D.C.

U.S. History and Geography: Westward Expansion to the Present

• The New Nation's Westward Expansion (1790–1860)

  • 5.1 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s.

    • 1 Describe the waves of immigrants from Europe between 1789 and 1850 and their modes of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap (e.g., overland wagons, canals, flatboats, and steamboats).

    • 2 Describe the enslaved immigrants from Africa from the 1790s through the 1820s and the routes they traveled from disembarkment (e.g., from New Orleans up the Mississippi and westward along the Gulf Coast, from Mobile, Savannah, Charleston, Washington, DC, Baltimore, and Philadelphia, westward, northward, and southward).

    • 3 Describe the process of the "internal slave trade" that saw Africans born in the United States sold into the southernmost states (Mississippi, Alabama, Georgia, and South Carolina) from more Northern states (Virginia, North Carolina, and Maryland).

    • 4 Name the states and territories that existed in 1850 and their locations and major geographical features (e.g., mountain ranges, principal rivers, and dominant plant regions).

    • 5 Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Sacagawea, Zebulon Pike, and John Fremont).

      • The Louisiana Purchase (5-H.1)
      • The Lewis and Clark Expedition (5-H.2)

    • 6 Describe the continued migration of Mexican settlers into Mexican territories of the West and Southwest.

    • 7 Describe the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).

    • 8 Relate how and when California, Texas, Oregon, and other Western lands became part of the United States, including the significance of the Texas War for Independence and the Mexican-American War.

      • Antebellum Period: slavery and politics part I (5-H.7)

    • 9 Describe the search for gold in California and how the Gold Rush moved east to places such as Colorado and the Dakotas.

• The Growth of the Republic (1800–1860)

  • 5.2 Students describe the emergence of a fledgling industrial economy.

    • 1 Explain the expansion of the plantation system and slavery as the demand for cotton production grew.

      • Antebellum Period: economies of the North and South (5-H.5)

    • 2 Describe the mechanization of cleaning cotton with cotton gin/textile industries.

    • 3 Describe how the manufacturing economy supplements agricultural economy.

      • Antebellum Period: economies of the North and South (5-H.5)

    • 4 Explain the emerging urbanization in the North.

      • Antebellum Period: economies of the North and South (5-H.5)

    • 5 Identify the transportation innovations that led to westward settlements.

      • Antebellum Period: economies of the North and South (5-H.5)

    • 6 Explain how and why young women and children join the paid labor force.

  • 5.3 Students describe the rapid growth of slavery in the South after 1800.

    • 1 Describe how Southern colonists slowly altered their attitudes toward Africans, increasingly viewing them as permanent servants or slaves; the harsh conditions of the Middle Passage; the responses of slave families to their condition; and the ongoing struggle between proponents and opponents of slavery.

      • Antebellum Period: abolitionist and proslavery perspectives (5-H.6)

    • 2 Describe the contributions of enslaved and free Africans to the economic development of the colonies.

      • Antebellum Period: economies of the North and South (5-H.5)

    • 3 Identify the characteristics of slave life and the resistance on plantations and farms across the South.

      • Antebellum Period: economies of the North and South (5-H.5)

    • 4 Explain the significance of and consequences ensuing from the abolition of slavery in the Northern states after the Revolution, and of the 1808 law that banned the importation of slaves into the United States.

    • 5 Describe the impact of the cotton gin on the economics and culture of slavery and Southern agriculture.

      • Antebellum Period: economies of the North and South (5-H.5)

  • 5.4 Students identify prominent people and movements for social justice in the United States, including:

    • 1 Dorothea Dix and her quest for prison reform and help for the mentally ill.

    • 2 Paul Cuffe, Martin Delany and the idea of emigration among African Americans.

    • 3 Horace Mann and public education.

    • 4 Denmark Vesey, Nat Turner, and Gabriel Prosser and their resistance to enslavement.

    • 5 Prudence Crandall and education for free African Americans.

