Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

6.1.A1-11

6.5.B3

6.1.D3

6.8.B2, 4

6.2.A1, 2, 3

6.1.D4-7

6.1.E1-3

Students will be able to:

• describe the role of religion in English colonies.

• identify cultural characteristics of the thirteen colonies.

• label the thirteen colonies on a map and list economic differences of the three colonial regions.

• examine and apply the democratic ideals of Colonial society.

• research a historical topic and evaluate/examine primary source readings (documents, short stories) and analyze graphs and charts as they apply to social studies.

Text: The United States, Publisher: TCI

• Unit 3: The English Colonies in America

  • Create an advertisement/brochure that will encourage people to come to the colonies.

  • Maps

  • Compare/contrast writing activities

  • Technology

  • Differentiated instruction

Text: The United States, Publisher: TCI

• Chapter 4: Journal writing from colonists’ point of view

• Chapter 5: Compose a dialogue – Loyalist vs. Patriot

Text: The United States Through Industrialism, Publisher: TCI

• Chapter 3: The Colonies

• Chapter 4: Life in the Colonies

• Chapter 5: Toward Independence

• www.Time4Learning.com

• US History Shorts Binder 1, PCI Education

• United States Dates/Timelines Binder 1, PCI Education

• Access: American History, PCI Education

• History Pockets: Colonial America, Evan-Moor

• Student participation

• Teacher observation

• Group projects

• Individual projects

• Matching

• Short answer questions

• Homework assignments

• Quizzes

• Essays

• Tests

• Power point demonstrations

6.1.A1-11

6.1.D2

6.5.C1

6.6.C1

6.9.D7

6.5

6.7.F3

Students will be able to:

• sequence events leading to the American Revolution.

• identify and explain the economic and political conflicts that developed between the English government and the colonies.

• compare and contrast the viewpoints of Loyalists and Patriots.

• examine the significance of the major battles of the Revolutionary War.

• relate the influence of the leading colonial personalities to historical time period.

• examine the role of minorities during this time period.

• define basic terms associated with trade.

Text: The United States Through Industrialism, Publisher: TCI

• Chapter 7: The American Revolution

Text: The United States, Publisher: TCI

• Chapter 7: American Revolution

  • Compete in “Capture the Flag” game.

  • Design 4^th of July parade banner commemorating reason for defeating the British.

  • Write a newspaper article on one of the battles.

• Matching

• Technology

• Differentiated instruction

• www.Time4Learning.com

• Easy Simulations: American Revolution, Scholastic

• Illuminating History/Timeline Set, Teacher Created Resources

• Focus on U.S. History: Revolution and Nation Forming, PCI Education

• Student participation

• Teacher observation

• Group projects

• Individual projects

• Matching

• Short answer questions

• Homework assignments

• Quizzes

• Essays

• Tests

• Power point demonstrations

6.1.A1-11

6.1.B1, 2

6.2.C1

6.2.C1, 3, 4

6.2.C2

6.2.D1-6

6.5.C1

Students will be able to:

• examine the purpose, function and interaction of the three branches of government.

• trace the development of the United States Constitution.

• scrutinize the Bill of Rights and demonstrate how they apply today.

• examine the contributions of the creators of the Constitution.

• paraphrase the preamble of the Constitution.

• examine the role of the individual in a democratic society.

Text: The United States, Publisher: TCI

• Chapter 8: Creating the Constitution

• Chapter 9: The Constitution: A More Perfect Union

• Chapter 10: Bill of Rights

  • Bill of Rights Poster Project illustrating how difficult life might be without Bill of Rights.

  • T-Chart on NJ and VA plan

Text: The United States, Publisher: TCI

• Chapter 10: Debate controversial cases related to the Bill of Rights.

  • Create a comic strip.

• Newspaper articles

• Technology

• Differentiated instruction

• The Constitution, McDonald Publishers

• Student participation

• Teacher observation

• Group projects

• Individual projects

• Matching

• Short answer questions

• Homework assignments

• Quizzes

• Essays

• Tests

• Power point demonstrations

6.1.A1-11

6.5.C2

6.5.D1

6.6.D1

6.9.D6

6.1.C2

6.5.D2

6.9.C2

6.3.E1

6.5.B1

Students will be able to:

• map the territorial expansion of the United States.

• relate how westward expansion caused improvement in technology.

• interpret the patterns of settlement throughout the United States.

• explain the concept of Manifest Destiny and apply it to westward expansion.

• identify examples in which social institutions and groups have failed to function in a positive way and in which people have behaved in cruel or inhumane ways, including slavery, treatment of Native Americans, September 11^th attacks.

• relate the influence of personalities to this historical time period; i.e., Stephen Austin, Sam Houston, Santa Ana, James Polk, Brigham Young, Jean Baptiste, Point du Sable.

• Map

• Timeline

Text: The United States Through Industrialism, Publisher: TCI

• Chapter 15: Manifest Destiny

• Chapter 16: Life in the West

  • Create a model new/improved technology.

• T-charts pros and cons of Manifest Destiny

Text: The United States, Publisher: TCI

• Chapter 15: Listen to and analyze the folk song “Sweet Betsey from Pike”.

• Create mini dramas about one group of westerners such as a pioneer woman.

• Compose a song that details the experiences of people who moved to the west.

• Matching

• Technology

• Differentiated instruction

• www.Time4Learning.com

• Easy Simulations Pioneers, Scholastic

• History Pockets: Moving West, Evan-Moor

• Student participation

• Teacher observation

• Group projects

• Individual projects

• Matching

• Short answer questions

• Homework assignments

• Quizzes

• Essays

• Tests

• Power point demonstrations

6.1.A1-11

6.6.E1

6.1.D1, 2

6.9.C4

Students will be able to:

• compare and contrast the social, economic and political difference between the Northern and Southern states.

• sequence events leading up to the Civil War.

• analyze the sources and effects of, and list ways to combat prejudice and discrimination.

• examine how the issue of slavery divided the nation.

• Venn diagram

Text: The United States Through Industrialism, Publisher: TCI

• Chapter 19: The Worlds of the North and South

• Chapter 20: African Americans at Mid-Century

• Chapter 21: A Dividing Nation

• Chapter 22: The Civil War

• Timeline

• Technology

• Differentiated instruction

Text: The United States, Publisher: TCI

• Chapter 19: Compose slave journals

  • Role playing (Northerners and southerners attempt compromises)

  • Draw a soldier, citizen, and African American and show what each group might be thinking.

• Movie: Roots

• Student participation

• Teacher observation

• Group projects

• Individual projects

• Matching

• Short answer questions

• Homework assignments

• Quizzes

• Essays

• Tests

• Power point demonstrations

6.1.A1-11

6.4.F1

6.4.G1, 2

Students will be able to:

• identify the significant battles on the Civil War.

• examine the impact of well known personalities on this historical time period.

• compare/contrast the strengths weaknesses of the Union and Confederate state to win the war.

• identify the contributions of African Americans and women during the Civil War era.

www.Time4Learning.com

History Pockets: The American Civil War, Evan-Moor

Easy Simulations: Civil War, Scholastic

Illuminating History and Timeline Set: The Civil War, Teacher Created Resources

• Movie: Glory

Focus on U.S. History Civil War and Reconstruction, PCI Education

• Student participation

• Teacher observation

• Group projects

• Individual projects

• Matching

• Short answer questions

• Homework assignments

• Quizzes

• Essays

• Tests

• Power point demonstrations

6.1.A1-11

6.4.G3

6.4.G4

6.4.G5

Students will be able to:

• use critical thinking skills to recognize racism (belief), prejudice (attitude), and discrimination (action).

• compare/contrast plans for Reconstruction put forth by Congress and the President.

• identify significant amendments made to the Constitution as a result of Reconstruction.

• explain the cause/effects of the Era of Reconstruction.

Text: The United States Through Industrialism, Publisher: TCI

• Chapter 23: The Reconstruction Era

• www.Time4Learning.com

• Venn diagram

• Radical Republican plan vs. that of either Lincoln or Johnson

• Differentiated instruction

Text: The United States, Publisher: TCI

• Chapter 22: Rate students’ rights based on decisions by authorities

• T-Chart – cause/effect of Reconstruction

• Technology

• Student participation

• Teacher observation

• Group projects

• Individual projects

• Matching

• Short answer questions

• Homework assignments

• Quizzes

• Essays

• Tests

• Power point demonstrations

6.1.A1-11

6.2.A1-6

6.4.F2-7

6.5.B3

6.5.B4

Students will be able to:

• examine how the railroad fueled the growth of industry.

• identify some of the greatest business leaders of the late 1800s.

• explore the causes and effects of the Progressive Movement.

Text: The United States Through Industrialism, Publisher: TCI

• Chapter 26: The Progressive Era

• T-Chart

• Technology

• Differentiated instruction

Text: The United States, Publisher: TCI

• Chapter 26: Generate three problems that may have existed in society based on political cartoon and song.

  • Compose song lyrics based on historical figure

• Student participation

• Teacher observation

• Group projects

• Individual projects

• Matching

• Short answer questions

• Homework assignments

• Quizzes

• Essays

• Tests

• Power point demonstrations