Lesson Resources will usually take less than two minutes to view. Most interactive resources do not require any writing and will enhance and extend student learning.

Reference Material: Program-Level Resources

• • Reference Material: Beyond the Classroom

  • Beyond the Classroom: Mount Vernon: Be Washington

ENDURING UNDERSTANDINGS

• The movement of people, goods, and ideas causes societies to change over time.

ESSENTIAL QUESTIONS

• How do new ideas change the way people live?

• Why do people trade?

• Why do people make economic choices?

• What are the consequences when cultures interact?

STUDENTS WILL KNOW:

• that advances in technology paved the way for European exploration.

• why Europeans explored and colonized the Americas.

• the positive and negative contributions of the Europeans in the Americas.

STUDENTS WILL BE ABLE TO:

• compare and contrast information about European explorers and explorations.

• analyze relationships between European explorers and Native Americans.

• understand the impact and importance of events, such as the defeat of the Aztec Empire or the establishment of Spanish missions.

• identify and describe geographical places and regions such as north and central Africa or southwestern North America.

• explain events of the Age of Exploration both graphically and orally.

STUDENTS WILL KNOW:

• that advances in technology paved the way for European exploration.

STUDENTS WILL BE ABLE TO:

• identify and describe geographical places and regions such as north and central Africa or southwestern North America.

• explain events of the Age of Exploration both graphically and orally.

STUDENTS WILL KNOW:

• why Europeans explored and colonized the Americas.

STUDENTS WILL BE ABLE TO:

• compare and contrast information about European explorers and explorations.

• identify and describe geographical places and regions such as north and central Africa or southwestern North America.

• explain events of the Age of Exploration graphically and orally.

STUDENTS WILL KNOW:

• Exploration and trade led to a worldwide exchange of products, people, and ideas.

STUDENTS WILL BE ABLE TO:

• identify and describe geographical places and regions such as north and central Africa or southwestern North America.

• explain events of the Age of Exploration both graphically and orally.

STUDENTS WILL KNOW:

• why Europeans explored and colonized the Americas.

• the positive and negative contributions of the Europeans in the Americas.

• how the reforms of Martin Luther brought about religious change.

STUDENTS WILL BE ABLE TO:

• identify and describe geographical places and regions such as north and central Africa or southwestern North America.

• explain events of the Age of Exploration both graphically and orally.

STUDENTS WILL KNOW:

• ancient cultures laid the foundation for many modern ideas.

• religious and philosophical thinkers changed the way people viewed Christianity and the government.

• science and the influence of reason led to innovations in political thought.

STUDENTS WILL BE ABLE TO:

• identify and describe geographical places and regions such as north and central Africa or southwestern North America.

• explain events of the Age of Exploration both graphically and orally.

• understand the impact and importance of events, such as the defeat of the Aztec Empire or the establishment of Spanish missions.

ENDURING UNDERSTANDINGS

• People, places, and ideas change over time.

ESSENTIAL QUESTIONS

• How does geography influence the way people live?

• How do new ideas change the way people live?

STUDENTS WILL KNOW:

• the reasons colonists migrated to the Americas.

• the complex relationship between colonists and Native Americans.

• the challenges that the colonists faced.

• the society, culture, and economy of the New England, Middle, and Southern colonies.

• the impact of the Great Awakening on an emerging American identity.

STUDENTS WILL BE ABLE TO:

• analyze and sequence information about early Colonial America.

• demonstrate connections between events.

• analyze and evaluate primary source readings.

• evaluate and use appropriate resources to obtain factual information.

• identify and locate on a map the original thirteen English colonies.

• compare and contrast the New England, Middle, and Southern colonies.

• identify points of view of the leaders of the colonies and explain their impact on the colony.

STUDENTS WILL KNOW:

• the reasons colonists migrated to the Americas.

• the complex relationship between colonists and Native Americans.

• the challenges that the colonists at Jamestown and Plymouth faced.

STUDENTS WILL BE ABLE TO:

• analyze and evaluate primary source readings.

• demonstrate connections between events.

• identify points of view of the leaders of the colonies and explain their impact on the colony.

• analyze the contributions of key groups to colonial society.

STUDENTS WILL KNOW:

• the reasons colonists migrated to the Americas.

• the complex relationship between colonists and Native Americans.

• the society, culture, and economy of the New England, Middle, and Southern colonies.

STUDENTS WILL BE ABLE TO:

• analyze and sequence information about early Colonial America.

