Curriculum Map 5th Grade American History to · PDF fileDocument Based Question (DBQ) ... Was the United States Justified in Going to War Against Mexico? Civil War- 4 weeks

5th Grade American History to 1880

Curriculum Map

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Required Instruction for Social Studies

Grade 5

The Florida Legislature has mandated certain instructional initiatives by specific legislation. These mandates are not assigned to particular grade levels or

subject areas, but are intended for broad implementation. Compliance should be appropriate to the developmental level of students and should fit

reasonably within the frameworks of specific courses. The following list contains the required instructional mandates that apply to Social Studies classes.

Some of these requirements [such as F.S. 1003.42 (2)(d)] may be implemented in every public school classroom. Others may fit precisely into one or

more specific courses. The highlighted items are the ones most likely to be addressed, in full or in part, in Grade 5. This does not imply, however, that

non-highlighted items cannot be addressed as appropriate.

The 2003 Florida Statutes, Title XLVIII, Public Education, Chapter 1003, Course of Study and Instructional Aids, 1003.42 required instruction

states:

(1) Each district school board shall provide all courses required for high school graduation and appropriate instruction designed to ensure that students

meet State Board of Education adopted standards in the following subject areas: reading and other language arts, mathematics, science, social

studies, foreign languages, health and physical education, and the arts.

(2) Members of the instructional staff of the public schools, subject to the rules of the State Board of Education and the district school board, shall

teach efficiently and faithfully, using the books and materials required, following the prescribed courses of study, and employing approved

methods of instruction, the following:

(a) The content of the Declaration of Independence and how it forms the philosophical foundation of our government.

(b) The arguments in support of adopting our republican form of government, as they are embodied in the most important of the Federalist

Papers.

(c) The essentials of the United States Constitution and how it provides the structure of our government.

(d) Flag education, including proper flag display and flag salute.

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(e) The elements of civil government, including the primary functions of and interrelationships between the Federal Government, the state,

and its counties, municipalities, school districts, and special districts.

(f) The history of the Holocaust (1933-1945), the systematic, planned annihilation of European Jews and other groups by Nazi Germany, a

watershed event in the history of humanity, to be taught in a manner that leads to an investigation of human behavior, an understanding of

the ramifications of prejudice, racism, and stereotyping, and an examination of what it means to be a responsible and respectful person, for

the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and

institutions.

(g) The history of African Americans, including the history of African peoples before the political conflicts that led to the development of

slavery, the passage to America, the enslavement experience, abolition, and the contributions of African Americans to society.

(k) The history of the state.

(o) The study of Hispanic contributions to the United States.

(p) The study of women’s contributions to the United States.

(q) A character-development program in the elementary schools, similar to Character First or Character Counts, which is secular in nature and

stresses such character qualities as attentiveness, patience, and initiative. Beginning in school year 2004-2005, the character-development

program shall be required in kindergarten through grade 12. Each district school board shall develop or adopt a curriculum for the

character-development program that shall be submitted to the department for approval. The character-development curriculum shall stress

the qualities of patriotism, responsibility, citizenship, kindness, respect, honesty, self-control, tolerance, and cooperation.

(r) In order to encourage patriotism, the sacrifices that veterans have made in serving our country and protecting democratic values

worldwide. Such instruction must occur on or before Veterans’ Day and Memorial Day. Members of the instructional staff are

encouraged to use the assistance of local veterans when practicable.

1003.421 Recitation of the Declaration of Independence.--

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(1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was

founded, the last full week of classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom

Week must include at least 3 hours of appropriate instructions in each social studies class, as determined by each school district, which

instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration of Independence.

(2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September,

public school principals and teachers shall conduct an oral recitation by students of the following words of the Declaration of

Independence: ―We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain

unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted

among men, deriving their just powers from the consent of the governed.‖

(3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty.

(4) Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence.

The Florida Statutes may be viewed online at http://flsenate.gov/statutes.

http://flsenate.gov/status

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First 9-weeks

Geography& Map Skills- 2 weeks

Locate and identify the 7

continents on a map

Locate and describe the

geographic regions of North

America

Locate and identify water features

in North America

Native Americans 2 weeks

Inuit, Kwakiutl, Sioux, Pueblo,

Iroquois

Settled and meeting basic needs

Florida tribes: Apalachee,

Timucuan, Calusa

Explorers- 2 weeks

European countries compete for

power

Obstacles, accomplishments and

regions explored

Emphasis on Spanish, French,

English & Portuguese

Interactions between explorers

and natives

Florida of the Spanish

Florida of the French

West Africa (Ghana, Mali and Songhai)

2 weeks

Locate and describe West African

societies and interactions

Origins of Slave Trade

Triangular Trade

Required Instruction:

Document Based Question (DBQ)

Persuasive Essay Topic

Early Jamestown: Why Did So Many Colonists

Die?

Second 9-weeks

Colonialism- 4 weeks

Religious, economic and other

factors that led to the

colonization of America

Colonial Life

Compare the three colonial

regions

Geography, climate and natural

resources of the settlements

Political & social roles

English political and economic

control of the colonies

Mercantilism

Florida of the British

Proclamation of 1763

Forbes Purchase

The Revolutionary War- 4 weeks

French & Indian War

Causes and results

Loyalists, Patriots and Tories

Influence of John Locke on the

Declaration of Independence

Important people and events

Why colonialist were able to

defeat Britain

Treaty of Paris, impact on

Florida




Valley Forge: Would you have Quit?

Third 9-weeks

American Gov.- 4 weeks

Articles of Confederation

Federalist Papers

Constitution

Bill of Rights

Separation of power

Federal System

Checks and balances

Emergence of two major

parties

Major accomplishments of

the 1st five presidents

Westward Expansion-

3 weeks

Political Maps, encourage

exploration

Louisiana Purchase, Lewis &

Clark

Election of 1800

War 1812

Acquisition of Florida,

Oregon, Texas, California,

etc.

