4th GRADE SPI’s
CONTENT
HIGHLIGHTS
4.1.1 identify pre-Colonial Native American groups ( i.e.,
Cherokee, Creek, Chickasaw, Aztec, Mayan, Olmec,
Mississippi Mound Builders)
4.1.1 identify pre-Colonial Native American groups ( i.e.,
Cherokee, Creek, Chickasaw, Aztec, Mayan, Olmec,
Mississippi Mound Builder)
4.1.1 identify pre-Colonial Native American groups ( i.e.,
Cherokee, Creek, Chickasaw, Aztec, Mayan, Olmec,
Mississippi Mound Builder)
4.1.1 identify pre-Colonial Native American groups ( i.e.,
Cherokee, Creek, Chickasaw, Aztec, Mayan, Olmec,
Mississippi Mound Builder)
4.1.1 identify pre-Colonial Native American groups (i.e.,
Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec,
Mississippi Mound Builders)
CHEROKEE, CREEK, CHICKASAW
Wattle and daub houses are permanent structures that
take a lot of effort to build. Like longhouses, they are
good homes for agricultural people who intended to stay
in one place, like the Cherokees and Creeks.
4.1.1 identify pre-Colonial Native American groups (i.e.,
Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec,
Mississippi Mound Builders)
CHEROKEE, CREEK, CHICKASAW
Built permanent
settlements
Farmers and Hunters
Adapted to white
European traits more
than other Native
Americans
4.1.1 identify pre-Colonial Native American groups ( i.e.,
Cherokee, Creek, Chickasaw, Aztec, Mayan, Olmec,
Mississippi Mound Builders)
CHEROKEE, CREEK, CHICKASAW
SEQUOYAH developed an
alphabet for the Cherokee
to use
4.1.1 identify pre-Colonial Native American groups ( i.e.,
Cherokee, Creek, Chickasaw, Aztec, Mayan, Olmec,
Mississippi Mound Builders)
OLMEC
MAYAN
AZTEC
While the very earliest sites of the
Olmec show relatively simple
societies based on hunting and
fishing, the Olmecs eventually
established a highly complex level
of political government, including
public building projects such as
pyramids and large platform
mounds; agriculture; a writing
system; and a characteristic
sculptural artistry including
enormous stone heads with heavy
features reminiscent of angry babies.
4.1.1 identify pre-Colonial Native American groups ( i.e.,
Cherokee, Creek, Chickasaw, Aztec, Mayan, Olmec,
Mississippi Mound Builders)
OLMEC
MAYAN
AZTEC
4.1.1 identify pre-Colonial Native American groups ( i.e.,
Cherokee, Creek, Chickasaw, Aztec, Mayan, Olmec,
Mississippi Mound Builders)
MISSISSIPPI MOUND BUILDERS
These people lived in permanent
villages and hamlets. Early in their
culture they farmed, gathered,
fished, and hunted. One of their
major agricultural accomplishments
was combining the domesticated
plants of the eastern agricultural
complex of North America with
corn and beans from Mexico.
Because of this their way of life
became based solidly on
agriculture, rather than on
gathering wild plant foods.
4.1.1 identify pre-Colonial Native American groups ( i.e.,
Cherokee, Creek, Chickasaw, Aztec, Mayan, Olmec,
Mississippi Mound Builders)
MISSISSIPPI MOUND BUILDERS
The mounds were built over a
period of decades. Each time a
building was destroyed, the
mound was given a new
foundation and a new building
was constructed on top. It still
remains a mystery as to what
function the mounds served.
Perhaps they were for some
religious or ceremonial purpose.
