matching their characteristic. Given the names of the regions, students must correctly position the names east to west. 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
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 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 inhabited Inuit Iroquois Kwakiutl Lakota Pacific Northwest Pueblo 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 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
3) Identify the natural, human, and capital resources of early American Indian groups 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
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 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 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
fisherman, Patrick is a craftsman making tables, Abe is a shopkeeper selling cloth, and so on for additional citizens. Write of their interdependence.) 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 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 (Colonial Williamsburg site) Teacher made
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 (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: Powerpoint notes democratic government derives Liberty’s kids
Identify the political ideas that shaped the revolutionary movement in America Identify the key philosophies in the Declaration of Independence 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 expressed independence inherent rights liberty natural rights philosophies property pursuit of happiness revolutionary movement unalienable rights violates 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 “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 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
based on the presidential accomplishments Discovery Education videos 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 Essential or Difficult Resources Assessment
Strategies/Activities/Tasks Vocabulary 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 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 abolitionists abolitionist movement campaign cruel deprived educational opportunities emancipation Play on Tubman Voting props for inequality activity Model of good projects
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 Essential or Difficult Resources Assessment
Strategies/Activities/Tasks Vocabulary 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 Student researches major battles and writes a newspaper story about the event. Student-made timeline of battles and events Powerpoint notes blockade capital critical port topography turning point Maps from texts Discovery Ed clips