• identify points of view of the leaders of the colonies and explain their impact on the colony.

• analyze the contributions of key groups to colonial society.

STUDENTS WILL KNOW:

• the reasons colonists migrated to the Americas.

• the society, culture, and economy of the New England, Middle, and Southern colonies.

STUDENTS WILL BE ABLE TO:

• analyze and sequence information about early Colonial America.

• compare and contrast the New England, Middle, and Southern colonies.

• identify points of view of the leaders of the colonies and explain their impact on the colony.

• analyze the contributions of key groups to colonial society.

STUDENTS WILL KNOW:

• the reasons colonists migrated to the Americas.

• the complex relationship between colonists and Native Americans.

• the society, culture, and economy of the New England, Middle, and Southern colonies.

STUDENTS WILL BE ABLE TO:

• analyze and sequence information about early Colonial America.

• compare and contrast the New England, Middle, and Southern colonies.

• identify points of view of the leaders of the colonies and explain their impact on the colony.

• analyze the contributions of key groups to colonial society.

STUDENTS WILL KNOW:

• how geography played a role in the development of the economies of the colonies.

• the values and beliefs that the colonists developed about government.

• the traditional beliefs and values associated with American culture.

STUDENTS WILL BE ABLE TO:

• compare the economic diversity of the three regions of the thirteen colonies.

• draw conclusions about the role geography played in the colonies’ economic development.

• identify and analyze the triangular trade route. 

• describe life for a plantation owner, his family, and enslaved Africans in the Southern Colonies.

• identify the values and beliefs that the colonists had about government.

• explain the principles of limited government and representative government.

• analyze Britain’s economic policies and the reactions of the colonists.

• identify the traditional beliefs and values associated with life in the colonies.

ENDURING UNDERSTANDINGS

• Conflict can lead to change.

ESSENTIAL QUESTIONS

• Why does conflict develop?

• What motivates people to act?

STUDENTS WILL KNOW:

• the causes and consequences of the French and Indian War.

• the causes for the development of conflict between Britain and the colonies.

• the consequences of that conflict and how it motivated colonial leaders and others to act.

STUDENTS WILL BE ABLE TO:

• identify the causes and significant events of the French and Indian War.

• explain the Proclamation of 1763.

• understand cause-and-effect relationships as they relate to the reaction of the colonists.

• identify those individuals and groups that began to rebel against British policy.

• identify the Founders and recognize their contributions.

• evaluate the battles of Lexington and Concord.

• compare points of view held by Patriots and Loyalists.

• understand the four parts of the Declaration of Independence.

STUDENTS WILL KNOW:

• the causes and consequences of the French and Indian War.

STUDENTS WILL BE ABLE TO:

• analyze Britain’s economic policies and the reactions of the colonists.

• identify the causes and significant events of the French and Indian War.

STUDENTS WILL KNOW:

• the causes for the development of conflict between Britain and the colonies.

• the consequences of that conflict and how it motivated colonial leaders and others to act.

STUDENTS WILL BE ABLE TO:

• explain the Proclamation of 1763.

• analyze why Britain began to enact harsher trade laws and taxes.

• understand cause-and-effect relationships as they relate to the reaction of the colonists.

• identify those individuals and groups that began to rebel against British policy.

STUDENTS WILL KNOW:

• the causes for the development of conflict between Britain and the colonies.

• the consequences of that conflict and how it motivated colonial leaders and others to act.

STUDENTS WILL BE ABLE TO:

• draw conclusions about tensions between the colonists and the British that led up to the Boston Massacre.

• analyze the role of propaganda in the colonies.

STUDENTS WILL KNOW:

• the causes for the development of conflict between Britain and the colonies.

• the consequences of that conflict and how it motivated colonial leaders and others to act.

STUDENTS WILL BE ABLE TO:

• identify the Founders and recognize their contributions.

• evaluate the battles of Lexington and Concord.

• understand cause-and-effect relationships as they relate to the reaction of the colonists.

• compare points of view held by Patriots and Loyalists.

STUDENTS WILL KNOW:

• the causes for the development of conflict between Britain and the colonies.

• the consequences of that conflict and how it motivated colonial leaders and others to act.

STUDENTS WILL BE ABLE TO:

• evaluate the reaction of the colonies to the rejection of the Olive Branch Petition.

• summarize the steps taken that led to the writing of the Declaration of Independence.

• understand the four parts of the Declaration of Independence.

ENDURING UNDERSTANDINGS

• Conflict can lead to change.

