Social Studies Curriculum VA/US History Students examine the political, social, and cultural growth of the United States, including the role of Virginia in this growth. Students study major historical developments and their impact on contemporary society and on the individual. Map and globe reading, critical thinking, writing, research, and group-processing skills are refined. Virginia and United States History is required for graduation. Last Updated: 06/17/08 10:16 AM SS.VUS Standard 1 Essential DEMONSTRATE SKILLS FOR HISTORICAL & GEOGRAPHICAL ANALYSIS The student will demonstrate skills for historical and geographical analysis. State Notes: The skills identified in Standard SS.VUS.1.a-h are cited in the Essential Skills column of each chart for the Virginia and United States History Curriculum Framework with the exception of e (communicate findings orally and in analytical essays and/or comprehensive papers) and f (develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled) and will be assessed on the VDOE Standards of Learning test. Students should practice these skills throughout the year. However, the skills in item e and f will not be assessed on the Standards of Learning test. Key Words: student, demonstrate, skills, historical, geographical, analysis, identified, standard, ss, vus, cited, essential, column, chart, virginia, united, states, history, curriculum, framework, exception, communicate, findings, orally, analytical, essays, comprehensive, papers, develop, discussion, debate, persuasive, writing, respect, enduring, issues, determine, divergent, viewpoints, addressed, reconciled, assessed, vdoe, standards, learning, test, students, practice, throughout, year, however, item FCPS Specific Benchmark 1.a Essential Use Primary & Secondary Sources to Understand Events & Life in the US The student will identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States. Indicator 1.a.1 Essential Use primary & secondary sources to understand events & life in the US Identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States. Key Words: identify, analyze, interpret, primary, secondary, source, documents, records, data, including, artifacts, diaries, letters, photographs, journals, newspapers, historical, accounts, increase, understanding, events, life, united, states Benchmark 1.b Essential Evaluate the Authenticity, Authority, and Credibility of Sources. The student will evaluate the authenticity, authority, and credibility of sources. Indicator 1.b.1 Essential Evaluate the authenticity, authority, and credibility of sources. Evaluate the authenticity, authority, and credibility of sources. Key Words: evaluate, authenticity, authority, credibility, sources Benchmark 1.c Essential Formulate Historical Questions & Defend Findings Based on Inquiry The student will formulate historical questions and defend findings based on inquiry
and interpretation. Indicator 1.c.1 Essential Formulate historical questions and defend findings based on inquiry Formulate historical questions and defend findings based on inquiry and interpretation. Key Words: formulate, historical, questions, defend, findings, based, inquiry, interpretation Benchmark 1.d Essential Develop Perspectives of Time & Place Using Maps and Timelines The student will develop perspectives of time and place, including the construction of maps and various time lines of events, periods, and personalities in American history. Indicator 1.d.1 Essential Develop perspectives of time & place using maps and timelines Develop perspectives of time and place, including the construction of maps and various time lines of events, periods, and personalities in American history. Key Words: develop, perspectives, time, place, including, construction, maps, various, lines, events, periods, personalities, american, history Benchmark 1.e Essential Communicate Findings Orally and in Essays or Comprehensive Papers The student will communicate findings orally and in analytical essays and/or comprehensive papers. Indicator 1.e.1 Essential Communicate findings orally and in essays or comprehensive papers Communicate findings orally and in analytical essays and/or comprehensive papers. Key Words: communicate, findings, orally, analytical, essays, comprehensive, papers Benchmark 1.f Essential Develop Skills in Discussion, Debate & Persuasive Writing The student will develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled. Indicator 1.f.1 Essential Develop skills in discussion, debate & persuasive Writing Develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled. Key Words: develop, skills, discussion, debate, persuasive, writing, respect, enduring, issues, determine, divergent, viewpoints, addressed, reconciled Benchmark 1.g Essential Apply Geographic Skills & Reference Sources to Understand Relationship The student will develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled.
