GRADE 5 GRADE 6 GRADE 7 GRADE 8 CONCEPTS & SKILLS

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "GRADE 5 GRADE 6 GRADE 7 GRADE 8 CONCEPTS & SKILLS"

Transcription

1 United States History, Geography, Economics, and Government: Early Exploration to Westward Movement 1. Identify different ways of dating historical narratives (17 th century, seventeenth century, 1600s, colonial period). (H) How to identify different ways of dating historical narratives Decipher the meaning of dates that are stated in various ways. Understand and identify the meaning of historical dates that can be stated in various ways. World Geography 1. Use map and globe skills learned in prekindergarten to grade five to interpret different kinds of projections, as well as topographic, landform, political, population, and climate maps. (G) How to use maps, globes, and charts Use maps, globes, and charts to locate and identify countries, major cities, land forms, and bodies of water Interpret charts regarding population and climate CONCEPTS & SKILLS Ancient and Classical Civilizations in the Mediterranean to the Fall of the Roman Empire: Ideas that Shaped History 1. Compare information shown on modern and historical maps of the same region. (G) Geographic features of the Mediterranean and surrounding region Locations of the following civilizations: Ancient Egypt, Ancient Near East, Ancient Greece and Ancient Rome Identify modern and historical political and geographic features Label modern and historical political and geographic features Interpret the difference between earlier and later geographic and political features United States History 1763 through the Reconstruction 1. Apply the skills of prekindergarten through grade seven. Different ways of dating historical events How to use maps, globes, and charts Interpret AD, nth Century, determine length of time between dates Define century, decade, era, period Use a map to locate places, movements of people, historical events 2. Interpret timelines of events studied. (H) 2. Use geographic terms correctly, such as delta, glacier, location, settlement, region, natural resource, human resource, mountain, hill, plain, plateau, river, island, isthmus, peninsula, erosion, climate, drought, monsoon, hurricane, ocean and wind currents, tropics, rain forest, tundra, desert, continent, region, country, nation, and urbanization. (G) 2. Use correctly the words or abbreviations for identifying time periods or dates in historical narratives (decade, age, era, century, millennium, AD/CE, BC/BCE, c., and circa). Identify in BC/BCE dates the higher number as indicating the older year (that is, 3000 BC/BCE is earlier than 2000 BC/BCE) (H) 2. Identify multiple ways to express time relationships and dates (for example, 1066 AD is the same as 1066 CE, and both refer to a date in the eleventh or 11 th century, which is the same as the 1000s). Identify countries that use a different calendar from the one used in the U.S. and explain the basis for the difference. (H) Page 1 of 44

2 How to interpret timelines according to the dates of events they have studied Place events on a timeline according to date Use a timeline to determine which events happened before and after each other 3. Observe and identify details in cartoons, photographs, charts, and graphs relating to a historical narrative. (H, E, C) How to analyze, in a historical context: details of cartoons, photographs, charts, and graphs in a historical narrative. Show their understanding of the historical narrative by selecting and explaining details in various media. Meaning of various geographic vocabulary relating to land and climate. Demonstrate understanding of vocabulary by illustrating, defining and locating specific geographic land forms from various continents in the world. 3. Interpret geographic information from a graph or chart and construct a graph or chart that conveys geographic information (e.g., about rainfall, temperature, or population size ). (G) How to use charts and graphs to interpret geographic information. Construct a graph or chart that conveys specific geographic information relating to rainfall, temperature, or population. Terms decade, age, era, century, millennium, AD/CE, BC/BCE, c., and circa Identify in BC/BCE dates the higher number as indicating the older year (that is, 3000 BC/BCE is earlier than 2000 BC/BCE) 3. Construct and interpret timelines of events and civilizations studied. (H) Modern calendar of western civilization is the Christian calendar Times of the ancient civilizations of Egypt, the Near East, Greece and Rome Construct a rudimentary timeline of ancient western civilization How to interpret timelines How to identify timelines within their historical context Place events on a timeline according to chronological order Construct a timeline of historical events according to various chronological scales 3. Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (H) How to interpret timelines How to identify timelines within their historical context Place events on a timeline according to chronological order Construct a timeline of historical events according to various chronological scales 4. Use maps and globes to identify absolute locations (latitude and longitude). (G) 4. Explain the difference between absolute and relative location and give examples of different ways to indicate relative location for countries or cities across the world. (G) 4. Distinguish between primary and secondary sources and describe how each kind of source is used in interpreting history. (H) 4. Interpret and construct charts and graphs that show quantitative information. (H, C, G, E) Page 2 of 44

3 Meanings of latitude and longitude. Use latitude and longitude to identify absolute locations using maps and globes. Meaning of absolute and relative location. Identify specific locations using maps and globes Primary source Secondary source Identify examples of primary and secondary sources Distinguish between a primary source and secondary source How to interpret charts and graphs that show quantitative information How to construct charts and graphs that show quantitative information Make quantitative conclusions from a chart or graph Predict future quantitative trends from a chart or graph 5. Identify the location of the North and South Poles, the Equator, the Prime Meridian, and the Northern, Southern, Eastern, and Western Hemispheres. (G) Meaning of North and South Poles, the Equator, the Prime Meridian, and the Northern, Southern, Eastern, and Western Hemispheres. Locate and/or label the North and South Poles, the Equator, the Prime Meridian, and the Northern, Southern, Eastern, and Western Hemispheres on maps, globes, and unlabeled media. 5. Identify how current world atlases are organized and the kind of information they provide for each continent and country. (G) How to use current world atlases to find information about specific continents and countries. Identify and locate specific information about specific continents and countries using current world atlases. 5. Identify multiple causes and effects when explaining historical events. (H) Historical events have a causation Historical events have an effectuation Explain the cause and effect of a major historical event in the answering of a test essay 5. Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E) Definitions of and differences among sequence, correlation, and cause-effect Identify whether given events are related chronologically, by correlation, or by causeeffect. Draw conclusions about how various historical events are related 6. Distinguish between political and topographical maps and identify specialized maps that show information such as population, income, or climate change. (G, H, E) 6. Identify what time zones are, when and how the precise measurement of longitude was scientifically and historically determined, the function and location of the international date line, and the function of the Royal Observatory in Greenwich, England, and give examples of differences in time in countries in different parts of the world. (G) 6. Describe ways of interpreting archaeological evidence from societies leaving no written records. (H) 6. Distinguish between long-term and shortterm cause and effect relationships. (H, G, C, E) Page 3 of 44

4 The difference between and the uses of political and topographical maps. Students will use political and topographical maps to find population, income, or change for a given area or place. What time zones are, when and how the precise measurement of longitude was scientifically and historically determined, Function and location of the international date line, and the function of the Royal Observatory in Greenwich, England. Label specific time zones and the international date line on a map of the world. Label a timeline identifying the history of the measurement of longitude. Write a short paragraph describing the function of the Royal Observatory in Greenwich, England. Fossil, artifact, anthropology, archaeology and prehistory Distinguish between fossils and artifacts Compare and contrast the studies of anthropology and archaeology Definitions of long and short term causeeffect relationships Difference between long and short term cause-effect relationships Identify and draw conclusions about whether given events are related by long and short term cause-effect relationships 7. Compare maps of the modern world with historical maps of the world before the Age of Exploration, and describe the changes in 16 th and 17 th century maps of the world. (G, H, E) How to look at and compare maps based on their characteristics. Describe the differences in and changes relayed through analyzing the features of a map. 7. Use the following demographic terms correctly: ethnic group, religious group, and linguistic group. (G) The meaning of the terms ethnic group, religious group, and linguistic group. Correctly interpret the meaning of ethnic group, religious group and linguistic group and identify the differences between them. 7. Define and use correctly words and terms relating to government such as city-state, dynasty, kingdom, empire, republic, separation of powers, civic duty, rule of law, and military. (C) City-state, dynasty, kingdom, empire, republic, separation of powers, civic duty, rule of law, and military. Use city-state, dynasty, kingdom, empire, republic, separation of powers, civic duty, rule of law, and military in written and oral expression. 7. Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E) How concepts that led to the formation and development of the United States are related to European and other global events, political trends and development State reasons why concepts that led to the formation and development of the United States are related to European and other global events, political trends and development Identify key historical figures, documents and events that led to the formation and development of the United States Page 4 of 44

