History of the US & NYS I
|
|
- Melvyn Carson
- 5 years ago
- Views:
Transcription
1 Grade 7 US History Syllabus Mr. R.S. Pyszczek Jr. Room 220 Rpyszczek@BuffaloSchools.org City Honors School at Fosdick- Masten Park 186 East North Street Buffalo, NY Phone: ( Fax: (716) Social studies content in grades 7 and 8 focuses on a chronologically organized study of United States and New York State history. Course content is divided into 11 units, tracing the human experience in the United States from pre- Columbian times to the present, and tying political, geographic, economic, and social trends in United States history to parallel trends and time frames in New York State history. Teachers are encouraged to develop and explore the 11 units of study within a two- year time frame. Knowledge of the needs of students and availability of instructional material and resources will assist in determining which units to study in which grades. The grades 7-8 course builds on and seeks to reinforce skills, concepts, and content understandings introduced in the K- 6 program. It is, therefore, a vital link in the overall goals of the K- 12 social studies program, and provides a solid content base in American history, allowing the grade 11 AP course to do greater justice to the study of the United States as a developing and fully developed industrial nation. By including hemispheric links to Canada and Mexico when appropriate, teachers will provide students a model for the global connections they will discover in the grades 9 and 10 social studies program. The United States History Curriculum Guide, developed by the BPS Social Studies teachers, includes the following: Ø A pacing guide for the eleven units of United States History and Government. Ø A list of the Units, Subunits and Enduring Understandings that guide the instructional focus for each unit. Ø A set of suggested Essential Questions for each unit that will provoke student thought. Ø Power Priority Indicators to guide lesson planning and ensure students intellectual growth. Ø Targeted Skills that students should master for each unit of study. Ø Enrichment Terms to enhance students understanding of history. Ø Alignment with the approved BPS United States History text. Ø Links to numerous Constructed Response Question and Document- Based Question to provide students with authentic assessments. (NYS Archives, Library of Congress, National History Day
2 Unit I: (Time Frame: approximately 5 weeks) The Global Heritage of the American People Prior to 1500 Subunits A. History and the Social Sciences: The Study of People B. Geographic Factors Influence Culture C. Iroquoian and Algonquian cultures on the Atlantic coast of North America D. European conceptions of the world in 1500 Enduring Understandings Students will understand: Ø The migration of the first Americans. Ø How social scientists research the past. Ø Primary and secondary sources. Ø How geography affects where and how people live. Ø How geographic factors affect political, social, and economic aspects of life in Native American cultures. Ø The development of the Iroquois Confederacy in response to conflict with other tribes. Ø The political, social and economic developments of the Maya, Aztec, and Inca. Essential Questions 1. Does geography influence social- cultural, political, and economic development? 2. What constitutes an advanced civilization? 3. Does learning about the past benefit the present? NYS Social Studies Standards (NYSSSS) 1. History of the United States and New York 3. Geography NYSSSS Power Priority Indicators Students will know and be able to: Investigate key turning points in New York State and United States history and explain why these events or developments are significant Complete well- documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations Gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States Classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious Consider the sources of historic documents, narratives, or artifacts and evaluate their reliability.
3 3.1.4 Describe the relationships between people and environments and the connections between people and places. Targeted Skills Ø Vocabulary Development Ø Map / Graph / Chart Analysis Ø Determining Cause and Effect Ø Analyzing and Interpreting Primary Sources Ø Thesis Writing Ø Research Skills Ø Elaboration in Writing Ø Incorporating Outside Information Ø Compare and Contrast Ø Document Based Question writing skills Essential Terms Ø Primary Source Ø Migration Ø Beringia Land Bridge Ø Culture Ø Civilization Ø Geographic Features and Regions of the U.S Ø Secondary Source Ø Environment Ø Iroquois (Haudenosaunee) Ø Conflict Ø League of Five Nations Ø Social Sciences Ø Hiawatha Ø Iroquois Confederacy o Civilization Ø Maya, Aztec, Inca Ø Social Ø Archaeology Ø Artifact Ø History Ø Geography Ø Economy Ø Political Enrichment Terms Anthropology, Economics, Political Science, Sociology, Psychology, Ice Age, Eastern Woodlands, Carbon Dating, Enrichment Terms Peninsula, Plains, Strait, Isthmus, Great Plains, Atlantic Coast, Pacific Northwest, Pueblos, Longhouse, Representative Government, Hiawatha
4 Unit II: (Time Frame: approximately 5 weeks) European Exploration and Colonization of the Americas Subunits A. European exploration and settlement B. Colonial settlement: Geographic, Political, and Economic Factors C. Life in Colonial communities Enduring Understandings Students will understand: Ø Early reasons for European exploration. Ø The impact of European exploration on the New World (Columbian Exchange). Ø The similarities and differences between the English, French and Spanish colonies. Ø The geography of each colonial region and how it impacted social, economic and political development. Ø The development of New York State (Dutch & English Colonization). Ø The political, economic, and social roots of colonial settlements in the Americas Essential Questions 1. Was exploration and colonization beneficial? 2. Did colonists shape the environment or did the environment shape them? 3. Does change constitute progress? 4. What happens when cultures collide? New York State Social Studies Standards (NYSSSS) 1. History of the United States and New York 3. Geography 4. Economics NYSSSS Power Priority Indicators Students will know and be able to: Investigate key turning points in New York State and United States history and explain why these events or developments are significant Complete well- documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations Gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States Classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious Consider the sources of historic documents, narratives, or artifacts and evaluate their reliability.