Indicator 1.g.1 Essential Apply geographic skills & reference sources to understand relationship Develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled. Key Words: develop, skills, discussion, debate, persuasive, writing, respect, enduring, issues, determine, divergent, viewpoints, addressed, reconciled Benchmark 1.h Essential Interpret Significance of Excerpts from Famous Speeches & Documents The student will interpret the significance of excerpts from famous speeches and other documents. Indicator 1.h.1 Essential Interpret significance of excerpts from famous speeches & documents Interpret the significance of excerpts from famous speeches and other documents. Key Words: interpret, significance, excerpts, famous, speeches, documents SS.VUS Standard 2 Essential DESCRIBE EUROPEAN EXPLORATION & COLONIZATION The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and American Indians (First Americans). State Notes: Essential Questions: What were the characteristics of societies in the Americas prior to 1492? Why did Europeans settle in the English colonies? How did their motivations influence their settlement patterns and colony structures? In what ways did the cultures of Europe, Africa, and the Americas interact? What were the consequences of the interactions of European, African, and American cultures? What ideas of representative government and religious toleration did the colonies implement in the new world? What immigrants settled in the colonies and why? Essential Skills: Identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States. Evaluate the authenticity, authority, and credibility of sources. Formulate historical questions and defend findings based on inquiry and interpretation. Develop perspectives of time and place, including the construction of maps and various time lines of events, periods, and personalities in American history. Communicate findings orally and in analytical essays and/or comprehensive papers. Develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled. Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. Interpret the significance of excerpts from famous speeches and other documents. FCPS Notes: The study of United States history begins with an examination of the first people of North America some 30,000 years ago. It is important to discuss briefly the extensive and complex settlement in what Europeans called the New World. Students might want to embark on this survey through an examination of the role that geography played in the development of Native American cultures. Students should note the extraordinary linguistic and cultural diversity of Native American societies in the Americas. After examining Native-American life and culture, students should study the epic events of the late fifteenth century when three worlds met: when Europeans, the inhabitants of North and South America, and the peoples of Africa entered upon an historic encounter that was to shape much of modern history in over half the world. The ensuing exchange of ideas, technology, food, and disease had enormous implications for the world. The study of the colonial era in United States history is essential for students because the foundations for many of the most crucial developments were established during those years. Without an understanding of the seed time of the American nation it is almost impossible for students to understand such important developments as the formation of political institutions and values, the development of economic systems, the multi-ethnic and culturally diverse population of the United States, and the history of slavery and the enduring problems of race that were its legacy.
A brief survey should be made of the English, French, Dutch, Portuguese, and Spanish colonization. Major emphasis should be placed on the English colonies where new political values and institutions were shaped. The sheer scope of our nation s colonial history requires that students have a clear focus for instruction one that may be found using any of the three following themes to concentrate on continuity in the period. One way to embark upon a study of the colonial period is to carry forward the theme of the coming together of varied peoples and their cultural, ethnic, and religious diversity. An analysis of the social, cultural, and economic similarities and differences among the New England, Middle-Atlantic, and Southern colonies will illustrate the diverse character of settlements that characterized early America. Essential Understanding: Early European exploration and colonization resulted in the redistribution of the world s population as millions of people from Europe and Africa voluntarily and involuntarily moved to the New World. Exploration and colonization initiated worldwide commercial expansion as agricultural products were exchanged between the Americas and Europe. In time, colonization led to ideas of representative government and religious toleration that over several centuries would inspire similar transformations in other parts of the world. Key Words: student, describe, early, european, exploration, colonization, resulted, cultural, interactions, among, europeans, africans, american, indians, first, americans, essential, questions, characteristics, societies, americas, prior, why, settle, english, colonies, motivations, influence, settlement, patterns, colony, structures, ways, cultures, consequences, ideas, representative, government, religious, toleration, implement, new, world, immigrants, settled, skills, identify, analyze, interpret, primary, secondary, source, documents, records, data, including, artifacts, diaries, letters, photographs, journals, newspapers, historical, accounts, increase, understanding, events, life, united, states, evaluate, authenticity, authority, credibility, sources, formulate, defend, findings, based, inquiry, interpretation, develop, perspectives, time, place, construction, maps, various, lines, periods, personalities, history, communicate, orally, analytical, essays, comprehensive, discussion, debate, persuasive, writing, respect, enduring, issues, determine, divergent, viewpoints, addressed, reconciled, apply, geographic, reference, relationships, humans, environment, changed, significance, excerpts, famous, speeches, study, begins, examination, people, north, years, ago, important, briefly, extensive, complex