History and Social Science Standards of Learning
ENHANCED SCOPE AND SEQUENCE
United States History to 1865
Commonwealth of Virginia
Department of Education
2010
Copyright ? 2010
by the
Virginia Department of Education
P.O. Box 2120
Richmond, Virginia 23218-2120
www.doe.virginia.gov
All rights reserved. Reproduction of these materials for instructional
purposes in public school classrooms in Virginia is permitted.
Superintendent of Public Instruction
Patricia I. Wright
Assistant Superintendent for Instruction
Linda M. Wallinger
Office of Standards, Curriculum, and Instruction
Mark R. Allan, Director
Betsy S. Barton, History and Social Science Specialist
Beverly M. Thurston, History and Social Science / International Education Coordinator
Edited, designed, and produced by the CTE Resource Center
Margaret L. Watson, Administrative Coordinator
Bruce B. Stevens, Writer/Editor
Richmond Medical Park Phone: 804-673-3778
2002 Bremo Road, Lower Level Fax: 804-673-3798
Richmond, Virginia 23226 Web site: www.cteresource.org
The CTE Resource Center is a Virginia Department of Education
grant project administered by Henrico County Public Schools.
NOTICE
The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin, religion, age, political affiliation, veteran status, or against otherwise qualified persons with disabilities in its programs and activities.
Table of Contents
Session 1: Labeling a Map of the World 5
Session 2: Using Parallels of Latitude and Meridians of Longitude 6
Session 3: Oceans of the World 7
Session 4: Travel Brochure for a Geographic Region 8
Sessions 5 and 6: Bodies of Water 9
Session 7: Geographic Features on Maps 11
Session 8: Map Keys and Symbols 12
Session 9: Geography Pursuit 13
Attachment A: Travel Brochure 15
Attachment C: Bodies of Water Information Recording Chart 17
Attachment D: Bodies of Water Classroom Activity Cards 18
Attachment E: Bodies of Water Quiz 21
Attachment F: Bodies of Water Quiz—Answer Key 22
Attachment G: Key Geographic Features 23
Attachment H: Sample Assessment Items 24
Session 1: The Importance of Archaeology 28
Session 3: Locating American Indian Tribes 30
Session 4: American Indians’ Use of Natural, Human, and Capital Resources 31
Session 5: Culture and Lifestyles of American Indians 32
Attachment A: Archaeology and Cactus Hill Graphic Organizer 34
Attachment B: Archaeology and Cactus Hill Graphic Organizer—Sample Responses 35
Attachment C: Shadow Box Artifacts Observation Chart 36
Attachment D: American Indians Today 37
Attachment E: Sample Assessment Items 38
Session 1: European Exploration in North America and West Africa 42
Session 2: European Explorers from Spain, France, England, and Portugal 43
Session 3: The Routes of the Europeans Explorers 44
Session 4: Interactions between Europeans and American Indians 45
Session 5: American Indians and the Concept of Land 46
Session 6: Trading and the West African Empires of Ghana, Mali, and Songhai 47
Attachment A: European Exploration from 1400 to 1700 49
Attachment B: Interaction of European and American Indian Cultures 50
Attachment C: Interaction of European and American Indian Cultures—Answer Key 51
Attachment D: The Empires of Ghana, Mali, and Songhai 52
Attachment E: Sample Assessment Items 53
Session 1: European Colonization of North America 60
Session 2: Life in the New England Colonies: Environment and Economics 61
Session 3: Life in the Mid-Atlantic Colonies: Environment and Economics 62
Session 4: Life in the Southern Colonies: Environment and Economics 63
Session 5: Indentured Servants and Enslaved African Americans 64
Session 6: The Middle Passage 65
Attachment A: Colonies in North America 68
Attachment B: Colonies in North America—Answer Key 69
Attachment C: Life in the New England Colonies 70
Attachment D: Life in the Mid-Atlantic Colonies 71
Attachment E: Life in the Southern Colonies 72
Attachment F: Sample Assessment Items 73
Session 1: French and Indian War 78
Session 2: The Colonists’ Grievances against the British 79
Session 3: Patrick Henry and Thomas Paine 80
Session 4: The Declaration of Independence 81
Session 5: Major Events of the Revolutionary War 82
Session 6: The Boston Massacre: Two Viewpoints 83
Session 7: The Poetry of Phillis Wheatley 84
Session 8: George Washington: Leadership before the Presidency 85