5 3.1.4 Describe the relationships between people and environments and the connections between people and places Explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources. Targeted Skills Ø Vocabulary Development Ø Map / Graph / Chart Analysis Ø Determining Cause and Effect Ø Analyzing and Interpreting Primary Sources Ø Thesis Writing Ø Research Skills Ø Elaboration in Writing Ø Incorporating Outside Information Ø Compare and Contrast Ø Document Based Question writing skills Ø History through differing perspectives Essential Terms Ø Exploration Ø Columbus Ø Northwest Passage Ø Imperialism / Colonization Ø Columbian Exchange Ø Slavery Ø New England Ø New France Ø New Netherlands Ø New Spain Ø Jamestown Ø Conquistadors Ø Mayflower Compact Ø Pilgrims Ø Puritans Ø Mercantilism Ø New England Colonies Ø Missionaries Ø Middle Colonies Ø Southern Colonies Ø Triangular Trade Ø House of Burgesses Ø Impact of Geography on Settlement
6 Enrichment Terms Marco Polo, St. Lawrence River, Hudson River, Trade Markets, Peter Stuyvesant, Separatists, John Peter Zenger Trial, John Smith, John Rolfe, Pocahontas, Cash Crops, New Amsterdam, Social Classes of New Spain, Fur Trade, Cabot, Cartier, Henry Hudson, Magellan, Charter, Compass, Astrolabe, Cortez, Pissarro, Circumnavigate, Leif, Erikson, Vespucci, Plymouth, Roanoke, Middle Passage, Amistad, Bacon s Rebellion, Great Migration, Anne Hutchinson, Salem Witch Trials, William Penn, Quakers, Staple Crop, Town Meetings, Great Awakening, Enlightenment, Pontiac s War Unit III: (Time Frame: approximately 5 weeks) A Nation is Created Subunits A. Background causes of the American Revolution B. The shift from protest to separation C. Early attempts to govern the newly independent states D. Military and Political aspects of the Revolution E. Economic, Political, and Social changes brought about by the American Revolution Enduring Understandings Students will understand: Ø The social, political and economic causes of the American Revolution. Ø How societies and nations attempt to satisfy their basic needs and wants by utilizing capital, natural and human resources. Ø How ordinary people and famous historic figures have advanced the fundamental democratic values, beliefs and traditions expressed in the Declaration of Independence and other important historical documents. Ø How the Revolutionary War changed peoples lives. Ø Key military aspects of the revolution. Essential Questions 1. How does identity change over time? 2. When is violence a justifiable means for change? 3. How does a revolution affect the economic, social and political fabric of a nation? 4. Was the Revolutionary War inevitable? New York State Social Studies Standards (NYSSSS) 1. History of the United States and New York 2. World History 3. Geography 4. Economics 5. Civics, Citizenship and Government
7 NYYSSSS Power Priority Indicators Students will know and be able to: Explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans Interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and the United States Constitution, Bill of Rights, and other important historical documents Describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents Study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes Describe the relationships between people and environments and the connections between people and places Explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources Value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality. Targeted Skills Ø Vocabulary Development Ø Map / Graph / Chart Analysis Ø Determining Cause and Effect Ø Analyzing and Interpreting Primary Sources Ø Thesis Writing Ø Research Skills Ø Elaboration in Writing Ø Incorporating Outside Information Ø Compare and Contrast Ø Document Based Question writing skills Ø History through differing perspectives Essential Terms Ø Proclamation of 1763 o Boston Massacre Ø Boycott Ø Sugar Act Ø French and Indian War Ø Stamp Act Ø Quartering Act Ø Intolerable Acts Ø Protest
8 Ø Revolution Ø Patriots Ø Sons of Liberty Ø Red Coats Ø Loyalists Ø Albany Plan of Union Ø Patrick Henry Ø Townshend Act Ø Boston Tea Party Ø First Continental Congress Ø Second Continental Ø Tea Act Ø Navigation Acts Ø Benjamin Franklin Ø Tariff Ø John Adams Ø Triangle Trade Ø Paul Revere Ø Samuel Adams Ø Common Sense Ø George Washington Ø Congress Ø Declaration of Independence Ø Taxation without Representation Ø Thomas Jefferson Enrichment Terms Crispus Attucks, British East India Company, Merchant, Continental Army, Guerilla Warfare, Valley Forge, Saratoga, Yorktown, Lexington and Concord, Minutemen, John Locke, Join or Die, Thomas Paine, Treaty Paris 1763 and 1783, Mercantilism, King Phillip s War, Bunker Hill, Marquis de Lafayette, Smuggling, Charter Colony, Royal Colony, Proprietary Colony, General Burgoyne, Women s Role in Revolution, Francis Marion, Shot heard around the world Unit IV: (Time Frame: approximately 6 weeks) Experiments in Government Subunits A. The Articles of Confederation and the Critical Period B. The New York State Constitution of 1777 C. The writing, structure, and adoption of the United States Constitution
9 Enduring Understandings Students will understand: Ø The earliest formal structure of the U.S. government as expressed in the Articles of Confederation and the weaknesses therein. Ø The similarities and differences between the Articles of Confederation and the U.S. Constitution. Ø The key arguments and the compromises during the Constitutional Convention. Ø The powers granted to the national and state governments by the U.S. Constitution and to individuals in the Bill of Rights. Ø The idea that the Constitution can be changed, amended, and interpreted differently. Ø The roles and responsibilities of U.S. citizens. Essential Questions 1. How do the values of citizens determine the shape of government? 2. How should power be distributed between the state and federal government? 3. What are the essential components of an effective government? 4. What is the role of government? 5. Why was the new Constitution necessary? New York State Social Studies Standards (NYSSSS) 1. History of the United States and New York 5. Civics, Citizenship, and Government NYSSSS Power Priority Indicators Students will know and be able to: Interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and the United States Constitution, Bill of Rights, and other important historical documents Describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents Consider the nature and evolution of constitutional democracies Understand that the New York State Constitution, along with a number of other documents, served as a model for the development of the United States Constitution Define federalism and describe the powers granted the national and state governments by the United States Constitution Value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality.
