Courses of Study : Social Studies

Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 17
Learning Activities: 1
Lesson Plans: 16
Unit Plans: 0
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.

•  Locating on a map states and capitals east of the Mississippi River
•  Identifying natural harbors in North America
Examples: Mobile, Boston, New York, New Orleans, Savannah (Alabama)

Insight Unpacked Content
Strand: Geography, History
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Discuss the influence that geographic features had on the exploration and settlement of Americas.
Teacher Vocabulary:
  • impact
  • exploration
  • settlement
  • prevailing
  • legend (key)
  • physical features
  • cultural features
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.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 17
Learning Activities: 0
Lesson Plans: 17
Unit Plans: 0
2 ) Identify causes and effects of early migration and settlement of North America.

Insight Unpacked Content
Strand: Geography, History
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Relate the causes and effects of early migration and settlement of North America.
Teacher Vocabulary:
  • demography
  • cause
  • effect
  • migration
  • settlement
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.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 24
Learning Activities: 3
Lesson Plans: 20
Unit Plans: 1
3 ) Distinguish differences among major American Indian cultures in North America according to geographic region, natural resources, community organization, economy, and belief systems.

•  Locating on a map American Indian nations according to geographic region
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Describe major American Indian cultures in North America according to:
    • geographic region
    • natural resources
    • community organization
    • economy
    • belief systems
  • Locate American Indian nations on a map according to geographic region.
Teacher Vocabulary:
  • belief system
  • community organization
  • distinguish
  • economy
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.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 19
Learning Activities: 3
Lesson Plans: 16
Unit Plans: 0
4 ) Determine the economic and cultural impact of European exploration during the Age of Discovery upon European society and American Indians.

•  Identifying significant early European patrons, explorers, and their countries of origin, including early settlements in the New World
Examples: patrons—King Ferdinand and Queen Isabella

explorers—Christopher Columbus

early settlements—St. Augustine, Quebec, Jamestown

•  Tracing the development and impact of the Columbian Exchange
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Identify the economic and cultural impact of European exploration during the Age of Discovery upon European society and American Indians.
  • Identify significant early European patrons and explorers, as well as the early settlements in the New World.
  • Trace the development and impact of the Columbian Exchange.
Teacher 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
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.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 17
Learning Activities: 2
Lesson Plans: 15
Unit Plans: 0
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.

•  Recognizing how colonial development was influenced by the desire for religious freedom
Example: development in Massachusetts, Connecticut, Rhode Island, Pennsylvania, and Maryland colonies

•  Identifying influential leaders in colonial society
•  Describing emerging colonial government
Examples: Mayflower Compact, representative government, town meetings, rule of law

Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Explain the reasons for settlement and early colonization of North America in the Northern, Middle, and Southern colonies.
  • Describe the influence of prominent leaders in colonial society.
  • Describe the characteristics of the emerging colonial governments and the lasting effects.
Teacher Vocabulary:
  • colonization
  • representative government
  • geographic features
  • rule of law
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.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 12
Learning Activities: 0
Lesson Plans: 12
Unit Plans: 0
6 ) Describe colonial economic life and labor systems in the Americas.

•  Recognizing centers of slave trade in the Western Hemisphere and the establishment of the Triangular Trade Route
Insight Unpacked Content
Strand: Economics, Geography, History
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Describe colonial economic life and labor systems in the Americas.
  • Describe centers of slave trade in the Western Hemisphere and the establishment of the Triangular Trade Route.
Teacher Vocabulary:
  • economic
  • labor system
  • establishment
  • Triangular Trade Route
  • Hemisphere
  • Americas
  • Latin America
  • North America
  • South America
  • island
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.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 17
Learning Activities: 5
Lesson Plans: 12
Unit Plans: 0
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.

Insight Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Determine the 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.
Teacher Vocabulary:
  • cause
  • effect
  • revolution
  • intolerable
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.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 23
Learning Activities: 3
Lesson Plans: 20
Unit Plans: 0
8 ) Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.

•  Describing principles contained in the Declaration of Independence
•  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
•  Explaining contributions of ordinary citizens, including African Americans and women, to the American Revolution
•  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
•  Locating on a map major battle sites of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown
•  Recognizing reasons for colonial victory in the American Revolution
•  Explaining the effect of the Treaty of Paris of 1783 on the development of the United States
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Identify, describe, and evaluate major events of the American Revolution, including battles, as well as economic, political, and social actions and events.
  • Describe principles contained in the Declaration of Independence.
  • List, describe and evaluate contributions of major American and foreign supporters, ordinary citizens, and influential groups on the American Revolution.
Teacher 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
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.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 12
Learning Activities: 1
Lesson Plans: 11
Unit Plans: 0
9 ) Explain how inadequacies of the Articles of Confederation led to the creation and eventual ratification of the Constitution of the United States.

•  Describing major ideas, concepts, and limitations of the Constitution of the United States, including duties and powers of the three branches of government
•  Identifying factions in favor of and opposed to ratification of the Constitution of the United States
Example: Federalist and Anti-Federalist factions

•  Identifying main principles in the Bill of Rights
•  Analyzing the election of George Washington as President of the United States for its impact on the role of president in a republic
Insight Unpacked Content
Strand: History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Describe and analyze the role of the Articles of Confederation and influential groups and individuals on the development of the United States Constitution.
  • Identify the main principles of the Constitution and the Bill of Rights and analyze events such as the election of George Washington as President for their impact on the development of the republic.
Teacher Vocabulary:
  • inadequacies
  • Article of Confederation
  • ratification
  • limitations
  • factions
  • Federalist
  • Anti-Federalist
  • republic
  • powers
  • principles
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.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 20
Learning Activities: 0
Lesson Plans: 20
Unit Plans: 0
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.