Session 9: Benjamin Franklin’s Accomplishments 86
Attachment A: American Revolution—Steps to Independence 88
Attachment B: Guided Reading Outlines—Answer Key 89
Attachment C: Declaration of Independence Document Analysis Sheet 90
Attachment D: George Washington: Leadership before the Presidency 91
Attachment E: Benjamin Franklin’s Accomplishments 92
Attachment F: Sample Assessment Items 93
Session 1: The Articles of Confederation 97
Session 2: The Constitutional Convention 98
Session 3: Checks and Balances in the Constitution 99
Session 4: Ratification of the Constitution of the United States 100
Session 5: The Bill of Rights 101
Session 6: Major National Issues and Events Facing the First Five Presidents 102
Attachment A: Checks and Balances in the Constitution 104
Attachment B: Ratification Views Comparison Chart 105
Attachment C: Major Events and Issues 106
Attachment D: Sample Assessment Items 107
Session 1: Lewis and Clark Expedition: Journey of the Corps of Discovery 111
Session 2: History of Western Expansion; Influences on Westward Movement 112
Session 3: Impact of New Technologies and Inventions 113
Attachment A: Lewis and Clark Expedition: Journey of the Corps of Discovery 115
Attachment B: Map Exercise Illustrating the Territorial Growth of the United States 116
Attachment C: Influential Inventions 117
Attachment D: Sample Assessment Items 118
Session 1: Historically Significant Abolitionists 122
Session 2: Varying Approaches of Abolitionist Leaders 123
Session 3: The Declaration of Sentiments and the Declaration of Independence 124
Session 4: Women’s Societal Position from the Nineteenth Century to the Present 125
Attachment A: The Declaration of Sentiments 127
Attachment B: Changes in Women’s Societal Position 128
Attachment C: Sample Assessment Items 129
Session 1: Causes of the Civil War 135
Session 2: Map of the Union and the Confederacy 136
Session 3: Major Battles of the Civil War 137
Session 4: Firsthand Accounts of the Civil War 138
Session 5: A Civil War Sensory Figure: The Impact of the War 139
Session 6: Civil War Photographs 140
Session 7: Biographies of Primary Civil War Figures 141
Attachment A: Events Leading to the Civil War 143
Attachment B: Civil War Battles 145
Attachment C: Civil War Letters 146
Attachment D: Civil War Biographies 147
Attachment E: Civil War “Who Am I?” 148
Attachment F: Sample Assessment Items 149
Acknowledgments
Kristine DeMarinis
Fairfax County Public Schools
Debby Goldman
Fairfax County Public Schools
Julie Sions
Hanover County Public Schools
Loretta Hannum
Former Social Studies Coordinator for Williamsburg-James City County
Public Schools
Heather Scully
Williamsburg-James City County Public Schools
Joan Spence
Former President, Virginia Council on Economic Education
Amy Yaugo
Williamsburg-James City County Public Schools
Introduction
The History and Social Science Standards of Learning Enhanced Scope and Sequence is intended to help teachers align their classroom instruction with the History and Social Science Standards of Learning that were adopted by the Board of Education in January 2008. The Enhanced Scope and Sequence is organized by topics from the original History and Social Science Standards of Learning Scope and Sequence document and includes the content of the Standards of Learning and the essential knowledge and skills found in the History and Social Science Standards of Learning Curriculum Framework 2008. In addition, the Enhanced Scope and Sequence provides teachers with sample lesson plans aligned with the essential knowledge and skills in the Curriculum Framework.
School divisions and teachers may use the Enhanced Scope and Sequence as a resource for developing sound curricular and instructional programs. These materials are intended as examples of how the knowledge and skills might be presented to students in a sequence of lessons that have been aligned with the Standards of Learning. Teachers who use the Enhanced Scope and Sequence should correlate the essential knowledge and skills with available instructional resources as noted in the materials and determine the pacing of instruction as appropriate. This resource is not a complete curriculum and is neither required nor prescriptive, but it can be a useful instructional tool.