5 8. Define and use correctly words related to government: citizen, suffrage, rights, representation, federal, state, county, and municipal. (C) The meanings of citizen, suffrage, rights, representation, federal, state, county, and municipal. Use citizen, suffrage, rights, representation, federal, state, county, and municipal appropriately in writing and oral language. 9. Give examples of the responsibilities and powers associated with major federal and state officials (the President, chief justice of the U.S. Supreme Court, governor, state senators, and state representatives). (C) 8. Define what a nation is and give examples of the different ways nations are formed. (C) What a nation is and how different nations are formed. Write a paragraph describing what a nation is and the process used to form different nations. 9. Give examples of several well-known international organizations (e.g., the North Atlantic Treaty Organization, the World Bank, the International Monetary Fund, the British Commonwealth, and the United Nations) and explain their purposes and functions. (C) 8. Define and apply economic concepts learned in prekindergarten through grade 6: producers, consumers, goods, services, buyers, sellers, natural resources, taxes, specialization, savings, entrepreneur, prices, markets, scarcity, trade, barter, money, medium of exchange, supply, and demand. (E) Producers, consumers, goods, services, buyers, sellers, natural resources, taxes, specialization, savings, entrepreneur, prices, markets, scarcity, trade, barter, money, medium of exchange, supply, and demand. Use producers, consumers, goods, services, buyers, sellers, natural resources, taxes, specialization, savings, entrepreneur, prices, markets, scarcity, trade, barter, money, medium of exchange, supply, and demand in written and oral expression. 8. Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C) Colonial society and economy rights of English citizens Define barter economy, assembly, representative, cash crop, toleration Give three reasons Europeans immigrated to America Name the original colonies, colonial capitals, geographic features 9. Distinguish intended from unintended consequences. (H, E, C) Sugar Act, Stamp Act, Townshend Acts, Boston Massacre, Tea Act, Boston Tea Party, Intolerable Acts Page 5 of 44

6 What the responsibilities and powers are, of federal and state officials (the president, chief justice of the U.S. Supreme Court, governor, state senators, and state representatives). Demonstrate their knowledge of these responsibilities and powers by providing examples of each. 10. Explain the structure of the student s city or town government. (C) Standard not addressed in Grade Give examples of the ways people save their money and explain the advantages and disadvantages of each. (E) Standard not addressed in Grade 5 The purpose and function of international organizations such as the North Atlantic Treaty Organization, the World Bank, the International Monetary Fund, the British Commonwealth and the United Nations. Identify and explain the purpose and function of several well-known international organizations. 10. Provide examples of currencies from several countries and explain why international trade requires a system for exchanging currency between nations. (E) Students will KNOW Varying currencies from several countries and the purpose of exchanging currency between nations for international trade. Explain in writing the purpose for exchanging currency between nations for international trade and identify different currencies from several countries. 11. Give examples of products that are traded among nations, and examples of barriers to trade in these or other products. (E) Meaning of trade and trade barriers among nations. Identify specific nations and products that are traded among them as well as barriers to specific products. Sugar Act, Stamp Act, Townshend Acts, Boston Massacre, Tea Act, Boston Tea Party, Intolerable Acts Reasons for protesting British policies State cause-effect relationships netween Sugar Act, Stamp Act, Townshend Acts, Boston Massacre, Tea Act, Boston Tea Party, Intolerable Acts State reasons 1 st Continental Congress met 10. Distinguish historical fact from opinion. (H, E, C) Primary sources Propaganda Facts about the Boston Massacre and Battle of Lexington Revere s account of Boston Massacre and ptimary accounts of the Battle of Lexington State reasons for Boston Massacre and Battle of Lexington and how word spread to other colonies 11. Using historical maps, locate the boundaries of the major empires of world history at the height of their powers. (H, G) Not Addressed in Grade 8 Page 6 of 44

7 12. Define what an entrepreneur is (a person who has started a business seeking a profit) and give examples from colonial history of an entrepreneur (e.g., Peter Faneuil and Benjamin Franklin). (E) What an entrepreneur is. Identify various entrepreneurs from history, and explain how they qualify for that title. 12. Define supply and demand and describe how changes in supply and demand affect prices of specific products. (E) The meaning of supply and demand How supply and demand affects the prices of specific products. Provide written examples of specific products and demonstrate the relationship between prices and supply and demand. 12. Define and use correctly the following words and terms: Magna Carta, parliament, habeas corpus, monarchy, and absolutism. (C) Magna Carta, Glorious Revolution, English Bill of Rights, Mayflower Compact, House of Burgesses, Enlightenment Explain how power has transferred through English common law from an absolute ruler to Parliament and voters Explain the origins of self-government in the American colonies 13. Define profit and describe how profit is an incentive for entrepreneurs. (E) What profit is when used as a business term. Describe how profit is beneficial to entrepreneurs. 13. Identify the key elements of a market economy. (E) Elements of a market economy; such as entrepreneurship and competition. set up small businesses in their classes and be able to demonstrate an awareness of the various elements of free market. 13. Define and use correctly mercantilism, feudalism, economic growth, and entrepreneur. (E) Theory of Mercantilism The role of colonies in the English Economy Explain how British law limited the colonies ability to produce finished goods Page 7 of 44

8 14. Give examples of how changes in supply and demand affected prices in colonial history (e.g., fur, lumber, fish, and meat). (E, H) What supply and demand mean when used in a business sense. Give examples of how supply and demand affected prices in colonial history. 14. Describe how different economic systems (traditional, command, market, mixed) try to answer the basic economic questions of what to produce, how to produce, and for whom to produce. (E) How traditional, command, market, and mixed economic systems answer the basic economic questions of what to produce, how to produce, and for whom to produce. Demonstrate how traditional, command, market, and mixed economic systems () try to answer the basic economic questions of what to produce, how to produce, and for whom to produce. 15. Compare the standard of living in various countries today using gross domestic product per capita as an indicator. (E) The differences in standard of living in various countries today using gross domestic product per capita as an indicator. (E) Using charts or graphs, compare the standard of living in various countries today with gross domestic product per capita as an indicator. (E) 14. Explain how people or communities examine and weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once one alternative is chosen. (E) Boycott, petition, repeal, liberty tea, Harvard paper Explain how colonists protested British policies and substituted homemade goods for British goods under boycott Explain the effect of colonial boycotts on the British economy. 15. Explain how financial markets, such as the stock market, channel funds from savers to investors. (E) Not Addressed in Grade Define and use correctly gross domestic product, economic growth, recession, depression, unemployment, inflation, and deflation. (E) Page 8 of 44

9 Depression, unemployment, inflation, foreclosure How the end of the Revolutionary War affected Massachusetts economy General Shephard, Springfield Armory State reasons for Shays Rebellion Effects from the lack of a national monetary system 17. Explain how opportunity costs and tradeoffs can be evaluated through an analysis of marginal costs and benefits. (E) Not Addressed in Grade Explain how competition among sellers lowers costs and prices, and encourages producers to produce more. (E) Monopoly, East India Company, Tea Act, customs duties, dumping, factory system, supply and demand State reasons Parliament passed the Tea Act State reasons why the colonists reacted angrily against the Tea Act Recognize the benefits and hazards of protective tariffs; Recognize how capitalism produces producs and supplies markets with needed goods 19. Describe the role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price. (E) Page 9 of 44

10 Not Addressed in Grade Describe how the earnings of workers are affected by the market value of the product produced and worker skills. (E) industrial revolution, factory system, craftsmen, replaceable parts Industrial Revolution, Slater s mill, Lowell mills, Eli Whitney, cotton gin, factory towns, skilled v. unskilled labor, wages, finished products State how the mass production of goods changed the U.S. from an agricultural economy to an industrial economy. Compare the economic systems of Northern states and Southern states 21. Identify the causes of inflation and explain who benefits from inflation and who suffers from inflation. (E) Not Addressed in Grade Define and distinguish between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service. (E) Not Addressed in Grade Explain how changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries. (E) Not Addressed in Grade 8 Page 10 of 44

11 24. Differentiate between fiscal and monetary policy. (E) Not Addressed in Grade Explain the basic economic functions of the government in the economy of the United States. (E) regulated money system, interstate commerce, national bank, stocks and bonds, interest, national debt Economic powers of Congress State the economic powers of Congress and explain how they affect the national economy State weaknesses in the Articles of Confederation and explain how they hurt the national economy 26. Examine the development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System. (E) National Bank Assumption Act Federal Reserve System Bureau of Engraving and Printing State Alexander Hamilton s plan for strengthening the national economy and paying off state debts Page 11 of 44

12 27. Identify and describe laws and regulations adopted in the United States to promote economic competition. (E, H) Not Addressed in Grade Analyze how federal tax and spending policies affect the national budget and the national debt. (E) Not Addressed in Grade Describe the earliest explorations of the New World by the Vikings, the period and locations of their explorations, and the evidence for them. (H, G) Who the Vikings were, and when and where they explored. Demonstrate their knowledge of Viking explorations in time, location, and evidence for them. A.1 On a map of the world, locate the continent of Africa, the Atlantic Ocean, the Indian Ocean, the Mediterranean Sea, and the Great Rift Valley. On a map of Africa, locate the northern, eastern, western, central, and southern regions of Africa, the Sahara Desert, the Nile River, Lake Victoria, Mount Kilimanjaro, and the Cape of Good Hope. (G) The location of places listed in DO. On a map of the world, locate continent of Africa, Atlantic Ocean, Indian Ocean, the Mediterranean Sea, Great Rift Valley. On a map of Africa, locate the northern, eastern, western, central, and southern regions of Africa, the Sahara Desert, the Nile River, Lake Victoria, Mount Kilimanjaro, and the Cape of Good Hope. LEARNING STANDARDS 7.1 Describe the great climatic and environmental changes that shaped the earth and eventually permitted the growth of human life. (H) Geographic regions and climate zones developed and have changed over the course of time Geography and climate influenced the development and migration of the human species Identify climate zones on a map and regions with a high population density. USI.1 Explain the political and economic factors that contributed to the American Revolution. (H, C) A. the impact on the colonies of the French and Indian War, including how the war led to an overhaul of British imperial policy from 1763 to 1775 B. how freedom from European feudalism and aristocracy and the widespread ownership of property fostered individualism and contributed to the Revolution Treaty of Paris 1763; Proclamation of 1763; British war debt; navigation acts Direct tax; indirect tax; committees of correspondence; Sons of Liberty Explain how the policy of No taxation without Representation mobilized the colonists against British policies Explain the social and economic factors that led colonists to settle in the Ohio Valley. Page 12 of 44