ESSENTIAL QUESTIONS

• Why does conflict develop?

STUDENTS WILL KNOW:

• the causes of the American Revolution.

• the opposing sides in the American Revolution.

• the significant battles of the Revolutionary War and the strategies of both sides.

• how the Americans gained allies in the war.

• what helped the Patriots win independence.

STUDENTS WILL BE ABLE TO:

• identify the opposing sides in the American Revolution.

• compare and contrast the advantages of the British and the Patriots.

• identify and evaluate the Patriot defeats and victories.

• analyze and evaluate the British plan for victory.

• analyze how the Americans gained allies.

• describe life on the home front during the Revolutionary War.

• identify and analyze what helped the Patriots win independence.

STUDENTS WILL KNOW:

• the causes of the American Revolution.

• the opposing sides in the American Revolution.

• the significant battles of the American Revolution and the strategies of both sides.

STUDENTS WILL BE ABLE TO:

• identify the opposing sides in the American Revolution.

• compare and contrast the advantages of the British and the Patriots.

• identify and evaluate the Patriot defeats and victories.

• analyze and evaluate the British plan for victory.

STUDENTS WILL KNOW:

• how the Americans gained allies in the war.

STUDENTS WILL BE ABLE TO:

• analyze how the Americans gained allies.

• describe life on the home front during the Revolutionary War.

• identify and evaluate events and elements of the war.

STUDENTS WILL KNOW:

• the significant battles of the American Revolution.

STUDENTS WILL BE ABLE TO:

• identify and evaluate events and elements of the war.

STUDENTS WILL KNOW:

• what helped the Patriots win independence.

STUDENTS WILL BE ABLE TO:

• analyze the victory at Yorktown.

• identify and analyze what helped the Patriots win independence.

ENDURING UNDERSTANDINGS

• People, places, and ideas change over time.

ESSENTIAL QUESTIONS

• Why do people form governments?

• How do new ideas change the way people live?

• How do governments change?

STUDENTS WILL KNOW:

• the Articles of Confederation were the first plan of government for the United States.

• the Articles of Confederation were too weak to address the nation’s problems.

• the documents, ideas, and people that influenced the creation of the Constitution.

• the compromises that were made in the Constitution’s creation.

STUDENTS WILL BE ABLE TO:

• identify the strengths and weaknesses of the Articles of Confederation.

• compare and contrast the strengths and weaknesses of the Articles of Confederation to those of the new Constitution.

• identify and evaluate the sources, plans, and compromises for the Constitution and the balance of power in government.

• identify the points of view of the Federalists and the Anti-Federalists.

• compare and contrast arguments supporting and opposing the adoption of the Constitution.

STUDENTS WILL KNOW:

• the Articles of Confederation were the first plan of government for the United States.

• the Articles of Confederation were too weak to address the nation’s problems.

STUDENTS WILL BE ABLE TO:

• identify the strengths and weaknesses of the Articles of Confederation.

STUDENTS WILL KNOW:

• the documents, ideas, and people that influenced the creation of the Constitution.

• the compromises that were made in the Constitution’s creation.

STUDENTS WILL BE ABLE TO:

• compare and contrast the strengths and weaknesses of the Articles of Confederation to those of the new Constitution.

STUDENTS WILL KNOW:

• the documents, ideas, and people that influenced the creation of the Constitution.

• the debate that took place over whether the Constitution should be adopted.

STUDENTS WILL BE ABLE TO:

• identify and evaluate the sources, plans, and compromises for the Constitution and the balance of power in government.

• identify the points of view of the Federalists and the Anti-Federalists.

• compare and contrast arguments supporting and opposing the adoption of the Constitution.

ENDURING UNDERSTANDINGS

• Governments are formed to establish and maintain order within a society.

ESSENTIAL QUESTIONS

• Why do people form governments?

• How do new ideas change the way people live?

STUDENTS WILL KNOW:

• the structure of the Constitution.

• the principles contained in the Constitution.

• the process of amending the Constitution.

• the importance of Constitutional interpretation.

• the responsibilities of the three branches of the federal government.

STUDENTS WILL BE ABLE TO:

• analyze and describe the structure of the Constitution.

• identify and evaluate the principles contained in the Constitution and their importance.

• analyze and evaluate the process of amending the Constitution.

• draw conclusions about the importance of interpreting the Constitution instead of amending it.

• analyze and describe the separation of powers.

STUDENTS WILL KNOW:

• the structure of the Constitution.

• the principles contained in the Constitution.