    • 6 Susan B. Anthony, Sojourner Truth, and Elizabeth Cady Stanton and equality for women.

      • Susan B. Anthony (3-D.8)

    • 7 Frederick Douglass, the Grimke sisters, and William Lloyd Garrison and the abolition of slavery.

      • Frederick Douglass (3-D.7)
      • Antebellum Period: abolitionist and proslavery perspectives (5-H.6)

    • 8 José Martí, Francisco Gonzalo (Pachín) Marín, and Sotero Figueroa and the independence of Cuba and Puerto Rico from Spain.

• The Civil War and Reconstruction (1860–1877)

  • 5.5 Students summarize the causes and consequences of the Civil War.

    • 1 Describe the extension of and controversy about slavery into the territories, including popular sovereignty, the Dred Scott decision, and the Kansas-Nebraska Act.

      • Antebellum Period: slavery and politics part I (5-H.7)
      • Antebellum Period: slavery and politics part II (5-H.8)

    • 2 Explain the role of abolitionists, including reformers Frederick Douglass, William Lloyd Garrison, Harriet Beecher Stowe, Martin Delany, and John Brown.

      • Antebellum Period: abolitionist and proslavery perspectives (5-H.6)
      • Antebellum Period: slavery and politics part I (5-H.7)
      • Antebellum Period: slavery and politics part II (5-H.8)

    • 3 Describe the emergence of Abraham Lincoln as a national political figure and the secession of Southern states.

      • Antebellum Period: slavery and politics part II (5-H.8)

    • 4 Identify Union and Confederate States at the outbreak of the Civil War, Yankees and Rebels (Blue and Gray), and the role of African American troops in the war.

      • The Civil War: the beginning of the war (5-I.1)
      • The Civil War: the end of the war (5-I.4)

    • 5 Describe the experience of the war on the battlefield and home front.

      • The Civil War: the First Battle of Bull Run to Gettysburg (5-I.2)
      • The Civil War: war tactics and the home front (5-I.3)

    • 6 Analyze the rationales for the Emancipation Proclamation and the emancipation of African Americans in Washington, DC.

      • The Civil War: the First Battle of Bull Run to Gettysburg (5-I.2)

  • 5.6 Students explain the successes and failures of Reconstruction.

    • 1 Describe the physical and economic destruction of the South.

      • The Civil War: the end of the war (5-I.4)
      • Reconstruction (5-I.5)

    • 2 Describe the assassination of Abraham Lincoln in Washington, DC.

      • The Civil War: the end of the war (5-I.4)
      • Reconstruction (5-I.5)

    • 3 Identify the goals and accomplishments of the Freedmen's Bureau.

      • Reconstruction (5-I.5)

    • 4 Describe the 13th, 14th, and 15th amendments, as well as African American political and economic progress.

      • The Civil War: the end of the war (5-I.4)
      • Reconstruction (5-I.5)

    • 5 Analyze the rise of the Ku Klux Klan, black codes, vigilante justice, and Jim Crow laws.

      • Reconstruction (5-I.5)

    • 6 Analyze the emergence of African American self-help organizations, emigration to all-black towns in the West (e.g., the Exodusters), and the call for reparations by formerly enslaved leaders (e.g., Isaiah Dickerson, Callie House, and the ex-slave pension and mutual relief association).

• Industrial America (1870–1940)

  • 5.7 Students explain the various causes and consequences of the Second Industrial Revolution.

    • Skills covering this topic are not currently available on IXL.

  • 5.8 Students describe the nation's growing role in world affairs.

    • 1 Analyze the Open Door Policy and U.S. expansion into Asia.

    • 2 Identify the contributions of France, Spain, the Netherlands, and Russia, as well as certain individuals to the outcome of the Revolution (e.g., the Marquis Marie Joseph de Lafayette, Tadeusz Kościuszko, and Baron Friedrich Wilhelm von Steuben).

    • 3 Explain the Cuban-Spanish-American War and interventions in Mexico, Central America, and the Caribbean.

    • 4 Explain the participation of African Americans from the 9th and 10th Cavalries (the Buffalo Soldiers and the Smoked Yankees) in the Indian and Cuban-Spanish-American War.

    • 5 Identify the reasons for American entry into World War I.

      • World War I: the war begins (5-J.2)
      • World War I: events of the war (5-J.3)

  • 5.9 Students describe the African American exodus from the segregated rural South to the urbanized North.

    • 1 Describe racial and ethnic tensions and the resurgence of the Ku Klux Klan in the South.

    • 2 Describe the emergence of the black "intelligentsia" during the Harlem Renaissance (e.g., "U" Street Corridor in Washington, DC; various poets, artists, musicians, and scholars).

    • 3 Analyze the contributions of the Jazz Age.

    • 4 Describe economic opportunities in industrial Northern cities and Washington, DC.

  • 5.1 Students describe what happened during the global depression of the 1930s and how the United States responded.

    • 1 Describe the stock market crash of 1929.

      • The Great Depression: part I (5-J.5)

    • 2 Describe the mass unemployment within the country.

      • The Great Depression: part II (5-J.6)

    • 3 Identify the Dust Bowl and the reasons for migration to California.

      • The Great Depression: part II (5-J.6)

    • 4 Identify and explain the New Deal programs under FDR.

      • The New Deal (5-J.7)

    • 5 Analyze increased importance of the federal government in establishing economic and social policies to combat societal problems.

      • The New Deal (5-J.7)

• World War II (1939–1945)

  • 5.11 Students describe the main events of World War II and how the Allies prevailed.

    • 1 Describe fascism in Germany and Italy, including Nazism and attacks on Jews, gypsies, and others.

      • World War II: lead-up to war in Europe, Asia (5-J.8)

    • 2 Describe the Japanese attack on Pearl Harbor.

      • World War II: global events (5-J.9)

    • 3 Interpret the important domestic events that took place during the war (e.g., economic growth, internment of Japanese Americans, and changing status of women and African Americans).

    • 4 Explain the German surrender and European division of Germany.

      • World War II: global events (5-J.9)

    • 5 Explain the decision to drop the atom bomb on Japan.

      • World War II: global events (5-J.9)

    • 6 Describe the purpose of the formation of the United Nations.

• Economic Growth and Reform in Contemporary America (1945–Present)

  • 5.12 Use geographic tools to locate and analyze information about people, places, and environments in the United States.

    • 1 Locate the United States, the Atlantic and Pacific oceans, Gulf of Mexico, Mississippi and Rio Grande rivers, the Great Lakes, Hudson Bay, and the Rocky and Appalachian mountain ranges.

    • 2 Identify the 50 states and their capitals and identify the year that each one became part of the Union.

      • Identify states of the West (5-C.1)
      • Select states of the West (5-C.2)
      • Name states of the West (5-C.3)
      • Identify states of the Midwest (5-C.4)
      • Select states of the Midwest (5-C.5)
      • Name states of the Midwest (5-C.6)
      • Identify states of the Southeast (5-C.7)
      • Select states of the Southeast (5-C.8)
      • Name states of the Southeast (5-C.9)
      • Identify states of the Northeast (5-C.10)
      • Select states of the Northeast (5-C.11)
      • Name states of the Northeast (5-C.12)
      • Identify the 50 states (5-C.13)
      • Select the 50 states (5-C.14)
      • Name the 50 states (5-C.15)
      • Identify state capitals of the West (5-D.1)
      • Name state capitals of the West (5-D.2)
      • Identify state capitals of the Midwest (5-D.3)
      • Name state capitals of the Midwest (5-D.4)
      • Identify state capitals of the Southeast (5-D.5)
      • Name state capitals of the Southeast (5-D.6)
      • Identify state capitals of the Northeast (5-D.7)
      • Name state capitals of the Northeast (5-D.8)
      • Identify the 50 state capitals (5-D.9)
      • Name the 50 state capitals (5-D.10)

    • 3 Locate and identify major geographic regions in the United States (e.g., Northeast, Southeast, and Southwest) and how regional differences in climate, types of farming, populations, and sources of labor shape their economies and societies.

      • New England colonies: economy and conflict (5-F.5)
      • Middle colonies: economy and society (5-F.7)
      • Southern colonies: economy and slavery (5-F.9)
      • Antebellum Period: economies of the North and South (5-H.5)

    • 4 Locate and identify the U.S. territorial possessions and their capitals (e.g., Puerto Rico, Guam, and the U.S. Virgin Islands).

    • 5 Locate and identify the climate, major physical features, and major natural resources in each region.

      • Identify Earth's land features using photographs (5-B.1)
      • Identify Earth's land features using satellite images (5-B.2)

  • 5.13 Students explain important domestic trends of the 1950s and 1960s.

    • 1 Describe the growth of suburbs and home ownership.

    • 2 Explain the development of mass media, including television.

    • 3 Trace the economic growth and declining poverty.

    • 4 Describe the Mexican Bracero program and the unprecedented migration of Puerto Ricans to take part in the invigorated industrial economy.

  • 5.14 Students describe the key events and accomplishments of the Civil Rights movement in the United States.

    • 1 Describe the proliferation of the Civil Rights movement of African Americans from the churches of the rural South to the urban North.

    • 2 Explain the role of the National Association for the Advancement of Colored People (NAACP).

    • 3 Identify key leaders in the struggle to extend equal rights to all Americans through the decades (e.g., Mary McLeod Bethune, Ella Jo Baker, César Chávez, Frederick Douglass, Rodolfo "Corky" Gonzales, Charles Houston, Martin Luther King Jr., Thurgood Marshall, Carlos Montes, Baker Motley, Rosa Parks, Malcolm X, Eleanor Roosevelt, and Reies López Tijerina).

      • Frederick Douglass (3-D.7)
      • Thurgood Marshall (3-D.15)
      • Rosa Parks (3-D.16)
      • Jackie Robinson (3-D.17)
      • Cesar Chavez (3-D.18)
      • Martin Luther King Jr. (3-D.19)

    • 4 List and describe the steps toward desegregation (e.g., A. Philip Randolph's proposed 1941 March on Washington, Jackie Robinson and baseball, Truman and the Armed Forces, Adam Clayton Powell and Congress, and the integration of public schools).

      • Jackie Robinson (3-D.17)

    • 5 Explain the women's rights movement, including differing perspectives on the roles of women.

    • 6 Explain the growth of the African American middle class.

  • 5.15 Students describe some of the major economic and social trends of the late 20th century.

    • 1 Describe the environmental movement and the creation of the Environmental Protection Agency.

    • 2 Explain the antiwar and counterculture movements.

    • 3 Trace the computer and technological revolutions.

    • 4 List key scientific and medical discoveries.

    • 5 Explain the changing family systems and roles of women.

  • 5.16 Students identify major waves of immigration and demographic changes in U.S. history and describe the diverse nature of American people and their contributions to American culture.

    • 1 Identify indigenous peoples in different areas of the country (e.g., Navajo, Seminoles, Sioux, Hawaiians, and Inuit).

    • 2 Describe the lives of African Americans, including an explanation of their early concentration in the South because of slavery, the Great Migration to Northern cities in the 20th century, and ongoing African immigrant groups (e.g., Ethiopians, Nigerians, and Ghanaians), and where they have tended to settle in large numbers.

      • Southern colonies: economy and slavery (5-F.9)
      • Antebellum Period: economies of the North and South (5-H.5)

    • 3 Describe the major European immigrant groups who have come to America, locating their countries of origin, and where they have tended to settle in large numbers (e.g., English, Germans, Italians, Scots, Irish, Jews, Poles, and Scandinavians).

      • Antebellum Period: economies of the North and South (5-H.5)

    • 4 Describe the major Asian immigrant groups who have come to America in the 19th and 20th centuries, locating their countries of origin and where they have tended to settle in large numbers in certain regions (e.g., Koreans, Chinese, and Vietnamese).

    • 5 Distinguish between waves of immigrant Latino groups and identify the push and pull factors that stimulated their transnational movement (e.g., Cubans in the 1960s and 1980s; Central Americans in the 1980s; Caribbean peoples, especially Haitians and Dominicans, in the 1990s).

Historical and Social Sciences Analysis Skills

• Chronology and Cause and Effect

  • 1 Students place key events of the historical era they are studying and interpret information contained within time lines and comparative time charts.

    • Jamestown: the early years (5-F.1)
    • Jamestown: growth of a colony (5-F.2)
    • Plymouth (5-F.3)
    • Reading and creating timelines with BCE and CE (5-Q.2)

  • 2 Students know the calendar abbreviations and what they signify (e.g., A.D. and C.E., B.E. and B.C.E., c. and circa).

    • Reading and creating timelines with BCE and CE (5-Q.2)

  • 3 Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same.

    • Jamestown: the early years (5-F.1)
    • Jamestown: growth of a colony (5-F.2)
    • Plymouth (5-F.3)
    • New England colonies: religion and government (5-F.4)
    • New England colonies: economy and conflict (5-F.5)
    • Middle colonies: founding and government (5-F.6)
    • Middle colonies: economy and society (5-F.7)
    • Southern colonies: founding and government (5-F.8)
    • Southern colonies: economy and slavery (5-F.9)
    • The American Revolution: the Thirteen Colonies under British rule (5-G.1)
    • The American Revolution: struggle for independence (5-G.6)
    • The American Revolution: conclusion and aftermath (5-G.8)
    • The Louisiana Purchase (5-H.1)
    • Antebellum Period: economies of the North and South (5-H.5)
    • Reconstruction (5-I.5)
    • The Constitution (5-K.4)
    • The American flag (5-L.4)
    • The White House (5-L.5)
    • The Washington Monument (5-L.6)
    • The Lincoln Memorial (5-L.7)
    • The Statue of Liberty (5-L.8)
    • The Empire State Building (5-L.9)
    • The Golden Gate Bridge (5-L.10)
    • Mount Rushmore (5-L.11)

  • 4 Students summarize the key events of the era they are studying and explain the historical contexts of those events.

    • Jamestown: the early years (5-F.1)
    • Jamestown: growth of a colony (5-F.2)
    • Plymouth (5-F.3)
    • New England colonies: religion and government (5-F.4)
    • New England colonies: economy and conflict (5-F.5)
    • Middle colonies: founding and government (5-F.6)
    • Middle colonies: economy and society (5-F.7)
    • Southern colonies: founding and government (5-F.8)
    • Southern colonies: economy and slavery (5-F.9)
    • The American Revolution: the Thirteen Colonies under British rule (5-G.1)
    • The American Revolution: New British taxes (5-G.2)
    • The American Revolution: the Boston Tea Party (5-G.3)
    • The American Revolution: the rebellion begins (5-G.4)
    • The American Revolution: preparing for war (5-G.5)
    • The American Revolution: struggle for independence (5-G.6)
    • The American Revolution: turning the tide of the war (5-G.7)
    • The American Revolution: conclusion and aftermath (5-G.8)
    • The Louisiana Purchase (5-H.1)
    • The Lewis and Clark Expedition (5-H.2)
    • The War of 1812: causes (5-H.3)
    • The War of 1812: events and effects (5-H.4)
    • Antebellum Period: economies of the North and South (5-H.5)
    • Antebellum Period: abolitionist and proslavery perspectives (5-H.6)
    • Antebellum Period: slavery and politics part I (5-H.7)
    • Antebellum Period: slavery and politics part II (5-H.8)
    • The Civil War: the beginning of the war (5-I.1)
    • The Civil War: the First Battle of Bull Run to Gettysburg (5-I.2)
    • The Civil War: war tactics and the home front (5-I.3)
    • The Civil War: the end of the war (5-I.4)
    • Reconstruction (5-I.5)
    • World War I: the road to war (5-J.1)
    • World War I: the war begins (5-J.2)
    • World War I: events of the war (5-J.3)
    • World War I: the road to peace (5-J.4)
    • The Great Depression: part I (5-J.5)
    • The Great Depression: part II (5-J.6)
    • The New Deal (5-J.7)
    • World War II: lead-up to war in Europe, Asia (5-J.8)
    • World War II: global events (5-J.9)

  • 5 Students distinguish cause from effect and identify and interpret the multiple causes and effects of historical events.

    • Jamestown: the early years (5-F.1)
    • Jamestown: growth of a colony (5-F.2)
    • Plymouth (5-F.3)
    • New England colonies: religion and government (5-F.4)
    • New England colonies: economy and conflict (5-F.5)
    • Middle colonies: founding and government (5-F.6)
    • Middle colonies: economy and society (5-F.7)
    • Southern colonies: founding and government (5-F.8)
    • Southern colonies: economy and slavery (5-F.9)
    • The American Revolution: the Thirteen Colonies under British rule (5-G.1)
    • The American Revolution: New British taxes (5-G.2)
    • The American Revolution: the Boston Tea Party (5-G.3)
    • The American Revolution: the rebellion begins (5-G.4)
    • The Lewis and Clark Expedition (5-H.2)
    • The War of 1812: causes (5-H.3)
    • The War of 1812: events and effects (5-H.4)
    • Antebellum Period: slavery and politics part I (5-H.7)
    • Antebellum Period: slavery and politics part II (5-H.8)
    • Reconstruction (5-I.5)
    • World War I: the road to war (5-J.1)
    • World War I: the war begins (5-J.2)
    • World War I: events of the war (5-J.3)
    • World War I: the road to peace (5-J.4)
    • The Great Depression: part I (5-J.5)
    • The Great Depression: part II (5-J.6)
    • The New Deal (5-J.7)
    • World War II: lead-up to war in Europe, Asia (5-J.8)
    • World War II: global events (5-J.9)

  • 6 Students conduct cost-benefit analyses of historical and current events.

    • The Great Depression: part I (5-J.5)
    • The Great Depression: part II (5-J.6)
    • The New Deal (5-J.7)
    • What is economics? (5-N.1)
    • Costs and benefits (5-N.2)
    • Opportunity cost (5-N.3)

• Geographic Skills

  • 1 Students use map and globe skills to determine the absolute locations (latitude and longitude) of places, and they interpret information available through a map or globe's legend, scale, and symbolic representations.

    • Read a map: cardinal directions (5-A.1)
    • Identify lines of latitude and longitude (5-A.2)
    • Use lines of latitude and longitude (5-A.3)

  • 2 Students define common map and globe terms, including continent, country, mountain, valley, ocean, sea, lake, river; cardinal directions, latitude, longitude, north pole, south pole, tropics of Cancer and Capricorn, equator, 360-degree divisions, time zones; elevation, depth, approximate distances in miles, isthmus, strait, peninsula, island, archipelago, 23-and-a-half-degree global tilt, fall line; and compass rose, scale, and legend.

    • Read a map: cardinal directions (5-A.1)
    • Identify lines of latitude and longitude (5-A.2)
    • Use lines of latitude and longitude (5-A.3)
    • Identify Earth's land features using photographs (5-B.1)
    • Identify Earth's land features using satellite images (5-B.2)
    • Identify oceans and continents (5-B.3)
    • Select oceans and continents (5-B.4)
    • Name oceans and continents (5-B.5)

  • 3 Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes), and they analyze how relative advantages or disadvantages can change over time.

  • 4 Students identify the human and physical characteristics of the places they are studying, and they explain how those features form the unique character of those places.

    • Identify Earth's land features using photographs (5-B.1)
    • Identify Earth's land features using satellite images (5-B.2)
    • New England colonies: religion and government (5-F.4)
    • New England colonies: economy and conflict (5-F.5)
    • Middle colonies: founding and government (5-F.6)
    • Middle colonies: economy and society (5-F.7)
    • Southern colonies: founding and government (5-F.8)
    • Southern colonies: economy and slavery (5-F.9)
    • Antebellum Period: economies of the North and South (5-H.5)

  • 5 Students explain the distributions of cultures in places they study and how they create a cultural landscape.

    • New England colonies: economy and conflict (5-F.5)
    • Middle colonies: economy and society (5-F.7)
    • Southern colonies: economy and slavery (5-F.9)
    • Antebellum Period: economies of the North and South (5-H.5)

  • 6 Students describe the factors that influence the location, distribution, and interrelationships of economic activities in different regions.

    • New England colonies: economy and conflict (5-F.5)
    • Middle colonies: economy and society (5-F.7)
    • Southern colonies: economy and slavery (5-F.9)
    • Antebellum Period: economies of the North and South (5-H.5)

  • 7 Students trace how changes in technology, transportation, communication, and resources affect the location of economic activities.

    • Antebellum Period: economies of the North and South (5-H.5)

  • 8 Students explain the causes and effects of settlement patterns, including the effect of rural-to-urban migrations.

    • Antebellum Period: economies of the North and South (5-H.5)

  • 9 Students identify and explain the process of conflict and cooperation (political, economic, religious, etc.) among people in the contemporary world at local, regional, and national levels.

    • Local government (5-K.1)
    • State government (5-K.2)
    • Federal government (5-K.3)
    • Checks and balances (5-K.6)
    • Presidential elections (5-K.7)

• Historical Research, Evidence, and Point of View

  • 1 Students analyze societies in terms of the following themes: military, political, economic, social, religious, and intellectual.

    • New England colonies: religion and government (5-F.4)
    • New England colonies: economy and conflict (5-F.5)
    • Middle colonies: founding and government (5-F.6)
    • Middle colonies: economy and society (5-F.7)
    • Southern colonies: founding and government (5-F.8)
    • Southern colonies: economy and slavery (5-F.9)
    • Antebellum Period: abolitionist and proslavery perspectives (5-H.6)
    • Antebellum Period: slavery and politics part I (5-H.7)
    • Antebellum Period: slavery and politics part II (5-H.8)

  • 2 Students differentiate between primary and secondary sources and know examples of each.

    • Identify primary and secondary sources (6-JJ.1)

  • 3 Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

  • 4 Students use nontext primary and secondary sources, such as maps, charts, graphs, photographs, works of art, and technical charts.

    • Jamestown: the early years (5-F.1)
    • Jamestown: growth of a colony (5-F.2)
    • Plymouth (5-F.3)
    • New England colonies: religion and government (5-F.4)
    • New England colonies: economy and conflict (5-F.5)
    • Middle colonies: founding and government (5-F.6)
    • Middle colonies: economy and society (5-F.7)
    • Southern colonies: founding and government (5-F.8)
    • Southern colonies: economy and slavery (5-F.9)
    • Antebellum Period: abolitionist and proslavery perspectives (5-H.6)
    • Antebellum Period: slavery and politics part I (5-H.7)
    • Antebellum Period: slavery and politics part II (5-H.8)
    • Reconstruction (5-I.5)
    • World War I: the road to war (5-J.1)
    • World War I: the war begins (5-J.2)
    • World War I: events of the war (5-J.3)
    • World War I: the road to peace (5-J.4)
    • World War II: lead-up to war in Europe, Asia (5-J.8)
    • World War II: global events (5-J.9)