United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
STANDARD USI.2a
The student will use maps, globes, photographs, pictures, or tables to
a) locate the seven continents and five oceans.
Objectives
The student will:
1) Locate the seven
continents on a map of
the world
2) Locate the five oceans
of the world on a map
Suggested
Strategies/Activities/Tasks
Students shade and label the
continents and oceans on a map
of the world.
Essential or Difficult
Vocabulary
land masses
Resources
Outline maps
First Nine Weeks
Assessment
Teacher made
.
1
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: USI.2b
The student will use maps, globes, photographs, pictures, or 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.
Objectives
The student will:
1) Locate the eight
Geographic regions of
North
America on an outline
map
Of North America
2) Describe and
investigate
The physical
characteristics
Of each region of North
America
Suggested
Strategies/Activities/Tasks
Students shade and label
each region on an outline
map of North America and
the United States.
Students complete a card
sort of the characteristics of
the eight regions.
Essential or Difficult
Vocabulary
distinctive characteristics
elevation
erosion
fertile soil
geographic features
glacier
horseshoe
Resources
Outline maps
First Nine Weeks
Assessment
Teacher made
Photographs
Card Sort
Our America to 1865
Pages 12-21
Distribute a physical
characteristic of the regions
to each student. The
students must then locate
other students who have
characteristics of the region
matching their characteristic.
Given the names of the
regions, students must
correctly position the names
east to west.
2
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: USI.2c
The student will use maps, globes, photographs, pictures, or 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, St. Lawrence
River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.
First Nine Weeks
Objectives
The student will be able
to:
1) Locate water features
of
USI.2c on a United States
map
2) Describe how
waterways
were important for trade,
transportation, and
settlement
3) Define the following:
Ocean
River
Lake
Gulf
Port
Border
Suggested
Strategies/Activities/Tasks
Students label water
features (in the Curriculum
Framework) on a United
States outline map.
Essential or Difficult
Vocabulary
access
immigrants
inland port
industrial products
Resources
Assessment
Textbook
Pgs. 22-25.
Teacher made test
Document Camera
Students sort fact cards
made from the Essential
Knowledge of the
Curriculum Framework.
3
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: USI.2d
The student will use maps, globes, photographs, pictures, or tables to
d) recognize key geographic features on maps, diagrams, and/or photographs.
First Nine Weeks
Objectives
The student will be able
to:
1) Define the following:
Lake
River
Tributary
Gulf
Bay
Mountain
Hill
Plain
Plateau
Island
Peninsula
2) Identify pictorial and
map
examples of the
geographic
features in SOL USI.2d
3) Explain how water and
land geographic features
influence the course of
events in
Suggested
Strategies/Activities/Tasks
Teacher led discussion of
each geographic feature.
Show visual representations
of each feature. Students
brainstorm a description of
each feature and finalize a
written description of each.
Students create an “I am
a……” game using the
geographic features. The
description is on the front of
the game card and the
answer is on the back of the
card.
Essential or Difficult
Vocabulary
agriculture industry
bay
fishing industry
gulf
hill
island
lake
land feature
pattern of trade
peninsula
plain
plateau
river
tributary
water feature
Resources
Assessment
Text: pg. 26
Part of Unit 1
Geography Test
G- Create a PowerPoint
Jeopardy game
4
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: USI.3a
The student will demonstrate knowledge of how early cultures developed in North America by
a) describing how archaeologists have recovered material evidence of ancient settlements including Cactus Hill.
First Nine Weeks
Objectives
The student will be able
to:
1) Define the following:
Archaeology
Culture
Artifacts
2) Explain the importance
of
archaeology
3) Identify Cactus Hill and
explain why it is important
4) Locate Cactus Hill on a
map of Virginia
Suggested
Strategies/Activities/Tasks
Students brainstorm what
they think archaeology is
and develop a definition,
then discuss why
archaeology is important to
history and society.
Essential or Difficult
Vocabulary
analysis
archaeology
artifact
evidence
recovery
site
Resources
Assessment
Video: “Meet the Mentor”
Dr. Ruben Mendoza
Text: pgs. 30-31
Video: www.archaeology
net
Teacher introduces
Cactus Hill and discusses it
as an archaeological site.