10 5.3.2 Understand that the American legal and political systems guarantee and protect the rights of citizens and assume that citizens will hold and exercise certain civic values and fulfill certain civic responsibilities Discuss the role of an informed citizen in today s changing world. Targeted Skills Ø Vocabulary Development Ø Map / Graph / Chart Analysis Ø Determining Cause and Effect Ø Analyzing and Interpreting Primary Sources Ø Thesis Writing Ø Research Skills Ø Elaboration in Writing Ø Incorporating Outside Information Ø Compare and Contrast Ø Document Based Question writing skills Ø History through differing perspectives Essential Terms Ø Constitution Ø Government Ø Citizen/citizenship Ø Democracy Ø Republic Ø Articles of Confederation Ø New York State Constitution Ø Constitutional Convention Ø George Washington Ø Preamble Ø Alexander Hamilton Ø Concurrent (Shared) Powers Ø Elastic Clause Ø Electoral College Ø New York State Assembly Supreme Court Ø President Ø Ratify Ø Amendment (Amend) Ø Popular Sovereignty Ø National/Federal/Central Powers Ø Reserved Powers Ø Bill of Rights Ø James Madison Ø Great Compromise Ø 3/5 Compromise Ø Federalism (ist) Ø Anti- Federalist
11 Ø Separation of Powers Ø Balance of Powers Ø Checks and Balances Ø Legislative Ø Executive Ø Judicial Ø Congress Ø House of Representatives Ø Senate Enrichment Terms Loose and Strict interpretation, Census, Virginia Plan, New Jersey Plan, Shay s Rebellion, Northwest Ordinance, Land Ordinance, Miranda v. Arizona, Tinker v. Des Moines Independent School District, Magna Carta, suffrage, Enlightenment, Tariff, Federalist Papers #10, Powers of Congress, Powers of President, Powers of Supreme Court, Judicial Review, Marbury v. Madison, Veto, Law Making Process, Impeachment, Habeas Corpus, Majority Rule, Due Process, Double Jeopardy, Search Warrant, First Amendment (Rights of Individuals) Unit V: (Time Frame: approximately 8 weeks) Life in the New Nation Subunits A. New government in operation B. The Age of Jackson C. Pre- Industrial Age: s Enduring Understandings Students will understand: Ø The establishment of precedents and their role in American government. Ø The political, economic, and social issues that the new nation confronted under the Constitution. Ø The political, social, and economic impact of Jacksonian Democracy. Ø The emerging role played by the U.S. in world affairs. Ø How the United States attempts to satisfy its basic needs and wants by utilizing capital, natural, and human resources. Ø That the American goal of Manifest Destiny led to conflict with other nations/people and its impact on the United States. Ø How did social and economic life change as the U.S. began to move from an agrarian to an industrial society? Ø How did geography and social/economic systems (slavery, plantation system) impact industrial development?
12 Essential Questions 1. How does government impact a developing society? 2. How does technology impact a society? 3. How well did the Constitution address the political, economic and social issues confronting the new nation? 4. Was the U.S. justified in fulfilling its Manifest Destiny? 5. Does change constitute progress? New York State Social Studies Standards NYSSSS 1. History of the United States and New York 3. Economics 4. Geography 5. Civics, Citizenship, and Government NYSSSS Power Priority Indicators Students will know and be able to: Investigate key turning points in New York State and United States history and explain why these events or developments are significant Understand the relationship between the relative importance of United States domestic and foreign policies over time Describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents Compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts Describe the relationships between people and environments and the connections between people and places Understand how scarcity requires people and nations to make choices which involve costs and future considerations Value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality Understand that the American legal and political systems guarantee and protect the rights of citizens and assume that citizens will hold and exercise certain civic values and fulfill certain civic responsibilities. Targeted Skills Ø Vocabulary Development Ø Map / Graph / Chart Analysis Ø Determining Cause and Effect Ø Analyzing and Interpreting Primary Sources Ø Thesis Writing Ø Research Skills
13 Ø Elaboration in Writing Ø Incorporating Outside Information Ø Compare and Contrast Ø Document Based Question writing skills Ø History through differing perspectives Essential Terms Ø Precedent Ø Marbury v. Madison Ø Judicial review Ø War of 1812 Ø Monroe Doctrine Ø Whiskey Rebellion Ø Washington s Farewell Address Ø Andrew Jackson Ø Spoils System Ø Political Parties Ø Protective Tariff Ø Nullification Crisis Ø Trail of Tears Ø Concessions/treaties Ø Cherokee Ø Reservation Ø Industrial Society Ø Technology Ø Industrial Revolution Ø Abolition Ø Women s Rights Ø Frederick Douglass Ø Harriet Tubman Ø Urbanization Ø Samuel Slater Ø Francis Cabot Lowell Ø Gold Rush Ø William Lloyd Garrison Ø Indian Removal Act o Agrarian Society Ø Erie Canal Ø National Road Ø Alexander Hamilton o Thomas Jefferson Ø Westward Expansion o Manifest Destiny Ø Suffrage Ø Seneca Falls Convention Ø Elizabeth Cady Stanton Ø Susan B. Anthony Ø Mexican American War Ø Louisiana Purchase