4.1.2 identify cultural groups who inhabited North
America in the 17th century (i.e., Puritans, Quakers,
Spanish, French)
PURITANS
Settled at Plymouth (Pilgrims)
and Massachusetts Bay
Came for religious
freedom
Believed in hard work,
thriftiness,
and devotion to God
Pilgrims arrived on the Mayflower
4.1.2 identify cultural groups who inhabited North
America in the 17th century (i.e., Puritans, Quakers,
Spanish, French)
PURITANS
Had friendly relations
with the Indians for
awhile - but
eventually turned hostile
First THANKSGIVING
4.1.2 identify cultural groups who inhabited North
America in the 17th century (i.e., Puritans, Quakers,
Spanish, French)
PURITANS
Rocky soil - not very
fertile - made life very
hard
Fishing in the Atlantic COD
4.1.2 identify cultural groups who inhabited North
America in the 17th century (i.e., Puritans, Quakers,
Spanish, French)
QUAKERS
Settled in Pennsylvania
Colony founded by
William Penn
Quakers were
persecuted for their
beliefs
4.1.2 identify cultural groups who inhabited North
America in the 17th century (i.e., Puritans, Quakers,
Spanish, French)
QUAKERS
Believed that all
people
- men and women could speak to God
Developed friendly
relations with the Indians
Did not tolerate slavery
4.1.2 identify cultural groups who inhabited North
America in the 17th century (i.e., Puritans, Quakers,
Spanish, French)
SPANISH
Settled mainly in Central
and South America
Christopher Columbus
gave Spain her claim to
the New World
4.1.2 identify cultural groups who inhabited North
America in the 17th century (i.e., Puritans, Quakers,
Spanish, French)
SPANISH
Settlements extended
into Mexico and future
southwestern United
States
Established missions to
convert natives to
Christianity
CONQUISTADORES
Main purpose - FIND
GOLD and other
treasures
4.1.2 identify cultural groups who inhabited North
America in the 17th century (i.e., Puritans, Quakers,
Spanish, French)
FRENCH
Settled in Canada
FUR TRAPPING
Very few permanent
settlements - mainly
trading posts
Trappers lived in the
wilderness and among
the Indians
4.1.2 identify cultural groups who inhabited North
America in the 17th century (i.e., Puritans, Quakers,
Spanish, French)
FRENCH
Claims to the Ohio River
Valley will bring the
French and English into
conflict
French and Indian War
1754-1763
4.1.3 determine how groups resolve conflict (i.e.,
school, tribal councils, courts)
NATIVE AMERICANS
Formed confederations to make them stronger against
the whites who pushed into their lands IROQUOIS CONFEDERATION
4.1.3 determine how groups resolve conflict (i.e.,
school, tribal councils, courts)
NATIVE AMERICANS
Allied with the Europeans
Iroquois - British
Huron - French
4.1.4 examine how Native American culture changed as
a result of contact with European cultures (i.e.,
decreased population, spread of disease, increased
conflict, loss of territory, increase of trade)
TRADE - bartering at
first
Indians moved from a
subsistence economy
to a more commercial
economy because of
trading with whites
4.1.4 examine how Native American culture changed as
a result of contact with European cultures (i.e.,
decreased population, spread of disease, increased
conflict, loss of territory, increase of trade)
DISEASE
Indians had no
immunity to European
diseases - entire tribes
wiped out by measles,
influenza, and small
pox
4.1.4 examine how Native American culture changed as
a result of contact with European cultures (i.e.,
decreased population, spread of disease, increased
conflict, loss of territory, increase of trade)
CONFLICT increased as
white settlers moved into
territory that was home to
different Indian tribes
Indians pushed farther
westward
Government REMOVAL
policies begun in the
1800’s to put Native
Americans on reservations
in Oklahoma
4.1.5 identify various racial and ethnic groups in TN at
the founding of statehood (i.e., Cherokee, Creek,
Shawnee, English, Scottish, French, American born
pioneers)
4.1.5 identify various racial and ethnic groups in TN at
the founding of statehood (i.e., Cherokee, Creek,
Shawnee, English, Scottish, French, American born
pioneers)
Scots-Irish settled mainly in
East TN
Independent and self-reliant
Includes ANDREW
JACKSON
4.1.5 identify various racial and ethnic groups in TN at
the founding of statehood (i.e., Cherokee, Creek,
Shawnee, English, Scottish, French, American born
pioneers)
FRENCH
Built forts
down
through
the Ohio
Valley
4.1.6 read and interpret facts from a historical passage
about an early American Spanish mission
4.1.6 read and interpret facts from a historical passage
about an early American Spanish mission
4.2.1 recognize the concept of supply and demand
Free markets are governed by supply and demand.