Students locate Cactus
Hill on a Virginia map
5
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: USI.3b
The student will demonstrate knowledge of how early cultures developed in North America by
b) locating where the American Indians lived, with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plains
(Lakota), Southwest (Pueblo), and Eastern Woodland (Iroquois).
First Nine Weeks
Objectives
The student will be able to:
1) Name an example of an
American Indian group
located in the Arctic,
Northwest, Plains,
Southwest, and Eastern
Woodlands regions of North
America.
2) Locate the American
Indian groups in SOL USI.3b
on a map of North America.
3) Describe the typical
climate and physical land
characteristics of early
American Indian settlements
in SOL USI.3b
4) Explain where members
of American Indian
settlements in SOL USI.3b
are settled today
Suggested
Strategies/Activities/Tasks
Students construct a map
showing the locations of
American Indian groups in
SOL USI.3b.
Students make a chart or
table describing the climates
of early American Indian
settlements in SOL USI.3b.
Students compare a map
of Indian group settlements
to a map of geographic
regions of the United States
(USI.2b).
Essential or Difficult
Vocabulary
characterized
cliffs
climate
dispersed
Eastern Woodland
forested
grasslands
inhabited
Inuit
Iroquois
Kwakiutl
Lakota
Pacific Northwest
Pueblo
Resources
Assessment
Text: pgs. 32-44
SOL formatted test
from Text.
Teacher made test
SOLPASS.org followup
Card sort of the SOL
USI.3b American Indian
groups.
G- Project choices for Native
Tribes Environment Project
6
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: USI.3c
The student will demonstrate knowledge of how early cultures developed in North America by
c) describing how the American Indians used the resources in their environment.
First Nine Weeks
Objectives
The student will be able
to:
1) Describe how
environment affected the
ways early American
Indians
obtained food, clothing,
and
shelter
2) Identify the three types
of
resources
3) Identify the natural,
human, and capital
resources of early
American
Indian groups
Suggested
Strategies/Activities/Tasks
Students make a chart
comparing ways American
Indian groups met their
basic needs.
Word sort of natural, human, and
capital resources
Essential or Difficult
Vocabulary
basic needs
capital resources
environment
harvested
human resources
natural resources
resources
Resources
Assessment
Text: 31
Part of Unit Test
7
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: USI.4a
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.
First Nine Weeks
Objectives
The student will be able
to:
1) Explain why European
countries competed for
power in North America
2) Explain the obstacles
faced by explorers
3) Summarize the
accomplishments of
explorations
4) Identify the regions of
North America claimed by
France, England, and
Spain
5) Identify regions
explored
by Portugal
6) Identify the following:
Francisco Coronado
Samuel de Champlain
Robert La Salle
John Cabot
Suggested
Strategies/Activities/Tasks
Students label a North
American map with the
areas of exploration of
Coronado, Champlain, La
Salle, and Cabot.
Essential or Difficult
Vocabulary
accomplishments
adequate
claimed territories
competition
empire
exchanged goods
Students locate Portugal
and West Africa on an
outline World Map and
explain the exploration and
trade that developed.
motivating forces
navigational tools
obstacles
starvation
superiority
voyages of discovery
Resources
Assessment
Text: 48-53
Teacher made
Students complete a chart
comparing the motivations,
obstacles, and
accomplishments of
European explorers.
G- Library Research Team
8
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: USI.4b
The student will demonstrate knowledge of European exploration in North America and West Africa by
b) describing cultural and economic interactions between Europeans and American Indians that led to
cooperation and conflict with emphasis on the American Indian concept of land.
First Nine Weeks
Objectives
The student will be able
to:
1) Compare and contrast
Spanish, French, and
English cultural
interactions
with American Indians
2) Identify areas of
cooperation between the
Europeans and the
American Indians
3) Identify areas of conflict
between the Europeans
and
the American Indians
Suggested
Strategies/Activities/Tasks
Students make a chart or
table comparing cultural
interactions between the
Europeans and American
Indians.