14 Ø Mexican Cession Ø Transcontinental Railroad Ø Texas Annexation Ø Nationalism Ø Lewis and Clark Ø Eli Whitney (Cotton Gin, Interchangeable Parts, Mass Production) Enrichment Terms Election of 1800, Jay s Treaty, Pinckney s Treaty; Missouri Compromise, Compromise of 1850, Henry Clay, Pioneer, Alamo, Lone Star Republic, Gadsden Purchase, Unwritten Constitution, Neutrality, Cabinet, XYZ Affair, Alien and Sedition Act, John Marshall, Nationalism, or fight, Mechanical Reaper, Judiciary Act of 1789, National Debt, National Bank, Sacagawea, Impressment, U.S.S Constitution, Embargo, Non- Intercourse Act, War Hawks, Nullification Crisis, Oregon Trail, Robert Fulton Unit 6: (Time Frame: approximately 8 weeks) Division and Reunion Subunits A. UNDERLYING CAUSES OF THE CIVIL WAR B. THE CIVIL WAR BREAKS OUT C. RESULTS OF THE CIVIL WAR Enduring Understandings Students will understand: Ø The causes/series of events that led to the American Civil War. Ø The role sectionalism played in starting the Civil War. Ø The development, progress and key turning points in the Civil War. Ø The long- term economic, political and social implications of the Civil War and Reconstruction. Essential Questions: 1. When is violence a justifiable means for change? 2. Was the Civil War inevitable? 3. To what extent did the Civil War and the Reconstruction Era create a more perfect union? New York State Social Studies Standards (NYSSSS) 1. History of the United States and New York 3. Geography 5. Civics, Citizenship, and Government
15 NYSSSS Power Priority Indicators Students will know and be able to: explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans investigate key turning points in New York State and United States history and explain why these events or developments are significant describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives describe the relationship between people and environments and the connections between people and places analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs define federalism and describe the powers granted the national and state governments by the United States Constitution explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and in New York State over time. Targeted Skills Ø Vocabulary Development Ø Map / Graph / Chart Analysis Ø Determining Cause and Effect Ø Analyzing and Interpreting Primary Sources Ø Thesis Writing Ø Research Skills Ø Elaboration in Writing Ø Incorporating Outside Information Ø Compare and Contrast Ø Document Based Question writing skills Ø History through differing perspectives Essential Terms Ø Sectionalism Ø Slavery Ø Uncle Tom s Cabin Ø Abolitionists Ø States Rights Ø Secession
16 Ø Jefferson Davis Ø 13th, 14th, 15th Amendment Ø Uncle Tom s Cabin Ø Raid on Harper s Ferry Ø Fugitive Slave Law Ø Civil War Ø Confederacy (South or Grey) Ø Union (North or Blue) Ø Fort Sumter Ø Freedman s Bureau Ø Compromise of 1850 Ø Missouri Compromise Ø Kansas Nebraska Act Ø Robert E. Lee Ø Popular Sovereignty Ø Bleeding Kansas Ø Dred Scott Case Ø Abraham Lincoln Ø Emancipation Proclamation Ø Ulysses Grant Ø Gettysburg Ø Appomattox Ø Jim Crow Laws Ø Reconstruction Ø Lynching Ø Andrew Johnson Ø Poll taxes Ø Literacy test Ø Sharecroppers Ø Carpetbaggers Ø Scalawags Ø Ku Klux Klan Ø Plessy vs. Ferguson Ø Black Code Ø Grandfather Clause Ø Gettysburg Address Ø Reconstruction Plans (Lincoln s Plan, Congressional Reconstruction) Enrichment Terms Republican Party, Lincoln Douglas Debate, Election of 1860, Bull Run, Antietam, William Tecumseh Sherman, Assassination, Impeachment, Clara Barton, 54th Massachusetts, Tenant Farmer, Monitor vs. Merrimack, Draft, Nat Turner, Popular Sovereignty, Slave Codes, Role of Cotton, Border States, Stonewall Jackson, Total War, Radical Republicans
Social Studies Grade 7
September-October: Native Americans and Colonial Developments Standards: New York State: 1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate
More informationName Date Per. Social Studies Primary source: Examples: 2. Define geography: Mountain: Island: Peninsula: Hemisphere: Equator:
Name Date Per. Social Studies 7 7 th Grade Final Review Mrs. Myles- McAnally Geography/ Culture/ Native Americans: 1. Primary source: Examples: 2. Define geography: Mountain: Island: Peninsula: Hemisphere:
More informationGrade 8 Plainwell Social Studies Curriculum Map
First Trimester Unit 1 Colonial Review: Causes of the American Revolution 1-3 3 weeks 4 5-6 Toward Independence - Before 1763 - French and Indian War - Proclamation of 1763 - Parliamentary Acts o Stamp
More informationName 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 informationStandard 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 informationAHSAA Homeschool Student Eligibility Exams United States History I: Beginnings to the Industrial Revolution Grade 10
AHSAA Homeschool Student Eligibility Exams United States History I: Beginnings to the Industrial Revolution Grade 10 Standards 1-4 37% Compare effects of economic, geographic, social, and political conditions
More informationTexas Assessment of Knowledge and Skills - Answer Key
Texas Assessment of Knowledge and Skills - Answer Key Grade: 08 Subject: Social Studies Administration: April 2006 Item Correct Objective Student Number Answer Measured Expectations 01 A 03 8.24 (E) 02
More informationRevised February 23, 2017
Revised February 23, 2017 I-A-1 II-B-1* III-B-1* IV-A-3 Compare and contrast the settlement patterns Describe how individual and cultural Explain how the development of symbols, Explain that tension between
More informationAPUSH 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 informationUnited States History GPS Review: SSUSH1 Describe European settlement in North America during the 17th century (1600 s).
