Learning Domain: US History I

Standard:

Indicator: The student will identify the rights and responsibilities of citizenship and the ethical use of material or intellectual property. Experiences may include but are not limited to: Explore the ethical and legal issues related to the access and use of information by: properly citing authors and sources used in research; validating Web sites; and reviewing written drafts so that the language and/or thoughts of another are given credit. Exhibit the responsibilities of citizenship in the classroom by demonstrating: when it is appropriate to listen and when to speak; how to make necessary compromises; how to work together to accomplish goals; and how to conduct oneself in a respectful manner.

Degree of Alignment: Not Rated (0 users)

Learning Domain: US History I

Standard:

Indicator: The student will determine relationships with multiple causes or effects in United States history. Experiences may include but are not limited to: Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social, economic, and political structure of the United States. Create flow charts, story boards, and timelines to help students explore multiple causes and effects. Determine how the choices of selected individuals or groups influenced United States history.

Degree of Alignment: Not Rated (0 users)

Learning Domain: US History I

Standard:

Indicator: The student will explain connections across time and place. Experiences may include but are not limited to: Create a flow chart to make connections between the interests of the explorers and their impact on American Indians. Discuss how the relationship between the explorers and the American Indians changed over time. Create a graphic organizer to outline how life for the people in early United States history changed over time based on the human, natural, and capital resources available. Use digital media to create a graphic organizer that explains the impact of westward expansion on American Indians over time. Create a timeline to show the political, social, and economic factors that shaped colonial America and how they continue to shape our nation today. Use images to explain how the physical or cultural landscape of the United States changed after a major event. Create a graphic organizer that compares the growth of technology used in the American Revolution with that used in the Civil War and how the changes impacted specific events.

Degree of Alignment: Not Rated (0 users)

Learning Domain: US History I

Standard:

Indicator: The student will use evidence to draw conclusions and make generalizations. Experiences may include but are not limited to: Use media and images to evaluate sources for drawing conclusions and making generalizations. Draw conclusions about propaganda used during a time period. Make generalizations using political cartoons to explain historical events. Use a chart to draw conclusions or make generalizations about a point of view.

Degree of Alignment: Not Rated (0 users)

Learning Domain: US History I

Standard:

Indicator: The student will compare and contrast historical, cultural, and political perspectives in United States history. Experiences may include but are not limited to: Compare and contrast historical events using media, images, or text to gain historical, cultural, and political perspectives in United States history. Exploration (Britain, France, and Spain) Creation of the Constitution of the United States Expansion of slavery Create a graphic organizer to analyze information about concepts or themes in multiple time periods: Conflict Expansion Movement Interaction Create a graphic organizer to analyze information from different colonies to compare and contrast how people interacted with the environment. Create a graphic organizer to compare and contrast the political perspectives of two leaders in United States history.

Degree of Alignment: Not Rated (0 users)

Learning Domain: US History I

Standard:

Indicator: The student will interpret charts, graphs, and pictures to determine an understanding of people, places, or events in United States history and draw conclusions. Experiences may include but are not limited to: Use historical maps to analyze changes in population over time. Identify and sequence events that shaped colonial America. Interpret and draw conclusions from political cartoons about westward expansion. Compare an illustration of a historical event to a written account of the event. Gather information from a variety of sources to show the impact of colonial settlement on American Indian homelands. Interpret photographs of the Civil War. Discuss potential bias and the impact these pictures had on the public. Use primary sources to interpret how inventions changed life in America.

Degree of Alignment: Not Rated (0 users)

Learning Domain: US History I

Standard:

Indicator: The student will analyze and interpret artifacts and primary and secondary sources to understand events in United States history. Experiences may include but are not limited to: Using analysis tools to analyze and interpret artifacts and primary and secondary sources.

Degree of Alignment: Not Rated (0 users)

Learning Domain: US History I

Standard:

Indicator: The student will describe the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Stonewall Jackson, and Frederick Douglass in events leading to and during the war. Essential Understanding: Lincoln and Lee were men who represented views of the nature of the United States that were very different; such views led to an unavoidable conflict.

Degree of Alignment: Not Rated (0 users)

Learning Domain: US History I

Standard:

Indicator: The student will describe critical developments in the war, including the location of major battles. Essential Understanding: Location and topography were critical elements influencing important developments in the Civil War, including major battles.

Degree of Alignment: Not Rated (0 users)

Learning Domain: US History I

Standard:

Indicator: The student will explain how the issues of states rights and slavery increased sectional tensions. Essential Understandings: The South feared that the North would take control of Congress, and Southerners began to proclaim states rights as a means of self-protection. The North believed that the nation was a union that could not be divided. While the Civil War did not begin as a war to abolish slavery, issues surrounding slavery deeply divided the nation.

Degree of Alignment: Not Rated (0 users)

Learning Domain: US History I

Standard:

Indicator: The student will explain the main ideas of the abolitionist and women suffrage movements. Essential Understandings: The abolitionists worked to end slavery. The women suffrage movement helped women gain equal rights.

Degree of Alignment: Not Rated (0 users)

Learning Domain: US History I

Standard:

Indicator: The student will describe the cultural, economic, and constitutional issues that divided the nation. Essential Understanding: Cultural, economic, and constitutional differences between the North and the South eventually resulted in the Civil War.

Degree of Alignment: Not Rated (0 users)