Westward migration &

Manifest Destiny

Geographic features and

economic incentives

Urban Life in Early Florida

A Changing Society- 1 week

Industry

Urbanization

Impact of inventions

Abolitionist and Suffrage

Movement

Events promoting statehood

Florida under civil strife




How Free were the Blacks in the North?

Fourth 9-weeks Required Instruction:



Was the United States Justified in Going to War

Against Mexico?

Civil War- 4 weeks

Issues the divided a nation:

Sectionalism, Slavery, Society

North vs. South advantages,

disadvantages and war strategies

Map Skills: Union vs. Confederate

states

Major battles and events

Roles of Civil War leaders

Emancipation Proclamation &

Gettysburg Address

Perspectives

Florida’s Contribution to Confederate

war effort

Effects on Southerners, Northerners

and African Americans

Florida’s role

Reconstruction- 2 weeks

Varying reconstruction plans

Provisions and impacts of the 13th

, 14th

and 15th

Amendments

Problems of the South

Florida of the Railroad Barons

Final Exam

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Objective(s) of Learning

The student will use maps, globes, photographs, pictures, and tables to

a) locate the seven continents.

Essential Terms: Basin and Range, Africa, Antarctica, Asia, Australia, Eurasia, Europe, South America, continents, North America, Coastal Plains,

Canadian Shield, Coastal Range, Great Plains, Interior Lowlands, Rocky Mountains, Appalachian Mountains, Colorado River, Columbia River, Great

Lakes, Gulf of Mexico, Mississippi River, Missouri River, Ohio River, Rio Grande River, Artic

Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment

What are the seven continents?

Continents are large land masses

surrounded by water.

Continents

North America

South America

Africa

Asia

Australia

Antarctica

Europe*

*Europe is considered a continent even

though it is not entirely surrounded by

water. The land mass is frequently

called Eurasia.

Analyze and interpret maps.

SS.B.1.3 - uses various map forms

(including thematic maps) and other

geographic representations, tools, and

technologies to acquire, process, and

report geographic information including

patterns of land use, connections

between places, and patterns and

processes of migration and diffusion.

- uses mental maps to organize

information about people, places, and

environments.

SS.B.2.3 - understands the geographical

factors that affect the cohesiveness and

integration of countries.

Informal:

Word Wall Activity

Scaffolded Questions

Formal:

Unit Test

8




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.


Where are the geographic regions of

North America located?

What are some physical characteristics

of the geographic regions of North

America?

Geographic regions have distinctive

characteristics.

Geographic regions—locations and

physical characteristics Coastal Plain

Located along the Atlantic Ocean

and Gulf of Mexico

Broad lowland providing many

excellent harbors

Appalachian Highlands

Located west of Coastal Plain

extending from eastern Canada to

western Alabama; includes the

Piedmont

Old, eroded mountains (oldest

mountain range in North America)

Canadian Shield

Wrapped around Hudson Bay in a

horseshoe shape

Hills worn by erosion and hundreds

of lakes carved by glaciers

Holds some of the oldest rock

formations in North America

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

Analyze and interpret maps to explain

relationships among landforms and

water features.











environments.




Informal:

Word Wall Activity


Formal:

Unit Test

9




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.


Great Plains

Located west of Interior Lowlands

and east of the Rocky Mountains

Flat land that gradually increases 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 Rocky Mountains

and east of the Sierra Nevadas and

the Cascades

Area of varying elevations

containing isolated mountain

ranges and Death Valley, the

lowest point in North America

Coastal Range

Rugged mountains along the

Pacific Coast that stretch from

California to Canada

Contains fertile valleys

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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, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.


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 and created links to other

regions?

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.

Major bodies of water

Oceans: Atlantic, Pacific

Rivers: Mississippi, Missouri,

Ohio, Columbia, Colorado, Rio

Grande

Lakes: Great Lakes

Gulf: Gulf of Mexico

Trade, transportation, and

settlement

The location of the United States,

with its Atlantic and Pacific coasts,

has provided access to other areas

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.

Identify and interpret primary and

secondary source documents to increase

understanding of events and life in

Amercian History.

Sequence events in Amercian History.


relationships among water features and

historical events.











environments.

Informal:

Word Wall Activity


Formal:

Unit Test

11




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, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.


The Mississippi and Missouri

Rivers were the transportation

arteries for farm and industrial

products. They were links to 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 route.

The Gulf of Mexico provided the

French and Spanish with exploration

routes to Mexico and other parts of

America.




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The student will demonstrate knowledge of how early cultures developed in North America by

a) locating where the American Indians (First Americans) settled, with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plains (Sioux), Southwest (Pueblo),

and Eastern Woodland (Iroquois).


In which areas did the American

Indians (First Americans) live?

Prior to the arrival of Europeans,

American Indians (First Americans)

were dispersed across different

environments in 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 inhabited the Pacific

Northwest coast, characterized by a

rainy, mild climate.

Sioux inhabited the interior of the

United States, called the Great Plains

and characterized by dry grasslands.

Pueblo inhabited the Southwest in

present-day New Mexico and Arizona,

where they lived in desert areas and

areas bordering cliffs and mountains.

Iroquois inhabited northeast North

America, the Eastern Woodland, which

is heavily forested.



relationships among landforms, water

features, climatic characteristics, and

historical events.

SS.A.1.3 - understands how patterns,

chronology, sequencing (including

cause and effect), and the identification

of historical periods are influenced by

frames of reference.

SS.B.1.3-uses various map forms








Informal:

Word Wall Activity


Formal:

Unit Test

13




a) locating where the American Indians (First Americans) settled, with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plains (Sioux), Southwest (Pueblo),

and Eastern Woodland (Iroquois).


SS.B.2.3 - understands the patterns and

processes of migration and diffusion

throughout the world.

- knows the human and physical

characteristics of different places in the

world and how these characteristics

change over time.

- understands how cultures differ in

their use of similar environments and

resources.

- understands how the landscape and

society change as a consequence of

shifting from a dispersed to a

concentrated settlement form.