, called, students, want, embark, survey, role, geography, played, development, native, note, extraordinary, linguistic, diversity, examining, epic, fifteenth, century, three, worlds, met, inhabitants, south, peoples, entered, upon, encounter, shape, modern, half, ensuing, exchange, technology, food, disease, enormous, implications, colonial, foundations, crucial, developments, established, without, seed, almost, impossible, formation, political, institutions, values, economic, systems, multi, ethnic, culturally, diverse, population, slavery, problems, race, legacy, made, french, dutch, portuguese, spanish, major, emphasis, placed, shaped, sheer, scope, requires, clear, focus, instruction, one, may, using, following, themes, concentrate, continuity, carry, forward, coming, together, varied, analysis, social, similarities, differences, england, middle, atlantic, southern, illustrate, settlements, characterized, redistribution, millions, voluntarily, involuntarily, moved, initiated, worldwide, commercial, expansion, agricultural, products, exchanged, several, centuries, inspire, transformations, parts Benchmark 2.a Expected Describe Reasons for European Exploration and Colonization The student will describe reasons for European exploration and colonization. Included: SS.VUS: Virginia and United States History Test Blueprint/Early America Through the Founding of the New Nation Key Words: student, describe, reasons, european, exploration, colonization Indicator 2.a.1 Expected Identify the advances that prompted European exploration Identify the technological and commercial advances in Europe that prompted exploration in the Americas including: Chinese rudder Arab lateen sail Astrolabe Key Words: identify, technological, commercial, advances, europe, prompted, exploration, americas, including, chinese, rudder, arab, lateen, sail, astrolabe Indicator 2.a.2 Expected Compare motives for European exploration & colonization Compare motives such as religious freedom and economic opportunity for exploration and colonization by European countries, including: England France Holland Spain
Portugal Key Words: compare, motives, religious, freedom, economic, opportunity, exploration, colonization, european, countries, including, england, france, holland, spain, portugal Indicator 2.a.3 Expected Evaluate the course and consequences of the Columbian Exchange Evaluate the course and consequences of the Columbian Exchange on: Western Africa The Americas Western Europe Key Words: evaluate, course, consequences, columbian, exchange, western, africa, americas, europe Benchmark 2.b Essential Describe Interactions among Europeans, Africans & American Indians The student will describe cultural interactions among Europeans, Africans, and American Indians (First Americans) during the Age of Discovery and the early colonial period. Included: SS.VUS: Virginia and United States History Test Blueprint/Early America Through the Founding of the New Nation Key Words: student, describe, cultural, interactions, among, europeans, africans, american, indians, first, americans, during, age, discovery, early, colonial, period Indicator 2.b.1 Expected Explain Spanish interactions with Aztecs, Incas and the Pueblos Explain and evaluate the Spanish interactions with: The Aztecs The Incas The Pueblos Key Words: explain, evaluate, spanish, interactions, aztecs, incas, pueblos Indicator 2.b.2 Expected Describe the labor systems in Spanish & Portuguese colonies Describe the evolution and long-term consequences of the labor systems in Spanish and Portuguese America such as: Encomienda Slavery Key Words: describe, evolution, long, term, consequences, labor, systems, spanish, portuguese, america, encomienda, slavery Indicator 2.b.3 Essential Explain how explorations & settlements led to conflicts Explain that the explorations and settlements of the English in the American colonies and of the Spanish in the Caribbean, Central America, and South America often led to violent conflicts with the American Indians (First Americans) that resulted in: Indians losing territories to settlers Indians dying from diseases introduced from Europe Key Words: explain, explorations, settlements, english, american, colonies, spanish, caribbean, central, south, often, led, violent, conflicts, indians, first, americans, resulted, losing, territories, settlers, dying, diseases, introduced, europe
Indicator 2.b.4 Essential Explain the French exploration of Canada Explain that French exploration of Canada: Did not lead to large-scale immigration from France Often developed more cooperative relations with native peoples Key Words: explain, french, exploration, canada, lead, large, scale, immigration, france, often, developed, cooperative, relations, native, peoples Indicator 2.b.5 Essential Explain how and why slavery was introduced to the New World Explain that the growth of an agricultural economy based on large landholdings in the Southern colonies and in the Caribbean led to the introduction of slavery in the New World, starting with the first Africans who were brought against their will to Jamestown in 1619 to work on tobacco plantations. Key Words: explain, growth, agricultural, economy, based, large, landholdings, southern, colonies, caribbean, led, introduction, slavery, new, world, starting, first, africans, brought, against, jamestown, work, tobacco, plantations Benchmark 2.c Essential Describe the Characteristics of Early Exploration & Settlements The student will describe the characteristics of early exploration and settlements in the New World. Indicator 2.c.1 Essential Compare and contrast characteristics and motives of British settlement Compare and contrast the characteristics of and motives for settlement in the British colonies, including: New England was settled by Puritans seeking freedom from religious persecution in Europe and economic opportunity. The Middle Atlantic region was settled chiefly by English, Dutch, and German-speaking immigrants seeking religious freedom and economic opportunity. Virginia and the other Southern colonies were settled by people seeking economic opportunities. Key Words: compare, contrast, characteristics, motives, settlement, british, colonies, including, new, england, settled, puritans, seeking, freedom, religious, persecution, europe, economic, opportunity, middle, atlantic, region, chiefly, english, dutch, german, speaking, immigrants, virginia, southern, people, opportunities