districtprintablemap.cfm?mid · settled in the 13 colonies. identify the political, economic,...

Map: SS Grade 7RP Grade Level: 7

District: Island Trees

Created: 03/07/2007 Last Updated: 03/07/2007

Essential Questions Content Skills Assessments Standards/PIs Resources/Notes

Global Heritage

Why do we study history?

Why do we study culture? How do the social scientists use evidence from primary and secondary sources in order to piece together past events?

How is the land bridge theory connected with the settlement of North and South America?

How did geographical factors affect the economic aspects of life in the early civilizations of North and South America? What are the political, social and economic characteristics of each Native American cultural area in North America?

History and the other social sciences provide a framework for the study of human cultures.

7 Social Sciences-anthropology, archeology, economics, geography, political science, psychology, and sociology. Usage and interpretation of primary and secondary sources by the 7 social sciences. Land Bridge Theory The effect of geographical factors on the settlement patterns and living conditions of early Native American cultures.

Social, political and economic characteristics of the Algonquin and Iroquois tribe.

Define the 7 social sciences. Apply social sciences to today's world. Examine the differences in culture around the world.

Identify the differences between primary and secondary sources.

Identify on a map the location of the land bridge (Beringia). Predict how climate and geography would affect the settlement of North and South America. Describe the impact of farming on early Native Americans.

Evaluate the significance of the Iroquois Confederacy.

Recognize the way of life, education and importance of the role of women in Algonquin and Iroquois society. Vocabulary:

Teacher directed questions

Culture/History Wheel Graphic Organizer

Primary and Secondary Source Matching Activity Primary and Secondary Source Stations Activity Global Heritage Vocabulary Quiz Map Skills Questions

Journal Responses Example: Write about your experience crossing the landbrigde. Include sights, emotions, reason why you crossed the landbridge, etc...

Constructed Response on the Land Bridge Theory Global Heritage Exam

SS2-K1-1B SS2-K1-1C SS2-K2-1C SS2-K4-1B SS2-K4-1D SS2-K4-1C

DBQ's CRQ's and readings are department resources if not specifically cited. Vocabulary List #1

America's History Land of Liberty Chapter 1 in Workbook History and Culture Wheel

Social Sciences Graphic Organizer

Primary and Secondary Sources Venn Diagram

Mayas, Aztecs, Incas Chart Culture Area Chart Fill-in the blank chart on the Iroquois and Algonquin society

Map of the Native American cultural areas

Related Websites: http://www.thc.state.tx.us/lasalle/ lasbellehghlites.html http://www.lcra.org/community/ nightengale.html http://www.native-languages. org/kids.htm

of 38Curriculum Map - SS Grade 7RP - Author: Island Trees

12/4/2007http://mapster.gstboces.org/secure/DistrictPrintableMap.cfm?mID=5624&mlID=100108&m=0

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Define and Identify: 1. Archeologists 2. Artifacts 3. Gatherers 4. Culture 5. Irrigation Canals 6. Totem Poles 7. Survive 8. Tepees 9. Confederation 10. Civilization 11. Pyramids 12. Human Sacrifices 13. Empires 14. Terraces

Adaptations

Instruction will be delivered in a classroom co-taught by a special education teacher and a content specialist.

Differentiated instruction will maximize the learning potential of all students. Program modifications such as visual aides, reduced quantity of homework, extra set of classnotes, preferential seating, etc... will be determined by the special education teacher and in accordance with the student's IEP. Classroom tests will be modified in accordance with individual IEP's. Modified Vocabulary Sheet (font, size, amount of words) Fill in the blank graphic organizers

Modified Vocabulary Quiz (word box, reduction of the amount of words, bold face or italicize important words in definition)

European Exploration Why did Europeans begin looking overseas?

How did the events of the Crusades and Renaissance lead to exploration?

Reasons Europeans Looked Overseas-Crusades, Technological Advances, Gold, God and Glory (3 G's)

New Inventions- Magnetic Compass, Astrolabe and the Printing Press

Relate new inventions in connection with European Exploration

Analyze the motives of European nations and their desire to increase trade in the East.

Teacher directed questions Vocabulary Quiz European Exploration Exam DBQ #1: Impact of European Exploration and Colonization

SS2-K1-1B SS2-K1-1C SS2-K2-1C SS2-K4-1B SS3-K1-1A SS3-K1-1C

America's History Land of Liberty Workbook, Chapter 2

Constructed Response on New Inventions and Ocean Travel

Inventions Leading to the Age of Exploration Worksheet



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Was Columbus a hero or villain?

What were the results of Christopher Columbus' voyages?

What were the positive and negative results of the Columbian Exchange?

What were the political, economic, and social roots of early colonial settlements in the Americas? Why and how did Jamestown thrive as a colony?

Christopher Columbus and his arrival in the New World

The development of New England, New France, New Netherland and New Spain

The economic, political and social aspects of Jamestown

Formulate an opinion about Columbus and his actions in the New World Is Christopher Columbus a villain or hero? Summarize the effects of the Columbian Exchange on the Native American population

Identify the location of early colonial settlements (New Spain, New France, New Netherland, New England)

Analyze the failure at Roanoake, Virginia

Explain the reasons for Jamestown's survival Recall the conditions of the Middle Ages Describe the government of Jamestown, Virginia

Vocabulary:

Define and Identify: 1. Crusades 2. Magnetic Compass 3. Astrolabe 4. Colony 5. Northwest Passage

SS3-K1-1D SS3-K2-1C SS4-K1-1A SS5-K1-1A SS5-K1-1C

Joy Hakim Reading: The Power of the Press and Questions Map-Columbus Reaches America Map of Columbian Exchange

T-Chart Positive and Negative Affects of the Columbian Exchange

Columbian Exchange Constructed Response

Christopher Columbus: Villain or Hero?

Explorers of North America Overview Chart "The Race for the North America" - Reading The First English Colonies Graphic Organizer Europeans Claim the Americas Overview Chart Gold, God, Glory Cause and Effect Chart Vocabulary List # 2 Related Websites: http://www.kathimitchell.com/ explorer.htm http://library.thinkquest.org /J002678F/guestboo.htm http://www.surfnetkids.com /columbus98.htm



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6. Protestant Reformation 7. Henry Hudson 8. Samuel Champlain 9. Charter 10. Representative Government 11. Magna Carta 12. Pilgrims 13. Mayflower 14. House of Burgess

Adaptations

Instruction will be delivered in a classroom co-taught by a special education teacher and a content area specialist. All lessons and unit plans will include elements of differentiation maximizing the learning potiential of all students. Curriculum will be modified on an as needed basis for students with IEP's.

Program modifications such as reduced quantity of homework, extra set of classnotes, preferential seating, etc.. will be determined by the special education teacher and in accordance with the student's IEP.

Classroom tests will be modified in accordance with individual IEP's. Examples of such modifications are reduced number of choices for multiple choice, word bank, deletion of some questions, re-wording question, increase font size, change font, enlarge format of test, and/or modify task. DBQ will be done as a whole class. Use of alternate scoring rubric.

Thirteen Colonies Why did people leave England?

How did geography affect

4 main reasons why people left England 1. Religious Freedom 2. Poor Living Conditions 3. Opportunities-

Identify the reasons the why Europeans left England for the colonies. Locate and label the 13 colonies on a map. Describe how geography

Class Discussions Come to America Project- Colonial Brochure Vocabulary Quiz Constructed responses

SS1-K1-1A SS1-K2-1B SS1-K2-1C SS1-K2-1D

America's History Land of Liberty Workbook, Chapter 5 & 6

Vocabulary List #3



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each colonial region?

How did the political, economic and social roots of colonial settlements develop in the colonies?

How did slavery affect the southern economy? What was life like for slaves during the Middle Passage? How were the slaves treated in the South compared to in the North? How did the development of the colonies lead to sectionalism?

How was the system of mercantilism beneficial to the mother country?

What was life like in the colonies?

( indentured servants and apprentices) 4. Escape debt/prison

Location of the 3 colonial regions. New England Colonies 1. Mayflower Compact 2. Pilgrims and Puritans 3. Jobs (Fishing industry, small farms-corn, beans, and squash, shipping, trading, whaling) 4. Anne Hutchinson Middle Colonies 1. Founder- William Penn 2. Quaker beliefs 3. Economy - "breadbasket colonies" 4. Diverse population

Southern Colonies 1. Georgia- Debtor's Colony 2. Middle Passage 3. Plantation life (auctions, slave codes, overseer, slave resistance) 4. Economy based on cash crops- tobacco,

affected the economy of each colonial region. Explain the significance of key individuals who settled in the 13 colonies. Identify the political, economic, social and geographical characteristics of several English Colonies.

Describe the experience along the Middle Passage.

Analyze the plantation economy and treatment of slaves. Formulate opinions of racism and its impact on African culture.

Generate reasons why sectionalism developed in the 13 Colonies.

Evaluate the ways mercantilism helped to benefit England.

Vocabulary Define and Identify

focusing on different colonial regions Journal Responses- Pretend you are a slave on the Middle Passage. Describe your experience. 13 Colonies Exam

DBQ #2 The Thirteen Colonies

SS1-K3-1A SS1-K3-1B SS1-K3-1C SS1-K3-1D SS1-K4-1D

S- Note Taking Strategy or ELA note-taking Good Manners for Colonial Children Handout and Questions Hellfire! Reading on Ann Hutchinson Ann Hutchinson Constructed Response Colonial Tools Handout The Middle Colonies Constructed Responses Constructed Response on The Colony of Pennsylvania Making Comparisons Constructed Response Constructed Responses on The Southern Colonies Flow chart on slavery Constructed Response on Slavery Sectionalism Cloze Notes Page Mercantilism Chart and Questions (from Creating America textbook) British Economic Policy Cloze Notes- Mercantilism and Navigation Acts Triangular Trade Constructed Response Fact Sheets for each of the 13 Colonies (used for Come to America Project) Student feedback sheet for Come to America Project Come to America Rubric Related Websites:



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indigo, and rice

Triangular Trade 1. Theory of Mercantilism 2. Importance of Navigation Acts Reasons for the development of sectionalism. Life in the Colonies (women and children)

1. Puritans

2.Great Migration

3. Toleration

4. Act of Toleration

5. Proprietary Colony

6. Background

7. Patroon

8. Cash Crop

9. Quakers

10. Middle Passage

11. Mercantilism

12. Import

13. Export

14. Triangular Trade

15.Yankees

http://www.mcps.k12.md.us /schools/travilahes/colonial.html http://www.socialstudies forkids.com/ http://www.macomb.k12.mi.us /wq/WebQ97/COLAMER2.HTM http://www.nps.gov/fofr/ col_kids.htm http://alumni.cc.gettysburg.edu /%7Es330558/schooling.html http://edtech.kennesaw.edu /web/coloniz.html http://www.proteacher.com /cgi-bin/outsidesite.cgi?

Adaptations

Instruction will be delivered in a classroom co-taught by a special education teacher and a content specialist. Differentiated instruction will maximize the learning potential of all students. Program modifications such as visual aides, reduced quantity of homeowrk, extra set of classnotes, preferential seating, etc...will be determined by the special education teacher in accordance with the student's IEP. Classroom tests will be modified in accordance with individual IEP's.

Modified Vocabulary Sheet (font, size, amount of words)

Fill in blank graphic organizers,



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16. Legislature

17. Indentured Servant

18. Great Awakening

19. Enlightenment

20. Slave Code

21. Racism

22. Bacon's Rebellion

23. English Bill of Rights

24. Gentry

25. Public School

cloze notes, etc...




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French and Indian War / Road to the American Revolution What were the causes of the French and Indian War?

How did the Albany Plan of Union attempt to unite the colonies?

What were the lasting effects of the Albany Plan of Union?

How did the French and Indian War lead to tensions between the thirteen colonies and Britain?

What were the political, economic and social causes of the American Revolution?

During the time of the American Revolution, what specific policies galvanized public opinion in the colonies?

How did colonial protests against Britain escalate?

Causes of French and Indian War 1. Competition for an Empire in North America (Ohio River Conflict) 2. Native American Alliances

Albany Plan of Union 1. Based on Iroquois Confederacy 2. Ben Franklin - "Join or Die" 3. Reasons for Rejection by colonists

Emphasis on early peace-making strategies in America and its influence today (United Nations)

Results of French and Indian War 1. Pontiac's Rebellion 2. Proclamation of 1763 3. New Taxes and Laws a. Sugar Act b. Quartering Act c. Stamp Act d. Townshend Act

Interpret Ben Franklin's Join or Die Political Cartoon Analyze a map of European land claims in North America Prior to the French and Indian War Examine the conflicts between France and Britain over land in North America Describe the strict British policies and the impact they had on the relationship between the colonists and the mother country

Debate whether or not the colonists were justified in staging the Boston Tea Party

Evaluate the effectiveness of Paul Revere's engraving as an effective propaganda tool

Vocabulary:

Define and Identify: 1. French and Indian War 2. Albany Plan of Union 3. Treaty of Paris of 1763

Vocabulary Quiz #4 Class Discussions Teacher directed questions DBQ #3 Road to the Revolution

Tools for Colonial Protest Project (Political Cartoons)

Road to the Revolution Exam

SS1-K1-1A SS1-K1-1B SS1-K2-1B SS1-K3-1B SS1-K4-1B SS1-K4-1D SS4-K1-1A SS5-K1-1B SS5-K1-1C


Maps of European Land Claims in North America in 1754

Flow Chart of Causes/Effects of the French and Indian War French and Indian War Constructed Responses Last of the Mohicans Movie Join or Die Political Cartoon and CR Questions Pontiac's Rebellion Reading and Questions Treaty of Paris Reading and Notes "I Won't Obey That Stupid Proclamation" -Play

Paul Revere's Boston Massacre Engraving-Overhead

Cloze notes on the 8 steps to the American Revolution

Think, Pair, Share on Paul Revere's Engraving Boston Massacre Reading "Blood on Snow" Shots Heard Round the World Reading The Firebrand's Chart "Liberty" video



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e. Writs of Assistance f. Tea Act g. Intolerable Act

Events leading to the American Revolution 1. Sons/Daughters of Liberty 2. Boston Massacre 3. Boston Tea Party

Colonial Protest Methods 1. Boycotts 2. Committee of Correstpondence 3. Tarring and Feathering 4. Effigy

First Continental Congress

Lexington and Concord

4. Sons of Liberty/Daughters of Liberty 5. Tea Act 6. Townshend Acts 7. Writs of Assistance 8. Nonimportation Agreement 9. Boycott 10. Proclamation of 1763 11. Quartering Act 12. Boston Tea Party 13. Boston Massacre 14. First Continental Congress 15. Intolerable Act 16. Stamp Act 17. Committee of Correspondence 18. Repeal 19. Minutemen

"Tools for Colonial Protest" Project directions and options list Tools for Colonial Protest Project Grading Rubric Steps to the American Revolution Review Sheet #4 Schlessinger Video- Steps to the American Revolution Related Websites: http://www.pbs.org/ktca/liberty/ http://www.42explore2.com/revolt.htm http://www.apva.org/jr.html

Adaptations

Instruction will be delivered in a classroom co-taught by a special education teacher and a content specialist. Differentiated instruction will maximize the learning potential of all students. Program modifications such as visual aides, reduced quantity of homework, extra set of classnotes, preferential seating, etc...will be determined by the special education teacher in accordance with the student's IEP. Classroom tests will be modified in accordance with individual IEP's.

Modified Vocabulary Sheet (font, size, amount of words) Fill in blank graphic organizers, cloze notes, etc...

Modified Vocabulary Quiz (word box, reduction of the amount of words, bold



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face or italicize important words in definition)

The American Revolution

How did the Second Continental Congress prepare the colonists for war?

What were the strengths and weaknesses of the British and Continental armies?

How did the views of independence divide the colonists? What were the major documents of the independence movement? How did the military course shift throughout the war?

How did leadership, committment and luck lead the Americans to victory over the British?

Second Continental Congress 1. Olive Branch Petition 2. Creation of the Continental Army 3. George Washington chosen as commanding officer

Strengths and Weaknesses of the British and Continental Armies

Thomas Paine's Common Sense Pamphlet- division of America into loyalists and patriots.

Declaration of Independence 1. Purposes 2. Theory of Government Grievances against the King Formal Announcement of Independence 3. Key Ideas of Government

Describe the results of the Second Continental Congress Compare and Contrast the strengths and weaknesses of both the Continental and British Army Distinguish the difference between a loyalist and a patriot Analyze documents such as "Olive Branch Petition, Declaration of Independence and Common Sense" Locate where battles took place using a map Generate conclusions on how the colonists were successful in winning the American Revolution

Vocabulary

Define and Identify:

Loyalist

Blockade

Continental Army

Ratify

Class Discussions Teacher directed questions Battles of the American Revolution- Map Coloring Activity Vocabulary Quiz #5 American Revolution Review Sheet #5

Jeopardy Review

Unit 5 American Revolution Exam

SS1-K1-1A SS1-K1-1B SS1-K2-1A SS1-K2-1D SS5-K1-1A SS3-K1-1A

America's History Land of Liberty, Chapter 8

Vocabulary List #5

Constructed Response- "Old England Endeavoring to Reclaim His Wicked Children"

British/Continental Army Strengths and Weaknesses T-Chart

American Revolution Patriot or Loyalists Quotes? You (the student) decide.

Military Graph - Constructed Response

Constructed Response- "Take Notice" (ad for Continental Army) Chart for notes- Loyalists and Patriots Common Sense -excerpt and questions

American Revolution Map Activity

Battles Chart -Bunker Hill, Saratoga and Yorktown Declaration Independence Reading and Chart



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Neutral

Patriot

Battle of Saratoga

Benedict Arnold

Thomas Paine

Common Sense Olive Branch Petition Bunker Hill The Crisis Yorktown Treaty of Paris Natahan Hale Green Mountain Boys Valley Forge

Saratoga: A Turning Point flow chart with questions The Crisis Constructed Response American Heroes and Spies Reading and Questions "Surrender at Yorktown" -Last Battle Reading Cause and Effect Chart of the American Revolution from the American Nation Textbook American Revolution Vocabulary Quiz #5 Vocabulary Quiz #5 Modified (less words) American Revolution Review Sheet

American Revolution Exam

American Revolution Exam Modified 1 - 3 choices

Related Websites: http://americanrevolution. org/home.html http://www.d303.org/schools/ scn/stcnlrc/colonial_america.htm http://library.thinkquest.org/10966/ http://www.kidinfo.com/ American_History/ American_Revolution.html

Adaptations



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Major George Washington Cavalry Traitor General Charles Cornwallis General John Burgoyne Betsy Ross Deborah Sampson Declaration of Independence

Instruction will be delivered in a classroom co-taught by a special education teacher and a content specialist. Differentiated instruction will maximize the learning potential of all students. Program modifications such as visual aides, reduced quantity of homework, extra set of classnotes, preferential seating, etc...will be determined by the special education teacher in accordance with the student's IEP. Classroom tests will be modified in accordance with individual IEP's. Modified Vocabulary Sheet (font, size, amount of words) Fill in the blank graphic organizers


The New Nation

How did the first U.S. government operate?

How are the New York State Constitution and the United States Constitution alike and different? Why did the U.S. need to

Strengths and Weaknesses of the Articles of Confederation 1. The structure of government under the Articles of Confederation a) Congress was the only branch of government b) Each state had equal representation c) Congress' power under the Articles

Describe the earliest form of government in the U.S. expressed in the Articles Analyze the strengths and weaknesses of the Articles of Confederation Summarize the causes and effects of Shay's Rebellion Identify the earliest formal structure of the New York State Government

Class Discussions Teacher directed questions Vocabulary Quiz #6 Confederate Period DBQ Confederate Period DBQ Quiz

SS5-K1-1B SS5-K1-1C SS1-K1-1B

America's History Land of Liberty Workbook, Chapter 9 Vocabulary List #6 Reading and questions- The Articles of Confederation Graphic Organizer "Weaknesses of the Articles of Confederation" Matching Activity- list the provisions stated in the Articles of Confederation matched wtih the problems with the Articles of Confederation Confederation Constructed Response titled "Who Has the Power?"



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replace the Articles of Confederation with the U.S. Constitution?

2. Shay's Rebellion and how it led to the Constitutional Convention 3. Achievements and contributions of the Articles a) The Land Ordinance of 1785 b) Northwest Ordinance, 1787 Form of early State government a) Similar to colonial government b) Governor with limited authority and 3-year term c) Inclusion of rights and liberties d) First system of State courts e) Bicameral legislature: Senate-4 year term and Assembly- 1 year term f) Used as a model for the United States Constitution

Compare and contrast the development of the United States and New York State constitutions

Vocabulary:

Define and Identify: 1. constitution 2. execute 3. bill of rights 4. Articles of Confederation 5. Land Ordinance of 1785 6. Northwest Ordinance 7. economic depression 8. Shay's Rebellion 9. Constitutional Convention 10. executive branch

Reading and questions- "We the People" - Shay's Rebellion Handout- Life in the Northwest Territory (labeled picture)

Related Websites http://www.allhandson deck.org/reg_home.php http://www.teachersfirst.com /ushistory/lesn-ushist.htm

Adaptations Instruction will be delivered in a classroom co-taught by a special education teacher and content specialist. Differentiated instructin will maximize the learning potential of all students. Program modifications such as visual aides, reduced quantity of homework, extra set of classnotes, preferential seating, etc... will be determined by the special education teacher in accordance with the student's IEP. Classroom tests will be modified in accordance with individual IEP's. Modified vocabulary sheet. (font, size, amount of wods, etc...) Modified Vocabulary Quiz (word box, reduction of the number of words, bold faced or italicize important words in the definition, etc... ) Fill in blank graphic organizers, cloze notes, etc... Modified DBQ in accordance wtih student's IEP



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11. legislative branch 12. judicial branch 13. compromise 14. Virginia Plan 15. New Jersey Plan 16. Great Compromise 17. Three-Fifths Compromise



Essential Questions

Content Skills Assessments Standards/PIs Resources/Notes

Constitution What important compromises were made at the Constitutional Convention? Why were Anti-federalists reluctant to ratify the Constitution? How does the Bill of Rights protect American citizens from the powers of the national government? How did the past governments influence the writing of the Constitution? How does the Constitution embody the principles of the Declaration of Independence? How do the principles of separation of powers and checks and balances limit the power of government? What specific goals are stated in the Preamble of the Constitution? How can changes be made to the Constitution?

The need for Compromise- 1. The Great Compromise 2. The 3/5ths compromise on slavery 1. The Federalist Papers 2. Federalists-Hamilton, Madison 3. Anti-federalists- Patrick Henry 4. Formal ratification of the Constitution and launching of the new government 1. Ideas from Europe and Ancient Rome 2. The Iroquois Confederacy 3. Thirteen Colonies (Mayflower Compact, House of Burgesses) 4. Enlightenment Thinkers (Montesquieu and John Locke) 1. Separation of Power 2. Checks and

Explain how the delegates at the Constitutional Convention settled their disputes Identify the positions of the Federalists and the Anti-Federalists Debate the battle for ratification Examine the importance of the Bill of Rights Identify several principles of the Constitution Discuss the influence of those that shaped the Constitution

Teacher-directed questions Vocabulary Quiz #7 Amendment Brochure Project Exam: The U.S. Constitution DBQ # 6 The Bill of Rights DBQ #7 The Constitution The Constitution Scavenger Hunt Game (History Alive Activity) Homework Assignment- A Day in the Life of a President Constructed Response Political Cartoon- The President's Hats Constructed Response- How a Bill Becomes a Law

SS1-K1-1A SS1-K1-1B SS5-K1-1A SS5-K1-1B SS5-K1-1C SS5-K1-1E SS5-K2-1D SS5-K3-1A SS5-K3-1B

America's History Land of Liberty Workbook, Chapter 9 Vocabulary List #7 Preamble Matching Activity

Federalism (a) Chart-Delegated, Reserved, Concurrent Powers (b) Matching Activity Worksheet Federalism Political Cartoon Constructed Response-States' Rights-A Losing Batt

President's Responsibilies Worksheets (a) A Man of Many Hats (b) Matching Activity

Related Websites: http://www.constitutionfacts.com http://thomas.loc.gov/links/

http://www.constitutioncenter.org/CitizenAction/GovernmentWebsites/index.sh

Adaptations Instruction will be delivered in a classroom co-taught by a special education teacher and content specialist. Differentiated instruction will maximize the learning potential of all students. Program modifications such as visual aides, reduced quantity of homework, extset of classnotes, preferential seating, etc... will be determined by the special education teacher in accordance with the student's IEP. Classroom tests will be modified in accordance with individual IEP's. Modified vocabulary sheet. (font, size, amount of words, etc...) Modified Vocabulary Quiz (word box, reduction of the number of words, bold faor italicize important words in the definition, etc... ) Fill in blank graphic organizers, cloze notes, etc...



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Why is it important that the Constitution can be changed? How does the elastic clause allowt he Constitution to stretch its power?

Balances 3. Federalism 4. Representative Government The Constitution and the Function of Government 1. The Preamble states the purpose of the document 2. The structure and role of the legislative branch 3. The structure and role of the executive branch 4. The structure and role of the judicial branch 1. The Amendment Procedure 2. The elastic clause

Modified DBQ in accordance wtih student's IEP

George Washington What political, economic, and social issues did the new nation confront under the Constitution? How did the new nation estabilsh itself in its early days and begin to operate?

Washington's Gets the New Nation Organized (a) The first Cabinet (b) The Judiciary Act of 1789

Evaluate Washington's actions as President Explain how the nation's court system was established Identify the first Cabinet


Vocabulary Quiz #8 Constructed Responses: The Cabinet Constructed Response: Money Problems of

SS1-K1-1A SS1-K2-1C SS1-K2-1D SS4-K1-1G SS5-K1-1A

America's History Land of Liberty Workbook, Chapter 10 Vocabulary List #8 Cabinet Positions Chart Diagrams/Reading How Banks Work Reading/Questions: The Whiskey Rebellion Reading/Questions: A Proclamation of Neutrality Reading/Questions: Signs Jay's Treaty with Chart: The First Two Political Partie Reading/ Questions: The XYZ Affair Fact Sheet on the Alien and Sedition Acts



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What impact does George Washington have on the U.S.'s early survival? How did perspectives differ on the new nation's viability under the Constitution? Why were the Republicans against the Alien and Sedition Acts? How did the presidential election of 1800 bring an end to the Federalist Party?

(c) precedents

Alexander Hamilton's Financial Plan 1. Pay off debts from banks 2. Create a National Bank 3. New tax laws- (a) excise tax on whiskey (b) protective tariff Opposition to Hamilton's Financial Plan- (a) Southern states (b) The Whiskey Rebellion Washington's Foreign Policy-

established by Washington Assess Hamilton's financial plan to get the new nation out of debt Explain how Washington maintained neutrality during the French Revolution Determine if Washington was justified in remaining neutral during the French and British conflict Identify the main ideas of Washington's Farewell Address Recognize how Washington's actions set precendent for future leaders of the United States Explain the development of

the New Nation New Nation Quiz #1 DBQ #9: The New Nation (Leadership of George Washington, ways that Alexander Hamilton helped the National Debt) Writing Assignment: Editorial for the National Gazette supporting either Alexander Hamilton or Thomas Jefferson's views on the New Nation Constructed Response: "Opposite Sides of a Penny" Constructed Response: Federalists vs Republicans Extra Credit Activity: Political Campaign Speeches by either Hamilton or Jefferson The New

Reading/Questions: The Kentucky and Virginia Resolutions Handout-The TwelftAmendment Related Websites: http://www.atozteacher stuff.com/Themes /George_Washington/ http://gwpapers.virginia. edu/education/kids/ teacherintro.html http://memory.loc.gov /ammem/ndlpedu/ lessons/gw/gwintro.html

Adaptations

Instruction will be delivered in a classroom co-taught by a special education teacher and a content area specialist. All lessons and unit plans will include elements of differentiation maximizing thlearning potiential of all students. Curriculum will be modified on an as needed basis for students with IEP's.

Program modifications such as reduced quantity of homework, extra set of classnotes, preferential seating, etc.. will be determined by the special educatioteacher and in accordance with the student's IEP. Classroom tests will be modified in accordance with individual IEP's. Examples of such modifications are reduced number of choices for multiple choword bank, deletion of some questions, re-wording question, increase font sizechange font, enlarge format of test, and/or modify task. DBQ will be done as a whole class. Use of alternate scoring rubric.



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(a) French Revolution (b) Wasington's Neutrality Proclamation (c) Jay's Treaty

The Pinckney Treaty

Washington's Farewell Address

America's first two political parties Identify the foreign problems John Adams faced with France

Nation Quiz #2

Jefferson Era

Why did the election of Thomas Jefferson bring about changes to the nation? What is the relationship between the relative importance of United States domestic and foreign policies over time

Judicial Review: Marbury v. Madison The Louisiana Purchase The Lewis and Clark Expedition- (a) Facts and details about the journey (b) Results

Explain changes Jefferson made to the government when he took office Summarize the concept of judicial review as established by the Marbury v. Madison case

Explain how the

Teacher-directed questions

Vocabulary Quiz #9

Map Activity-Louisiana Purchase Lewis and Clark Journal Project

Jefferson Era Exam

SS1-K1-1A SS1-K2-1B SS1-K2-1C SS1-K2-1D SS1-K3-1B SS3-K1-1A SS4-K1-1G SS4-K1-1G SS4-K2-1D SS4-K1-1A SS3-K1-1A


Vocabulary List #9 Reading and Questions from Joy Hakim A History of Us: "Meet Mr. Jefferson" Marbury v. Madison Legal Case Brief Handouts Reading and Questions: The Lousiana Purchase

Lewis and Clark Journal Project Instructions and Grading Rubric

Placards, Maps, and Overheads A-H (for the Lewis and Clark Expedition for GroActivity) Student handouts for note-taking



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Native America concessions and treaties-Tecumseh and Native American losses

War of 1812-second war for independence (a) Causes of the conflict (Embargo Act), guaranteeing of boundaries (b) Brief summary of the important battles (c) Results (Treaty of Ghent) The Purchase of Florida (a) introduce Andrew Jackson (b) way that the land was obtained The Era of Good Feelings- (1) Clay's American system (2) protective tariffs (3) threats to Latin America (The Monroe Doctrine)

United States gained the Louisiana Territory from France

Locate the Louisiana Purchase on a map

Summarize the experience of the Lewis and Clark expedition Evaluate the significance of the Lewis and Clark expedition Describe the foreign policy of Thomas Jefferson and the challenges he faced Evaluate the effects of the Embargo Act

DBQ Quiz-The Louisiana Purchase

SS3-K1-1D

Map transparencies of the Lousiana Purchase (Base and overlay) Results of Lewis and Clark Graphic Organizer Reading and Questions: "United States Domestic Policy Under Jefferson" (Tecumseh) Primary Source Readings and Questions: "Two Views- The Words of Tecumsehand Pushmataha" Constructed Response: Political Cartoon titled "Ograbme" (Embargo Act) Constructed Response: American Foreign Trade War of 1812 Battles and Events Readings (mini-booklets) War of 1812 Battles and Events Chart

Music(on CD) and Lyrics to "The Star-Spangled Banner" Constructed Response: The Star-Spangled Banner lyrics Related Websites: http://www.pbs.org/ lewisandclark/class/index.html http://www.pbs.org/ lewisandclark/class/idx_les.html http://www.surfnetkids. com/lewis_and_clark.htm http://www.sciencefriday .com/kids/sfkc20040402-2.html

Adaptations Instruction will be delivered in a classroom co-taught by a special education teacher and a content specialist. Differentiated instruction will maximize the learning potential of all students. Program modifications such as visual aides, reduced quantity of homework, extseet of classnotes, preferential seating, etc... will be determined by the specialeducation teacher in accordance with the student's IEP.

Classroom tests will be modified in accordance wtih individual IEP's. Modified



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(4) The Missouri Compromise (extension of slavery)

Defend the reasons War Hawks supported war with Britain

Analyze why Americans went to war with Britain in 1812 Describe the major events and battles of the War of 1812

Evaluate the way that the United States obtained Florida

Summarize the period of time known as "The Era of Good Feelings" Examine the significance of the Monroe Doctrine

vocabulary sheet (font, size, amount of words..)Fill in the blank graphic organizers, cloze notes, etc.. Modified Vocabulary Quiz (word box, reduction ofamount of words, bold faced or italicize important words in definition) ModifiedDBQ in accordance with student's IEP



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Evaluate the effects of the Missouri Compromise

Vocabulary Define and Identify: 1. democratic 2. laissez-faire 3. Marbury v. Madison 4. judicial review 5. continental divide 6. Louisiana Purchase 7. impressment 8. embargo



The Industrial Revolution

How did social and evonomic life change as the United States began to move from an agrarian to an industrial society?

How did geographic factors contribute to this change

Causes of the Industrial Revolution in the United States- 1. British ideas of spinning mill and power loom 2. Eli Whitney and mass production of goods 3. War of 1812

9. Nonintercourse Act 10. War Hawks 11. nationalism 12. Battle of Tippicanoe 13. War of 1812 14. Hartford Convention 15. Treaty of Ghent 16. Monroe Doctrine 17. Missouri Compromise

Identify inventions that improved production, communication, and

Teacher-directed questions

Vocabulary Quiz #10

Project: The Industrial Revolution Invention Poster

America's History Land of Liberty Workbook, Chapter 12 Vocabulary List #10 Reading and Questions from Joy Hakim A History of Us: "Yankee Ingenuity: Cotton and Muskets" Chart: Causes and Effects of the Industrial Revolution in the United States Chart: Comparing Agricultural Society to Industrial Society Library Resources for Invention Poster Project Reading and Questions: Eli Whitney and the Cotton Gin Graphic Organizer: The Cotton Gin Diagram showing how the cotton gin works Graphic Organizer: Growing Cities Instructions for Invention Poster Project Chart for Invention Poster Project stations Map: Early Roads West



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forces Americans to produce their own products 4. Eli Whitney and the cotton gin

New Inventions- 1. spinning jenny 2. steam locomotive 3. spinning mill 4. cotton gin 5. Corduroy roads 6. Erie Canal 7. interchangeable parts 8. steam boat 9. telegraph

transportation in the United States

Describe how the Industrial Revolution impacted the United States Evaluate the affect interchangeable parts had on the United States economy and cities Evaluate the impact of the cotton gin Explain the relationship between the cotton boom, slavery, and sectionalism Identify ways slaves resisted slavery on southern plantations

Vocabulary:

Lowell Mills Poster Assignment

The Industrial Revolution Exam

DBQ #9: The Industrial Revolution

Reading and Questions: Building the Erie Canal

Song (on tape) and lyrics: "Fifteen Miles on the Erie Canal" Handout: Analyzing Sectionalism

Adaptations Instruction will be delivered in a classroom co-taught by a special education teacher and a content specialist. Differentiated instruction will maximize the learning potential of all students. Program modifications such as visual aides, reduced quantity of homework, extseet of classnotes, preferential seating, etc... will be determined by the specialeducation teacher in accordance with the student's IEP. Classroom tests will be modified in accordance wtih individual IEP's. Modified vocabulary sheet (font, size, amount of words..)



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10. turnpikes 11. power loom

Transportation Revolution

Impact of the Cotton Gin on the South and Slavery

Sectionalism: North-Daniel Webster South-John C. Calhoun West-Henry Clay

Define and Identify: 1. Industrial Revolution 2. spinning jenny 3. cotton gin 4. capitalist 5. factory system 6. interchangeable parts 7. Eli Whitney 8. Lancaster Turnpike 9. turnpike 10. corduroy roads 11. canal



Effects of the Industrial Revolution- 1. Factory System spreads 2. Young women and children from nearby farms work in mills 3. Growing cities face problems of fire, sewage, garbage, and disease 4. Sectionalism develops 5. Increased slavery

12. sectionalism 13. slave codes 14. Nat Turner 15. overseer 16. flog 17. Cotton Kingdom 18. Erie Canal




Jackson Era

What was Jacksonian democracy?

How did Jackson's policies affect the political, economic, and social life of the nation? How was Jackson viewed by the people?

During Jackson's Presidency, how were the Native Americans impacted?

The Spoils System - replacing qualified government employees with his own supporters

The Kitchen Cabinet -Unqualified supporters gaining jobs in the Cabinet -Group of unofficial advisors that Jackson relied on; they would meet in the kitchen

Bank War a. Bank was too powerful because it controlled loans made by state banks. b. Pet Banks were federal money deposited in state banks. c. Panic of 1837- State banks make too many loans and print too much money that isn't backed by gold or silver.

Jackson was thought to abuse his power.

Compare Jefferson to Jackson Identify and explain the wrong doings of President Jackson.


Constructed Response portraying Jackson as a King

Indian Removal Act and Trail of Tears Reading and Questions

SS5-K1-1C SS4-K1-1E SS1-K2-1A SS1-K3-1A SS1-K4-1D SS3-K1-1A SS3-K2-1C SS1-K1-1A SS3-K1-1A SS3-K1-1C SS3-K1-1D SS1-K3-1B SS1-K3-1C SS1-K3-1D SS4-K1-1A SS5-K1-1C SS5-K2-1E SS5-K4-1A

Graphic Organizer about Jackson taking office (The Spoils System, The Kitchen Cabinet, The National Bank) Reading and Questions: "Indian Removal Act and Trail of Tears" Project: Jackson Campaign Poster Instructions and Grading Rubric Video: Old Hickory

Adaptations Instruction will be delivered in a classroom co-taught by a special education teacher and content specialist. Differentiated instructin will maximize the learning potential of all students. Program modifications such as visual aides, reduced quantity of homework, extra set of classnotes, preferential seating, etc... will be determined by the special education teacher in accordance with the student's IEP. Classroom tests will be modified in accordance with individual IEP's.

Modified vocabulary sheet. (font, size, amount of words, etc...) Modified Vocabulary Quiz (word box, reduction of the number of words, bold faced or italicize important words in



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Westward Expanion Part I

How did the idea of Manifest Destiny influence the growth of the United States?

What was life like for the people heading west?

What caused friction between Texas and Mexico?

Why was the Battle at the Alamo significant? What were the causes of the Mexican War? Why were people interested in settling in California?

Manifest Destiny is the belief that the US was able to expand from "Sea to Shining Sea."

49ers moving out west in search of gold

Boom Towns/Ghost Towns Americans settled in Texas such as Stephen Austin. Texas' Independence Battle of the Alamo Lone Star Republic - Independence of Texas granted Mormon Community set up in Salt Lake, Utah. Beliefs such as polygamy and common Property. Leader - Brigham Young Causes of the Mexican War Annexation for Texas Border Issues California becomes settled Debt between the US and Mexico

Define Manifest Destiny Explain what life was like for Americans traveling west. Predict the results of the Battle at the Alamo Analyze the Causes of the Mexican War Interpret Maps of the Trails West Vocabulary Define and Identify: Mountain Men Oregon Trail Oregon Country Annex Republic of Texas Alamo Lone Star RepublicStephen Austin Sam Houston

Teacher directed questions Class Discussions Vocabulary Quiz

the definition, etc... ) Fill in blank graphic organizers, cloze notes, etc... Modified DBQ in accordance wtih student's IEP


Map of the United States

Cloze Notes on Manifest Destiny Manifest Destiny Constructed



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Westward Expansion Part II How did expansion affect the Native Americans and their way of life?

How did the invention of the Transcontinental Railroad affect expansion?

What type of people settled in the frontier? What role did the Indian Wars play on expansionism?

The differences between Native American and European/White Culture Homestead Act

Building of the Transcontinental Railroad

(Golden Spike)

Problems while building the Transcontinental Railroad

Results of the Transcontinental Railroad

The settlement of Miners, Cowboys/Ranchers and Farmers in the Frontier

New Mexico Territory Manifest Destiny Bear Flag Republic Mexican War Mexican Cession Gadsden Purchase Cede Forty-Niners Mormons Brigham Young Joseph Smith

Compare the culture of Native Americans with the culture of Europeans and Whites

Generate ideas about the life immigrants had working on the transcontinental railroad Summarize the building and effects of the Transcontinental Railroad Identify the way of life for miners, cowboys/ranchers

Westward Expansion DBQ

Response Oregon Fever Reading

Chart of Oregon Country, Texas, Battle at the Alamo, Lone Star Republic, California Gold Rush, and Mormons

Oregon Country Critical Thinking Questions

"Sager Family Going Out West" -Reading

Map of "The Battle of the Alamo" -From Creating America Graphic Organizer of the Mexican War War with Mexico Questions and Geography Skills Picture of the Gold Miners - Overhead Manifest Destiny Graphic Organizer Mormon Trail Oregon Trail Santa Fe Trail California Trail Trails West Geography Skill Builder Cause and Effect Flow Chart Cause and Effect of the United States Expansion Chart with Questions Movie: The Alamo Song and lyrics: "Going West on a Covered Wagon Train"



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What were the results of Westward Expansion?

-Areas they settled

-Way of life

Indian Wars

-Chivington Massacre

-1876 Battle of Little Bighorn

-1877 Retreat of the Nez Perce

-1890 Battle of Wounded Knee

Results of Westward Expansion

-Native American culture destroyed

-Manifest Destiny fulfilled

-Farmers Revolt

-Faster/easier travel west

and farmers Describe the Indian Wars Discuss the way of life of the Plains Indians

The Oregon Trail Interactive Game- Computer Program Related Websites: http://www.opb.org/ education/ntti/2004 /westwardho/index.html http://www.cyberbee.com /wwho/index.html

Differences between Native American and European/White Culture Chart

Homestead Act Constructed Response



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Causes of the Civil War

How did sectionalism cause the North and South to grow apart?

In what way did abolitionists such as Harriet Tubman and Sojourner Truth have an impact on slavery?

What were the causes of the Civil War?

What was the importance of keeping a balance of power? What was the spark of the war?

What were the social, political and economic issues that led the United States into the Civil War?

Differences between the North and the South - Inventions - Economy - Northern/Southern Life

Life for African Americans in the North and South Abolitionist - Harriet Tubman - William Lloyd Garrison - Sojourner Truth - Harriet Beecher Stowe - Frederick Douglas - Henry "Box" Brown Causes of the Civil War - Missouri Compromise - Compromise of 1850 - Uncle Tom's Cabin - Kansas-Nebraska Act - Dred Scott Case - Lincoln-Douglas Debates - John Brown's Raid

Compare how life was like in the North and South

Examine how life was like for both free and enslaved blacks Identify and recall the important abolitionists Explain how the Missouri Compromise impacted Congress

Apply prior knowledge of sectionalism in order to make appropriate inferences on how this idea divided the north and south even further

Describe the cause and effect relationship between the Compromise of 1850


Class Discussions Comparing the North and South Geography Skills Worksheet Balance of Free and Slave States Chart Skills Worksheet Balance of Free and Slave States Graph Skills

Transcontinental Pictures and Cloze Notes Indian Wars Graphic Organizer Plains Indians Graphic Organizer Results of Westward Expansion Web

Related Websites: http://americanhistory2 .si.edu/ourstoryinhistory /tryonline/buildsodhouse.html

Adaptations Instruction will be delivered in a classroom co-taught by a special education teacher and content specialist. Differentiated instructin will maximize the learning potential of all students. Program modifications such as visual aides, reduced quantity of homework, extra set of classnotes, preferential seating, etc... will be determined by the special education teacher in accordance with the student's IEP. Classroom tests will be modified in accordance with individual IEP's. Modified vocabulary sheet. (font, size, amount of words, etc...) Modified Vocabulary Quiz (word box, reduction of the



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- Election of 1860

Social Issues - Way of life - Fugitive Slave Law

Political Issues - Missouri Compromise - Kansas-Nebraska Act - Election of 1860

Economic Issues -How money was made (factories/plantation life)

and the Fugitive Slave Law

Debate the importance of a balance of power within Congress

Describe how Uncle Tom's Cabin further affected sectionalism

Paraphrase the events that led up to the Kansas-Nebraska Act

Analyze why Dred Scott was not set free by the courts

Describe the issues and view point that Lincoln and Douglas took during their debate

Evaluate the importance of John Brown's Raid

Justify why the Election of 1860 is considered the spark of the Civil War Explain the social, political and economic events and issues that led to the Civil War

Questions Comparing Abraham Lincoln to Stephen Douglas John Brown's Body Song Questions Causes of the Civil War Exam Causes of the Civil War DBQ Final

number of words, bold faced or italicize important words in the definition, etc... ) Fill in blank graphic organizers, cloze notes, etc... Modified DBQ in accordance wtih student's IEP



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Civil War

What is the underlying meaning to the quote, "A house divided can not stand" by Abraham Lincoln?

How did the North's advantages change the tide of war?

Why was the Anaconda Plan effective?

How did the battles affect the soldiers and unity of the nation? How effective was the Emancipation Proclamation.

Meaning of "A house divided" -Goal of war changed from slavery to Preserving the Union

Advantages of the North - Larger Population - More factories - More Money - Stronger Government - Navy/Telegraph - Railroads - Produced the food it needed Advantages of the South -Experienced Generals -Defensive Plan -Experienced Outdoorsmen -Hope for foreign aide

Major Battles of the War

Analyze the meaning of the quote "A house divided can not stand. I believe..." Compare and Contrast the advantages and disadvantages for the North and South Identify the significance of the important battles fought

Explain the meaning and purpose of the Emancipation Proclamation

Explain the meaning and purpose of the Emancipation Proclamation

Predict how the Emanipation Proclamation will change people's feelings about the war

Class Discussions Teacher directed questions

America's History Land of Liberty Workbook, Chapter 15/16

T - Chart of the Differences between the North and South

Comparing the North and South Geography Skills Cloze Notes on the Life for African Americans Balance of Free and Slave States Chart Skills Famous People During the Abolition Movement And Their Accomplishments Chart Causes of the Civil War - brief readings, short notes, maps and pictures Balance of Free and Slave States Graph Skills Map of how slavery divided the nation Abraham vs Stephen Douglas reading and questions John Brown's Body Song and Questions

Road to the Civil War Graphic Organizer

Social, Political and Economic



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What was the purpose of the Gettysburg Address?

How did the war end?

- Fort Sumter -started the war - Bull Run -Antietam -Vicksburg -Shiloh-bloodies battle -Gettysburg - March to the Sea- "Total War" - Petersburg

Emancipation Proclamation Gettysburg Address

Analyze the Gettysburg Address

"A House Divided" questions

Choosing Sides A Geography Skills The Gettysburg Address Questions from Reading

The War Takes A New Direction Worksheet

Cause and Effect Skills Graphic Organizer

issues and Historical Examples Chart

Compromise of 1850 Map and Notes Homework Assignment

Differences between the North and South and Causes of the Civil War Review Sheet Twiz on the Differences and Causes of the Civil War Exam and Constructed Response on the Causes of the Civil War Related Websites: http://historyalive. weac.org/teachers/ lesson.htm http://historynow.org /09_2005/lp3.html http://www.pbs.org/ wnet/slavery/teachers /lessons_mid.html

Adaptations Instruction will be given under a co-taught classroom by a special education teacher and a content special area teacher. Differentiated instruction will maximize the learning of all students.

Program modifications such as visual aides, reduced quantity of homework, extra set of classnotes, preferential seating, etc... will be



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determined by the special education teacher and in accordance with the student's IEP.

Classroom tests will be modified in accordance with individual IEP's. Modified Vocabulary Sheet (font, size, amount of words) Fill in the blank graphic organizers




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America's History Land of Liberty Workbook, Chapter 16/17 "A House Divided" speech and questions Reading and Chart: Advantages and Disadvantages Match-up Comparing Teams Chart Reading on the Anaconda Plan Battles Chart Questions on the Emancipation Proclamation Excerpt Chart: "Comparing Lincoln's Early Motives up to the Emanicpation Proclamation" Reading and Questions: "The Gettysburg Address" Handout: "The War Takes A New Direction" Chart: Causes and Effects of the Civil War Movie and questions: Glory

Adaptations



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Instruction will be delivered in a classroom co-taught by a special education teacher and content specialist. Differentiated instructin will maximize the learning potential of all students. Program modifications such as visual aides, reduced quantity of homework, extra set of classnotes, preferential seating, etc... will be determined by the special education teacher in accordance with the student's IEP.

Classroom tests will be modified in accordance with individual IEP's. Modified vocabulary sheet. (font, size, amount of words, etc...) Modified Vocabulary Quiz (word box, reduction of the number of words, bold faced or italicize important words in the definition, etc... ) Fill in blank graphic organizers, cloze notes, etc... Modified DBQ in accordance wtih student's IEP

Key to Standards used in this Map

SS1-K1-1A [7 occurences] - SS Standard 1 - Key Idea 1 [History of the United States and New York i] - Performance Indicator 1A - explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans. [Intermediate]

SS1-K1-1B [4 occurences] - SS Standard 1 - Key Idea 1 [History of the United States and New York i] - Performance Indicator 1B - interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights, and other important historical documents. [Intermediate]

SS1-K2-1A [2 occurences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1A - describe the reasons for periodizing history in different ways. [Intermediate]



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SS1-K2-1B [3 occurences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1B - investigate key turning points in New York State and United States history and explain why these events or developments are significant. [Intermediate]

SS1-K2-1C [3 occurences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1C - understand the relationship between the relative importance of United States domestic and foreign policies over time. [Intermediate]

SS1-K2-1D [4 occurences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1D - analyze the role played by the United States in international politics, past and present. [Intermediate]

SS1-K3-1A [2 occurences] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1A - complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations. [Intermediate]

SS1-K3-1B [4 occurences] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1B - gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States. [Intermediate]

SS1-K3-1C [2 occurences] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1C - describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents. [Intermediate]

SS1-K3-1D [2 occurences] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1D - classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious. [Intermediate]

SS1-K4-1B [1 occurence] - SS Standard 1 - Key Idea 4 [History of the United States and New York iv] - Performance Indicator 1B - understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives. [Intermediate]

SS1-K4-1D [3 occurences] - SS Standard 1 - Key Idea 4 [History of the United States and New York iv] - Performance Indicator 1D - describe historic events through the eyes and experiences of those who were there. [Intermediate]

SS2-K1-1B [2 occurences] - SS Standard 2 - Key Idea 1 [World History i] - Performance Indicator 1B - know some important historic events and developments of past civilizations. [Intermediate]

SS2-K1-1C [2 occurences] - SS Standard 2 - Key Idea 1 [World History i] - Performance Indicator 1C - interpret and analyze documents and artifacts related to significant developments and events in world history. [Intermediate]

SS2-K2-1C [2 occurences] - SS Standard 2 - Key Idea 2 [World History ii] - Performance Indicator 1C - study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes. [Intermediate]

SS2-K4-1B [2 occurences] - SS Standard 2 - Key Idea 4 [World History iv] - Performance Indicator 1B - analyze different interpretations of important events and themes in world history and explain the various frames of reference expressed by different historians. [Intermediate]

SS2-K4-1C [1 occurence] - SS Standard 2 - Key Idea 4 [World History iv] - Performance Indicator 1C - view history through the eyes of those who witnessed key events and developments in world history by analyzing their literature, diary accounts, letters, artifacts, art, music, architectural drawings, and other documents. [Intermediate]

SS2-K4-1D [1 occurence] - SS Standard 2 - Key Idea 4 [World History iv] - Performance Indicator 1D - investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause-and-effect relationships, testing these hypotheses, and forming conclusions. [Intermediate]

SS3-K1-1A [6 occurences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1A - map information about people, places, and environments. [Intermediate]

SS3-K1-1C [2 occurences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1C - investigate why people and places are located where they are located and what patterns can be perceived in these locations. [Intermediate]

SS3-K1-1D [3 occurences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1D - describe the relationships between people and environments and the connections between people and places. [Intermediate]

SS3-K2-1C [2 occurences] - SS Standard 3 - Key Idea 2 [Geography ii] - Performance Indicator 1C - present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer-generated models. [Intermediate]

SS4-K1-1A [4 occurences] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1A - explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources. [Intermediate]

SS4-K1-1E [1 occurence] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1E - investigate how people in the United States and throughout the world answer the three fundamental economic questions and solve basic economic problems. [Intermediate]

SS4-K1-1G [3 occurences] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1G - explain how nations throughout the world have joined with one another to promote economic development and growth. [Intermediate]

SS4-K2-1D [1 occurence] - SS Standard 4 - Key Idea 2 [Economics ii] - Performance Indicator 1D - develop conclusions about economic issues and problems by creating broad statements which summarize findings and solutions. [Intermediate]



SS5-K1-1A [4 occurences] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1A - explain the probable consequences of the absence of government and rules. [Intermediate]

SS5-K1-1B [3 occurences] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1B - describe the basic purposes of government and the importance of civic life. [Intermediate]

SS5-K1-1C [6 occurences] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1C - understand that social and political systems are based upon peoples beliefs. [Intermediate]

SS5-K1-1E [1 occurence] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1E - analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs. [Intermediate]

SS5-K2-1D [1 occurence] - SS Standard 5 - Key Idea 2 [Civics, Citizenship, and Government ii] - Performance Indicator 1D - define federalism and describe the powers granted the national and state governments by the United States Constitution. [Intermediate]

SS5-K2-1E [1 occurence] - SS Standard 5 - Key Idea 2 [Civics, Citizenship, and Government ii] - Performance Indicator 1E - value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality. [Intermediate]

SS5-K3-1A [1 occurence] - SS Standard 5 - Key Idea 3 [Civics, Citizenship, and Government iii] - Performance Indicator 1A - explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time. [Intermediate]

SS5-K3-1B [1 occurence] - SS Standard 5 - Key Idea 3 [Civics, Citizenship, and Government iii] - Performance Indicator 1B - understand that the American legal and political systems guarantee and protect the rights of citizens and assume that citizens will hold and exercise certain civic values and fulfill certain civic responsibilities. [Intermediate]

SS5-K4-1A [1 occurence] - SS Standard 5 - Key Idea 4 [Civics, Citizenship, and Government iv] - Performance Indicator 1A - respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint. [Intermediate]



districtprintablemap.cfm?mid · settled in the 13 colonies. identify the political, economic,...

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