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b) describing how the American Indians (First Americans) used their environment to obtain food, clothing, and shelter.


How did geography and climate affect

the way American Indian (First

American) groups met their basic

needs?

Geography and climate affected how

various American Indian (First

American) groups met their basic

needs.

The American Indians (First

Americans) fished, hunted, and

harvested crops for food. Clothing was

made from animal skins and plants.

Their shelter was made of resources

found in their environment (e.g., sod,

stones, animal skins, wood).




Amercian History.

Interpret ideas and events from

different historical perspectives.

Analyze and interpret maps.

SS.A.1.3 - understands how patterns,

chronology, sequencing (including

cause and effect), and the identification

of historical periods are influenced by

frames of reference.

SS.B.1.3-uses various map forms








Informal:

Word Wall Activity


Formal:

Unit Test

15




b) describing how the American Indians (First Americans) used their environment to obtain food, clothing, and shelter.


SS.B.2.3 - understands the patterns and

processes of migration and diffusion

throughout the world.

- knows the human and physical

characteristics of different places in the

world and how these characteristics

change over time.

- understands how cultures differ in

their use of similar environments and

resources.

- understands how the landscape and

society change as a consequence of

shifting from a dispersed to a

concentrated settlement form.

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Explorers- 2 weeks


The student will demonstrate knowledge of European exploration in North America and West Africa by

a) describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and English explorations.


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?

Major European countries were in

competition to extend their power into

North America and claim the land as

their own.

Motivating forces for exploration

Economic—Gold, natural

resources, and trade

Religious—Spread of Christianity

Competitions for empire and belief

in superiority of own culture

Obstacles to exploration

Poor maps and navigational tools

Disease/starvation

Fear of unknown

Lack of adequate supplies

Accomplishments of exploration

Exchanged goods and ideas

Improved navigational tools and

ships

Claimed territories (see individual

countries below)




Amercian History.






historical events.

SS.A.2.3-understands important

technological developments and how

they influenced human society.

Informal:

Word Wall Activity


Formal:

Unit Test

17

Explorers- 2 weeks



a) describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and English explorations.


Regions of North America explored

by Spain, France, and England

Spain

– Francisco Coronado claimed

southwest United States for

Spain.

France

– Samuel de Champlain

established the French

settlement of Quebec.

– Robert La Salle claimed the

Mississippi River Valley.

England

– John Cabot explored eastern

Canada.

Regions explored by Portugal

The Portuguese made voyages of

discovery along West Africa.

SS.A.3.3- understands ways in which

cultural characteristics have been

transmitted from one society to another

(e.g., through art, architecture,

language, other artifacts, traditions,

beliefs, values, and behaviors).

- understands the historical events that

have shaped the development of

cultures throughout the world.

- understands the differences between

institutions of Eastern and Western

civilizations (e.g., differences in

governments, social traditions and

customs, economic systems and

religious institutions).

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Explorers- 2 weeks



b) describing cultural interactions between Europeans and American Indians (First Americans) that led to cooperation and conflict.


How did the American Indians (First

Americans) and Europeans interact with

each other?

The interactions between American

Indians (First Americans) and

Europeans sometimes led to

cooperation and other times resulted in

conflict.

Cultural interaction

Spanish

– Conquered and enslaved

American Indians (First

Americans)

– Brought Christianity to the

New World

– Brought European diseases

French

– Established trading posts

– Spread Christian religion

English

– Established settlements and

claimed ownership of land

– Learned farming techniques

from American Indians (First

Americans)

– Traded

Areas of cooperation

Technologies (transportation of

weapons and farm tools)

Trade

Crops

SS.5.A.1.1 Use primary and secondary

sources to understand history. (e.g.,

diaries, letters, newspapers, audio/video

recordings, pictures, photographs,

maps, graphs).

SS.5.A.3.1 Describe technological

developments that shaped European

exploration. (e.g., compass, sextant,

astrolabe, seaworthy ships, and

gunpowder).

SS.5.A.3.2 Investigate (nationality,

sponsoring country, motives, dates and

routes of travel, accomplishments) the

European explorers.

SS.5.A.3.3 Describe interactions among

Native Americans, Africans, English,

French, Dutch, and Spanish for control

of North America. (e.g.,

agriculture, fur trade, military alliances,

treaties, cultural interchanges,

diseases).

Informal:

Word Wall Activity


Formal:

Unit Test

19

Explorers- 2 weeks



b) describing cultural interactions between Europeans and American Indians (First Americans) that led to cooperation and conflict.


Areas of conflict

Land

Competition for trade

Differences in cultures

Disease

Language difference

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West Africa (Ghana, Mali and Songhai)- 2 weeks



c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders.


How did West African empires impact

European trade?

Ghana, Mali, and Songhai each

dominated West Africa in turn from

300 to l600 A.D.

African people and African goods

played an important role in arousing

European interest in world resources.

What was the importance of Ghana,

Mali, and Songhai?

Ghana, Mali, and Songhai became

powerful by controlling trade in West

Africa.

The Portuguese carried goods from

Europe to West African empires,

trading metals, cloth, and other

manufactured goods for gold.





features, and historical events.

Distinguish between parallels of

latitude and meridians of longitude.

Informal:

Word Wall Activity


Formal:

Unit Test

21



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.


Why did Europeans establish colonies

in North America?

Colonies in North America were

established for religious and economic

reasons.

Colonies and the reasons they were

established

Roanoke Island (Lost Colony) was

established as an economic

venture. The first permanent

English settlement in North

America (1607), Jamestown

Settlement, 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 for the same

reasons.

Pennsylvania was settled by the

Quakers, who wanted to have

freedom to practice their faith

without interference.

Georgia was settled by people who had

been in debtor’s prisons in England.

They hoped to experience a new life in

the colony and to experience economic

freedom in the New World.




Amercian History.




SS.5.A.4.1 Identify the economic,

political, and socio-cultural motivation

for

colonial settlement. (e.g., Puritans

fleeing for religious persecution, debtor

settlements in Georgia, the African

slave trade).

