Principles of Citizenship

Transcription

1 Kindergarten Social Studies ACPS Curriculum Overview Systems: Economic, Social, Political/ Civic Principles of Citizenship Choice & Consequence Conflict & Cooperation Innovation & Change Patterns & Relationships Sample Unit Organization 1. Being a Citizen: Our Class; Our Country 2. Living in Our Community: Resources, Responsibilities, and Choices 3. Celebrating the Past and the Present Social Studies ACPS Curriculum Overview 2014 Draft

2 Concepts ACPS Concepts with Essential Standards for Grades PK-2 1. Conflict & Cooperation Recognize examples of cooperation and conflict 2. Innovation & Change Recognize that innovations cause change 3. Choice & Consequence Understand that the choices people make have consequences 4. Patterns & Relationships Recognize patterns such as similarities and differences and relationships such as the influence of the past on the present 5. Systems: Economic, Social, Geographic, & Political/Civic Economic: Recognize that people make choices about their jobs, resources, and money in order to meet their needs and wants Social: Understand that a group or country s guiding principles are reflected in commonly used symbols and individuals whose contributions are seen as significant Geographic: Understand that the location of people, places and things can be described using commonly accepted systems and conventions. Understand that people adapt to their environment in different ways in order to survive Political: Understand that citizens take responsibility for their own actions as a member of a community Social Studies ACPS Curriculum Overview 2014 Draft

3 Habits of Mind: ACPS History and Social Science Processes with Essential Standards for Grades PK-2 Historical Method/ Investigation & Inquiry: 1. Historical Thinking & Research Identify similarities and differences between people, events, or places 2. Multiple Perspectives Recognize important people from various time periods in history and their contributions 3. Sources & Historic Record Recognize that multiple sources can be used to gather information on a topic Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Recognize that information can be gained from a variety of sources 2. Analytical Writing Label visual content and write multiple sentences to describe a topic. Be able to convey understanding of a topic through writing and labeling. 3. Critical Reading Reconstruct or summarize the literal meaning of a historical passage describing an event or person 4. Public Speaking and Presenting Participate in a class or small group discussion on a topic Social Studies ACPS Curriculum Overview 2014 Draft

4 ACPS Essential Concepts: Conflict & Cooperation Recognize examples of cooperation and conflict Unit One: Being a Citizen: Our Class; Our Country Choice & Consequence Understand that the choices people make have consequences VA Standards of Learning K.8 The student will demonstrate that being a good citizen involves a) taking turns and sharing; b) taking responsibility for certain classroom chores; c) taking care of personal belongings and respecting what belongs to others; d) following rules and understanding the consequence of breaking rules; e) practicing honesty, self-control, and kindness to others. K.9 The student will recognize the American flag, the Pledge of Allegiance, and that the President is the leader of the United States. Social Studies ACPS Curriculum Overview 2014 Draft

5 Unit Two: Living in Our Community: Resources, Responsibilities, and Choices ACPS Essential Concepts Innovation & Change Recognize that innovations cause change Choice & Consequence Understand that the choices people make have consequences Patterns & Relationships Recognize patterns such as similarities and differences and relationships such as the influence of the past on the present Economic Systems: Recognize that people make choices about their jobs, resources, and money in order to meet their needs and wants Geographic Systems: Understand that the location of people, places and things can be described using commonly accepted systems and conventions. Understand that people adapt to their environment in different ways in order to survive Virginia Standards of Learning K.3 The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front. K.4 The student will use simple maps and globes to a) develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth; b) describe places referenced in stories and real-life situations; c) locate land and water features. K.5 The student will develop an awareness that maps and globes a) show a view from above; b) show things in smaller size; c) show the position of objects. K.6 The student will match simple descriptions of work that people do with the names of those jobs. K.7 The student will a) identify the difference between basic needs (food, clothing, and shelter) and wants (things people would like to have); b) recognize that people use money to purchase goods Social Studies ACPS Curriculum Overview 2014 Draft

6 Unit Three: Celebrating the Past and the Present ACPS Essential Concepts Innovation & Change Recognize that innovations cause change Choice & Consequence Understand that the choices people make have consequences Virginia Standards of Learning K.1 The student will recognize that history describes events and people of other times and places by a) identifying examples of past events in legends, stories, and historical accounts of Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln; b) identifying the people and events honored by the holidays of Thanksgiving Day, Martin Luther King, Jr. Day, Presidents Day, and Independence Day (Fourth of July). K.2 The student will describe everyday life in the present and in the past and begin to recognize that things change over time. Social Studies ACPS Curriculum Overview 2014 Draft

7 1st Grade Social Studies ACPS Curriculum Overview Systems: Economic, Social, Political/ Civic Principles of Citizenship Choice & Consequence Conflict & Cooperation Common Principles of Citizenship Innovation & Change Patterns & Relationships Sample Unit Organization 1. What is Citizenship? 2. Citizens Build Communities 3. Communities Past and Present 4. American Symbols 5. Map Skills for Exploring our Communities 6. Celebrating our Communities - Famous Americans and Holidays 7. Economics Systems to Support our Communities Social Studies ACPS Curriculum Overview 2014 Draft

8 First Grade Social Studies: Principles of Citizenship As citizens, individuals work together to form communities that meet their needs Concepts ACPS Concepts with Essential Standards for Grades PK-2 6. Conflict & Cooperation Recognize examples of cooperation and conflict 7. Innovation & Change Recognize that innovations cause change 8. Choice & Consequence Understand that the choices people make have consequences 9. Patterns & Relationships Recognize patterns such as similarities and differences and relationships such as the influence of the past on the present 10. Systems: Economic, Social, Geographic, & Political/Civic Economic: Recognize that people make choices about their jobs, resources, and money in order to meet their needs and wants Social: Understand that a group or country s guiding principles are reflected in commonly used symbols and individuals whose contributions are seen as significant Geographic: Understand that the location of people, places and things can be described using commonly accepted systems and conventions. Understand that people adapt to their environment in different ways in order to survive Political: Understand that citizens take responsibility for their own actions as a member of a community Social Studies ACPS Curriculum Overview 2014 Draft

9 Habits of Mind: ACPS History and Social Science Processes with Essential Standards for Grades PK-2 Historical Method/ Investigation & Inquiry: 1. Historical Thinking & Research Identify similarities and differences between people, events, or places 2. Multiple Perspectives Recognize important people from various time periods in history and their contributions 3. Sources & Historic Record Recognize that multiple sources can be used to gather information on a topic Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Recognize that information can be gained from a variety of sources 2. Analytical Writing Label visual content and write multiple sentences to describe a topic. Be able to convey understanding of a topic through writing and labeling. 3. Critical Reading Reconstruct or summarize the literal meaning of a historical passage describing an event or person 4. Public Speaking and Presenting Participate in a class or small group discussion on a topic Social Studies ACPS Curriculum Overview 2014 Draft

10 1st Grade Social Studies: Principles of Citizenship What is Citizenship? Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Conflict & Cooperation: Students recognize examples of cooperation and conflict Choice & Consequence: Students understand that the choices people make have consequences Patterns & Relationships: Students recognize patterns such as similarities and differences and relationships such as the influence of the past on the present Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political Systems Political: Students understand that citizens take responsibility for their own actions as a member of a community SOL 1.10 The student will apply the traits of a good citizen by a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect; b) recognizing the purpose of rules and practicing self-control; c) working hard in school; d) taking responsibility for one s own actions; e) valuing honesty and truthfulness in oneself and others; f) participating in classroom decision making through voting. ACPS Social Studies Curriculum Overview 2014 Draft

11 1st Grade Social Studies: Principles of Citizenship Citizens Build Communities Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Innovation & Change: Recognize that innovations cause change Patterns & Relationships: Recognize patterns such as similarities and differences and relationships such as the influence of the past on the present SOL 1.12 The student will recognize that communities in Virginia a) have local governments; b) benefit from people who volunteer in their communities; c) include people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles. ACPS Social Studies Curriculum Overview 2014 Draft

12 1st Grade Social Studies: Principles of Citizenship Communities Past and Present Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Innovation & Change: Recognize that innovations cause change Patterns & Relationships: Recognize patterns such as similarities and differences and relationships such as the influence of the past on the present SOL 1.1 The student will interpret information presented in picture timelines to show sequence of events and will distinguish among past, present, and future. ACPS Social Studies Curriculum Overview 2014 Draft

13 1st Grade Social Studies: Principles of Citizenship American Symbols Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Choice & Consequence: Students understand that the choices people make have consequences Patterns & Relationships: Students recognize patterns such as similarities and differences and relationships such as the influence of the past on the present SOL The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States by a) identifying the American flag, bald eagle, Washington Monument, and Statue of Liberty; b) demonstrating respect for the American flag by learning about the Pledge of Allegiance. ACPS Social Studies Curriculum Overview 2014 Draft

14 1st Grade Social Studies: Principles of Citizenship Map Skills for Exploring our Communities Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Innovation & Change: Recognize that innovations cause change Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic: Understand that the location of people, places and things can be described using commonly accepted systems and conventions. Understand that people adapt to their environment in different ways in order to survive SOL 1.4 The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying the shapes of the United States and Virginia on maps and globes; d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map. 1.5 The student will construct a simple map of a familiar area, using basic map symbols in the map legend. 1.6 The student will describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation. ACPS Social Studies Curriculum Overview 2014 Draft

15 1st Grade Social Studies: Principles of Citizenship Celebrating our Communities Famous Americans and Holidays Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Innovation & Change: Recognize that innovations cause change Patterns & Relationships: Recognize patterns such as similarities and differences and relationships such as the influence of the past on the present SOL 1.2 The student will describe the stories of American leaders and their contributions to our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, George Washington Carver, and Eleanor Roosevelt. 1.3 The student will discuss the lives of people associated with Presidents Day, Columbus Day, and the events of Independence Day (Fourth of July). ACPS Social Studies Curriculum Overview 2014 Draft

16 1st Grade Social Studies: Principles of Citizenship Economic Systems to Support our Communities Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Choice & Consequence: Understand that the choices people make have consequences Conflict & Cooperation: Recognize examples of cooperation and conflict Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Economic: Recognize that people make choices about their jobs, resources, and money in order to meet their needs and wants SOL 1.7 The student will explain the difference between goods and services and describe how people are consumers and producers of goods and services. 1.8 The student will explain that people make choices because they cannot have everything they want. 1.9 The student will recognize that people save money for the future to purchase goods and services. ACPS Social Studies Curriculum Overview 2014 Draft

17 Second Grade Social Studies ACPS Curriculum Overview Systems: Economic, Social, Geographic Changing Communities and Cultures Choice & Consequence Conflict & Cooperation Innovation & Change Patterns & Relationships Communities and cultures develop and change over time under the influence of geographic, social and political systems Sample Sequence of Instruction 11. How and Why Communities Change o Innovations and Change 13. Understanding the Contributions of Ancient Civilizations o Ancient China ACPS Social Studies Curriculum Overview 2014 Draft

18 o Past and Present o Citizenship and Famous Americans o Mapping 12. How Geography Influences Culture o Powhatan Indians o Lakota Indians o Pueblo Indians o Ancient Egypt 14. How Cultures are Shaped by Interdependent Systems o Economic Systems Second Grade Social Studies: Changing Communities and Cultures ACPS Curriculum Framework Communities and cultures develop and change over time under the influence of geographic, social and political systems BIG IDEAS: ACPS Concepts with Essential Standards for Grades PK Conflict & Cooperation Recognize examples of cooperation and conflict 16. Innovation & Change Recognize that innovations cause change 17. Choice & Consequence Understand that the choices people make have consequences 18. Patterns & Relationships Recognize patterns such as similarities and differences and relationships such as the influence of the past on the present 19. Systems: Economic, Social, Geographic, & Political/Civic Economic: Recognize that people make choices about their jobs, resources, and money in order to meet their needs and wants Social: Understand that a group or country s guiding principles are reflected in commonly used symbols and individuals whose contributions are seen as significant Geographic: Understand that the location of people, places and things can be described using commonly accepted systems and ACPS Social Studies Curriculum Overview 2014 Draft

19 conventions. Understand that people adapt to their environment in different ways in order to survive Political: Understand that citizens take responsibility for their own actions as a member of a community ACPS Social Studies Curriculum Overview 2014 Draft

20 Habits of Mind: ACPS History and Social Science Processes with Essential Standards for Grades PK-2 Historical Method/ Investigation & Inquiry: 1. Historical Thinking & Research Identify similarities and differences between people, events, or places 2. Multiple Perspectives Recognize important people from various time periods in history and their contributions 3. Sources & Historic Record Recognize that multiple sources can be used to gather information on a topic Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Recognize that information can be gained from a variety of sources 2. Analytical Writing Label visual content and write multiple sentences to describe a topic. Be able to convey understanding of a topic through writing and labeling. 3. Critical Reading Reconstruct or summarize the literal meaning of a historical passage describing an event or person 4. Public Speaking and Presenting Participate in a class or small group discussion on a topic ACPS Social Studies Curriculum Overview 2014 Draft

21 Content Focus: How and Why Communities Change Innovations and Change Past and Present Citizenship and Famous Americans Mapping 2 nd Grade Social Studies: Changing Communities and Cultures Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Innovation & Change - Students recognize that innovations cause change Choice & Consequence - Students understand that the choices people make have consequences Patterns & Relationships - Students recognize patterns such as similarities and differences and relationships such as the influence of the past on the present Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic: Students understand that the location of people, places and things can be described using commonly accepted systems and conventions. Understand that people adapt to their environment in different ways in order to survive Political Systems Political: Students understand that citizens take responsibility for their own actions as a member of a community SOL 2.3 The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population. 2.4 The student will develop map skills by a) locating the United States, China, and Egypt on world maps; 2.5 The student will develop map skills by a) locating the equator, the seven continents, and the five oceans on maps and globes; b) locating selected rivers (James River, Mississippi River, Rio Grande), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States. 2.6 The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose. ACPS Social Studies Curriculum Overview 2014 Draft

22 ACPS Social Studies Curriculum Overview 2014 Draft

23 2.10 The student will explain the responsibilities of a good citizen, with emphasis on a) respecting and protecting the rights and property of others; b) taking part in the voting process when making classroom decisions; c) describing actions that can improve the school and community; d) demonstrating self-discipline and self-reliance; e) practicing honesty and trustworthiness The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr., as Americans whose contributions improved the lives of other Americans The student will understand that the people of Virginia a) have state and local government officials who are elected by voters; b) have diverse ethnic origins, customs, and traditions, make contributions to their communities, and are united as Americans by common principles. ACPS Social Studies Curriculum Overview 2014 Draft

24 Content Focus: How Geography Influences Culture Powhatan Indians Lakota Indians Pueblo Indians 2 nd Grade Social Studies: Changing Communities and Cultures Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Choice & Consequence - Students understand that the choices people make have consequences Patterns & Relationships - Students recognize patterns such as similarities and differences and relationships such as the influence of the past on the present Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic: Students understand that the location of people, places and things can be described using commonly accepted systems and conventions. Understand that people adapt to their environment in different ways in order to survive SOL 2.2 The student will compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest. 2.4 The student will develop map skills by b) understanding the relationship between the environment and the culture of ancient China and Egypt; c) locating the regions of the Powhatan, Lakota, and Pueblo Indians on United States maps; d) understanding the relationship between the environment and the culture of the Powhatan, Lakota, and Pueblo Indians. 2.5 The student will develop map skills by a) locating the equator, the seven continents, and the five oceans on maps and globes; b) locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States and other countries. 2.7 The student will describe natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings). ACPS Social Studies Curriculum Overview 2014 Draft

25 2 nd Grade Social Studies: Changing Communities and Cultures Content Focus: Understanding the Contributions of Ancient Civilizations Ancient China Ancient Egypt Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Innovation & Change - Students recognize that innovations cause change Choice & Consequence - Students understand that the choices people make have consequences Patterns & Relationships - Students recognize patterns such as similarities and differences and relationships such as the influence of the past on the present Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic - Students understand that the location of people, places and things can be described using commonly accepted systems and conventions. Students understand that people adapt to their environment in different ways in order to survive Economic Students recognize that people make choices about their jobs, resources, and money in order to meet their needs and wants SOL 2.1 Explain how contributions of Ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language. 2.4 The student will develop map skills by a) locating China and Egypt on the world map b) locating understanding the relationship between the environment and the culture of ancient China and Egypt; 2.5 The student will develop map skills by a) locating the equator, the seven continents, and the five oceans on maps and globes; b) locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, Nile River) ACPS Social Studies Curriculum Overview 2014 Draft

26 2.7 The student will describe natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings). ACPS Social Studies Curriculum Overview 2014 Draft

27 2 nd Grade Social Studies: Changing Communities and Cultures Content Focus: Economics and How Communities are Shaped by Interdependent Systems Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Innovation & Change - Students recognize that innovations cause change Choice & Consequence - Students understand that the choices people make have consequences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic - Students understand that the location of people, places and things can be described using commonly accepted systems and conventions. Students understand that people adapt to their environment in different ways in order to survive Economic Students recognize that people make choices about their jobs, resources, and money in order to meet their needs and wants SOL 2.7 The students will describe natural resources (water, soil, wood, coal), human resources (people at work), and capital resources (machines, tools and buildings). 2.8 The student will distinguish between the use of barter and the use of money in the exchange for goods and services. 2.9 The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services. ACPS Social Studies Curriculum Overview 2014 Draft

28 Third Grade ACPS Social Studies Curriculum Overview Systems: Economic, Social, Political/ Civic Exploring Our World Past and Present Choice & Consequence Conflict & Cooperation Innovation & Change Patterns & Relationships Possible Unit Organization: Mali Economics Geography Ancient Civilizations & Their Enduring Impact on Modern Society: Greece and Rome Civics European Explorers ACPS Social Studies Curriculum Overview 2014 Draft

29 Third Grade Social Studies: Exploring Our World Past and Present ACPS Curriculum Framework ACPS Concepts with Essential Standards for Grades 3-5 Conflict & Cooperation Understand that change causes conflict or cooperation Innovation & Change Understand that innovation may lead to multiple changes within a region or time period Choice & Consequence Understand that both individuals and organizations make choices which have consequences Patterns & Relationships Seek and recognize patterns and relationships, including change, cause and effect, similarities and differences Systems: Economic, Social, Geographic, & Political/Civic Economic: Recognize that people make choices based on the availability of human, natural and capital resources and seek to meet their needs and wants Social: Understand and appreciate differences between individuals, groups, and regions and recognize commonalities in communities and cultures Geographic: Recognize that geography influences individuals, groups, and societies through a study of the geographic themes of place, location, regions, movement, and human interaction Political: Understand that political systems and citizenship lead to both rights and responsibilities ACPS Social Studies Curriculum Overview 2014 Draft

30 Habits Of Mind: ACPS History and Social Science Processes with Essential Standards for Grades 3-5 Historical Method/ Investigation & Inquiry: Historical Thinking & Research Identify similarities and differences between people, events, or places Multiple Perspectives Understand and appreciate differences and recognize commonalities in communities and cultures Sources & Historic Record Differentiate between primary and secondary sources and use multiple resources multiple sources to draw conclusions, and determine patterns or relationships Communication Skills: Using Visual Sources: Charts, Graphs, Photos, Maps & Art Use a variety of visual sources to gain information and find patterns or commonalities Analytical Writing Be able to convey understanding of a topic by writing in a variety of formats such as historical fiction, biography, or an expository/fact based format Critical Reading Identify the central meaning of a historical narrative or resource. Be able to make predictions, revise ideas, and generate questions from a text Public Speaking and Presenting Report on a topic sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace ACPS Social Studies Curriculum Overview 2014 Draft

31 3 rd Grade Social Studies Exploring Our World Past and Present Mali Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Innovation & Change Students understand that innovation may lead to multiple changes within a region or time period Choice & Consequence - Students understand that both individuals and organizations make choices which have consequences Patterns & Relationships - Students seek and recognize patterns and relationships, including change, cause and effect, similarities and differences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Students recognize that geography influences individuals, groups, and societies through a study of the geographic themes of place, location, regions, movement, and human interaction SOL 3.2 The student will study the early West African empire of Mali by describing its oral tradition (storytelling), government (kings), and economic development (trade). 3.4 The student will develop map skills by a) locating Greece, Rome, and West Africa; b) describing the physical and human characteristics of Greece, Rome, and West Africa; c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs. ACPS Curriculum Overview 2014 Draft

32 3 rd Grade Social Studies Exploring Our World Past and Present Foundations of Economics Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Choice & Consequence - Students understand that both individuals and organizations make choices which have consequences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Economic Students recognize that people make choices based on the availability of human, natural and capital resources and seek to meet their needs and wants SOL 3.7: The student will explain how producers in ancient Greece, Rome, and the West African empire of Mali used natural resources, human resources, and capital resources in the production of goods and services. 3.8: The student will recognize that because people and regions cannot produce everything they want, they specialize in producing some things and trade for the rest. 3.9: The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a choice). ACPS Curriculum Overview 2014 Draft

33 3 rd Grade Social Studies Exploring Our World Past and Present Foundations of Geography Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Patterns & Relationships - Students seek and recognize patterns and relationships, including change, cause and effect, similarities and differences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Students recognize that geography influences individuals, groups, and societies through a study of the geographic themes of place, location, regions, movement, and human interaction SOL 3.5: The student will develop map skills by a) positioning and labeling the seven continents and five oceans to create a world map; b) using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western Hemispheres; e) locating specific places, using a simple letter-number grid system. 3.6: The student will read and construct maps, tables, graphs, and/or charts. ACPS Curriculum Overview 2014 Draft

34 3 rd Grade Social Studies Exploring Our World Past and Present Classical Civilizations & Their Enduring Impact on Modern Society: Greece and Rome Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Choice & Consequence - Students understand that both individuals and organizations make choices which have consequences Patterns & Relationships - Students seek and recognize patterns and relationships, including change, cause and effect, similarities and differences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political Students understand that political systems and citizenship lead to both rights and responsibilities SOL 3.1 The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architectures, government (direct and representative democracy), and sports. 3.4 The student will develop map skills by a) locating Greece and Rome b) describing the physical and human characteristics of Greece and Rome c) explaining how the people of Greece and Rome adapted to and/or changed their environment to meet their needs ACPS Curriculum Overview 2014 Draft

35 3 rd Grade Social Studies Exploring Our World Past and Present Civics and Foundations of Our Political System Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Choice & Consequence - Students understand that both individuals and organizations make choices which have consequences Patterns & Relationships - Students seek and recognize patterns and relationships, including change, cause and effect, similarities and differences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political Students understand that political systems and citizenship lead to both rights and responsibilities Social Students understand and appreciate differences between individuals, groups, and regions and recognize commonalities in communities and cultures SOL 3.10 The student will recognize the importance of government in the community, Virginia, and the United States of America by a) explaining the purpose of rules and laws; b) explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken; c) explaining that government protects the rights and property of individuals The student will explain the importance of the basic principles that form the foundation of a republican form of government by c) recognizing that Veterans Day and Memorial Day honor people who have served to protect the country s freedoms; d) describing how people can serve the community, state, and nation The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by the basic principles of a republican form of government and respect for individual rights and freedoms. ACPS Curriculum Overview 2014 Draft

36 ACPS Curriculum Overview 2014 Draft

37 3 rd Grade Social Studies Exploring Our World Past and Present European Explorers Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict & Cooperation: Students understand that change causes conflict or cooperation Innovation & Change Students understand that innovation may lead to multiple changes within a region or time period Choice & Consequence - Students understand that both individuals and organizations make choices which have consequences Patterns & Relationships - Students seek and recognize patterns and relationships, including change, cause and effect, similarities and differences SOL 3.3 The student will study the exploration of the Americas by a) describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport; b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians. 3.5 The student will develop map skills by c) locating the countries of Spain, England, and France; d) locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Québec, Canada), and Christopher Newport (Jamestown, Virginia); ACPS Curriculum Overview 2014 Draft

38 Virginia Studies ACPS Curriculum Overview Systems: Economic, Social, Political/ Civic A Virginia Narrative Choice & Consequence Conflict & Cooperation Innovation & Change We the People Patterns & Relationships Possible Unit Organization: 1. Physical Geography 5 Regions 6. New Nation & Western Expansion 2. Native Peoples Past & Present 7. Civil War 3. Colonization / Jamestown 8. Reconstruction 4. Colonial Life Present 5. American Revolution Virginia s Role 10. Virginia Government / Economy Local standards for 4 th Geography are being updated by the ACPS Vertical Team ACPS Curriculum Overview 2014 Draft

39 Possible Conceptual Emphasis Time Period SOLs Key Concepts Physical Geography 5 Regions N/A VS.2 - a VS.2 - b VS.2 - c VS.10 - b Systems Native Peoples Past & Present Before 1607 VS.2 - d VS.2 - e VS.2 - f VS.2 - g Choice & Consequence Innovation and Change Systems Colonization & Jamestown VS. 3 Conflict & Cooperation Patterns & Relationships Innovation & Change Systems Colonial Life VS. 4 Conflict & Cooperation Choice & Consequence Systems American Revolution Virginia s Role New Nation Western Expansion VS s VS. 6 Civil War 1850 s-1865 VS.7 Conflict & Cooperation Choice & Consequence Patterns & Relationships Systems Conflict & Cooperation Innovation and Change Patterns & Relationships Systems Conflict & Cooperation Choice & Consequence Patterns & Relationships Systems Reconstruction VS. 8 Conflict & Cooperation Choice & Consequence Patterns & Relationships Systems Present --Duh VS. 9 Conflict & Cooperation Choice & Consequence Patterns & Relationships Systems Virginia Government VS. 10 Innovation & Change N/A & Economy VS.2 - g Systems * VS. 1 is taught and integrated throughout the curriculum. * Pacing is varied throughout the county due to curriculum being split between 4 th and 5 th grade. ACPS Curriculum Overview 2014 Draft

40 Virginia Studies: We the People Grades 4/5 ACPS Curriculum Framework ACPS Concepts with Grade Level Essential Standards 1. Conflict & Cooperation Understand that change causes conflict or cooperation 2. Innovation & Change Understand that innovation may lead to multiple changes within a region or time period 3. Choice & Consequence Understand that both individuals and organizations make choices which have consequences 4. Patterns & Relationships Seek and recognize patterns and relationships, including change, cause and effect, similarities and differences 5. Systems: Economic, Social, Geographic, & Political/Civic Economic: Recognize that people make choices based on the availability of human, natural and capital resources and seek to meet their needs and wants Social: Understand and appreciate differences between individuals, groups, and regions and recognize commonalities in communities and cultures Geographic: Recognize that geography influences individuals, groups, and societies through a study of the geographic themes of place, location, regions, movement, and human interaction Political: Understand that political systems and citizenship lead to both rights and responsibilities ACPS Curriculum Overview 2014 Draft

41 HABITS OF MIND: ACPS History and Social Science Processes with Grade Level Essential Standards Historical Method/ Investigation & Inquiry: 1. Historical Thinking & Research Seek and recognize patterns, including change, cause and effect, similarities and differences 2. Multiple Perspectives Understand and appreciate differences and recognize commonalities in communities and cultures 3. Sources & Historic Record Differentiate between primary and secondary sources and use multiple resources multiple sources to draw conclusions, and determine patterns or relationships Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Use a variety of visual sources to gain information and find patterns or commonalities 2. Analytical Writing Be able to convey understanding of a topic by writing in a variety of formats such as historical fiction, biography, or an expository/fact based format 3. Critical Reading Identify the central meaning of a historical narrative or resource. Be able to make predictions, revise ideas, and generate questions from a text 4. Public Speaking and Presenting Report on a topic sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace ACPS Curriculum Overview 2014 Draft

42 Virginia Studies: Geography of Virginia & the Five Regions Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Patterns & Relationships Students seek and recognize patterns and relationships, including change, cause and effect, similarities and differences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Students recognize that geography influences individuals, groups, and societies through a study of the geographic themes of place, location, regions, movement, and human interaction Economic Students recognize that people make choices based on the availability of human, natural and capital resources and seek to meet their needs and wants SOL VS. 2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) locating Virginia and its bordering states on maps of the United States. b) locating and describing Virginia s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau. c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp). VS. 10 The student will demonstrate knowledge of government, geography, and economics by b) describing the major products and industries of Virginia s five geographic regions. ACPS Curriculum Framework 2014 Draft

43 Virginia Studies: Native Peoples Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Choice & Consequence Students understand that both individuals and organizations make choices which have consequences Innovation & Change Students understand that innovation may lead to multiple changes within a region or time period Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Students recognize that geography influences individuals, groups, and societies through a study of the geographic themes of place, location, regions, movement, and human interaction SOL VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia; e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter; f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown; ACPS Curriculum Framework 2014 Draft

44 Virginia Studies: Colonization and Jamestown Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict & Cooperation Students understand that change causes conflict or cooperation Innovation & Change: Students understand that innovation may lead to multiple changes within a region or time period Patterns & Relationships: Students seek and recognize patterns and relationships, including change, cause and effect, similarities and differences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political - Students understand that political systems and citizenship lead to both rights and responsibilities Social - Students understand and appreciate differences between individuals, groups, and regions and recognize commonalities in communities and cultures SOL VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by a) explaining the reasons for English colonization; b) describing how geography influenced the decision to settle at Jamestown; c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement; d) identifying the importance of the General Assembly (1619) as the first representative legislative body in English America; e) identifying the importance of the arrival of Africans and English women to the Jamestown settlement; f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival; g) describing the interactions between the English settlers and the native peoples, including the contributions of Powhatan to the survival of the settlers. ACPS Curriculum Framework 2014 Draft

45 Virginia Studies: Colonial Life Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict & Cooperation Students understand that change causes conflict or cooperation Choice & Consequence Students understand that both individuals and organizations make choices which have consequences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Economic: Students recognize that people make choices based on the availability of human, natural and capital resources and seek to meet their needs and wants Political - Students understand that political systems and citizenship lead to both rights and responsibilities Social - Students understand and appreciate differences between individuals, groups, and regions and recognize commonalities in communities and cultures Geographic: Students recognize that geography influences individuals, groups, and societies through a study of the geographic themes of place, location, regions, movement, and human interaction SOL VS.4 The student will demonstrate knowledge of life in the Virginia colony by a) explaining the importance of agriculture and its influence on the institution of slavery; b) describing how the culture of colonial Virginia reflected the origins of European (English, Scots-Irish, German) immigrants, Africans, and American Indians; c) explaining the reasons for the relocation of Virginia s capital from Jamestown to Williamsburg to Richmond; d) describing how money, barter, and credit were used; e) describing everyday life in colonial Virginia. ACPS Curriculum Framework 2014 Draft

46 Virginia Studies: The American Revolution & Virginia s Role Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict & Cooperation Students understand that change causes conflict or cooperation Choice & Consequence Students understand that both individuals and organizations make choices which have consequences Patterns & Relationships Students seek and recognize patterns and relationships, including change, cause and effect, similarities and differences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political - Students understand that political systems and citizenship lead to both rights and responsibilities SOL VS.5 The student will demonstrate knowledge of the role of Virginia in the American Revolution by a) identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence; b) identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette; c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown. ACPS Curriculum Framework 2014 Draft

47 Virginia Studies: A New Nation and Western Expansion Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict & Cooperation Students understand that change causes conflict or cooperation Innovation & Change: Students understand that innovation may lead to multiple changes within a region or time period Patterns & Relationships Students seek and recognize patterns and relationships, including change, cause and effect, similarities and differences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political - Students understand that political systems and citizenship lead to both rights and responsibilities Geographic Students recognize that geography influences individuals, groups, and societies through a study of the geographic themes of place, location, regions, movement, and human interaction SOL VS.6 The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by a) explaining why George Washington is called the Father of our Country and James Madison is called the Father of the Constitution ; b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom; c) explaining the influence of geography on the migration of Virginians into western territories. ACPS Curriculum Framework 2014 Draft

48 Virginia Studies: The Civil War Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict & Cooperation Students understand that change causes conflict or cooperation Choice & Consequence Students understand that both individuals and organizations make choices which have consequences Patterns & Relationships Students seek and recognize patterns and relationships, including change, cause and effect, similarities and differences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political - Students understand that political systems and citizenship lead to both rights and responsibilities Economic Students recognize that people make choices based on the availability of human, natural and capital resources and seek to meet their needs and wants SOL VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia; b) describing Virginia s role in the war, including identifying major battles that took place in Virginia; c) describing the roles played by whites, enslaved African Americans, free African Americans, and American Indians. ACPS Curriculum Framework 2014 Draft

49 Virginia Studies: Reconstruction Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict & Cooperation Students understand that change causes conflict or cooperation Choice & Consequence Students understand that both individuals and organizations make choices which have consequences Patterns & Relationships Students seek and recognize patterns and relationships, including change, cause and effect, similarities and differences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political - Students understand that political systems and citizenship lead to both rights and responsibilities Economic Students recognize that people make choices based on the availability of human, natural and capital resources and seek to meet their needs and wants SOL VS.8 The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by a) identifying the effects of Reconstruction on life in Virginia; b) identifying the effects of segregation and Jim Crow on life in Virginia for whites, African Americans, and American Indians; c) describing the importance of railroads, new industries, and the growth of cities to Virginia s economic development. ACPS Curriculum Framework 2014 Draft