United States History GPS Review: 1492-1865 SSUSH1 Describe European settlement in North America during the 17th century (1600 s). a. Explain Virginia s development (Virginia Company, tobacco, relationships
More informationOHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Grade-Level Indicators
Prentice Hall The American Nation 2005, Beginnings Through 1877 Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 8) Grade-Level Indicators History Students use materials
More informationSOCIAL STUDIES Grade 8 Standard: History
Standard: History Chronology A. Interpret relationships between events shown on multipletier time lines. 1. Select events and construct a multiple-tier time line to show relationships among events. Early
More informationThe Asher Questions are to be done in advance of the Test. (see my website to download copies of these Study Questions).
U. S. History Survey Study Guide Test #2 Please bring a Green Scantron form for this test, (available in the GPC bookstore) along with a number 2 pencil. The professor will not provide them. If you forget
More information8 th grade American Studies sample test questions
8 th grade American Studies sample test questions PASS 1.2 Standard 1. The student will develop and practice process skills in social studies. PASS OBJECTIVE 1.2: Identify, analyze, and interpret primary
More informationGrade 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 informationSocial Studies - Grade 8
investigating the question RELEASED TEST Aligned to the Standards Social Studies - Grade 8 For more information, visit www.lead4ward.com IQ Analysis Investigating the Question SE 8.1A RC: 1 8.1A identify
More informationTAKS Diagnostic and Practice Tests
Teacher s Edition Texas Assessment Consultant Sharon Sicinski Skeans Texas Consultant Sue Hudson Lubbock Independent School District Lubbock, Texas To the Teacher This booklet is designed to help students
More informationEighth Grade, page 1 rev. May 10, 2011
Eighth Grade, page 1 rev. May 10, 2011 PROCESS OBJECTIVES--------------------------------------------------------------------------------------------------1 st 9 Weeks 1 st 9 Weeks 1. Explain the political
More informationAmerica: History of Our Nation, Survey Edition 2009 Correlated to: Michigan Grade Level Content Expectations for Social Studies for Grade 8 (Grade 8)
FOUNDATIONS IN UNITED STATES HISTORY AND GEOGRAPHY ERAS 1-3 These foundational expectations are included to help students draw upon their previous study of American history and connect 8th grade United
More informationSocial 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 informationGeorgia 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 informationSpanish Colonization Explain the causes and effects of the transatlantic slave trade.
Middle School United States History - From Early Exploration Through the (1877) Unit Lesso Experience Objectives Identify reasons for European exploration of the Americas. European Exploration European
More informationUnited States History I
PEABODY VETERANS MEMORIAL HIGH SCHOOL SOCIAL STUDIES DEPARTMENT United States History I Mid Year Exam Review Packet 2013-14 Exam Overview The Mid Year Exam serves as a summative assessment to measure your
More informationGrade Eight. Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG)
Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG) Eras 1-3 Addressed in 5th Grade Eras 3-5 Addressed in 8th Grade USHG ERA 1 Beginnings to 1620 (Grade 5) 1.1
More informationUS HISTORY 1ST SEMESTER CUMULATIVE FORM A
US HISTORY 1ST SEMESTER CUMULATIVE FORM A AP US History DO NOT 1st Sem Cumulative Test Ch. 2-15 WRITE ON Colonies to Reconstruction Form A THIS TEST Directions: Answer all questions on a separate sheet
More informationTEKS Snapshot - Grade 8 Social Studies
Process Standards (Social Studies Skills and Processes) 8.29 Social Studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies
More informationAGS United States Government Michigan Grade 8 Grade Level Content Expectations
Correlated to Michigan Grade 8 Grade Level Content Expectations 5910 Rice Creek Pkwy, Suite 1000 Shoreview, MN 55126 Copyright 2007 Pearson Education, Inc. or its affiliate(s). All rights reserved. F1
More informationAlaska Content Standards Geo.D1, Geo.D4, Geo.D5, Hist.A7, Hist.B1c
8 th Grade US Studies Instructional Focus: Students will study the ideas, issues, and events leading to framing of the Constitution through Reconstruction. After reviewing the development of America s
More informationFourth 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 informationCHAPTER 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 information4 th Grade Social Studies
4 th Grade Social Studies 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
More information8 th Grade: United States Studies 1607 to Suggested Units and Pacing
8 th Grade: United States Studies 1607 to 1877 2005-06 Suggested Units and Pacing The historical sequence continues in the eighth grade with an in-depth study of the early years of our country. This study
More informationElmore County Pacing Guide Fifth Grade Social Studies
Elmore County Pacing Guide Fifth Grade Social Studies Elmore County Vision Statement Elmore County Public School System strives to prepare students to be responsible and productive citizens in an ever-changing
More information7 th Grade Review Sheet for Final Exam.1) What you need to know: What is History? Why do people study history?