SS.5.A.4.2 Compare characteristics of

New England, Middle, and Southern

colonies. (e.g., colonial governments,

geographic influences, resources and

economic systems, occupations,

religion, social patterns).

SS.5.A.4.3 Identify significant individuals responsible for the

development of

the New England, Middle, and

Southern colonies. (e.g., Ben Franklin,

Pontiac, Oludah Equiano).

colonies.

Informal:

Word Wall Activity


Formal:

Unit Test

22




a) describing the religious and economic events and conditions that led to the colonization of America.


SS.5.A.4.4 Demonstrate an

understanding of political, economic,

and social

aspects of daily colonial life in the

thirteen colonies. (e.g., town

meetings, farming, occupation, slavery,

bartering, education, games).

SS.5.A.4.5 Explain the importance of

Triangular Trade linking Africa, the

West

Indies, the British Colonies, and

Europe.

SS.5.A.4.6 Describe the introduction,

impact, and role of slavery in the

colonies.

23




b) comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment.


How did climate and geographic

features distinguish the three regions

from each other?

How did people use the natural

resources of their region to earn a

living?

How did political and social life evolve

in each of the three regions?

Life in the colonies reflected the

geographical features of the

settlements.

Interactions of people and

environment

New England

Geography and climate

– Appalachian Mountains,

Boston harbor, hilly terrain,

rocky soil, jagged coastline

– Moderate summers, cold

winters

Economy

– Fishing, shipbuilding industry

and naval supplies, trade and

port cities

– Skilled craftsmen, shopkeepers

Social life

– Village and church as center of

life

– Religious reformers and

separatists

Political and civic life

– Town meetings




Amercian History.






historical events.

SS.5.A.1.1 Use primary and secondary

sources to understand history. (e.g.,

diaries, letters, newspapers, audio/video

recordings, pictures, photographs,

maps, graphs).

SS.5.A.1.2 Utilize timelines to identify

and discuss American History time

periods.

Informal:

Word Wall Activity


Formal:

Unit Test

24






Mid-Atlantic



coastal lowlands (harbors and

bays, wide and deep rivers),

rich farmlands

– Moderate climate

Economy

– Livestock and grain, trading

– Unskilled and skilled workers

and fishermen

Social life

– Villages and cities

– Varied and diverse lifestyles

– Diverse religions


– Market towns

SS.5.G.1.1 Interpret current and

historical information using a variety of

geographic tools. (e.g., maps,globes,

Geographic Information Systems

(GIS)).

SS.5.G.1.2 Use latitude and longitude

to locate places.

SS.5.G.1.3 Identify major United States

physical features on a map of North

America. (e.g., Rocky Mountains,

Appalachian Mountains, Mississippi

River, Great Lakes, Great Plains, Rocky

Mountains, Rio Grande, Lake

Okeechobee,

Mojave Desert).

SS.5.E.1.2 Describe a market economy

and give examples of how the colonial

and early American economy exhibited

these characteristics.

25






South



Piedmont, Atlantic Coastal

Plain, good harbors, rivers

– Humid climate

Economy

– Large farms/plantations, cash

crops, wood products, small

farms

– Slavery

Social life

– Plantations (slavery),

mansions, indentured servants,

few cities, few schools

– Church of England


- Counties

26




c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, indentured servants, and slaves.


How did people’s lives vary among

different social groups in colonial

America?

The colonies were made up of different

groups of people whose lives varied

depending on their social position.

Large landowners

Lived predominately in the South

Relied on indentured servants

and/or slaves 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 the plantation

Lived in small villages and cities

Women

Worked as caretakers, house-

workers, homemakers

Could not vote

Had few chances for an education



SS.5.A.4.1 Identify the economic,

political, and socio-cultural motivation

for colonial settlement. (e.g., Puritans

fleeing for religious persecution, debtor

settlements in Georgia, the African

slave trade).

SS.5.A.4.2 Compare characteristics of

New England, Middle, and Southern

colonies. (e.g., colonial governments,

geographic influences, resources and

economic systems, occupations,

religion, social patterns).

SS.5.A.4.3 Identify significant

individuals responsible for the

development of the New England,

Middle, and Southern colonies. (e.g.,

Ben Franklin, Pontiac, Oludah

Equiano).

SS.5.A.4.4 Demonstrate an

understanding of political, economic,

and social aspects of daily colonial life

in the thirteen colonies. (e.g., town

meetings, farming, occupation, slavery,

bartering, education, games).

Informal:

Word Wall Activity


Formal:

Unit Test

27




c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, indentured servants, and slaves.


Indentured servants

Consisted of 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

Slaves

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

with no rights

Were often born into slavery

(Children of slaves were born into

slavery.)


Triangular Trade linking Africa, the

West Indies, the British Colonies, and

Europe.

SS.5.A.4.6 Describe the introduction,

impact, and role of slavery in the colonies.

28




d) identifying the political and economic relationships between the colonies and England.


How did England impose its political

and economic control over the

colonies?

England established and attempted to

maintain control over the colonies.

Economic relationships

England imposed strict control over

trade.

England taxed the colonies after

the French and Indian War.

Colonies traded raw materials for

goods.

Political relationships

Colonists had to obey English laws

that were enforced by governors.

Colonial governors were appointed

by the king or by the proprietor.

Colonial legislatures made laws for

each colony and were monitored by

colonial governors.





features, and historical events.

SS.5.E.1.1 Identify how trade promoted

economic growth in North America

from pre-Columbian times to 1850.

(e.g., Triangular Trade, tobacco).





Informal:

Word Wall Activity


Formal:

Unit Test

29




d) identifying the political and economic relationships between the colonies and England.


30



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.


What steps did England take to increase

control over its colonies?

Why did many colonists become

dissatisfied with England’s control over

the colonies?

As England expanded control over the

American colonies, many colonists

became dissatisfied and rebellious.

England’s reasons for control

England desired to remain a world

power.

England imposed taxes, such as the

Stamp Act, to raise necessary

revenue to pay the cost of the

French and Indian War.

