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.
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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
Required Instruction:
Document Based Question (DBQ)
Persuasive Essay Topic
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
Required Instruction:
Document Based Question (DBQ)
Persuasive Essay Topic
How Free were the Blacks in the North?
Fourth 9-weeks Required Instruction:
Document Based Question (DBQ)
Persuasive Essay Topic
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
7
Geography& Map Skills- 2 weeks
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
Geography& Map Skills- 2 weeks
Objective(s) of Learning
The student will use maps, globes, photographs, pictures, and tables to
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
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
9
Geography& Map Skills- 2 weeks
Objective(s) of Learning
The student will use maps, globes, photographs, pictures, and tables to
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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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Geography& Map Skills- 2 weeks
Objective(s) of Learning
The student will use maps, globes, photographs, pictures, and tables to
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
Analyze and interpret maps to explain
relationships among water features and
historical events.
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.
Informal:
Word Wall Activity
Scaffolded Questions
Formal:
Unit Test
11
Geography& Map Skills- 2 weeks
Objective(s) of Learning
The student will use maps, globes, photographs, pictures, and tables to
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
SS.B.2.3 - understands the geographical
factors that affect the cohesiveness and
integration of countries.
12
Native Americans 2 weeks
Objective(s) of Learning
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).
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
Sequence events in Amercian History.
Analyze and interpret maps to explain
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
(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.
Informal:
Word Wall Activity
Scaffolded Questions
Formal:
Unit Test
13
Native Americans 2 weeks
Objective(s) of Learning
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).
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
14
Native Americans 2 weeks
Objective(s) of Learning
The student will demonstrate knowledge of how early cultures developed in North America by
b) describing how the American Indians (First Americans) used their environment to obtain food, clothing, and shelter.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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).
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in
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
(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.
Informal:
Word Wall Activity
Scaffolded Questions
Formal:
Unit Test
15
Native Americans 2 weeks
Objective(s) of Learning
The student will demonstrate knowledge of how early cultures developed in North America by
b) describing how the American Indians (First Americans) used their environment to obtain food, clothing, and shelter.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
16
Explorers- 2 weeks
Objective(s) of Learning
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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)
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in
Amercian History.
Interpret ideas and events from
different historical perspectives.
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events.
SS.A.2.3-understands important
technological developments and how
they influenced human society.
Informal:
Word Wall Activity
Scaffolded Questions
Formal:
Unit Test
17
Explorers- 2 weeks
Objective(s) of Learning
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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).
18
Explorers- 2 weeks
Objective(s) of Learning
The student will demonstrate knowledge of European exploration in North America and West Africa by
b) describing cultural interactions between Europeans and American Indians (First Americans) that led to cooperation and conflict.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
Scaffolded Questions
Formal:
Unit Test
19
Explorers- 2 weeks
Objective(s) of Learning
The student will demonstrate knowledge of European exploration in North America and West Africa by
b) describing cultural interactions between Europeans and American Indians (First Americans) that led to cooperation and conflict.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Areas of conflict
Land
Competition for trade
Differences in cultures
Disease
Language difference
20
West Africa (Ghana, Mali and Songhai)- 2 weeks
Objective(s) of Learning
The student will demonstrate knowledge of European exploration in North America and West Africa by
c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
Interpret ideas and events from
different historical perspectives.
Analyze and interpret maps to explain
relationships among landforms, water
features, and historical events.
Distinguish between parallels of
latitude and meridians of longitude.
Informal:
Word Wall Activity
Scaffolded Questions
Formal:
Unit Test
21
Colonialism- 4 weeks
Objective(s) of Learning
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in
Amercian History.
Sequence events in Amercian History.
Interpret ideas and events from
different historical perspectives.
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
Scaffolded Questions
Formal:
Unit Test
22
Colonialism- 4 weeks
Objective(s) of Learning
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
Colonialism- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the factors that shaped colonial America by
b) comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in
Amercian History.
Interpret ideas and events from
different historical perspectives.
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
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
Scaffolded Questions
Formal:
Unit Test
24
Colonialism- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the factors that shaped colonial America by
b) comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Mid-Atlantic
Geography and climate
– Appalachian Mountains,
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
Political and civic life
– 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
Colonialism- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the factors that shaped colonial America by
b) comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
South
Geography and climate
– Appalachian Mountains,
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
Political and civic life
- Counties
26
Colonialism- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the factors that shaped colonial America by
c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, indentured servants, and slaves.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
Interpret ideas and events from
different historical perspectives.
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
Scaffolded Questions
Formal:
Unit Test
27
Colonialism- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the factors that shaped colonial America by
c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, indentured servants, and slaves.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.)
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.