When supply is low and demand is great >> prices go
up.
When supply is high and demand is low >> prices go
down.
EXAMPLE - Colonial boycotts worked so well because
demand dropped and British merchants were stuck with
products they couldn’t sell or had to sell cheap
4.2.1 recognize the concept of supply and demand
Cotton prized by
England for its textile
mills
British demand fueled
more cotton growth
which led to more
slavery
Led to a belief in the
South that “Cotton is
King”
4.2.2 interpret a chart of major agricultural produce in TN
(I.e., cotton, tobacco, soy beans, rice, corn, cattle,
wheat, swine, sheep)
http://www.nass.usda.gov/Statistics_by_State/Tennesse
e/index.asp
Value of Tennessee Crops
350,000,000
Value in Dollars
300,000,000
250,000,000
200,000,000
150,000,000
100,000,000
50,000,000
0
Cotton
Corn
Tobacco
Soybeans
Wheat
4.2.3 identify major industries of Colonial America
using a map of the original 13 colonies
http://www.tea.state.tx.us/index3.aspx?id=3839&menu_
id=793
Scroll down to 2005-2006
School year - 8th
Grade Social Studies
QuickTime™ and a
decompressor
are needed to see this picture.
4.2.4 recognize the difference between a barter
system and a money system
4.2.5 analyze the impact of European exploration and
colonization on the economy of Tennessee
Changed Native Americans located in TN from a
subsistence to a commercial economy
Demand for crops, cattle, cotton - primarily an
agricultural state
4.3.1 identify the routes of the explorers on a map (i.e.,
Columbus, Balboa, Pizarro, DeSoto)
Trace from
Spain to
Caribbean
emphasize
crossing
the Atlantic
Ocean
4.3.1 identify the routes of the explorers on a map (i.e.,
Columbus, Balboa, Pizarro, DeSoto)
Emphasize
crossing the
Isthmus of
Panama
and
discovering
a new
ocean - the
Pacific
4.3.1 identify the routes of the explorers on a map (i.e.,
Columbus, Balboa, Pizarro, DeSoto)
Emphasize
conquest of
the Incas
4.3.1 identify the routes of the explorers on a map (i.e.,
Columbus, Balboa, Pizarro, DeSoto)
Emphasize
DeSoto’s
explorations
giving Spain
claim to
Florida and
the lower
Mississippi
River
4.3.2 identify and use key geographical features on maps
(i.e., mountains, rivers, plains, valleys, forests)
QuickTime™ and a
decompressor
are needed to see this picture.
4.3.2 identify and use key geographical features on maps
(i.e., mountains, rivers, plains, valleys, forests)
http://www.learner.org/interactives/historymap/images/
sea_big.jpg
4.3.3 recognize the reasons settlements are founded
on major river systems (i.e., transportation,
manmade boundaries, food and water sources)
JAMESTOWN - founded on the James River
4.3.3 recognize the reasons settlements are founded
on major river systems (i.e., transportation,
manmade boundaries, food and water sources)
NEW YORK - HUDSON RIVER
4.3.3 recognize the reasons settlements are founded
on major river systems (i.e., transportation,
manmade boundaries, food and water sources)
Delaware
Hudson
River
River
4.3.3 recognize the reasons settlements are founded
on major river systems (i.e., transportation,
manmade boundaries, food and water sources)
OHIO River
illustrates
how rivers
can make
boundaries
4.3.3 recognize the reasons settlements are founded
on major river systems (i.e., transportation,
manmade boundaries, food and water sources)
Note that major cities
are located on rivers.
