of American Indian

settlements in SOL USI.3b

are settled today



Students construct a map

showing the locations of

American Indian groups in

SOL USI.3b.


Students make a chart or

table describing the climates

of early American Indian

settlements in SOL USI.3b.


Students compare a map

of Indian group settlements

to a map of geographic

regions of the United States

(USI.2b).
Card sort of the SOL

USI.3b American Indian

groups.
G- Project choices for Native Tribes Environment Project


characterized

cliffs


climate

dispersed

Eastern Woodland

forested


grasslands

inhabited

Inuit

Iroquois


Kwakiutl

Lakota


Pacific Northwest

Pueblo


Text: pgs. 32-44

SOL formatted test from Text.
Teacher made test
SOLPASS.org follow-up



SOL: USI.3c

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.

First Nine Weeks



Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will be able to:

1) Describe how

environment affected the

ways early American Indians

obtained food, clothing, and

shelter


2) Identify the three types of

resources

3) Identify the natural,

human, and capital

resources of early American

Indian groups



Students make a chart

comparing ways American

Indian groups met their

basic needs.


Word sort of natural, human, and capital resources



basic needs

capital resources

environment

harvested

human resources

natural resources

resources


Text: 31

Part of Unit Test



SOL: USI.4a

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.

First Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will be able to:

1) Explain why European

countries competed for

power in North America

2) Explain the obstacles

faced by explorers

3) Summarize the

accomplishments of

explorations

4) Identify the regions of

North America claimed by

France, England, and Spain

5) Identify regions explored

by Portugal

6) Identify the following:

Francisco Coronado

Samuel de Champlain

Robert La Salle

John Cabot


Students label a North

American map with the

areas of exploration of

Coronado, Champlain, La

Salle, and Cabot.
Students locate Portugal

and West Africa on an

outline World Map and

explain the exploration and

trade that developed.
Students complete a chart

comparing the motivations,

obstacles, and

accomplishments of

European explorers.
G- Library Research Team


accomplishments

adequate


claimed territories

competition

empire

exchanged goods



motivating forces

navigational tools

obstacles

starvation

superiority

voyages of discovery



Text: 48-53

Teacher made



SOL: USI.4b

The student will demonstrate knowledge of European exploration 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.

First Nine Weeks



Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will be able to:

1) Compare and contrast

Spanish, French, and

English cultural interactions

with American Indians

2) Identify areas of

cooperation between the

Europeans and the

American Indians

3) Identify areas of conflict

between the Europeans and

the American Indians



Students make a chart or

table comparing cultural

interactions between the

Europeans and American

Indians.
Students complete Venn

diagrams comparing and

contrasting American Indian

life “before” and “after”

interactions with Europeans
Card sort of European

cultural interaction with the

American Indians
Students complete a

Venn diagram for areas of

cooperation and the areas of

conflict between Europeans

and American Indians.



Christianity

conflict


conquered

cooperation

crops

cultural interaction



economic interaction

enslaved


farming techniques

technologies



Text: 52-55

Teacher Created


SOL: USI.4c

The student will demonstrate knowledge of European exploration 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.

First Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will be able to:

1) Identify the locations,

characteristics, and time

periods of ancient Ghana,

Mali, and Songhai societies’

existence.

2) Describe the trade

interactions of West African

societies with European

traders.


Students locate ancient

Ghana, Mali, Songhai; their

trade routes; Sahara Desert,

and Niger River on a map of

Africa and a world map.
Class discusses reasons

why Europeans were

interested in trading with

African societies.



impact

manufactured goods

metals


Text: 52-53

Teacher made



SOL: USI.5a

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.

First Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will be able to:

1) Identify the reasons for

the colonization of North

America


2) Describe the religious and

economic events and

conditions that led to the

colonization of North

America

3) Locate the colonies of



Roanoke Island,

Jamestown, Plymouth,

Massachusetts Bay,

Pennsylvania, and Georgia

4) Describe each colony in

SOL USI.5a including the

reason for settlement and

group involved



Students locate colonies

on a United States map and

create a legend to identify

which colonies were established for economic reasons and which were established for religious

reasons.
Students create a timeline

showing establishments of

colonies (This could be

continued throughout the

year by adding events to

timeline).


Students complete a table

of chart comparing the six

colonies in SOL USI.5a


debtors’ prisons

economic venture

faith

interference



permanent

religious persecution

separatists


Text: 66-73
www.plimoth.org


Teacher made



SOL: USI.5b

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.

First Nine Weeks



Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will be able to:

1)Define the following:

Resources

Specialization

Interdependence

2) Describe the geography

and climate of each colonial

region and how colonial

people interacted with their

environment

3) Identify the natural and

human resources of each

colonial region and the

resulting specialization of

each region

4) Describe the social and

political life of each colonial

region


5) Describe examples of

interdependence among the

colonial regions

6) Compare and contrast life

in the New England, Mid-

Atlantic, and Southern

colonies


Students color-code a

map with New England,

Southern, and Mid-Atlantic colonies.
Teacher-led discussion of resources, specialization, and interdependence and

how they are related.