Name: Rondinelli Date: 7 th Grade Review 7 th Grade Review Sheet for Final Exam.1) What you need to know: What is History? Why do people study history? 2) What is Geography? 3) What is archeology? 4.)
More informationSeptember. Revised: Jennifer Gurick Date Reviewed: May 13, 2009 Department: Social Studies Course Title: HONORS UNITED STATES HISTORY I
Revised: Jennifer Gurick Date Reviewed: May 13, 2009 Department: Social Studies Course Title: HONORS UNITED STATES HISTORY I September Essential Questions 1. Who were the first European explorers of America
More informationEighth Grade Social Studies. Standards and Learning Targets
Course Description: In this course, students will continue learning about the history of the United States from the pre-columbian Exchange era until Post-Civil War. Students will be asked to engage the
More information4th Grade. Aligned State Standard Students will learn about the exploration period of the Americas.
Theme District Curriculum Heading District Curriculum Statement Aligned State Standard Teacher Resources Performance Indicator Exploration exploration period of the Americas. 16.D.2a significant contributions
More informationX On record with the USOE.
Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)
More informationX On record with the USOE.
Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)
More informationX On record with the USOE.
Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)
More informationCHAPTER FOUR IMPERIAL WARS AND COLONIAL PROTEST
UNIT TWO 1754-1816 CHAPTER FOUR IMPERIAL WARS AND COLONIAL PROTEST 1754-1774 Series of worldwide wars between Spain, France, and Great Britain Queen Anne s War (1702-1713) British gains* King George s
More informationCourse Title: Advanced Placement United States History I. American Beginnings to 1763
Unit 1, September American Beginnings to 1763 What is the state if the Atlantic world in 1492 What are the results of the clash of cultures and the early explorations and settlements of the Western hemispheres?
More informationTexas Essential Knowledge and Skills (TEKS)
Texas Essential Knowledge and Skills (TEKS) 113.24. Social Studies, Grade 8. Category Student Expectation Strategy/Assessment (a) Introduction (1) In Grade 8, students study the history of the United States
More informationConstitution (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 informationGeography 8th Grade Social Studies Standard 1
Geography Standard 1 1. I can determine how geography affected the development of the United States. 8. 1. a I can identify the 5 aspects of geography including location, place, human-environmental interaction,
More informationTerms to Know. Chapter 1: Native America. Chapter 2: European Colonies. Chapter 3: Colonial America in the 18th century
Terms to Know Chapter 1: Native America Beringia% Mississippians% Cahokia% Anasazi % Chapter 2: European Colonies Norse% Christopher Columbus% Amerigo Vespucci% Hernando De Soto% Jacques Cartier% Walter
More informationAmerica, History of Our Nation Civil War to the Present 2014
A Correlation of Civil War to the Present 2014 To the Utah Core State Standards for Resource Title:, Civil War to the Present Publisher: Pearson Education publishing as Prentice Hall ISBN: SE: 9780133231441
More informationCritical Dates/Events to Remember Event Date Why it Matters Key Events Event Date Why it Matters
Critical Dates/Events to Remember Event Date Jamestown 1607 First successful colony in North America Declaration of Independence 1776 Document stating that the 13 colonies were a free and independent nation
More informationSocial Sciences 7 Final Review Vocabulary
Social Sciences 7 Final Review Vocabulary abolition The movement to end slavery. Alamo Old Spanish mission in San Antonio, Texas where Mexican forces under Santa Anna besieged Texans trying to get their
More informationFINAL EXAM (2018) STUDY GUIDE
FINAL EXAM (2018) STUDY GUIDE *Semester Final will be divided into two parts: Part 1 DBQ Essay December 14 (B Day), December 17 (A Day) You will use one of the outlines you created to write ONE document-based
More informationScope and Sequence 8 th Grade Social Studies
TEKS Across All Concepts: Process TEKS are Listed at the top of the document. Process TEKS extend across every concept. Additional pairings are at the teachers discretion Content TEKS 8.1(A) identify the
More informationAmarillo ISD Social Studies Curriculum
Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board
More information7 th Final Split-Page Review Guide
7 th Final Split-Page Review Guide What do we call the study of the people, land and resources of a region? What do we call first hand accounts? Where did the first Native Americans come from? What do
More informationSocial Studies DRAFT DRAFT. Fifth Grade First Quarter Pacing Guide. Introduction to Your Social Studies Pacing Guide. Vocabulary
Three Cultures natural resources New World Old World longitude latitude glacier geography Bering Land Bridge climate Columbian Exchange arid migration conservation colonization missionary megalopolis Northwest
More informationAndover Public Schools Social Studies Benchmarks 2004 Grade 8 U. S. History I The Revolution Through Reconstruction
Students examine the historical and intellectual origins of the United States during the Revolutionary and Constitutional eras. They learn about the important political and economic factors that contributed
More informationUnit 3 Test Review (Study Guide) 1) Who were some of the important figures in George Washington's administration?