The interior
exploration of the
United States was
accomplished by
using the rivers mainly the
Mississippi River
and the rivers that
flow into or out of it
4.3.4 recognize river systems that impacted early
American history (i.e., Mississippi, Mystic, Charles,
Hudson)
CHARLES RIVER
MYSTIC RIVER
BOSTON
CHARLES RIVER MYSTIC RIVER
PAUL REVERE’S RIDE
CHARLES RIVER MYSTIC RIVER
EARLY INDUSTRY
Differences in Rivers in the North and South
Helped establish industry in North while South stayed
with plantations
4.3.4 recognize river systems that impacted early
American history (i.e., Mississippi, Mystic, Charles,
Hudson)
CHARLES AND MYSTIC RIVERS converge in
BOSTON HARBOR (where the TEA PARTY was held!)
4.3.4 recognize river systems that impacted early
American history (i.e., Mississippi, Mystic, Charles,
Hudson)
The CHARLES RIVER has 4 major universities located
along it BRANDEIS UNIVERSITY
MASSACHUSETTS INSTITUTE OF TECHNOLOGY
BROWN UNIVERSITY
HARVARD UNIVERSITY
4.3.5 determine how physical processes shape the
United States’ features and patterns (i.e., erosion,
volcanoes, plate tectonics, flooding)
4.3.6 use latitude and longitude to identify major North
American cities on a map (I.e., Boston, Mexico City,
Toronto, Charleston, Savannah, Washingon DC,
Philadelphia, Santa Fe, Los Angeles)
4.3.7 determine how density, distribution, and growth
rate affected United States settlement patterns
4.3.8 identify cause and effect relationships between
population distribution and environmental issues (i.e.,
water supply, air quality, solid waste)
http://www.enchantedlearning.com/usa/
4.3.5 / 4.3.6 / 4.3.7 / 4.3.8
http://www.enchantedlearning.com/usa/
See TN2 - TN5 in the textbook.
See H10 - H22 in the textbook.
Pages 24 - 42
4.4.1 identify the 3 branches of federal and state
governments
http://bensguide.gpo.gov/35/government/branches.html
4.4.1 identify the 3 branches of federal and state
governments
makes laws
interprets laws
carries out laws
4.4.1 identify the 3 branches of federal and state
governments
See Textbook TN24 - TN25 and TN36
Executive - Governor
Legislative - General Assembly
Judicial - State Supreme Court and lower courts
4.4.2 identify rights outlined by the Bill of Rights (i.e.,
amendments 1, 5, 6, 8)
http://www.usconstitution.net/constkids4.html
4.4.2 identify rights outlined by the Bill of Rights (i.e.,
amendments 1, 5, 6, 8)
1st amendment
Freedom of religion
Freedom of speech
Freedom of the press
Freedom of assembly
and petition
FOUNDATION of
American freedoms
4.4.2 identify rights outlined by the Bill of Rights (i.e.,
amendments 1, 5, 6, 8)
No person shall be held to answer for a capital, or
otherwise infamous crime, unless on a presentment
or indictment of a Grand Jury, except in cases arising
in the land or naval forces, or in the Militia, when in
actual service in time of War or public danger; nor
shall any person be subject for the same offence to
be twice put in jeopardy of life or limb; nor shall be
compelled in any criminal case to be a witness
against himself, nor be deprived of life, liberty, or
property, without due process of law; nor shall private
property be taken for public use, without just
compensation.
4.4.2 identify rights outlined by the Bill of Rights (i.e.,
amendments 1, 5, 6, 8)
In all criminal prosecutions, the accused shall enjoy
the right to a speedy and public trial, by an impartial
jury of the State and district wherein the crime shall
have been committed, which district shall have been
previously ascertained by law, and to be informed of
the nature and cause of the accusation; to be
confronted with the witnesses against him; to have
compulsory process for obtaining witnesses in his
favor, and to have the Assistance of Counsel for his
defence.
4.4.2 identify rights outlined by the Bill of Rights (i.e.,
amendments 1, 5, 6, 8)
Excessive bail shall not be required, nor excessive
fines imposed, nor cruel and unusual punishments
inflicted.
4.4.2 identify rights outlined by the Bill of Rights (i.e.,
amendments 1, 5, 6, 8)
**Emphasize WHY, WHY, WHY Founding Fathers
thought these amendments were so important!
Experiences with the British while under their rule led
to the Bill of Rights.
