History involves people, events, and issues. The student will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. He/she will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based. 

* Some state performance indicators are listed in more than one era. These may be assessed in any of the eras in which they appear, but not necessarily in all eras in which they appear.

Kindergarten

I

Define history as the story of our past.

I

Recall events in the past and present in order to recognize that individuals have a personal history.

I

Recognize that change occurs over time.

I

Observe how sites in neighborhoods and communities change over time.

I/D

Recognize that each family has a family tree.

I/D

Recall family stories and celebrations to develop a personal history.

I

Illustrate a family history to demonstrate that every family has a heritage.

TOP

First Grade

I

Recognize some early forms of communication and how communication has changed over time.

I

Recognize that other countries have a longer history than the United States.

I

Identify contributions of diverse historical figures that have influenced the community, state, and nation.

D

Distinguish between the past, present, and future.

I

Recognize major events in American history.

TOP

Second Grade

D

Explain the significance of various community, state, and national celebrations such as Memorial Day and Independence Day.

Chinese New Year

Mrs Donn's Holiday Lesson Plan Index

Earth Day

Independence Day Webquest

D

Explain how local people and events have influenced local community history. History Trail

Tennessee History

Famous Tennesseans

I

Describe the order of events by using designation of time periods such as ancient times and modern times.
Ancient Times and Modern Times

I

Use vocabulary related to chronology, including past, present and future.

D

Describe and measure calendar time by days, weeks, months, and years. Only Six More Days
Calendars and Time Measurement

D

Comprehend those physical and human characteristics of communities change over time.

D

Identify and explain the significance of various community landmarks.

I

Create and interpret timelines.

Timelines: Timeless Teaching Tool

Timeline of Your School

I

Compare various interpretations of the same time period using evidence such as photographs and interviews.

TOP

Third Grade

I

Identify the heroic deeds of characters from state, national, and global histories.

I

Identify historical figures that helped to shape regions.

A

Label historical events as past, present, and future.

D

Describe the order of events by using designation of time periods such as ancient times and modern times.

A

Use a timeline to determine the order of a historical sequence of events.
Understanding & making timelines
Timelines

I

Describe how individuals, events, and ideas cause regional change over time.

A

Read and interpret facts from a historical passage.

D

Use vocabulary related to chronology, including past, present, and future.

D

Describe and measure calendar time by days, weeks, months, and years.

D

Create and interpret timelines.

I

Identify factors that cause development and change in communities.

I

Compare various interpretations of the same time period using evidence such as photographs and interviews.

TOP

Fourth Grade

Era 1 - Three Worlds Meet (Beginnings to 1620)

I/D

Identify the ancient civilizations of the Americas at the time of European arrival.

I/D

Explain the cultures of the Western Hemisphere’s native people prior to European contact.

*A

Identify pre-Colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, and Mississippi Mound Builders).

The Chickasaw Nation

Aztec:  A Thinkquest

Mayans

Olmec

Mississippi Mound Builders
Incas, Aztecs, and Mayan PowerPoint

*A

Examine how Native American culture changed as a result of contact with European cultures (i.e., decreased population, spread of disease, increased conflict, loss of territory, and increase of trade.)

I/D

Demonstrate an ability to use correct vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships.

I/D

Realize that geographic, technological, and scientific factors contributed to the European age of exploration and settlement in the Americas.

I/D

Describe the immediate and long-term impact of Columbus’ voyages on native populations and on colonization in the Americas.

Christopher Columbus and the Great Age of Exploration

I/D

List the characteristics of the Spanish and Portuguese exploration and settlement of the Americas.

I/D

Identify Native American groups in Tennessee and the Western Hemisphere before European explorations.

*A

Identify Native American groups in Tennessee before European explorations (i.e., Cherokee, Creek, and Chickasaw).

I/D

Summarize reasons for European exploration and settlement of Tennessee and the Western Hemisphere.

*A

Read and interpret facts from a historical passage about an early American-Spanish mission.

I/D

Identify accomplishments of significant explorers and explain their impact on the settlement of Tennessee.

 

Era 2 - Colonization and Settlement (1585-1763) 

I/D

Discuss the search for religious, economic, and individual freedom in the settlement of the colonies.

A

Determine the reasons for colonial settlement (i.e., religious, economic, and individual freedom).

*A

Read and interpret facts from a historical passage about an early American-Spanish mission.

I/D

Describe the lives of free and indentured immigrants who came from Europe to North America and the Caribbean.

I/D

Compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past.

I/D

Detail the growth and change in the European colonies during the two centuries following their founding with an emphasis on New England and Virginia.

I/D

Explain the importance of the Mayflower Compact.

I/D

Understand the role of religion in the English colonies such as the evolution of religious freedom and the treatment of religious dissenters.

I/D

Explain when, where, and why groups of people colonized and settled in the United States.

13 Colonies Map/Quiz

*A

Identify cultural groups who inhabited North America in the 17th century (i.e., Puritans, Quakers, Spanish, and French).

*A

Identify Native American groups in Tennessee before European explorations (i.e., Cherokee, Creek, and Chickasaw).

*A

Identify pre-Colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, and Mississippi Mound Builders).

*A

Examine how Native American culture changed as a result of contact with European cultures (i.e., decreased population, spread of disease, increased conflict, loss of territory, and increase of trade.)

I/D

Explain the political, economic, and social impact of the slave trade in the Americas.