50 Virginia Studies: The Modern Era from 1900 to the Present Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict & Cooperation Students understand that change causes conflict or cooperation Choice & Consequence Students understand that both individuals and organizations make choices which have consequences Patterns & Relationships Students seek and recognize patterns and relationships, including change, cause and effect, similarities and differences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political - Students understand that political systems and citizenship lead to both rights and responsibilities Economic Students recognize that people make choices based on the availability of human, natural and capital resources and seek to meet their needs and wants SOL VS.9 The student will demonstrate knowledge of twentieth- and twenty-first-century Virginia by a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to Virginia from other states and countries; b) identifying the impact of Virginians, such as Woodrow Wilson and George C. Marshall, on international events; c) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history; d) identifying the political, social, and/or economic contributions made by Maggie L. Walker; Harry F. Byrd, Sr.; Oliver W. Hill; Arthur R. Ashe, Jr.; A. Linwood Holton, Jr.; and L. Douglas Wilder. ACPS Curriculum Framework 2014 Draft

51 Virginia Studies: Government and Economics in the Commonwealth Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Innovation & Change: Students understand that innovation may lead to multiple changes within a region or time period Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political - Students understand that political systems and citizenship lead to both rights and responsibilities Social - Students understand and appreciate differences between individuals, groups, and regions and recognize commonalities in communities and cultures SOL VS.10 The student will demonstrate knowledge of government, geography, and economics a) identifying the three branches of Virginia government and the function of each. c) explaining how advances in transportation, communications, and technology have contributed to Virginia s prosperity and role in the global economy. VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by g) identify and locate the current state-recognized tribes ACPS Curriculum Framework 2014 Draft

52 ACPS Curriculum Framework US History to 1865 Systems: Economic, Social, Political/ Civic The American Landscape Choice & Consequence Conflict & Cooperation Innovation & Change Patterns & Relationships Physical and human landscapes provide the setting for a nation s story Sample Unit Organization 8. U.S. Geography 9. The First Americans 10. Age of Exploration 11. Settlement and Colonization 12. Road to War 13. American Revolutionary War 14. New Nation 15. The Early Republic 16. Westward Expansion/Road to Civil War 17. The Civil War ACPS Curriculum Framework 2014 Draft

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54 ACPS Concepts with Grade Level Essential Standards 6. Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. a. Conflict & Cooperation - Understand that individuals and societies choose cooperation or conflict, peace or war, isolation or interaction. b. Innovation & Change - Innovation shapes the growth and development of regions, governments, and societies c. Choice & Consequence - Understand that individuals, groups, and societies make choices which have direct and indirect consequences d. Patterns & Relationships - Understand that patterns such as change and continuity or cause and effect occur across time and place 7. Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. a. Economic systems - Recognize that people make choices based on the availability of human, natural and capital resources and understand that individuals make economic choices within a larger economic system b. Social Systems - Understand that ideological, cultural, and institutional forces shape individual identity c. Geographic Systems - Use geographic skills and a variety of sources to develop an understanding of how relationships between humans and their environment have changed over time d. Political and Civic Systems - Understand that the interplay among ideas, values, power, and leadership shape political systems and the rights they provide citizens ACPS History and Social Science Processes with Grade Level Essential Standards Historical Method/ Investigation & Inquiry: 1. Historical Thinking & Research: Use research skills to gather information from a variety of sources to answer focused questions and investigate a given of topic 2. Multiple Perspectives: Understand that events in the past and present are perceived differently by individuals based on their own background 3. Sources & Historic Record: Using both primary and secondary sources, compare and contrast information or positions from several sources and evaluate them for reliability, accuracy and relevance Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art: Interpret information from visual sources to defend a position 2. Analytical Writing: Be able to convey understanding and position on a topic by writing extended pieces in a variety of formats such as historical fiction, narrative, journal entry, or formal five paragraph essay 3. Critical Reading: Examine and interpret primary and secondary source documents to compare and contrast information or positions 4. Public Speaking and Presenting - Report on a topic or present an opinion, sequencing ideas logically and using appropriate facts details to support main ideas or themes. Speak clearly at an understandable pace. Use formal English when appropriate to task and situation

55 US History I: The American Landscape Model Pacing Guide Grade Level Matrix: The American Landscape, 6 th Grade US Geography The First Americans Age of Exploration Settlement & Colonization Road To War American Revolutionary War A New Nation The Early Republic Westward Expansion/Road to the Civil War The Civil War Time Period Historical & Present Day Prehistory to Present Day SOL USI.1, USI.2 USI.1, USI.3 USI.1, USI.4 USI.1, USI.5 USI.1, USI.6 USI.1, USI.6 USI.1, USI.7 USI.1, USI.7 USI.1, USI.8 USI.1, USI.9 Conceptual Lens Patterns & Relationships Patterns & Relationships Patterns & Relationships Patterns & Relationships Patterns & Relationships Patterns & Relationships Conflict & Cooperation Conflict & Cooperation Conflict & Cooperation Conflict & Cooperation Systems Geography, Political Conflict & Cooperation Systems Conflict & Cooperation Systems Conflict & Cooperation Systems Conflict & Cooperation Systems Conflict & Cooperation Systems Systems Choice & Consequence Systems Choice & Consequence Systems Choice Consequence Systems Choice Consequence Innovation & Change Choice & Consequence Choice & Consequence Choice & Consequence Choice & Consequence Change & Continuity Innovation & Change Innovation & Change Innovation & Change Pacing (Yr.) Pacing (Sem.) Change 5 classes (2) 8 classes (3) 8 classes (3) 10 classes 10 classes 8 classes (3) 8 classes (3) 5 classes (2) 12 classes (5) 12 classes (4) (3) (5) 1 week 2 weeks 1.5 weeks 2 weeks 1.5 weeks 1.5 weeks 1.5 weeks 1 week 2 weeks 3 weeks

56 US History to 1865: US Geography Conceptual Lenses Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students use geographic skills and a variety of sources to develop an understanding of how relationships between humans and their environment have changed over time Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Patterns & Relationships - Understand that patterns such as change and continuity or cause and effect occur across time and place SOL USI.2 The student will use maps, globes, photographs, pictures, or tables to a. locate the seven continents and five oceans; b. locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range; c. locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico; d. recognize key geographic features on maps, diagrams, and/or photographs. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research Have students read first hand accounts of early settlements and the how the geography of the region impacted their survival techniques 2. Multiple Perspectives - Have students compare and contrast maps from different time periods to have a discussion on new information can change one s perspective. 3. Sources & Historic Record Have students compare and contrast maps of explorers to current maps of the same Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Using maps and photographs have students make predictions about the role of the major water features in the United States. 2. Analytical Writing Have students complete a RAFT assignment related to a geographical region and how the regions features impact their lifestyles 3. Critical Reading Have students read accounts of early explorers and assess the accuracy of their reports based on maps. 4. Public Speaking and Presenting Have students choose one region or geographic feature and present important

57 region today to evaluate accuracy of early exploration. information related to the class. Content Vocabulary Continents Ocean Geographic Features USI.2 The student will use maps, globes, photographs, pictures, or tables to: a. locate the seven continents and five oceans; Understandings Questions Continents are large land masses What are the seven continents? Continents surrounded by water. North America What are the five oceans? South America Africa Asia Australia Antarctica Europe* Knowledge Oceans Atlantic Ocean Pacific Ocean Arctic Ocean Indian Ocean Southern Ocean *Note: Europe is considered a continent even though it is not entirely surrounded by water. The land mass is frequently called Eurasia.

58 USI.2 The student will use maps, globes, photographs, pictures, or tables to: b. locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico; Understandings Questions Knowledge Geographic regions have distinctive characteristics. Where are the geographic regions of North America located? What are some physical characteristics of the geographic regions of North America? Geographic regions locations and physical characteristics Coastal Plain Located along the Atlantic Ocean and Gulf of Mexico Broad lowlands providing many excellent harbors Appalachian Highlands Located west of the Coastal Plain, extending from eastern Canada to western Alabama; includes the Piedmont Old, eroded mountains (oldest mountain range in North America) Canadian Shield Wrapped around the Hudson Bay in a horseshoe shape Hills worn by erosion and hundreds of lakes carved by glaciers Interior Lowlands Located west of the Appalachian Mountains and east of the Great Plains Rolling flatlands with many rivers, broad river valleys, and grassy hills Great Plains Located west of the Interior Lowlands and east of the Rocky Mountains Flat lands that gradually increase in elevation westward; grasslands Rocky Mountains Located west of the Great Plains and east of the Basin and Range Rugged mountains stretching from Alaska almost to Mexico; high elevations Contains the Continental Divide, which determines the directional flow of rivers Basin and Range Located west of the Rocky Mountains and east of the Sierra

59 Nevadas and the Cascades Varying elevations containing isolated mountain ranges and Death Valley, the lowest point in North America Coastal Range Located along the Pacific Coast, stretching from California to Canada Rugged mountains and fertile valleys USI.2 The student will use maps, globes, photographs, pictures, or tables to c. recognize key geographic features on maps, diagrams, and/or photographs. Understandings The United States has access to numerous and varied bodies of water. Bodies of water support interaction among regions, form borders, and create links to other areas. Questions What are the major bodies of water in the United States? What are some ways bodies of water in the United States have supported interaction among regions and created links to other areas? Knowledge Major bodies of water Oceans: Atlantic, Pacific Rivers: Mississippi, Missouri, Ohio, Columbia, Colorado, Rio Grande, St. Lawrence River Lakes: Great Lakes Gulf: Gulf of Mexico Trade, transportation, exploration, and settlement The Atlantic, Pacific, and Gulf coasts of the United States have provided access to other parts of the world. The Atlantic Ocean served as the highway for explorers, early settlers, and later immigrants. The Ohio River was the gateway to the west. Inland port cities grew in the Midwest along the Great Lakes. The Mississippi and Missouri rivers were used to transport farm and industrial products. They were links to United States ports and other parts of the world. The Columbia River was explored by Lewis and Clark. The Colorado River was explored by the Spanish. The Rio Grande forms the border with Mexico. The Pacific Ocean was an early exploration destination. The Gulf of Mexico provided the French and Spanish with

60 exploration routes to Mexico and other parts of America. The St. Lawrence River forms part of the northeastern border with Canada and connects the Great Lakes to the Atlantic Ocean. USI.2 The student will use maps, globes, photographs, pictures, or tables to: d. recognize key geographic features on maps, diagrams, and/or photographs. Understandings Questions It is important to recognize key What are some important geographic features on maps, categories of geographic features? diagrams, and/or photographs. Landforms and water features set the stage for and influence the course of events in United States history. What do these important geographic features look like when they appear on maps, globes, and diagrams? What do these important geographic features look like when they appear in pictures and photographs? Why are geographic features important in United States history? Key geographic features Water-related Lakes Rivers Tributaries Gulfs and bays Land-related Mountains Hills Plains Plateaus Islands Peninsulas Knowledge Geographic features are related to patterns of trade the locations of cities and towns the westward (frontier) movement agricultural and fishing industries.

61 US History to 1865: The First Americans Conceptual Lenses Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Patterns & Relationships Students understand that patterns such as change and continuity or cause and effect occur across time and place Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students use geographic skills and a variety of sources to develop an understanding of how relationships between humans and their environment have changed over time SOL USI.3 The student will demonstrate knowledge of how early cultures developed in North America by a. describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia. b. locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois); c. describing how the American Indians used the resources in their environment.

62 Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research - Assign students or groups of students to design a poster or multimedia presentation on one Native American culture. Their presentation should cover geography/climate, food, clothing, shelter, religion, and present day issues. 2. Multiple Perspectives - Show the two video clips provided for the PBS film, Native American Teens: Who We Are.. Following the film clips lead a discussion on stereotypes of Native Americans in society today. You can access the video clips at: mericanteens.html 3. Sources & Historic Record - Have students complete the activity, Culture Everywhere. This activity has students read a journal entry by John Lawson and complete a graphic organizer Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art - Have students analyze John White s images to make observations and inferences about the culture of Southeastern Native Americans. These images are also valuable for teaching perspective and bias based on John White s style. Recommended images include: a. The manner of making their boats b. Indians dancing around a circle of posts c. Indian Village of Secoton d. Indians Fishing You can access the photo analysis sheet at: ysis_worksheet.pdf You can access John White s images at: own.html 2. Analytical Writing - Ask students to write a pen pal letter in which they explain the culture of a Great Plains Native American writing to a Northwest Coast Native American, or from the perspective of a Northwest Coast Native American to a Great Plains Native American. Topics should include: Settlement pattern, geography climate, food, clothing, shelter, and religion. 3. Critical Reading - Have students read portions of the Iroquois Constitution and discuss its meaning with the students. A worksheet with discussion questions can be found at: ois.pdf 4. Public Speaking and Presenting - Assign students or groups of students to design a poster or multimedia presentation on one Native American culture. Their presentation should cover geography/climate, food, clothing, shelter, religion, and present-day issues.

63 Content Vocabulary Archaeology, artifact, culture, Cactus Hill Natural Resource, Human Resource, Capital Resource climate, weather, arctic, arid, desert, woodland, adapt Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), (adaptation), irrigation, inhabit Southwest (Pueblo), and Eastern Woodlands European, American Indian USI.3 The student will demonstrate knowledge of how early cultures developed in North America by: a. describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia. Understandings Questions Knowledge Archaeology is the recovery of material evidence remaining from the past. Archaeological discoveries of early Indian settlements have been made in southeastern Virginia. Why is archaeology important? Where is one of the oldest archeological sites in the United States located? Archaeologists study human behavior and cultures of the past through the recovery and analysis of artifacts. Scientists are not in agreement about when and how people first arrived in the Western Hemisphere. Cactus Hill is located on the Nottoway River in southeastern Virginia. Evidence that humans lived at Cactus Hill as early as 18,000 years ago makes it one of the oldest archaeological sites in North America.

64 USI.3 The student will demonstrate knowledge of how early cultures developed in North America by: b. locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois); Understandings Prior to the arrival of Europeans, American Indians were dispersed across the different environments in North America. Questions In which areas did the American Indians live? Where do American Indians live today? Knowledge American Indians lived in all areas of North America. Inuit inhabited present-day Alaska and northern Canada. They lived in Arctic areas where the temperature is below freezing much of the year. Kwakiutl homeland includes the Pacific Northwest coast, characterized by a rainy, mild climate. Lakota people inhabited the interior of the United States, called the Great Plains, which is characterized by dry grasslands. Pueblo tribes inhabited the Southwest in present-day New Mexico and Arizona, where they lived in desert areas and areas bordering cliffs and mountains. Iroquois homeland includes northeast North America, called the Eastern Woodlands, which is heavily forested. Members of these tribes live in their homelands and in many other areas of North America today.

65 USI.3 The student will demonstrate knowledge of how early cultures developed in North America by: c. describing how the American Indians used the resources in their environment. Understandings Questions Knowledge Geography and climate affected how the various American Indian groups met their basic needs. Resources influenced what was produced and how it was produced. How did geography and climate affect the way American Indian groups met their basic needs? How did American Indians use natural, human, and capital resources? In the past, American Indians fished, hunted, and grew crops for food. They made clothing from animal skins and plants. They constructed shelters from resources found in their environment (e.g., sod, stones, animal skins, wood). Types of resources Natural resources: Things that come directly from nature Human resources: People working to produce goods and services Capital resources: Goods produced and used to make other goods and services Natural resources The fish American Indians caught, wild animals they hunted, and crops they grew were examples of natural resources. Human resources People who fished, made clothing, and hunted animals were examples of human resources. Capital resources The canoes, bows, and spears American Indians

66 made were examples of capital resources.

67 US History to 1865: Age of Exploration Conceptual Lenses Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict and Cooperation Students understand that individuals and societies choose cooperation or conflict, peace or war, isolation Patterns & Relationships Students understand that patterns such as change and continuity or cause and effect occur across time and place Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students use geographic skills and a variety of sources to develop an understanding of how relationships between humans and their environment have changed over time SOL USI.4 The student will demonstrate knowledge of European explorations in North America and West Africa by: a. describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations. b. describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with emphasis on the American Indian concept of land. c. identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders.

68 Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research - Have students research and create a Great Exchange Dinner Menu. The menu should include menu items whose recipes contain foods from the New World and Old World. 2. Multiple Perspectives - Using the activity, Age of Exploration or Invasion? have students evaluate why the Age of Exploration can also be considered an Age of Invasion depending on perspective. The lesson plan and materials can be accessed at: 3. Sources & Historic Record - Using all or part of the activity, Mapping the Past have students analyze and compare world maps from the medieval period, age of exploration, and/or the period of New World discoveries. The activity and links to historic maps are available at: Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art - Have students analyze Samuel de Champlain s 16?? And take notes on their observations, inferences, and questions. Once they have done this have them write a paragraph that answers this question: What does this map tell us about Samuel de Champlain and French settlement in Canada in the 17 th century? 2. Analytical Writing - Have students complete an explorer RAFT based on the following criteria: a. Role (Explorer Name) b. Audience (Sponsor of their Journey) c. Format Letter d. Topic Description of his voyages to the New World 3. Critical Reading -Read together Columbus s journal and highlight important parts. Fill out a mindlook with the thoughts/feelings of Christopher Columbus. You can access excerpts of Columbus journal here: 4. Public Speaking and Presenting - Have students research the life and experiences of an explorer and create a storyboard. The story board should include information: a. Country & Motivation b. Expedition Anecdotes c. Claims in North America d. Relationship with Native Americans Content Vocabulary Europe, North America, France, England, Spain, Portugal Empire, cooperation, competition, conflict, disease, trade Motivation, Economic (gold), religious (God, Christianity), Ghana, Mali, Songhai, West Africa, Sahara Desert, Niger River competition (glory), Obstacle Spain: England: Francisco Coronado - Southwest John Cabot France: Portugal:

69 Samuel de Champlain - Quebec, Robert La Salle - Mississippi River Valley West Africa USI.4 The student will demonstrate knowledge of European explorations in North America and West Africa by: a. describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations. Understandings Questions Knowledge Major European countries were in competition to extend their power into North America and claim the land as their own. Why did European countries compete for power in North America? What were the obstacles faced by the explorers? What were the accomplishments of the explorations? What regions of North America were explored and settled by France, England, and Spain? What regions were explored by Portugal? Motivations for the explorations Economic Gold, natural resources, and trade Religious Spread Christianity Competitions for empire and belief in superiority of own culture Obstacles to the explorations Poor maps and navigational tools Disease and starvation Fear of the unknown Lack of adequate supplies Accomplishments of the explorations Exchanged goods and ideas Improved navigational tools and ships Claimed territories (see countries below) Regions of North America explored by Spain, France, and England Spain: Francisco Coronado claimed the Southwest of the present-day United States for Spain. France: Samuel de Champlain established the French settlement of Québec. Robert La Salle claimed the Mississippi River Valley for France. England: John Cabot explored eastern Canada. Regions explored by Portugal The Portuguese made voyages of discovery along the coast of West Africa.

70 USI.4 The student will demonstrate knowledge of European explorations in North America and West Africa by: b. describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with emphasis on the American Indian concept of land. Understandings Questions Knowledge The interactions between American Indians and Europeans sometimes led to cooperation and other times resulted in conflict. How did the American Indians and Europeans interact with each other? Cultural interaction Spanish Conquered and enslaved American Indians Brought Christianity to the New World Brought European diseases to American Indians French Established trading posts Spread Christian religion English Established settlements and claimed ownership of land Learned farming techniques from American Indians Traded with American Indians American Indians Taught farming techniques to European settlers Believed that land was to be used and shared but not owned Areas of cooperation in economic interactions Europeans brought weapons and metal farm tools. Trade Crops Areas of conflict Land Competition for trade

71 Differences in cultures Diseases Language differences USI.4 The student will demonstrate knowledge of European explorations in North America and West Africa by: c. identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders. Understandings Questions Knowledge Ghana, Mali, and Songhai each dominated West Africa in sequence from 300 to 1600 A.D. African people and African goods played an important role in European interest in world resources. What was the importance of Ghana, Mali, and Songhai? Where were the empires of Ghana, Mali, and Songhai located? When did the empires of Ghana, Mali, and Songhai exist in Africa? Ghana, Mali, and Songhai dominated West Africa one after another from 300 to 1600 A.D. Ghana, Mali, and Songhai were located in the western region of Africa, south of the Sahara Desert, near the Niger River. Ghana, Mali, and Songhai became powerful by controlling trade in West Africa. How did West African empires impact European trade? The Portuguese carried goods from Europe to West African empires, trading metals, cloth, and other manufactured goods for gold.

72 US History to 1865: Settlement and Colonization Conceptual Lenses Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Choice and Consequence Students understand that individuals, groups, and societies make choices which have direct and indirect consequences Patterns & Relationships Students understand that patterns such as change and continuity or cause and effect occur across time and place Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students use geographic skills and a variety of sources to develop an understanding of how relationships between humans and their environment have changed over time Economic Systems Students recognize that people make choices based on the availability of human, natural and capital resources and understand that individuals make economic choices within a larger economic system Social Systems- Students understand that ideological, cultural, and institutional forces shape individual identity SOL USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by a. describing the religious and economic events and conditions that led to the colonization of America. b. describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment to produce goods and services, including examples of specialization and interdependence. c. describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, free African Americans, indentured servants, and enslaved African Americans. d. identifying the political and economic relationships between the colonies and Great Britain.

73 Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research - Have students research, design, and create a two-sided advertisement for one of the 13 colonies or one of the colonial regions. The front side of the advertisement should be an advertisement poster. On the back side should be classified adds for jobs, land for sale/grants, etc. 2. Multiple Perspectives - Use the lesson plan, The Slave Trade: Africa to teach students about the slave trade from the perspective of the African coast. The lesson plan and materials can be accessed at: 3. Sources & Historic Record - Have the students complete the case study Why Did the British Become Empire Builders in North America? This activity has students analyze 9 primary documents to better grasp the depth and breadth of Britain s involvement in North America beyond the 13 mainland colonies. Each source contains guiding questions and focus areas. Activity and sources are available at: /cs1/default.htm Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art - Have students use the National Archives Map Analysis worksheet to study the map, "A Map Describing the Situation of the Several Nations of Indians between South Carolina and the Mississippi River". (In Archer Butler Hulbert, The Crown Collection of Photographs of American Maps (Washington, 1873), series 3, volume 1, plates 7-8. Newberry Library call number: Ayer 136 H , vol. 1.) a. The map can be accessed and printed at: tawba_core.pdf b. The National Archives worksheet can be accessed and printed at: lysis_worksheet.pdf c. A complete lesson plan using the map can be found at: 2. Analytical Writing - Using the map, British Map of North America published in 1757 have students answer the question, Why did the British become Empire Builders in North America? or Why did Britain establish colonies in North America? Support your opinions using evidence from the map. 3. Critical Reading - Have student s read George Washington s survey, Land Survey for Daniel Osborne, Frederick County, Virginia, March 30, 1752 and respond to prepared guiding questions. The survey and guiding questions can be accessed at: 4. Public Speaking and Presenting - Which of the colonial regions was most important to the development of early North America? Have student pairs present each colony and argue for its importance. Allow student audience members to ask questions and vote on a colony s significance.

74 Colony, Roanoke Island, Jamestown, Plymouth, Separatists, Religious Persecution, Great Britain, Colonist, Colonial Governor, Colonial Legislature Massachusetts Bay Colony, Puritans Pennsylvania, Quakers Georgia, Debtors Resources (natural, capital, human) Specialization, interdependence Large Landowner, Farmer, Artisan, Women, Content Vocabulary New England (MA, RI, CT, NH), Town Meetings, Boston Harbor, Religious Freedom, Religious Toleration, skilled craftsmen, fishing, naval supplies, shipbuilding, shopkeepers, town meetings Mid-Atlantic (NY, PA, NJ, DE) livestock, grains, diverse lifestyles, diverse religions, market towns Southern (MD, VA, NC, SC, GA), plantation, slavery, tobacco, rice, cotton, indigo, agriculture, slavery, Church of England, counties Indentured Servant, Enslaved African American, Free African American USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by: a. describing the religious and economic events and conditions that led to the colonization of America. Understandings Questions Knowledge Colonies in North America were established for religious and economic reasons. Why did Europeans establish colonies in North America? Colonies and the reasons they were established Roanoke Island (Lost Colony) was established as an economic venture. Jamestown Settlement, the first permanent English settlement in North America (1607), was an economic venture by the Virginia Company. Plymouth Colony was settled by separatists from the Church of England who wanted to avoid religious persecution. Massachusetts Bay Colony was settled by the Puritans to avoid religious persecution. Pennsylvania was settled by the Quakers, who

75 wanted freedom to practice their faith without interference. Georgia was settled by people who had been in debtors prisons in England. They hoped to experience economic freedom and start a new life in the New World. USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by: b. describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment to produce goods and services, including examples of specialization and interdependence. Understandings Questions Knowledge Life in the colonies was shaped by the geographical features of the settlements. Economic specialization and interdependence existed among the colonies in the production of goods and services. How did climate, geographic features, and other available resources distinguish the three regions from each other? How did people use the natural resources of their region to earn a living? What are the benefits of specialization and trade? How did political and social life evolve in each of the three regions? Terms to know resources: natural, capital, or human specialization: Focusing on one or a few products interdependence: Two or more people depending on each other for goods and services Specialization caused the colonies to be interdependent. (See chart below.)

76 Colonies New England Mid- Atlantic Resources Natural resources: e.g., timber, fish, deep harbors Human resources: e.g., skilled craftsmen, shopkeepers, shipbuilders Capital resources: e.g., tools, buildings Natural Resources: e.g., rich farmlands, rivers Human resources: e.g., unskilled and skilled workers, fishermen Capital resources: e.g., tools, buildings Essential Knowledge Geography and Specialization Climate Appalachian Mountains, Boston harbor, hilly terrain, rocky soil, jagged coastline Moderate summers, cold winters Appalachian Mountains, coastal lowlands, harbors and bays Mild winters and moderate climate, wide and deep rivers Fishing, shipbuilding, naval supplies, metal tools and equipment Livestock, grains, fish Examples of Interdependence The New England colonies depended on the Southern colonies for crops such as tobacco, rice, cotton, and indigo, and for forest products such as lumber, tar, and pitch. They depended on the Mid- Atlantic colonies for livestock and grains. The Mid-Atlantic colonies traded with the Southern and New England colonies to get the products they did not produce. The Mid-Atlantic colonies depended on the Southern colonies for tobacco, rice, cotton, indigo, and forest products. They traded with the New England colonies for metal tools and equipment. Social/Political Villages and churches were centers of life. Religious reformers and separatists Civic life: town meetings Villages and cities, varied and diverse lifestyles, diverse religions Civic life: market towns

77 Southern Natural resources: e.g., fertile farmlands, rivers, harbors Human resources: e.g., farmers, enslaved African Americans Capital resources: e.g., tools, buildings Appalachian Mountains, Piedmont, Atlantic Coastal Plain, good harbors and rivers Humid climate with mild winters and hot summers Tobacco, rice, cotton, indigo, forest products (lumber, tar, pitch) The Southern colonies depended on the New England colonies for manufactured goods, including metal tools and equipment. They depended on the Mid-Atlantic colonies for grains and other agricultural products not plentiful in the South. Plantations (slavery), mansions, indentured servants, fewer cities, fewer schools, Church of England Civic life: counties USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by: c. describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, free African Americans, indentured servants, and enslaved African Americans. Understandings Questions Knowledge The colonies were made up of different groups of people whose lives varied greatly depending on their social position. How did people s lives vary among different social groups in colonial America? Large landowners Lived predominately in the South Relied on indentured servants and/or enslaved African Americans for labor Were educated in some cases Had rich social culture Farmers Worked the land according to the region Relied on family members for labor Artisans Worked as craftsmen in towns and on plantations Lived in small villages and cities Women Worked as caretakers, house-workers, and homemakers Were not allowed to vote Had few opportunities for getting an education Free African Americans

78 Were able to own land Had economic freedom and could work for pay and decide how to spend their money Were not allowed to vote Indentured servants Were men and women who did not have money for passage to the colonies and who agreed to work without pay for the person who paid for their passage Were free at the end of their contract Enslaved African Americans Were captured in their native Africa and sold to slave traders; then were shipped to the colonies where they were sold into slavery Were owned as property for life without any rights. Were often born into slavery (Children of enslaved African Americans were born into slavery.) USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by: d. identifying the political and economic relationships between the colonies and Great Britain. Understandings Questions Knowledge Great Britain established and attempted to maintain control over the colonies. England became Great Britain in the early 1700s. How did Great Britain impose political and economic control over the colonies? Economic relationships Great Britain imposed strict control over trade. Great Britain taxed the colonies after the French and Indian War. The colonies traded raw materials for goods made in Great Britain. Political relationships Colonists had to obey British laws, which were enforced by governors. Colonial governors were appointed by the king or by the proprietor. A colonial legislature made laws for each colony but was monitored by the colonial governor.

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80 US History to 1865: The Road to War and the American Revolution Conceptual Lenses Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict and Cooperation Students understand that individuals and societies choose cooperation or conflict, peace or war, isolation Choice and Consequence Students understand that individuals, groups, and societies make choices which have direct and indirect consequences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political Systems Students understand that the interplay among ideas, values, power, and leadership shape political systems and the rights they provide citizens Social Systems- Students understand that ideological, cultural, and institutional forces shape individual identity SOL USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution by a. identifying the issues of dissatisfaction that led to the American Revolution. b. identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence c. describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and Patrick Henry. d. explaining reasons why the colonies were able to defeat Great Britain.

81 Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research - Have students research and create a story board about key events/causes of the American Revolution. Topics should include: Proclamation of 1763, Stamp Act, Boston Massacre, Boston Tea Party, First Continental Congress, Battle of Lexington and Concord. 2. Multiple Perspectives - Have students join the jury of the Boston Massacre trial by completing the Net Simulation, Boston Massacre, You can access the simulation at: 3. Sources & Historic Record - Using the Lesson Plan, Lexington and Concord: A Legacy of Conflict have students explore a collection of primary sources to consider the battle through the eyes of patriots and loyalist. The full lesson plan and primary sources can be accessed at: 0Lesson%20Plan.pdf Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art - Have students analyze the political cartoon, The Bostonian s Paying the Excise-Man, or Tarring & Feathering. The image and guiding questions are available on pages 21 and 22 of the lesson plan, Trouble in Boston. eboston.pdf 2. Analytical Writing - Have students assume the role of either a member of the British Parliament or the Sons of Liberty and write a persuasive letter to the editor of an eighteenth century newspaper stating their views on the Boston Tea Party and the Coercive Acts. Select several students who have written letters from opposing viewpoints and have them read their letters to the class. 3. Critical Reading - Have students read Benjamin Franklin s testimony to Parliament against the Stamp Act and respond to prepared questions. A transcript of Franklin s testimony is available at: mp.htm A question frame tailored to the testimony can be downloaded at: %20Benjamin%20Franklin%20Testimony%20Questions.pdf 4. Public Speaking and Presenting - Assign groups of students to research, design, and present a RAFT that has them take on the role of patrons in a tavern discussing a key event/cause of the American Revolution. a. ROLE: TAVERN PATRONS b. AUDIENCE: CLASSMATES c. FORMAT: SKIT d. TOPIC: Proclamation of 1763, Stamp Act, Boston Massacre, Boston Tea Party, First Continental Congress, or Battle of Lexington and Concord (Assign one per

82 group) French and Indian War Stamp Act Taxation without Representation Proclamation of 1763 Parliament, France (Alliance), boycott Sons of Liberty Patriots and Loyalists King George III Lord Cornwallis George Washington Paul Revere Content Vocabulary Declaration of Independence (July 4, 1776), unalienable rights (life, liberty, the pursuit of happiness) Boston Massacre Boston Tea Party First Continental Congress Battles of Lexington and Concord Battle of Saratoga, Surrender at Yorktown Treaty of Paris (1783) John Adams Thomas Jefferson Patrick Henry Samuel Adams USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution by a. identifying the issues of dissatisfaction that led to the American Revolution. Understandings Questions Knowledge As Great Britain expanded control over the American colonies, many colonists became dissatisfied and rebellious. What steps did Great Britain take to increase control over its colonies? Why did many colonists become dissatisfied with Great Britain s control over the colonies? Great Britain s reasons for controlling the colonies Great Britain desired to remain a world power. In the American colonies, Great Britain s desire to remain a world power resulted in a conflict with the French known as the French and Indian War. Great Britain imposed taxes, such as the Stamp Act, to raise necessary revenue to pay the cost of the French and Indian War. Great Britain s reasons for taxation To help finance the French and Indian War To help finance the maintenance of British troops in the colonies Sources of colonial dissatisfaction

83 The colonies had no representation in Parliament. Some colonists resented the power of the colonial governors. Great Britain wanted strict control over colonial legislatures. The colonies opposed the British taxes. The Proclamation of l763, which followed the French and Indian War, restricted the western movement of settlers. USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution by b. identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence Understandings Questions Knowledge New political ideas led to a desire for independence and a democratic government in the American colonies. The Declaration of Independence proclaimed independence from Great Britain. It stated that people have natural (inherent) rights to life, liberty, and the pursuit of happiness. What ideas and/or philosophies about government were expressed in the Declaration of Independence? Key philosophies in the Declaration of Independence were based upon ideas first expressed by European philosophers. Key philosophies in the Declaration of Independence People have certain unalienable rights (rights that cannot be taken away) to life, liberty, the pursuit of happiness. People establish government to protect those rights. Government derives power from the people. People have a right and a duty to change a government that violates their rights.