4.4.2 identify rights outlined by the Bill of Rights (i.e.,
amendments 1, 5, 6, 8)
EXAMPLES -Search for religious freedom brought Puritans,
Quakers, and others to New World
Zenger Trial - freedom of the press
Suspected rebels often locked away without being
charged - no jury trial - no lawyers
Punishments in colonial times included branding and
tarring and feathering
4.4.3 examine how the Mayflower Compact is a
symbol of the first United States government
Provided for MAJORITY rule - direct democracy
4.4.4 using a chart showing checks and balances,
explain how one branch of government can limit the
power of others
http://mrbruceshistory.wikispaces.com/file/view/Chec
ks_and_Balances.png
4.4.4 using a chart showing checks and balances,
explain how one branch of government can limit the
power of others
BASICS Veto power of the President
Overriding veto by 2/3 vote of both Houses
Supreme Court - right of judicial review - can declare
laws unconstitutional
President can make appointments to Cabinet and to
Courts but Senate has to approve them
4.5.1 identify Native Am groups in TN before
European exploration (i.e., Cherokee, Creek,
Chickasaw)
http://www.tnhistoryforkids.org/students/4_history_1
EXCELLENT SITE!!!
http://www.native-languages.org/tennessee.htm
USEFUL SITE TOO!
4.5.2 identify major TN political leaders (i.e.,
Andrew Jackson, Sam Houston, James Polk,
Sequoyah, David Crockett, Nancy Ward)
http://www.tnhistoryforkids.org/people/andrew_jackson
4.5.2 identify major TN political leaders (i.e.,
Andrew Jackson, Sam Houston, James Polk,
Sequoyah, David Crockett, Nancy Ward)
http://www.tnhistoryforkids.org/people/sam_houston
4.5.2 identify major TN political leaders (i.e.,
Andrew Jackson, Sam Houston, James Polk,
Sequoyah, David Crockett, Nancy Ward)
http://www.tnhistoryforkids.org/people/james_polk
4.5.2 identify major TN political leaders (i.e.,
Andrew Jackson, Sam Houston, James Polk,
Sequoyah, David Crockett, Nancy Ward)
http://www.tnhistoryforkids.org/people/sequoyah
4.5.2 identify major TN political leaders (i.e.,
Andrew Jackson, Sam Houston, James Polk,
Sequoyah, David Crockett, Nancy Ward)
http://www.tnhistoryforkids.org/people/nancy_ward
4.5.3 interpret a time line that depicts major historical
pre-Civil War events
1492
Columbus discovers America
1607
1620
1754
1765
1770
1773
1776
Jamestown is founded
Plymouth is founded
French and Indian War
Stamp Act
Boston Massacre
Boston Tea Party
Declaration of Independence
4.5.3 interpret a time line that depicts major historical
pre-Civil War events
1787
Constitutional Convention
1803
1812
18301834
1836
Louisiana Purchase
War of 1812
Indian Removal - Trail of Tears
1846
1848
Mexican War
Gold Discovered in California
18611865
Civil War
Texas War for Independence
4.5.3 interpret a time line that depicts major historical
pre-Civil War events
1787
Constitutional Convention
1803
1812
18301834
1836
Louisiana Purchase
War of 1812
Indian Removal - Trail of Tears
1846
1848
Mexican War
Gold Discovered in California
18611865
Civil War
Texas War for Independence
4.5.4 determine the hardships faced by early TN
settlers in the late 1700’s (i.e., security, isolated
communities, lack of access to goods, natural
geography)
SECURITY - Indian attacks and British support of
Indian attacks
ISOLATED COMMUNITIES / NATURAL
GEOGRAPHY - Appalachian Mtns, Cumberland Gap,
general problems with transportation and distance
LACK OF ACCESS TO GOODS - dependent on trade
with Indians at first (and somewhat with French) - this
will reverse later and Indians will become dependent
on trade goods from settlers
http://www.tnhistoryforkids.org/students/4_history_3
4.5.5 determine the reasons for colonial settlement
(i.e., religious, economic, individual freedom)
PILGRIMS - 1620
PLYMOUTH
PURITANS - 1629
MASS BAY
Purpose to reform
the Church of
England and
escape
persecution
4.5.5 determine the reasons for colonial settlement
(i.e., religious, economic, individual freedom)