13 5.2 Identify the three major pre-columbian civilizations that existed in Central and South America (Maya, Aztec, and Inca) and their locations. Describe their political structures, religious practices, and use of slaves. (H, G, E) A.2 Use a map key to locate countries and major cities in Africa. (G, E) 7.2 Identify sites in Africa where archaeologists have found evidence of the origins of modern human beings and describe what the archaeologists found. (G, H) USI.2 Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government. (H, C) the legacy of ancient Greece and Rome the political theories of such European philosophers as Locke and Montesquieu Seminal Primary Documents to Read: Mayflower Compact (1620) Seminal Primary Documents to Consider: Massachusetts Body of Liberties (1641) and John Locke s Treatises of Civil Government (1690) Who the pre-columbian Maya, Aztec, and Inca were, where they lived, and what they believed. Give examples of pre-columbian civilizations and explain their political structures, religious practices, and use of slaves. How to use a map key and other map skills learned in previous grades. Use a map key to locate countries and major cities in Africa. Early humans first migrated out of Africa Mary and Louis Leakey s importance as archaeologists Louis discovery of the earliest human fossil remains at Olduvai Gorge Mary s discovery of three million year old footprints Locate Olduvai Gorge on a map of Africa Purpose and effects of Mayflower Compact; common welfare, representative government; republic, Enlightenment Basic rights of men; government as a contract; Thomas Paine; Common Sense Explain in detail the concepts and ideas in the Magna Carta, English Bill of Rights, Mayflower Compact, and the Enlightenment and how they support the concept of basic rights and responsibilities of English citizens State Thomas Paine s arguments for independence and the influence of Common Sense in the American movement towards independence Apply the concepts of basic rights to colonists protests against British tax policies Page 13 of 44

14 5.3 Explain why trade routes to Asia had been closed in the 15 th century and trace the voyages of at least four of the explorers listed below. Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the image of the world, especially the maps used by explorers. (H, G, E) A. Vasco Nuñez de Balboa B. John and Sebastian Cabot C. Jacques Cartier D. Samuel de Champlain E. Christopher Columbus F. Henry Hudson G. Ferdinand Magellan H. Juan Ponce de Leon I. Amerigo Vespucci A.3 Explain how the following five factors have influenced settlement and the economies of major African regions and countries. (G, E) A. absolute and relative locations B. climate C. major physical characteristics D. major natural resources E. population size 7.3 Describe the characteristics of the hunter-gatherer societies of the Paleolithic Age (their use of tools and fire, basic hunting weapons, beads and other jewelry). (H) USI.3 Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson. (H, C) Seminal Primary Documents to Read: the Declaration of Independence (1776) Seminal Primary Documents to Consider: the Suffolk Resolves (1774) and the Virginia Statute for Religious Freedom (1786) The trade routes and voyages of the Early Explorers as well as what each sought when he began his journey, what he found, and how the discoveries changed maps and the image of the world. Summarize the voyages of at least four explorers by explaining what each sought, what he found, and how the discoveries changed maps and the image of the world. How settlement and the economy of major African cities have been influenced by absolute and relative locations, climate, major physical characteristics, major natural resources and population size. State and provide examples in writing of how absolute/relative location, climate, major physical characteristics, major natural resources and population size have influenced the settlement and economy of major African countries and regions. People lived a nomadic life Nomads moved from place to place in search of berries, roots and nuts for food and following herds of animals for food, clothing and shelter Humans often gathered together in related groups called clans Describe a day in the life of a person living in the Stone Age Three basic parts of the Declaration of Independence Timeline for the adoption of the Declaration of Independence Identify Lockean views that Jefferson incorporated into the Declaration of Independence Explain why the 2 nd Continental Congress decided to adopt a Declaration of Independence Page 14 of 44

15 5.4 Explain why the Aztec and Inca civilizations declined in the 16 th century. (H) A. the encounters between Cortez and Montezuma B. the encounters between Pizarro and the Incas C. the goals of the Spanish conquistadors D. the effects of European diseases, particularly smallpox, throughout the Western hemisphere The details of the Aztec and Inca civilizations including the relationships, goals, and effects of Cortez, Pizarro, and other Spanish conquistadors. Describe the encounters of Cortez, Pizarro and other Spanish conquistadors with the Aztec and Inca civilizations. Describe the goals of these explorers, and how diseases effected these populations. A.4 Identify when modern African countries became independent nations and explain how independence was achieved. (H, G) When modern African countries became independent nations and how independence was achieved. Research, using the internet or other resources, when modern African nations became independent and the events which led to independence. Create a chart demonstrating the time and process of independence. 7.4 Explain the importance of the invention of metallurgy and agriculture (the growing of crops and the domestication of animals). (H) Metallurgy allowed people to develop better tools and weapons Agriculture afforded humans the ability to live in one place and permitted the development of civilizations Explain how the invention of metallurgy and the agricultural revolution changed where people lived and how they lived. USI.4 Analyze how Americans resisted British policies before 1775 and analyze the reasons for the American victory and the British defeat during the Revolutionary war. (H) Sugar Act, Stamp Act, Townshend Acts, Boston Massacre, Tea Act, Boston Tea Party, Intolerable Acts, 1 st Continental Congress, militia, minuteman, Lexington, Concord, Bunker Hill,2 nd Continental Congress, Olive Branch Petition American and British strengths and weaknesses at the beginning of the Revolution, role of George Washington, significance of Saratoga, and Yorktown, benefits of France as an ally, blockade, guerilla warfare, patriot, loyalist Explain how British tax laws and colonist reaction to them led to the outbreak of War between the U.S. and Great Britain State reasons why Great Britain was unable to defeat the United States in the Revolution and why the boundaries set in the Treaty of Paris extended to the Mississippi River Page 15 of 44

16 WA.1 On a map of the world, locate Western Asia, or the Middle East. On a map of the Middle East, locate the Black Sea, Mediterranean Sea, Caspian Sea, Red Sea, Indian Ocean, Arabian Peninsula, and the Persian Gulf. (G) 7.5 Describe how the invention of agriculture related to settlement, population growth, and the emergence of civilization. (H) USI.5 Explain the role of Massachusetts in the revolution, including important events that took place in Massachusetts and important leaders from Massachusetts. (H) A. the Boston Massacre B. the Boston Tea Party C. the Battles of Lexington and Concord and Bunker Hill D. Sam Adams, John Adams, and John Hancock 5.5 Describe the goals and extent of the Dutch settlement in New York, the French settlements in Canada, and the Spanish The location of places listed in DO. On a map of the world, locate Western Asia, or the Middle East. On a map of the Middle East, locate the Black Sea, Mediterranean Sea, Caspian Sea, Red Sea, Indian Ocean, Arabian Peninsula, and the Persian Gulf. WA.2 Use a map key to locate countries and major cities in the Middle East. (G, E) Farming made it possible for people to have a steady supply of food As people learned to grow more and more crops, there was more food for more people and the population began to grow Large farming communities developed into the first cities which marked the beginning of civilization Explain how the first civilizations developed along the great river valleys Africa and the Middle East 7.6 Identify the characteristics of civilizations. (H, G, E) A. the presence of geographic boundaries Seminal Primary Documents to Consider: the Massachusetts Constitution (1780) Quartering Act, Sons and Daughters of Liberty, Stamp Act Resolves, The Boston Massacre, the Boston Tea Party, Lexington, Concord, Bunker Hill, Evacuation Day John Adams, Abigail Adams, Samuel Adams, John Hancock, General Knox, Paul Revere, William Dawes, Mercy Warren Otis, Crispus Attucks, minuteman, Continental Army, militia State reasons the Revolutions began in Massachusetts Explain the roles John and Samuel Adams and John Hancock played in the formation of the 1 st and 2 nd Continental Congresses State why the British evacuated Boston State the origin of Patriot s Day State the contributions of Benedict Arnold, General Montgomery, and Ethan Allen to early fighting in the war USI.6 Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak Page 16 of 44