England’s reasons for taxation

To help finance the French and

Indian War

To help with the maintaining of

English troops in the colonies

Sources of colonial dissatisfaction

Colonies had no representation in

Parliament.

Some colonists resented power of

colonial governors.

England wanted strict control over

colonial legislatures.

Colonies opposed taxes.

The Proclamation of l763

hampered the western movement of

settlers.

Make connections between the past and

the present




SS.5.A.5.1 Identify and explain

significant events leading up to the

American Revolution. (e.g., French and

Indian War, Boston Massacre, Boston

Tea Party, Coercive Acts, Townshend

Acts, Stamp Act).

SS.5.G.1.5 Identify and locate the

original thirteen colonies on a map of

North America.

Informal:

Word Wall Activity


Formal:

Unit Test

31




a) identifying the issues of dissatisfaction that led to the American Revolution.


32




b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence, with emphasis on the ideas of

John Locke.


What ideas/philosophies about

government were expressed in the

Declaration of Independence?

New political ideas led to a desire for

independence and democratic

government in the American colonies.

The Declaration of Independence

proclaimed independence from

England. It stated that people have

natural (inherent) rights to life, liberty,

and the pursuit of happiness.

Ideas of John Locke

People have natural rights to life,

liberty, and property.

Government is created to protect

the rights of people and has only

the limited and specific powers the

people consent to give it.

Key philosophies in the Declaration

of Independence

People have ―certain unalienable

rights‖ (rights that cannot be taken

away)—life, liberty, pursuit of

happiness.

People establish government to

protect those rights.




Amercian History.


the present



Interpret excerpts from notable

documents.


individuals and groups who played a

role in the American Revolution. (e.g.,

King George III, Patrick Henry,

Thomas Jefferson, George Washington,

John Adams, John Hancock, Crispus

Attucks, Ben Franklin, Paul Revere and

Patriots, Sons of Liberty, Daughters of

Liberty, Continental Congress, James Armistead). SS.5.A.5.3 Explain the significance of

historical documents including key

political concepts, origins of these

concepts, and their role in

American independence. (e.g.,

Common Sense, Declaration of

Independence).

Informal:

Word Wall Activity


Formal:

Unit Test

33





John Locke.


Government derives power from

the people.

People have a right and a duty to

change a government that violates

their rights.

SS.5.C.2.1 Differentiate political ideas

of Patriots, Loyalists, and "undecided's"

during the American Revolution.

SS.5.C.1.3 Explain the definition and

origin of rights. (e.g., John Locke's state

of nature philosophy, natural rights:

rights to life, liberty, property).

34





John Locke.


35




c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas

Jefferson, Patrick Henry, and Thomas Paine.


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?

Many individuals played important roles in

shaping events of the American Revolution.

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

House of Burgesses; inspired colonial

patriotism with ―Give me liberty or

give me death‖ speech

Benjamin Franklin: Prominent member

of Continental Congress; helped frame

the Declaration of Independence

Thomas Paine: Journalist, author of

Common Sense

Other important individuals

Phillis Wheatley: A former slave who

wrote poems and plays supporting

American independence

Paul Revere: Patriot who made a

daring ride to warn colonists of British

arrival




Amercian History.





historical events.

Interpret patriotic slogans and excerpts

from notable speeches and documents.


individuals and groups who played a

role in the American Revolution. (e.g.,

King George III, Patrick Henry,

Thomas Jefferson, George Washington,

John Adams, John Hancock, Crispus

Attucks, Ben Franklin, Paul Revere and

Patriots, Sons of Liberty, Daughters of

Liberty, Continental Congress, James

Armistead).

Informal:

Word Wall Activity


Formal:

Unit Test

36







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 England and to promote

independence.

Battle of Lexington and Concord:

This was the site of the first armed

conflict of the Revolutionary War.

Approval of the Declaration of

Independence: Colonies declared

independence from England (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:

England recognized American

independence in this treaty.

SS.5.A.5.4 Examine and explain the

changing roles and impact of significant

women during the American

Revolution. (e.g., Abigail Adams,

Martha Washington, Phyllis Wheatley,

Mercy Otis Warren).

SS.5.A.5.5 Examine and compare

major battles and military campaigns of

the American Revolution. (e.g.,

Lexington and Concord, Saratoga,

Valley Forge, Yorktown).

SS.5.A.5.7 Explain economic, military

and political factors which led to the

end of the Revolutionary War. (e.g.,

foreign alliances, Treaty of Paris).

37







38




d) explaining reasons why the colonies were able to defeat Britain.


What advantages helped the American

colonists win the Revolutionary War?

Defense of the colonists’ own land,

strong beliefs, and capable leadership

contributed to the American victory in

the Revolutionary War.

Colonial advantages

Colonists’ defense of their own

land, principles, and beliefs

Support from France and Spain

Strong leadership



SS.5.A.5.6 Identify the contributions

of foreign alliances and individuals to

the outcome of the Revolution. (e.g.,

military and monetary aid from France,

Lafayette, Spain, de Galvez, von

Stueben, Pulaski, military aid from

Haiti).

SS.5.A.5.8 Evaluate the personal and

political hardships resulting from the

American Revolution. (e.g., financing

the war effort, war time inflation,

profiteering, loss of family).

SS.5.A.5.9 Discuss the impact and

significance of land policies (Northwest

Ordinance of 1787) developed under

the Confederation Congress.

SS.5.A.5.10 Examine the significance

of the Constitution including its key

political concepts, origins of those

concepts, and their role in American

democracy. (e.g., liberty, representative

government).

Informal:

Word Wall Activity


Formal:

Unit Test

39




d) explaining reasons why the colonies were able to defeat Britain.


40

American Government- 4 weeks


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.


What were the basic weaknesses of the

Articles of Confederation?

The Articles of Confederation was a

constitution written during the

American Revolution to establish the

powers of the new national government.

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 branch




Amercian History.




historical events.

SS.5.C.1.1 Explain how and why the

United States government was created.