QUAKERS PENNSYLVANIA
William Penn
Non-violent
Fair to the Indians
Abolitionists
Women allowed to
speak in
“meetings”
4.5.5 determine the reasons for colonial settlement
(i.e., religious, economic, individual freedom)
CATHOLICS MARYLAND
Lord Baltimore
Escaping
persecution in
England
4.5.5 determine the reasons for colonial settlement
(i.e., religious, economic, individual freedom)
JAMESTOWN 1607
Founded for
economic reasons
Joint stock
company
Searching for gold
Salvation Tobacco
4.5.5 determine the reasons for colonial settlement
(i.e., religious, economic, individual freedom)
NEW YORK founded by Dutch
Excellent
harbor/seaport
Taken over by
England
New York became
the most important
port for TRADE
4.5.5 determine the reasons for colonial settlement
(i.e., religious, economic, individual freedom)
SOUTHERN
COLONIES - VA,
SC, NC, GA
Tobacco, rice,
indigo crops
Purpose to make
profits for
proprietors and
settlers
4.5.5 determine the reasons for colonial settlement
(i.e., religious, economic, individual freedom)
JAMES
OGLETHORPE Founder of
Georgia colony
Haven for debtors
4.5.5 determine the reasons for colonial settlement
(i.e., religious, economic, individual freedom)
ROGER
WILLIAMS founded Rhode
Island colony
Wanted
“separation of
church and state”
and fair treatment
of the Indians
4.5.6 examine the events that contributed to the outbreak
of the American Revolution (i.e., taxation, judicial process,
lack of representation, quartering of troops)
STAMP ACT 1765
First direct tax - colonists argued they
had no representatives in Parliament
English trying to collect revenue to
help pay costs of French and Indian
War
Colonists responded by intimidating
tax agents - effigies, tar and feathers
Effective BOYCOTTS - Parliament
repealed
4.5.6 examine the events that contributed to the outbreak
of the American Revolution (i.e., taxation, judicial process,
lack of representation, quartering of troops)
TOWNSHEND ACTS
TEA ACT
Import duties on items like tea,
lead, glass
Colonists protested through
Sons of Liberty actions and
again through Non-Importation
Agreements - BOYCOTTS
4.5.6 examine the events that contributed to the outbreak
of the American Revolution (i.e., taxation, judicial process,
lack of representation, quartering of troops)
Tax on Tea led to the
BOSTON TEA PARTY
1773
Colonists punished by
England with the
INTOLERABLE ACTS closed Boston Port
4.5.6 examine the events that contributed to the outbreak
of the American Revolution (i.e., taxation, judicial process,
lack of representation, quartering of troops)
QUARTERING ACT
1765
British soldiers could
be placed in private
homes. Generally
used to catch
smugglers. Searched
homes, businesses,
warehouses, ships.
4.5.6 examine the events that contributed to the outbreak
of the American Revolution (i.e., taxation, judicial process,
lack of representation, quartering of troops)
ROYAL COURTS
Judges chosen by the
King
Right of trial by jury
NOT guaranteed in all
cases
4.5.6 examine the events that contributed to the outbreak
of the American Revolution (i.e., taxation, judicial process,
lack of representation, quartering of troops)
Colonists accused
of crimes were
often imprisoned
without knowing the
charges against
them.
They were denied
legal counsel.
They were kept
locked away for
months.
Punishments included branding,
drawing and quartering,
tar/feathers.
5th, 6th, 8th amendments
4.5.7 determine why the U.S. Constitution was
necessary (i.e., no single currency, no judicial branch, no
enforcement of laws, small and large states having
unequal representation)
ARTICLES OF
CONFEDERATION
U.S.
CONSTITUTION
No central court
system to settle
disputes between
states
Established a
federal court system
including the
Supreme Court
4.5.7 determine why the U.S. Constitution was
necessary (i.e., no single currency, no judicial branch, no
enforcement of laws, small and large states having
unequal representation)
ARTICLES OF
CONFEDERATION
U.S.