Indicator 2.c.2 Essential Describe the characteristics and motives for settlement in Virginia Describe the characteristics of and motives for settlement in Virginia, including: Jamestown, established in 1607 by the Virginia Company of London as a business venture, was the first permanent English settlement in North America. The early Virginia cavaliers were English nobility who received large land grants in eastern Virginia from the King of England. Poor English immigrants also came seeking better lives as small farmers or artisans and settled in the Shenandoah Valley or western Virginia, or as indentured servants who agreed to work on tobacco plantations for a period of time to pay for passage to the New World. Key Words: describe, characteristics, motives, settlement, virginia, including, jamestown, established, company, london, business, venture, first, permanent, english, north, america, early, cavaliers, nobility, received, large, land, grants, eastern, king, england, poor, immigrants, seeking, better, lives, small, farmers, artisans, settled, shenandoah, valley, western, indentured, servants, agreed, work, tobacco, plantations, period, time, pay, passage, new, world Indicator 2.c.3 Essential Analyze representative government in the British colonies Analyze the ideas of representative government in the British colonies, including:
Puritans formed a covenant community based on the principles of the Mayflower Compact and Puritan religious beliefs and were often intolerant of those not sharing their religion. They practiced a form of direct democracy through town meetings. The Virginia House of Burgesses, established by the 1640s, was the first elected assembly in the New World. It has operated continuously and is today known as the General Assembly of Virginia. Key Words: analyze, ideas, representative, government, british, colonies, including, puritans, formed, covenant, community, based, principles, mayflower, compact, religious, beliefs, often, intolerant, sharing, religion, practiced, direct, democracy, town, meetings, virginia, house, burgesses, established, 1640s, first, elected, assembly, new, world, operated, continuously, today, known, general SS.VUS Standard 3 Essential DESCRIBE HOW EUROPEAN VALUES TOOK ROOT IN THE COLONIES The student will describe how the values and institutions of European economic life took root in the colonies and how slavery reshaped European and African life in the Americas. State Notes: Essential Questions: How did the economic activity of the three colonial regions reflect their geography and the European origins of their settlers? What were the social, cultural, and economic similarities and differences among the New England, Middle Atlantic, and Southern colonies? How did political institutions and ideas about religious freedom evolve in the North American colonies? Why was slavery introduced into the colonies? How did the institution of slavery influence European and African life in the colonies? How did slave labor and indentured servant labor systems differ? Essential Skills: Identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States. Evaluate the authenticity, authority, and credibility of sources. Formulate historical questions and defend findings based on inquiry and interpretation. Develop perspectives of time and place, including the construction of maps and various time lines of events, periods, and personalities in American history. Communicate findings orally and in analytical essays and/or comprehensive papers. Develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled. Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. Interpret the significance of excerpts from famous speeches and other documents. FCPS Notes: In Standard 2, After examining Native-American life and culture, students studied the epic events of the late fifteenth century when three worlds met: when Europeans, the inhabitants of North and South America, and the peoples of Africa entered upon an historic encounter that was to shape much of modern history in over half the world. In Standard 3, the focus for studying the colonial period is an examination of the economic development of the colonies. Colonial economic development is important because the abundance of land, periodic labor shortages, the absence of craft guilds, and the Protestant work ethic created wider opportunities for upward mobility. Many colonists nurtured a competitive, entrepreneurial ethos, and a devotion to private property that grew to become part of the American value system. In Standard 4, students will look at the ideas, events and issues that developed in these English North American colonies during the American Revolution Era. Essential Understanding: Economic institutions in the colonies developed in ways that were either typically European or were distinctively American, as climate, soil conditions, and other natural resources shaped regional economic development. The African slave trade and the development of a slave labor system in many of the colonies resulted from plantation economies and labor shortages. Key Words: student, describe, values, institutions, european, economic, life, took, root, colonies, slavery, reshaped, african, americas, essential, questions, activity, three, colonial, regions, reflect, geography, origins, settlers, social, cultural, similarities, differences, among, new, england, middle, atlantic, southern, political, ideas, religious, freedom, evolve, north, american, why, introduced, influence, labor, indentured, servant, systems, skills, identify, analyze, interpret, primary, secondary, source, documents, records, data, including, artifacts, diaries, letters, photographs, journals, newspapers, historical, accounts, increase, understanding, events, united, states, evaluate, authenticity, authority, credibility, sources, formulate, defend, findings, based, inquiry, interpretation, develop, perspectives, time, place, construction, maps, various, lines, periods, personalities, history, communicate, orally, analytical, essays, comprehensive, discussion, debate, persuasive, writing, respect, enduring, issues, determine, divergent, viewpoints,