SS.5.C.1.4 Identify the Declaration of

Independence's grievances and Articles

of Confederation's weaknesses.

Informal:

Word Wall Activity


Formal:

Unit Test

41




a) identifying the weaknesses of the government established by the Articles of Confederation.


42




b) identifying the basic principles of the new government established by the Constitution of the United States of America and the Bill of Rights.


What were the basic principles of

governments stated in the Constitution

of the United States of America and

Bill of Rights?

The Constitution of the United States of

America established a federal system of

government based on power shared

between the national and state

governments.

The Bill of Rights provided a written

guarantee of individual rights.

Terms to know

Federal system of government: A

system that divides governmental

powers between national government

and the governments of the states

Basic principles of government

Separation of powers

The structure of the new national

government was based on James

Madison’s ―Virginia Plan,‖ which

called for three separate branches

of government:




Amercian History.


the present.



SS.5.A.5.10 Examine the significance

of the Constitution including its key

political concepts, origins of those

concepts, and their role in American

democracy. (e.g., liberty, representative

government).


United States government was created.

SS.5.C.1.2 Define a constitution and

discuss its purposes.

SS.5.C.3.1 Describe the organizational

structure and powers of the federal

government as defined in Articles I, II,

and III of the U.S. Constitution.

Informal:

Word Wall Activity


Formal:

Unit Test

43






– Legislative Branch (Congress)

makes the laws. Congress is a

two-house legislature in which

all states are represented

equally in the Senate (two

Senators per state) and people

are represented in the House of

Representatives (number of a

state’s representatives is based

on state’s population).

– Judicial Branch (Supreme

Court) determines if laws

made by Congress are

constitutional.

– Executive Branch (President)

carries out the laws.

Checks and balances

Each branch can check the power

of the other.

These checks keep any one branch

from gaining too much power.

SS.5.C.3.2 Explain how popular

sovereignty, rule of law, separation of

powers, checks and balances,

federalism, and individual rights limit

the powers of the federal government as

expressed in the Constitution and Bill

of Rights.

SS.5.C.3.3 Give examples of powers

granted to the federal government and

those reserved for the states. (e.g.,

coining money, declaring war, creating

public schools, making traffic laws).

44






Bill of Rights

James Madison was the author of

the Bill of Rights.

The first ten amendments to the

Constitution of the United States of

America provide a written

guarantee of individual rights (e.g.,

freedom of speech, freedom of

religion).

SS.5.C.1.5 Describe how concerns

about individual rights led to the

inclusion of the Bill of Rights in the

U.S. Constitution.

SS.5.C.1.5 Describe how concerns

about individual rights led to the

inclusion of the Bill of Rights in the

U.S. Constitution.

SS.5.C.3.4 Describe the amendment

process as defined in Article V of the

Constitution and give examples. (e.g.,

the Bill of Rights, 26th Amendment).

SS.5.C.3.5 Identify the fundamental

rights of all citizens as enumerated in

the Bill of Rights.

45




c) identifying the conflicts that resulted in the emergence of two political parties.


What were the major differences

between Hamilton and Jefferson?

Alexander Hamilton and Thomas

Jefferson had opposing views on the

role of the national government. That

opposition resulted in the creation of

two political parties.

The debate over the role of the national

government has continued throughout

Amercian History.

Major party differences

Alexander Hamilton

– Leader of Federalists

– Favored strong national

government

– Favored limits on states’

powers

– Favored development of

industry on a national scale

– Favored a national bank

Thomas Jefferson

– Leader of the Democratic

Republicans

– Favored a weak national

government

– Supported states’ powers

– Favored small business and

farmers

– Opposed a national bank


the present.



SS.5.C.1.6 Compare Federalist and

Anti-Federalist views of government.

SS.5.C.2.2 Compare forms of political

participation in the colonial period to

today. (e.g., who participated and how

they participated).

Informal:

Word Wall Activity


Formal:

Unit Test

46




c) identifying the conflicts that resulted in the emergence of two political parties.


47




d) describing the major accomplishments of the first five presidents of the United States.


What were the major national issues

and events faced by the first five

presidents?

Congress and the first five presidents

made decisions establishing a strong

government that helped the nation grow

in size and power.

All of the first five presidents were

Virginians except John Adams.

Accomplishments during first five

presidencies

George Washington

Federal court system was

established.

Political parties grew out of the

disagreements between Hamilton

and Jefferson over the proper role

of the national government.

The Bill of Rights was added to the

Constitution of the United States of

America.

Plans were initiated 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.




Amercian History.





documents.


United States government was created

Informal:

Word Wall Activity


Formal:

Unit Test

48




d) describing the major accomplishments of the first five presidents of the United States.


John Adams

A two-party system emerged

during his administration.

Thomas Jefferson

He bought Louisiana from France

(Louisiana Purchase).

Lewis and Clark explored this 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

He introduced the Monroe Doctrine

warning European nations not to

interfere in the Western

Hemisphere.

49

Westward Expansion- 3 weeks


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.


What new territories became part of the

United States between 1801 and 1861?

Between 1801 and 1861, exploration

was encouraged as America underwent

vast territorial expansion and

settlement.

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 from the Mississippi

River to the Pacific Ocean.

Florida

Spain gave Florida to the United

States through a treaty.

Texas

Texas was added after it became an

independent republic.

Oregon

The Oregon Territory was divided

by the United States and Great

Britain.



historical events.

SS.5.A.6.1 Describe the causes and

effects of the Louisiana Purchase.

SS.5.A.6.2 Identify roles and

contributions of significant people

during the period of westward

expansion. (e.g., Lewis and Clark,

Sacagawea, York, Thomas Jefferson,

Andrew Jackson, Tecumseh, Jean

Baptiste Point Du Sable).

SS.5.A.6.3 Examine 19th century

advancements (canals, roads,

steamboats, flat boats, overland

wagons, Pony Express, railroads) in

transportation and communication.


the explorations west of the Mississippi

River. (e.g., Meriwether Lewis and

William Clark, Zebulon Pike, John

Fremont).