84 USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution by c. describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and Patrick Henry. Understandings Questions Knowledge Many individuals played important roles in shaping events of the American Revolution. Who were some of the key individuals in the Revolutionary War? What role did key individuals play in the Revolutionary War? What were some of the key events that occurred during the Revolutionary War period? Key individuals King George III: British king during the Revolutionary era Lord Cornwallis: British general who surrendered at Yorktown John Adams: Championed the cause of independence George Washington: Commander of the Continental Army Thomas Jefferson: Major author of the Declaration of Independence Patrick Henry: Outspoken member of the House of Burgesses; inspired colonial patriotism with his Give me liberty or give me death speech Benjamin Franklin: Prominent member of the Continental Congress; helped frame the Declaration of Independence; helped gain French support for American independence Other important individuals Phillis Wheatley: Enslaved African American who wrote poems and plays supporting American independence and who eventually gained her freedom Paul Revere: Patriot who made a daring ride to warn colonists of British arrival Key events Boston Massacre: Colonists in Boston were shot after taunting British soldiers. Boston Tea Party: Samuel Adams and Paul Revere led patriots in throwing tea into Boston Harbor to protest tea taxes. First Continental Congress: Delegates from all colonies except Georgia met to discuss problems with Great Britain and to

85 promote independence. Battles at Lexington and Concord: The first armed conflicts of the Revolutionary War Approval of the Declaration of Independence: The colonies declared independence from Great Britain (July 4, 1776). Battle of Saratoga: This American victory was the turning point in the war. Surrender at Yorktown: This was the colonial victory over forces of Lord Cornwallis that marked the end of the Revolutionary War. Signing of the Treaty of Paris: Great Britain recognized American independence in this treaty. USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution by d. explaining reasons why the colonies were able to defeat Great Britain. Understandings Questions Knowledge Defense of the colonists own What advantages helped the Colonial advantages land, strong beliefs, and capable leadership contributed to the American colonists win the Revolutionary War? Some colonists defense of their own land, principles, and beliefs American victory in the Additional support from France Revolutionary War. Strong leadership

86 US History to 1865: A New Nation and the Early Republic Conceptual Lenses Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict and Cooperation Students understand that individuals and societies choose cooperation or conflict, peace or war, isolation Choice and Consequence Students understand that individuals, groups, and societies make choices which have direct and indirect consequences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political Systems Students understand that the interplay among ideas, values, power, and leadership shape political systems and the rights they provide citizens SOLs USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by: a. identifying the weaknesses of the government established by the Articles of Confederation. b. describing the historical development of the Constitution of the United States. c. describing the major accomplishments of the first five presidents of the United States.

87 Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research - Conduct a mock Constitutional Convention in your class. Task students with role playing one of the delegates to the Convention and assume the personality and interests of that delegate. Each student should research who their delegate was and how they felt about: representation, branches of government, and how enslaved African should be counted as part of the population. One free lesson plan describing how to run this lesson is available at: 2. Multiple Perspectives - Have students write a letter to George Washington, President of the Constitutional Convention from the viewpoint of a woman, American Indian, enslaved African, or a poor free man. The letter should address matters that they each group might have considered important that was not being dealt with by the Constitutional Convention. 3. Sources & Historic Record - Have the students complete the activity, We the People from the National Archives DocsTeach program. This lesson has students compare and contrast the initial draft of the Preamble to the Constitution and the final version that was sent forth by the Committee of Style. The activity is available at: If easier, simply print off a copy of the draft preamble and have students use the adopted preamble from their textbook. Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art - As a class or individually have students analyze the 7791 U.S. Treasury document to calculate Senators' rate of pay and the amount they were given per mile. This activity can be found at the following link: 2. Analytical Writing- Choose one amendment or one freedom from the Bill of Rights and write why it is important to you. Provide at least one example of how it affects your life and what your life would be like without it. 3. Critical Reading - Using a T-chart have the students compare and contrast the Articles of Confederation and the US Constitution by having them read excerpts of each document. The excerpts should demonstrate to students how each document dealt with*: a. Taxes b. Term Limits and Members of Congress c. How each document dealt with making amendments d. Note: You may add more differences if you d like. e. Documents can be accessed at: i. Articles of Confederation: p ii. The US Constitution: sp 4. Public Speaking and Presenting - Have students research, create and present a PPT presentation on the first five presidents of the United States. Each slide should include: a. A primary source relevant to each presidency (properly cited) b. 2-3 key points (sentences) about each president s term in office. c. Note: One outcome of this activity should be helping students better understand how to make good PPT

88 presentations that contain a good balance of text and images. Articles of Confederation Constitutional Convention The Constitution Philadelphia George Washington Federal System Republic Democracy Legislative Branch (Congress) Executive Branch (the President) Judicial Branch (The Supreme Court) Content Vocabulary Ratify The Bill of Rights The Virginia Declaration of Rights - George Mason The Virginia Statute for Religious Freedom - Thomas Jefferson Washington, DC John Adams Thomas Jefferson James Madison James Monroe Benjamin Banneker Two-Party System Louisiana Purchase Lewis and Clark Northeast Passge War of 1812 Monroe Doctrine USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by: a. identifying the weaknesses of the government established by the Articles of Confederation. Understandings Questions Knowledge The Articles of Confederation was a constitution written during the American Revolution to establish the powers of the new national government. What were the basic weaknesses of the Articles of Confederation? Articles of Confederation Provided for a weak national government Gave Congress no power to tax or regulate commerce among the states Provided for no common currency Gave each state one vote regardless of size Provided for no executive or judicial branches

89 USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by b. describing the historical development of the Constitution of the United States. Understandings Questions Knowledge The development of the Constitution of the United States was significant to the foundation of the American republic. What events led to the development of the Constitution of the United States? The Constitution of the United States of America established a federal system of government based on power being shared between the national and state governments. What people helped develop the Constitution of the United States? Confederation to Constitution Weaknesses in the Articles of Confederation led to the effort to draft a new constitution. The Constitutional Convention State delegates met in Philadelphia and decided not to revise the Articles of Confederation but to write a new constitution. George Washington was elected president of the Constitutional Convention. Delegates debated over how much power should be given to the new national government and how large and small states should be represented in the new government. The structure of the new national government included three separate branches of government: Legislative Executive Judicial The Great Compromise decided how many votes each state would have in the Senate and the House of Representatives. The Constitution was signed at the end of the convention. Ratification of the Constitution A minimum of nine of the thirteen states had to vote in favor of the Constitution before it could become law.

90 The Bill of Rights Based on the Virginia Declaration of Rights (George Mason) and the Virginia Statute for Religious Freedom (Thomas Jefferson) These first ten amendments to the Constitution provide a written guarantee of individual rights (e.g., freedom of speech, freedom of religion). USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by: c. describing the major accomplishments of the first five presidents of the United States. Understandings Questions Knowledge Congress and the first five presidents made decisions establishing a strong government that helped the nation grow in size and power. What major national issues and events did the first five presidents face? All of the first five presidents were Virginians except John Adams. Accomplishments during the first five presidencies George Washington Federal court system was established. The Bill of Rights was added to the Constitution of the United States of America. Plans were created for development of the national capital in Washington, D.C. Benjamin Banneker, an African American astronomer and surveyor, helped complete the design for the city. John Adams A two-party system emerged during his administration. Thomas Jefferson He bought Louisiana from France (Louisiana Purchase). Lewis and Clark explored new land west of the Mississippi River. James Madison The War of l812 caused European nations to gain respect for the United States. James Monroe

91 - He introduced the Monroe Doctrine warning European nations not to interfere in the Western Hemisphere.

92 US History to 1865: Westward Expansion and Road to Civil War Conceptual Lenses Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict and Cooperation Students understand that individuals and societies choose cooperation or conflict, peace or war, isolation Choice and Consequence Students understand that individuals, groups, and societies make choices which have direct and indirect consequences Innovation and Change Students understand that innovation shapes the growth and development of regions, governments, and societies Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Economic Systems Students recognize that people make choices based on the availability of human, natural and capital resources and understand that individuals make economic choices within a larger economic system Social Systems- Students understand that ideological, cultural, and institutional forces shape individual identity SOL USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by: a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California. b) identifying the geographic and economic factors that influenced the westward movement of settlers. c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America. d) identifying the main ideas of the abolitionist and women s suffrage movements. USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by: a. describing the cultural, economic, and constitutional issues that divided the nation. b. explaining how the issues of states rights and slavery increased sectional tensions.

93 Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research - Have students research, design, and create a timeline presentation that illustrates the causes of the American Civil War. Key events/individuals should include: Louisiana Purchase (and/or other territorial acquisitions), Missouri Compromise, Compromise of 1850, Fugitive Slave Law, Harriet Tubman (Underground Railroad), Kansas-Nebraska Act, and Election of Multiple Perspectives - New York Post editor John O Sullivan wrote in 1845, It is our manifest destiny to overspread and to possess the whole of the Continent which Providence has given us. What do you think O Sullivan meant by the words manifest destiny? How do you think these words would have made a settler feel? How do you think they would have made Native Ameican feel? 3. Sources & Historic Record - Use the lesson plan Singing West to utilize folk songs to teach students about the experiences of marginalized groups that settled in the American West. The groups covered in the lesson plan include: African American, Cherokee, Chinese, Irish, and Mormon. Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art- Have students analyze John Gast s image American Progress using the Library of Congress graphic organizer. a. You can access Gast s image at: b. You can access the graphic organizer at: esources/primary_source_analysis_tool.pdf 2. Analytical Writing -On June 17 th Republican lawyer Abraham Lincoln spoke to a state Republican convention in Springfield, Illinois. Here is part of his speech: A house divided against itself cannot stand. I believe this government cannot endure, permanently halve slave and half free. I do not expect the Union to be dissolved; I do not expect the house to fail; but I do expect it will cease to be divided. What did Lincoln mean when he said, A house divided cannot stand? Do you agree? Describe your reasoning. 3. Critical Reading - Have students read and answer questions about Fanny Moore s oral history of growing up in slavery. You can access her story and guiding questions at: nd_railroad/children.htm#slave-owners 4. Public Speaking and Presenting - Have students complete the structured academic controversy, Was John Brown a misguided fanatic? Materials can be accessed at

94 Louisiana Purchase, Lewis and Clark, Florida, Texas, Oregon, California, Mexico Abolitionist, Harriet Tubman, William Lloyd Garrison (The Liberator), Frederick Douglas (the North Star) Suffrage, Isabella Sojourner Truth, Susan B. Anthony, Elizabeth Cady Stanton Slavery, Tariffs, States Rights, Agricultural, Industrial Content Vocabulary California Gold Rush, canals (Erie Canal), Manifest Destiny, steamboat, overland trails (Santa Fe and Oregon), steam locomotive Inventor, entrepreneur, cotton gin, Eli Whitney, Jo Anderson, Cyrus McCormick, reaper, Robert Fulton. Missouri Compromise, Compromise of 1850, Fugitive Slave Law, Kansas-Nebraska Act, Election of 1860, Abraham Lincoln USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by: a. describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California. Understandings Questions Knowledge Between 1801 and 1861, exploration was encouraged as America underwent vast territorial expansion and settlement. What new territories became part of the United States between 1801 and 1861? New territories added to the United States after 1801 Louisiana Purchase Jefferson bought land from France (the Louisiana Purchase), which doubled the size of the United States. In the Lewis and Clark expedition, Meriwether Lewis and William Clark explored the Louisiana Purchase and the Oregon Territory from the Mississippi River to the Pacific Ocean. Florida Spain gave Florida to the United States through a treaty. Texas Texas was added to the United States after it

95 became an independent republic. Oregon The Oregon Territory was divided by the United States and Great Britain. California - War with Mexico resulted in California and the southwest territory becoming part of the United States. USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by: b. identifying the geographic and economic factors that influenced the westward movement of settlers Understandings Questions Knowledge Westward migration was influenced by geography and economic opportunity. What factors influenced westward migration? Geographic and economic factors that influenced westward movement Population growth in the eastern states Availability of cheap, fertile land Economic opportunity, e.g., gold (California Gold Rush), logging, farming, freedom (for runaway slaves) Cheaper and faster transportation, e.g., rivers and canals (Erie Canal), steamboats Knowledge of overland trails (Oregon and Santa Fe) Belief in the right of Manifest Destiny the idea that expansion was for the good of the country and was the right of the country

96 USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by: c. describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America. Understandings Prior to the Civil War, most industrialization in America was in the North; however, the equipment produced in the North had an impact on the farming society of the South. Questions How did inventions and entrepreneurs affect the lives of Americans? Knowledge Terms to know inventor: A person who is the first to think of or make something entrepreneur: A person who organizes resources to bring a new or better good or service to market in hopes of earning a profit New technologies and their impact on society The cotton gin was invented by Eli Whitney. It increased the production of cotton and thus increased the need for slave labor to cultivate and pick the cotton. Jo Anderson (an enslaved African American) and Cyrus McCormick worked to invent the reaper. McCormick was an entrepreneur who brought the reaper to market. The reaper increased the productivity of the American farmer. The steamboat was improved by the entrepreneur Robert Fulton. It eventually provided faster river transportation connecting Southern plantations and farms to Northern industries and Western territories.

97 The steam locomotive provided faster land transportation. USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by: d) identifying the main ideas of the abolitionist and women s suffrage movements. Understandings Questions Knowledge The abolitionists worked to end slavery. The women s suffrage movement helped women gain equal rights. What were the main ideas expressed by the abolitionists? What were the main ideas expressed during the women s suffrage movement? Abolitionist movement Most abolitionists demanded immediate freeing of the slaves. Abolitionists believed that slavery was wrong. Morally wrong Cruel and inhumane A violation of the principles of democracy Abolitionist leaders included both men and women. Harriet Tubman led hundreds of enslaved African Americans to freedom along the Underground Railroad. William Lloyd Garrison wrote the Liberator newspaper and worked for the immediate emancipation of all enslaved African Americans. Frederick Douglass wrote the North Star newspaper and worked for rights for African Americans and women to better their lives. Women s suffrage movement Supporters declared that All men and women are created equal. Supporters believed that women were deprived of basic rights: Denied the right to vote

98 Denied educational opportunities, especially higher education Denied equal opportunities in business Limited in the right to own property The movement was led by strong women who began their campaign before the Civil War and continued after the war had ended. Isabella (Sojourner) Truth, a former enslaved African American, was a nationally known advocate for equality and justice. Susan B. Anthony was an advocate to gain voting rights for women and equal rights for all. Elizabeth Cady Stanton played a leadership role in the women s rights movement. USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by: a) describing the cultural, economic, and constitutional issues that divided the nation Understandings Questions Knowledge Cultural, economic, and constitutional differences How did cultural, economic, and constitutional issues create bitter Issues that divided the nation Slavery between the North and the South eventually resulted in the Civil War. divisions between the North and the South? While there were several differences between the North and the South, the issues related to slavery increasingly divided the nation and led to the Civil War. Cultural issues The North was mainly an urban society in which people held jobs in cities. The South was primarily an agricultural society in which people lived in small villages and on farms and plantations. Because of their cultural differences, people of the North and South found it difficult to agree on social and political issues. Economic issues The North was a manufacturing region, and its people favored tariffs that protected factory

99 owners and workers from foreign competition. The South was largely agricultural. Southerners opposed tariffs that would cause prices of manufactured goods to increase. Planters were also concerned that Great Britain might stop buying cotton from the South if tariffs were added. Constitutional issues - A major conflict was states rights versus strong central government. USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by: b. explaining how the issues of states rights and slavery increased sectional tensions Understandings Questions Knowledge The South feared that the North would take control of Congress, and Southerners began to proclaim states rights as a means of self-protection. How did the issues of states rights and slavery increase sectional tension between the North and South? The North believed that the nation was a union that could not be divided. While the Civil War did not begin as a war to abolish slavery, issues surrounding slavery deeply divided the nation. Issues that divided the nation - An important issue separating the country related to the power of the federal government. Southerners believed that they had the power to declare any national law illegal. Northerners believed that the national government s power was supreme over that of the states. - Southerners felt that the abolition of slavery would destroy their region s economy. Northerners believed that slavery should be abolished for moral reasons. Compromises attempting to resolve differences - Missouri Compromise (1820): Missouri entered the Union as a slave state; Maine entered the Union as a free state.

100 - Compromise of l850: California entered the Union as a free state. Southwest territories would decide the slavery issue for themselves. - Kansas-Nebraska Act: People in each state would decide the slavery issue ( popular sovereignty ). Southern secession - Following Lincoln s election, the southern states seceded from the Union. - Confederate forces attacked Fort Sumter in South Carolina, marking the beginning of the Civil War. - Lincoln and many Northerners believed that the United States was one nation that could not be separated or divided. - Most Southerners believed that the states had freely created and joined the union and could freely leave it.

101 US History to 1865: The Civil War Conceptual Lenses Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict and Cooperation Students understand that individuals and societies choose cooperation or conflict, peace or war, isolation Choice and Consequence Students understand that individuals, groups, and societies make choices which have direct and indirect consequences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political Systems Students understand that the interplay among ideas, values, power, and leadership shape political systems and the rights they provide citizens SOLs USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by c) identifying on a map the states that seceded from the Union and those that remained in the Union; d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Stonewall Jackson, and Frederick Douglass in events leading to and during the war; e) using maps to explain critical developments in the war, including major battles; f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans.

102 Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research- Have students research, design, and create an annotated timeline of the key events of the Civil War. Items on the timeline should include: Formation of the Confederate States of America, Fort Sumter, Battle of Manassas (Bull Run), Emancipation Proclamation, Battle of Vicksburg, Battle of Gettysburg, Gettysburg Address, Appomattox Court House 2. Multiple Perspectives - Use the lesson plan The Emancipation Proclamation through Different Eyes to have students consider and answer the question, How did different segments of the American population view the Emancipation Proclamation? The lesson plan and materials can be accessed at: 3. Sources & Historic Record - Have students complete the activity, What else was happening during the Civil War? While completing this chronological sort students gain a better understanding about the many, seemingly unrelated, events that happened simultaneously during this time period, and that historical eras are not solely focused on one type of historical topic. The activity can be accessed at: Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art - Have students complete the activity, Civil War 3-D Photography which is available from the Civil War Trust, In this activity students critically analyze a variety of images while responding to open-ended and focus questions. The lesson plan is accessible at: 2. Analytical Writing - Have students read Robert E. Lee s resignation letter to General Winfield Scott. After reading it have them respond to the following prompt: Write a brief essay describing your reaction to Lee s decision. In your essay explain your views about Lee s decision. Do you agree, disagree, or have mixed feelings about his decision? What would you have done if you had been Robert E. Lee? Why? 3. Critical Reading - As a class or individually read the Gettysburg Address. While reading the address ask students to consider and then respond to the following question. How does this speech make you feel? Tell whether or not you think it s a good speech and why? What do you think makes a good speech? 4. Public Speaking and Presenting - In pairs have students research, design, and create a 1-minute movie about the American Civil War. The movie should contain images, primary sources, narration, and appropriate background music.

103 Confederate States of America: Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, Tennessee, Texas, Virginia Border States (slave states) Delaware, Maryland, Missouri, Kentucky Content Vocabulary Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Stonewall Jackson, Frederick Douglass Clara Barton (American Red Cross), Discrimination, Segregation, Robert Smalls Free States California, New Hampshire, Connecticut, New Jersey, Illinois, New York, Indiana, Ohio, Iowa, Oregon, Kansas, Pennsylvania, Maine, Rhode Island, Massachusetts, Vermont, Michigan, West Virginia, Minnesota, Wisconsin Fort Sumter, Battle of Manassas (Bull Run), Emancipation Proclamation, Battle of Vicksburg, Battle of Gettysburg, Gettysburg Address, Appomattox Court House Blockade, Savannah, Charleston, New Orleans Richmond, Washington, D.C.

104 USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by: c) identifying on a map the states that seceded from the Union and those that remained in the Union; Understandings Questions Knowledge Southern states that were Which states seceded from the States that seceded from the Union dependent upon labor-intensive Union? Alabama North Carolina cash crops seceded from the Arkansas South Carolina Union. Northernmost slave states Which four slave states stayed in Florida Tennessee (border states) and free states the Union? Georgia Texas stayed in the Union. Louisiana Virginia Where were the other states that Mississippi remained in the Union located? States that remained in the Union Border states (slave states) Delaware Maryland Kentucky Missouri Free states California New Hampshire Connecticut New Jersey Illinois New York Indiana Ohio Iowa Oregon Kansas Pennsylvania Maine Rhode Island Massachusetts Vermont Michigan West Virginia* Minnesota Wisconsin *Note: Western counties of Virginia that refused to secede from the Union

105 USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by: d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Stonewall Jackson, and Frederick Douglass in events leading to and during the war; Understandings Questions Knowledge Lincoln and Lee were men who represented views of the nature of the United States that were very different; such views led to an unavoidable conflict. Who are considered leaders of the Civil War? How did Lincoln s view of the nature of the Union differ from Lee s? Roles of Civil War leaders Abraham Lincoln Was president of the United States Opposed the spread of slavery Issued the Emancipation Proclamation Determined to preserve the Union, by force if necessary Believed the United States was one nation, not a collection of independent states Wrote the Gettysburg Address that said the Civil War was to preserve a government of the people, by the people, and for the people. Jefferson Davis Was president of the Confederate States of America Ulysses S. Grant Was general of the Union army that defeated Lee Robert E. Lee Was leader of the Army of Northern Virginia Was offered command of the Union forces at the beginning of the war, but chose not to fight against Virginia Opposed secession, but did not believe the Union should be held together by force Urged Southerners to accept defeat at the end of the war and reunite as Americans when some wanted to fight on Thomas Stonewall Jackson Was a skilled Confederate general from Virginia

106 Frederick Douglass - Was an enslaved African American who escaped to the North and became an abolitionist USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by e) using maps to explain critical developments in the war, including major battles; Understandings Questions Knowledge Location and topography were critical elements influencing important developments in the Civil War, including major battles. Where did critical events of the Civil War take place? Where were the major battles fought? What are the ways location and topography influence important developments in the war, including major battles? Major battles and events The firing on Fort Sumter, S.C., began the war. The first Battle of Manassas (Bull Run) was the first major battle. The signing of the Emancipation Proclamation made freeing the slaves the new focus of the war. Many freed African Americans joined the Union army. The Battle of Vicksburg divided the South; the North controlled the Mississippi River. The Battle of Gettysburg was the turning point of the war; the North repelled Lee s invasion. Lee s surrender to Grant at Appomattox Court House in 1865 ended the war. Influence of location and topography on critical developments in the war The Union blockade of southern ports (e.g., Savannah, Charleston, New Orleans) Control of the Mississippi River (e.g., Vicksburg) Battle locations influenced by the struggle to capture capital cities (e.g., Richmond; Washington, D.C.) Control of the high ground (e.g., Gettysburg)

107 USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by: f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans Understandings Questions Knowledge Life on the battlefield and on the home front was extremely harsh. Many soldiers died from disease and exposure. What hardships were experienced during the Civil War? How did the Civil War change the lives of soldiers, women, and slaves? General effects of the war Family members were often pitted against one another, as were friends against friends. As the war went on, Southern troops became increasingly younger and more poorly equipped and clothed. Much of the South was devastated at the end of the war (e.g., burning of Atlanta and Richmond). Disease was a major killer. Clara Barton, a Civil War nurse, created the American Red Cross. Combat was brutal and often man-to-man. Women were left to run businesses in the North and farms and plantations in the South. The collapse of the Confederacy made Confederate money worthless. Effects of the war on African Americans African Americans fought in the Union army. Some African Americans accompanied Confederate units in the field. The Confederacy used enslaved African Americans as ship workers, laborers, cooks, and camp workers. The Union moved to enlist African American sailors and soldiers during the war. African American soldiers were paid less than white soldiers.

108 African American soldiers were discriminated against and served in segregated units under the command of white officers. Robert Smalls, an African American sailor and later a Union naval captain, was highly honored for his feats of bravery and heroism. He became a Congressman after the war.

109 ACPS Curriculum Framework US History 1865 to the Present Systems: Economic, Social, Political/ Civic The Emergence of Modern America Choice & Consequence Conflict & Cooperation Innovation & Change Patterns & Relationships Sample Unit Organization 1. Reconstructions & Westward Expansion 2. Industrialization, Urbanization & Immigration 3. Progressivism and Response to Jim Crow 4. Imperialism and World War I s and Great Depression 6. World War II 7. The Cold War

110 8. America after World War II ACPS Concepts with Grade Level Essential Standards 8. Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. a. Conflict & Cooperation: Understand that individuals and societies choose cooperation or conflict, peace or war, isolation or interaction. b. Innovation & Change: Innovation shapes the growth and development of regions, governments, and societies c. Choice & Consequence: Understand that individuals, groups, and societies make choices which have direct and indirect consequences d. Patterns & Relationships: Understand that patterns such as change and continuity or cause and effect occur across time and place 9. Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. a. Economic: Recognize that people make choices based on the availability of human, natural and capital resources and understand that individuals make economic choices within a larger economic system b. Political: Understand that ideological, cultural, and institutional forces shape individual identity c. Geographic: Use geographic skills and a variety of sources to develop an understanding of how relationships between humans and their environment have changed over time d. Political/Civic: Understand that the interplay among ideas, values, power, and leadership shape political systems and the rights they provide citizens ACPS History and Social Science Processes with Grade Level Essential Standards Historical Method/ Investigation & Inquiry: 1. Historical Thinking & Research - Use research skills to gather information from a variety of sources to answer focused questions and investigate a given of topic 2. Multiple Perspectives - Understand that events in the past and present are perceived differently by individuals based on their own background Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art - Interpret information from visual sources to defend a position 2. Analytical Writing - Be able to convey understanding and position on a topic by writing extended pieces in a variety of formats such as historical fiction, narrative, journal entry, or formal five paragraph essay

111 3. Sources & Historic Record - Using both primary and secondary sources, compare and contrast information or positions from several sources and evaluate them for reliability, accuracy and relevance 3. Critical Reading - Examine and interpret primary and secondary source documents to compare and contrast information or position 4. Public Speaking and Presenting - Report on a topic or present an opinion, sequencing ideas logically and using appropriate facts details to support main ideas or themes. Speak clearly at an understandable pace. Use formal English when appropriate to task and situation. US History 1865 to the Present: Reconstruction & Westward Expansion Conceptual Lenses Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students use geographic skills and a variety of sources to develop an understanding of how relationships between humans and their environment have changed over time Political Systems Students understand that the interplay among ideas, values, power, and leadership shape political systems and the rights they provide citizens SOLs USII.2- The student will use maps, globes, photographs, pictures, or tables for: a. Explaining how physical features and climate influenced the westward movement of people. c. Locating the 50 states and the cities most significant to the historical development of the United States. USII.3- The student will demonstrate knowledge of the effect of Reconstruction on American life by: a. Analyzing the impact of the 13 th, 14 th, and 15 th Amendment to the Constitution of the United States of America. b. Describing the impact of Reconstruction policies on the South and the North c. Describing the legacy of Abraham Lincoln, Robert E. Lee, and Frederick Douglass. USII.4- The student will demonstrate knowledge of how life changed after the Civil War by: a. Identifying the reasons for Westward Expansion, including its impact on American Indian. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: Communication Skills:

112 1. Historical Thinking & Research Have students research the legacy of Lincoln, Lee and Frederick Douglass 2. Multiple Perspectives Have students examine both Native American beliefs and settlers beliefs about land ownership and describe how the differing beliefs could lead to conflict. 3. Sources & Historic Record Have students look at patents related to inventions and adaptation related to moving west and describe the impact of the environment had on technological developments 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Have students analyze population charts, Railroad maps, and Pictures from the time period to interpret reason why people moved west and what life out west was like 2. Analytical Writing Have students write an essay defending or criticizing the United States interactions with the Native Americans 3. Critical Reading Have students read articles and accounts of the Battle of Wounded Knee and discuss the factors that could lead to different interpretations of the events. 4. Public Speaking and Presenting - Have students participate in a philosophical chairs discussion debating the pros and cons of various Reconstruction Policies Regions Reconstruction Jim Crow Content Vocabulary Amendments Carpetbaggers Treaties Citizenship Civil Rights Act of 1866 USII.2- The student will use maps, globes, photographs, pictures, or tables for: a. Explaining how physical features and climate influenced the westward movement of people. Understandings Questions Knowledge During the nineteenth century, people s perceptions and use of the Great Plains changed. Technological advances allowed people to live in more challenging How did people s perceptions and use of the Great Plains change after the Civil War? How did people adapt to life in challenging environments? Physical features and climate of the Great Plains Flatlands that rise gradually from east to west Land eroded by wind and water Low rainfall Frequent dust storms Because of new technologies, people saw the Great Plains not as a treeless wasteland but as a vast area

113 environments. to be settled. Inventions and adaptations Barbed wire Steel plows Dry farming Sod houses Beef cattle raising Wheat farming Windmills Railroads USII.2- The student will use maps, globes, photographs, pictures, or tables for: c. Locating the 50 states and the cities most significant to the historical development of the United States. Understandings Questions Knowledge A state is an example of a political region. States may be grouped as part of different regions, depending upon the criteria used. Cities serve as centers of trade and have political, economic, and/or cultural significance. What is one way of grouping the 50 states? What are some examples of cities that historically have had political, economic, and/or cultural significance to the development of the United States? States grouped by region Northeast: Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New York, New Jersey, Pennsylvania Southeast: Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas Midwest: Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota Southwest: Texas, Oklahoma, New Mexico, Arizona

114 Rocky Mountains: Colorado, Utah, Nevada, Montana, Wyoming, Idaho Pacific: Washington, Oregon, California Noncontiguous: Alaska, Hawaii Cities Northeast: New York, Boston, Pittsburgh, Philadelphia Southeast: Washington, D.C., Atlanta, New Orleans Midwest: Chicago, St. Louis, Detroit Southwest: San Antonio, Santa Fe Western (Rocky Mountains): Denver, Salt Lake City Pacific: San Francisco, Los Angeles, Seattle Noncontiguous: Juneau, Honolulu USII.3- The student will demonstrate knowledge of the effect of Reconstruction on American life by: a. Analyzing the impact of the 13 th, 14 th, and 15 th Amendment to the Constitution of the United States of America. Understandings The 13th, 14th, and 15th Amendments to the Constitution of the United Questions What are the basic provisions of the 13th, 14th, and 15th Amendments to Knowledge Basic provisions of the Amendments The 13th Amendment bans slavery in the United States and all of its territories. The 14th Amendment grants citizenship to all persons

115 States of America address the issues of slavery and guarantee equal protection under the law for all citizens. the Constitution of the United States? born in the United States and guarantees them equal protection under the law. The 15th Amendment ensures all citizens the right to vote regardless of race, color, or previous condition of servitude. These three amendments guarantee equal protection under the law for all citizens. USII.3- The student will demonstrate knowledge of the effect of Reconstruction on American life by: b. Describing the impact of Reconstruction policies on the South and the North Understandings The Reconstruction policies were harsh and created problems in the South. Reconstruction attempted to give meaning to the freedom that former enslaved African Americans had achieved. Questions What were the Reconstruction policies for the South? Knowledge Reconstruction policies and problems Southern military leaders could not hold office. African Americans could hold public office. African Americans gained equal rights as a result of the Civil Rights Act of 1866, which also authorized the use of federal troops for its enforcement. Northern soldiers supervised the South. The Freedmen s Bureau was established to aid former enslaved African Americans in the South. Southerners resented Northern carpetbaggers, who took advantage of the South during Reconstruction. Southern states adopted Black Codes to limit the economic and physical freedom of former slaves. End of Reconstruction Reconstruction ended in 1877 as a result of a compromise over the outcome of the election of Federal troops were removed from the South. Rights that African Americans had gained were lost through Jim Crow laws. USII.3 - The student will demonstrate knowledge of the effect of Reconstruction on American life by:

116 c. Describing the legacy of Abraham Lincoln, Robert E. Lee, and Frederick Douglass. Understandings Questions Knowledge The actions of Abraham Lincoln, Robert E. Lee, and Frederick Douglass created lasting impacts. What were the lasting impacts of the actions of Abraham Lincoln, Robert E. Lee, and Frederick Douglass? Abraham Lincoln Reconstruction plan calling for reconciliation Preservation of the Union was more important than punishing the South Robert E. Lee Urged Southerners to reconcile with Northerners at the end of the war and reunite as Americans when some wanted to continue to fight Became president of Washington College, which is now known as Washington and Lee University Frederick Douglass Fought for adoption of constitutional amendments that guaranteed voting rights Was a powerful voice for human rights and civil liberties for all

117 USII.4- The student will demonstrate knowledge of how life changed after the Civil War by: a. Identifying the reasons for Westward Expansion, including its impact on American Indian. Understandings Questions Knowledge New opportunities and technological advances led to westward migration following the Civil War. Why did westward expansion occur after the Civil War? How did the lives of American Indians change with western expansion? Reasons for increase westward expansion Opportunities for land ownership Technological advances, including the Transcontinental Railroad Possibility of obtaining wealth, created by the discovery of gold and silver Desire for adventure Desire for a new beginning for former enslaved African Americans Impact on American Indians Opposition by American Indians to westward expansion (Battle of Little Bighorn, Sitting Bull, Geronimo) Forced relocation from traditional lands to reservations (Chief Joseph, Nez Percé) Reduced population through warfare and disease (Battle of Wounded Knee) Assimilation attempts and lifestyle changes (e.g., reduction of buffalo population) Reduced their homelands through treaties that were broken

118 US History 1865 to the Present: Industrialization, Urbanization & Immigration Conceptual Lenses Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict and Cooperation Students understand that individuals and societies choose cooperation or conflict, peace or war, isolation. Innovation and Change Students understand that innovation shapes the growth and development of regions, governments, and societies. Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Economic Systems Students recognize that people make choices based on the availability of human, natural and capital resources and understand that individuals make economic choices within a larger economic system. SOLs USII.2 - The student will use maps, globes, photographs, pictures, or tables for: b. explaining the relationships among natural resources, transportation, and industrial development after USII.4 - The student will demonstrate knowledge of how life changed after the Civil War by: b. explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion. c. describing racial segregation, the rise of Jim Crow, and other constraints faced by African Americans and other groups in the post-reconstruction South. d. explaining the impact of new inventions, the rise of big business, the growth of industry, and life on American farms. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research Have students research new inventions during the time period of industrialization and urbanization its impact on the growth and development of the United States. Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Have student examine, explore, and interpret maps related to Industrialization and Urbanization and make connections related to locations of certain industries.