addressed, reconciled, apply, geographic, reference, relationships, humans, environment, changed, significance, excerpts, famous, speeches, standard, examining, native, culture, students, studied, epic, fifteenth, century, worlds, met, europeans, inhabitants, peoples, entered, upon, encounter, modern, half, focus, studying, examination, development, important, abundance, periodic, shortages, absence, craft, guilds, protestant, work, ethic, created, wider, opportunities, upward, mobility, colonists, nurtured, competitive, entrepreneurial, ethos, devotion, private, property, grew, become, part, look, developed, english, revolution, era, ways, either, typically, distinctively, climate, soil, conditions, natural, resources, regional, trade, resulted, plantation, economies Benchmark 3.a Essential Assess the Impact of Geography & Origins of Settlers on Colonies The student will assess the impact of geography and European origins of settlers on the economic development of the New England, Middle Atlantic, and Southern colonies. Included: SS.VUS: Virginia and United States History Test Blueprint/Geography and Economics Key Words: student, assess, impact, geography, european, origins, settlers, economic, development, new, england, middle, atlantic, southern, colonies Indicator 3.a.1 Essential Describe the economic development of New England Describe the economic development of New England, including: The economy was based on shipbuilding, fishing, lumbering, small-scale subsistence farming, and eventually manufacturing. Prosperity reflected the Puritans strong belief in the values of hard work and thrift the Puritan work ethic. Key Words: describe, economic, development, new, england, including, economy, based, shipbuilding, fishing, lumbering, small, scale, subsistence, farming, eventually, manufacturing, prosperity, reflected, puritans, strong, belief, values, hard, work, thrift, ethic Indicator 3.a.2 Essential Describe the economic development of the middle colonies Describe the economic development of the middle colonies of New York, New Jersey, Pennsylvania, Maryland, and Delaware, including: The economy was based on shipbuilding, small-scale farming, and trading. Cities such as New York, Philadelphia, and Baltimore began to grow as seaports and commercial centers. Key Words: describe, economic, development, middle, colonies, new, york, jersey, pennsylvania, maryland, delaware, including, economy, based, shipbuilding, small, scale, farming, trading, cities, philadelphia, baltimore, began, grow, seaports, commercial, centers Indicator 3.a.3 Essential Describe the economic development of Virginia & Southern colonies Describe the economic development of Virginia and the other Southern colonies, including: Eastern coastal lowlands based on large plantations that grew cash crops such as tobacco, rice, and indigo for export to Europe Farther inland, in mountains and valleys of the Appalachian foothills based on smallscale subsistence farming, hunting, and trading Key Words: describe, economic, development, virginia, southern, colonies, including, eastern, coastal, lowlands, based, large, plantations, grew, cash, crops, tobacco, rice, indigo, export, europe, farther, inland, mountains, valleys, appalachian, foothills, small, scale, subsistence, farming, hunting, trading Indicator 3.a.4 Essential Explain private property & free enterprise as traits of colonial life Explain that a strong belief in private ownership of property and free enterprise characterized colonial life.
Key Words: explain, strong, belief, private, ownership, property, free, enterprise, characterized, colonial, life Indicator 3.a.5 Essential Assess impact of geography on economic development in the colonies Assess the impact of geography on the economic development of the British colonies. Key Words: assess, impact, geography, economic, development, british, colonies Indicator 3.a.6 Expected Explain mercantilism as a relationship between England & its colonies Explain the economic relationship between England and its colonies (mercantilism). Key Words: explain, economic, relationship, england, colonies, mercantilism Benchmark 3.b Essential Describe Social Developments and Social Change in British America The student will describe social developments and social change in British America. Included: SS.VUS: Virginia and United States History Test Blueprint/Geography and Economics Key Words: student, describe, social, developments, change, british, america Indicator 3.b.1 Essential Describe the religious groups in the colonies Describe religious groups in the colonies, including: Puritans Massachusetts, Puritan work ethic, religious intolerance of dissenters, emphasis on literacy for all Quakers Pennsylvania, religious tolerance Catholics Maryland, religious tolerance Anglicans (Church of England) Virginia Key Words: describe, religious, groups, colonies, including, puritans, massachusetts, work, ethic, intolerance, dissenters, emphasis, literacy, quakers, pennsylvania, catholics, maryland, anglicans, church, england, virginia Indicator 3.b.2 Essential Describe social characteristics of New England & Mid-Atlantic colonies Describe the social characteristics of the New England and Middle Atlantic colonies, including: New England based on religious standing, Puritans were intolerant of dissenters who challenged the Puritans belief in the connection between religion and government Middle Atlantic more flexible social structures, began to develop a middle class of skilled artisans, entrepreneurs (business owners), and small farmers Key Words: describe, social, characteristics, new, england, middle, atlantic, colonies, including, based, religious, standing, puritans, intolerant, dissenters, challenged, belief, connection, religion, government, flexible, structures, began, develop, class, skilled, artisans, entrepreneurs, business, owners, small, farmers Indicator 3.b.3 Essential Describe social characteristics of Virginia & other Southern colonies Describe the social characteristics of Virginia and the Southern colonies, including: Social structure was based on family status and the ownership of land. Large landowners in the eastern lowlands dominated colonial government and society, and maintained an allegiance to the Church of England and closer social ties to England than in the other colonies. In the mountains and valleys further inland, society was characterized by small subsistence farmers, hunters and traders of Scotch-Irish and English descent.