17 settlements in Florida, the Southwest, and California. (H) What nations settled the areas of New York, Canada, Florida, the Southwest, and California. Describe the goals of the Dutch, French, Spanish, and California settlements, and who settled there. How to use a map key and other map skills learned in previous grades. Use a map key to locate countries and major cities in the Middle East. and political institutions B. an economy that produces food surpluses C. a concentration of population in distinct areas or cities D. the existence of social classes E. developed systems of religion, learning, art, and architecture F. a system of record keeping Geographic boundaries, political institutions, food surpluses, population density, social classes, systems of religion, learning, art, and architecture and a system of record keeping Recognize that in order for a civilization to exist it must demonstrate the following characteristics: the presence of geographic boundaries and political institutions, an economy that produces food surpluses, a concentration of population in distinct areas or cities, the existence of social classes, developed systems of religion, learning, art, and architecture and a system of record keeping. central government; analyze the shortcomings of the national government under the Articles; and describe the crucial events (e.g., Shays s rebellion) leading to the Constitutional Convention. (H, C) Seminal Primary Documents to Read: the Northwest Ordinance (1787) State constitutions and bills of rights, governor, assembly, Confederation Congress, eligibility for voting Weaknesses of Articles of Confederation: 1 state 1 vote 9 states approval before law is passed States were not forced to obey national laws No executive branch No judicial branch No commander-in-chief No way to raise revenue No way to settle disputes between states Strengths of Articles of Confederation: Land ordinance of 1785 Northwest Ordinance of 1787 Explain why the weaknesses in the national government led to Shays Rebellion and other outbreaks by regulators Narrate the history of Shays Rebellion in Western Massachusetts Why the Annapolis Convention was unsuccessful Page 17 of 44

18 5.6 Explain the early relationship of the English settlers to the indigenous peoples, or Indians, in North America, including the differing views on ownership or use of land and the conflicts between them (e.g., the Pequot and King Philip s Wars in New England). (H, G, E) WA.3 Explain how the following five factors have influenced settlement and the economies of major Middle Eastern countries. (G, E) A. absolute and relative locations B. climate C. major physical characteristics D. major natural resources E. population size 7.7 On a historical map, locate the Tigris and Euphrates Rivers and identify Sumer, Babylon, and Assyria as successive civilizations and empires in this region, and explain why the region is sometimes called the Fertile Crescent. On a modern map of western Asia, identify the modern countries in the region (Iraq, Iran, and Turkey). (H, G, E) USI.7 Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the Convention and the Great Compromise that was reached. (H, C) Major Debates A. the distribution of political power B. the rights of individuals C. the rights of states D. slavery Founders Benjamin Franklin Alexander Hamilton James Madison George Washington The effects of the English settlers on the indigenous peoples including their differing views on land ownership and use of land. Describe the relationship between the English settlers and indigenous peoples in regards to conflicts concerning ownership and use of land. How settlement and the economy of major Middle Eastern countries have been influenced by absolute and relative locations, climate, major physical characteristics, major natural resources and population size. State and provide examples in writing of how absolute/relative location, climate, major physical characteristics, major natural resources and population size have influenced the settlement and economy of major Middle Eastern countries. The location of the Tigris and Euphrates Rivers The successive civilizations and empires of Sumer, Babylon, and Assyria The phrase the Fertile Crescent and the region it refers to Label on a map the civilizations of Sumer, Babylon and Assyria Label on a map the modern countries of Iraq, Iran and Turkey Draw the Fertile Crescent on a map Seminal Primary Documents to Read: the U.S. Constitution Independence Hall James Madison Father of Constitution George Washington, chairman Ben Franklin peacemaker Edmund Randolph-large states William Patterson-small states Roger Sherman- Great Compromise Alexander Hamilton-strong federal government National vs. state powers Equal vs. proportional representation Separation of Powers Checks and Balances Legislative qualifications and Powers Executive qualifications and Powers Judicial qualifications and Powers Reserved Powers Concurrent Powers Page 18 of 44

19 Amendment Process Bill of Rights 3/5 Compromise 20 year delay on slave trade legislation 5.7 Identify some of the major leaders and groups responsible for the founding of the original colonies in North America. (H, C) A. Lord Baltimore in Maryland B. William Penn in Pennsylvania C. John Smith in Virginia D. Roger Williams in Rhode Island E. John Winthrop in Massachusetts The major leaders and groups responsible for settling the original thirteen colonies. Identify the leaders and groups who settled the thirteen colonies. WA.4 Identify when the countries in the Middle East became independent nations and explain how independence was achieved. (H, G) When Middle Eastern countries became independent nations and how independence was achieved. Research, using the internet or other resources, when Middle Eastern nations became independent and the events which led to independence. Create a chart demonstrating the time and process of independence. 7.8 Identify polytheism (the belief that there are many gods) as the religious belief of the people in Mesopotamian civilizations. (H) People believed in many gods Each city had its own god and temple called a Ziggurat Draw a sketch of a ziggurat and name its god Identify principal parts of the Constitution Explain how the Constitution set up a federal republic Explain the functions of National Government and state governments USI.8 Describe the debate over the ratification of the Constitution between Federalists and Anti-Federalists and explain the key ideas contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent judiciary. (H, C) Seminal Primary Documents to Read: Federalist Paper number 10 Seminal Primary Documents to Consider: Federalist Papers numbers 1, 9, 39, 51, and 78 Federalists, anti-federalists, The Federalist Papers, ratification Constitutional convention in Massachusetts Explain Federalist arguments in favor of the Constitution Explain anti-federalist arguments opposing the Constitution Explain the role of newspapers and the Federalist Papers in the ratification process Explain why and how support for the Constitution was divided in Massachusetts Page 19 of 44

20 5.8 Identify the links between the political principles and practices developed in ancient Greece and such political institutions and practices as written constitutions and town meetings of the Puritans. (H, C) CSA.1 On a map of the world, locate Central and South Asia. On a map of Central and South Asia, locate the Indian Ocean, the Arabian Sea, the Bay of Bengal, the Ganges River, the Indo-Gangetic Plain, the Northern Mountains, the Deccan Plateau, the Himalayan Mountains, and the Steppes. (G) 7.9 Describe how irrigation, metalsmithing, slavery, the domestication of animals, and inventions such as the wheel, the sail, and the plow contributed to the growth of Mesopotamian civilizations. (H, E) USI.9 Explain the reasons for the passage of the Bill of Rights. (H, C) A. the influence of the British concept of limited government B. the particular ways in which the Bill of Rights protects basic freedoms, restricts government power, and ensures rights to persons accused of crimes Seminal Primary Documents to Read: the Bill of Rights (1791) The political institutions and practices developed such as written constitutions and town meetings Identify the types of democratic principles practiced in the New England colonies. 5.9 Explain the reasons that the language, political institutions, and political principles of what became the United States of America were largely shaped by English colonists even though other major European How to locate Central and South Asia, the Indian Ocean, the Arabian Sea, the Bay of Bengal, the Ganges River, the Indogangetic Plain, the Northern Mountains, the Deccan Plateau, the Himalayan Mountains and the Steppes on a map of the world. On a map of the world, locate Central and South Asia. On a map of Central and South Asia, locate the Indian Ocean, the Arabian Sea, the Bay of Bengal, the Ganges River, the Indo-Gangetic Plain, the Northern Mountains, the Deccan Plateau, the Himalayan Mountains, and the Steppes. CSA.2 Use a map key to locate the countries and major cities in Central and South Asia. (G, E) Irrigation, metalsmithing, slavery, the domestication of animals, the wheel, the sail, and the plow Explain how irrigation, metalsmithing, slavery, the domestication of animals, and inventions such as the wheel, the sail, and the plow contributed to the growth of Mesopotamian civilizations Describe the important achievements of Mesopotamian civilization. (H, C, E) A. its system of writing (and its importance in record keeping and Seminal Primary Documents to Consider: Magna Carta (1215) and the English Bill of Rights (1689) Historical reasons for the 1 st ten amendments (Bill of Rights); due process; unconstitutional Why a Bill of Rights was necessary to gain ratification of the Constitution State freedoms protected by the 1 st Amendment to the Constitution and how they have been interpreted by the Supreme Court Explain the rights of the accused and due process under the law, including habeus corpus and ex post facto USI.10 On a map of North America, identify the first 13 states to ratify the Constitution. (H, G) Page 20 of 44