•  Analyzing the role of the Louisiana Purchase and explorations of Meriwether Lewis and William Clark for their impact on Westward Expansion
•  Explaining the purpose of the Monroe Doctrine
•  Identifying Alabama's role in the expansion movement in the United States, including the Battle of Horseshoe Bend and the Trail of Tears (Alabama)
•  Identifying the impact of technological developments on United States' expansion
Examples: steamboat, steam locomotive, telegraph, barbed wire

Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Analyze and describe the 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.
  • Explain how these changes also set the stage for future conflict within the nation.
Teacher Vocabulary:
  • political
  • expansion
  • Indian Removal Act
  • Texas-Mexican War
  • Mexican-American War
  • Gold Rush
  • technological developments
  • locomotive
  • telegraph
  • barbed wire
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.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 22
Learning Activities: 4
Lesson Plans: 18
Unit Plans: 0
11 ) Identify causes of the Civil War, including states' rights and the issue of slavery.

•  Describing 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
•  Recognizing 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 (Alabama)
•  Describing social, economic, and political conditions that affected citizens during the Civil War
•  Identifying Alabama's role in the Civil War (Alabama)
Examples: Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession (Alabama)

•  Locating on a map sites important to the Civil War
Examples: Mason-Dixon Line, Fort Sumter, Appomattox, Gettysburg, Confederate states, Union states (Alabama)

•  Explaining events that led to the conclusion of the Civil War
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Identify and explain the causes of the Civil War, including issues of states' rights, conflicts regarding slavery, important events, regional differences, and social, economic, and political conditions.
  • Describe Alabama's role in the Civil War.
Teacher Vocabulary:
  • Civil War
  • Missouri Compromise
  • insurrection
  • opposition
  • rebellion
  • personalities
  • political conditions
  • confederacy
  • secession
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.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 9
Learning Activities: 1
Lesson Plans: 8
Unit Plans: 0
12 ) Summarize successes and failures of the Reconstruction Era.

•  Evaluating the extension of citizenship rights to African Americans included in the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States
•  Analyzing the impact of Reconstruction for its effect on education and social institutions in the United States
Examples: Horace Mann and education reform, Freedmen's Bureau, establishment of segregated schools, African-American churches

•  Explaining the black codes and the Jim Crow laws
•  Describing post-Civil War land distribution, including tenant farming and sharecropping
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Analyze and describe the successes and failures of the Reconstruction Era.
Teacher Vocabulary:
  • Reconstruction Era
  • extension
  • citizenship rights
  • amendments
  • impact
  • education reform
  • black codes
  • Jim Crow
  • tenant farming
  • distribution
  • sharecropping
  • Radical Republicans
  • 13th Amendment
  • 14th Amendment
  • 15th Amendment
Knowledge:
Students know:
  • Successes and failures of the Reconstruction Era.
  • The extension of citizenship rights to African Americans included in the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States.
  • The impact of Reconstruction for its effect on education and social institutions in the United States( Horace Mann and education reform, Freedmen's Bureau, establishment of segregated schools, African-American churches, among others).
  • The black codes and the Jim Crow laws.
  • Post-Civil War land distribution, including tenant farming and sharecropping.
Skills:
Students are able to:
  • Evaluation successes and failures of historical events.
  • Compare and contrast changes in historical and political realities as a result of a historical event.
Understanding:
Students understand that:
  • The Reconstruction Era was a period of success, failures, and conflict that greatly impacted the lives of citizens, including African-Americans.
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 8
Learning Activities: 1
Lesson Plans: 7
Unit Plans: 0
13 ) Describe social and economic influences on United States' expansion prior to World War I.

•  Explaining how the development of transcontinental railroads helped the United States achieve its Manifest Destiny
•  Locating on a map states, capitals, and important geographic features west of the Mississippi River
•  Explaining how the United States acquired Alaska and Hawaii
•  Identifying major groups and individuals involved with the Westward Expansion, including farmers, ranchers, Jewish merchants, Mormons, and Hispanics
•  Analyzing the impact of closing the frontier on American Indians' way of life
•  Explaining how the Spanish-American War led to the emergence of the United States as a world power
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence of Student Attainment:
Students:
  • Identify and describe social, political, and economic influences on the United States prior to World War I.
Teacher Vocabulary:
  • social influences
  • economic influences
  • expansion
  • transcontinental railroads
  • Manifest Destiny
  • geographic features
  • acquired
  • Westward Expansion
  • ranchers
  • Mormons
  • Hispanics
  • frontier
  • emergence
Knowledge:
Students know:
  • Social and economic influences on United States' expansion prior to World War I.
  • How the development of transcontinental railroads contributed to the expansion of the United States and related to the concept of Manifest Destiny.
  • Details related to how the United States acquired Alaska and Hawaii.
  • Major groups and individuals involved with the Westward Expansion, including farmers, ranchers, Jewish merchants, Mormons, and Hispanics.
  • The impact of closing the frontier on American Indians' way of life.
  • The Spanish-American War led to the emergence of the United States as a world power.
Skills:
Students are able to:
  • Locate states and capitals on a physical and political map.
  • Describe and explain social and economic influences on the United States expansion.
  • Explain and evaluate the concept of Manifest Destiny.
  • Describe and explain how the development of the transcontinental railroads helped the United States achieve its Manifest Destiny.
  • Identify and analyze the impact of Manifest Destiny on a variety of cultural groups.
  • Explain and analyze how the Spanish-American War led to the United States becoming a world power.
Understanding:
Students understand that:
  • There were social, political, and economic influences on United States prior to World War I.