Key Words: describe, social, characteristics, virginia, southern, colonies, including, structure, based, family, status, ownership, land, large, landowners, eastern, lowlands, dominated, colonial, government, society, maintained, allegiance, church, england, closer, ties, mountains, valleys, further, inland, characterized, small, subsistence, farmers, hunters, traders, scotch, irish, english, descent Indicator 3.b.4 Essential Describe the "Great Awakening" and its impact Describe the Great Awakening and its impact, including: Religious revival movement of the mid-1700s in both Europe and the colonies Begins in the mid-atlantic colonies but is most intense in New England under the leadership of Jonathan Edwards Challenged the established religious and governmental order Led to rapid growth of evangelical religions such as the Methodists, under George Whitefield and Baptists Laid some of the social foundations for the American Revolution because central authority is rejected Key Words: describe, great, awakening, impact, including, religious, revival, movement, mid, 1700s, europe, colonies, begins, atlantic, intense, new, england, leadership, jonathan, edwards, challenged, established, governmental, order, led, rapid, growth, evangelical, religions, methodists, george, whitefield, baptists, laid, social, foundations, american, revolution, central, authority, rejected Indicator 3.b.5 Essential Compare and contrast the social and religious traits of the colonies Compare and contrast the social and religious characteristics of the New England, Middle Atlantic, and Southern colonies. New England colonies were highly religious the need to read the Bible led to a high level of literacy for all. Small farms dominate, but rapid growth of cities centered on trade and ship-building first begun by Profit Puritans. Middle Atlantic colonies had greater diversity of religions and greater tolerance. Southern colonies had less emphasis on family and religion than in New England, but greater disparity between the wealth of large landowners and poor farmers. The South had some major trading cities (Charleston), but less than New England. The economy was increasingly slave based. Key Words: compare, contrast, social, religious, characteristics, new, england, middle, atlantic, southern, colonies, highly, need, read, bible, led, level, literacy, small, farms, dominate, rapid, growth, cities, centered, trade, ship, building, first, begun, profit, puritans, greater, diversity, religions, tolerance, less, emphasis, family, disparity, wealth, large, landowners, poor, farmers, major, trading, charleston, economy, increasingly, slave, based Benchmark 3.c Essential Describe the Impact of Indentured Servitude and Slavery on Colonies The student will describe the impact of indentured servitude and slavery on European and African life in the colonies. Included: SS.VUS: Virginia and United States History Test Blueprint/Geography and Economics Key Words: student, describe, impact, indentured, servitude, slavery, european, african, life, colonies Indicator 3.c.1 Essential Explain that agriculture in Southern colonies required cheap labor Explain that the growth of a plantation-based agricultural economy in the hot, humid coastal lowlands of the Southern colonies required cheap labor on a large scale. Key Words: explain, growth, plantation, based, agricultural, economy, hot, humid, coastal, lowlands, southern, colonies, required, cheap, labor, large, scale Indicator 3.c.2 Essential
Explain that indentured servants met some labor needs in colonies Explain that some of the labor needs, especially in Virginia, were met by indentured servants, who were often poor persons from England, Scotland, or Ireland who agreed to work on plantations for a period of time in return for their passage from Europe or relief from debts. Key Words: explain, labor, needs, especially, virginia, met, indentured, servants, often, poor, persons, england, scotland, ireland, agreed, work, plantations, period, time, return, passage, europe, relief, debts Indicator 3.c.3 Essential Identify the changing status of Africans in the colonies Identify the changing status of Africans and African-Americans in the colonies after their first arrival in Jamestown (1619), including: Some Africans worked as indentured servants, earned their freedom, and lived as free citizens during the Colonial Era. Over time, larger and larger numbers of enslaved Africans were forcibly brought to the Southern colonies (the Middle Passage ). Slaves eventually filled most plantation labor needs. Key Words: identify, changing, status, africans, americans, colonies, first, arrival, jamestown, including, worked, indentured, servants, earned, freedom, lived, citizens, during, colonial, era, time, larger, numbers, enslaved, forcibly, brought, southern, middle, passage, slaves, eventually, filled, plantation, labor, needs Indicator 3.c.4 Expected Analyze the impact of Bacon's Rebellion Analyze the impact of Bacon s Rebellion in Virginia (1676) including: The large number of indentured servants who were freed and in need of farm land led to conflicts with American Indians and to Bacon s Rebellion. Virginia supported the American Indians rights to the land and did not offer alternative employment to the freed servants Nathaniel Bacon led a large group of these freed servants against Virginia. A result of this rebellion and problems stemming from lack of opportunity for the freed servants, landowners increasingly turned to slave labor. Key Words: analyze, impact, bacon, rebellion, virginia, including, large, number, indentured, servants, freed, need, farm, land, led, conflicts, american, indians, supported, rights, offer, alternative, employment, nathaniel, group, against, result, problems, stemming, lack, opportunity, landowners, increasingly, turned, slave, labor Indicator 3.c.5 Essential Explain that slavery led to conflict between the North and the South Explain that the development of a slavery-based agricultural economy in the Southern colonies would lead to eventual conflict between the North and South and the American Civil War. Key Words: explain, development, slavery, based, agricultural, economy, southern, colonies, lead, eventual, conflict, north, american, civil, war SS.VUS Standard 4 Essential DEMONSTRATE KNOWLEDGE OF THE REVOLUTIONARY WAR PERIOD The student will demonstrate knowledge of events and issues of the Revolutionary Period. State Notes: Essential Questions: What ideas, motives, and events led to the colonists decision to declare independence? How did the ideas of John Locke and Thomas Paine influence Jefferson s writings in the Declaration of Independence? What differences existed among Americans concerning separation from Great Britain? Who were the key military and diplomatic leaders of the American Revolution? What were the key battles and events of the American Revolution? What factors contributed to the victory of the American rebels?