SS.5.A.6.5 Identify the causes and

effects of the War of 1812.

Informal:

Word Wall Activity


Formal:

Unit Test

50




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.


California

War with Mexico resulted in

California and the southwest

territory becoming part of the

United States.

SS.5.A.6.6 Explain how westward

expansion affected Native Americans.

(e.g., Trail of Tears, Indian Removal

Act).

SS.5.A.6.7 Discuss the concept of

Manifest Destiny.

SS.5.A.6.8 Describe the causes and

effects of the Missouri Compromise.

SS.5.A.6.9 Describe the hardships of

settlers along the overland trails to the

west. (e.g., location of routes, terrain,

rivers, climate, vegetation).

SS.5.G.1.1 Interpret current and

historical information using a variety of

geographic tools. (e.g., maps,globes,

Geographic Information Systems

(GIS)).

SS.5.G.1.6 Locate and identify states,

capitals, and United States Territories

on a map.

51




b) identifying the geographic and economic factors that influenced the westward movement of settlers.


What factors influenced westward

migration?

Westward migration was influenced by

geography and economic opportunity.

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


the present.






historical events.

SS.5.G.2.1 Describe the push-pull

factors (economy, natural hazards,

tourism, climate, physical features) that

influenced boundary changes within

the United States.

SS.5.G.3.1 Describe the impact that

past natural events have had on human

and physical environments in the

United States through 1850. (e.g.,

the harsh winter in Jamestown).

SS.5.E.1.1 Identify how trade promoted

economic growth in North America

from pre-Columbian times to 1850.

(e.g., Triangular Trade, tobacco).

Informal:

Word Wall Activity


Formal:

Unit Test

52




b) identifying the geographic and economic factors that influenced the westward movement of settlers.






53




c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America.


How did the inventions affect the lives

of Americans?

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 in the South.

New technologies

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 (a slave) and Cyrus

McCormick worked to invent the

reaper. The reaper increased the

productivity of the American

farmer.

The steamboat was improved by

Robert Fulton. It eventually

provided faster river transportation

that connected Southern plantations

and farms to Northern industries

and Western territories.

The steam locomotive provided faster

land transportation.


the present.


SS.A.4.3.3- understands the impact of

significant people and ideas on the

development of values and traditions in

the United States prior to 1880.

SS.C.1.3.1- knows the essential ideas of

American constitutional government

that are expressed in the Declaration of

Independence, the Constitution, the

Federalist Papers, and other writings.

Informal:

Word Wall Activity


Formal:

Unit Test

54




d) identifying the main ideas of the abolitionist and suffrage movements.


What were the main ideas expressed by

the abolitionists?

What were the main ideas expressed

during the suffrage movement?

The abolitionists worked to end slavery.

The suffrage movement helped women

gain equal rights.

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

– William Lloyd Garrison

– Frederick Douglass

Suffrage movement

Supporters declared that ―All men

and women are created equal.‖


the present.




Interpret patriotic slogans.

SS.A.4.3.3- understands the impact of




SS.C.1.3.1- knows the essential ideas of

American constitutional government




Informal:

Word Wall Activity


Formal:

Unit Test

55




d) identifying the main ideas of the abolitionist and suffrage movements.


Supporters believed that women

were deprived of basic rights.

– Denied the right to vote

– Denied educational

opportunities, especially

higher education

– Denied equal opportunities in

business

– Limited in rights 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.

– Isabel Sojourner Truth

– Susan B. Anthony

– Elizabeth Cady Stanton

56

Civil War- 4 weeks


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.


How did cultural, economical, and

constitutional issues create bitter

divisions between the North and the

South?

Cultural, economic, and constitutional

differences between the North and the

South eventually resulted in the Civil

War.

Issues that divided the nation Slavery

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

The North was mainly an urban

society in which people held jobs.

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

The North was a manufacturing

region, and its people favored

tariffs that protected factory owners

and workers from foreign

competition.


the present.




SS.A.1.3.2 - knows the relative value of

primary and secondary sources and uses

this information to draw conclusions

from historical sources such as data in

charts, tables, graphs.

SS.A.4.3.2 - knows the role of physical

and cultural geography in shaping

events in the United States (e.g.,

environmental and climatic influences

on settlement of the colonies, the

American Revolution, and the Civil

War).

SS.A.4.3.3 understands the impact of




Informal:

Word Wall Activity


Formal:

Unit Test

57

Civil War- 4 weeks



a) describing the cultural, economic, and constitutional issues that divided the nation.


Southerners opposed tariffs that

would cause prices of

manufactured goods to increase.

Planters were also concerned that

England might stop buying cotton

from the South if tariffs were

added.

Constitutional

A major conflict was states’ rights

versus strong central government.

SS.B.1.3.1 - uses various map forms








Civil War- 4 weeks

58



b) explaining how the issues of states’ rights and slavery increased sectional tensions.


How did the issues of states’ rights and

slavery increase sectional tension

between the North and South?

The South feared that the North would

take control of Congress, and

Southerners began to proclaim states’

rights as a means of self-protection.

The North believed that the nation was

a union and 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.




Interpret patriotic slogans.

SS.A.1.3.2 - knows the relative value

of primary and secondary sources and

uses this information to draw

conclusions from historical sources

such as data in charts, tables, graphs.







War).

Informal:

Word Wall Activity


Formal:

Unit Test

59

Civil War- 4 weeks



b) explaining how the issues of states’ rights and slavery increased sectional tensions.


Compromises attempting to resolve

differences

Missouri Compromise (1820):

Missouri was a slave state; Maine,

a free state.

Compromise of l850: California

was a free state. Southwest

territories would decide about

slavery.

Kansas-Nebraska Act: People

decided 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 states

had freely created and joined the union

and could freely leave it.













60

Civil War- 4 weeks



c) identifying on a map the states that seceded from the Union and those that remained in the Union.


Which states seceded from the Union?

Which four slave states stayed in the

Union?