28
Colonialism- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the factors that shaped colonial America by
d) identifying the political and economic relationships between the colonies and England.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
Interpret ideas and events from
different historical perspectives.
Analyze and interpret maps to explain
relationships among landforms, water
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).
SS.5.E.1.2 Describe a market economy
and give examples of how the colonial
and early American economy exhibited
these characteristics.
Informal:
Word Wall Activity
Scaffolded Questions
Formal:
Unit Test
29
Colonialism- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the factors that shaped colonial America by
d) identifying the political and economic relationships between the colonies and England.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
30
The Revolutionary War- 4 weeks
Objective(s) of Learning
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
Sequence events in Amercian History.
Interpret ideas and events from
different historical perspectives.
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
Scaffolded Questions
Formal:
Unit Test
31
The Revolutionary War- 4 weeks
Objective(s) of Learning
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
32
The Revolutionary War- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the causes and results of the American Revolution by
b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence, with emphasis on the ideas of
John Locke.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in
Amercian History.
Make connections between the past and
the present
Interpret ideas and events from
different historical perspectives.
Interpret excerpts from notable
documents.
SS.5.A.5.2 Identify significant
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
Scaffolded Questions
Formal:
Unit Test
33
The Revolutionary War- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the causes and results of the American Revolution by
b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence, with emphasis on the ideas of
John Locke.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
The Revolutionary War- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the causes and results of the American Revolution by
b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence, with emphasis on the ideas of
John Locke.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
35
The Revolutionary War- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the causes and results of the American Revolution by
c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas
Jefferson, Patrick Henry, and Thomas Paine.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in
Amercian History.
Sequence events in Amercian History.
Interpret ideas and events from
different historical perspectives.
Analyze and interpret maps to explain
historical events.
Interpret patriotic slogans and excerpts
from notable speeches and documents.
SS.5.A.5.2 Identify significant
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
Scaffolded Questions
Formal:
Unit Test
36
The Revolutionary War- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the causes and results of the American Revolution by
c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas
Jefferson, Patrick Henry, and Thomas Paine.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
The Revolutionary War- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the causes and results of the American Revolution by
c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas
Jefferson, Patrick Henry, and Thomas Paine.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
38
The Revolutionary War- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the causes and results of the American Revolution by
d) explaining reasons why the colonies were able to defeat Britain.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
Interpret ideas and events from
different historical perspectives.
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
Scaffolded Questions
Formal:
Unit Test
39
The Revolutionary War- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the causes and results of the American Revolution by
d) explaining reasons why the colonies were able to defeat Britain.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
40
American Government- 4 weeks
Objective(s) of Learning
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in
Amercian History.
Interpret ideas and events from
different historical perspectives.
Analyze and interpret maps to explain
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
Scaffolded Questions
Formal:
Unit Test
41
American Government- 4 weeks
Objective(s) of Learning
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
42
American Government- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the challenges faced by the new nation by
b) identifying the basic principles of the new government established by the Constitution of the United States of America and the Bill of Rights.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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:
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in
Amercian History.
Make connections between the past and
the present.
Interpret ideas and events from
different historical perspectives.
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).
SS.5.C.1.1 Explain how and why the
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
Scaffolded Questions
Formal:
Unit Test
43
American Government- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the challenges faced by the new nation by
b) identifying the basic principles of the new government established by the Constitution of the United States of America and the Bill of Rights.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
– 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
American Government- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the challenges faced by the new nation by
b) identifying the basic principles of the new government established by the Constitution of the United States of America and the Bill of Rights.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
American Government- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the challenges faced by the new nation by
c) identifying the conflicts that resulted in the emergence of two political parties.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
Make connections between the past and
the present.
Interpret ideas and events from
different historical perspectives.
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
Scaffolded Questions
Formal:
Unit Test
46
American Government- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the challenges faced by the new nation by
c) identifying the conflicts that resulted in the emergence of two political parties.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
47
American Government- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the challenges faced by the new nation by
d) describing the major accomplishments of the first five presidents of the United States.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in
Amercian History.
Sequence events in Amercian History.
Interpret ideas and events from
different historical perspectives.
Interpret excerpts from notable
documents.
SS.5.C.1.1 Explain how and why the
United States government was created
Informal:
Word Wall Activity
Scaffolded Questions
Formal:
Unit Test
48
American Government- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the challenges faced by the new nation by
d) describing the major accomplishments of the first five presidents of the United States.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
Objective(s) of Learning
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
Sequence events in Amercian History.
Analyze and interpret maps to explain
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.
SS.5.A.6.4 Explain the importance of
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
Scaffolded Questions
Formal:
Unit Test
50
Westward Expansion- 3 weeks
Objective(s) of Learning
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
Westward Expansion- 3 weeks
Objective(s) of Learning
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by
b) identifying the geographic and economic factors that influenced the westward movement of settlers.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
Make connections between the past and
the present.
