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Colonization
Vocabulary:
colony large landowners farmers artisans women indentured servants slaves courage patriotism honesty
trustworthiness specialization productivity trade opportunity cost voluntary exchange productivity price incentives
Essential Questions:
How did the physical environment of New England, the Mid-Atlantic, and Southern colonies influence and shape the way colonists lived and worked?
How did the location of each colony help determine the economic activities in the colony?
How did large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans play a role in the development of the colonies?
How did colonial leaders exhibit courage, patriotism, honesty and trustworthiness?
Standards:
SS4H3 The student will explain the factors that shaped British colonial America. a. Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies.b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans.
SS4G2 The student will describe how physical systems affect human systems. c. Explain how the physical geography of the New England, Mid-Atlantic, and Southern colonies helped determine economic activities practiced therein.
SS4CG5 The student will name positive character traits of key historic figures and government leaders (honesty, patriotism, courage, trustworthiness).
SS4E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events. b. Explain how price incentives affect people’s behavior and choices (such as colonial decisions about what crops to grow and products to produce). c. Describe how specialization improves standards of living (such as the differences in the economics in the New England, Mid-Atlantic, and Southern colonies).
American Revoulution
Vocabulary:
ally congress rebellion proclamation smuggling liberty massacre correspondence quarter
delegate patriot militia minutemen treason inflation mercenary traitor territory republic ratify amendment
Essential Questions: How did the colonists and British use their knowledge of the land to fight during the American Revolution?Why were New York City, Boston, and Philadelphia geographically important during the American Revolution?
Why was the American Revolution caused by a failure to compromise (British Imperial Policy: the 1765 Stamp Act, “no taxation without representation,” Sons of Liberty, the Boston Tea Party)?
Why did the American colonists and the British have such different reactions to the end of the French and Indian War?
Why was the signing of the Declaration of Independence a key event of the American Revolution?
Why are natural rights important?
Why did the colonists choose to make sacrifices to gain their independence?
How were the Americans able to defeat the British in the American Revolution?
How did King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams contribute to the establishment of the United States of America?
Standards:
SS4H4 The student will explain the causes, events, and results of the American Revolution.
a. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, and the Boston Tea Party. b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power. c. Describe the major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown. d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams.
SS4G1 The student will be able to locate important physical and man-made features in the United States.
b. Locate major man-made features; include New York City, NY; Boston, MA; and Philadelphia, PA.
SS4G2 The student will describe how physical systems affect human systems.
d. Explain how each force (American and British) attempted to use the physical geography of each battle site to its benefit (SS4H4c).
SS4CG1 The student will describe the meaning of:
a. Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness).
New Nation
Vocabulary:
amendment bill cabinet capital citizen compromise constitution convention delegates democracy federal inauguration
interest law popular sovereignty ratify rebellion representatives republic territory unconstitutional veto
Essential Questions:
Why would Americans favor a weak central government after the Revolution?
How did the major issues debated at the Constitutional Convention result in a long-lasting document?
How was the decision to revise the Articles of Confederation based on political and economic factors?
How does the Preamble to the Constitution reflect the will of the people?
How did the framers of the Constitution prevent the central government from becoming too powerful?
How can citizens demonstrate their responsibilities and rights?
Standards:
SS4H5 The student will analyze the challenges faced by the new nation. a. Identify the weaknesses of the government established by the Articles of Confederation. b. Identify the major leaders of the Constitutional Convention (James Madison and Benjamin Franklin) and describe the major issues they debated, including the rights of states, the Great Compromise, and slavery. c. Identify the three branches of the U. S. government as outlined by the Constitution, describe what they do, how they relate to each other (checks and balances and separation of power), and how they relate to the states. d. Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the power of government, and explain the reasons for its inclusion in the Constitution in 1791.
SS4CG1 The student will describe the meaning of: a. Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness). b. "We the people" from the Preamble to the U.S. Constitution as a reflection of consent of the governed or popular sovereignty. c. The federal system of government in the U.S.
SS4CG2 The student will explain the importance of freedom of expression as guaranteed by the First Amendment to the U. S. Constitution
SS4CG3 The student will describe the functions of government. a. Explain the process for making and enforcing laws. b. Explain managing conflicts and protecting rights. c. Describe providing for the defense of the nation. d. Explain limiting the power of people in authority. e. Explain the fiscal responsibility of government.
SS4CG4 The student will explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic. a. Explain the necessity of respecting the rights of others and promoting the common good. b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, and communicating with public officials).
SS4CG5 The student will name positive character traits of key historic figures and government leaders (honesty, patriotism, courage, trustworthiness).
SS4E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.e. Describe how trade promotes economic activity (such as how trade between the colonies and England affected their economies
Western Expansion
Vocabulary:
pioneer frontier flatboat canal manufacturer nationalism foreign policy Manifest Destiny mass production
productivity entrepreneur reform annexation cession wagon train forty-niner gold rush boomtown suffrage
abolitionist Underground Railroad
Essential Questions:
How did major physical and man-made features affect the expansion of the United States?
How did the War of 1812 contribute to the stability of the United States?
Why did the United States expand its territories (Louisiana Purchase and Lewis and Clark, Texas and the Alamo and independence, Oregon and the Oregon Trail, California and the Gold Rush and mining towns) between 1800-1860?
How did changes in transportation (the Erie Canal, steamboat, and steam locomotive) and communication (telegraph) change life in the United States?
How did the suffrage and abolitionist movements change politics and society in the mid 1800s?
How did the Lewis and Clark expedition exhibit honesty, courage, patriotism, and trustworthiness in completing its mission?
How did Sojourner Truth, Elizabeth Cady Stanton, and Harriet Tubman exhibit honesty, courage, patriotism, and trustworthiness?
Standards:
SS4H5 The student will analyze the challenges faced by the new nation. E. Describe the causes and events of the War of 1812; include burning of the Capitol and the White House.
SS4H6 The student will explain westward expansion of America between 1801 and 1861. a. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns). b. Describe the impact of the steamboat, the steam locomotive, and the telegraph on life in America. c. Describe the impact of westward expansion on Native Americans.
SS4H7 The student will examine the main ideas of the abolitionist and suffrage movement. a. Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton. b. Explain the significance of Sojourner Truth to the abolitionist and suffrage movements.
SS4G1 The students will be able to locate important physical and man-made features in the United States. a. Locate major physical features of the United States: include the Atlantic Coastal Plain, Great Plains, Continental Divide, the Great Basin, Death Valley, Gulf of Mexico, St. Lawrence River, and the Great Lakes. b. Locate major man-made features; include New York City, NY; Boston, MA; Philadelphia, PA; and the Erie Canal.
SS4G2 The student will describe how physical systems affect human systems. e. Describe physical barriers that hindered and physical gateways that benefited territorial expansion from 1801 to 1861 (SS4H6a).
SS4CG2 The student will explain the importance of freedom of expression as guaranteed by the First Amendment to the U.S. Constitution.
SS4CG4 The student will explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic. a. Explain the necessity of respecting the rights of others and promoting common good. b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, communicating with public officials).
SS4CG5 The student will name positive character traits of key historic figures and government leaders (honesty, patriotism, courage, trustworthiness).
SS4E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events. f. Give examples of technological advancements and their impact on business productivity during the development of the United States (such as the steamboat, the steam locomotive, and the telegraph).
Personal Finance
Vocabulary:
budget benefit cost earnings income interest expense interest income invest investing spending saving
Essential Questions:
What are the benefits and costs of personal budgeting?
What are the benefits and costs of saving?
What are the benefits and costs of making purchases?
Standards:
SS4E2 The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important