Given a list of natural

resources, students

brainstorm the products that could be made.
Students make a chart or table comparing the geography, climate, resources and specialization of each colonial region.
Students sort information cards by region.
Students construct a

model or illustration of daily life in a selected region.

Students create Venn

diagrams comparing and

contrasting colonial regions.
Students design a

brochure to advertise a

colony or colonial region,

including geography,

climate, job opportunities,

recreation, social offerings, et cetera


G- Students create their

own town in one of the

colonial regions. Using the

resources of the region,

students create citizens who specialize and describe the interdependence of the

people in the town (i.e. New

England town: Tom is a

fisherman, Patrick is a

craftsman making tables,

Abe is a shopkeeper selling

cloth, and so on for

additional citizens. Write of

their interdependence.)


Atlantic Coast Plain

civic life

coastal lowlands

craftsmen

diverse lifestyles

diverse religions

economy

geographical features



hilly terrain

human resources

humid climate

indentured servants

indigo

jagged coastline



livestock

grain


mansions

market towns

moderate summers

natural resources

naval supplies

Piedmont


plantations

political life

skilled labor

reflected

separatists

social life

timber

unskilled/skilled workers



village

wood products



Text: pgs. 68-75

Finished project
Teacher made map quiz



SOL: USI.5c

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.

Second Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will:

1) Describe colonial life in

America from the

perspectives of:

Large landowners

Farmers


Artisans

Women


Free African Americans

Indentured servants

Enslaved African Americans

2) Define the following:

Artisan

Indentured Servant



Enslave

3) Students compare and

contrast large landowners

with farmers

4) Students compare and

contrast farmers and artisans

5) Students compare and

contrast free African

Americans, enslaved African

Americans, and indentured

servants

6) Students compare and

contrast colonial societal

roles of men and women,

including jobs, education,

and politics



Students assume a

position in colonial society and develop a role play about their position.


Students create and

perform skits about the six colonial groups.


Students choose a

colonial group and create a booklet illustrating the

lifestyle of the group.


artisan

caretakers

contract

homemakers

house-workers

labor


native

passage


predominantly

relied


slave traders

social position

varied

villages


Text: 76-79
www.history.org (Colonial Williamsburg site)

Teacher made


SOL: STANDARD USI.5d

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.

Second Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will:

Identify the political and economic relationships between the colonies and Great Britain



Discovery Education video

Notes with Powerpoint


Maps with colonies and resources
Bellringer--"If you were there…"
Role play from perspective of colonists, royal governor, loyalists, etc. to enforce the law or rebel against the laws
Reading assignment from text


appointed

colonial governors

colonial legislatures

economic relationship

enforced

Great Britain

impose

maintain control



monitored

political relationships

proprietor

raw materials

strict


Discovery Ed video
Text “Our America” pg 80-81






SOL: STANDARD USI.6a

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.
Second Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will:
Identify issues that led to the American Revolution
Identify Great Britain’s reasons for controlling the colonies
Organize causes of the American Revolution in chronological order
Identify Great Britain’s reasons for taxation
Analyze sources of colonial dissatisfaction

Illustrated timeline of events leading to American Revolution
www.solpass.org (American Revolution)
Sentence strip illustrated timeline
Student created Poems/Acrostics/Powerpoints regarding key events or people
Discovery Ed videos
YouTube clips on battles
Liberty’s Kids DVD
Matching activities with events and acts and responses to each

dissatisfaction

imposed taxes

Proclamation of 1763

rebellious

restricted

revenue


world power

Pandy learning timeline
www.solpass.org (American Revolution)






SOL: STANDARD USI.6c

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.
Second Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will:
Describe key events of the American Revolution including:

Boston Massacre, Boston Tea Party, First Continental Congress, Battles of Lexington & Concord, Approval of Declaration of Independence, Battle of Saratoga, Surrender of Yorktown, signing of the Treaty of Paris


Identify and describe the role key individuals played in the American Revolution including:

George Washington,

Benjamin Franklin,

Thomas Jefferson,

Patrick Henry, King George III, Lord Cornwallis, John Adams, Phillis Wheatley, and Paul Revere

Student created Poems/Acrostics/Powerpoints regarding key events or people


Discovery Ed videos
YouTube clips on battles
Liberty’s Kids DVD
Matching activities with events and acts and responses to each
Use Patrick Henry’s speech to have students interpret patriotic slogans
“Who am I, What did I say” activities
Illustrated timeline of events leading to American Revolution
www.solpass.org (American Revolution)
Sentence strip illustrated timeline


armed conflict

championed

commander

delegates

House of Burgesses

individuals

inspired

Liberty’s Kids DVD


Discovery Education clips






SOL: STANDARD USI.6b

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.
Second Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will:


Identify the political ideas that shaped the revolutionary movement in America
Identify the key philosophies in the Declaration of Independence

Powerpoint notes


This standard is usually incorporated in standards 6a and 6c
Liberty’s kids clips
Group reading or memorization of the opening of the Declaration of Independence
Connect ideas of freedom and rights


democratic government

derives


expressed

independence

inherent rights

liberty


natural rights

philosophies

property

pursuit of happiness

revolutionary movement

unalienable rights

violates

Liberty’s kids








SOL: STANDARD USI.6d

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.
Second Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will:


Explain reasons why colonists were able to defeat the British

This standard is incorporated with 6a and 6b


Powerpoint notes
Students list advantages the colonists had (home field advantage)


beliefs

capable


principles








SOL: STANDARD USI.7a

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.
Third Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The students will:


Identify weaknesses of the Articles of the Confederation

Play about the problems with the Articles


Read rules of Monopoly—make up “new rules” that are different for each person or group
Wrap kids in toilet paper to show how colonies had to stay together during war, but eventually the bond breaks without a common cause
Pictorial representation of the weaknesses of the Articles

commerce


currency

executive

judicial branch

regardless

regulate

weak national government

weakness

Toilet Paper


Script of play on Articles of Confederation
Discovery Ed clips
Reading from Horizons book





SOL: STANDARD USI.7b

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.

Third Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The students will:


Describe the events leading to the development of the Constitution
Identify important people who helped develop the Constitution including George Washington, George Mason, Thomas Jefferson
Identify and describe the importance of the Constitutional Convention, the Bill of Rights, and the Ratification of the Constitution, Great Compromise

Three corners activity with State, Federal, and Shared powers (kids go to the appropriate area)


Venn Diagram showing the separation of powers and/or showing state, federal, or shared powers
Powerpoint notes
Timeline of events relating to ratification of the Constitution
Liberty’s kids video
Activity regarding voting in the class (group size per table more important or are all tables equal)—showing ideas behind small state/large state issues
Use map to understand issues behind the Great Compromise
Foldables to show the three branches and the powers associated with each

School House rock (three-ring circus)


Cut and sort with three branches of government
Bill of Rights video and explanation of the amendments
Tie Bill of Rights to current issues and how it impacts the student’s life
Student make illustrations of Bill of Rights
Students act out some of the rights associated with the Bill of Rights

branches


convention

draft


executive

federal system

foundation

freedom of religion

freedom of speech

Great Compromise

House of Representatives

individual rights

judicial

legislative

national government

ratification

republic

Senate


separate

shared


significant

state government

structure

Horizon book reading, p. 346-357


Liberty’s kids
Foldables
School House Rock






SOL: STANDARD USI.7c

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.
Third Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will:


Describe the accomplishments of the first five presidents

Students make a commemorative coin about each president


Powerpoint notes (with pictures of each president)
Timeline of events for each president
“What would you do” activities based on the presidential accomplishments
Discovery Education videos


accomplishments

administration

astronomer

design

interfere



national capital

respect


Surveyor

Washington D. C.

Western Hemisphere

Discover Education clips








SOL: STANDARD USI.8a

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.
Third Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will identify new territories added to the United States, including:



  • Louisiana Purchase

  • Florida

  • Texas

  • Oregon

  • California

Students will describe the role and importance of Lewis & Clark.



Illustrated timeline of events regarding territorial expansion


Student maps of expansion
Discovery Education clips
Chart of expansion—how and from whom each territory acquired
Gallery Walk of pictures to look at, then answer questions

doubled


expedition

exploration

independent republic

settlement

territorial expansion

territory

underwent vast

Maps from textbook


Pandy learning map
Chart showing expansion
Discovery Ed clips
Oregon Trail Video
History of Us video






SOL: STANDARD USI.8b

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.

Third Nine Weeks



Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will:

Identify the geographic and economic factors that influenced western migration.
Identify the California Gold Rush, Erie Canal, Oregon Trail, Santa Fe Trail
Analyze the concept of Manifest Destiny

Schoolhouse Rock (Elbow Room)


You are the character activity with migration—comic strip, diary, etc to explain reasons for migration
Use of “primary source” documents/cards with kids explaining the attitude of the character
Powerpoint notes


availability

canals

economic opportunity



geography

logging


Manifest Destiny

migration

overland trails

population growth

runaway slaves

steamboats


Schoolhouse Rock video








SOL: 26

STANDARD USI.8c

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.
Fourth Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will:


Define inventor and entrepreneur
Describe the impact of:

  • The cotton gin

  • The reaper

  • Steamboat

  • Steam Locomotive

Identify Eli Whitney, Jo Anderson, Cyrus McCormick, and Robert Fulton



Gallery Walk with pictures of inventions and sets of questions to go with each invention


Activity matching inventor with invention
Youtube videos of each invention
Discovery Ed videos on impact of invention on society
Visual timeline of inventions

cotton gin

cultivate

entrepreneur

equipment

farming society

impact

industrialization



invention

inventor


productivity

reaper


society

steam locomotive

steamboat

technologies

technology

Youtube
Discovery Ed clips


Supplemental text






SOL: STANDARD USI.8d

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.