119 2. Multiple Perspectives Have students read various first hand accounts of immigrating to the United States and discuss whether the accounts match current beliefs. 3. Sources & Historic Record Have students review and examine the process of Ellis Island and the arrival immigrants to America. 2. Analytical Writing Have students write an editorial on the conditions of African Americans living during the Jim Crow Era in the South 3. Critical Reading Have students read essays and works by both Booker T. Washington and W.E.B. Dubois and compare and contrast their approach towards equality 4. Public Speaking and Presenting Have students participate in a Socratic Seminar evaluating the arguments of Booker T. Washington and W.E.B. DuBois and discussing the best path towards equality for African Americans Natural Resources Urbanization Oppressive Government Political Machines Rural Raw Materials Content Vocabulary Manufacturing Industrialization Tenements and Ghettos Racial Segregation Urban Production Immigration Specialized Industries Settlement Houses Discrimination Vocational Mechanization USII.2 - The student will use maps, globes, photographs, pictures, or tables for: a. explaining the relationships among natural resources, transportation, and industrial development after Understandings Questions Knowledge Advances in transportation linked resources, products, and markets. Manufacturing areas were clustered near centers of population. How did advances in transportation link resources, products, and markets? What are some examples of manufacturing areas that were located near centers of population? Transportation resources Moving natural resources (e.g., copper, lead) to eastern factories Moving iron ore deposits to sites of steel mills (e.g., Pittsburgh) Transporting finished products to national markets Examples of manufacturing areas Textile industry: New England

120 Automobile industry: Detroit Steel industry: Pittsburgh USII.4 - The student will demonstrate knowledge of how life changed after the Civil War by: b. explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion. Understandings Questions Knowledge Population changes, growth of cities, and new inventions produced interaction and often conflict between different cultural groups. Population changes, growth of cities, and new inventions produced problems in urban areas. Why did immigration increase? Why did cities grow and develop? What challenges faced Americans as a result of these social and technological changes? Reasons for the increase in immigration Hope for better opportunities Desire for religious freedom Escape from oppressive governments Desire for adventure Reasons why cities grew and developed Specialized industries, including steel (Pittsburgh) and meat packing (Chicago) Immigration to America from other countries Movement of Americans from rural to urban areas for job opportunities Rapid industrialization and urbanization led to

121 overcrowded immigrant neighborhoods and tenements. Efforts to solve immigration problems Settlement houses, such as Hull House founded by Jane Addams Political machines that gained power by attending to the needs of new immigrants (e.g., jobs, housing) Discrimination against immigrants Chinese Irish Challenges faced by cities Tenements and ghettos Political corruption (political machines) USII.4 - The student will demonstrate knowledge of how life changed after the Civil War by: c. describing racial segregation, the rise of Jim Crow, and other constraints faced by African Americans and other groups in the post-reconstruction South. Understandings Questions Knowledge Discrimination against African Americans continued after Reconstruction. Jim Crow laws institutionalized a system of legal segregation. African Americans differed What is racial segregation? How were African Americans discriminated against? How did African Americans respond to discrimination Racial segregation Based upon race Directed primarily against African Americans, but other groups also were kept segregated American Indians were not considered citizens until Jim Crow laws

122 in their responses to discrimination and Jim Crow. and Jim Crow? Passed to discriminate against African Americans Made discrimination practices legal in many communities and states Were characterized by unequal opportunities in housing, work, education, and government African American responses Booker T. Washington: Believed equality could be achieved through vocational education; accepted social segregation W.E.B. DuBois: Believed in full political, civil, and social rights for African Americans. USII.4 - The student will demonstrate knowledge of how life changed after the Civil War by: d. explaining the impact of new inventions, the rise of big business, the growth of industry, and life on American farms. Understandings Questions Knowledge Between the Civil War and World War I, the United States was transformed from an agricultural What inventions created great change and industrial growth in the United States? Inventions that contributed to great change and industrial growth Electric lighting and mechanical uses of electricity

123 to an industrial nation. Inventions had both positive and negative effects on society. What created the rise in big business? What factors caused the growth of industry? How did industrialization and the rise in big business influence life on American farms? (Thomas Edison) Telephone service (Alexander Graham Bell) Reasons for the rise and prosperity of big business National markets created by transportation advances Captains of industry (John D. Rockefeller, oil; Andrew Carnegie, steel; Cornelius Vanderbilt, shipping and railroads) Advertising Lower-cost production Factors that resulted in growth of industry Access to raw materials and energy Availability of work force due to immigration Inventions Financial resources Examples of big business Railroads Oil Steel Postwar changes in farm and city life Mechanization (e.g., the reaper) reduced farm labor needs and increased production. Industrial development in cities created increased labor needs. Industrialization provided new access to consumer goods (e.g., mail order). US History 1865 to the Present: Progressivism and Response to Jim Crow Conceptual Lenses

124 Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict and Cooperation Students understand that individuals and societies choose cooperation or conflict, peace or war, isolation Choice and Consequence Students understand that individuals, groups, and societies make choices which have direct and indirect consequences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Social Systems- Students understand that ideological, cultural, and institutional forces shape individual identity SOL USII.4 The student will demonstrate knowledge of how life changed after the Civil War by: b. explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion. c. describing racial segregation, the rise of Jim Crow, and other constraints faced by African Americans and other groups in the post-reconstruction South. e. describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women s suffrage, and the temperance movement. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research Have students research and create a timeline depicting the change in workers rights from the late 1800s to present day. 2. Multiple Perspectives Have students compare and contrast the workers viewpoints to the factory owners and Captains of Industry with regard to pay and working conditions. 3. Sources & Historic Record Have students view documents related to live in the south during Jim Crow including both the white perspective as well as the African American perspective and discuss how the experiences and opinions can be so different Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Use the work of Lewis Hines and other images to have student interpret and analyze the working and living conditions of the time period. 2. Analytical Writing Have students write persuasive essays/articles lobbying the government for programs to help with the poor living conditions of the time period. 3. Critical Reading Have students read articles related to the living conditions in the tenement and ghettos comparing and contrasting the responses of Jane Addams to Boss Tweed 4. Public Speaking and Presenting - Have students participate in a Socratic Seminar exploring the responsibilities of citizens to help each other out using the

125 work of Jane Addams as an example. Progressivism Women s Suffrage Strikes Content Vocabulary Temperance Movement 19 th Amendment Labor Unions Prohibition 20 th Amendment USII.4- The student will demonstrate knowledge of how life changed after the Civil War by: b. Explaining the reasons for the increase in immigration, growth of cities, new inventions and challenges arising from this expansion. Understandings Questions Knowledge Population changes, growth of cities, and new inventions produced interaction and often conflict between different cultural groups. Population changes, growth of cities, and new inventions produced problems in urban areas. Why did immigration increase? Why did cities grow and develop? What challenges faced Americans as a result of these social and technological changes? Reasons for the increase in immigration Hope for better opportunities Desire for religious freedom Escape from oppressive governments Desire for adventure Reasons why cities grew and developed Specialized industries, including steel (Pittsburgh) and meat packing (Chicago) Immigration to America from other countries Movement of Americans from rural to urban areas for job opportunities Rapid industrialization and urbanization led to overcrowded immigrant neighborhoods and tenements. Efforts to solve immigration problems Settlement houses, such as Hull House founded by Jane Addams Political machines that gained power by attending to the needs of new immigrants (e.g., jobs, housing) Discrimination against immigrants

126 Chinese Irish Challenges faced by cities Tenements and ghettos Political corruption (political machines) USII.4 The student will demonstrate knowledge of how life changed after the Civil War by: c. describing racial segregation, the rise of Jim Crow, and other constraints faced by African Americans and other groups in the post-reconstruction South. Understandings Discrimination against African Americans continued after Reconstruction. Jim Crow laws institutionalized a system of legal segregation. African Americans differed in their responses to discrimination and Jim Crow. Questions What is racial segregation? How were African Americans discriminated against? How did African Americans respond to discrimination and Jim Crow? Knowledge Racial segregation Based upon race Directed primarily against African Americans, but other groups also were kept segregated American Indians were not considered citizens until Jim Crow laws Passed to discriminate against African Americans Made discrimination practices legal in many communities and states Were characterized by unequal opportunities in housing, work, education, and government African American responses Booker T. Washington: Believed equality could be achieved through vocational education; accepted social segregation W.E.B. DuBois: Believed in full political, civil, and social rights for African Americans.

127 USII.4- The student will demonstrate knowledge of how life changed after the Civil War by: e. Describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women s suffrage, and the temperance movement. Understandings The effects of industrialization led to the rise of organized labor and important workplace reforms. Questions How did the reforms of the Progressive Movement change the United States? How did workers respond to the negative effects of industrialization? Knowledge Negative effects of industrialization Child labor Low wages, long hours Unsafe working conditions Rise of organized labor Formation of unions: Growth of American Federation of Labor Strikes: Aftermath of Homestead Strike Progressive Movement workplace reforms Improved safety conditions Reduced work hours Placed restrictions on child labor Women s suffrage Increased educational opportunities Attained voting rights Women gained the right to vote with passage of the 19th Amendment to the Constitution of the

128 United States of America. Susan B. Anthony and Elizabeth Cady Stanton worked for women s suffrage. Temperance movement Composed of groups opposed to the making and consuming of alcohol Supported the 18th Amendment to the Constitution of the United States, prohibiting the manufacture, sale, and transport of alcoholic beverages US History 1865 to the Present: Imperialism and World War I Conceptual Lenses Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict and Cooperation Students understand that individuals and societies choose cooperation or conflict, peace or war, isolation Innovation and Change Students understand that innovation shapes the growth and development of regions, governments, and societies Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students use geographic skills and a variety of sources to develop an understanding of how relationships between humans and their environment have changed over time Economic Systems Students recognize that people make choices based on the availability of human, natural and capital resources and understand that individuals make economic choices within a larger economic system SOL USII.5 - The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by: a. Explaining reasons for and the results of the Spanish American War b. Describing Theodore Roosevelt s impact on the foreign policy of the United States c. Explaining the reasons for the United States involvement in World War I and its international leadership role at the conclusion of the war.

129 Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research Have students examine and review the opinions related to the causes of the Sinking of the U.S.S. Maine to explore how history changes over time with regard to access to information. 2. Multiple Perspectives Have students compare and contrast various points of view regarding the involvement of the United States in WWI (Various immigrant groups, business owners, political leaders, etc.) 3. Sources & Historic Record - Have student look at data related to the Spanish American War to look for accuracy of news reports during that time period. Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Have students interpret maps and data related to WWI to develop a better understanding of the causes of the war with regard to alliances and financial ties. 2. Analytical Writing Have students consider the question: When is it appropriate for a nation to go to war with other nations? 3. Critical Reading Have students read primary source articles and documents related to the Spanish American War to identify uses of both Yellow Journalism and Propaganda 4. Public Speaking and Presenting Have student debate whether or not the United States should get involved in World War I. Yellow Journalism Roosevelt Corollary Militarism Neutrality League of Nations Content Vocabulary Propaganda Big Stick Diplomacy Alliances Isolationism Treaty of Versailles Monroe Doctrine Nationalism Imperialism 14 Points USII.5- The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by: a. Explaining reasons for and the results of the Spanish American War Understandings Questions Knowledge The United States emerged as a world power as a result of victory What were the reasons for the Spanish American War? Reasons for the Spanish American War Protection of American business interests in Cuba

130 over Spain in the Spanish American War. Economic interests and public opinion often influence United States involvement in international affairs. What were the results of the Spanish American War? American support of Cuban rebels to gain independence from Spain Rising tensions between Spain and the United States as a result of the sinking of the USS Maine in Havana Harbor Exaggerated news reports of events (yellow journalism) Results of the Spanish American War The United States emerged as a world power. Cuba gained independence from Spain. The United States gained possession of the Philippines, Guam, and Puerto Rico. USII.5- The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by: b. Describing Theodore Roosevelt s impact on the foreign policy of the United States Understandings Questions Knowledge Roosevelt expanded the Monroe Doctrine as a way to prevent European involvement in the affairs of Latin American countries. What were Theodore Roosevelt s foreign polices? What was Theodore Roosevelt s impact on the foreign policy of the United States? The Roosevelt Corollary to the Monroe Doctrine Asserted the United States right to interfere in the economic matters of other nations in the Americas Claimed the United States right to exercise international police power Advocated Big Stick Diplomacy (building the Panama Canal). USII.5 - The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by: c. Explaining the reasons for the United States involvement in World War I and its international leadership role at the conclusion of the war. Understandings Questions Knowledge The United States involvement in World War I ended a long What were the reasons for the United States becoming involved Reasons for United States involvement in World War I

131 tradition of avoiding involvement in European conflicts and set the stage for the United States to emerge as a global superpower later in the twentieth century. There were disagreements about the extent to which the United States should participate in world affairs. in World War I? Who were the Allies? Who were the Central Powers? In what ways did the United States provide international leadership at the conclusion of the war? Inability to remain neutral German submarine warfare: Sinking of the Lusitania United States economic and political ties to Great Britain The Zimmermann Telegram Major Allied Powers British Empire France Russia Serbia Belgium United States Central Powers German Empire Austro-Hungarian Empire Bulgaria Ottoman Empire United States leadership as the war ended At the end of World War I, President Woodrow Wilson prepared a peace plan known as the Fourteen Points that called for the formation of the League of Nations, a peacekeeping organization. The United States decided not to join the League of Nations because the United States Senate failed to ratify the Treaty of Versailles. US History 1865 to the Present: 1920s and Great Depression Conceptual Lenses: Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies.

132 Patterns & Relationships Students understand that patterns such as change and continuity or cause and effect occur across time and place Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Economic Systems Students recognize that people make choices based on the availability of human, natural and capital resources and understand that individuals make economic choices within a larger economic system SOL USII.6- The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by: a. Explaining how developments in factory and labor productivity and transportation (including the use of the automobile), communication, and electrification changed American life. b. Describing the social and economic changes that took place, including prohibition and the Great Migration north and west. c. Examining art, literature, and music from 1920s and 1930s, emphasizing Langston Hughes, Duke Ellington, and Georgia O Keeffe and including the Harlem Renaissance. d. Identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt s New Deal. Social Studies Essential Standards Skill Builder Resources

133 Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research - Have students research and explore the conditions of farmers during the 1920s to explore the question of: Were the conditions in the 1920s accurately represented by mainstream culture? 2. Multiple Perspectives Have students compare and contrast the works of W.E.B. DuBois, Langston Hughes, Jacob Lawrence, and Booker T. Washington, and draw conclusions about the African American experience during the 1920s and 1930s 3. Sources & Historic Record Have students read primary source accounts of African Americans during the Great Migration North to determine if their goals were met by locating to a different place. Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Have students examine and interpret major works of art during the Harlem Renaissance and Jazz Age and explore how they are a representation of the 1920s 2. Analytical Writing Have students review primary source documents, images, and make suggestions on how the government could resolve/help people during the Great Depression 3. Critical Reading Have students review documents and data related to the New Deal and evaluate its effectiveness in accomplishing the goals of the FDRs Administration 4. Public Speaking and Presenting Have students select a piece of artwork or artist during the 1920s and present on how their work accurately depicts the time period. Mobility Electrification Migrant workers Over-speculation New Deal Social Security Farm Assistance Programs Content Vocabulary Suburbs Cultural Climate Harlem Renaissance Federal Reserve Federal Work Programs Labor Rights Mechanization Jazz Age Great Migration Tariffs Environmental Improvement Programs

134 USII.6- The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by: a. Explaining how developments in factory and labor productivity and transportation (including the use of the automobile), communication, and electrification changed American life. Understandings Technology extended progress into all areas of American life, including neglected rural areas. Questions How was social and economic life in the early twentieth century different from that in the late nineteenth century? What factors increased factory and labor productivity? Knowledge Results of improved transportation brought about by affordable automobiles Greater mobility Creation of jobs Growth of transportation-related industries (road construction, oil, steel, automobile) Movement to suburban areas Invention of the airplane The Wright brothers Use of the assembly line Henry Ford, automobile Rise of mechanization Communication changes Increased availability of telephones Development of the radio and broadcast industry Development of the movies Ways electrification changed American life Labor-saving products (e.g., washing machines, electric stoves, water pumps) Electric lighting Entertainment (e.g., radio) Improved communications

135 USII.6- The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by: b. Describing the social economic changes that took place, including prohibition and the Great Migration north and west. Understandings Reforms in the early twentieth century could not legislate how all people behaved. Economic conditions and violence led to the migration of people. Questions What was prohibition, and how effective was it? Why did African Americans migrate to northern cities? What were the economic changes during the early twentieth century? Knowledge Prohibition was imposed by a constitutional amendment that made it illegal to manufacture, transport, and sell alcoholic beverages. Results of prohibition Speakeasies were created as places for people to drink alcoholic beverages. Bootleggers made and smuggled alcohol illegally and promoted organized crime. Repealed by the 21st Amendment. Great Migration north and west Jobs for African Americans in the South were scarce and low paying. African Americans faced discrimination and violence in the South. African Americans moved to cities in the North and Midwest in search of better employment opportunities. African Americans also faced discrimination and violence in the North and Midwest.

136 USII.6- The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by: c. Examining art, literature, and music from 1920s and 1930s, emphasizing Langston Hughes, Duke Ellington, and Georgia O Keeffe and including the Harlem Renaissance. Understandings Questions Knowledge The 1920s and 1930s were important decades for American art, literature, and music. The leaders of the Harlem Renaissance drew upon the heritage of African American culture to establish themselves as powerful forces for cultural change. Who were the leaders in art, literature, and music during the 1920s and 1930s? What were the contributions of these leaders? How did the Harlem Renaissance influence American life? Cultural climate of the 1920s and 1930s Art: Georgia O Keeffe, an artist known for urban scenes and, later, paintings of the Southwest Literature: F. Scott Fitzgerald, a novelist who wrote about the Jazz Age of the 1920s; John Steinbeck, a novelist who portrayed the strength of poor migrant workers during the 1930s Music: Aaron Copland and George Gershwin, composers who wrote uniquely American music Harlem Renaissance African American artists, writers, and musicians based in Harlem revealed the freshness and variety of African American culture. Art: Jacob Lawrence, a painter who chronicled the experiences of the Great Migration through art

137 Literature: Langston Hughes, a poet who combined the experiences of African and American cultural roots Music: Duke Ellington and Louis Armstrong, jazz musicians; Bessie Smith, a blues singer The popularity of these artists spread beyond Harlem to the rest of society. USII.6- The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by: d. Identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt s New Deal. Understandings Questions Knowledge

138 The optimism of the 1920s concealed problems in the American economic system and attitudes about the role of government in controlling the economy. The Great Depression had a widespread and severe impact on American life. Franklin Roosevelt s New Deal used government programs to help the nation recover from the Depression. What were the causes of the Great Depression? How were the lives of Americans affected by the Great Depression? What were the major features of the New Deal? Causes of the Great Depression People over-speculated on stocks, using borrowed money that they could not repay when stock prices crashed. The Federal Reserve failed to prevent the collapse of the banking system. High tariffs discouraged international trade. Impact on Americans A large number of banks and other businesses failed. One-fourth of workers were without jobs. Large numbers of people were hungry and homeless. Farmers incomes fell to low levels. Major features of the New Deal Social Security Federal work programs Environmental improvement programs Farm assistance programs Increased rights for labor

139 US History 1865 to the Present: World War II Conceptual Lenses: Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict and Cooperation Students understand that individuals and societies choose cooperation or conflict, peace or war, isolation Innovation and Change Students understand that innovation shapes the growth and development of regions, governments, and societies Choice and Consequence Students understand that individuals, groups, and societies make choices which have direct and indirect consequences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political Systems Students understand that the interplay among ideas, values, power, and leadership shape political systems and the rights they provide citizens SOL USII.7- The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by: a. Identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor b. Locating and describing the major events and turning points of the war in Europe and the Pacific c. Describing the impact of World War II on the home front. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research - 2. Multiple Perspectives - 3. Sources & Historic Record - Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Have students analyze and interpret images and war propaganda to analyze how the United States was impacted on the home front. 2. Analytical Writing Have students explain what they considered was the most significant battle of World War II 3. Critical Reading Have students read 4. Public Speaking and Presenting -

140 Political Conditions Fascism Axis Powers Aryan Supremacy Conserving and Rationing Content Vocabulary Economic Conditions Dictators Holocaust Concentration Camp Internment Camps Inflation Allies Anti-Semitism Rosie the Riveter USII.7- The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by: a. Identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor Understandings Questions Knowledge Political and economic conditions in Europe following World War I led to the rise of fascism and to World War II. The rise of fascism threatened peace in Europe and Asia. As conflict grew in Europe and Asia, American foreign policy evolved from neutrality to direct involvement. How did post-world War I Europe set the stage for World War II? How did the rise of fascism affect world events following World War I? How did American policy toward events in Europe and Asia change over time? Causes of World War II Political instability and economic devastation in Europe resulting from World War I: Worldwide depression High war debt owed by Germany High inflation Massive unemployment Rise of Fascism: Fascism is political philosophy in which total power is given to a dictator and individual freedoms are denied and nationalism and, often, racism are emphasized. Fascist dictators included Adolf Hitler (Germany), Benito Mussolini (Italy), and Hideki Tojo (Japan). These dictators led the countries that became known as the Axis Powers. The Allies Democratic nations (the United States, Great Britain, Canada) were known as the Allies. The Soviet Union joined the Allies after being invaded by Germany.

141 Allied leaders included Franklin D. Roosevelt and, later, Harry S. Truman (United States), Winston Churchill (Great Britain), and Joseph Stalin (Soviet Union). Gradual change in American policy from neutrality to direct involvement Isolationism (Great Depression, legacy of World War I) Economic aid to Allies Direct involvement in the war War in the Pacific Rising tension developed between the United States and Japan because of Japanese aggression in East Asia. On December 7, 1941, Japan attacked the United States at Pearl Harbor without warning. The United States declared war on Japan. Germany declared war on the United States. USII.7- The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by: b. Locating and describing the major events and turning points of the war in Europe and the Pacific Understandings Despite initial Axis success in both Europe and the Pacific, the Allies persevered and ultimately defeated Germany and Japan. The Holocaust is an example of prejudice and discrimination taken to the Questions What were the major events and turning points of World War II? What was the Holocaust? Knowledge Major events and turning points of World War II Germany invaded Poland, setting off war in Europe. The Soviet Union also invaded Poland and the Baltic nations. Germany invaded France and captured Paris. Germany bombed London, and the Battle of Britain began. The United States gave Britain war supplies and

142 extreme. old naval warships in return for military bases in Bermuda and the Caribbean (Lend Lease). Japan bombed Pearl Harbor. After Japan bombed Pearl Harbor, Germany declared war on the United States. The United States declared war on Japan and Germany. The United States was victorious over Japan in the Battle of Midway. This victory was the turning point of the war in the Pacific. Germany invaded the Soviet Union. The Soviet Union defeated Germany at Stalingrad, marking the turning point of the war in Eastern Europe. American and other Allied troops landed in Normandy, France, on D-Day to begin the liberation of Western Europe. The United States dropped two atomic bombs on Japan (Hiroshima and Nagasaki) in 1945, forcing Japan to surrender and ending World War II. The Holocaust Anti-Semitism Aryan supremacy Systematic attempt to rid Europe of all Jews Tactics: Boycott of Jewish stores Threats Segregation Imprisonment and killing of Jews and others in concentration camps and death camps Liberation by Allied forces of Jews and others who survived in concentration camps USII.7- The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by: c. Describing the impact of World War II on the home front.

143 Understandings World War II affected every aspect of American life. Americans were asked to make sacrifices in support of the war effort and the ideals for which Americans fought. Questions How did Americans at home support the war effort? What effect did the war have on race relations in America? Knowledge American involvement in World War II brought an end to the Great Depression. Factories and workers were needed to produce goods to win the war. Thousands of American women took jobs in defense plants during the war (e.g., Rosie the Riveter). Americans at home supported the war by conserving and rationing resources. The need for workers temporarily broke down some racial barriers (e.g., hiring in defense plants), although discrimination against African Americans continued. While many Japanese Americans served in the armed forces, others were treated with distrust and prejudice, and many were forced into internment camps.

144 US History 1865 to the Present: The Cold War Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict and Cooperation Students understand that individuals and societies choose cooperation or conflict, peace or war, isolation Choice and Consequence Students understand that individuals, groups, and societies make choices which have direct and indirect consequences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political Systems Students understand that the interplay among ideas, values, power, and leadership shape political systems and the rights they provide citizens SOL USII.8- The student will demonstrate knowledge of economic, social, and political transformation of the United States and the world between the end of the World War II and the present by: a. Describing the rebuilding of Europe and Japan after World War II, the emergence of the United States as a superpower, and the establishment of the United Nations. c. Identifying the role of America s military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading 4. Public Speaking and Presenting Content Vocabulary

145 Marshall Plan Communism Ideology Warsaw Pact Iron Curtain Occupation United Nations Capitalism NATO Berlin Wall Democracy Dictatorial Cold War Containment Domino Theory USII.8- The student will demonstrate knowledge of economic, social, and political transformation of the United States and the world between the end of the World War II and the present by: a. Describing the rebuilding of Europe and Japan after World War II, the emergence of the United States as a superpower, and the establishment of the United Nations. Understandings Learning from the mistakes of the past, the United States accepted its role as a world superpower, helping to rebuild Europe and Japan and taking the leading role in establishing the United Nations. Questions How did the United States help rebuild postwar Europe and Japan? Knowledge Much of Europe was in ruins following World War II. Soviet forces occupied most of Eastern and Central Europe and the eastern portion of Germany. The United States felt it was in its best interest to help rebuild Europe and prevent political and economic instability. Rebuilding efforts The United States instituted George C. Marshall s plan to rebuild Europe (the Marshall Plan), which provided massive financial aid to rebuild European economies and prevent the spread of communism. Germany was partitioned into East and West Germany. West Germany became democratic and resumed self-government after a few years of American, British, and French occupation. East Germany remained under the domination of the Soviet Union and did not adopt democratic institutions. Following its defeat, Japan was occupied by American forces. It soon adopted a democratic form of

146 government, resumed self-government, and became a strong ally of the United States. Establishment of the United Nations The United Nations was formed near the end of World War II to create a body for the nations of the world to try to prevent future global wars. USII.8- The student will demonstrate knowledge of economic, social, and political transformation of the United States and the world between the end of the World War II and the present by: c. Identifying the role of America s military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges. Understandings The United States and the Soviet Union emerged from World War II as world powers, triggering a rivalry over ideology and national security. Since World War II, the United States has been directly involved in various conflicts that reflected the divisions created by Cold War tensions and hostilities. The tension between the free world and the communist world caused divisiveness at home and abroad. Questions How and why did the Cold War begin? What have been the major conflicts and confrontations involving America in the post- World War II era? How did Cold War tensions cause divisiveness at home? How did communism collapse in Europe? How were the challenges after the Cold War different Knowledge Terms to know Cold War: The state of tension without actual fighting between the United States and the Soviet Union, which divided the world into two camps Origins of the Cold War Differences in goals and ideologies between the United States and the Soviet Union (the two superpowers). The United States was democratic and capitalist; the Soviet Union was dictatorial and communist. The Soviet Union s domination over Eastern European countries American policy of containment (to stop the spread of communism) North Atlantic Treaty Organization (NATO) versus

147 The Cold War was the central organizing principle in foreign affairs for 40 years. from earlier challenges? Warsaw Pact Major conflicts in the post-world War II era South Korea and the United States resisted Chinese and North Korean aggression. The conflict ended in a stalemate. The Cuban Missile Crisis occurred when the Soviet Union placed missiles in Cuba. The Soviets removed the missiles in response to a U.S. blockade of Cuba. The United States intervened to stop the spread of communism into South Vietnam (Domino Theory). Americans were divided over whether the United States should be involved militarily in Vietnam. The conflict ended in a cease-fire agreement in which U.S. troops withdrew. Collapse of communism in Europe Breakup of the Soviet Union into independent countries Destruction of the Berlin Wall New challenges Role of United States military intervention Environmental challenges Global issues, including trade, jobs, diseases, energy

148 US History 1865 to the Present: America after World War II Conceptual Lenses Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Innovation and Change Students understand that innovation shapes the growth and development of regions, governments, and societies Choice and Consequence Students understand that individuals, groups, and societies make choices which have direct and indirect consequences Patterns & Relationships Students understand that patterns such as change and continuity or cause and effect occur across time and place Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Economic Systems Students recognize that people make choices based on the availability of human, natural and capital resources and understand that individuals make economic choices within a larger economic system Social Systems- Students understand that ideological, cultural, and institutional forces shape individual identity Political Systems Students understand that the interplay among ideas, values, power, and leadership shape political systems and the rights they provide citizens SOL USII.8- The student will demonstrate knowledge of economic, social and political transformation of the United States and the world between the end of the World War II and the present by: b. Describing the conversion from wartime to peacetime economy. d. Describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities. e. Describing how international trade and globalization have impacted American Life? USII.9- The student will demonstrate knowledge of national and international issues during the second half of the twentieth and early twenty-first centuries by: a. Examining the Civil Rights Movements and the changing role of women. b. Describing the development of new technologies in communication, entertainment, and business and their impact on American life. c. Identifying how individual citizens from the time period influenced America scientifically, culturally, academically, and economically. d. Examining American foreign policy, immigration, the global environment, and other emerging issues.

149 Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading 4. Public Speaking and Presenting Wartime Economy Labor Unions Globalization Brown vs. Board of Education Freedom Riders Voting Rights Act of 1965 Globalization Content Vocabulary Peacetime Economy Baby Boom Outsourcing Passive Resistance Sit-Ins NOW Regional Variation Credit G.I Bill of Rights Plessy v. Ferguson Bus Boycott Civil Rights Act of 1964 Equal Rights Amendment Global Pandemics USII.8- The student will demonstrate knowledge of economic, social and political transformation of the United States and the world between the end of the World War II and the present by: b. Describing the conversion from wartime to peacetime economy. Understandings Questions Knowledge Following World War II, What contributed to the Reasons for rapid growth of the American

150 Americans prospered due to an expanding economy stimulated by America s involvement in the war. prosperity of Americans following World War II? economy following World War II With rationing of consumer goods over, businesses converted from production of war materials to consumer goods. Americans purchased goods on credit. The work force shifted back to men, and most women returned full time to family responsibilities. Labor unions merged and became more powerful; workers gained new benefits and higher salaries. As economic prosperity continued and technology boomed, the next generation of women entered the labor force in large numbers. USII.8- The student will demonstrate knowledge of economic, social and political transformation of the United States and the world between the end of the World War II and the present by: d. Describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities. Understandings Questions Knowledge Changing patterns in American society since the end of World War II changed the way most Americans lived and worked. What factors led to changing patterns of society in the post- World War II era? What policies and programs expanded educational and employment opportunities for the military, women, and minorities? Factors leading to changing patterns in United States society Strong economy (healthy job market, increased productivity, increased demand for American products) Greater investment in education The Baby Boom, which led to changing demographics Interstate highway system Evolving role of women (expected to play a supporting role in the family while increasingly working outside the home) Role of Eleanor Roosevelt in expanding human rights African Americans aspirations for equal opportunities

151 Policies and programs expanding educational and employment opportunities G.I. Bill of Rights gave educational, housing, and employment benefits to veterans. Truman desegregated the armed forces. Civil Rights legislation led to increased educational, economic, and political opportunities for women and minorities. USII.8- The student will demonstrate knowledge of economic, social and political transformation of the United States and the world between the end of the World War II and the present by: e. Describing how international trade and globalization have impacted American Life. Understandings Questions Knowledge Between the end of World War II and the present, the world has been marked by an increase in globalization and interdependence. How has globalization impacted American life? Globalization is the linking of nations through trade, information, technologies, and communication. Globalization involves increased integration of different societies. Impact of globalization on American life Improvement of all communications (e.g., travel, telecommunications, Internet) Availability of a wide variety of foreign-made goods and services Outsourcing of jobs USII.9- The student will demonstrate knowledge of national and international issues during the second half of the twentieth and early twenty-first centuries by: a. Examining the Civil Rights Movements and the changing role of women. Understandings Questions Knowledge

152 The Civil Rights Movement resulted in legislation that ensured constitutional rights to all citizens of the United States regardless of race. Women activists were inspired by the achievements of the Civil Rights Movement and took action to gain equality for women, particularly in the workplace. What were some effects of segregation on American society? How did the African American struggle for equality become a mass movement? How did the law support the struggle for equality for African Americans? How were women disadvantaged in the workplace? What actions were taken to improve conditions for women? Some effects of segregation Separate educational facilities and resources for white and African American students Separate public facilities (e.g., restrooms, drinking fountains, restaurants) Social isolation of races Civil Rights Movement Opposition to Plessy v. Ferguson: Separate but equal Brown v. Board of Education: Desegregation of schools Martin Luther King, Jr.: Passive resistance against segregated facilities; I have a dream speech Rosa Parks: Montgomery bus boycott Organized protests, Freedom Riders, sit-ins, marches Expansion of the National Association for the Advancement of Colored People (NAACP) Civil Rights Act of 1964 Voting Rights Act of 1965 Changing role of women Workplace disadvantages: Discrimination against women in hiring practices Lower wages for women than for men doing the same job Improved conditions: National Organization for Women (NOW) Federal legislation to force colleges to give women equal athletic opportunities The Equal Rights Amendment, despite its failure, and a focus on equal opportunity employment created a wider range of options and advancement for women in business and public service.