• the process of amending the Constitution.

• the importance of Constitutional interpretation.

STUDENTS WILL BE ABLE TO:

• analyze and describe the structure of the Constitution.

• identify and evaluate the principles contained in the Constitution and their importance.

• analyze and evaluate the process of amending the Constitution.

• draw conclusions about the importance of interpreting the Constitution instead of amending it.

STUDENTS WILL KNOW:

• the responsibilities of the three branches of the federal government.

• the duties and responsibilities of citizenship.

STUDENTS WILL BE ABLE TO:

• analyze and describe the separation of powers.

• describe the rights and responsibilities of citizenship.

ENDURING UNDERSTANDINGS

• People, places, and ideas change over time.

ESSENTIAL QUESTIONS

• What are the characteristics of a leader?

• Why does conflict develop?

• How do governments change?

STUDENTS WILL KNOW:

• how the federal government developed under George Washington.

• how the new government responded to internal and external threats.

• how the two-party political system developed in America.

STUDENTS WILL BE ABLE TO:

• identify and analyze the development of the American political system during the Federalist Era.

• evaluate decisions made by the new government.

• draw conclusions about how the economy developed under Hamilton.

• identify and analyze the challenges on the frontier that the new government faced.

• analyze and explain American relations with European nations under Washington and Adams.

• contrast the views of the developing political parties.

• identify and analyze issues that developed during the presidency of John Adams.

STUDENTS WILL KNOW:

• how the federal government developed under George Washington.

STUDENTS WILL BE ABLE TO:

• identify and analyze the development of the American political system during the Federalist Era.

• evaluate decisions made by the new government.

• draw conclusions about how the economy developed under Hamilton.

STUDENTS WILL KNOW:

• how the new government responded to internal and external threats.

STUDENTS WILL BE ABLE TO:

• identify and analyze the challenges on the frontier that the new government faced.

• analyze and explain American relations with European nations under Washington and Adams.

STUDENTS WILL KNOW:

• how the two-party political system developed in America.

STUDENTS WILL BE ABLE TO:

• contrast the views of the developing political parties.

• identify and analyze issues that developed during the presidency of John Adams.

ENDURING UNDERSTANDINGS

• People, places, and ideas change over time.

ESSENTIAL QUESTIONS

• How do governments change?

• How does geography influence the way people live?

• Why does conflict develop?

STUDENTS WILL KNOW:

• how Jefferson won the election of 1800.

• the political and geographical changes that took place during Jefferson’s presidency.

• why the United States entered the War of 1812.

• how the United States fared in the War of 1812.

• how the War of 1812 affected the nation.

STUDENTS WILL BE ABLE TO:

• compare and contrast the election of 1800 with modern elections.

• describe how John Marshall affected the powers of the Supreme Court and the federal government.

• locate the Louisiana Purchase on a map and discuss the importance of the purchase.

• determine cause and effect in how the Haitian Revolution affected the United States.

• analyze primary sources to learn more about the Lewis and Clark expedition.

• identify points of view about the Louisiana Purchase, Native American rights, and the War of 1812.

• explain why the United States was not prepared for war with Britain.

• identify the War Hawks.

• describe and analyze the events of the War of 1812.

• explain the origins of “The Star-Spangled Banner.”

STUDENTS WILL KNOW:

• how Jefferson won the election of 1800.

• the political and geographical changes that took place during Jefferson’s presidency.

STUDENTS WILL BE ABLE TO:

• compare and contrast the election of 1800 with modern elections.

• describe how John Marshall affected the powers of the Supreme Court and the federal government.

• identify and evaluate how governments change.

STUDENTS WILL KNOW:

• the political and geographical changes that took place during Jefferson’s presidency.

STUDENTS WILL BE ABLE TO:

• locate the Louisiana Purchase on a map and discuss the importance of the purchase.

• determine cause and effect in how the Haitian Revolution affected the United States.

• analyze primary sources to learn more about the Lewis and Clark expedition.

STUDENTS WILL KNOW:

• why the United States entered the War of 1812.

STUDENTS WILL BE ABLE TO:

• identify points of view about the Louisiana Purchase, Native American rights, and the War of 1812.

• analyze visuals and use primary sources to understand the war with Tripoli.

• explain why the United States was not prepared for war with Britain.

• identify the War Hawks.

STUDENTS WILL KNOW:

• how the United States fared in the War of 1812.

• how the War of 1812 affected the nation.

STUDENTS WILL BE ABLE TO:

• describe and analyze the events of the War of 1812.