21 nations also explored the New World. (H, C) A. the relatively small number of colonists who came from other nations besides England B. long experience with self-government C. the high rates of literacy and education among the English colonial leaders D. England s strong economic, intellectual, and military position That the United States was created by European explorers who had diverse backgrounds. Describe how socioeconomic status impacted colonization On a map of North America, identify the first 13 colonies and describe how regional differences in climate, types of farming, populations, and sources of labor shaped their economies and societies through the 18 th century. (H, G, E) The location of the thirteen colonies and their regional differences in climate, types of farming, populations, and sources of labor. T They will also know how these factors influenced their economies. Locate the thirteen colonies on a map and summarize the characteristics of each colony. How to use a map key and other map skills learned in previous grades. Create a map of Central and South Asia which identifies its countries and major cities. CSA.3 Explain how the following five factors have influenced settlement and the economies of major Central and South Asian countries. (G, E) A. absolute and relative locations B. climate C. major physical characteristics D. major natural resources E. population size How settlement and the economy of major Central and South Asian countries have been influenced by absolute and relative location, climate, major physical characteristics, major natural resources and population size. Identify and state in writing how five factors have influenced settlement and the economies of major Central and South tax collection) B. monumental architecture (the ziggurat) C. art (large relief sculpture, mosaics, and cylinder seals) Cunieform, ziggurat and art Describe the important achievements of Mesopotamian civilization Describe who Hammurabi was and explain the basic principle of justice in Hammurabi s Code ( an eye for an eye ). (H, C, E) Hammurabi s code of laws were carved on a round black stone that exists to this day People today would consider most of Hammurabi s laws harsh and cruel, yet they helped people in ancient times live under law and order The basic principle of Hammurab s code of laws was an eye for an eye. Identify the three social classes in First 13 states to ratify the Constitution On a map of North America, identify the first 13 states to ratify the Constitution and their current capitals USI.11 Describe the purpose and functions of government. (H, C) Lockean, Jeffersonian, and Madison s concepts of government as stated in Treatises of Civil Government, preamble to the Declaration of Independence, and preamble to the Constitution List the powers and limits on National and state governments under the Constitution Page 21 of 44

22 Asian regions and countries in relation to absolute and relative location, climate, major physical characteristics and population size. Hammurabi s society: nobles, free commoners and slaves Explain how these social classes were treated differently under Hammurabi s laws Theorize what it would be like to live in Hammurabi s kingdom Explain the importance of maritime commerce in the development of the economy of colonial Massachusetts, using the services of historical societies and museums as needed. (H, E) A. the fishing and shipbuilding industries B. trans-atlantic trade C. the port cities of New Bedford, Newburyport, Gloucester, Salem, and Boston that maritime commerce was important to the development of the Massachusetts colony Outline the aspects of trade in Massachusetts CSA.4 Identify when India, Pakistan, Bhutan, Nepal, Bangladesh, Sri Lanka, and the Central Asian republics first became independent countries and explain how independence was achieved. Explain the relationship of the Central Asian republics to the former Soviet Union. (H, G) The time at which India, Pakistan, Bhutan, Nepal, Bangladesh, Sri Lanka and the Central Asian republics first became independent countries and how independence was achieved The relationship between Central Asian republics and the former Soviet Union On a historical map of the Mediterranean region, locate the Mediterranean and Red Seas, the Nile River and Delta, and the areas of ancient Nubia and Egypt. Identify the locations of ancient Upper and Lower Egypt and explain what the terms mean. On a modern map, identify the modern countries of Egypt and Sudan. (G) These geographic features and their locations: the Mediterranean and Red Seas, the Nile River and Delta, and the areas of ancient Nubia and Egypt, Upper and Lower Egypt The names and locations of the modernday countries of Egypt and Sudan USI.12 Explain and provide examples of different forms of government, including democracy, monarchy, oligarchy, theocracy, and autocracy. (H, C) Definition of democracy, monarchy, oligarchy, theocracy, autocracy Give and example of a democracy, monarchy, oligarchy, theocracy, and autocracy. reate a chart identifying the time and process at which India, Pakistan, Bhutan, Nepal, Bangladesh, Sri Lanka and the Central Asian republics first became independent. Write a paragraph identifying the relationship between Central Asian republics and the former Soviet Union. Label the locations of the Mediterranean and Red Seas, the Nile River and Delta, and the areas of ancient Nubia and Egypt, Upper and Lower Egypt. Label the names and locations of the modern-day countries of Egypt and Sudan. Page 22 of 44

Social Studies Lesson Plan 4th Grade Curriculum Total Activities: 137

Social Studies Lesson Plan 4th Grade Curriculum Total Activities: 137 Time4Learning Online Learning for Homeschool and Enrichment www.time4learning.com Languages Arts, Math and more Multimedia s, Interactive Exercises, Printable Worksheets and Assessments Student Paced Learning

More information

american History Semester Exam review (KEY)

american History Semester Exam review (KEY) american History Semester Exam review (KEY) 1. Fill in the name of each era and characteristics. Then use the word bank to match the events. 1. Exploration & Colonization 2. American Revolution 3. Creating

More information

Origins of American Government. Chapter 2

Origins of American Government. Chapter 2 Origins of American Government Chapter 2 Section 1 Essential Questions 1) What two principles of government came from the English heritage of the colonists? 2) What documents from England influenced the

More information

UNIT Y212: THE AMERICAN REVOLUTION

UNIT Y212: THE AMERICAN REVOLUTION UNIT Y: THE AMERICAN REVOLUTION 740-796 NOTE: BASED ON X 50 MINUTE LESSONS PER WEEK TERMS BASED ON 6 TERM YEAR. Key Topic Term Week Number Indicative Content Extended Content Resources The development

More information

Jackson County Schools 4 th Grade Social Studies Curriculum Map *In this unit students will be introduced to the unit connecting themes of:

Jackson County Schools 4 th Grade Social Studies Curriculum Map *In this unit students will be introduced to the unit connecting themes of: Unit Connecting Themes in Fourth Grade Social Studies (Unit 1) *In this unit students will be introduced to the unit connecting themes of: Beliefs and Ideals Conflict and Change Distribution of Power Individuals,

More information

Constitution (4 weeks) What factors influenced the development of the US government? SS4H1 Explain the causes, events, and results of the

Constitution (4 weeks) What factors influenced the development of the US government? SS4H1 Explain the causes, events, and results of the 4 th Grade Social Studies Teaching and Learning Framework 2017-2018* (Transition Plan) Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Launching Social Studies (2 weeks)

More information

UNITED STATES HISTORY I COURSE SYLLABUS

UNITED STATES HISTORY I COURSE SYLLABUS UNITED STATES HISTORY I COURSE SYLLABUS Course Title: United States History I H2 and H3 Department: Social Studies Primary Course Materials: America: Pathways to the Present Course Description: In the

More information

CHAPTER 2: REVOLUTION AND THE EARLY REPUBLIC

CHAPTER 2: REVOLUTION AND THE EARLY REPUBLIC CHAPTER 2: REVOLUTION AND THE EARLY REPUBLIC COLONIAL RESISTANCE AND REBELLION SECTION 1 England s Parliament and Big Ben The Proclamation of 1763 sought to halt the westward expansion of the colonist,

More information

Social Studies: 8 th Grade

Social Studies: 8 th Grade Social Studies: 8 th Grade Unit: Unit 1: American and Wisconsin Native Cultures Unit Sub-Topics: Origin of Native Americans Native American Cultures Time Line: 2-4 weeks Wisconsin State Standards: A.8.1,

More information

MIDDLE GRADES SOCIAL SCIENCE

MIDDLE GRADES SOCIAL SCIENCE MIDDLE GRADES SOCIAL SCIENCE Content Domain Range of Competencies l. History 0001 0008 50% ll. Geography and Culture 0009 0011 19% lll. Government 0012 0014 19% lv. Economics 0015 0016 12% Approximate

More information

The American Revolution & Confederation. The Birth of the United States

The American Revolution & Confederation. The Birth of the United States The American Revolution & Confederation The Birth of the United States 1774-1787 Essential Question Evaluate the extent to which the Revolution fundamentally changed American society. The First Continental

More information

Grade 8 Social Studies Assessment. Eligible Texas Essential Knowledge and Skills

Grade 8 Social Studies Assessment. Eligible Texas Essential Knowledge and Skills Grade 8 Social Studies Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 8 Social Studies Assessment Based on Revised Curriculum Reporting Category 1: History The student will demonstrate

More information

Key Academic Vocabulary for Social Studies by Grade Level

Key Academic Vocabulary for Social Studies by Grade Level Key Academic Vocabulary for Social Studies by Grade Level Why Teach Vocabulary Development? Effective vocabulary instruction is critical for increasing students academic achievement. Educational researc

More information

Basic Concepts of Government The English colonists brought 3 ideas that loom large in the shaping of the government in the United States.

Basic Concepts of Government The English colonists brought 3 ideas that loom large in the shaping of the government in the United States. Civics Honors Chapter Two: Origins of American Government Section One: Our Political Beginnings Limited Government Representative government Magna Carta Petition of Right English Bill of Rights Charter

More information

CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8.

CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8. CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School 113.24. Social Studies, Grade 8. Correlated to HISTORY OF OUR NATION: 2005 4201 Woodland Road Circle

More information

SOCIAL STUDIES PACING GUIDE: 1st Nine Wee

SOCIAL STUDIES PACING GUIDE: 1st Nine Wee SOCIAL STUDIES PACING GUIDE: 1st Nine Wee Week Standards Learning Targets Week One Week Two Week Three 4.9 Compare and constrast the differing views of American Indians and colonists on ownership or use

More information

Grades 6-8 Social Studies GLE Comparison Chart

Grades 6-8 Social Studies GLE Comparison Chart Grades 6-8 Social Studies GLE Comparison Chart Grade 6 Grade 7 Grade 8 No or Minimal 74% Change 1 20/27 GLEs Moderate 15% Change 2 4/27 GLEs New Content 11% 3/27 GLEs No or Minimal Change Moderate Change

More information

The American Revolution

The American Revolution Main Idea The American Revolution Enlightenment ideas led to revolution, independence, and a new government for the United States. Content Statement 6/Learning Goal Describe how Enlightenment thinkers

More information

APUSH Concept Outline Period 3: 1754 to 1800

APUSH Concept Outline Period 3: 1754 to 1800 APUSH Concept Outline Period 3: 1754 to 1800 Name Directions: The Concept Outline below presents the required concepts and topics that students need to understand for the APUSH test. The statements in

More information

Foundations of the American Government

Foundations of the American Government Foundations of the American Government 1600s-1770s Each colony was loyal to Great Britain but was responsible for forming its own government, taxing and defending itself. The government and constitution

More information

Underpinnings of the Constitution

Underpinnings of the Constitution Underpinnings of the Constitution A constitution is a nations basic laws creates political institutions assigns and divides power in government provides certain guarantees to citizens includes unwritten

More information

Standard 3: Causes of the American Revolution. e. Declaration of Independence

Standard 3: Causes of the American Revolution. e. Declaration of Independence Name Date Hour U.S. History to 1877 OCCT Review Study Guide Use your notes, your textbook and all of the knowledge gained this year to complete this O.C.C.T. Review Study Guide. This study guide will be

More information

Grade Level, Course Fifth Grade Social Studies PLSD Balanced Assessment Practices. Type* DOK

Grade Level, Course Fifth Grade Social Studies PLSD Balanced Assessment Practices. Type* DOK Unit Guides Assessment Items Indic ator s Concept Standard Curricular Indicator DOK Type* SR CR PB Assessment Questions # DOK Level 1E 1M 1H 2E 2M 2H 3E 3M 3H Civics Students will develop and apply the

More information

Essential Questions Critical Knowledge and Needed Skills Resources Assessments

Essential Questions Critical Knowledge and Needed Skills Resources Assessments Grade/Course: 7 th Grade Social Studies Enduring Understandings: 1. Key leaders impact the rise of conflict and change the outcomes of events ᴖ 6.1.8.D.3.c,d 2. Economic, political, social, and religious

More information

Grade 5 Integrated Social Studies Scope and Sequence TEKS Timeline. Texas Essential Knowledge and Skills

Grade 5 Integrated Social Studies Scope and Sequence TEKS Timeline. Texas Essential Knowledge and Skills Cypress-Fairbanks I. S. D. 1 5.1 History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The A Explain when,

More information

Period 3: 1754 to 1800 (French and Indian War Election of Jefferson)

Period 3: 1754 to 1800 (French and Indian War Election of Jefferson) Period 3: 1754 to 1800 (French and Indian War Election of Jefferson) Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government

More information

1. Boston Massacre- The killing of 5 by British in 1770 became known as this. (Page 71 of Notes)

1. Boston Massacre- The killing of 5 by British in 1770 became known as this. (Page 71 of Notes) Study Guide- The American Revolution Vocabulary (Matching) 1. Boston Massacre- The killing of 5 by British in 1770 became known as this. (Page 71 of 2. Nathan Hale- American captured by the British, tried

More information

Recognize the various types of maps used by geographers (e.g., physical, political,

Recognize the various types of maps used by geographers (e.g., physical, political, 1. Enduring Understanding: Geographers use a variety of tools and techniques to identify places on Earth. 2. Enduring Understanding: Geographic regions have distinctive characteristics. FIRST NINE WEEKS

More information

Fourth Grade United States History

Fourth Grade United States History Fourth Grade United States History Year 2: Revolution to Reconstruction In fourth grade, students continue with year two of a three year study of United States history in which all four strands (history,

More information

Acuity Indiana Social Studies - Diagnostic Blueprints

Acuity Indiana Social Studies - Diagnostic Blueprints Social Studies Diagnostic Blueprints Diagnostic 1 Diagnostic 2 Diagnostic 3 Diagnostic 4 Grade Standard Indicator Testing Window 10/13-11/03/10 01/05-01/26/11 03/09-03/30/11 05/04-05/25/11 Total # of Item

More information

American Revolution Unit Packet. Name Period

American Revolution Unit Packet. Name Period American Revolution Unit Packet Name Period 0 Learning Goals and Scales Learning Goal 5: Students will be able to explain the events which led to the start of the American Revolution. - Tea Act (Boston

More information

Ch. 6 Test Review. The Spirit of Independence

Ch. 6 Test Review. The Spirit of Independence Ch. 6 Test Review The Spirit of Independence John Adams Wentworth Cheswell Samuel Adams Mercy Otis Warren Benjamin Franklin Crispus Attucks Biographical Glossary Rebellion & Revolution (Unit 3) He was

More information

Georgia Standards Covered. This module reinforces students understandings of grids on maps and globes to meet the 4 th Grade Skills requirement.

Georgia Standards Covered. This module reinforces students understandings of grids on maps and globes to meet the 4 th Grade Skills requirement. Grade 4 Module Where People Live This module reinforces students understandings of grids on maps and globes to meet the 4 th Grade Skills requirement. Matters This module may be used at the start of the

More information

STAAR STUDY GUIDE 2. Designated materials are the intellectual property of s3strategies, LLC. Permission is granted for internal district use only.

STAAR STUDY GUIDE 2. Designated materials are the intellectual property of s3strategies, LLC. Permission is granted for internal district use only. Dred Scott v. Sandford - Dred Scott, a southern slave, sues for his freedom. Court decision rules that: African Americans had no rights to citizenship & Congress could not limit a slave owner s control

More information

The Save Our History Educator s Manual

The Save Our History Educator s Manual The Save Our History Educator s Manual Curriculum Links to State History and Social Studies Standards in Alabama The Save Our History lesson plans and activities focusing on The American Revolution and

More information

A Correlation of. To the. Georgia Social Studies Standards Grade 4

A Correlation of. To the. Georgia Social Studies Standards Grade 4 A Correlation of To the Georgia Social Studies Standards Introduction myworld Social Studies is an exciting program that supports both social studies and literacy with instruction that is streamlined,

More information

The Constitution: From Ratification to Amendments. US Government Fall, 2014

The Constitution: From Ratification to Amendments. US Government Fall, 2014 The Constitution: From Ratification to Amendments US Government Fall, 2014 Origins of American Government Colonial Period Where did ideas for government in the colonies come from? Largely, from England

More information

American Democracy Now Chapter 2: The Constitution

American Democracy Now Chapter 2: The Constitution American Democracy Now Chapter 2: The Constitution Multiple-Choice Questions: 1. Which of these countries employs an unwritten constitution? a. the United States b. Great Britain c. Venezuela d. Kenya

More information

6.1 U.S. History: America in the World

6.1 U.S. History: America in the World Warren Hills Cluster Schools Pre- 8 Social Studies Mastery Indicators ey: B = Beginning to explore concept/skill D = In process of developing the concept/skill M = Demonstrates concept/skill mastery M

More information

American Revolution Study Guide

American Revolution Study Guide Events that Led to War French and Indian War Stamp Act Boston Massacre Sugar Act Townshend Acts Boston Tea Party Quartering Act Intolerable Acts boycott on British tea Important People Sons of Liberty

More information

Fifth Grade History/Social Science Pacing Guide Trimester One

Fifth Grade History/Social Science Pacing Guide Trimester One History/Social Science Pacing Guide Trimester One Date: -Weeks 1-6 Nature s Fury History Standard 5.1: Students describe the major pre-columbian settlements, including the cliff dwellers and pueblo people

More information

Causes of the American Revolution

Causes of the American Revolution Causes of the American Revolution The Taxation Acts The King of England started taxing the colonists in the form of Taxation Acts in 1764. He felt that the colonists should bear the burden of the expense

More information

American Government. Unit 2 Study Guide

American Government. Unit 2 Study Guide American Government Unit 2 Study Guide Events leading up the Declaration of Independence: 1) Stamp Act- a tax placed on all printed material a. An attempt to earn money lost in the French and Indian War

More information

GRADE 8 United States History Growth and Development (to 1877)

GRADE 8 United States History Growth and Development (to 1877) GRADE 8 United States History Growth and Development (to 1877) Course 0470-08 In Grade 8, students focus upon United States history, beginning with a brief review of early history, including the Revolution