153 USII.9- The student will demonstrate knowledge of national and international issues during the second half of the twentieth and early twenty-first centuries by: b. Describing the development of new technologies in communication, entertainment, and business and their impact on American life. Understandings After the war, Americans turned their energies to the development of peacetime technologies. New technologies in communication, entertainment, and business have dramatically affected American life. Questions Which industries benefited the most from the new technologies? What impact did new technologies have on American life? How have new technologies in communication, entertainment, and business affected American life? Knowledge Industries benefiting from new technologies Airline industry (jet engine) Automobile industry and interstate highway system Entertainment and news media industries Exploration of space Computer industry Satellite systems, telecommunications (pagers, cell phones, television) Internet Impact of new technologies on American life Increased domestic and international travel for business and pleasure Greater access to news and other information Cheaper and more convenient means of communication Greater access to heating and air-conditioning improved the quality of life and encouraged population growth in certain areas of the country. Decreased regional variation resulting from nationwide access to the same entertainment and information provided by national television and radio programming, Internet services, and computer games USII.9- The student will demonstrate knowledge of national and international issues during the second half of the twentieth and early twenty-first centuries by: c. Identifying how individual citizens from the time period influenced America scientifically,

154 culturally, academically, and economically. Understandings Representative citizens have influenced America scientifically, culturally, academically, and economically. Questions How have representative citizens influenced America scientifically, culturally, academically, and economically? Knowledge Science Charles Drew: Medicine (plasma) J. Robert Oppenheimer: Physics (Manhattan Project team) Culture Frank Lloyd Wright: Architecture Martha Graham: Dance Academics Henry Louis Gates: History Maya Angelou: Literature Economics Bill Gates: Computer technology (Microsoft) Ray Kroc: Franchising (McDonald s) USII.9- The student will demonstrate knowledge of national and international issues during the second half of the twentieth and early twenty-first centuries by: d. Examining American foreign policy, immigration, the global environment, and other emerging issues. Understandings American foreign policy, immigration policies, energy policies, and environmental policies Questions How have American foreign policy, immigration policies, energy policies, and environmental policies Knowledge Foreign policy Increase in terrorist activities Conflicts in the Middle East Changing relationships with nations

155 affect people both in the United States and in other countries. affected people both in the United States and in other countries? Immigration Changing immigration patterns (e.g., Hispanic Americans, Asian Americans) More people want to immigrate to the United States than are allowed by law. Global environment Policies to protect the environment Global climate change Conservation of water and other natural resources Other issues Energy issues (dependence on foreign oil) World health issues (global pandemics) ACPS Curriculum Framework US History 1865 to the Present Systems: Economic, Social, Political/ Civic The Emergence of Modern America Choice & Consequence Conflict & Cooperation Innovation & Change Patterns & Relationships

156 Sample Unit Organization 9. Reconstructions & Westward Expansion 10. Industrialization, Urbanization & Immigration 11. Progressivism and Response to Jim Crow 12. Imperialism and World War I s and Great Depression 14. World War II 15. The Cold War 16. America after World War II ACPS Concepts with Grade Level Essential Standards

157 10. Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. a. Conflict & Cooperation: Understand that individuals and societies choose cooperation or conflict, peace or war, isolation or interaction. b. Innovation & Change: Innovation shapes the growth and development of regions, governments, and societies c. Choice & Consequence: Understand that individuals, groups, and societies make choices which have direct and indirect consequences d. Patterns & Relationships: Understand that patterns such as change and continuity or cause and effect occur across time and place 11. Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. a. Economic: Recognize that people make choices based on the availability of human, natural and capital resources and understand that individuals make economic choices within a larger economic system b. Political: Understand that ideological, cultural, and institutional forces shape individual identity c. Geographic: Use geographic skills and a variety of sources to develop an understanding of how relationships between humans and their environment have changed over time d. Political/Civic: Understand that the interplay among ideas, values, power, and leadership shape political systems and the rights they provide citizens ACPS History and Social Science Processes with Grade Level Essential Standards Historical Method/ Investigation & Inquiry: 4. Historical Thinking & Research - Use research skills to gather information from a variety of sources to answer focused questions and investigate a given of topic 5. Multiple Perspectives - Understand that events in the past and present are perceived differently by individuals based on their own background 6. Sources & Historic Record - Using both primary and secondary sources, compare and contrast information or positions from several sources and evaluate them for reliability, accuracy and relevance Communication Skills: 5. Using Visual Sources: Charts, Graphs, Photos, Maps & Art - Interpret information from visual sources to defend a position 6. Analytical Writing - Be able to convey understanding and position on a topic by writing extended pieces in a variety of formats such as historical fiction, narrative, journal entry, or formal five paragraph essay 7. Critical Reading - Examine and interpret primary and secondary source documents to compare and contrast information or position 8. Public Speaking and Presenting - Report on a topic or present an opinion, sequencing ideas logically and using appropriate facts details to support main ideas or themes. Speak clearly at an understandable pace. Use formal English when appropriate to task and situation.

158 US History 1865 to the Present: Reconstruction & Westward Expansion Conceptual Lenses Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students use geographic skills and a variety of sources to develop an understanding of how relationships between humans and their environment have changed over time Political Systems Students understand that the interplay among ideas, values, power, and leadership shape political systems and the rights they provide citizens SOLs USII.2- The student will use maps, globes, photographs, pictures, or tables for: b. Explaining how physical features and climate influenced the westward movement of people. c. Locating the 50 states and the cities most significant to the historical development of the United States. USII.3- The student will demonstrate knowledge of the effect of Reconstruction on American life by: d. Analyzing the impact of the 13 th, 14 th, and 15 th Amendment to the Constitution of the United States of America. e. Describing the impact of Reconstruction policies on the South and the North f. Describing the legacy of Abraham Lincoln, Robert E. Lee, and Frederick Douglass. USII.4- The student will demonstrate knowledge of how life changed after the Civil War by: d. Identifying the reasons for Westward Expansion, including its impact on American Indian. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 4. Historical Thinking & Research Have students research the legacy of Lincoln, Lee and Frederick Douglass 5. Multiple Perspectives Have students examine both Native American beliefs and settlers beliefs about land ownership and describe how the differing beliefs could lead to conflict. 6. Sources & Historic Record Have students look at patents related to inventions and adaptation related to moving west and Communication Skills: 5. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Have students analyze population charts, Railroad maps, and Pictures from the time period to interpret reason why people moved west and what life out west was like 6. Analytical Writing Have students write an essay defending or criticizing the United States interactions with the Native Americans 7. Critical Reading Have students read articles and accounts of

159 describe the impact of the environment had on technological developments the Battle of Wounded Knee and discuss the factors that could lead to different interpretations of the events. 8. Public Speaking and Presenting - Have students participate in a philosophical chairs discussion debating the pros and cons of various Reconstruction Policies Regions Reconstruction Jim Crow Content Vocabulary Amendments Carpetbaggers Treaties Citizenship Civil Rights Act of 1866 USII.2- The student will use maps, globes, photographs, pictures, or tables for: e. Explaining how physical features and climate influenced the westward movement of people. Understandings Questions Knowledge During the nineteenth century, people s perceptions and use of the Great Plains changed. Technological advances allowed people to live in more challenging environments. How did people s perceptions and use of the Great Plains change after the Civil War? How did people adapt to life in challenging environments? Physical features and climate of the Great Plains Flatlands that rise gradually from east to west Land eroded by wind and water Low rainfall Frequent dust storms Because of new technologies, people saw the Great Plains not as a treeless wasteland but as a vast area to be settled. Inventions and adaptations Barbed wire Steel plows Dry farming Sod houses Beef cattle raising Wheat farming

160 Windmills Railroads USII.2- The student will use maps, globes, photographs, pictures, or tables for: c. Locating the 50 states and the cities most significant to the historical development of the United States. Understandings Questions Knowledge A state is an example of a political region. States may be grouped as part of different regions, depending upon the criteria used. Cities serve as centers of trade and have political, economic, and/or cultural significance. What is one way of grouping the 50 states? What are some examples of cities that historically have had political, economic, and/or cultural significance to the development of the United States? States grouped by region Northeast: Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New York, New Jersey, Pennsylvania Southeast: Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas Midwest: Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota Southwest: Texas, Oklahoma, New Mexico, Arizona Rocky Mountains: Colorado, Utah, Nevada, Montana, Wyoming, Idaho Pacific: Washington, Oregon, California Noncontiguous: Alaska, Hawaii Cities Northeast: New York, Boston, Pittsburgh, Philadelphia Southeast: Washington, D.C., Atlanta, New Orleans Midwest: Chicago, St. Louis, Detroit Southwest: San Antonio, Santa Fe

161 Western (Rocky Mountains): Denver, Salt Lake City Pacific: San Francisco, Los Angeles, Seattle Noncontiguous: Juneau, Honolulu USII.3- The student will demonstrate knowledge of the effect of Reconstruction on American life by: d. Analyzing the impact of the 13 th, 14 th, and 15 th Amendment to the Constitution of the United States of America. Understandings The 13th, 14th, and 15th Amendments to the Constitution of the United States of America address the issues of slavery and guarantee equal protection under the law for all citizens. Questions What are the basic provisions of the 13th, 14th, and 15th Amendments to the Constitution of the United States? Knowledge Basic provisions of the Amendments The 13th Amendment bans slavery in the United States and all of its territories. The 14th Amendment grants citizenship to all persons born in the United States and guarantees them equal protection under the law. The 15th Amendment ensures all citizens the right to vote regardless of race, color, or previous condition of servitude. These three amendments guarantee equal protection under the law for all citizens.

162 USII.3- The student will demonstrate knowledge of the effect of Reconstruction on American life by: e. Describing the impact of Reconstruction policies on the South and the North Understandings The Reconstruction policies were harsh and created problems in the South. Reconstruction attempted to give meaning to the freedom that former enslaved African Americans had achieved. Questions What were the Reconstruction policies for the South? Knowledge Reconstruction policies and problems Southern military leaders could not hold office. African Americans could hold public office. African Americans gained equal rights as a result of the Civil Rights Act of 1866, which also authorized the use of federal troops for its enforcement. Northern soldiers supervised the South. The Freedmen s Bureau was established to aid former enslaved African Americans in the South. Southerners resented Northern carpetbaggers, who took advantage of the South during Reconstruction. Southern states adopted Black Codes to limit the economic and physical freedom of former slaves. End of Reconstruction Reconstruction ended in 1877 as a result of a compromise over the outcome of the election of Federal troops were removed from the South. Rights that African Americans had gained were lost through Jim Crow laws. USII.3 - The student will demonstrate knowledge of the effect of Reconstruction on American life by: f. Describing the legacy of Abraham Lincoln, Robert E. Lee, and Frederick Douglass. Understandings The actions of Abraham Lincoln, Robert E. Lee, and Frederick Douglass created lasting impacts. Questions What were the lasting impacts of the actions of Abraham Lincoln, Robert E. Lee, and Frederick Knowledge Abraham Lincoln Reconstruction plan calling for reconciliation Preservation of the Union was more important than punishing the South Robert E. Lee

163 Douglass? Urged Southerners to reconcile with Northerners at the end of the war and reunite as Americans when some wanted to continue to fight Became president of Washington College, which is now known as Washington and Lee University Frederick Douglass Fought for adoption of constitutional amendments that guaranteed voting rights Was a powerful voice for human rights and civil liberties for all USII.4- The student will demonstrate knowledge of how life changed after the Civil War by: c. Identifying the reasons for Westward Expansion, including its impact on American Indian. Understandings Questions Knowledge New opportunities and Why did westward expansion Reasons for increase westward expansion

164 technological advances led to westward migration following the Civil War. occur after the Civil War? How did the lives of American Indians change with western expansion? Opportunities for land ownership Technological advances, including the Transcontinental Railroad Possibility of obtaining wealth, created by the discovery of gold and silver Desire for adventure Desire for a new beginning for former enslaved African Americans Impact on American Indians Opposition by American Indians to westward expansion (Battle of Little Bighorn, Sitting Bull, Geronimo) Forced relocation from traditional lands to reservations (Chief Joseph, Nez Percé) Reduced population through warfare and disease (Battle of Wounded Knee) Assimilation attempts and lifestyle changes (e.g., reduction of buffalo population) Reduced their homelands through treaties that were broken US History 1865 to the Present: Industrialization, Urbanization & Immigration

165 Conceptual Lenses Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict and Cooperation Students understand that individuals and societies choose cooperation or conflict, peace or war, isolation. Innovation and Change Students understand that innovation shapes the growth and development of regions, governments, and societies. Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Economic Systems Students recognize that people make choices based on the availability of human, natural and capital resources and understand that individuals make economic choices within a larger economic system. SOLs USII.2 - The student will use maps, globes, photographs, pictures, or tables for: d. explaining the relationships among natural resources, transportation, and industrial development after USII.4 - The student will demonstrate knowledge of how life changed after the Civil War by: f. explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion. g. describing racial segregation, the rise of Jim Crow, and other constraints faced by African Americans and other groups in the post-reconstruction South. h. explaining the impact of new inventions, the rise of big business, the growth of industry, and life on American farms. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 4. Historical Thinking & Research Have students research new inventions during the time period of industrialization and urbanization its impact on the growth and development of the United States. 5. Multiple Perspectives Have students read various first hand accounts of immigrating to the United States and discuss whether the accounts match current beliefs. 6. Sources & Historic Record Have students review and examine the process of Ellis Island and the arrival immigrants to America. Communication Skills: 5. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Have student examine, explore, and interpret maps related to Industrialization and Urbanization and make connections related to locations of certain industries. 6. Analytical Writing Have students write an editorial on the conditions of African Americans living during the Jim Crow Era in the South 7. Critical Reading Have students read essays and works by both Booker T. Washington and W.E.B. Dubois and compare and contrast their approach towards equality 8. Public Speaking and Presenting Have students participate in

166 a Socratic Seminar evaluating the arguments of Booker T. Washington and W.E.B. DuBois and discussing the best path towards equality for African Americans Natural Resources Urbanization Oppressive Government Political Machines Rural Raw Materials Content Vocabulary Manufacturing Industrialization Tenements and Ghettos Racial Segregation Urban Production Immigration Specialized Industries Settlement Houses Discrimination Vocational Mechanization USII.2 - The student will use maps, globes, photographs, pictures, or tables for: d. explaining the relationships among natural resources, transportation, and industrial development after Understandings Questions Knowledge Advances in transportation linked resources, products, and markets. Manufacturing areas were clustered near centers of population. How did advances in transportation link resources, products, and markets? What are some examples of manufacturing areas that were located near centers of population? Transportation resources Moving natural resources (e.g., copper, lead) to eastern factories Moving iron ore deposits to sites of steel mills (e.g., Pittsburgh) Transporting finished products to national markets Examples of manufacturing areas Textile industry: New England Automobile industry: Detroit Steel industry: Pittsburgh

167 USII.4 - The student will demonstrate knowledge of how life changed after the Civil War by: e. explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion. Understandings Questions Knowledge Population changes, growth of cities, and new inventions produced interaction and often conflict between different cultural groups. Population changes, growth of cities, and new inventions produced problems in urban areas. Why did immigration increase? Why did cities grow and develop? What challenges faced Americans as a result of these social and technological changes? Reasons for the increase in immigration Hope for better opportunities Desire for religious freedom Escape from oppressive governments Desire for adventure Reasons why cities grew and developed Specialized industries, including steel (Pittsburgh) and meat packing (Chicago) Immigration to America from other countries Movement of Americans from rural to urban areas for job opportunities Rapid industrialization and urbanization led to overcrowded immigrant neighborhoods and tenements. Efforts to solve immigration problems Settlement houses, such as Hull House founded by Jane Addams Political machines that gained power by attending to the needs of new immigrants (e.g., jobs, housing)

168 Discrimination against immigrants Chinese Irish Challenges faced by cities Tenements and ghettos Political corruption (political machines) USII.4 - The student will demonstrate knowledge of how life changed after the Civil War by: f. describing racial segregation, the rise of Jim Crow, and other constraints faced by African Americans and other groups in the post-reconstruction South. Understandings Questions Knowledge Discrimination against African Americans continued after Reconstruction. Jim Crow laws institutionalized a system of legal segregation. African Americans differed in their responses to discrimination and Jim Crow. What is racial segregation? How were African Americans discriminated against? How did African Americans respond to discrimination and Jim Crow? Racial segregation Based upon race Directed primarily against African Americans, but other groups also were kept segregated American Indians were not considered citizens until Jim Crow laws Passed to discriminate against African Americans Made discrimination practices legal in many communities and states Were characterized by unequal opportunities in housing, work, education, and government African American responses Booker T. Washington: Believed equality could be

169 achieved through vocational education; accepted social segregation W.E.B. DuBois: Believed in full political, civil, and social rights for African Americans. USII.4 - The student will demonstrate knowledge of how life changed after the Civil War by: d. explaining the impact of new inventions, the rise of big business, the growth of industry, and life on American farms. Understandings Questions Knowledge Between the Civil War and World War I, the United States was transformed from an agricultural to an industrial nation. Inventions had both positive and negative effects on society. What inventions created great change and industrial growth in the United States? What created the rise in big business? What factors caused the growth of industry? How did industrialization Inventions that contributed to great change and industrial growth Electric lighting and mechanical uses of electricity (Thomas Edison) Telephone service (Alexander Graham Bell) Reasons for the rise and prosperity of big business National markets created by transportation advances Captains of industry (John D. Rockefeller, oil; Andrew Carnegie, steel; Cornelius Vanderbilt, shipping and railroads)

170 and the rise in big business influence life on American farms? Advertising Lower-cost production Factors that resulted in growth of industry Access to raw materials and energy Availability of work force due to immigration Inventions Financial resources Examples of big business Railroads Oil Steel Postwar changes in farm and city life Mechanization (e.g., the reaper) reduced farm labor needs and increased production. Industrial development in cities created increased labor needs. Industrialization provided new access to consumer goods (e.g., mail order). US History 1865 to the Present: Progressivism and Response to Jim Crow Conceptual Lenses Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict and Cooperation Students understand that individuals and societies choose cooperation or conflict, peace or war, isolation Choice and Consequence Students understand that individuals, groups, and societies make choices which have direct and indirect consequences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Social Systems- Students understand that ideological, cultural, and institutional forces shape individual identity

171 SOL USII.4 The student will demonstrate knowledge of how life changed after the Civil War by: e. explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion. f. describing racial segregation, the rise of Jim Crow, and other constraints faced by African Americans and other groups in the post-reconstruction South. e. describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women s suffrage, and the temperance movement. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 4. Historical Thinking & Research Have students research and create a timeline depicting the change in workers rights from the late 1800s to present day. 5. Multiple Perspectives Have students compare and contrast the workers viewpoints to the factory owners and Captains of Industry with regard to pay and working conditions. 6. Sources & Historic Record Have students view documents related to live in the south during Jim Crow including both the white perspective as well as the African American perspective and discuss how the experiences and opinions can be so different Communication Skills: 5. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Use the work of Lewis Hines and other images to have student interpret and analyze the working and living conditions of the time period. 6. Analytical Writing Have students write persuasive essays/articles lobbying the government for programs to help with the poor living conditions of the time period. 7. Critical Reading Have students read articles related to the living conditions in the tenement and ghettos comparing and contrasting the responses of Jane Addams to Boss Tweed 8. Public Speaking and Presenting - Have students participate in a Socratic Seminar exploring the responsibilities of citizens to help each other out using the work of Jane Addams as an example. Progressivism Women s Suffrage Strikes Content Vocabulary Temperance Movement 19 th Amendment Labor Unions Prohibition 20 th Amendment

172 USII.4- The student will demonstrate knowledge of how life changed after the Civil War by: b. Explaining the reasons for the increase in immigration, growth of cities, new inventions and challenges arising from this expansion. Understandings Questions Knowledge Population changes, growth of cities, and new inventions produced interaction and often conflict between different cultural groups. Population changes, growth of cities, and new inventions produced problems in urban areas. Why did immigration increase? Why did cities grow and develop? What challenges faced Americans as a result of these social and technological changes? Reasons for the increase in immigration Hope for better opportunities Desire for religious freedom Escape from oppressive governments Desire for adventure Reasons why cities grew and developed Specialized industries, including steel (Pittsburgh) and meat packing (Chicago) Immigration to America from other countries Movement of Americans from rural to urban areas for job opportunities Rapid industrialization and urbanization led to overcrowded immigrant neighborhoods and tenements. Efforts to solve immigration problems Settlement houses, such as Hull House founded by Jane Addams Political machines that gained power by attending to the needs of new immigrants (e.g., jobs, housing) Discrimination against immigrants Chinese Irish Challenges faced by cities Tenements and ghettos Political corruption (political machines)

173 USII.4 The student will demonstrate knowledge of how life changed after the Civil War by: c. describing racial segregation, the rise of Jim Crow, and other constraints faced by African Americans and other groups in the post-reconstruction South. Understandings Discrimination against African Americans continued after Reconstruction. Jim Crow laws institutionalized a system of legal segregation. African Americans differed in their responses to discrimination and Jim Crow. Questions What is racial segregation? How were African Americans discriminated against? How did African Americans respond to discrimination and Jim Crow? Knowledge Racial segregation Based upon race Directed primarily against African Americans, but other groups also were kept segregated American Indians were not considered citizens until Jim Crow laws Passed to discriminate against African Americans Made discrimination practices legal in many communities and states Were characterized by unequal opportunities in housing, work, education, and government African American responses Booker T. Washington: Believed equality could be achieved through vocational education; accepted social segregation W.E.B. DuBois: Believed in full political, civil, and social rights for African Americans.

174 USII.4- The student will demonstrate knowledge of how life changed after the Civil War by: e. Describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women s suffrage, and the temperance movement. Understandings The effects of industrialization led to the rise of organized labor and important workplace reforms. Questions How did the reforms of the Progressive Movement change the United States? How did workers respond to the negative effects of industrialization? Knowledge Negative effects of industrialization Child labor Low wages, long hours Unsafe working conditions Rise of organized labor Formation of unions: Growth of American Federation of Labor Strikes: Aftermath of Homestead Strike Progressive Movement workplace reforms Improved safety conditions Reduced work hours Placed restrictions on child labor Women s suffrage Increased educational opportunities Attained voting rights Women gained the right to vote with passage of the 19th Amendment to the Constitution of the United States of America. Susan B. Anthony and Elizabeth Cady Stanton worked for women s suffrage. Temperance movement Composed of groups opposed to the making and consuming of alcohol

175 Supported the 18th Amendment to the Constitution of the United States, prohibiting the manufacture, sale, and transport of alcoholic beverages US History 1865 to the Present: Imperialism and World War I Conceptual Lenses Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict and Cooperation Students understand that individuals and societies choose cooperation or conflict, peace or war, isolation Innovation and Change Students understand that innovation shapes the growth and development of regions, governments, and societies Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students use geographic skills and a variety of sources to develop an understanding of how relationships between humans and their environment have changed over time Economic Systems Students recognize that people make choices based on the availability of human, natural and capital resources and understand that individuals make economic choices within a larger economic system SOL USII.5 - The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by: d. Explaining reasons for and the results of the Spanish American War e. Describing Theodore Roosevelt s impact on the foreign policy of the United States f. Explaining the reasons for the United States involvement in World War I and its international leadership role at the conclusion of the war. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 4. Historical Thinking & Research Have students examine and review the opinions related to the causes of Communication Skills: 5. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Have students interpret maps and data related to

176 the Sinking of the U.S.S. Maine to explore how history changes over time with regard to access to information. 5. Multiple Perspectives Have students compare and contrast various points of view regarding the involvement of the United States in WWI (Various immigrant groups, business owners, political leaders, etc.) 6. Sources & Historic Record - Have student look at data related to the Spanish American War to look for accuracy of news reports during that time period. WWI to develop a better understanding of the causes of the war with regard to alliances and financial ties. 6. Analytical Writing Have students consider the question: When is it appropriate for a nation to go to war with other nations? 7. Critical Reading Have students read primary source articles and documents related to the Spanish American War to identify uses of both Yellow Journalism and Propaganda 8. Public Speaking and Presenting Have student debate whether or not the United States should get involved in World War I. Yellow Journalism Roosevelt Corollary Militarism Neutrality League of Nations Content Vocabulary Propaganda Big Stick Diplomacy Alliances Isolationism Treaty of Versailles Monroe Doctrine Nationalism Imperialism 14 Points USII.5- The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by: e. Explaining reasons for and the results of the Spanish American War Understandings Questions Knowledge The United States emerged as a world power as a result of victory over Spain in the Spanish American War. Economic interests and public opinion often influence United States involvement in What were the reasons for the Spanish American War? What were the results of the Spanish American War? Reasons for the Spanish American War Protection of American business interests in Cuba American support of Cuban rebels to gain independence from Spain Rising tensions between Spain and the United States as a result of the sinking of the USS Maine in Havana Harbor Exaggerated news reports of events (yellow

177 international affairs. journalism) Results of the Spanish American War The United States emerged as a world power. Cuba gained independence from Spain. The United States gained possession of the Philippines, Guam, and Puerto Rico. USII.5- The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by: f. Describing Theodore Roosevelt s impact on the foreign policy of the United States Understandings Questions Knowledge Roosevelt expanded the Monroe Doctrine as a way to prevent European involvement in the affairs of Latin American countries. What were Theodore Roosevelt s foreign polices? What was Theodore Roosevelt s impact on the foreign policy of the United States? The Roosevelt Corollary to the Monroe Doctrine Asserted the United States right to interfere in the economic matters of other nations in the Americas Claimed the United States right to exercise international police power Advocated Big Stick Diplomacy (building the Panama Canal). USII.5 - The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by: g. Explaining the reasons for the United States involvement in World War I and its international leadership role at the conclusion of the war. Understandings Questions Knowledge The United States involvement in World War I ended a long tradition of avoiding involvement in European conflicts and set the stage for the United States to emerge as a global superpower later in the twentieth century. What were the reasons for the United States becoming involved in World War I? Who were the Allies? Who were the Central Powers? Reasons for United States involvement in World War I Inability to remain neutral German submarine warfare: Sinking of the Lusitania United States economic and political ties to Great Britain The Zimmermann Telegram

178 There were disagreements about the extent to which the United States should participate in world affairs. In what ways did the United States provide international leadership at the conclusion of the war? Major Allied Powers British Empire France Russia Serbia Belgium United States Central Powers German Empire Austro-Hungarian Empire Bulgaria Ottoman Empire United States leadership as the war ended At the end of World War I, President Woodrow Wilson prepared a peace plan known as the Fourteen Points that called for the formation of the League of Nations, a peacekeeping organization. The United States decided not to join the League of Nations because the United States Senate failed to ratify the Treaty of Versailles. US History 1865 to the Present: 1920s and Great Depression Conceptual Lenses: Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Patterns & Relationships Students understand that patterns such as change and continuity or cause and effect occur across time and place Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Economic Systems Students recognize that people make choices based on the availability of human, natural and capital resources and understand that individuals make economic choices within a larger economic system

179 SOL USII.6- The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by: c. Explaining how developments in factory and labor productivity and transportation (including the use of the automobile), communication, and electrification changed American life. d. Describing the social and economic changes that took place, including prohibition and the Great Migration north and west. e. Examining art, literature, and music from 1920s and 1930s, emphasizing Langston Hughes, Duke Ellington, and Georgia O Keeffe and including the Harlem Renaissance. f. Identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt s New Deal. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 4. Historical Thinking & Research - Have students research and explore the conditions of farmers during the 1920s to explore the question of: Were the conditions in Communication Skills: 5. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Have students examine and interpret major works of art during the Harlem Renaissance and Jazz Age and explore

180 the 1920s accurately represented by mainstream culture? 5. Multiple Perspectives Have students compare and contrast the works of W.E.B. DuBois, Langston Hughes, Jacob Lawrence, and Booker T. Washington, and draw conclusions about the African American experience during the 1920s and 1930s 6. Sources & Historic Record Have students read primary source accounts of African Americans during the Great Migration North to determine if their goals were met by locating to a different place. how they are a representation of the 1920s 6. Analytical Writing Have students review primary source documents, images, and make suggestions on how the government could resolve/help people during the Great Depression 7. Critical Reading Have students review documents and data related to the New Deal and evaluate its effectiveness in accomplishing the goals of the FDRs Administration 8. Public Speaking and Presenting Have students select a piece of artwork or artist during the 1920s and present on how their work accurately depicts the time period. Mobility Electrification Migrant workers Over-speculation New Deal Social Security Farm Assistance Programs Content Vocabulary Suburbs Cultural Climate Harlem Renaissance Federal Reserve Federal Work Programs Labor Rights Mechanization Jazz Age Great Migration Tariffs Environmental Improvement Programs USII.6- The student will demonstrate knowledge of the social, economic, and technological changes of the

181 early twentieth century by: c. Explaining how developments in factory and labor productivity and transportation (including the use of the automobile), communication, and electrification changed American life. Understandings Technology extended progress into all areas of American life, including neglected rural areas. Questions How was social and economic life in the early twentieth century different from that in the late nineteenth century? What factors increased factory and labor productivity? Knowledge Results of improved transportation brought about by affordable automobiles Greater mobility Creation of jobs Growth of transportation-related industries (road construction, oil, steel, automobile) Movement to suburban areas Invention of the airplane The Wright brothers Use of the assembly line Henry Ford, automobile Rise of mechanization Communication changes Increased availability of telephones Development of the radio and broadcast industry Development of the movies Ways electrification changed American life Labor-saving products (e.g., washing machines, electric stoves, water pumps) Electric lighting Entertainment (e.g., radio) Improved communications

182 USII.6- The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by: d. Describing the social economic changes that took place, including prohibition and the Great Migration north and west. Understandings Reforms in the early twentieth century could not legislate how all people behaved. Economic conditions and violence led to the migration of people. Questions What was prohibition, and how effective was it? Why did African Americans migrate to northern cities? What were the economic changes during the early twentieth century? Knowledge Prohibition was imposed by a constitutional amendment that made it illegal to manufacture, transport, and sell alcoholic beverages. Results of prohibition Speakeasies were created as places for people to drink alcoholic beverages. Bootleggers made and smuggled alcohol illegally and promoted organized crime. Repealed by the 21st Amendment. Great Migration north and west Jobs for African Americans in the South were scarce and low paying. African Americans faced discrimination and violence in the South. African Americans moved to cities in the North and Midwest in search of better employment opportunities. African Americans also faced discrimination and violence in the North and Midwest.