Interpret ideas and events from
different historical perspectives.
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
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
Scaffolded Questions
Formal:
Unit Test
52
Westward Expansion- 3 weeks
Objective(s) of Learning
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by
b) identifying the geographic and economic factors that influenced the westward movement of settlers.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
SS.5.E.1.2 Describe a market economy
and give examples of how the colonial
and early American economy exhibited
these characteristics.
53
A Changing Society- 1 week
Objective(s) of Learning
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by
c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
Make connections between the past and
the present.
Sequence events in Amercian History.
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
Scaffolded Questions
Formal:
Unit Test
54
A Changing Society- 1 week
Objective(s) of Learning
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by
d) identifying the main ideas of the abolitionist and suffrage movements.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.‖
Make connections between the past and
the present.
Sequence events in Amercian History.
Interpret ideas and events from
different historical perspectives.
Interpret patriotic slogans.
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
Scaffolded Questions
Formal:
Unit Test
55
A Changing Society- 1 week
Objective(s) of Learning
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by
d) identifying the main ideas of the abolitionist and suffrage movements.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
Objective(s) of Learning
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
Make connections between the past and
the present.
Sequence events in Amercian History.
Interpret ideas and events from
different historical perspectives.
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
significant people and ideas on the
development of values and traditions in
the United States prior to 1880.
Informal:
Word Wall Activity
Scaffolded Questions
Formal:
Unit Test
57
Civil War- 4 weeks
Objective(s) of Learning
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
(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.
Civil War- 4 weeks
58
Objective(s) of Learning
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
b) explaining how the issues of states’ rights and slavery increased sectional tensions.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
Sequence events in Amercian History.
Interpret ideas and events from
different historical perspectives.
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.
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).
Informal:
Word Wall Activity
Scaffolded Questions
Formal:
Unit Test
59
Civil War- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
b) explaining how the issues of states’ rights and slavery increased sectional tensions.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
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.B.1.3.1 - 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.
60
Civil War- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
c) identifying on a map the states that seceded from the Union and those that remained in the Union.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
Analyze and interpret maps to explain
historical events.
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
significant people and ideas on the
development of values and traditions in
the United States prior to 1880.
Informal:
Word Wall Activity
Scaffolded Questions
Formal:
Unit Test
61
Civil War- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
c) identifying on a map the states that seceded from the Union and those that remained in the Union.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
SS.B.1.3.1 - 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.
62
Civil War- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events
leading to and during the war.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in
Amercian History.
Sequence events in Amercian History.
Interpret ideas and events from
different historical perspectives.
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
significant people and ideas on the
development of values and traditions in
the United States prior to 1880.
Informal:
Word Wall Activity
Scaffolded Questions
Formal:
Unit Test
63
Civil War- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events
leading to and during the war.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
SS.B.1.3.1 - 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.
64
Civil War- 4 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
e) using maps to explain critical developments in the war, including major battles.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in
Amercian History.
Sequence events in Amercian History.
Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events.
Interpret excerpts from notable
documents.
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).
Informal:
Word Wall Activity
Scaffolded Questions
Formal:
Unit Test
Civil War- 4 weeks
65
Objective(s) of Learning
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
e) using maps to explain critical developments in the war, including major battles.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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)
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.B.1.3.1 - 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.
Civil War- 4 weeks
66
Objective(s) of Learning
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
f) describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
Sequence events in Amercian History.
Interpret ideas and events from
different historical perspectives.
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
significant people and ideas on the
development of values and traditions in
the United States prior to 1880.
Informal:
Word Wall Activity
Scaffolded Questions
Formal:
Unit Test
Civil War- 4 weeks
67
Objective(s) of Learning
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
f) describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
SS.B.1.3.1 - 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.
68
Reconstruction- 2 weeks
Objective(s) of Learning
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
Identify and interpret primary and
secondary source documents to increase
understanding of events and life in
Amercian History.
Make connections between the past and
the present.
Sequence events in Amercian History.
Interpret ideas and events from
different historical perspectives.
Interpret excerpts from notable
documents.
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
Scaffolded Questions
Formal:
Unit Test
69
Reconstruction- 2 weeks
Objective(s) of Learning
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.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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
Reconstruction- 2 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
b) describing the impact of Reconstruction policies on the South.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.
Sequence events in Amercian History.
Interpret ideas and events from
different historical perspectives.
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.
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.
Informal:
Word Wall Activity
Scaffolded Questions
Formal:
Unit Test
71
Reconstruction- 2 weeks
Objective(s) of Learning
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
b) describing the impact of Reconstruction policies on the South.
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
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.