Name: Unit 3 Test Review (Study Guide) 1) Who were some of the important figures in George Washington's administration? 2) What were the primary beliefs of the Democratic Republican Party? Who was the
More informationEuropean Settlement in the New World
European Settlement in the New World Place the information in the correct section of the chart below: Canada Cooperative relationships with American Indians East Coast of North America Fur trade No large-scale
More informationAcademic Vocabulary CONTENT BUILDER FOR THE PLC SOCIAL STUDIES GRADE 8
Academic Vocabulary CONTENT BUILDER FOR THE PLC SOCIAL STUDIES GRADE 8 : academic vocabulary directly taken from the standard : academic vocabulary used on the assessment (source released tests) STANDARD
More informationStandard 1. Standard 2. Standard 3. Choices have consequences. Individuals have rights and responsibilities
Standard 1 Choices have consequences 1.1 The student will recognize and evaluate significant choices made by individuals, communities, states and nations that have impacted our lives and futures. 1.2 The
More informationStandard 1 Identify the five themes of geography; i.e., location, place, human-environmental interaction, movement, and region.
Course Description United States History for grade 8 covers events and issues from the Age of Exploration through Reconstruction and the western movement, emphasizing the 18th and 19th centuries. Topics
More informationWriting Prompts US History
Writing Prompts US History In order to be successful in the classroom, students must have choice, write everyday and be able to defend positions. These prompts allow students to do all three. Please consider
More informationAmerica, History of Our Nation Beginnings Through
A Correlation of Beginnings Through 1877 2014 To the Utah Core State Standards for Resource Title: America History of Our Nation, Beginnings Through 1877 Publisher: Pearson Education publishing as Prentice
More informationUnit of Study: 17 th Century Colonial Settlement, 18 th Century Colonial Society, Causes of the Revolution, and The Revolutionary War
8 th Grade History 1 st Nine Weeks TEKS Unit of Study: 17 th Century Colonial Settlement, 18 th Century Colonial Society, Causes of the Revolution, and The Revolutionary War 8.1) History. The student understands
More informationUNITED 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 information5 TH GRADE SOCIAL SCIENCE CHECKLIST Goals Illinois Learning Standards A-F
5 TH GRADE SOCIAL SCIENCE CHECKLIST Goals 14-16 Illinois Learning Standards A-F Assessment Frameworks While ISBE is not currently assessing social science, many educators have requested copies of the framework
More informationUNITED 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 informationMultiple Choice 7 th Grade
Multiple Choice 7 th Grade Directions (1-50): For each statement or question, write on the separate answer sheet the number of the word or expression that, of those given, best completes the statement
More informationFirst Semester Cumulative Standards and Rubric
History Strands understand traditional historical points of reference in U.S. history through 1877 (8.1) understand the causes of exploration and colonization eras (8.2) (A) identify the major eras and
More informationWS/FCS Unit Planning Organizer
WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course 8 th Grade Revolution Unit of Study Unit 3: Revolution & the New Nation Debate Unit Title From Adolescence to Independence
More informationMARKING PERIOD 1. Shamokin Area 7 th Grade American History I Common Core I. UNIT 1: THREE WORLDS MEET. Assessments Formative/Performan ce
Shamokin Area 7 th Grade American History I Common Core Marking Period Content Targets Common Core Standards Objectives Assessments Formative/Performan ce MARKING PERIOD 1 I. UNIT 1: THREE WORLDS MEET
More informationSTAAR 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 informationGrade 5 Concepts and Skills
G RADE 5 UNITED STATES HISTORY, GEOGRAPHY, ECONOMICS, AND GOVERNMENT: EARLY EXPLORATION TO WESTWARD MOVEMENT Students study the major pre-columbian civilizations in the New World; the 15th and 16th century
More informationsources connections informed claims
This document is designed to assist educators in interpreting Louisiana s 2011 social studies standards. It contains the prioritized content and concepts aligned to GLEs for each unit. The intent of this
More informationSocial Studies. Essential Questions. Standards. Content/Skills. Assessments. Timeframe, suggested
Social Studies Essential Term 1 Grade 5 What is change? Why do people move and what are some of the effects? How do people relate to each other, friends, family, community, and government? 5.1 Describe
More informationAmarillo ISD Social Studies Curriculum
Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board
More informationHistory 11-U.S. Colonial History Final Study Guide-Chronology. Hopi and Zuni tribes establish towns Columbus first voyage to New World 1492
History 11-U.S. Colonial History Final Study Guide-Chronology Hopi and Zuni tribes establish towns 900-1200 Columbus first voyage to New World 1492 Jamestown founded 1607 First black slaves arrive in Virginia
More informationA Correlation of. To the. Louisiana 2011 Social Studies Grade Level Expectations Grade 7
A Correlation of 2016 To the Louisiana 2011 Social Studies Grade Level Expectations Grade 7 Introduction This document demonstrates how Pearson, 2016 meets the Louisiana 2011 Social Studies Grade Level
More informationSocial Studies Fifth Grade
Geography Harbor Creek School District Social Studies Fifth Grade Principles and Documents of Basic Geographic Literacy American Symbols and Map Skills August / September E Describe the proper use, display
More informationFifth Grade U.S. History. Analyze U.S. historical eras to determine connections and cause/effect relationships in reference to chronology.