As stated above, the Enhanced Scope and Sequence is organized into units by topics found in the original History and Social Science Standards of Learning Scope and Sequence document. Each organizing topic contains the following:
· A related History and Social Science Standard(s) of Learning
· The essential understandings, knowledge, and skills that define the designated Standard(s) of Learning, as presented in the History and Social Science Standards of Learning Curriculum Framework 2008
· Related sample Internet resources
· Lesson sessions containing various instructional activities and a list of required materials
· Handouts to accompany some of the instructional activities
· Sample assessment items covering the entire organizing topic
History and Social Science Standards of Learning Enhanced Scope and Sequence: United States History to 1865 149
Organizing Topic: Geography Skills
Organizing Topic
Geography Skills
Standard(s) of Learning
USI.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to
a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865;
c) sequence events in United States history from pre-Columbian times to 1865;
f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events;
g) distinguish between parallels of latitude and meridians of longitude.
USI.2 The student will use maps, globes, photographs, pictures, or tables to
a) locate the seven continents and five oceans;
b) locate and describe the locations of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range;
c) locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico;
d) recognize key geographic features on maps, diagrams, and/or photographs.
Essential Understandings, Knowledge, and Skills
Correlation to
Instructional Materials
Skills (to be incorporated into instruction throughout the academic year)
Identify and interpret primary and secondary source documents to increase understanding of events and life in United States history.
Sequence events in United States history from pre-Columbian times to 1865.
Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.
Distinguish between parallels of latitude and meridians of longitude.
Content
Understand that continents are large land masses surrounded by water.
Identify the seven continents:
· North America
· South America
· Africa
· Asia
· Australia
· Antarctica
· Europe
Explain that Europe is considered a continent even though it is not entirely surrounded by water. The land mass is frequently called Eurasia.
Identify the five oceans:
· Atlantic Ocean
· Pacific Ocean
· Arctic Ocean
· Indian Ocean
· Southern Ocean
Understand that geographic regions have distinctive characteristics.
Identify the geographic regions of North America, and describe the following physical characteristics of each region:
· Coastal Plain
? Located along the Atlantic Ocean and Gulf of Mexico
? Broad lowland providing many excellent harbors
· Appalachian Highlands
? Located west of the Coastal Plain, extending from eastern Canada to western Alabama; includes the Piedmont
? Old, eroded mountains (oldest mountain range in North America)
· Canadian Shield
? Wrapped around Hudson Bay in a horseshoe shape
? Hills worn by erosion and hundreds of lakes carved by glaciers
· Interior Lowlands
? Located west of the Appalachian Mountains and east of the Great Plains
? Rolling flatlands with many rivers, broad river valleys, and grassy hills
· Great Plains
? Located west of Interior Lowlands and east of the Rocky Mountains
? Flat lands that gradually increase in elevation westward; grasslands
· Rocky Mountains
? Located west of the Great Plains and east of the Basin and Range
? Rugged mountains stretching from Alaska almost to Mexico; high elevations
? Contains the Continental Divide, which determines the directional flow of rivers
· Basin and Range
? Located west of the Rocky Mountains and east of the Sierra Nevadas and the Cascades
? Varying elevations containing isolated mountain ranges and Death Valley, the lowest point in North America
· Coastal Range
? Located along the Pacific Coast, stretching from California to Canada
? Rugged mountains and fertile valleys
Understand that the United States has access to numerous and varied bodies of water.
Identify and locate on a map the following major bodies of water to which the United States has access:
· Oceans
? Atlantic, Pacific
· Rivers
? Mississippi, Missouri, Ohio, Columbia, Colorado, Rio Grande, St. Lawrence
· Lakes
? Great Lakes
· Gulf
? Gulf of Mexico
Describe, using the information below, how bodies of water support interaction among regions, form borders, and create links to other areas:
· The Atlantic, Pacific, and Gulf coasts of the United States have provided access to other parts of the world.
· The Atlantic Ocean served as the highway for explorers, early settlers, and later immigrants.
· The Ohio River was the gateway to the West.
· Inland port cities grew in the Midwest along the Great Lakes.
· The Mississippi and Missouri rivers were used to transport farm and industrial products. They were links to United States ports and other parts of the world.
· The Columbia River was explored by Lewis and Clark.
· The Colorado River was explored by the Spanish.
· The Rio Grande forms the border with Mexico.
· The Pacific Ocean was an early exploration destination.
· The Gulf of Mexico provided the French and Spanish with exploration routes to Mexico and other parts of America.
· The St. Lawrence River forms part of the northeastern border with Canada and connects the Great Lakes to the Atlantic Ocean.
Understand that it is important to recognize key geographic features on maps, diagrams, and/or photographs.