• explain the origins of “The Star-Spangled Banner.”

ENDURING UNDERSTANDINGS

• The movement of people, goods, and ideas causes societies to change over time.

ESSENTIAL QUESTIONS

• How does geography influence the way people live?

• Why does conflict develop?

STUDENTS WILL KNOW:

• how technological improvements contributed to the Industrial Revolution and changed the ways people lived and worked.

• how improved transportation facilitated westward movement.

• how the unity and nationalism people felt after the War of 1812 changed to divisions over issues of economics and equality.

STUDENTS WILL BE ABLE TO:

• analyze why industrial growth began in New England.

• draw conclusions about how the growth of factories contributed to the Industrial Revolution.

• identify and evaluate the elements of the free enterprise system.

• analyze how cotton farming affected slavery.

• identify and evaluate modes of transportation during the Industrial Revolution.

• analyze the impact of the Erie Canal on transportation and industry.

• compare issues regarding the power of the federal government and states.

• analyze and evaluate the consequences of landmark Supreme Court decisions.

• summarize the Missouri Compromise.

• analyze the causes and effects of sectionalism. 

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

ENDURING UNDERSTANDINGS

• People, places, and ideas change over time.

ESSENTIAL QUESTIONS

• What are the characteristics of a leader?

• What are the consequences when cultures interact?

• How do governments change?

STUDENTS WILL KNOW:

• the new ways of campaigning and their effect on the elections of 1824 and 1828.

• the debate over states’ rights versus the rights of the federal government.

• the causes and consequences of the removal of eastern Native Americans.

• the reasons behind the closing of the national bank.

STUDENTS WILL BE ABLE TO:

• evaluate the role of campaign tactics in elections of the early nineteenth century.

• analyze the conflict over tariffs as it relates to sectional divisions.

• compare the position of those who supported states’ rights to those who wanted a stronger federal government.

• assess the impact of the policy of removal of the Native Americans to Indian Territory.

• describe the Seminoles’ response to removal and how it differed from the responses of other Native American peoples of the time.

• explain Jackson’s objections to the Bank of the United States.

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

ENDURING UNDERSTANDINGS

• People, places, and ideas change over time.

ESSENTIAL QUESTIONS

• How does geography influence the way people live?

• Why does conflict develop?

• How do new ideas change the way people live?

STUDENTS WILL KNOW:

• the ideas and the concepts of Manifest Destiny.

• how Florida, Texas, California, and Utah became states.

• the causes and results of the war with Mexico.

• how the Gold Rush affected California.

• why the Mormons settled in Utah.

STUDENTS WILL BE ABLE TO:

• analyze why Americans wanted the land in the Oregon Country.

• evaluate the concept of and justifications for Manifest Destiny.

• identify the steps in the process of statehood for Florida.

• identify points of view in the War for Independence in Texas.

• analyze the importance and the impact of the Santa Fe Trail.

• identify points of view in the development of California’s culture.

• identify the reasons behind the conflict between the United States and Mexico.

• understand cause-and-effect relationships that followed the discovery of gold in California.

• identify the Mormons and analyze why they settled in Utah.

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

ENDURING UNDERSTANDINGS

• Economic systems shape relationships in society.

ESSENTIAL QUESTIONS

• How does technology change the way people live?

• How do people adapt to their environment?

• Why do people make economic choices?

STUDENTS WILL KNOW:

• the causes and consequences of the nineteenth-century transportation revolution.

• the impact of technological advancements on the agricultural economy and slave labor.

• the various immigrant groups that came to the United States during the early 1800s and their contributions.

• the differences between the economies of the North and South.

• the influence of individuals on social and political developments in the South.

• the role of slavery in the development of sectional conflict.

STUDENTS WILL BE ABLE TO:

• identify and evaluate how the innovations in industry, travel, and communications changed the lives of Americans in the 1800s.

• understand cause-and-effect relationships between immigration and its impact on cities and industry in the North.

• analyze and compare the economies of the North and South.

• analyze and describe the living conditions of enslaved African Americans in the South and the unique culture they developed.

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

ENDURING UNDERSTANDINGS

• People, places, and ideas change over time.

ESSENTIAL QUESTIONS

• Why do societies change?

• What motivates people to act?

• How do new ideas change the way people live?

STUDENTS WILL KNOW:

• the influence of various individuals on social and political developments in the United States.

• the growth of social reform movements between 1820 and 1860.

• the development of the abolitionist movement and its impact.