Essential Skills Identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States. Evaluate the authenticity, authority, and credibility of sources. Formulate historical questions and defend findings based on inquiry and interpretation. Develop perspectives of time and place, including the construction of maps and various time lines of events, periods, and personalities in American history. Communicate findings orally and in analytical essays and/or comprehensive papers. Develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled. Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. Interpret the significance of excerpts from famous speeches and other documents. FCPS Notes: Standard 3 examines the economic development of the English North American colonies. Standard 4 focuses on the Revolutionary period. The American Revolution is of single importance to the study of United States history for the light it sheds for students on a major theme in history: the long struggle for liberty, equality, justice, and dignity. The American Revolution severed the colonial relationship with England and created the United States of America. The revolutionary generation laid the institutional foundations for the system of government under which the United States is governed. The Revolution, inspired by the ideas concerning natural rights and political authority that were transatlantic in nature, affected people and governments over a large part of the globe in what has been called the age of democratic revolution. A study of the American Revolution has a natural starting point in the Seven Years War. This contest for empire removed France from North America, reducing the colonists need for England s protection. The war prepared a group of political and military leaders to play roles on a larger stage and gave the colonists a sense of confidence in themselves. England s decision to maintain troops in the colonies after the war and to make colonists bear part of the cost of the war began to drive a wedge between England and her North American colonies. In studying the decade preceding the American Revolution students should be able to trace the political and constitutional rights invoked by those colonists who debated and protested English policies. Students should discern the connection between revolutionary ideals and the economic interests of different groups such as Virginia tobacco planters, New England merchants, and urban artisans. Some of the drama of the period can be brought to life by exploring the character, thought, and political theatre of the various leaders and polemists such as John Adams, Thomas Jefferson, Thomas Paine, Patrick Henry, and Samuel Adams. The Revolutionary Era lends itself to developing a respect for the power of ideas in history, how they originate, how they are shaped over time, and how they are expressed at particular moments of crisis to promote and channel the forces of change. Standard 5 looks at how the first efforts at nation-building were revised on the basis of experience. The Founders developed a new vision of how a diverse society might better work together as a nation, both politically and economically. Essential Understanding: New political ideas about the relationship between people and their government helped to justify the Declaration of Independence. The revolutionary generation formulated the political philosophy and laid the institutional foundations for the system of government under which we live. The American Revolution was inspired by ideas concerning natural rights and political authority, and its successful completion affected people and governments throughout the world for many generations. The ideas of the Enlightenment and the perceived unfairness of British policies provoked debate and resistance by the American colonists. The American rebels won their independence because the British government grew tired of the struggle soon after the French agreed to help the Americans. Key Words: student, demonstrate, knowledge, events, issues, revolutionary, period, essential, questions, ideas, motives, colonists, decision, declare, independence, john, locke, thomas, paine, influence, jefferson, writings, declaration, differences, existed, among, americans, concerning, separation, great, britain, key, military, diplomatic, leaders, battles, factors, contributed, victory, rebels, skills, identify, analyze, interpret, primary, secondary, source, documents, records, data, including, artifacts, diaries, letters, photographs, journals, newspapers, historical, accounts, increase, understanding, life, united, states, evaluate, authenticity, authority, credibility, sources, formulate, defend, findings, based, inquiry, interpretation, develop, perspectives, time, place, construction, maps, various, lines, periods, personalities, history, communicate, orally, analytical, essays, comprehensive, discussion, debate, persuasive, respect, enduring, determine, divergent, viewpoints, addressed, reconciled, apply, geographic, reference, relationships, humans, environment, changed, significance, excerpts, famous, speeches, standard, students, examined, economic, development, english, north, colonies, focuses, single, importance, study, light, sheds, major, theme