183 USII.6- The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by: c. Examining art, literature, and music from 1920s and 1930s, emphasizing Langston Hughes, Duke Ellington, and Georgia O Keeffe and including the Harlem Renaissance. Understandings Questions Knowledge The 1920s and 1930s were important decades for American art, literature, and music. The leaders of the Harlem Renaissance drew upon the heritage of African American culture to establish themselves as powerful forces for cultural change. Who were the leaders in art, literature, and music during the 1920s and 1930s? What were the contributions of these leaders? How did the Harlem Renaissance influence American life? Cultural climate of the 1920s and 1930s Art: Georgia O Keeffe, an artist known for urban scenes and, later, paintings of the Southwest Literature: F. Scott Fitzgerald, a novelist who wrote about the Jazz Age of the 1920s; John Steinbeck, a novelist who portrayed the strength of poor migrant workers during the 1930s Music: Aaron Copland and George Gershwin, composers who wrote uniquely American music Harlem Renaissance African American artists, writers, and musicians based in Harlem revealed the freshness and variety of African American culture. Art: Jacob Lawrence, a painter who chronicled the experiences of the Great Migration through art Literature: Langston Hughes, a poet who combined the experiences of African and American cultural roots Music: Duke Ellington and Louis Armstrong, jazz

184 musicians; Bessie Smith, a blues singer The popularity of these artists spread beyond Harlem to the rest of society. USII.6- The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by: h. Identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt s New Deal. Understandings Questions Knowledge The optimism of the 1920s concealed problems in the American economic system and attitudes about the role of government in controlling the economy. The Great Depression had a widespread and severe impact on American life. Franklin Roosevelt s New Deal used government programs to help the nation What were the causes of the Great Depression? How were the lives of Americans affected by the Great Depression? What were the major features of the New Deal? Causes of the Great Depression People over-speculated on stocks, using borrowed money that they could not repay when stock prices crashed. The Federal Reserve failed to prevent the collapse of the banking system. High tariffs discouraged international trade. Impact on Americans A large number of banks and other businesses failed. One-fourth of workers were without jobs. Large numbers of people were hungry and homeless. Farmers incomes fell to low levels. Major features of the New Deal

185 recover from the Depression. Social Security Federal work programs Environmental improvement programs Farm assistance programs Increased rights for labor

186 US History 1865 to the Present: World War II Conceptual Lenses: Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict and Cooperation Students understand that individuals and societies choose cooperation or conflict, peace or war, isolation Innovation and Change Students understand that innovation shapes the growth and development of regions, governments, and societies Choice and Consequence Students understand that individuals, groups, and societies make choices which have direct and indirect consequences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political Systems Students understand that the interplay among ideas, values, power, and leadership shape political systems and the rights they provide citizens SOL USII.7- The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by: d. Identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor e. Locating and describing the major events and turning points of the war in Europe and the Pacific f. Describing the impact of World War II on the home front. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research - 2. Multiple Perspectives - 3. Sources & Historic Record - Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Have students analyze and interpret images and war propaganda to analyze how the United States was impacted on the home front. 2. Analytical Writing Have students explain what they considered was the most significant battle of World War II 3. Critical Reading Have students read 4. Public Speaking and Presenting -

187 Political Conditions Fascism Axis Powers Aryan Supremacy Conserving and Rationing Content Vocabulary Economic Conditions Dictators Holocaust Concentration Camp Internment Camps Inflation Allies Anti-Semitism Rosie the Riveter USII.7- The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by: d. Identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor Understandings Questions Knowledge Political and economic conditions in Europe following World War I led to the rise of fascism and to World War II. The rise of fascism threatened peace in Europe and Asia. As conflict grew in Europe and Asia, American foreign policy evolved from neutrality to direct involvement. How did post-world War I Europe set the stage for World War II? How did the rise of fascism affect world events following World War I? How did American policy toward events in Europe and Asia change over time? Causes of World War II Political instability and economic devastation in Europe resulting from World War I: Worldwide depression High war debt owed by Germany High inflation Massive unemployment Rise of Fascism: Fascism is political philosophy in which total power is given to a dictator and individual freedoms are denied and nationalism and, often, racism are emphasized. Fascist dictators included Adolf Hitler (Germany), Benito Mussolini (Italy), and Hideki Tojo (Japan). These dictators led the countries that became known as the Axis Powers. The Allies Democratic nations (the United States, Great Britain, Canada) were known as the Allies. The Soviet Union joined the Allies after being invaded by Germany.

188 Allied leaders included Franklin D. Roosevelt and, later, Harry S. Truman (United States), Winston Churchill (Great Britain), and Joseph Stalin (Soviet Union). Gradual change in American policy from neutrality to direct involvement Isolationism (Great Depression, legacy of World War I) Economic aid to Allies Direct involvement in the war War in the Pacific Rising tension developed between the United States and Japan because of Japanese aggression in East Asia. On December 7, 1941, Japan attacked the United States at Pearl Harbor without warning. The United States declared war on Japan. Germany declared war on the United States. USII.7- The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by: e. Locating and describing the major events and turning points of the war in Europe and the Pacific Understandings Despite initial Axis success in both Europe and the Pacific, the Allies persevered and ultimately defeated Germany and Japan. The Holocaust is an example of prejudice and discrimination taken to the Questions What were the major events and turning points of World War II? What was the Holocaust? Knowledge Major events and turning points of World War II Germany invaded Poland, setting off war in Europe. The Soviet Union also invaded Poland and the Baltic nations. Germany invaded France and captured Paris. Germany bombed London, and the Battle of Britain began. The United States gave Britain war supplies and

189 extreme. old naval warships in return for military bases in Bermuda and the Caribbean (Lend Lease). Japan bombed Pearl Harbor. After Japan bombed Pearl Harbor, Germany declared war on the United States. The United States declared war on Japan and Germany. The United States was victorious over Japan in the Battle of Midway. This victory was the turning point of the war in the Pacific. Germany invaded the Soviet Union. The Soviet Union defeated Germany at Stalingrad, marking the turning point of the war in Eastern Europe. American and other Allied troops landed in Normandy, France, on D-Day to begin the liberation of Western Europe. The United States dropped two atomic bombs on Japan (Hiroshima and Nagasaki) in 1945, forcing Japan to surrender and ending World War II. The Holocaust Anti-Semitism Aryan supremacy Systematic attempt to rid Europe of all Jews Tactics: Boycott of Jewish stores Threats Segregation Imprisonment and killing of Jews and others in concentration camps and death camps Liberation by Allied forces of Jews and others who survived in concentration camps USII.7- The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by: f. Describing the impact of World War II on the home front.

190 Understandings World War II affected every aspect of American life. Americans were asked to make sacrifices in support of the war effort and the ideals for which Americans fought. Questions How did Americans at home support the war effort? What effect did the war have on race relations in America? Knowledge American involvement in World War II brought an end to the Great Depression. Factories and workers were needed to produce goods to win the war. Thousands of American women took jobs in defense plants during the war (e.g., Rosie the Riveter). Americans at home supported the war by conserving and rationing resources. The need for workers temporarily broke down some racial barriers (e.g., hiring in defense plants), although discrimination against African Americans continued. While many Japanese Americans served in the armed forces, others were treated with distrust and prejudice, and many were forced into internment camps.

191 US History 1865 to the Present: The Cold War Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Conflict and Cooperation Students understand that individuals and societies choose cooperation or conflict, peace or war, isolation Choice and Consequence Students understand that individuals, groups, and societies make choices which have direct and indirect consequences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Political Systems Students understand that the interplay among ideas, values, power, and leadership shape political systems and the rights they provide citizens SOL USII.8- The student will demonstrate knowledge of economic, social, and political transformation of the United States and the world between the end of the World War II and the present by: a. Describing the rebuilding of Europe and Japan after World War II, the emergence of the United States as a superpower, and the establishment of the United Nations. c. Identifying the role of America s military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading 4. Public Speaking and Presenting Content Vocabulary

192 Marshall Plan Communism Ideology Warsaw Pact Iron Curtain Occupation United Nations Capitalism NATO Berlin Wall Democracy Dictatorial Cold War Containment Domino Theory USII.8- The student will demonstrate knowledge of economic, social, and political transformation of the United States and the world between the end of the World War II and the present by: a. Describing the rebuilding of Europe and Japan after World War II, the emergence of the United States as a superpower, and the establishment of the United Nations. Understandings Learning from the mistakes of the past, the United States accepted its role as a world superpower, helping to rebuild Europe and Japan and taking the leading role in establishing the United Nations. Questions How did the United States help rebuild postwar Europe and Japan? Knowledge Much of Europe was in ruins following World War II. Soviet forces occupied most of Eastern and Central Europe and the eastern portion of Germany. The United States felt it was in its best interest to help rebuild Europe and prevent political and economic instability. Rebuilding efforts The United States instituted George C. Marshall s plan to rebuild Europe (the Marshall Plan), which provided massive financial aid to rebuild European economies and prevent the spread of communism. Germany was partitioned into East and West Germany. West Germany became democratic and resumed self-government after a few years of American, British, and French occupation. East Germany remained under the domination of the Soviet Union and did not adopt democratic institutions. Following its defeat, Japan was occupied by American forces. It soon adopted a democratic form of

193 government, resumed self-government, and became a strong ally of the United States. Establishment of the United Nations The United Nations was formed near the end of World War II to create a body for the nations of the world to try to prevent future global wars. USII.8- The student will demonstrate knowledge of economic, social, and political transformation of the United States and the world between the end of the World War II and the present by: c. Identifying the role of America s military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges. Understandings The United States and the Soviet Union emerged from World War II as world powers, triggering a rivalry over ideology and national security. Since World War II, the United States has been directly involved in various conflicts that reflected the divisions created by Cold War tensions and hostilities. The tension between the free world and the communist world caused divisiveness at home and abroad. Questions How and why did the Cold War begin? What have been the major conflicts and confrontations involving America in the post- World War II era? How did Cold War tensions cause divisiveness at home? How did communism collapse in Europe? How were the challenges after the Cold War different Knowledge Terms to know Cold War: The state of tension without actual fighting between the United States and the Soviet Union, which divided the world into two camps Origins of the Cold War Differences in goals and ideologies between the United States and the Soviet Union (the two superpowers). The United States was democratic and capitalist; the Soviet Union was dictatorial and communist. The Soviet Union s domination over Eastern European countries American policy of containment (to stop the spread of communism) North Atlantic Treaty Organization (NATO) versus

194 The Cold War was the central organizing principle in foreign affairs for 40 years. from earlier challenges? Warsaw Pact Major conflicts in the post-world War II era South Korea and the United States resisted Chinese and North Korean aggression. The conflict ended in a stalemate. The Cuban Missile Crisis occurred when the Soviet Union placed missiles in Cuba. The Soviets removed the missiles in response to a U.S. blockade of Cuba. The United States intervened to stop the spread of communism into South Vietnam (Domino Theory). Americans were divided over whether the United States should be involved militarily in Vietnam. The conflict ended in a cease-fire agreement in which U.S. troops withdrew. Collapse of communism in Europe Breakup of the Soviet Union into independent countries Destruction of the Berlin Wall New challenges Role of United States military intervention Environmental challenges Global issues, including trade, jobs, diseases, energy

195 US History 1865 to the Present: America after World War II Conceptual Lenses Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies. Innovation and Change Students understand that innovation shapes the growth and development of regions, governments, and societies Choice and Consequence Students understand that individuals, groups, and societies make choices which have direct and indirect consequences Patterns & Relationships Students understand that patterns such as change and continuity or cause and effect occur across time and place Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Economic Systems Students recognize that people make choices based on the availability of human, natural and capital resources and understand that individuals make economic choices within a larger economic system Social Systems- Students understand that ideological, cultural, and institutional forces shape individual identity Political Systems Students understand that the interplay among ideas, values, power, and leadership shape political systems and the rights they provide citizens SOL USII.8- The student will demonstrate knowledge of economic, social and political transformation of the United States and the world between the end of the World War II and the present by: b. Describing the conversion from wartime to peacetime economy. d. Describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities. e. Describing how international trade and globalization have impacted American Life? USII.9- The student will demonstrate knowledge of national and international issues during the second half of the twentieth and early twenty-first centuries by: a. Examining the Civil Rights Movements and the changing role of women. b. Describing the development of new technologies in communication, entertainment, and business and their impact on American life. c. Identifying how individual citizens from the time period influenced America scientifically, culturally, academically, and economically. d. Examining American foreign policy, immigration, the global environment, and other emerging issues.

196 Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading 4. Public Speaking and Presenting Wartime Economy Labor Unions Globalization Brown vs. Board of Education Freedom Riders Voting Rights Act of 1965 Globalization Content Vocabulary Peacetime Economy Baby Boom Outsourcing Passive Resistance Sit-Ins NOW Regional Variation Credit G.I Bill of Rights Plessy v. Ferguson Bus Boycott Civil Rights Act of 1964 Equal Rights Amendment Global Pandemics USII.8- The student will demonstrate knowledge of economic, social and political transformation of the United States and the world between the end of the World War II and the present by: b. Describing the conversion from wartime to peacetime economy. Understandings Questions Knowledge Following World War II, What contributed to the Reasons for rapid growth of the American

197 Americans prospered due to an expanding economy stimulated by America s involvement in the war. prosperity of Americans following World War II? economy following World War II With rationing of consumer goods over, businesses converted from production of war materials to consumer goods. Americans purchased goods on credit. The work force shifted back to men, and most women returned full time to family responsibilities. Labor unions merged and became more powerful; workers gained new benefits and higher salaries. As economic prosperity continued and technology boomed, the next generation of women entered the labor force in large numbers. USII.8- The student will demonstrate knowledge of economic, social and political transformation of the United States and the world between the end of the World War II and the present by: d. Describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities. Understandings Questions Knowledge Changing patterns in American society since the end of World War II changed the way most Americans lived and worked. What factors led to changing patterns of society in the post- World War II era? What policies and programs expanded educational and employment opportunities for the military, women, and minorities? Factors leading to changing patterns in United States society Strong economy (healthy job market, increased productivity, increased demand for American products) Greater investment in education The Baby Boom, which led to changing demographics Interstate highway system Evolving role of women (expected to play a supporting role in the family while increasingly working outside the home) Role of Eleanor Roosevelt in expanding human rights African Americans aspirations for equal opportunities

198 Policies and programs expanding educational and employment opportunities G.I. Bill of Rights gave educational, housing, and employment benefits to veterans. Truman desegregated the armed forces. Civil Rights legislation led to increased educational, economic, and political opportunities for women and minorities. USII.8- The student will demonstrate knowledge of economic, social and political transformation of the United States and the world between the end of the World War II and the present by: e. Describing how international trade and globalization have impacted American Life. Understandings Questions Knowledge Between the end of World War II and the present, the world has been marked by an increase in globalization and interdependence. How has globalization impacted American life? Globalization is the linking of nations through trade, information, technologies, and communication. Globalization involves increased integration of different societies. Impact of globalization on American life Improvement of all communications (e.g., travel, telecommunications, Internet) Availability of a wide variety of foreign-made goods and services Outsourcing of jobs USII.9- The student will demonstrate knowledge of national and international issues during the second half of the twentieth and early twenty-first centuries by: a. Examining the Civil Rights Movements and the changing role of women. Understandings Questions Knowledge

199 The Civil Rights Movement resulted in legislation that ensured constitutional rights to all citizens of the United States regardless of race. Women activists were inspired by the achievements of the Civil Rights Movement and took action to gain equality for women, particularly in the workplace. What were some effects of segregation on American society? How did the African American struggle for equality become a mass movement? How did the law support the struggle for equality for African Americans? How were women disadvantaged in the workplace? What actions were taken to improve conditions for women? Some effects of segregation Separate educational facilities and resources for white and African American students Separate public facilities (e.g., restrooms, drinking fountains, restaurants) Social isolation of races Civil Rights Movement Opposition to Plessy v. Ferguson: Separate but equal Brown v. Board of Education: Desegregation of schools Martin Luther King, Jr.: Passive resistance against segregated facilities; I have a dream speech Rosa Parks: Montgomery bus boycott Organized protests, Freedom Riders, sit-ins, marches Expansion of the National Association for the Advancement of Colored People (NAACP) Civil Rights Act of 1964 Voting Rights Act of 1965 Changing role of women Workplace disadvantages: Discrimination against women in hiring practices Lower wages for women than for men doing the same job Improved conditions: National Organization for Women (NOW) Federal legislation to force colleges to give women equal athletic opportunities The Equal Rights Amendment, despite its failure, and a focus on equal opportunity employment created a wider range of options and advancement for women in business and public service.

200 USII.9- The student will demonstrate knowledge of national and international issues during the second half of the twentieth and early twenty-first centuries by: b. Describing the development of new technologies in communication, entertainment, and business and their impact on American life. Understandings After the war, Americans turned their energies to the development of peacetime technologies. New technologies in communication, entertainment, and business have dramatically affected American life. Questions Which industries benefited the most from the new technologies? What impact did new technologies have on American life? How have new technologies in communication, entertainment, and business affected American life? Knowledge Industries benefiting from new technologies Airline industry (jet engine) Automobile industry and interstate highway system Entertainment and news media industries Exploration of space Computer industry Satellite systems, telecommunications (pagers, cell phones, television) Internet Impact of new technologies on American life Increased domestic and international travel for business and pleasure Greater access to news and other information Cheaper and more convenient means of communication Greater access to heating and air-conditioning improved the quality of life and encouraged population growth in certain areas of the country. Decreased regional variation resulting from nationwide access to the same entertainment and information provided by national television and radio programming, Internet services, and computer games USII.9- The student will demonstrate knowledge of national and international issues during the second half of the twentieth and early twenty-first centuries by: c. Identifying how individual citizens from the time period influenced America scientifically,

201 culturally, academically, and economically. Understandings Representative citizens have influenced America scientifically, culturally, academically, and economically. Questions How have representative citizens influenced America scientifically, culturally, academically, and economically? Knowledge Science Charles Drew: Medicine (plasma) J. Robert Oppenheimer: Physics (Manhattan Project team) Culture Frank Lloyd Wright: Architecture Martha Graham: Dance Academics Henry Louis Gates: History Maya Angelou: Literature Economics Bill Gates: Computer technology (Microsoft) Ray Kroc: Franchising (McDonald s) USII.9- The student will demonstrate knowledge of national and international issues during the second half of the twentieth and early twenty-first centuries by: d. Examining American foreign policy, immigration, the global environment, and other emerging issues. Understandings American foreign policy, immigration policies, energy policies, and environmental policies Questions How have American foreign policy, immigration policies, energy policies, and environmental policies Knowledge Foreign policy Increase in terrorist activities Conflicts in the Middle East Changing relationships with nations

202 affect people both in the United States and in other countries. affected people both in the United States and in other countries? Immigration Changing immigration patterns (e.g., Hispanic Americans, Asian Americans) More people want to immigrate to the United States than are allowed by law. Global environment Policies to protect the environment Global climate change Conservation of water and other natural resources Other issues Energy issues (dependence on foreign oil) World health issues (global pandemics) ACPS Curriculum Framework - World History to 1500 Systems: Economic, Social, Political/ Civic An Interconnected World Choice & Consequence Conflict & Cooperation Innovation & Change Patterns & Relationships

203 Sample Unit Organization 1. Origins of Early Man: Prehistory to Neolithic Revolution 2. First Civilizations of the Middle East & Africa 3. Ancient India (inc. Hinduism & Buddhism) 4. Ancient China (inc. Philosophies) 5. Minoans, Mycenaeans & Greeks 6. Roman Republic to Empire 7. Islamic Civilization 8. The Early Medieval Period - Byzantine Empire, Charlemagne, Feudalism 9. The Late Medieval Period - Crusades to the Renaissance 10. The Medieval Period Around the World: Africa, Americas, East Asia

204 ACPS Concepts with Grade Level Essential Standards 12. Conflict & Cooperation Understand that desires for resources and/or control lead to conflict and cooperation between individuals, groups, and societies. 13. Innovation & Change Understand that innovation creates change and all change has direct and indirect consequence. 14. Choice & Consequence Understand that individuals, groups, and societies make choices based on the direct and indirect consequences they expect to occur. 15. Patterns & Relationships Recognize and be able to explain historical patterns to better understand the relationship between discrete events across time and place 16. Systems: Economic, Social, Geographic, & Political/Civic Understand that economic systems are shaped by the political and social systems in which they exist and are how groups and individuals make decisions regarding production, distribution, and consumption Understand that cultural values and norms shape identity and behavior within groups, institutions, and states Including the degree of freedom that exists within a society Understand that geography and geographic characteristics influence the development of political, economic, and social systems Understand societies employ various methods to establish and maintain order and authority and that political structures influence the degree of freedom individuals and groups have in a society ACPS History and Social Science Processes with Grade Level Essential Standards Historical Method/ Investigation & Inquiry: 1. Historical Thinking & Research Use and cite high quality academic resources in conducting historical investigations as well as developing and defending a thesis with evidence 2. Multiple Perspectives Develop historical empathy and perceive past events and issues from the perspective of individuals and diverse groups living at the time 3. Sources & Historic Record When using both primary and secondary sources, identify the author s purpose, point of view, bias, and evaluate the reliability of the source. Synthesize ideas from multiple sources to draw conclusions, and determine patterns or relationships Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Comprehend and interpret one or more visual sources and be able to translate them into an alternate form 2. Analytical Writing Develop a thesis-driven essay using documents or research and support claims through analysis of substantive topics or texts using valid reasoning and sharing relevant and sufficient evidence 3. Critical Reading Identify, analyze and interpret primary and secondary sources to make generalizations about events and life in the past or to develop and defend a position 4. Public Speaking and Presenting Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes. Speak clearly at an understandable pace Use formal English when appropriate to task and situation

205 World History: Origins of Early Man from Pre-history to Neolithic Revolution Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Innovation and Change Students understand that innovation creates change and all change has direct and indirect consequences SOL WHI.2 The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by a) explaining the impact of geographic environment on hunter-gatherer societies; b) listing characteristics of hunter-gatherer societies, including their use of tools and fire; c) describing technological and social advancements that gave rise to stable communities; d) explaining how archaeological discoveries are changing present-day knowledge of early peoples. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research - Have students conduct research on several pre-historic mysteries. This initial research is an excellent opportunity to introduce expectations for source analysis when researching topics for class. Ideas include Stonehenge, Otzi The Iceman, ancient cities such as Çatalhöyük, Carnac Stones in France, Easter Island, Cave Paintings of Lascaux 2. Multiple Perspectives Have students compare and contrast the challenges and benefits of nomadic vs early farming and herding lifestyles 3. Sources & Historic Record Using several sources have students explore the debate around how the Americas were Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Ask students to create a collection of visual representations from a pre-historic theme (migration of early man, expansion of agriculture, spread of technology, early urban settings ect) in a collection tool such as a mock Pinterest Board 2. Analytical Writing Focusing on any of the topics explored in the historical inquiry activities, have students develop a summary of how artifacts are essential to research on the prehistoric era. 3. Critical Reading Have students read the article Geographic Determinism by Guns, Germs, and Steel author, Jared Diamond and work in small groups to evaluate his argument and

206 first populated and evaluate the challenges of substantiating theories of the pre-historic era. Clips from the PBS Scientific America series segment Coming Into America can be especially helpful to show alternatives to traditional theories brainstorm evidence that would support alternative theories of why societies advance. 4. Public Speaking and Presenting Arrange for students to debate the need to preserve pre-historic artifacts and sites. Homo Sapians Hunter-Gathers Paleolithic Era Nomadic Neolithic Era Agricultural Revolution Domestication Content Vocabulary Archaeologists Carbon Dating Fossils Artifact Cave Art Stonehenge Fertile Crescent Aleppo Jericho Çatalhöyük

207 World History: First Civilizations of the Middle East and Africa Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Patterns and Relationships Students can recognize and explain historical patterns to better understand the relationship between discrete events across time and place Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students understand that geography and geographic characteristics influence the development of political, economic, and social systems Economic Systems Students understand that economic systems are shaped by the political and social systems in which they exist and are how groups and individuals make decisions regarding production, distribution, and consumption Social Systems Students understand that cultural values and norms shape identity and behavior within groups, institutions, and states Including the degree of freedom that exists within a society Political Systems Students understand that societies employ various methods to establish and maintain order and authority and that political structures influence the degree of freedom individuals and groups have in a society SOL: WHI.3a-e The student will demonstrate knowledge of ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by a) locating these civilizations in time and place; b) describing the development of social, political, and economic patterns, including slavery; c) explaining the development of religious traditions; d) describing the origins, beliefs, traditions, customs, and spread of Judaism; e) explaining the development of language and writing. SOL: WHI. 4a The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by a) describing Persia, including Zoroastrianism and the development of an imperial bureaucracy;

208 Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research Have students research one of the many historic leaders from this era and have them consider what elements were valued in leaders in the ancient world. They can also evaluate the resources scholars use to construct information on ancient leaders. 2. Multiple Perspectives Students can select a social class from an ancient civilization and develop a means to communicate daily life for a person of that class (padlet, mock Facebook page, dramatic play, diary ect). 3. Sources & Historic Record Using the websites from one or more of the many museums with permanent collections from ancient Egypt, Persia, and Mesopotamia, have students create their own collection of artifacts to create an overview of life and culture in one of these regions. Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Have students create a map of ancient civilizations in which they design a way to communicate changes over time and notable elements. 2. Analytical Writing In a writing prompt or using a compare and contrast organizer, have students explore how geography influences culture by analyzing the relationship between the predictable Nile and Egyptian society versus the unpredictable Tigris and Euphrates and societies of Mesopotamia. 3. Critical Reading Based on their reading of ancient texts such as the Epic of Gilgamesh, The Book of the Dead, and prayers of Zoroastrianism, have students summarize similarities and differences in perspectives of the nature of the universe. 4. Public Speaking and Presenting Have students conduct a structured debate on the concept of justice and punishment in ancient law codes such as the Code of Hammurabi. Civilization Culture Polytheistic Pictograph Cuneiform Dynasty Mesopotamia Fertile Crescent Content Vocabulary Babylonians Chaldeans Nebuchadnezzar Hittites Persians Satrapies Zoroastrianism Darius Pyramids Mummification The Book of the Dead Papyrus Pharaoh Hieroglyphic Akhenaton Ramses II

209 Tigris & Euphrates Ur Sumer City-States Epic of Gilgamesh Assyrians Akkadians Imperial Bureaucracy Royal Road Hammurabi s Code Ziggurat Theocracy Nile Scribes Namer/Menes Stelae Sahara Desert Nubia/Kush Phoenicians Monotheism Israelites Palestine Jerusalem Abraham

210 World History: Ancient India Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Choice and Consequence Students understand that individuals, groups, and societies make choices based on the direct and indirect consequences they expect to occur Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students understand that geography and geographic characteristics influence the development of political, economic, and social systems Economic Systems Students understand that economic systems are shaped by the political and social systems in which they exist and are how groups and individuals make decisions regarding production, distribution, and consumption Social Systems Students understand that cultural values and norms shape identity and behavior within groups, institutions, and states Including the degree of freedom that exists within a society Political Systems Students understand that societies employ various methods to establish and maintain order and authority and that political structures influence the degree of freedom individuals and groups have in a society SOL: WHI.4 b-d The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by b) describing India, with emphasis on the Aryan migrations and the caste system; c) describing the origins, beliefs, traditions, customs, and spread of Hinduism; d) describing the origins, beliefs, traditions, customs, and spread of Buddhism; Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research Have students explore the fall of the Indus River societies and the cities of Mohenjo-Daro and Harappa and the debates between Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Have students create a map that displays the spread of Buddhism and communicates change over time and areas of

211 scholars with different theories of the cause of their decline. 2. Multiple Perspectives - After reading modern accounts of challenges faced by descendants of members of India s lower castes and Dalits, have students write a personal response on their views of why patterns of discrimination and bias are difficult for societies to overcome 3. Sources & Historic Record Using art from collections such as the Sackler and Freer, have students select a depiction of a Hindu deity or a statue of Buddha and analyze how the art piece portrays beliefs from each faith modern day practice. 2. Analytical Writing After reading modern accounts of challenges faced by descendants of members of India s lower castes and Dalits, have students write a personal response on their views of why patterns of discrimination and bias are difficult for societies to overcome. 3. Critical Reading - Using excerpts selected from the Gita, have students create an annotated collection of quotations with explanations of each quotation to provide an overview of classic beliefs of Hinduism. 4. Public Speaking and Presenting Conduct a philosophical chairs debate on if Hinduism is a monotheistic or polytheistic faith. Harappa Mohenjo-Daro Monsoons Indus River Valley Dravidian Indo-Europeans Hindu Kush Himalayas Khyber Pass Aryan Content Vocabulary Hinduism Brahmin Vedas Upanishads caste system karma Moksha reincarnation enlightenment Nirvana Shudra untouchable Mauryan Dynasty Gupta Dynasty Buddhism Four Noble Truths Eightfold Path Siddhartha Gautama Asoka Bhagavad Gita Mahabharata

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213 World History: Ancient China Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Patterns and Relationships Students can recognize and explain historical patterns to better understand the relationship between discrete events across time and place Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students understand that geography and geographic characteristics influence the development of political, economic, and social systems Economic Systems Students understand that economic systems are shaped by the political and social systems in which they exist and are how groups and individuals make decisions regarding production, distribution, and consumption Social Systems Students understand that cultural values and norms shape identity and behavior within groups, institutions, and states Including the degree of freedom that exists within a society Political Systems Students understand that societies employ various methods to establish and maintain order and authority and that political structures influence the degree of freedom individuals and groups have in a society SOL: WHI.4e-f The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by e) describing China, with emphasis on the development of an empire and the construction of the Great Wall; f) describing the impact of Confucianism, Taoism, and Buddhism. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research Have students work in small groups to map the rise and fall of the historic dynasties to the Chinese concept of the Dynastic Cycle. Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing

214 2. Multiple Perspectives Have students create a short story that portrays how the 5 central relationships of Confucianism are supposed to work to create stability in society. 3. Critical Reading 4. Public Speaking and Presenting 3. Sources & Historic Record Have students explore what scholars are able to infer about ancient China from the discovery of the use of oracle bones. Dynastic Cycle Mandate of Heaven Oracle Bones Confucianism Filial piety Laozi Taoism/Daoism Content Vocabulary Yin and Yang Legalism Shang Dynasty Zhou Dynasty Qin Dynasty Han Dynasty Shi Huangdi

215 World History: Greece from the Minoans to the Hellenistic Era Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Innovation and Change Students understand that innovation creates change and all change has direct and indirect consequences SOL: WHI.5a-g The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by a) assessing the influence of geography on Greek economic, social, and political development, including the impact of Greek commerce and colonies; b) describing Greek mythology and religion; c) identifying the social structure and role of slavery, explaining the significance of citizenship and the development of democracy, and comparing the city-states of Athens and Sparta; d) evaluating the significance of the Persian and Peloponnesian wars; e) characterizing life in Athens during the Golden Age of Pericles; f) citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, with emphasis on Socrates, Plato, and Aristotle; g) explaining the conquest of Greece by Macedonia and the formation and spread of Hellenistic culture by Alexander the Great. Minoans Mycenaean Dorians Dark Ages Aegean Sea Archaic Period Aristocracy Draco Solon Cleisthenes Oligarchy Content Vocabulary Polis Sparta Athens Agora Acropolis Persian War Xerxes Thermopylae Hoplites Infantry phalanx Peloponnesian War Pericles Direct Democracy Euclid Pythagoras Aeschylus Sophocles Herodotus Thucydides Phidias 3 Types of Columns Archimedes

216 Tyranny Troy Mythology Arete Oracle Homer Classical Age Delian League Parthenon Socrates Plato Aristotle Hippocrates Spartan hegemony Second Athenian Empire Macedonia Phillip II Alexander the Great Hellenistic Age

217 World History: Roman Republic and Empire Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Choice and Consequence Students understand that individuals, groups, and societies make choices based on the direct and indirect consequences they expect to occur Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students understand that geography and geographic characteristics influence the development of political, economic, and social systems Economic Systems Students understand that economic systems are shaped by the political and social systems in which they exist and are how groups and individuals make decisions regarding production, distribution, and consumption Social Systems Students understand that cultural values and norms shape identity and behavior within groups, institutions, and states Including the degree of freedom that exists within a society Political Systems Students understand that societies employ various methods to establish and maintain order and authority and that political structures influence the degree of freedom individuals and groups have in a society SOL: WHI.6a-k The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by a) assessing the influence of geography on Roman economic, social, and political development; b) describing Roman mythology and religion; c) explaining the social structure and role of slavery, significance of citizenship, and the development of democratic features in the government of the Roman Republic; d) sequencing events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of Roman culture in these areas; e) assessing the impact of military conquests on the army, economy, and social structure of Rome; f) assessing the roles of Julius and Augustus Caesar in the collapse of the Republic and the rise of imperial monarchs; g) explaining the economic, social, and political impact of the Pax Romana; h) describing the origin, beliefs, traditions, customs, and spread of Christianity;

218 i) explaining the development and significance of the Church in the late Roman Empire; j) listing contributions in art and architecture, technology and science, medicine, literature and history, language, religious institutions, and law; k) citing the reasons for the decline and fall of the Western Roman Empire. Alps Tiber River Romulus & Remus Etruscans Latins Republic Patrician Plebeian Tribunes of Plebs Centuriate Assembly Consul Praetors Law of Nations Twelve Tables Senate Carthage Punic Wars Content Vocabulary Hannibal Scipio Dictator Legion Triumvirate Julius Caesar Marc Anthony Octavia/Augustus Pax Romana Livy Marcus Aurelius Hadrian s Wall Greco-Roman Pantheon Virgil Cicero Stoicism Ptolemy Arch Aqueduct Colosseum Gladiator Spartacus Procurator Jesus Messiah Apostles Paul clergy Inflation Diocletian Constantine Visigoths & Vandals

219 World History: Islamic Civilization Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Innovation and Change: Students understand that innovation creates change and all change has direct and indirect consequences Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students understand that geography and geographic characteristics influence the development of political, economic, and social systems Social Systems Students understand that cultural values and norms shape identity and behavior within groups, institutions, and states, including the degree of freedom that exists within a society SOL: WHI.8a-d The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) by a) describing the origin, beliefs, traditions, customs, and spread of Islam; b) assessing the influence of geography on Islamic economic, social, and political development, including the impact of conquest and trade; c) identifying historical turning points that affected the spread and influence of Islamic civilization, with emphasis on the Sunni-Shi a division and the Battle of Tours; d) citing cultural and scientific contributions and achievements of Islamic civilization. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading

220 4. Public Speaking and Presenting Arabian Peninsula Islam Bedoins Muhammad Khadija Mecca Medina Quran/Koran Muslims Kaabah Hijrah Allah Five Pillars Shari ah Content Vocabulary Shahada Salat/Salah Zakat/Zakah Saum/Sawm Hajj Caliph Jihad Shiite Sunni Suffi Imam Dome of the Rock Moors Umayyads Abbasids Damascus Baghdad Battle of Tours Seljuk Turks Crusades Saladin Mosque Minaret Calligraphy Arabic Thousand and One Nights