CONSTITUTION
Each state printed
its own money
causing confusion
and conflict
Only the federal
government can
coin and print
money making a
uniform currency
4.5.7 determine why the U.S. Constitution was
necessary (i.e., no single currency, no judicial branch, no
enforcement of laws, small and large states having
unequal representation)
ARTICLES OF
CONFEDERATION
U.S.
CONSTITUTION
No executive
branch to enforce
laws
Created an
executive branch the Presidency - to
enforce laws
4.5.7 determine why the U.S. Constitution was
necessary (i.e., no single currency, no judicial branch, no
enforcement of laws, small and large states having
unequal representation)
ARTICLES OF
CONFEDERATION
U.S.
CONSTITUTION
Each state had 2
representatives in
the Congress
regardless of the
population size of
the state
Created a bicameral
Congress - Senate
based on equal
representation and
House of Reps
based on population
4.5.8 interpret a time line that depicts slave and
indentured servants coming from Europe to live in
North America
http://www.pbs.org/wnet/aaworld/timeline/early_01.h
tml
4.5.8 interpret a time line that depicts slave and
indentured servants coming from Europe to live in
North America
1501
Spanish settlers bring African slaves to
Santo Domingo
1607
Jamestown founded - first indentured
servants arrive soon after
1619
First African slaves brought to the English
colonies - Jamestown
1808
Slave importation banned as set in the
Constitution
1863
Emancipation Proclamation
1865
13th amendment abolishes slavery
4.5.9 determine the influence Lewis and Clark’s
expedition had on westward expansion.
http://www.pbs.org/lewisandclark/trailmap/inde
x.html
4.5.9 determine the influence Lewis and Clark’s
expedition had on westward expansion
TRAIL for others to follow
Mapped the river route and route through Rocky
Mountains
Inspired interest in the Oregon Country - fertile land
SACAJAWEA - Indian guide - friendly relations with
tribes - opening of trade
4.5.10 recognize the accomplishments of John
Sevier contributed to TN history (I.e., State of
Franklin’s governor, TN’s first governor, U.S.
Congressman, soldier)
http://www.tnhistoryforkids.
org/people/john_sevier
4.5.11 interpret a visual contrasting life before and
after the American Revolution (i.e., education,
family size, transportation, politics)
**Think of this as before 1775 and after 1775
instead of strictly thinking pre and post Revolution.
KING GEORGE III
PRESIDENT WASHINGTON
4.5.12 read and interpret a passage about the Trail
of Tears
An observer of the departure of the first group to make the long overland journey
October 1, 1838
“At noon all was in readiness for moving. The teams were stretched out in a line
along the road through a heavy forest, groups of persons formed about each
wagon. The day was bright and beautiful, but a gloomy thoughtfulness was
depicted in the lineaments of every face. In all the bustle of preparation there was
a silence and stillness of the voice that betrayed the sadness of the hearts. At
length the word was given to move on. Going Snake, an aged and respected
chief whose head eighty summers had whitened, mounted on his favorite pony
and led the way in silence, followed by a number of younger men on horseback.
At this very moment a low sound of distant thunder fell upon my ear … a voice of
divine indignation for the wrong of my poor and unhappy countrymen, driven by
brutal power from all they loved and cherished in the land of their fathers to gratify
the cravings of avarice. The sun was unclouded --- no rain fell --- the thunder
rolled away and seemed hushed in the distance.”
4.5.12 read and interpret a passage about the Trail
of Tears
http://www.tnhistoryforkids.org/stories/trail_of_tears
4.5.13 analyze how the Louisiana Purchase influenced
the growth of the U.S. (i.e., increased size, encouraged
expansion, increased natural resources)
http://www.socialstudiesforkids.com/articles/ushist
ory/louisianapurchase.htm
http://www.nps.gov/archive/jeff/LewisClark2/educ
ation/louisianapurchase/LouisianaPurchase.htm
http://www.eduplace.com/kids/socsci/books/applic
ations/imaps/maps/g5s_u5/index.html