Students complete Venn
diagrams comparing and
contrasting American Indian
life “before” and “after”
interactions with Europeans
Essential or Difficult
Vocabulary
Christianity
conflict
conquered
cooperation
crops
cultural interaction
economic interaction
enslaved
farming techniques
technologies
Resources
Assessment
Text: 52-55
Teacher Created
Card sort of European
cultural interaction with the
American Indians
Students complete a
Venn diagram for areas of
cooperation and the areas of
conflict between Europeans
and American Indians.
9
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: USI.4c
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.
First Nine Weeks
Objectives
The student will be able
to:
1) Identify the locations,
characteristics, and time
periods of ancient Ghana,
Mali, and Songhai
societies’
existence.
2) Describe the trade
interactions of West
African
societies with European
traders.
Suggested
Strategies/Activities/Tasks
Students locate ancient
Ghana, Mali, Songhai; their
trade routes; Sahara Desert,
and Niger River on a map of
Africa and a world map.
Essential or Difficult
Vocabulary
impact
manufactured goods
metals
Resources
Assessment
Text: 52-53
Teacher made
Class discusses reasons
why Europeans were
interested in trading with
African societies.
10
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: USI.5a
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.
First Nine Weeks
Objectives
The student will be able
to:
1) Identify the reasons for
the colonization of North
America
2) Describe the religious
and
economic events and
conditions that led to the
colonization of North
America
3) Locate the colonies of
Roanoke Island,
Jamestown, Plymouth,
Massachusetts Bay,
Pennsylvania, and
Georgia
4) Describe each colony
in
SOL USI.5a including the
reason for settlement and
group involved
Suggested
Strategies/Activities/Tasks
Students locate colonies
on a United States map and
create a legend to identify
which colonies were established
for economic reasons and which
were established for religious
reasons.
Essential or Difficult
Vocabulary
debtors’ prisons
economic venture
faith
interference
permanent
religious persecution
separatists
Resources
Assessment
Text: 66-73
Teacher made
www.plimoth.org
Students create a timeline
showing establishments of
colonies (This could be
continued throughout the
year by adding events to
timeline).
Students complete a table
of chart comparing the six
colonies in SOL USI.5a
11
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: USI.5b
The student will demonstrate knowledge of the factors that shaped colonial America by
b) describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people
interacted with their environment to produce goods and services, including examples of specialization and
interdependence.
First Nine Weeks
Objectives
The student will be able
to:
1)Define the following:
Resources
Specialization
Interdependence
2) Describe the
geography
and climate of each
colonial
region and how colonial
people interacted with
their
environment
3) Identify the natural and
human resources of each
colonial region and the
resulting specialization of
each region
4) Describe the social and
political life of each
colonial
region
5) Describe examples of
interdependence among
the
colonial regions
6) Compare and contrast
life
Suggested
Strategies/Activities/Tasks
Students color-code a
map with New England,
Southern, and Mid-Atlantic
colonies.
Teacher-led discussion of
resources, specialization, and
interdependence and
how they are related.
Given a list of natural
resources, students
brainstorm the products that
could be made.
Students make a chart or table
comparing the geography,
climate, resources and
specialization of each colonial
region.
Students sort information cards
by region.
Students construct a
model or illustration of daily life
in a selected region.
Students create Venn
diagrams comparing and
Essential or Difficult
Vocabulary
Atlantic Coast Plain
civic life
coastal lowlands
craftsmen
diverse lifestyles
diverse religions
economy
geographical features
hilly terrain
human resources
humid climate
indentured servants
indigo
jagged coastline
livestock
grain
mansions
market towns
moderate summers
natural resources
naval supplies
Piedmont
plantations
political life
skilled labor
reflected
separatists
social life
timber
Resources
Assessment
Text: pgs. 68-75
Finished project
Teacher made map
quiz
12
United States History to 1865
in the New England, MidAtlantic, and Southern
colonies
Harrisonburg City Public Schools
contrasting colonial regions.