221 Conceptual Lens World History: The Early Medieval Period from the Byzantine Empire through Charlemagne and the rise of Feudalism Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students understand that geography and geographic characteristics influence the development of political, economic, and social systems Economic Systems Students understand that economic systems are shaped by the political and social systems in which they exist and are how groups and individuals make decisions regarding production, distribution, and consumption Social Systems Students understand that cultural values and norms shape identity and behavior within groups, institutions, and states Including the degree of freedom that exists within a society Political Systems Students understand that societies employ various methods to establish and maintain order and authority and that political structures influence the degree of freedom individuals and groups have in a society SOL: WHI.7a-e The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.) by a) explaining the establishment of Constantinople as the capital of the Eastern Roman Empire; b) identifying Justinian and his contributions, including the codification of Roman law, and describing the expansion of the Byzantine Empire and economy; c) characterizing Byzantine art and architecture and the preservation of Greek and Roman traditions; d) explaining disputes that led to the split between the Roman Catholic Church and the Greek Orthodox Church; e) mapping and assessing the impact of Byzantine influence and trade on Russia and Eastern Europe. SOL: WHI.9a-d The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization by a) sequencing events related to the spread and influence of Christianity and the Catholic Church throughout Europe; b) explaining the structure of feudal society and its economic, social, and political effects; c) explaining the rise of Frankish kings, the Age of Charlemagne, and the revival of the idea of the Roman Empire;

222 d) sequencing events related to the invasions, settlements, and influence of migratory groups, including Angles, Saxons, Magyars, and Vikings. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading 4. Public Speaking and Presenting Middle Ages Angles/Saxons Magyars Vikings Visigoths Ostrogoths Franks monasticism St. Benedict Papacy Carolingian Dynasty Charlemagne Holy Roman Empire Feudalism Lord Fief Manor Content Vocabulary Vassal tithe knights chivalry primogeniture Balkans Diocletian Constantinople Theodora Justinian Justinian Code Hagia Sophia Icons Iconoclast Excommunication Schism Patriarch Roman Catholic Greek Orthodox Excommunication Seljuk Turks Steppe Kiev Cyrillic Alphabet Moscow Slavs Czar/Tsar Golden Horde Alexander Nevsky Prince Vladimir Ivan III (The Great)

223 Serf Pope

224 World History: Late Medieval Period from the Crusades to the Renaissance Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Conflict and Cooperation: Understand that desires for resources and/or control lead to conflict and cooperation between individuals, groups, and societies Innovation and Change: Students understand that innovation creates change and all change has direct and indirect consequences SOL: WHI.12a-d The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period by a) describing the emergence of nation-states (England, France, Spain, and Russia) and distinctive political developments in each; b) explaining conflicts among Eurasian powers, including the Crusades, the Mongol conquests, and the fall of Constantinople; c) identifying patterns of crisis and recovery related to the Black Death (Bubonic plague); d) explaining the preservation and transfer to Western Europe of Greek, Roman, and Arabic philosophy, medicine, and science. SOL: WHI.13a-d The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization by a) identifying the economic foundations of the Italian Renaissance; b) sequencing events related to the rise of Italian city-states and their political development, including Machiavelli s theory of governing as described in The Prince; c) citing artistic, literary, and philosophical creativity, as contrasted with the medieval period, including Leonardo da Vinci, Michelangelo, and Petrarch; d) comparing the Italian and the Northern Renaissance, and citing the contributions of writers. Social Studies Essential Standards Skill Builder Resources

225 Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading 4. Public Speaking and Presenting Urban II Crusade Infidels Saladin Richard the Lion-Hearted William the Conqueror Henry II Eleanor of Aquitaine Common Law Magna Carta Parliament Estates Capetian Rulers 100 Year s War Joan of Arc Ferdinand & Isabella Reconquista Content Vocabulary St. Francis of Assisi sacraments/interdict cannon law Lay Investiture/simony Concordat of Worms Inquisition Black Death Scholasticism Vernacular Gothic Italian City-States Patron Perspective Renaissance Sonnet Leonardo da Vinci de Medici Donatello Erasmus Petrarch Humanism Classicism Secularism Patron Michelangelo Raphael Utopia Gutenberg Bible Printing Press Machiavelli Jan van Eyck Albrech Durer School in Flanders

226 World History: The Medieval Age around the World (Africa, the Americas, East Asia) Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Patterns and Relationships Students can recognize and explain historical patterns to better understand the relationship between discrete events across time and place Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students understand that geography and geographic characteristics influence the development of political, economic, and social systems Economic Systems Students understand that economic systems are shaped by the political and social systems in which they exist and are how groups and individuals make decisions regarding production, distribution, and consumption SOL: WHI.10a-d The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by a) locating major trade routes; b) identifying technological advances and transfers, networks of economic interdependence, and cultural interactions; c) describing Japan, with emphasis on the impact of Shinto and Buddhist traditions and the influence of Chinese culture; d) describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms of geography, society, economy, and religion. SOL: WHI11a-b The student will demonstrate knowledge of major civilizations of the Western Hemisphere, including the Mayan, Aztec, and Incan, by a) describing geographic relationships, with emphasis on patterns of development in terms of climate and physical features; b) describing cultural patterns and political and economic structures.

227 Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading 4. Public Speaking and Presenting Marco Polo Kublai Khan Yuan & Beijing Neo-Confucianism Li Bo & Duo F Archipelago Shinto Kami Prince Shotoku Pictographic Writing Shogun Samurai/ Bushido Daimyo Tea Ceremony Tale of Genji Korea Content Vocabulary Axum Ezana Great Zimbabwe Ghana Mali Songhai Mansa Musa Timbuktu Bantu Lineage groups Matrilineal/patrilineal Berbers Yoruba Ashanti Teotihuacan Olmec Maya Toltec Chichen Itza Aztec Tribute Cortes Montezuma Mesoamerica Tenochtitlan Yucatan Peninsula Inca Machu Picchu Andes terrace farming Pizarro Quipu

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229 Full SOL Version World History: Origins of Early Man from Pre-history to Neolithic Revolution Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Innovation and Change Students understand that innovation creates change and all change has direct and indirect consequences SOL WHI.2a-d The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by a) explaining the impact of geographic environment on hunter-gatherer societies; b) listing characteristics of hunter-gatherer societies, including their use of tools and fire; c) describing technological and social advancements that gave rise to stable communities; d) explaining how archaeological discoveries are changing present-day knowledge of early peoples. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research - Have students conduct research on several pre-historic mysteries. This initial research is an excellent opportunity to introduce expectations for source analysis when researching topics for class. Ideas include Stonehenge, Otzi The Iceman, ancient cities such as Çatalhöyük, Carnac Stones in France, Easter Island, Cave Paintings of Lascaux 2. Multiple Perspectives Have students compare and contrast the challenges and benefits of nomadic vs early farming and herding lifestyles Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Ask students to create a collection of visual representations from a pre-historic theme (migration of early man, expansion of agriculture, spread of technology, early urban settings ect) in a collection tool such as a mock Pinterest Board 2. Analytical Writing Focusing on any of the topics explored in the historical inquiry activities, have students develop a summary of how artifacts are essential to research on the pre-historic era.

230 3. Sources & Historic Record Using several sources have students explore the debate around how the Americas were first populated and evaluate the challenges of substantiating theories of the pre-historic era. Clips from the PBS Scientific America series segment Coming Into America can be especially helpful to show alternatives to traditional theories 3. Critical Reading Have students read the article Geographic Determinism by Guns, Germs, and Steel author, Jared Diamond and work in small groups to evaluate his argument and brainstorm evidence that would support alternative theories of why societies advance. 4. Public Speaking and Presenting Arrange for students to debate the need to preserve pre-historic artifacts and sites. WHI.2 The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by a) explaining the impact of geographic environment on hunter-gatherer societies; Understandings Life in early huntergatherer societies was shaped by their physical environment. Questions How did physical geography influence the lives of early humans? Knowledge Homo sapiens emerged in east Africa between 100,000 and 400,000 years ago. Homo sapiens migrated from Africa to Eurasia, Australia, and the Americas. Early humans were hunters and gatherers whose survival depended on the availability of wild plants and animals. WHI.2 The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by b) listing characteristics of hunter-gatherer societies, including their use of tools and fire;

231 SOL: WHI. 4a SOL: WHI. 4a Early human societies, through the development of culture, began the process of overcoming the limits set by the physical environment. What were the characteristics of hunter-gatherer societies? Hunter-gatherer societies during the Paleolithic Era (Old Stone Age) were nomadic, migrating in search of food, water, shelter invented the first tools, including simple weapons learned how to make and use fire lived in clans developed oral language created cave art. WHI.2c The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by c) describing technological and social advancements that gave rise to stable communities; Understandings The beginning of agriculture, including permanent settlements, was a major step in the advance of civilization. Questions How did the beginning of agriculture and the domestication of animals promote the rise of settled communities? Knowledge Societies during the Neolithic Era (New Stone Age) developed agriculture (domesticated plants) domesticated animals used advanced tools made pottery developed weaving skills. WHI.2d The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by d) explaining how archaeological discoveries are changing present-day knowledge of early peoples. Understandings Questions Knowledge

232 Archaeologists continue to find and interpret evidence of early humans and their lives. How does archaeology provide knowledge of early human life and its changes? Archaeologists study past cultures by locating and analyzing human remains, settlements, fossils, and artifacts. Archaeologists apply scientific tests, such as carbon dating, to analyze fossils and artifacts. Stonehenge is an example of an archaeological site in England that was begun during the Neolithic Age and completed during the Bronze Age. Aleppo and Jericho are examples of early cities in the Fertile Crescent studied by archaeologists. Çatalhöyük is an example of a Neolithic settlement currently under excavation in Anatolia. Homo Sapians Hunter-Gathers Paleolithic Era Nomadic Neolithic Era Agricultural Revolution Domestication Content Vocabulary Archaeologists Carbon Dating Fossils Artifact Cave Art Stonehenge Fertile Crescent Aleppo Jericho Çatalhöyük

233 World History: First Civilizations of the Middle East and Africa Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Patterns and Relationships Students can recognize and explain historical patterns to better understand the relationship between discrete events across time and place Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students understand that geography and geographic characteristics influence the development of political, economic, and social systems Economic Systems Students understand that economic systems are shaped by the political and social systems in which they exist and are how groups and individuals make decisions regarding production, distribution, and consumption Social Systems Students understand that cultural values and norms shape identity and behavior within groups, institutions, and states Including the degree of freedom that exists within a society Political Systems Students understand that societies employ various methods to establish and maintain order and authority and that political structures influence the degree of freedom individuals and groups have in a society SOL: WHI.3a-e The student will demonstrate knowledge of ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by a) locating these civilizations in time and place; b) describing the development of social, political, and economic patterns, including slavery; c) explaining the development of religious traditions; d) describing the origins, beliefs, traditions, customs, and spread of Judaism; e) explaining the development of language and writing. SOL: WHI. 4a The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by a) describing Persia, including Zoroastrianism and the development of an imperial bureaucracy;

234 Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research Have students research one of the many historic leaders from this era and have them consider what elements were valued in leaders in the ancient world. They can also evaluate the resources scholars use to construct information on ancient leaders. 2. Multiple Perspectives Students can select a social class from an ancient civilization and develop a means to communicate daily life for a person of that class (padlet, mock Facebook page, dramatic play, diary ect). 3. Sources & Historic Record Using the websites from one or more of the many museums with permanent collections from ancient Egypt, Persia, and Mesopotamia, have students create their own collection of artifacts to create an overview of life and culture in one of these regions. Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art Have students create a map of ancient civilizations in which they design a way to communicate changes over time and notable elements. 2. Analytical Writing In a writing prompt or using a compare and contrast organizer, have students explore how geography influences culture by analyzing the relationship between the predictable Nile and Egyptian society versus the unpredictable Tigris and Euphrates and societies of Mesopotamia. 3. Critical Reading Based on their reading of ancient texts such as the Epic of Gilgamesh, The Book of the Dead, and prayers of Zoroastrianism, have students summarize similarities and differences in perspectives of the nature of the universe. 4. Public Speaking and Presenting Have students share their research from one of the projects suggested here and have the class work together to identify trends and patterns. SOL: WHI.3a The student will demonstrate knowledge of ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by a) locating these civilizations in time and place; Understandings Questions Knowledge

235 During the New Stone Age, permanent settlements appeared in river valleys and around the Fertile Crescent. River valleys provided water and rich soil for crops as well as protection from invasion. Why did ancient civilizations develop in river valleys? Where were the earliest civilizations located? When did these civilizations exist? River valley civilizations (about 3500 to 500 B.C. [B.C.E.]) Mesopotamian civilization: Tigris and Euphrates River Valleys (Southwest Asia) Egyptian civilization: Nile River Valley and Nile Delta (Africa) Indian civilization: Indus River Valley (South Asia) Chinese civilization: Huang He Valley (East Asia) These river valleys offered rich soil and irrigation water for agriculture, and they tended to be in locations easily protected from invasion by nomadic peoples. Other early civilizations (about 2000 to 500 B.C. [B.C.E.]) Hebrews settled between the Mediterranean Sea and the Jordan River Valley (part of Fertile Crescent in Southwest Asia). Phoenicians settled along the Mediterranean coast (part of Fertile Crescent in Southwest Asia). Nubia was located on the upper (southern) Nile River (Africa). SOL: WHI.3b The student will demonstrate knowledge of ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by b) describing the development of social, political, and economic patterns, including slavery; Understandings Questions River valleys were the Cradles of What were the social, Knowledge Development of social patterns

236 Civilization. Early civilizations made major contributions to social, political, and economic progress. political, and economic characteristics of early civilizations? Hereditary rulers: Dynasties of kings, pharaohs Rigid class system where slavery was accepted Development of political patterns World s first states (i.e., city-states, kingdoms, empires) Centralized government, often based on religious authority Written law codes (e.g., Ten Commandments, Code of Hammurabi) Development of economic patterns Use of metal (e.g., bronze, iron) tools and weapons Increasing agricultural surplus: Better tools, plows, irrigation Increasing trade along rivers and by sea (Phoenicians) Development of the world s first cities Development of the practice of slavery within most cultures in the ancient world, taking various forms SOL: WHI.3c The student will demonstrate knowledge of ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by c) explaining the development of religious traditions; Understandings Religion was a major part of life in all early civilizations. Questions What religious traditions developed in ancient civilizations? Knowledge Development of religious traditions Polytheism was practiced by most early civilizations.

237 Monotheism was practiced by the Hebrews. SOL: WHI.3d The student will demonstrate knowledge of ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by d) describing the origins, beliefs, traditions, customs, and spread of Judaism; Understandings The monotheism of Abraham became the foundation of Judaism, Christianity, and Islam religions that changed the world. The Hebrews were the first to become monotheists. Questions What were the essential beliefs of Judaism? How did Judaism influence Western civilization? Origins of Judaism Abraham Moses Jerusalem Knowledge Beliefs, traditions, and customs of Judaism Belief in one God (monotheism) Torah, which contains the written records and beliefs of the Jews Ten Commandments, which state moral and religious conduct Spread of Judaism Exile Diaspora SOL: WHI.3e The student will demonstrate knowledge of ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by e) explaining the development of language and writing. Understandings Questions Knowledge

238 Language and writing were important cultural innovations. What forms of language and writing existed in early civilizations? Language and writing Pictograms: Earliest written symbols Hieroglyphics: Egypt Cuneiform: Sumer Alphabet: Phoenicia SOL: WHI. 4a The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by a) describing Persia, including Zoroastrianism and the development of an imperial bureaucracy; Understandings Questions Knowledge Built on earlier Central Asian and Mesopotamian civilizations, Persia developed the largest empire in the world. Zoroastrianism was the main Persian religion, although other religions were tolerated. How did Persia govern its empire? Persian Empire Tolerance of conquered peoples Development of an imperial bureaucracy Construction of road system Practice of Zoroastrianism Religion of Persia Belief in two opposing forces in the universe Civilization Culture Polytheistic Pictograph Cuneiform Dynasty Mesopotamia Fertile Crescent Tigris & Euphrates Ur Content Vocabulary Babylonians Chaldeans Nebuchadnezzar Hittites Persians Satrapies Zoroastrianism Darius Imperial Bureaucracy Royal Road Pyramids Mummification The Book of the Dead Papyrus Pharaoh Hieroglyphic Akhenaton Ramses II Namer/Menes Stelae

239 Sumer City-States Epic of Gilgamesh Assyrians Akkadians Hammurabi s Code Ziggurat Theocracy Nile Scribes Sahara Desert Nubia/Kush Phoenicians Monotheism Israelites Palestine Jerusalem Abraham

240 World History: Ancient India Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Choice and Consequence Students understand that individuals, groups, and societies make choices based on the direct and indirect consequences they expect to occur Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students understand that geography and geographic characteristics influence the development of political, economic, and social systems Economic Systems Students understand that economic systems are shaped by the political and social systems in which they exist and are how groups and individuals make decisions regarding production, distribution, and consumption Social Systems Students understand that cultural values and norms shape identity and behavior within groups, institutions, and states Including the degree of freedom that exists within a society Political Systems Students understand that societies employ various methods to establish and maintain order and authority and that political structures influence the degree of freedom individuals and groups have in a society SOL: WHI.4 b-d The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by b) describing India, with emphasis on the Aryan migrations and the caste system; c) describing the origins, beliefs, traditions, customs, and spread of Hinduism; d) describing the origins, beliefs, traditions, customs, and spread of Buddhism; Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing

241 3. Sources & Historic Record 3. Critical Reading 4. Public Speaking and Presenting SOL: WHI.4 b The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by b) describing India, with emphasis on the Aryan migrations and the caste system; Understandings Classical Indian civilization began in the Indus River Valley, spread to the Ganges River Valley, and then spread throughout the Indian subcontinent. This spread continued with little interruption because of the geographic location. Indo-Aryan people migrated into the area, creating a structured society (caste system) and blending their beliefs with those of the indigenous people. During the Golden Age of Questions Why were physical geography and location important to the development of Indian civilization? What impact did the Aryans have on India? Why was the caste system central to Indian culture? What were the accomplishments of the Mauryan and Gupta empires? Knowledge Physical barriers, such as the Himalayas, the Hindu Kush, and the Indian Ocean, made invasion difficult. Mountain passes in the Hindu Kush provided migration routes into the Indian subcontinent. The Indus and Ganges were the important rivers in the Indian subcontinent. Indus River Valley civilization Harappa and Mohenjo-Daro Aryans (Indo-Aryans) Migration, assertion of dominance Caste system, which influenced all social interactions and choices of occupations

242 classical Indian culture, Indian people made significant contributions to world civilization. Mauryan Empire - Asoka Continued political unification of much of India Contributions: Spread of Buddhism, free hospitals, veterinary clinics, good roads Gupta Empire Golden Age of classical Indian culture Contributions: Mathematics (concept of zero), medical advances (setting bones), astronomy (concept of a round earth), new textiles, literature SOL: WHI.4 c The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by c) describing the origins, beliefs, traditions, customs, and spread of Hinduism; Understandings Hinduism was an important contribution of classical India. Hinduism influenced Indian society and culture and is still practiced in India today. Questions What are the beliefs of the Hindu religion? How did Hinduism influence Indian society and culture? Knowledge Hinduism Belief in many forms of one God Reincarnation: Rebirth based upon karma Karma: Knowledge that all thoughts and actions result in future consequences Vedas and Upanishads: Sacred writings Spread along major trade routes SOL: WHI.4 d The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by d) describing the origins, beliefs, traditions, customs, and spread of Buddhism;

243 Understandings Buddhism was founded by Siddhartha Gautama in a part of India that is in present-day Nepal. Buddhism became a major faith when Asoka sent missionaries throughout Asia. Questions What are the beliefs of Buddhism? How did Buddhism spread? Knowledge Buddhism Founder: Siddhartha Gautama (Buddha) Four Noble Truths Eightfold Path to Enlightenment Asoka s missionaries and their writings spread Buddhism from India to China and other parts of Asia. Harappa Mohenjo-Daro Monsoons Indus River Valley Dravidian Indo-Europeans Hindu Kush Himalayas Khyber Pass Aryan Content Vocabulary Hinduism Brahmin Vedas Upanishads caste system karma Moksha reincarnation enlightenment Nirvana Shudra untouchable Mauryan Dynasty Gupta Dynasty Buddhism Four Noble Truths Eightfold Path Siddhartha Gautama Asoka Bhagavad Gita Mahabharata

244 World History: Ancient China Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Patterns and Relationships Students can recognize and explain historical patterns to better understand the relationship between discrete events across time and place Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students understand that geography and geographic characteristics influence the development of political, economic, and social systems Economic Systems Students understand that economic systems are shaped by the political and social systems in which they exist and are how groups and individuals make decisions regarding production, distribution, and consumption Social Systems Students understand that cultural values and norms shape identity and behavior within groups, institutions, and states Including the degree of freedom that exists within a society Political Systems Students understand that societies employ various methods to establish and maintain order and authority and that political structures influence the degree of freedom individuals and groups have in a society SOL: WHI.4e-f The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by e) describing China, with emphasis on the development of an empire and the construction of the Great Wall; f) describing the impact of Confucianism, Taoism, and Buddhism. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing

245 3. Sources & Historic Record 3. Critical Reading 4. Public Speaking and Presenting SOL: WHI.4e-f The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by e) describing China, with emphasis on the development of an empire and the construction of the Great Wall; f) describing the impact of Confucianism, Taoism, and Buddhism. Understandings Classical China was centered on the Huang He (Yellow River) and was geographically isolated. Invaders entered China from the north. The Great Wall was built for China s protection. Chinese culture began around 1500 B.C. (B.C.E.). Of Chinese contributions to civilization, Confucianism and Taoism are among the most noted. Questions Why was the Great Wall of China built? What were contributions of classical China to world civilization? Why were Confucianism, Taoism, and Buddhism important in the formation of Chinese culture? Knowledge Migratory invaders raided Chinese settlements from the north. Qin Shi Huangdi built the Great Wall as a line of defense against invasions. China was governed by a succession of ruling families called dynasties. Chinese rulers were considered divine, but they served under a Mandate of Heaven only as long as their rule was just. The Silk Road facilitated trade and contact between China and other cultures as far away as Rome. Contributions of classical China Civil service system Paper Porcelain Silk Impact of Confucianism in forming the social order in China Belief that humans are good, not bad

246 Respect for elders Code of politeness (still used in Chinese society today) Emphasis on education Ancestor worship Impact of Taoism in forming Chinese culture and values Humility Simple life and inner peace Harmony with nature Yin and yang represented opposites for Confucianism and Taoism. Chinese forms of Buddhism spread throughout Asia. Dynastic Cycle Mandate of Heaven Oracle Bones Confucianism Filial piety Laozi Taoism/Daoism Content Vocabulary Yin and Yang Legalism Shang Dynasty Zhou Dynasty Qin Dynasty Han Dynasty Shi Huangdi

247 World History: Greece from the Minoans to the Hellenistic Era Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Innovation and Change Students understand that innovation creates change and all change has direct and indirect consequences SOL: WHI.5a-g The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by a) assessing the influence of geography on Greek economic, social, and political development, including the impact of Greek commerce and colonies; b) describing Greek mythology and religion; c) identifying the social structure and role of slavery, explaining the significance of citizenship and the development of democracy, and comparing the city-states of Athens and Sparta; d) evaluating the significance of the Persian and Peloponnesian wars; e) characterizing life in Athens during the Golden Age of Pericles; f) citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, with emphasis on Socrates, Plato, and Aristotle; g) explaining the conquest of Greece by Macedonia and the formation and spread of Hellenistic culture by Alexander the Great. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading 4. Public Speaking and Presenting

248 SOL: WHI.5a The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by a) assessing the influence of geography on Greek economic, social, and political development, including the impact of Greek commerce and colonies; Understandings The physical geography of the Aegean Basin shaped the economic, social, and political development of Greek civilization. The expansion of Greek civilization through trade and colonization led to the spread of Hellenic culture across the Mediterranean and Black seas. Questions How did the mountains, seas, islands, harbors, peninsulas, and straits of the Aegean Basin shape Greek economic, social, and political development and patterns of trade and colonization? Knowledge Locations and places Aegean Sea Balkan and Peloponnesus peninsula, Europe, Asia Minor Mediterranean Sea Black Sea, Dardanelles Athens, Sparta, Troy Macedonia Economic and social development Agriculture (limited arable land) Commerce and the spread of Hellenic culture Shift from barter to money economy (coins) Political development Mountainous terrain both helped and hindered the development of city-states. Greek cities were designed to promote civic and commercial life. Colonization was prompted by overpopulation and the search for arable land. SOL: WHI.5b The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by b) describing Greek mythology and religion;

249 Understandings Greek mythology was based on a polytheistic religion that was integral to culture, politics, and art in ancient Greece. Many of Western civilization s symbols, metaphors, words, and idealized images come from ancient Greek mythology. Questions How did mythology help the early Greek civilization explain the natural world and the human condition? What impact did Greek mythology have on later civilizations and the contemporary world? Knowledge Greek mythology Based on polytheistic religion Offered explanations of natural phenomena, human qualities, and life events Greek gods and goddesses Zeus, Hera, Apollo, Artemis, Athena, Aphrodite Symbols and images in Western literature, art, and architecture SOL: WHI.5c The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by c) identifying the social structure and role of slavery, explaining the significance of citizenship and the development of democracy, and comparing the city-states of Athens and Sparta; Understandings Understandings Knowledge Classical Athens developed the most democratic system of government the world had ever seen, although not everyone could participate in decision making. It became a foundation of modern democracies. Contrasting philosophies of government divided the Greek city-states of Athens (democracy) and Sparta How did democracy develop in Athens? How did Sparta differ from Athens? Social structure and citizenship in the Greek polis Citizens (free adult males) had political rights and the responsibility of civic participation in government. Women and foreigners had no political rights. Slaves had no political rights. Athens Stages in the evolution of Athenian government: Monarchy, aristocracy, tyranny, democracy Tyrants who worked for reform: Draco, Solon Origin of democratic principles: Direct democracy,

250 (oligarchy). public debate, duties of the citizen Sparta Oligarchy (rule by a small group) Rigid social structure Militaristic and aggressive society SOL: WHI.5d The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by d) evaluating the significance of the Persian and Peloponnesian wars; Understandings Understandings Questions The Greeks defeated the Persian empire and preserved their political independence. Why were wars with Persia important to the development of Greek culture? Competition between Sparta and Athens for control of Greece helped cause the Peloponnesian War. SOL: WHI.5e and f Why was the Peloponnesian War important to the spread of Greek culture? Importance of Persian Wars ( B.C. [B.C.E.]) Persian wars united Athens and Sparta against the Persian Empire. Athenian victories over the Persians at Marathon and Salamis left Greeks in control of the Aegean Sea. Athens preserved its independence and continued innovations in government and culture. Importance of Peloponnesian War ( B.C. [B.C.E.]) Caused in part by competition for control of the Greek world: Athens and the Delian League versus Sparta and the Peloponnesian League Resulted in slowing of cultural advance and the weakening of political power The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by e) characterizing life in Athens during the Golden Age of Pericles;

251 f) citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, with emphasis on Socrates, Plato, and Aristotle; Understandings Athenian culture during the classical era became one of the foundation stones of Western civilization. Questions Why was the leadership of Pericles important to the development of Athenian life and Greek culture? What were some important contributions of Greek culture to Western civilization? Knowledge Golden Age of Pericles (mostly occurring between the Persian and the Peloponnesian Wars) Pericles extended democracy; most adult males had an equal voice. Pericles had Athens rebuilt after destruction in the Persian Wars; the Parthenon is an example of this reconstruction. Contributions of Greek culture to Western civilization Drama: Aeschylus, Sophocles Poetry: Homer (Iliad and Odyssey) History: Herodotus, Thucydides Sculpture: Phidias Architecture: Types of columns, including the Doric (Parthenon), Ionic, and Corinthian. Science: Archimedes, Hippocrates Mathematics: Euclid, Pythagoras Philosophy: Socrates, Plato, Aristotle SOL: WHI.5g The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by g) explaining the conquest of Greece by Macedonia and the formation and spread of Hellenistic culture by Alexander the Great. Understandings Understandings Knowledge

252 The Macedonian conquest of Greece followed the weakening of Greek defenses during the Peloponnesian Wars. Alexander the Great adopted Greek culture and spread Hellenistic influences throughout his vast empire. How did the empire of Alexander the Great establish a basis for the spread of Hellenistic culture? Philip II, King of Macedon Conquered most of Greece Alexander the Great Established an empire from Greece to Egypt and the margins of India Extended Greek cultural influences Hellenistic Age Blend of Greek and oriental elements Spread of Hellenistic culture through trade Minoans Mycenaean Dorians Dark Ages Aegean Sea Archaic Period Aristocracy Draco Solon Cleisthenes Oligarchy Tyranny Troy Mythology Arete Oracle Homer Classical Age Content Vocabulary Polis Sparta Athens Agora Acropolis Persian War Xerxes Thermopylae Hoplites Infantry phalanx Peloponnesian War Delian League Parthenon Socrates Plato Aristotle Pericles Direct Democracy Euclid Pythagoras Aeschylus Sophocles Herodotus Thucydides Phidias 3 Types of Columns Archimedes Hippocrates Spartan hegemony Second Athenian Empire Macedonia Phillip II Alexander the Great Hellenistic Age

253 World History: Roman Republic and Empire Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Choice and Consequence Students understand that individuals, groups, and societies make choices based on the direct and indirect consequences they expect to occur Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students understand that geography and geographic characteristics influence the development of political, economic, and social systems Economic Systems Students understand that economic systems are shaped by the political and social systems in which they exist and are how groups and individuals make decisions regarding production, distribution, and consumption Social Systems Students understand that cultural values and norms shape identity and behavior within groups, institutions, and states Including the degree of freedom that exists within a society Political Systems Students understand that societies employ various methods to establish and maintain order and authority and that political structures influence the degree of freedom individuals and groups have in a society SOL: WHI.6a-k The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by a) assessing the influence of geography on Roman economic, social, and political development; b) describing Roman mythology and religion; c) explaining the social structure and role of slavery, significance of citizenship, and the development of democratic features in the government of the Roman Republic; d) sequencing events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of Roman culture in these areas; e) assessing the impact of military conquests on the army, economy, and social structure of Rome; f) assessing the roles of Julius and Augustus Caesar in the collapse of the Republic and the rise of imperial monarchs; g) explaining the economic, social, and political impact of the Pax Romana; h) describing the origin, beliefs, traditions, customs, and spread of Christianity;

254 i) explaining the development and significance of the Church in the late Roman Empire; j) listing contributions in art and architecture, technology and science, medicine, literature and history, language, religious institutions, and law; k) citing the reasons for the decline and fall of the Western Roman Empire. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading 4. Public Speaking and Presenting SOL: WHI.6a The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by a) assessing the influence of geography on Roman economic, social, and political development; Understandings The city of Rome, with its central location on the Italian peninsula, was able to extend its influence over the entire Mediterranean Basin. The Italian peninsula was Questions How was geographic location important to the economic, social, and political development of ancient Rome? Knowledge Locations and places Rome: Centrally located in the Mediterranean Basin and distant from eastern Mediterranean powers Italian Peninsula Alps: Protection Mediterranean Sea: Protection, sea-borne

255 protected by the sea and the arc of the Alps mountains. commerce SOL: WHI.6b The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by b) describing Roman mythology and religion; Understandings Roman mythology, like Greek mythology, was based upon a polytheistic religion that was integral to culture, politics, and art. Many of Western civilization s symbols, metaphors, words, and idealized images come from ancient Roman mythology. Questions What was the source of Roman mythology? What impact did Roman mythology have on later civilizations? Knowledge Roman mythology Based on the Greek polytheistic religion Explanations of natural phenomena, human qualities, and life events Roman gods and goddesses Jupiter, Juno, Apollo, Diana, Minerva, and Venus Symbols and images in literature, art, and architecture SOL: WHI.6c The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by c) explaining the social structure and role of slavery, significance of citizenship, and the development of democratic features in the government of the Roman Republic; Understandings Although women, most aliens (non-romans living in the Republic), and slaves were excluded from the governing Questions How did the government of the Roman Republic become more democratic in its decision making? Knowledge Social structure in the Roman Republic Patricians: Powerful nobility (few in number) Plebeians: Majority of population Slaves: Not based on race

256 process, the Roman Republic made major strides in the development of representative democracy, which became a foundation of modern democracy. Citizenship Patrician and plebeian men Selected foreigners Rights and responsibilities of citizenship (e.g., taxes, military service) Features of democracy Representative democracy Assemblies The Senate Consuls Laws of Rome codified as Twelve Tables SOL: WHI.6d The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by d) sequencing events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of Roman culture in these areas; Understandings After the victory over Carthage in the Punic Wars, Rome was able, over the next 100 years, to dominate the Mediterranean basin, leading to the diffusion of Roman culture. Questions Why was Rome able to conquer Carthage and then go on to extend its influence across the entire Mediterranean basin and much of Western Europe? Knowledge Punic Wars: Rome vs. Carthage ( B.C. [B.C.E.]) Rome and Carthage were in competition for trade. Hannibal invaded the Italian Peninsula. Three wars resulted in Roman victory, the destruction of Carthage, and expanded trade and wealth for Rome. Evolution of the Roman Empire and spread of Roman culture Mediterranean basin (Africa, Asia, Europe,