Fourth Nine Weeks



Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will:


Identify the main ideas expressed by the abolitionists
Describe the main ideas expressed during the women’s suffrage movement
Identify Harriet Tubman, William Lloyd Garrison, Frederick Douglass, Isabella (Sojourner) Truth, Susan B. Anthony, Elizabeth Cady Stanton


Activity to show students the inequalities still evident in America during the early 1800s (only white boys get to vote, etc)


Play on Harriet Tubman
Readings on each individual
Powerpoint notes
Abolitionist/Suffragist research project—can do podcast or interview—one person is a reporter, the other is the individual

abolitionists

abolitionist movement

campaign


cruel

deprived


educational opportunities

emancipation

enslaved

equal opportunities

equal rights

higher education

inhumane

morally wrong

right to vote

right to own property

suffrage movement

violation


Play on Tubman


Voting props for inequality activity
Model of good projects






SOL: STANDARD USI.9a

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.

Fourth Nine Weeks



Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

Students will identify the major issues that divided the North and South including:



  • Slavery

  • Cultural issues

  • Economic issues

  • Constitutional issues



Powerpoint notes


Chart organizing the differences between North and South
Segments from Ken Burns’ “Civil War” series
BrainPop cartoon relating to issues dividing North and South

agricultural

central government

competition

constitutional

culture


economic

foreign


plantation

states’ rights

tariff

urban


village

“Civil War” documentary series by Ken Burns


Discovery Ed clips
Supplemental texts
Brain Pop cartoon





SOL: STANDARD USI.9b

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.

Fourth Nine Weeks



Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The students will:


Explain how the issues of states rights and slavery increased sectional tensions
Identify the importance of the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act

Illustrated timeline with the compromises


Map showing states in North, South, and border
Activity showing Patriotic slogans and images (students interpret)—from Five Ponds

compromise

moral

secession



sectional

self-protection

supreme

tension


union

Pandy map


History of Us textbook reading
Five Ponds Patriotic Slogans activity





SOL: STANDARD USI.9c

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.
Fourth Nine Weeks


Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will:


Describe issues that divided the nation during the Civil War (including States Rights and Slavery)
Identify and describe major compromises from this era: including Missouri Compromise, Compromise of 1850, and the Kansas-Nebraska Act
Identify major factors of Southern secession including:

  • Lincoln’s election

  • Attack on Fort Sumter

  • States rights

  • Slavery

Pandy map showing states as North, South, or border


Discovery Ed video
Powerpoint notes
iPad activity with making postcards related to civil war

border state

free state

labor-intensive

seceded

Supplemental readings


Discovery Ed videos





SOL: STANDARD USI.9d

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.

Fourth Nine Weeks



Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will:


Identify major leaders of the Civil War
Analyze the role of each in the Civil War:

  • Abraham Lincoln

  • Jefferson Davis

  • Ulysses S. Grant

  • Robert E. Lee

  • Stonewall Jackson

  • Frederick Douglass

Illustrated timeline of events and people of the Civil War


Student “interviews” with important players of the Civil War
Discovery Ed clips

defeat


emancipation

independent

opposed

preserve


proclamation

reunite


urged

Pandy learning


Discovery Ed clips
Supplemental readings






SOL: STANDARD USI.9e

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.

Fourth Nine Weeks



Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will:


Identify critical events of the Civil War
Locate locations of major Civil War battles
Analyze the role geography played in major battles

Student researches major battles and writes a newspaper story about the event.


Student-made timeline of battles and events
Powerpoint notes
Discovery Ed clips

blockade


capital

critical


port

topography

turning point

Maps from texts


Discovery Ed clips






SOL: STANDARD USI.9f

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.

Fourth Nine Weeks



Objectives

Suggested Strategies/Activities/Tasks

Essential or Difficult Vocabulary

Resources

Assessment

The student will:


Describe the effects of the Civil War from the perspectives of

  • A Union soldier

  • A Confederate soldier

  • Women,

  • African-American soldiers

  • Enslaved African Americans

Explain the hardships faced during the Civil War


iPad activity with students making postcards from one of the soldiers, someone at home, etc


Discovery ed. clips

brutal


collapse

devastate

discriminate

enlist


exposure

harsh


home front

segregated


Discovery ed clips









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