Students design a
brochure to advertise a
colony or colonial region,
including geography,
climate, job opportunities,
recreation, social offerings, et
cetera
Updated Summer 2011
unskilled/skilled workers
village
wood products
G- Students create their
own town in one of the
colonial regions. Using the
resources of the region,
students create citizens who
specialize and describe the
interdependence of the
people in the town (i.e. New
England town: Tom is a
fisherman, Patrick is a
craftsman making tables,
Abe is a shopkeeper selling
cloth, and so on for
additional citizens. Write of
their interdependence.)
13
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: USI.5c
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, free
African Americans, indentured servants, and enslaved African Americans.
Second Nine Weeks
Objectives
The student will:
1) Describe colonial life in
America from the
perspectives of:
Large landowners
Farmers
Artisans
Women
Free African Americans
Indentured servants
Enslaved African Americans
2) Define the following:
Artisan
Indentured Servant
Enslave
3) Students compare and
contrast large landowners
with farmers
4) Students compare and
contrast farmers and artisans
5) Students compare and
contrast free African
Americans, enslaved African
Americans, and indentured
servants
6) Students compare and
contrast colonial societal
roles of men and women,
including jobs, education,
and politics
Suggested
Strategies/Activities/Tasks
Students assume a
position in colonial society
and develop a role play
about their position.
Students create and
perform skits about the six
colonial groups.
Students choose a
colonial group and create a
booklet illustrating the
lifestyle of the group.
Essential or Difficult
Vocabulary
artisan
caretakers
contract
homemakers
house-workers
labor
native
passage
predominantly
relied
slave traders
social position
varied
villages
Resources
Assessment
Text: 76-79
Teacher made
www.history.org (Colonial
Williamsburg site)
14
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.5d
The student will demonstrate knowledge of the factors that shaped colonial America by
d) identifying the political and economic relationships between the colonies and Great Britain.
Second Nine Weeks
Objectives
The student will:
Identify the political and
economic relationships
between the colonies and
Great Britain
Suggested
Strategies/Activities/Tasks
Discovery Education video
Notes with Powerpoint
Maps with colonies and
resources
Bellringer--"If you were
there…"
Role play from perspective
of colonists, royal governor,
loyalists, etc. to enforce the
law or rebel against the laws
Essential or Difficult
Vocabulary
appointed
colonial governors
colonial legislatures
economic relationship
enforced
Great Britain
impose
maintain control
monitored
political relationships
proprietor
raw materials
strict
Resources
Assessment
Discovery Ed video
Text “Our America” pg 8081
Reading assignment from
text
15
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.6a
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.
Second Nine Weeks
Objectives
The student will:
Identify issues that led to
the American Revolution
Identify Great Britain’s
reasons for controlling the
colonies
Organize causes of the
American Revolution in
chronological order
Identify Great Britain’s
reasons for taxation
Analyze sources of
colonial dissatisfaction
Suggested
Strategies/Activities/Tasks
Illustrated timeline of events
leading to American Revolution
www.solpass.org (American
Revolution)
Sentence strip illustrated timeline
Essential or Difficult
Vocabulary
dissatisfaction
imposed taxes
Proclamation of 1763
rebellious
restricted
revenue
world power
Resources
Assessment
Pandy learning timeline
www.solpass.org
(American Revolution)
Student created
Poems/Acrostics/Powerpoints
regarding key events or people
Discovery Ed videos
YouTube clips on battles
Liberty’s Kids DVD
Matching activities with events
and acts and responses to each
16
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.6c
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, and Patrick Henry.
Second Nine Weeks
Objectives
Suggested
Strategies/Activities/Tasks
The student will:
Describe key events of
the American Revolution
including:
Boston Massacre, Boston
Tea Party, First
Continental Congress,
Battles of Lexington &
Concord, Approval of
Declaration of
Independence, Battle of
Saratoga, Surrender of
Yorktown, signing of the
Treaty of Paris
Identify and describe the
role key individuals played
in the American
Revolution including:
George Washington,
Benjamin Franklin,
Thomas Jefferson,
Patrick Henry, King
George III, Lord
Cornwallis, John Adams,
Phillis Wheatley, and Paul
Revere
Student created
Poems/Acrostics/Powerpoints
regarding key events or people
Discovery Ed videos
Essential or Difficult
Vocabulary
armed conflict
championed
commander
delegates
House of Burgesses
individuals
inspired
Resources
Assessment
Liberty’s Kids DVD
Discovery Education clips
YouTube clips on battles
Liberty’s Kids DVD
Matching activities with events
and acts and responses to each
Use Patrick Henry’s speech to
have students interpret patriotic
slogans
“Who am I, What did I say”
activities
Illustrated timeline of events
leading to American Revolution
www.solpass.org (American
Revolution)
Sentence strip illustrated timeline
17
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.6b
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.
Second Nine Weeks
Objectives
Suggested
Strategies/Activities/Tasks
The student will:
Powerpoint notes
Identify the political ideas
that shaped the
revolutionary movement
in America
This standard is usually
incorporated in standards 6a and
6c
Liberty’s kids clips
Identify the key
philosophies in the
Declaration of
Independence
Group reading or memorization
of the opening of the Declaration
of Independence
Essential or Difficult
Vocabulary
democratic government
derives
expressed
independence
inherent rights
liberty
natural rights
philosophies
property
pursuit of happiness
revolutionary movement
unalienable rights
violates
Resources
Assessment
Liberty’s kids
Connect ideas of freedom and
rights
18
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.6d
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 Great Britain.
Second Nine Weeks
Objectives
Suggested
Strategies/Activities/Tasks
The student will:
This standard is incorporated
with 6a and 6b
Explain reasons why
colonists were able to
defeat the British
Essential or Difficult
Vocabulary
beliefs
capable
principles
Resources
Assessment
Powerpoint notes
Students list advantages the
colonists had (home field
advantage)
19
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.7a
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.
Third Nine Weeks
Objectives
Suggested
Strategies/Activities/Tasks
Essential or Difficult
Vocabulary
Resources
The students will:
Play about the problems with the
Articles
commerce
currency
executive
judicial branch
regardless
regulate
weak national government
weakness
Toilet Paper
Identify weaknesses of
the Articles of the
Confederation
Read rules of Monopoly—make
up “new rules” that are different
for each person or group
Wrap kids in toilet paper to show
how colonies had to stay
together during war, but
eventually the bond breaks
without a common cause
Assessment
Script of play on Articles
of Confederation
Discovery Ed clips
Reading from Horizons
book
Pictorial representation of the
weaknesses of the Articles
20
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.7b
The student will demonstrate knowledge of the challenges faced by the new nation by
b) describing the historical development of the Constitution of the United States.
Third Nine Weeks
Objectives
Suggested
Strategies/Activities/Tasks
Essential or Difficult
Vocabulary
Resources
The students will:
Three corners activity with State,
Federal, and Shared powers
(kids go to the appropriate area)
branches
convention
draft
executive
federal system
foundation
freedom of religion
freedom of speech
Great Compromise
House of Representatives
individual rights
judicial
legislative
national government
ratification
republic
Senate
separate
shared
significant
state government
structure
Horizon book reading, p.
346-357
Describe the events
leading to the
development of the
Constitution
Identify important people
who helped develop the
Constitution including
George Washington,
George Mason, Thomas
Jefferson
Identify and describe the
importance of the
Constitutional Convention,
the Bill of Rights, and the
Ratification of the
Constitution, Great
Compromise
Venn Diagram showing the
separation of powers and/or
showing state, federal, or shared
powers
Powerpoint notes
Timeline of events relating to
ratification of the Constitution
Liberty’s kids video
Activity regarding voting in the
class (group size per table more
important or are all tables
equal)—showing ideas behind
small state/large state issues
Assessment
Liberty’s kids
Foldables
School House Rock
Use map to understand issues
behind the Great Compromise
Foldables to show the three
branches and the powers
associated with each
21
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
School House rock (three-ring
circus)
Cut and sort with three branches
of government
Bill of Rights video and
explanation of the amendments
Tie Bill of Rights to current
issues and how it impacts the
student’s life
Student make illustrations of Bill
of Rights
Students act out some of the
rights associated with the Bill of
Rights
22
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.7c
The student will demonstrate knowledge of the challenges faced by the new nation by
c) describing the major accomplishments of the first five presidents of the United States.
Third Nine Weeks
Objectives
Suggested
Strategies/Activities/Tasks
Essential or Difficult
Vocabulary
Resources
The student will:
Students make a
commemorative coin about each
president
accomplishments
administration
astronomer
design
interfere
national capital
respect
Surveyor
Washington D. C.
Western Hemisphere
Discover Education clips
Describe the
accomplishments of the
first five presidents
Powerpoint notes (with pictures
of each president)
Timeline of events for each
president
Assessment
“What would you do” activities
based on the presidential
accomplishments
Discovery Education videos
23
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.8a
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.
Third Nine Weeks
Objectives
Suggested
Strategies/Activities/Tasks
Essential or Difficult
Vocabulary
Resources
The student will identify
new territories added to
the United States,
including:
 Louisiana
Purchase
 Florida
 Texas
 Oregon
 California
Illustrated timeline of events
regarding territorial expansion
doubled
expedition
exploration
independent republic
settlement
territorial expansion
territory
underwent vast
Maps from textbook
Students will describe the
role and importance of
Lewis & Clark.
Gallery Walk of pictures to look
at, then answer questions
Student maps of expansion
Discovery Education clips
Chart of expansion—how and
from whom each territory
acquired
Assessment
Pandy learning map
Chart showing expansion
Discovery Ed clips
Oregon Trail Video
History of Us video
24
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.8b
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.
Third Nine Weeks
Objectives
Suggested
Strategies/Activities/Tasks
Essential or Difficult
Vocabulary
Resources
The student will:
Schoolhouse Rock (Elbow
Room)
availability
canals
economic opportunity
geography
logging
Manifest Destiny
migration
overland trails
population growth
runaway slaves
steamboats
Schoolhouse Rock video
Identify the geographic
and economic factors that
influenced western
migration.
Identify the California
Gold Rush, Erie Canal,
Oregon Trail, Santa Fe
Trail
Analyze the concept of
Manifest Destiny
You are the character activity
with migration—comic strip,
diary, etc to explain reasons for
migration
Use of “primary source”
documents/cards with kids
explaining the attitude of the
character
Assessment
Powerpoint notes
25
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: 26
STANDARD USI.8c
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.
Fourth Nine Weeks
Objectives
Suggested
Strategies/Activities/Tasks
Essential or Difficult
Vocabulary
Resources
The student will:
Gallery Walk with pictures of
inventions and sets of questions
to go with each invention
cotton gin
cultivate
entrepreneur
equipment
farming society
impact
industrialization
invention
inventor
productivity
reaper
society
steam locomotive
steamboat
technologies
technology
Youtube
Define inventor and
entrepreneur
Describe the impact of:
 The cotton gin
 The reaper
 Steamboat
 Steam
Locomotive
Identify Eli Whitney, Jo
Anderson, Cyrus
McCormick, and Robert
Fulton
Activity matching inventor with
invention
Youtube videos of each
invention
Discovery Ed videos on impact
of invention on society
Visual timeline of inventions
Assessment
Discovery Ed clips
Supplemental text
26
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.8d
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 women’s suffrage movements.
Fourth Nine Weeks
Objectives
Suggested
Strategies/Activities/Tasks
Essential or Difficult
Vocabulary
Resources
The student will:
Activity to show students the
inequalities still evident in
America during the early 1800s
(only white boys get to vote, etc)
abolitionists
abolitionist movement
campaign
cruel
deprived
educational opportunities
emancipation
enslaved
equal opportunities
equal rights
higher education
inhumane
morally wrong
right to vote
right to own property
suffrage movement
violation
Play on Tubman
Identify the main ideas
expressed by the
abolitionists
Play on Harriet Tubman
Describe the main ideas
expressed during the
women’s suffrage
movement
Identify Harriet Tubman,
William Lloyd Garrison,
Frederick Douglass,
Isabella (Sojourner) Truth,
Susan B. Anthony,
Elizabeth Cady Stanton
Readings on each individual
Powerpoint notes
Abolitionist/Suffragist research
project—can do podcast or
interview—one person is a
reporter, the other is the
individual
Assessment
Voting props for inequality
activity
Model of good projects
27
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.9a
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.