• what the women’s movement fought for and what the results were.

STUDENTS WILL BE ABLE TO:

• explain how the Second Great Awakening led to an interest in social reform.

• identify and analyze major reform movements and who led them.

• identify transcendentalist authors and describe their work.

• trace the development of the abolitionist movement.

• identify abolitionist leaders and their actions.

• analyze the impact of the Seneca Falls Convention on the women’s reform movement.

• identify and analyze changes in education for women.

• evaluate the result of how women’s rights in marriage, family, and careers expanded.

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

ENDURING UNDERSTANDINGS

• People, places, and ideas change over time.

ESSENTIAL QUESTIONS

• Why does conflict develop?

STUDENTS WILL KNOW:

• what compromises involving the issues of slavery and the admission of new states were made or attempted and why they failed.

• how slavery contributed to the division of the nation.

• the events that led to the Civil War.

STUDENTS WILL BE ABLE TO:

• determine the causes that led to the division of the nation.

• discuss and evaluate the political compromises that were made because of slavery.

• draw conclusions about the Kansas-Nebraska Act.

• identify and evaluate the importance of the Dred Scott v. Sandford decision.

• evaluate the importance of the election of 1860.

• analyze the significance of the attack on Fort Sumter.

• analyze and compare arguments about whether or not the South had the right to secede.

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

ENDURING UNDERSTANDINGS

• Conflict can lead to change.

ESSENTIAL QUESTIONS

• Why does conflict develop?

STUDENTS WILL KNOW:

• the goals and strategies, strengths and weaknesses of the North and the South.

• major battles of the early part of the American Civil War.

• the debate leading up to, and the results of, Lincoln’s Emancipation Proclamation.

• how the Civil War affected the roles of women, politics, and the economies of the North and South.

• major battles and turning points of the American Civil War.

• the events that ended the Civil War

STUDENTS WILL BE ABLE TO:

• identify and evaluate the goals of both the North and the South.

• compare the strengths and weaknesses of the North and the South.

• evaluate the effect of the Emancipation Proclamation.

• identify the changes in lifestyle during the Civil War.

• analyze political and economic changes that occurred during the war.

• explain why the South seemed to be winning the war.

• analyze why the Battle of Gettysburg was a turning point in the war.

• evaluate the idea of total war and how it affected the South.

• identify and analyze the events that ended the Civil War.

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

ENDURING UNDERSTANDINGS

• People, places, and ideas change over time.

ESSENTIAL QUESTIONS

• How do new ideas change the way people live?

STUDENTS WILL KNOW:

• the different plans for Reconstruction and what Radical Reconstruction meant.

• how Reconstruction affected politics, economics, and society in the South.

• how rights of freed African Americans changed during Reconstruction and in the post-Reconstruction Era.

• the successes and failures of Reconstruction in the South.

STUDENTS WILL BE ABLE TO:

• compare and contrast plans for Reconstruction.

• evaluate the effectiveness of the Freedmen’s Bureau.

• analyze black codes and the federal government’s responses to them.

• evaluate Radical Reconstruction.

• identify important individuals and groups that played a role in Reconstruction.

• describe and analyze what life was like for African Americans in the South during Reconstruction.

• analyze the significance of the election of 1876 and the end of Reconstruction.

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

STUDENTS WILL KNOW:

STUDENTS WILL BE ABLE TO:

ENDURING UNDERSTANDINGS

• People, places, and ideas change over time.

ESSENTIAL QUESTIONS

• Why do people make economic choices?

• How does geography influence the way people live?

• Why does conflict develop?

• How do governments change?

STUDENTS WILL KNOW:

• the impact of mining on the creation of states.

• how the railroads changed the mining industry and the nation.

• how cattle ranchers and farmers affected the economy of the West.

• the causes and effects of conflicts between Native Americans and white settlers.

• how farmers became politically active in the National Grange, the Farmers’ Alliance, and the Populist Party.

STUDENTS WILL BE ABLE TO:

• explain the impact of mining on the creation of states.

• discuss the railroads and their importance to the mining industry.

• summarize how ranchers got their cattle to market.

• discuss the life of a cowhand and a rancher on the Great Plains.

• describe what brought more settlers to the Great Plains.

• analyze why Native Americans were threatened by settlement in the Great Plains.

• determine the cause and effect of the conflict between the Native Americans and white settlers.

• assess how the National Grange and the Farmers’ Alliance worked to help farmers.

• explain the ideas of the Populist Party.

STUDENTS WILL KNOW: