Standards - Social Studies

SS10.5.1

Locate on a map physical features that impacted the exploration and settlement of the Americas, including ocean currents, prevailing winds, large forests, major rivers, and significant mountain ranges.

Unpacked Content

Knowledge

Students know:
  • How geographic features such as ocean currents, prevailing winds, large forests, major rivers, and significant mountain ranges influenced exploration and settlement of the Americas.

Skills

Students are able to:
  • Correctly use maps to identify various physical and cultural features, including natural harbors, states and capitals.

Understanding

Students understand that:
  • Geographical features influenced the exploration and settlement of the Americas.

Vocabulary

  • impact
  • exploration
  • settlement
  • prevailing
  • legend (key)
  • physical features
  • cultural features

SS10.5.1.2

Identifying natural harbors in North America

COS Examples

Examples: Mobile, Boston, New York, New Orleans, Savannah (Alabama)

SS10.5.2

Identify causes and effects of early migration and settlement of North America.

Unpacked Content

Knowledge

Students know:
  • The various causes of early migration and settlement on North America.
  • The effects of these early migration and settlement patterns.

Skills

Students are able to:
  • Identify migration and settlement patterns on a map.
  • Identify causes of settlement and migration.
  • Identify effects of settlement and migration.

Understanding

Students understand that:
  • There were many causes and effects of early migration and settlement on North America.

Vocabulary

  • demography
  • cause
  • effect
  • migration
  • settlement

SS10.5.3

Distinguish differences among major American Indian cultures in North America according to geographic region, natural resources, community organization, economy, and belief systems.

Unpacked Content

Knowledge

Students know:
  • The description of major American Indian cultures including geographic regions, the use of natural resources, community organization, economy and belief systems and locate these nations on a map.

Skills

Students are able to:
  • Locate major American Indian nations on a map.
  • Distinguish American Indian cultural groups by examining the geographic region, natural resources, community organization, economy, and belief systems.

Understanding

Students understand that:
  • The major American Indian cultures can be distinguished from one another based on geographic region, natural resources, community organization, economy, and belief systems.

Vocabulary

  • belief system
  • community organization
  • distinguish
  • economy

SS10.5.4

Determine the economic and cultural impact of European exploration during the Age of Discovery upon European society and American Indians.

Unpacked Content

Knowledge

Students know:
  • The economic and cultural impacts on European society and American Indians by European exploration during the Age of Discovery.
  • The significant early patrons and explorers.
  • The development and impact of the Columbian Exchange.

Skills

Students are able to:
  • Identify the geography of North America.
  • Discuss the discoveries of Columbus and the exploration and conquests of Pizarro and Cortes.
  • Explain the economic and cultural impact of European exploration during the Age of Discovery upon European society and American Indians.
  • Identify significant early European patrons, explorers, and their country of origin.
  • Locate significant early European settlements in the New World.
  • Map the Columbian exchange.
  • Explain how science, technology, and economic factors have developed, changed and affected societies throughout history.
  • Explain how religious and philosophical ideas have been powerful forces throughout history.

Understanding

Students understand that:
  • European exploration connected the old world to the new world creating both positive and negative changes across the globe.

Vocabulary

  • economic impact
  • cultural impact
  • Age of Discovery
  • patrons (King Ferdinand and Queen Isabella)
  • explorers (Christopher Columbus, Ponce de Leon, Hernando de Soto)
  • early settlements (St. Augustine, Quebec, Jamestown)
  • Columbian Exchange

SS10.5.4.1

Identifying significant early European patrons, explorers, and their countries of origin, including early settlements in the New World

COS Examples

Examples: patrons–King Ferdinand and Queen Isabella

explorers–Christopher Columbus

early settlements–St. Augustine, Quebec, Jamestown

SS10.5.5

Explain the early colonization of North America and reasons for settlement in the Northern, Middle, and Southern colonies, including geographic features, landforms, and differences in climate among the colonies.

Unpacked Content

Knowledge

Students know:
  • The location of the various colonies was based upon many factors such as geographic location, landforms, and climate. Colonial development was often influenced by the desire for religious freedom.
  • Many distinguishing factors of colonial governments continue to influence the development of the United States.

Skills

Students are able to:
  • Locate colonies on a physical and political map.

Understanding

Students understand that:
  • That a variety of geographic, religious, and socio-political factors influenced the location of the various colonial settlements.
  • The emerging colonial governments had lasting effects still evident today.

Vocabulary

  • colonization
  • representative government
  • geographic features
  • rule of law

SS10.5.5.1

Recognizing how colonial development was influenced by the desire for religious freedom

COS Examples

Example: development in Massachusetts, Connecticut, Rhode Island, Pennsylvania, and Maryland colonies

SS10.5.5.3

Describing emerging colonial government

COS Examples

Examples: Mayflower Compact, representative government, town meetings, rule of law

SS10.5.6

Describe colonial economic life and labor systems in the Americas.

Unpacked Content

Knowledge

Students know:
  • Each colony's economic life and labor system was unique and based on the geographic location of the colony.
  • Most slaves came from a variety of countries in Africa and were brought to the Americas by slave traders using the Triangular Trade Route.

Skills

Students are able to:
  • Locate each colony on a physical and political map.
  • Describe and explain the types of labor used in each colony (indentured servitude, slaves, free blacks, merchants, farmers, shipping, fishing/whaling, among others).
  • Trace, examine and evaluate the Triangular Trade Route and its impact on colonial economy and labor systems.

Understanding

Students understand that:
  • Different labor systems were used to build and grow each of the 13 colonies.
  • Slave labor was brought to the Americas by the Northern colonial shipping industry and purchased and used in the Caribbean islands and Southern colonies.

Vocabulary

  • economic
  • labor system
  • establishment
  • Triangular Trade Route
  • Hemisphere
  • Americas
  • Latin America
  • North America
  • South America
  • island

SS10.5.7

Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party.

Unpacked Content

Knowledge

Students know:
  • The effects of the French and Indian War.
  • The Stamp Act enraged the citizens of the colonies and was the origin of the phrase "No Taxation with Representation".
  • The Intolerable Acts were enacted to punish the Boston colonists for the Boston Tea Party.
  • The Boston Massacre was a result of conflict between the British soldiers and angry colonists.
  • The Boston Tea Party was the colonists' response to taxes on tea.

Skills

Students are able to:
  • Explain why colonies were engaged in the French and Indian War.
  • Describe and evaluate how colonists reacted to the Stamp Act.
  • Describe the effects of the Intolerable Acts.
  • Describe the Boston Massacre and analyze colonists response to the Boston Massacre.
  • Describe the Boston Tea Party and examine the effects of this event.

Understanding

Students understand that:
  • The causes and effects of events that lead to the American Revolution.

Vocabulary

  • cause
  • effect
  • revolution
  • intolerable

SS10.5.8

Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.

Unpacked Content

Knowledge

Students know:
  • The major events of the American Revolution as it relates to the battles and other events.
  • The principles contained in the Declaration of Independence.
  • The contributions of significant people and supporters of the American Revolution.
  • The contributions of African Americans, women, merchants and farmers.
  • The efforts used to gain support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, boycotts, and the Second Continental Congress.
  • The location on a map of major battles during the American Revolution.
  • The reasons for colonial victory in the American Revolution.
  • The effect of the Treaty of Paris of 1783 on the development of the United States.

Skills

Students are able to:
  • Identify, describe, and evaluate events, individuals, and groups important in historic events.
  • Examine and interpret historic documents. Compare and contrast the contributions of significant people and events.
  • Identify the contribution ordinary people such as Haym Solomon.
  • Describe the contributions of Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, and supporters from other countries to the American Revolution.

Understanding

Students understand that:
  • Through the events of the American Revolution and the contributions of many people, the United States gained independence from Great Britain.

Vocabulary

  • identify
  • evaluate
  • contributions
  • principles
  • mobilize
  • Committees of Correspondence
  • Liberty
  • boycott
  • Continental Congress
  • ordinary citizens
  • American Revolution
  • declaration
  • financier
  • popular sovereignty
  • limited government
  • bicameral
  • unicameral
  • Great Compromise
  • Annapolis Convention

SS10.5.8.2

Explaining contributions of Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, Haym Solomon, and supporters from other countries to the American Revolution

SS10.5.8.4

Describing efforts to mobilize support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, boycotts, and the Second Continental Congress

SS10.5.8.5

Locating on a map major battle sites of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown

SS10.5.9

Explain how inadequacies of the Articles of Confederation led to the creation and eventual ratification of the Constitution of the United States.