Indicator 1: Comprehension Fifth Grade U.S. History Analyze U.S. historical eras to determine connections and cause/effect relationships in reference to chronology. 5.US.1.1. Students are able to differentiate
More informationMassachusetts History and Social Science Curriculum Framework U.S. History I
A Correlation of Beginnings through Reconstruction To the Massachusetts History and Social Introduction This document demonstrates how Pearson, Beginnings Through Reconstruction, meets the Science Curriculum
More informationGrade Eight: US History Semester Two REVIEW PACKET. Student Final Exam Study Sheet
Grade Eight: US History Semester Two 2011 REVIEW PACKET Student Final Exam Study Sheet Office of Curriculum and Instructional Programs Department of Curriculum and Instruction Grade Eight US History: Semester
More informationIndiana Academic Standards Social Studies
A Correlation of To the Introduction This document demonstrates how,, meets the for,. Correlation page references are to the Student Edition and Teacher Edition. The all new myworld Interactive encourages
More informationHISTORY AND SOCIAL SCIENCE
Nashoba Regional School District HISTORY AND SOCIAL SCIENCE Grade 5 Nashoba Regional School District History and Social Science, 2008. Work in this document is based upon the standards outlined in the
More informationEnlightenment. Colonial Democratic Developments. Locke Life, liberty, property Montesquieu Dividing power Consent of the Governed
Enlightenment Locke Life, liberty, property Montesquieu Dividing power Consent of the Governed Colonial Democratic Developments Mayflower Compact Albany Plan of Union House of Burgesses New England style
More informationNorth Adams Public Schools Curriculum Map GRADE 5: UNIT 1 (September October) Exploration and Early Settlement of America
GRADE 5: UNIT 1 (September October) Exploration and Early Settlement of America Topic 1: AMERICA BEFORE EUROPEANS Notes Vocabulary Assessment 5.2 Identify the three major pre- Columbian civilizations that
More informationAnswers to Review Timeline
Answers to Review Timeline Colonial History 1607 Jamestown 1619 VA House of Burgesses & first African Slaves 1620 Mayflower compact 1636 Harvard 1639 Fundamental Orders of Connecticut 1647 Massachusetts
More informationSand Springs Public Schools 8th Grade American Studies Local Objectives
1st Semester Sand Springs Public Schools Note: Most textbooks start with the study of Ancient America, but I recommend skipping this overview since these items will not appear on the state test. WEEK 1
More informationDoDEA College and Career Ready Standards for Social Studies and the C3 Framework for Social Studies State Standards
A Correlation of Survey Edition, 2016 To the DoDEA College and Career Ready Standards and the C3 Framework for Social Studies State Standards Table of Contents Grade 7: Social Studies Practices... 3 Grade
More informationAP-Exam Review Pre-1877
AP-Exam Review Pre-1877 English Migration Spanish Armada/sea dogs northwest passage enclosures/overpopulation joint-stock/london Company headrights/indentured servants "starving time"/captain John Smith
More informationSUBJECT: History and Social Studies Grade Level: 5 United States History, Geography, Economics, and Government: Early Exploration to Westward Movement
Unit: Pre-Columbian Civilizations of the New World and European Exploration, Colonization, and Settlement to 1700 Learning Standards / Essential Knowledge Concepts and Skills Essential Questions 5.1 Describe
More informationHistory and Geography 1. Identify different ways of dating historical narratives (17 th century, seventeenth century, 1600 s, colonial period).
Grade 5 Expectations in History and Social Science 1 Grade 5 United States History, Geography, Economics, and Government: Early Exploration to Westward Movement Students study the major pre-columbian civilizations
More informationAmerican History 100 Facts Mr. Ken Brown Ore City Middle School
American History 100 Facts Mr. Ken Brown Ore City Middle School 1. Unalienable rights are rights that cannot be given up, taken away or transferred. Life, liberty and the pursuit of happiness are some
More informationAmerica, History of Our Nation Survey Edition 2014
A Correlation of Survey Edition 2014 To the Utah Core State Standards for A Correlation of, Resource Title: America History of Our Nation, Survey Publisher: Pearson Education publishing as Prentice Hall
More informationAmerica, History of Our Nation Beginnings to
A Correlation of Beginnings to 1914 2014 To the Utah Core State Standards for Resource Title:, Beginnings to 1914 Publisher: Pearson Education publishing as Prentice Hall ISBN: SE: 9780133231427 TE: 9780133230116
More information1. Identify different ways of dating historical narrative ( 17th century, seventeenth century, 1600s, colonial period) (H, G)
Andover Public Schools Social Studies Benchmarks ~ 2004 Grade 5 United States History, Geography, Economics, and Government: Early Exploration to Westward Movement Students study major pre-columbian civilizations
More informationOklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM OKLAHOMA STATE BOARD OF EDUCATION
Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM P R E - K I N D E R G A R T E N T H R O U G H H I G H S C H O O L OKLAHOMA STATE BOARD
More informationUnited States History and Government
Name: United States History and Government Period: Date: Regents Review #2: Early American Republic, Westward Expansion, Sectionalism, the Civil War, and Reconstruction Early American Republic: George
More information1st CONTINENTAL CONGRESS 3/5 COMPROMISE Constitutional Amendment that OUTLAWED SLAVERY. 13th AMMENDMENT. To end slavery Anti-slavery ABOLITION
1st CONTINENTAL CONGRESS 1774 in Philadelphia; A meeting of delegates (representatives) to decide how to respond to Britain... taxes, closing Boston Harbor, war??? One representative from each colony (except
More informationU.S. HISTORY & GOVERNMENT MIDTERM STUDY GUIDE Constitutional Foundations through Reconstruction
1 U.S. HISTORY & GOVERNMENT MIDTERM STUDY GUIDE Constitutional Foundations through Reconstruction THE THIRTEEN COLONIES 1. People came to the New World for political, religious and economic reasons. New
More informationGlobal: Spiraling essential questions, concepts and skills, and standards. Grade 5
History and Geography (H,G) Geography- Why do people move?, How does a region s geography, climate, and natural resources affect the way people live? What information and stories do maps and globes tell?
More information