Fourth Nine Weeks
Objectives
Suggested
Strategies/Activities/Tasks
Essential or Difficult
Vocabulary
Resources
Students will identify the
major issues that divided
the North and South
including:
 Slavery
 Cultural issues
 Economic issues
 Constitutional
issues
Powerpoint notes
agricultural
central government
competition
constitutional
culture
economic
foreign
plantation
states’ rights
tariff
urban
village
“Civil War” documentary
series by Ken Burns
Chart organizing the differences
between North and South
Segments from Ken Burns’ “Civil
War” series
BrainPop cartoon relating to
issues dividing North and South
Assessment
Discovery Ed clips
Supplemental texts
Brain Pop cartoon
28
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.9b
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.
Fourth Nine Weeks
Objectives
Suggested
Strategies/Activities/Tasks
Essential or Difficult
Vocabulary
Resources
The students will:
Illustrated timeline with the
compromises
compromise
moral
secession
sectional
self-protection
supreme
tension
union
Pandy map
Explain how the issues of
states rights and slavery
increased sectional
tensions
Identify the importance of
the Missouri Compromise,
the Compromise of 1850,
and the Kansas-Nebraska
Act
Map showing states in North,
South, and border
Activity showing Patriotic
slogans and images (students
interpret)—from Five Ponds
Assessment
History of Us textbook
reading
Five Ponds Patriotic
Slogans activity
29
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.9c
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.
Fourth Nine Weeks
Objectives
Suggested
Strategies/Activities/Tasks
Essential or Difficult
Vocabulary
Resources
The student will:
Pandy map showing states as
North, South, or border
border state
free state
labor-intensive
seceded
Supplemental readings
Describe issues that
divided the nation during
the Civil War (including
States Rights and
Slavery)
Identify and describe
major compromises from
this era: including
Missouri Compromise,
Compromise of 1850, and
the Kansas-Nebraska Act
Discovery Ed video
Assessment
Discovery Ed videos
Powerpoint notes
iPad activity with making
postcards related to civil war
Identify major factors of
Southern secession
including:
 Lincoln’s election
 Attack on Fort
Sumter
 States rights
 Slavery
30
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.9d
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.
Fourth Nine Weeks
Objectives
Suggested
Strategies/Activities/Tasks
Essential or Difficult
Vocabulary
Resources
The student will:
Illustrated timeline of events and
people of the Civil War
defeat
emancipation
independent
opposed
preserve
proclamation
reunite
urged
Pandy learning
Identify major leaders of
the Civil War
Analyze the role of each
in the Civil War:
 Abraham Lincoln
 Jefferson Davis
 Ulysses S. Grant
 Robert E. Lee
 Stonewall
Jackson
 Frederick
Douglass
Student “interviews” with
important players of the Civil
War
Discovery Ed clips
Assessment
Discovery Ed clips
Supplemental readings
31
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.9e
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.
Fourth Nine Weeks
Objectives
Suggested
Strategies/Activities/Tasks
Essential or Difficult
Vocabulary
Resources
The student will:
Student researches major battles
and writes a newspaper story
about the event.
blockade
capital
critical
port
topography
turning point
Maps from texts
Identify critical events of
the Civil War
Locate locations of major
Civil War battles
Student-made timeline of battles
and events
Assessment
Discovery Ed clips
Powerpoint notes
Analyze the role
geography played in
major battles
Discovery Ed clips
32
United States History to 1865
Harrisonburg City Public Schools
Updated Summer 2011
SOL: STANDARD USI.9f
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 African American soldiers), women,
and enslaved African Americans.
Fourth Nine Weeks
Objectives
Suggested
Strategies/Activities/Tasks
Essential or Difficult
Vocabulary
Resources
The student will:
iPad activity with students
making postcards from one of
the soldiers, someone at home,
etc
brutal
collapse
devastate
discriminate
enlist
exposure
harsh
home front
segregated
Discovery ed clips
Describe the effects of the
Civil War from the
perspectives of
 A Union soldier
 A Confederate
soldier
 Women,
 African-American
soldiers
 Enslaved African
Americans
Discovery ed. clips
Assessment
Explain the hardships
faced during the Civil War
33