Unpacked Content

Knowledge

Students know:
  • Inadequacies of the Articles of Confederation and the impact these had on the creation of the Constitution of the United States.
  • The duties and powers of the three branches of government.
  • The supporters and oppositions of the constitution.
  • The main principles of the bill of rights.
  • The impact of George Washington as president in a republic.

Skills

Students are able to:
  • Analyze and describe the impact of government documents.
  • Describe and provide examples of major ideas, concepts, and limitations of the Constitution including the duties and powers of the three branches of government.
  • Compare and contrast the positions of various groups involved in historic events, such as the writing of the Constitution and Bill of Rights.
  • Analyze primary source documents.

Understanding

Students understand that:
  • The Articles of Confederation and influential groups and individuals played a role in the development of the United States Constitution.

Vocabulary

  • inadequacies
  • Article of Confederation
  • ratification
  • limitations
  • factions
  • Federalist
  • Anti-Federalist
  • republic
  • powers
  • principles

SS10.5.9.1

Describing major ideas, concepts, and limitations of the Constitution of the United States, including duties and powers of the three branches of government

SS10.5.9.2

Identifying factions in favor of and opposed to ratification of the Constitution of the United States

COS Examples

Example: Federalist and Anti-Federalist factions

SS10.5.9.4

Analyzing the election of George Washington as President of the United States for its impact on the role of president in a republic

SS10.5.10

Describe political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States, including the War of 1812, the Indian Removal Act, the Texas-Mexican War, the Mexican-American War, and the Gold Rush of 1849.

Unpacked Content

Knowledge

Students know:
  • Political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States (the War of 1812, the Indian Removal Act, the Texas-Mexican War, the Mexican-American War, the Gold Rush of 1849, among others).
  • The role of the Louisiana Purchase and explorations of Meriwether Lewis and William Clark for their impact on Westward Expansion.
  • The purpose of the Monroe Doctrine.
  • Alabama's role in the expansion movement in the United States, (the Battle of Horseshoe Bend and the Trail of Tears, among others).
  • The impact of technological developments on United States' expansion (steamboat, steam locomotive, telegraph, barbed wire, among others).

Skills

Students are able to:
  • Locate journeys, territories, and political boundaries on a physical and political maps.
  • Sequence historical events.
  • Explain the role of individuals in historical time periods.
  • Compare and contrast technological.
  • Determine causes and effects of events and technological developments between 1803-1860.
  • Analyze primary sources.

Understanding

Students understand that:
  • Political, social, and economic events led to the expansion of the United States and contributed to the development of new technologies and the creation of new states while also setting the stage for future conflict within the nation.

Vocabulary

  • political
  • expansion
  • Indian Removal Act
  • Texas-Mexican War
  • Mexican-American War
  • Gold Rush
  • technological developments
  • locomotive
  • telegraph
  • barbed wire

SS10.5.10.1

Analyzing the role of the Louisiana Purchase and explorations of Meriwether Lewis and William Clark for their impact on Westward Expansion

SS10.5.10.3

Identifying Alabama’s role in the expansion movement in the United States, including the Battle of Horseshoe Bend and the Trail of Tears (Alabama)

SS10.5.10.4

Identifying the impact of technological developments on United States’ expansion

COS Examples

Examples: steamboat, steam locomotive, telegraph, barbed wire

SS10.5.11

1Identify causes of the Civil War, including states’ rights and the issue of slavery.

Unpacked Content

Knowledge

Students know:
  • Causes of the Civil War, including issues of states' rights and slavery.
  • The importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860.
  • Key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler.
  • Social, economic, and political conditions that affected citizens during the Civil War.
  • Alabama's role in the Civil War (Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession).

Skills

Students are able to:
  • Locate key places and events on a physical and political map.
  • Identify and analyze the causes of political conflict Identify key people and explain their role throughout the Civil War.
  • Describe and draw conclusions about the war affected the citizens of the United States.
  • Interpret and define the role of Alabama in the Civil War.

Understanding

Students understand that:
  • There were many factors that led to the Civil War.
  • Key people and ordinary citizens contributed to and were impacted by the Civil War.
  • Alabama responded to, participated in, and was impacted by the Civil War.

Vocabulary

  • Civil War
  • Missouri Compromise
  • insurrection
  • opposition
  • rebellion
  • personalities
  • political conditions
  • confederacy
  • secession

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