More information

SOCIAL STUDIES GRADE 8. I Can Checklist U.S. STUDIES FROM 1492 TO 1877: EXPLORATION THROUGH RECONSTRUCTION

SOCIAL STUDIES GRADE 8. I Can Checklist U.S. STUDIES FROM 1492 TO 1877: EXPLORATION THROUGH RECONSTRUCTION SOCIAL STUDIES U.S. STUDIES FROM 1492 TO 1877: EXPLORATION THROUGH RECONSTRUCTION GRADE 8 I Can Checklist 2015-2016 Aligned with Ohio s New Learning Standards for Social Studies Office of Teaching and

More information

WE THE PEOPLE THE CITIZEN & THE CONSTITUTION

WE THE PEOPLE THE CITIZEN & THE CONSTITUTION WE THE PEOPLE THE CITIZEN & THE CONSTITUTION Level II 7 th Grade Unit 1 What were the Founders basic ideas about Chapter GLEs Benchmark 1 What were the British colonies in America like in the 1770s? 2

More information

Grade 5 SOCIAL STUDIES Curriculum Map Volusia County Schools Next Generation Sunshine State Standards

Grade 5 SOCIAL STUDIES Curriculum Map Volusia County Schools Next Generation Sunshine State Standards 2017-2018 Grade 5 SOCIAL STUDIES Curriculum Map Volusia County Schools Next Generation Sunshine State Standards Next Generation Sunshine State Standards Course Number: 5021070 - Fifth Grade: United States

More information

Virginia Grade Level Alternative Worksheet

Virginia Grade Level Alternative Worksheet Grade 3 History and Social Science Student's Name: State Testing Identifier: Check all that apply: Assigned scores have been entered into the online VGLA System. Assigned scores have been verified and

More information

myworld Geography Eastern Hemisphere 2011

myworld Geography Eastern Hemisphere 2011 A Correlation of to the Pennsylvania Assessment Anchor Standards Civics and Government Economics Geography History Grades 6-8 INTRODUCTION This document demonstrates how 2011 meets the objectives of the

More information

ANCIENT GREECE & ROME

ANCIENT GREECE & ROME ANCIENT GREECE & ROME 3.1 The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy),

More information

Period 3: Give examples of colonial rivalry between Britain and France

Period 3: Give examples of colonial rivalry between Britain and France Period 3: 1754 1800 Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self government led to a colonial independence movement

More information

CHAPTER 2 ORIGINS OF AMERICAN GOVERNMENT SECTION 1: OUR POLITICAL BEGINNINGS

CHAPTER 2 ORIGINS OF AMERICAN GOVERNMENT SECTION 1: OUR POLITICAL BEGINNINGS CHAPTER 2 ORIGINS OF AMERICAN GOVERNMENT SECTION 1: OUR POLITICAL BEGINNINGS OUR POLITICAL BEGINNINGS Basic Concepts of Government Early settlers brought ideas of government or political systems with them.

More information

causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.

causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life. MIG-2.0: Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life. cooperation, competition, and conflict

More information

Unit 2 Assessment The Development of American Democracy

Unit 2 Assessment The Development of American Democracy Unit 2 Assessment 7 Unit 2 Assessment The Development of American Democracy 1. Which Enlightenment Era thinker stated that everyone is born equal and had certain natural rights of life, liberty, and property

More information

Hamburg Area School District

Hamburg Area School District Effective Date: Hamburg Area School District Name of Course: Department: Social Studies Grade Level: 4 th Instructional Time: 150 minutes Length of Course: 4 Quarters Period Per Cycle: 5 periods Length

More information

Unit 2: United States Constitution and Government

Unit 2: United States Constitution and Government Unit 2: United States Constitution and Government GLE # GLE Text and Benchmarks Structure and Purposes of Government 6. Explain the distribution of powers, responsibilities, and the limits of the U.S.

More information

History/Social Science Standards (ISBE) Section Social Science A Common Core of Standards 1

History/Social Science Standards (ISBE) Section Social Science A Common Core of Standards 1 History/Social Science Standards (ISBE) Section 27.200 Social Science A Common Core of Standards 1 All social science teachers shall be required to demonstrate competence in the common core of social science

More information

Standards Content Skills/Competency Suggested Assessment Civics D: Summarize the basic

Standards Content Skills/Competency Suggested Assessment Civics D: Summarize the basic 8 th Grade: Course Title: US History II (1776 1860) Duration: September - November 8/29/13 MAP Big Ideas/Enduring Understandings People have natural rights and governments are created to protect those

More information

CONTENTS Page 1 Federal Unit New Jersey Unit

CONTENTS Page 1 Federal Unit New Jersey Unit CONTENTS Page 1 Federal Unit Unit 1 The American Revolution... 3 Unit 2 The Declaration of Independence... 4 Unit 3 Articles of Confederation.... 5 Unit 4 Constitutional Convention... 6 Unit 5 The Bill

More information

First Semester 8 th Grade American History

First Semester 8 th Grade American History First Semester 8 th Grade American Marking Period 1 st 9 Weeks Marking Period 1 1 st 9 Weeks Marking Period 2 1 st 9 Weeks Marking Period 3 2 nd 9 Weeks Marking Period 1 2 nd 9 Weeks Marking Period 2 3

More information

1. Analyze how continuity and change has influenced United States history (Beginnings ).

1. Analyze how continuity and change has influenced United States history (Beginnings ). GREENCASTLE ANTRIM SCHOOL DISTRICT Planned Course Board Approved November 17, 2011 Course Title: Social Studies American History Pre-1820 Grade Level(s) 7 th Grade Course Materials: Primary Source (s):

More information

Topic 3: The Roots of American Democracy

Topic 3: The Roots of American Democracy Name: Date: Period: Topic 3: The Roots of American Democracy Notes Topci 3: The Roots of American Democracy 1 In the course of studying Topic 3: The Roots of American Democracy, we will a evaluate the

More information

CHAPTER 9 The Confederation and the Constitution,

CHAPTER 9 The Confederation and the Constitution, CHAPTER 9 The Confederation and the Constitution, 1776 1790 A. Checklist of Learning Objectives After mastering this chapter, you should be able to: 1. Explain the broad movement toward social and political

More information

1. Recall what you know about the American Revolution. Describe why the colonists went to war against the British.

1. Recall what you know about the American Revolution. Describe why the colonists went to war against the British. 1.2 The American Revolution 1. Recall what you know about the American Revolution. Describe why the colonists went to war against the British. Witness History: A Voice for Freedom 2. Why do you think Patrick

More information

Timberlane Regional Middle School Sample of Social Studies Units from Grades 6 through 8

Timberlane Regional Middle School Sample of Social Studies Units from Grades 6 through 8 Sample of TRMS Social Studies Units, Grade 6 8, page 1 of 9 Timberlane Regional Middle School Sample of Social Studies Units from Grades 6 through 8 Document Contents Page 2 Page 3 4 Pages 5 6 Grade 6:

More information

In your notes... What caused the American Revolution?

In your notes... What caused the American Revolution? In your notes... What caused the American Revolution? Unit Question Was the American Revolution truly revolutionary? Causes of the American Revolution In the news... Scotland is seeking independence from

More information

Big Picture for Grade 12. Government

Big Picture for Grade 12. Government Big Picture for Grade 12 Government (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation,

More information

-rocky soil. -forests. -clean water. -rivers. -forests. -good soil for farming. -harsh winters. -summer rain

-rocky soil. -forests. -clean water. -rivers. -forests. -good soil for farming. -harsh winters. -summer rain John Winthrop lead Puritans here to freely practice their religion. -rocky soil -forests -clean water -lumbering -fishing -democratic -decisions were made at town meetings; majority rules -cold winters

More information

Idaho Content Standards for Social Studies. Grade 6-9 World History and Civilization

Idaho Content Standards for Social Studies. Grade 6-9 World History and Civilization Title of Material: Scott Foresman, c. 2008, The World, Grade 6 Recommend Approval yes no Author: Kracht, et al Highly Recommend Recommend Publisher: Pearson Education, Inc., publishing as Scott Foresman

More information

World History Studies (Grade 10) TEKS/LINKS Student Objectives. Full Year (The student will )

World History Studies (Grade 10) TEKS/LINKS Student Objectives. Full Year (The student will ) World History Studies (Grade 10) TEKS/LINKS Student Objectives Social Studies Skills Full Year On-going WH25A identify ways archaeologists, anthropologists, historians, and geographers analyze limited

More information

Blues Clues. Blues Clues- Columbus discovers America. Blues Clue- Hire George Washington, write the Declaration of Independence

Blues Clues. Blues Clues- Columbus discovers America. Blues Clue- Hire George Washington, write the Declaration of Independence Blues Clues Study online at quizlet.com/_1tm8ea 1. 2nd Continental Congress 3. 1492 Blues Clue- Hire George Washington, write the Declaration of Independence Quizlet-1775, Philadelphia: all 13 colonies

More information

UNITED STATES HISTORY

UNITED STATES HISTORY 8th Grade Social Studies Standards Crosswalk UNITED STATES HISTORY 1760 1877 The focus of the course in United States History for Grade 8 is the American Revolution through the Civil War and Reconstruction