, long, struggle, liberty, equality, justice, dignity, severed, colonial, england, created, generation, laid, institutional, foundations, system, government, governed, inspired, natural, rights, political, transatlantic, nature, affected, people, governments, large, part, globe, called, age, democratic, starting, seven, years, war, contest, empire, removed, france, reducing, need, protection, prepared, group, play, roles, larger, stage, gave, sense, confidence, themselves, maintain, troops, bear, cost, began, drive, wedge, studying, decade, preceding, able, trace, constitutional, invoked, debated, protested, policies, discern, connection, ideals, interests, different, groups, virginia, tobacco, planters, merchants, urban, artisans, drama, brought, exploring, character, thought, theatre, polemists, adams, patrick, henry, samuel, lends, itself, developing, power, originate, shaped, expressed, particular, moments, crisis, promote, channel, forces, look, first, efforts, nation, building, revised, basis, experience, founders, developed, vision, diverse, society, better, work, together, politically, economically, helped, justify, formulated, philosophy, live, successful, completion, throughout, world, generations, enlightenment, perceived, unfairness, british, provoked, resistance, won, grew, tired, soon, french, agreed Benchmark 4.a Essential Analyze Ideas that Influenced & Shaped the Declaration of Independence The student will analyze how the political ideas of John Locke and those expressed in "Common Sense" helped shape the Declaration of Independence.
Included: SS.VUS: Virginia and United States History Test Blueprint/Civics Key Words: student, analyze, political, ideas, john, locke, expressed, common, sense, helped, shape, declaration, independence Indicator 4.a.1 Expected Explain issues used to justify the Declaration of Independence Explain the concept of the rights of Englishmen and the impact of the English Civil War and the Glorious Revolution on the colonies as justification for the Declaration of Independence. Key Words: explain, concept, rights, englishmen, impact, civil, war, glorious, revolution, colonies, justification, declaration, independence Indicator 4.a.2 Essential Explain the Enlightenment period introduced ideas about government Explain that the period known as the Enlightenment in Europe during the 17 th and 18 th centuries saw the development of new ideas about the rights of people and their relationship to their rulers. Key Words: explain, period, known, enlightenment, europe, during, 17th, 18th, centuries, saw, development, new, ideas, rights, people, relationship, rulers Indicator 4.a.3 Essential Assess influence & impact of Enlightenment philosophers on US beliefs Assess the influence and impact of John Locke, and other Enlightenment philosophers, on the American belief in self-government, including their ideas: All people are free, equal, and have natural rights of life, liberty, and property that rulers cannot take away. All original power resides in the people, and they consent to enter into a social contract among themselves to form a government to protect their rights. In return, the people promise to obey the laws and rules established by their government, establishing a system of ordered liberty. Government s powers are limited to those the people have consented to give to it. Whenever government becomes a threat to the people s natural rights, it breaks the social contract and the people have the right to alter or overthrow it. Locke s ideas about the sovereignty and rights of the people were radical and challenged the centuries-old practice throughout the world of dictatorial rule by kings, emperors, and tribal chieftains. Key Words: assess, influence, impact, john, locke, enlightenment, philosophers, american, belief, self, government, including, ideas, people, free, equal, natural, rights, life, liberty, property, rulers, cannot, away, original, power, resides, consent, enter, social, contract, among, themselves, form, protect, return, promise, obey, laws, rules, established, establishing, system, ordered, powers, limited, consented, give, whenever, becomes, threat, breaks, alter, overthrow, sovereignty, radical, challenged, centuries, old, practice, throughout, world, dictatorial, kings, emperors, tribal, chieftains Indicator 4.a.4 Essential Explain that Thomas Paine wrote "Common Sense" Explain that Thomas Paine was an English immigrant to America who produced a pamphlet known as "Common Sense" that challenged the rule of the American colonies by the King of England, calling King George III unfit to rule. Key Words: explain, thomas, paine, english, immigrant, america, produced, pamphlet, known, common, sense, challenged, rule, american, colonies, king, england, calling, george, iii, unfit Indicator 4.a.5 Essential Explain that "Common Sense" contributed to independence sentiments Explain that "Common Sense" was read and acclaimed by many American colonists during the mid-1700s and analyze its contribution to a growing sentiment for independence from England. Key Words: explain, common, sense, read, acclaimed, american, colonists, during, mid, 1700s, analyze, contribution, growing, sentiment, independence, england Indicator 4.a.6 Essential