257 SOL: WHI.6e and f including the Hellenistic world of the Eastern Mediterranean) Western Europe (Gaul, British Isles) The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by e) assessing the impact of military conquests on the army, economy, and social structure of Rome; f) assessing the roles of Julius and Augustus Caesar in the collapse of the Republic and the rise of imperial monarchs; Understandings The Roman Republic, in the face of changing social and economic conditions, succumbed to civil war and was replaced by an imperial regime, the Roman Empire. Questions Why did the Roman Republic fail to survive challenges by Julius Caesar? How did military conquests alter economic and social life in Rome? How did an imperial monarchy come to rule Rome? Knowledge Causes for the decline of the Roman Republic Spread of slavery in the agricultural system Migration of small farmers into cities and unemployment Civil war over the power of Julius Caesar Devaluation of Roman currency; inflation The origin and evolution of Imperial Rome First triumvirate Julius Caesar: Seizure of power, assassination Augustus Caesar: Civil war, defeat of Marc Anthony, Rome s first emperor Empire: Unified and enlarged, using imperial authority and the military Failure to provide for peaceful succession of Emperors SOL: WHI.6g

258 The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by g) explaining the economic, social, and political impact of the Pax Romana; Understandings Augustus Caesar established the Roman Empire by instituting civil service, rule by law, a common coinage, and secure travel and trade throughout the Empire. Following Augustus Caesar, the Roman Empire enjoyed 200 years of peace and prosperity known as the Pax Romana. Questions What was the Pax Romana? What was the impact of the Pax Romana on the Roman Empire? Knowledge The Pax Romana Two centuries of peace and prosperity under imperial rule Expansion and solidification of the Roman Empire, particularly in the Near East Economic impact of the Pax Romana Established uniform system of money, which helped to expand trade Guaranteed safe travel and trade on Roman roads Promoted prosperity and stability Social impact of the Pax Romana Returned stability to social classes Increased emphasis on the family Political impact of the Pax Romana Created a civil service Developed a uniform rule of law SOL: WHI.6h The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by h) describing the origin, beliefs, traditions, customs, and spread of Christianity;

259 Understandings Questions Knowledge How did Christianity become established within the Roman Empire? The followers of Jesus spread Christianity throughout the Roman Empire, bringing it into conflict with Roman polytheism and eventually changing Western civilization. What were the essential beliefs of the early Christian faith? Origins of Christianity Had its roots in Judaism Was led by Jesus of Nazareth, who was proclaimed the Messiah Conflicted with polytheistic beliefs of Roman Empire How and why did Christianity spread? Beliefs, traditions, and customs of Christianity Monotheism Jesus as both Son and incarnation of God Life after death New Testament, containing accounts of the life and teachings of Jesus, as well as writings of early Christians Christian doctrines established by early church councils SOL: WHI.6i Spread of Christianity Popularity of the message Early martyrs inspired others Carried by the Apostles, including Paul, throughout the Roman Empire The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by i) explaining the development and significance of the Church in the late Roman Empire; Understandings As the Roman Empire declined in the West, the Church of Questions What was the impact of the early Church in the late Roman Knowledge Impact of the Church of Rome in the late Roman Empire

260 Rome grew in importance, followers, and influence. Empire? The Emperor Constantine converted to Christianity and made it legal. Christianity later became the official state religion. The Church became a source of moral authority. Loyalty to the Church became more important than loyalty to the Emperor. The Church became the main unifying force of Western Europe. SOL: WHI.6j The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by j) listing contributions in art and architecture, technology and science, medicine, literature and history, language, religious institutions, and law; Understandings Conquests and trade spread Roman cultural and technological achievements throughout the Empire. Western civilization was influenced by the cultural achievements of Rome. Questions How did Roman achievements influence Western civilization? Knowledge Contributions of ancient Rome Art and architecture: Pantheon, Colosseum, Forum Technology: Roads, aqueducts, Roman arches Science: Achievements of Ptolemy Medicine: Emphasis on public health (public baths, public water systems, medical schools) Language: Latin, Romance languages Literature: Virgil s Aeneid Religion: Roman mythology; adoption of Christianity as the imperial religion Law: The principle of innocent until proven guilty (from the Twelve Tables)

261 SOL: WHI.6k The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of its impact on Western civilization by k) citing the reasons for the decline and fall of the Western Roman Empire. Understandings Over a 300 year period, the western part of the Roman Empire steadily declined because of internal and external problems. Questions Why did the Western Roman Empire decline? Knowledge Causes for the decline of the Western Roman Empire Geographic size: Difficulty of defense and administration Economy: The cost of defense, and devaluation of Roman currency Military: Army membership started to include non-romans, resulting in decline of discipline Moral decay: People s loss of faith in Rome and the family Political problems: Civil conflict and weak administration Invasion: Attacks on borders Division of the Roman Empire Move of the capital by Constantine from Rome to Byzantium, renaming it Constantinople Survival of the Western Roman Empire until 476 A.D. (C.E.), when it ceased to have a Roman Emperor Eastern Roman Empire (Byzantine Empire) Alps Tiber River Romulus & Remus Content Vocabulary Hannibal Scipio Dictator Cicero Stoicism Ptolemy

262 Etruscans Latins Republic Patrician Plebeian Tribunes of Plebs Centuriate Assembly Consul Praetors Law of Nations Twelve Tables Senate Carthage Punic Wars Legion Triumvirate Julius Caesar Marc Anthony Octavia/Augustus Pax Romana Livy Marcus Aurelius Hadrian s Wall Greco-Roman Pantheon Virgil Arch Aqueduct Colosseum Gladiator Spartacus Procurator Jesus Messiah Apostles Paul clergy Inflation Diocletian Constantine Visigoths & Vandals

263 World History: Islamic Civilization Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Innovation and Change: Students understand that innovation creates change and all change has direct and indirect consequences SOL: WHI.8a-d The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) by a) describing the origin, beliefs, traditions, customs, and spread of Islam; b) assessing the influence of geography on Islamic economic, social, and political development, including the impact of conquest and trade; c) identifying historical turning points that affected the spread and influence of Islamic civilization, with emphasis on the Sunni-Shi a division and the Battle of Tours; d) citing cultural and scientific contributions and achievements of Islamic civilization. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading 4. Public Speaking and Presenting SOL: WHI.8a

264 The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) by a) describing the origin, beliefs, traditions, customs, and spread of Islam; Understandings The revelations of Muhammad form the basis of the Islamic religion, a monotheistic faith. Muhammad and his followers spread Islam. Islamic traditions and customs developed over centuries and created a distinctive Muslim culture. Questions Where did the Islamic religion originate? Where did it spread? What are the beliefs, traditions, and customs of Islam? Knowledge Origins of Islam Muhammad, the Prophet Mecca and Medina on the Arabian Peninsula: Early Muslim cities Spread of Islam Across Asia and Africa and into Spain Geographic extent of first Muslim empire Beliefs, traditions, and customs of Islam Monotheism: Allah (Arabic word for God) Qur an (Koran): The word of God Five Pillars of Islam Acceptance of Judeo-Christian prophets, including Moses and Jesus SOL: WHI.8b The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) by b) assessing the influence of geography on Islamic economic, social, and political development, including the impact of conquest and trade; Understandings In the first three centuries after Muhammad s death, Muslim rule expanded rapidly, overcoming geographic barriers, and facilitated by Questions How did geography influence the rapid expansion of territory under Muslim rule? Knowledge Geographic influences on the origin and spread of Islam Diffusion along trade routes from Mecca and Medina Expansion despite great distances, desert

265 weakened political empires. Political unity and the Arabic language facilitated trade and stimulated intellectual activity. How did political and cultural geography facilitate trade and cultural activity in the early Islamic lands? environments, and mountain barriers Spread into the Fertile Crescent, Iran, and Central Asia facilitated by weak Byzantine and Persian empires Geographic influences on economic, social, and political development Political unity of the first Muslim empire was shortlived. Arabic language spread with Islam and facilitated trade across Islamic lands. Slavery was not based on race. SOL: WHI.8c The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) by c) identifying historical turning points that affected the spread and influence of Islamic civilization, with emphasis on the Sunni-Shi a division and the Battle of Tours; Understandings Major historical turning points marked the spread and influence of Islamic civilization. Questions What were some major historical turning points that marked the spread and influence of Islamic civilization? Knowledge Historical turning points Death of Ali: Sunni-Shi a division Muslim conquests of Jerusalem and Damascus Islamic capital moved to Baghdad Muslim defeat at the Battle of Tours Fall of Baghdad to the Mongols SOL: WHI.8a-d The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) by d) citing cultural and scientific contributions and achievements of Islamic civilization. Understandings Questions Knowledge

266 Early Islamic civilization was characterized by achievements in science and the arts that transformed the Islamic world and contributed to world civilization. How did Islamic civilization preserve and extend ancient Greek, Persian, and Indian learning? What were some contributions of Islamic civilization? Cultural contributions and achievements Architecture (Dome of the Rock) Mosaics Arabic alphabet Universities Translation of ancient texts into Arabic Scientific contributions and achievements Arabic numerals (adapted from India, including zero) Algebra Medicine Expansion of geographic knowledge Arabian Peninsula Islam Bedoins Muhammad Khadija Mecca Medina Quran/Koran Muslims Kaabah Hijrah Allah Five Pillars Shari ah Content Vocabulary Shahada Salat/Salah Zakat/Zakah Saum/Sawm Hajj Caliph Jihad Shiite Sunni Suffi Imam Dome of the Rock Moors Umayyads Abbasids Damascus Baghdad Battle of Tours Seljuk Turks Crusades Saladin Mosque Minaret Calligraphy Arabic Thousand and One Nights

267 Conceptual Lens World History: The Early Medieval Period from the Byzantine Empire through Charlemagne and the rise of Feudalism Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students understand that geography and geographic characteristics influence the development of political, economic, and social systems Economic Systems Students understand that economic systems are shaped by the political and social systems in which they exist and are how groups and individuals make decisions regarding production, distribution, and consumption Social Systems Students understand that cultural values and norms shape identity and behavior within groups, institutions, and states Including the degree of freedom that exists within a society Political Systems Students understand that societies employ various methods to establish and maintain order and authority and that political structures influence the degree of freedom individuals and groups have in a society SOL: WHI.7a-e The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.) by a) explaining the establishment of Constantinople as the capital of the Eastern Roman Empire; b) identifying Justinian and his contributions, including the codification of Roman law, and describing the expansion of the Byzantine Empire and economy; c) characterizing Byzantine art and architecture and the preservation of Greek and Roman traditions; d) explaining disputes that led to the split between the Roman Catholic Church and the Greek Orthodox Church; e) mapping and assessing the impact of Byzantine influence and trade on Russia and Eastern Europe. SOL: WHI.9a-d The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization by a) sequencing events related to the spread and influence of Christianity and the Catholic Church throughout Europe; b) explaining the structure of feudal society and its economic, social, and political effects;

268 c) explaining the rise of Frankish kings, the Age of Charlemagne, and the revival of the idea of the Roman Empire; d) sequencing events related to the invasions, settlements, and influence of migratory groups, including Angles, Saxons, Magyars, and Vikings. Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading 4. Public Speaking and Presenting SOL: WHI.7a-e The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.) by a) explaining the establishment of Constantinople as the capital of the Eastern Roman Empire; Understandings The capital of the Eastern Roman Empire was changed to Constantinople to provide political, economic, and military advantages. Questions Why was Constantinople established as the capital of the Eastern Roman Empire? Knowledge Location of Constantinople Protection of the eastern frontier Distance from Germanic invasions in the western empire Crossroads of trade Easily fortified site on a peninsula bordered by natural harbors Role of Constantinople

269 Seat of the Byzantine Empire until Ottoman conquest Preserved classical Greco-Roman culture Center of trade SOL: WHI.b The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.) by b) identifying Justinian and his contributions, including the codification of Roman law, and describing the expansion of the Byzantine Empire and economy; Understandings As the first to codify Roman law, Justinian provided the basis for the law codes of Western Europe. Under Justinian, the Byzantine Empire reached its height in culture and prosperity. Questions What was the influence of Justinian s codification of Roman law on the Byzantine Empire and later legal codes? What was Justinian s influence on the expansion of the Byzantine Empire and its economy? Knowledge Byzantine Emperor Justinian Codification of Roman law (impact on European legal codes) Reconquest of former Roman territories Expansion of trade SOL: WHI.7c The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.) by c) characterizing Byzantine art and architecture and the preservation of Greek and Roman traditions; Understandings Questions Knowledge

270 Greek Orthodox Christianity and imperial patronage enabled the Byzantine Empire to develop a unique style of art and of architecture. Greek and Roman traditions were preserved in the Byzantine Empire. Byzantine art and architecture? How did Greek and Roman culture survive within the Byzantine Empire? Byzantine achievements in art and architecture Inspiration provided by Christian religion and imperial power Icons (religious images) Mosaics in public and religious structures Hagia Sophia (a Byzantine domed church) Byzantine culture Continued flourishing of Greco-Roman traditions Greek language (as contrasted with Latin in the West) Greek Orthodox Christianity Greek and Roman knowledge preserved in Byzantine libraries SOL: WHI.7d The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.) by d) explaining disputes that led to the split between the Roman Catholic Church and the Greek Orthodox Church; Understandings The cultural and political differences between the Eastern and Western Roman Empires weakened the unity of the Christian Church and led to its division. Questions What factors produced the division within the Christian Church? Knowledge Eastern Church Centered in Constantinople Close to seat of power after Constantinople became capital Use of Greek language in the liturgy Western Church Centered in Rome Farther from seat of power after Constantinople became capital Use of Latin language in the liturgy

271 Division between Western and Eastern Churches Authority of the Pope eventually accepted in the West Authority of the Patriarch accepted in the East Practices such as celibacy eventually accepted in the West SOL: WHI.7e The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.) by e) mapping and assessing the impact of Byzantine influence and trade on Russia and Eastern Europe. Understandings Byzantine civilization influenced Russian and Eastern European civilizations through its religion, culture, and trade. Questions Why did the Byzantine Empire have so much influence on religion, culture, and trade in Russia and Eastern Europe? Knowledge Influence of Byzantine culture on Eastern Europe and Russia Trade routes between Black Sea and Baltic Sea Adoption of Orthodox Christianity by Russia and much of Eastern Europe Adoption of Greek alphabet for the Slavic languages by St. Cyril (Cyrillic alphabet) Church architecture and religious art SOL: WHI.9a The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization by a) sequencing events related to the spread and influence of Christianity and the Catholic Church throughout Europe; Understandings The Roman Catholic Church grew in importance after Questions How and why did the Church grow in importance during Knowledge Foundations of early medieval society Classical heritage of Rome

272 Roman authority declined. It became the unifying force in western Europe. During the Middle Ages, the Pope anointed the Emperors, missionaries carried Christianity to the Germanic tribes, and the Church served the social, political, and religious needs of the people. the Middle Ages? Christian beliefs Customs of Germanic tribes Influence of the Roman Catholic Church Secular authority declined, while Church authority grew. Monasteries preserved Greco-Roman cultural achievements. Missionaries carried Christianity and Latin alphabet to Germanic tribes. The Pope anointed Charlemagne Emperor in 800 A.D. (C.E.) Parish priests served religious and social needs of the people. SOL: WHI.9b The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization by b) explaining the structure of feudal society and its economic, social, and political effects; Understandings The decline of Roman influence in Western Europe left people with little protection against invasion, so they entered into feudal agreements with landholding lords who promised them protection. Questions How did a feudal society develop in Europe during the Middle Ages? How did the medieval manor function as a social and economic system? Knowledge Invasions shattered Roman protection over the Empire. Feudal society during the Middle Ages Fiefs Vassals Serfs Feudal obligations Manorial system during the Middle Ages Rigid class structure Self-sufficient manors

273 SOL: WHI.9c The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization by c) explaining the rise of Frankish kings, the Age of Charlemagne, and the revival of the idea of the Roman Empire; Understandings Frankish kings used military power to expand their territory. The alliance between Frankish kings and the Church re-established Roman culture (Christianity) in Western Europe. Questions How did Charlemagne revive the idea of the Roman Empire? Knowledge Age of Charlemagne Franks emerged as a force in Western Europe. The Pope crowned the Emperor. Power of the Church was established in political life. Roman culture was reinterpreted. Most of Western Europe was included in the new empire. Churches, roads, and schools were built to unite the empire. SOL: WHI.9d The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization by d) sequencing events related to the invasions, settlements, and influence of migratory groups, including Angles, Saxons, Magyars, and Vikings. Understandings Invasions by Angles, Saxons, Magyars, and Vikings disrupted the social, economic, and political order of Europe Questions How did invasions by the Angles, Saxons, Magyars, and Vikings influence the development of Europe? Knowledge Areas of settlement Angles and Saxons migrated from continental Europe to England. Magyars migrated from Central Asia to Hungary. Vikings migrated from Scandinavia to Russia.

274 Influence of the Angles, Saxons, Magyars, and Vikings Manors with castles provided protection from invaders, reinforcing the feudal system. Invasions disrupted trade, towns declined, and the feudal system was strengthened. Middle Ages Angles/Saxons Magyars Vikings Visigoths Ostrogoths Franks monasticism St. Benedict Papacy Carolingian Dynasty Charlemagne Holy Roman Empire Feudalism Lord Fief Manor Serf Content Vocabulary Vassal tithe knights chivalry primogeniture Balkans Diocletian Constantinople Theodora Justinian Justinian Code Hagia Sophia Icons Iconoclast Excommunication Schism Patriarch Pope Roman Catholic Greek Orthodox Excommunication Seljuk Turks Steppe Kiev Cyrillic Alphabet Moscow Slavs Czar/Tsar Golden Horde Alexander Nevsky Prince Vladimir Ivan III (The Great)

275 World History: Late Medieval Period from the Crusades to the Renaissance Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Conflict and Cooperation: Understand that desires for resources and/or control lead to conflict and cooperation between individuals, groups, and societies Innovation and Change: Students understand that innovation creates change and all change has direct and indirect consequences SOL: WHI.12a-d The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period by a) describing the emergence of nation-states (England, France, Spain, and Russia) and distinctive political developments in each; b) explaining conflicts among Eurasian powers, including the Crusades, the Mongol conquests, and the fall of Constantinople; c) identifying patterns of crisis and recovery related to the Black Death (Bubonic plague); d) explaining the preservation and transfer to Western Europe of Greek, Roman, and Arabic philosophy, medicine, and science. SOL: WHI.13a-d The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization by a) identifying the economic foundations of the Italian Renaissance; b) sequencing events related to the rise of Italian city-states and their political development, including Machiavelli s theory of governing as described in The Prince; c) citing artistic, literary, and philosophical creativity, as contrasted with the medieval period, including Leonardo da Vinci, Michelangelo, and Petrarch; d) comparing the Italian and the Northern Renaissance, and citing the contributions of writers.

276 Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading 4. Public Speaking and Presenting SOL: WHI.12a The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period by a) describing the emergence of nation-states (England, France, Spain, and Russia) and distinctive political developments in each; Understandings European monarchies consolidated their power and began forming nationstates in the late medieval period. Questions How did European nation-states expand their territories and consolidate their power? Knowledge England William the Conqueror, leader of the Norman Conquest, united most of England. Common law had its beginnings during the reign of Henry II. King John signed the Magna Carta, limiting the king s power. The Hundred Years War between England and France helped define England as a nation. Evolution of Parliament.

277 France Hugh Capet established the French throne in Paris, and his dynasty gradually expanded their control over most of France. The Hundred Years War between England and France helped define France as a nation. Joan of Arc was a unifying factor. Spain Ferdinand and Isabella unified the country and expelled Jews and Moors. Spanish Empire in the Western Hemisphere expanded under Charles V. Russia Ivan the Great threw off the rule of the Mongols, centralized power in Moscow, and expanded the Russian nation. Power was centralized in the hands of the tsar. The Orthodox Church influenced unification. SOL: WHI.12b The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period by b) explaining conflicts among Eurasian powers, including the Crusades, the Mongol conquests, and the fall of Constantinople; Understandings Crusades were carried out by Christian political and religious leaders to take control of the Holy Land from the Muslims. Questions What were key events and effects of the Crusades? What were the effects of the Mongol invasions? Knowledge Key events of the Crusades Pope Urban s speech The capture of Jerusalem Founding of Crusader states Loss of Jerusalem to Saladin

278 Mongol armies invaded Russia, Southwest Asia, and China, creating an empire. Ottoman Turks conquered the Byzantine Empire. What were the effects of the Ottoman invasions of Europe? Sack of Constantinople by western Crusaders Effects of the Crusades Weakened the Pope and nobles; strengthened monarchs Stimulated trade throughout the Mediterranean area and the Middle East Left a legacy of bitterness among Christians, Jews, and Muslims Weakened the Byzantine Empire Mongol armies Invaded Russia, China, and Muslim states in Southwest Asia, destroying cities and countryside Created an empire Constantinople Fell to the Ottoman Turks in 1453, ending the Byzantine Empire Became capital of the Ottoman Empire SOL: WHI.12c The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period by c) identifying patterns of crisis and recovery related to the Black Death (Bubonic plague); Understandings In the fourteenth century, the Black Death (Bubonic plague) decimated the population of much of Asia and then the population of Questions How did the Black Death (Bubonic plague) alter economic and social institutions in much of Asia and then in Europe? Knowledge Impact of the Black Death (Bubonic plague) Decline in population Scarcity of labor Towns freed from feudal obligations Decline of Church influence

279 much of Europe. Disruption of trade SOL: WHI.12d The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period by d) explaining the preservation and transfer to Western Europe of Greek, Roman, and Arabic philosophy, medicine, and science. Understandings Education was largely confined to the clergy during the Middle Ages. The masses were uneducated, while the nobility was concerned with feudal obligations. Church scholars preserved ancient literature in monasteries in the East and West. Questions How did European scholars begin to interpret and value ancient learning? Knowledge Church scholars Were among the very few who could read and write Worked in monasteries Translated Greek and Arabic works into Latin Made new knowledge in philosophy, medicine, and science available in Europe Laid the foundations for the rise of universities in Europe SOL: WHI.13a The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization by a) identifying the economic foundations of the Italian Renaissance; Understandings Questions Knowledge The Crusades stimulated trade by introducing Europeans to many desirable products. Trade promoted frequent How did the Crusades stimulate trade between Europe and the Muslim Empire? What were the economic foundations of the Italian Economic effects of the Crusades Increased demand for Middle Eastern products Stimulated production of goods to trade in Middle Eastern markets Encouraged the use of credit and banking

280 contacts with the Byzantine and Muslim Empires. New economic institutions developed. Renaissance? Important economic concepts Church rule against usury and the banks practice of charging interest helped to secularize northern Italy. Letters of credit served to expand the supply of money and expedite trade. New accounting and bookkeeping practices (use of Arabic numerals) were introduced. SOL: WHI.13b The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization by b) sequencing events related to the rise of Italian city-states and their political development, including Machiavelli s theory of governing as described in The Prince; Understandings Questions Knowledge Wealth accumulated from European trade with the Middle East led to the rise of Italian city-states. Wealthy merchants were active civic leaders. How did northern Italian cities benefit from their geographic location? Machiavelli observed citystate rulers of his day and produced guidelines for the acquisition and maintenance of power by absolute rule. How did Italian city-states achieve importance and develop politically? What were Machiavelli s ideas about power? Florence, Venice, and Genoa Had access to trade routes connecting Europe with Middle Eastern markets Served as trading centers for the distribution of goods to northern Europe Were initially independent city-states governed as republics Machiavelli s The Prince An early modern treatise on government Supports absolute power of the ruler Maintains that the end justifies the means Advises that one should not only do good if possible, but do evil when necessary

281 SOL: WHI.13c The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization by c) citing artistic, literary, and philosophical creativity, as contrasted with the medieval period, including Leonardo da Vinci, Michelangelo, and Petrarch; Understandings The Renaissance produced new ideas that were reflected in the arts, philosophy, and literature. Patrons, wealthy from newly expanded trade, sponsored works that glorified citystates in northern Italy. Education became increasingly secular. Questions How did the arts and literature of the Renaissance differ from those of the Middle Ages? Who were prominent Italian Renaissance artists and writers? How did knowledge of the classical Greeks and Romans foster humanism in the Italian Renaissance? Knowledge Medieval art and literature focused on the Church and salvation, while Renaissance art and literature focused on individuals and worldly matters, along with Christianity. Artistic and literary creativity Leonardo da Vinci: Mona Lisa and The Last Supper Michelangelo: Ceiling of the Sistine Chapel and David Petrarch: Sonnets, humanist scholarship Humanism Celebrated the individual Stimulated the study of classical Greek and Roman literature and culture Supported by wealthy patrons SOL: WHI.13a-d The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its impact on Western civilization by d) comparing the Italian and the Northern Renaissance, and citing the contributions of writers. Understandings Questions Knowledge

282 With the rise of trade, travel, and literacy, the Italian Renaissance spread to northern Europe. The art and literature of the Italian Renaissance changed as people of different cultures adopted Renaissance ideas. How did ideas of the Italian Renaissance change as they were adopted in northern Europe? Who were important artists and writers of the Northern Renaissance? Northern Renaissance Growing wealth in Northern Europe supported Renaissance ideas. Northern Renaissance thinkers merged humanist ideas with Christianity. The movable type printing press and the production and sale of books (e.g., Gutenberg Bible) helped disseminate ideas. Northern Renaissance writers Erasmus: The Praise of Folly (1511) Sir Thomas More: Utopia (1516) Northern Renaissance artists portrayed religious and secular subjects. Urban II Crusade Infidels Saladin Richard the Lion-Hearted William the Conqueror Henry II Eleanor of Aquitaine Common Law Magna Carta Parliament Estates Capetian Rulers 100 Year s War Joan of Arc Ferdinand & Isabella Reconquista Content Vocabulary St. Francis of Assisi sacraments/interdict cannon law Lay Investiture/simony Concordat of Worms Inquisition Black Death Scholasticism Vernacular Gothic Italian City-States Patron Perspective Renaissance Sonnet Leonardo da Vinci de Medici Donatello Erasmus Petrarch Humanism Classicism Secularism Patron Michelangelo Raphael Utopia Gutenberg Bible Printing Press Machiavelli Jan van Eyck Albrech Durer School in Flanders

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284 World History: The Medieval Age around the World (Africa, the Americas, East Asia) Conceptual Lens Change and Continuity: Patterns of change and continuity are complex and shape the growth and development of societies Patterns and Relationships Students can recognize and explain historical patterns to better understand the relationship between discrete events across time and place Systems: Civilizations are defined and shaped by numerous complex and interdependent systems. Geographic Systems Students understand that geography and geographic characteristics influence the development of political, economic, and social systems Economic Systems Students understand that economic systems are shaped by the political and social systems in which they exist and are how groups and individuals make decisions regarding production, distribution, and consumption SOL: WHI.10a-d The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by a) locating major trade routes; b) identifying technological advances and transfers, networks of economic interdependence, and cultural interactions; c) describing Japan, with emphasis on the impact of Shinto and Buddhist traditions and the influence of Chinese culture; d) describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms of geography, society, economy, and religion. SOL: WHI11a-b The student will demonstrate knowledge of major civilizations of the Western Hemisphere, including the Mayan, Aztec, and Incan, by a) describing geographic relationships, with emphasis on patterns of development in terms of climate and physical features; b) describing cultural patterns and political and economic structures.

285 Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: 1. Historical Thinking & Research 2. Multiple Perspectives 3. Sources & Historic Record Communication Skills: 1. Using Visual Sources: Charts, Graphs, Photos, Maps & Art 2. Analytical Writing 3. Critical Reading 4. Public Speaking and Presenting SOL: WHI.10a The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by a) locating major trade routes; Understandings During the medieval period, several major trading routes developed in the Eastern Hemisphere. These trading routes developed among Europe, Africa, and Asia. Questions Where were the major trade routes in the Eastern Hemisphere from 1000 to 1500 A.D. (C.E.)? Knowledge Major trade patterns of the Eastern Hemisphere from 1000 to 1500 A.D. (C.E.) Silk Routes across Asia to the Mediterranean basin Maritime routes across the Indian Ocean Trans-Saharan routes across North Africa Northern European links with the Black Sea Western European sea and river trade South China Sea and lands of Southeast Asia

286 SOL: WHI.10b The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by b) identifying technological advances and transfers, networks of economic interdependence, and cultural interactions; Understandings Regional trade networks and long-distance trade routes in the Eastern Hemisphere aided the diffusion and exchange of technology and culture among Europe, Africa, and Asia. SOL: WHI.10c Questions How did trade facilitate the diffusion of goods and ideas among different cultures? Knowledge Goods Gold from West Africa Spices from lands around the Indian Ocean Textiles from India, China, the Middle East, and later Europe Porcelain from China and Persia Amber from the Baltic region Technology Paper from China through the Muslim world to Byzantium and Western Europe New crops from India (e.g., for making sugar) Waterwheels and windmills from the Middle East Navigation: Compass from China, lateen sail from Indian Ocean region Ideas Spread of religions across the hemisphere Buddhism from China to Korea and Japan Hinduism and Buddhism from India to Southeast Asia Islam into West Africa, Central and Southeast Asia Printing and paper money from China

287 The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by c) describing Japan, with emphasis on the impact of Shinto and Buddhist traditions and the influence of Chinese culture; Understandings Japanese cultural development was influenced by proximity to China. Shinto and Buddhism coexisted as religious traditions in the Japanese culture. Questions How has Japan s geography influenced its development? How did Chinese culture influence Japan? Why were Shinto and Buddhism important to the development of Japanese culture? Knowledge Location and place Mountainous Japanese archipelago (four main islands) Sea of Japan or East Sea between Japan and Asian mainland Proximity to China and Korea Influence of Chinese culture Writing Architecture Buddhism Shinto Ethnic religion unique to Japan Importance of natural features, forces of nature, and ancestors State religion; worship of the emperor Coexistence with Buddhism SOL: WHI.10d The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by d) describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms of geography, society, economy, and religion.

288 Understandings Questions Knowledge What were the characteristics of civilizations in sub- Saharan Africa during the medieval period? African civilizations developed in sub-saharan west and east Africa. Trade brought important economic, cultural, and religious influences to African civilizations from other parts of the Eastern Hemisphere. States and empires flourished in Africa during the medieval period, including Ghana, Mali, and Songhai in west Africa, Axum in east Africa, and Zimbabwe in southeastern Africa. Axum Location relative to the Ethiopian Highlands and the Nile River Christian kingdom Zimbabwe Location relative to the Zambezi and Limpopo rivers and the Indian Ocean coast City of Great Zimbabwe as capital of a prosperous empire West African kingdoms Location of Ghana, Mali, and Songhai empires relative to Niger River and the Sahara Importance of gold and salt to trans-saharan trade City of Timbuktu as center of trade and learning Roles of animism and Islam SOL: WHI11a-b The student will demonstrate knowledge of major civilizations of the Western Hemisphere, including the Mayan, Aztec, and Incan, by a) describing geographic relationships, with emphasis on patterns of development in terms of climate and physical features; b) describing cultural patterns and political and economic structures. Understandings Questions Knowledge

289 The Mayan, Aztec, and Incan civilizations emerged in South America, Central America, and Mexico. What were the characteristics of the Mayan, Aztec, and Incan civilizations? Mayan civilization Located in the Mexican and Central American rain forests Represented by Chichén Itzá Groups of city-states ruled by kings Economy based on agriculture and trade Polytheistic religion: Pyramids Aztec civilization Located in arid valley in central Mexico Represented by Tenochtitlan Ruled by an emperor Economy based on agriculture and tribute from conquered peoples Polytheistic religion: Pyramids, rituals Incan civilization Located in the Andes Mountains of South America Represented by Machu Picchu Ruled by an emperor Economy based on high-altitude agriculture Polytheistic religion Road system Achievements of Mayan, Aztec, and Incan civilizations Calendars Mathematics Writing and other record-keeping systems Marco Polo Kublai Khan Yuan & Beijing Content Vocabulary Axum Ezana Great Zimbabwe Teotihuacan Olmec Maya

290 Neo-Confucianism Li Bo & Duo F Archipelago Shinto Kami Prince Shotoku Pictographic Writing Shogun Samurai/ Bushido Daimyo Tea Ceremony Tale of Genji Korea Ghana Mali Songhai Mansa Musa Timbuktu Bantu Lineage groups Matrilineal/patrilineal Berbers Yoruba Ashanti Toltec Chichen Itza Aztec Tribute Cortes Montezuma Mesoamerica Tenochtitlan Yucatan Peninsula Inca Machu Picchu Andes terrace farming Pizarro Quipu

291 ACPS Curriculum Framework - World History 1500 to the Present Systems: Economic, Social, Political/ Civic Foundations of the Modern World Choice & Consequence Conflict & Cooperation Innovation & Change Patterns & Relationships Sample Unit Organization The Renaissance, Reformation and European Wars of Religion European Exploration and Encounter The World Beyond Europe, Age of Absolutism Scientific Revolution and Enlightenment Age of Revolutions and Independence Movements 19 th Century: Nationalism, Industrialization, and Imperialism Age of Global Wars and Rise of Totalitarianism The Cold War: A Global Perspective Independence Movements in Africa and Asia The World After the Cold War