More information

APUSH REVIEW PERIODS 1-5

APUSH REVIEW PERIODS 1-5 APUSH REVIEW PERIODS 1-5 TABLE OF CONTENTS Cover.........1 Copyright Information.... 3 Teacher Instructions.... 4 Student Handouts...5-8 Key..9-12 Font, Image, & Document Information.... 13 Social Studies

More information

Chapter 2 The Constitution and the Founding. Copyright 2011 Pearson Education, Inc. Publishing as Longman

Chapter 2 The Constitution and the Founding. Copyright 2011 Pearson Education, Inc. Publishing as Longman Chapter 2 The Constitution and the Founding A Republic At the close of the Constitutional Convention of 1787, Ben Franklin was queried as he left Independence Hall on the final day of deliberation. In

More information

The United States Constitution. The Supreme Law of the Land

The United States Constitution. The Supreme Law of the Land The United States Constitution The Supreme Law of the Land Standards SSUSH5 The student will explain specific events and key ideas that brought about the adoption and implementation of the United States

More information

United States History and Government Regents Review Booklet

United States History and Government Regents Review Booklet United States History and Government Regents Review Booklet Created by Christopher Robson Topics Page Colonial America and Geography 2 Government 12 Early Republic 24 Manifest Destiny 35 Civil War and

More information

Name Period Teacher. Wantagh Middle School 7 th Grade Social Studies Final Exam Review Guide

Name Period Teacher. Wantagh Middle School 7 th Grade Social Studies Final Exam Review Guide Name Period Teacher Wantagh Middle School 7 th Grade Social Studies Final Exam Review Guide 1. How did the earliest people migrate to North America? 2. How did Native Americans use the environment around

More information

Foundations of Government

Foundations of Government Class: Date: Foundations of Government Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. 1. This is NOT a feature of all the states in today's

More information

Monday Feb Holiday. Tuesday Feb. 18:

Monday Feb Holiday. Tuesday Feb. 18: Monday Feb. 17 - Holiday. Tuesday Feb. 18: Bell Ringer: The Treaty of Paris 1. The US is free, sovereign and independent. 2. Established boundaries of US. 3. Granted fishing rights. 4. Recognized debts

More information

The Sun Never Sets on the British Empire.

The Sun Never Sets on the British Empire. Britain was in bad shape financially By 1763, British citizens were the most heavily taxed people in the world. Britain s empire was massive and expensive to maintain. The colonies in America were prospering.

More information

The Revolutionary War: America s War for Independence

The Revolutionary War: America s War for Independence The Revolutionary War: America s War for Independence Standard Analyze the ideological, military, social, and diplomatic aspects of the American Revolution. The Fighting Begins King George III responded

More information

5 th Grade Vocabulary Practice STUDY SKILLS Terms: Definitions: Match the explanations with the term above.

5 th Grade Vocabulary Practice STUDY SKILLS Terms: Definitions: Match the explanations with the term above. 5 th Grade Vocabulary Practice STUDY SKILLS Terms: Primary Source Secondary Source Heritage Timeline Historical Significance Technology Definitions: Match the explanations with the term above. 1. Records

More information

2. Which of the following was not one of the rights granted in the Magna Carta?

2. Which of the following was not one of the rights granted in the Magna Carta? 1 2 3 4 5 6 7 Magruder s American Government C H A P T E R 2 Origins of American Government C H A P T E R 2 Origins of American Government SECTION 1 Our Political Beginnings SECTION 2 The Coming of Independence

More information

LEARNING-FOCUSED TOOLBOX. Page 1 of 3

LEARNING-FOCUSED TOOLBOX. Page 1 of 3 Key Learning: The learner will investigate the foundations of the American political system and explore basic values and principles of American democracy. How would did the geographic diversity influence

More information

Elementary Social Studies Vocabulary List

Elementary Social Studies Vocabulary List Elementary Social Studies Vocabulary List Social Studies/ Cultural Studies Unit, Gheens Academy for Curricular Excellence and Instructional Leadership 3/1/2012 Vocabulary for Native Americans and Explorers

More information

U.S. HISTORY IMPORTANT FACTS SHEET

U.S. HISTORY IMPORTANT FACTS SHEET U.S. HISTORY IMPORTANT FACTS SHEET Early English Colonies to the American Revolution 1. was the 1st successful English colonial settlement ( 1607) a. helped keep the settlement going at first with his

More information

Social Studies Curriculum Guide

Social Studies Curriculum Guide Social Studies Curriculum Guide GSE FOURTH GRADE *BOLD text indicates Prioritized Standard March 2017 GSE 1 Grade/Course: Grade Four United States History: Beginnings to 1877 Standards: H1a-d; G1b; G2a;

More information

British policy of ignoring the colonies. a replacement of a government by the people of that government. No government/chaos mob rule

British policy of ignoring the colonies. a replacement of a government by the people of that government. No government/chaos mob rule 1. Define revolution 2. Define tyranny 3. Define anarchy 4. Define salutary neglect a replacement of a government by the people of that government Total loss of freedom/absolute government power No government/chaos

More information

Grade 5. United States History to 1865

Grade 5. United States History to 1865 Grade 5 United States History to 1865 Students will use skills for historical and geographical analysis to explore the early history of the United States and understand ideas and events that strengthened

More information

GRADE 9 WORLD HISTORY

GRADE 9 WORLD HISTORY GRADE 9 WORLD HISTORY (1) The student will understand traditional historical points of reference in the world The student is A identify the major eras in world history and describe their defining characteristics;

More information

Maine Learning Results Social Studies

Maine Learning Results Social Studies A Correlation of To the Social Studies Grade 6-8 Introduction This document demonstrates how myworld History, meets the Maine Learning Results,. Correlation page references are to the Student Edition and

More information

Period 3: (The French and Indian War to the Revolution of 1800 )

Period 3: (The French and Indian War to the Revolution of 1800 ) Period 3: 1754-1800 (The French and Indian War to the Revolution of 1800 ) In a Nutshell (Big Picture) British imperial attempts to reassert control over its colonies and the colonial reaction to these

More information

Prentice Hall: The American Nation, Survey Edition 2003 Correlated to: Arizona Academic Content Standards for Social Studies, History (Grades 6 8)

Prentice Hall: The American Nation, Survey Edition 2003 Correlated to: Arizona Academic Content Standards for Social Studies, History (Grades 6 8) Arizona Academic Content Standards for Social Studies, History (Grades 6 8) ESSENTIALS (Grades 6-8) Students know and are able to do all of the above and the following: 1SS-E8. Demonstrate and apply the

More information

The Declaration of Independence and Its Signers

The Declaration of Independence and Its Signers The Declaration of Independence and Its Signers Objectives Students will be able to explain the events that led up to the colonies severing ties with Great Britain Students will understand the main grievances

More information

England and the 13 Colonies: Growing Apart

England and the 13 Colonies: Growing Apart England and the 13 Colonies: Growing Apart The 13 Colonies: The Basics 1607 to 1776 Image: Public Domain Successful and Loyal Colonies By 1735, the 13 colonies are prosperous and growing quickly Colonists

More information

ANCIENT HISTORY CHALLENGE Ancient Greece Mastery Test Chapter #25 Standards (10 points total)

ANCIENT HISTORY CHALLENGE Ancient Greece Mastery Test Chapter #25 Standards (10 points total) ANCIENT HISTORY CHALLENGE Ancient Greece Mastery Test Chapter #25 Standards 6.4.1 (10 points total) Name Date Period Objective: This test will measure your mastery of the standards we have studied in the

More information

The Declaration of Independence & The Revolutionary War. US History 2

The Declaration of Independence & The Revolutionary War. US History 2 The Declaration of Independence & The Revolutionary War US History 2 The Declaration of Independence The First Continental Congress Met from September 5 to October, 26, 1774 Meet in Philadelphia 56 delegates

More information

U.S. History, Constitution, and Government

U.S. History, Constitution, and Government 2005 Sandy Garrett State Superintendent of Public Instruction Oklahoma State Department of Education Oklahoma City, Oklahoma Oklahoma Core Curriculum Tests Multiple-Choice Release Item Book U.S. History,

More information

American Government: Roots, Context, and Culture 2

American Government: Roots, Context, and Culture 2 1 American Government: Roots, Context, and Culture 2 The Constitution Multiple-Choice Questions 1. How does the Preamble to the Constitution begin? a. We the People... b. Four score and seven years ago...

More information

Grade 7 Social Studies Spring Break Extra Credit KERNERSVILLE MIDDLE SCHOOL. Student s Name Teacher

Grade 7 Social Studies Spring Break Extra Credit KERNERSVILLE MIDDLE SCHOOL. Student s Name Teacher Grade 7 Social Studies Spring Break Extra Credit KERNERSVILLE MIDDLE SCHOOL Student s Name Teacher NOTE TO STUDENT This spring break packet has been compiled to complement middle school social studies

More information