Where were the other states that

remained in the Union located?

Southern states that were dependent

upon labor-intensive cash crops seceded

from the Union. Northernmost slave

states (border states) stayed in the

Union.

States that seceded from the Union

Alabama

Arkansas

Florida

Georgia

Louisiana

Mississippi

North Carolina

South Carolina

Tennessee

Texas

Virginia

States remaining in the Union

Border states (slave states)

– Delaware

– Kentucky

– Maryland

– Missouri


historical events.












War).





Informal:

Word Wall Activity


Formal:

Unit Test

61

Civil War- 4 weeks



c) identifying on a map the states that seceded from the Union and those that remained in the Union.


Free States

– California

– Connecticut

– Illinois

– Indiana

– Iowa

– Kansas

– Maine

– Massachusetts

– Michigan

– Minnesota

– New Hampshire

– New Jersey

– New York

– Ohio

– Oregon

– Pennsylvania

– Rhode Island

– Vermont

– West Virginia (Western

counties of Virginia that

refused to secede from the

Union)

– Wisconsin









62

Civil War- 4 weeks



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.


Who are considered leaders of the Civil

War?

How did Lincoln’s view of the nature

of the Union differ from Lee’s?

Lincoln and Lee were men who

represented views of the nature of the

United States that were very different,

leading to an unavoidable conflict.

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




Amercian History.















War).





Informal:

Word Wall Activity


Formal:

Unit Test

63

Civil War- 4 weeks



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.


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

Frederick Douglass

– Was a former slave who

escaped to the North and

became an abolitionist









64

Civil War- 4 weeks



e) using maps to explain critical developments in the 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 influenced important

developments in the war, including

major battles?

Location and topography were critical

elements influencing important

developments in the Civil 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 slaves 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.




Amercian History.





historical events.


documents.












War).

Informal:

Word Wall Activity


Formal:

Unit Test

Civil War- 4 weeks

65



e) using maps to explain critical developments in the war, including major battles.


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)













Civil War- 4 weeks

66



f) describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves.


What hardships were experienced

during the Civil War?

How did the Civil War change the lives

of soldiers, women, and slaves?

Life on the battlefield and on the

homefront was extremely harsh. Many

died from disease and exposure.

General effects of the war

Families and friends were often

pitted against one another.

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.















War).





Informal:

Word Wall Activity


Formal:

Unit Test

Civil War- 4 weeks

67



f) describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves.


Effects of the war on African

Americans

African Americans fought in both

the Confederate and Union armies.

The Confederacy often used slaves

as naval crew members and

soldiers.

The Union moved to enlist African

American sailors early in the war.

African American soldiers were

paid less than white soldiers.

African American soldiers were

discriminated against and served in

segregated units under the

command of white officers.

Robert Smalls, a sailor and later a

Union naval captain, was highly

honored for his feats of bravery and

heroism. He became a

Congressman after the Civil War.





report geographic information

including patterns of land use,

connections between places, and

patterns and processes of migration

and diffusion.

68



The student will demonstrate knowledge of the effects of Reconstruction on American life by

a) identifying the provisions of the 13th, 14th, and 15th Amendments to the Constitution of the United States of America and their impact on the expansion of

freedom in America.


What are the basic provisions of the

13th, 14th, and 15th Amendments?

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.

Basic provisions of the Amendments

13th Amendment: Bans slavery in

the United States and any of its

territories

14th Amendment: Grants

citizenship to all persons born in

the United States and guarantees

them equal protection under the

law

15th Amendment: Ensures all

citizens the right to vote regardless

of race or color or previous

condition of servitude

These three amendments guarantee

equal protection under the law for all

citizens.




Amercian History.


the present.





documents.

SS.A.4.3.3 - understands the impact of




SS.C.1.3.1 - knows the essential ideas

of American constitutional government




Informal:

Word Wall Activity


Formal:

Unit Test

69



The student will demonstrate knowledge of the effects of Reconstruction on American life by

a) identifying the provisions of the 13th, 14th, and 15th Amendments to the Constitution of the United States of America and their impact on the expansion of

freedom in America.


SS.A.1.3.2 - knows the relative value

of primary and secondary sources and

uses this information to draw

conclusions from historical sources

such as data in charts, tables, graphs.

SS.A.4.3.1 - knows the factors

involved in the development of cities

and industries (e.g., religious needs, the

need for military protection, the need

for a marketplace, changing spatial

patterns, and geographical factors for

location such as transportation and food

supply).

SS.C.1.3.6 - understands the

importance of the rule of law in

establishing limits on both those who

govern and the governed, protecting

individual rights, and promoting the

common good.

70




b) describing the impact of Reconstruction policies on the South.


What were the Reconstruction policies

for the South?

The Reconstruction policies were harsh

and created problems in the South.

Reconstruction attempted to give

meaning to the freedom that the former

slaves had achieved.

Reconstruction policies and problems

Southern military leaders could not

hold office.

Southerners resented northern

―carpetbaggers,‖ who took

advantage of the South during

Reconstruction.

African Americans held public

office.

African Americans gained equal

rights as a result of the Civil Rights

Act of 1866, which authorized the

use of federal troops for its

enforcement.

Northern soldiers supervised the

South.




SS.A.4.3.3 - understands the impact of




SS.C.1.3.1 - knows the essential ideas

of American constitutional government









Informal:

Word Wall Activity


Formal:

Unit Test

71




b) describing the impact of Reconstruction policies on the South.


SS.A.4.3.1 - knows the factors involved

in the development of cities and

industries (e.g., religious needs, the

need for military protection, the need

for a marketplace, changing spatial

patterns, and geographical factors for

location such as transportation and food

supply).

SS.C.1.3.6 - understands the

importance of the rule of law in

establishing limits on both those who

govern and the governed, protecting

individual rights, and promoting the

common good.

Documents

Curriculum Map 5th Grade American History to · PDF fileDocument Based Question (DBQ) ... Was the United States Justified in Going to War Against Mexico? Civil War- 4 weeks