*A

Interpret a timeline that depicts slave and indentured servants coming from Europe to life in North America.

I/D

Conduct a thorough study of the differing regions of Tennessee and their history.

I/D

Describe the effects of political, economic, and social changes on Native Americans in Tennessee.

I/D

Identify characteristics of early colonial governments in Tennessee.

 

Era 3 - Revolution and the New Nation (1754-1820) 

I/D

Explain the events that contributed to the outbreak of the American Revolution.

Road to the American Revolution

The American Revolution

I/D

Study the Declaration of Independence, its major ideas, and its sources.

Declaring Independence

I/D

Describe the earliest armed conflict of the Revolutionary War.

I/D

Summarize the results of the American Revolution, including the establishment of the United States.

I/D

Demonstrate an understanding that people in different times and places view the world differently.

I/D

Explain the major political issues of the thirteen colonies after their independence that led to the creation of the Articles of Confederation.

*A

Determine why the United States Constitution was necessary (i.e., no single currency, no judicial branch, no enforcement of laws, and small and large states having unequal representation).

Constitution Test

Necessity of Constitution
 

A

Interpret a visual contrasting life before and after the American Revolution (i.e., education, family size, transportation, and politics).

Colonial Life

I/D

Summarize the events that led to the creation of the United States Constitution.

A

Determine the hardships faced by early Tennessee settlers in the late 1700's (i.e., security, isolated communities, lack of access to goods, and natural geography).

I/D

Focus on the creation of the state of Franklin and subsequent creation of the state of Tennessee.

*A

Identify cultural groups who inhabited North America in the 17th century (i.e., Puritans, Quakers, Spanish, and French).

Puritans  Quakers

Early French Inhabitants  Early Spanish Inhabitants

A

Identify various racial and ethnic groups in Tennessee at the founding of statehood (i.e., Cherokee, Creek, Shawnee, English, Scottish, French, and American born pioneers).

Early ethnic groups in Tennessee

I/D

Identify the accomplishments of notable Tennessee individuals such as William Blount and John Sevier.

Life of John Sevier

Biographies

A

Recognize the accomplishments John Sevier contributed to Tennessee history (i.e., State of Franklin's one and only governor, Tennessee’s first governor, United States Congressman, and soldier).
TN History:  John Sevier

*A

Identify major Tennessee political leaders (i.e., Andrew Jackson, Sam Houston, James Polk, Sequoyia, David Crockett, and Nancy Ward).

PowerPoint: Notable Tennesseans

*A

Examine how Native American culture changed as a result of contact with European cultures (i.e., decreased population, spread of disease, increased conflict, loss of territory, and increase of trade.)

*A

Interpret a timeline that depicts slave and indentured servants coming from Europe to life in North America.

Early European Slave and Indentured Servants in North America
Harriet Tubman Timeline
National Geographic:  Underground Railroad

 

Era 4 - Expansion and Reform (1801-1861) 

*A

Identify cultural groups who inhabited North America in the 17th century (i.e., Puritans, Quakers, Spanish, and French).

*A

Determine why the United States Constitution was necessary (i.e., no single currency, no judicial branch, no enforcement of laws, and small and large states having unequal representation).

US Constitution for Kids

I/D

Give examples of maps, timelines, and charts that show western expansion.

I/D

Identify the factors that led to territorial expansion and its effects.

*A

Interpret a timeline that depicts slave and indentured servants coming from Europe to life in North America.

Timeline: Early Days & Slavery 1400’s-1865

The Louisiana Purchase Exhibit
Harriet Tubman Timeline
National Geographic:  Underground Railroad

I/D

Identify the contributions of early pioneers such as Daniel Boone to the development of colonial America.

The Lewis & Clark: Journey of Discovery

Daniel Boone & Lewis & Clark

I/D

Explain how societal changes led to conflict among sections of the United States.

I/D

Explain the Louisiana Purchase.

The Louisiana Purchase Treaty

A

Analyze how the Louisiana Purchase influenced the growth of the United States (i.e., increased size, encouraged expansion, and increased natural resources).
Louisiana Purchase:  Timeline

I/D

Recognize the significance of the Lewis and Clark expedition.
Lewis and Clark Expedition

Daniel Boone & Lewis & Clark

The Lewis and Clark Journey of Discovery

A

Determine the influence Lewis and Clark's expedition had on westward expansion.
Lewis and Clark Expedition

Daniel Boone & Lewis & Clark

I/D

Recognize the significance of the War of 1812.

War of 1812

I/D

Understand the impact of territorial expansion on Native American tribes.

The Effects of Removal on American Indian Tribes

A

Read and interpret a passage about the Trail of Tears.

Brief History: The Cherokee Messenger

The Cherokee: Trail of Tears

The Effects of the Removal of American Indian Tribes
ED Helper:  Comprehension
PowerPoint Trail of Tears
John Ross

I/D

Identify the impact of railroads on life in Tennessee including changes to cities and major industries.

I/D

Identify the impact of various issues and events on life in Tennessee such as urbanization.

I/D

Identify the accomplishments of notable Tennessee individuals such as Sam Houston, Andrew Jackson, and James Polk.
Notable Tennesseans: Jefferson County Schools Powerpoint

*A

Identify major Tennessee political leaders (i.e., Andrew Jackson, Sam Houston, James Polk, Sequoyia, David Crockett, and Nancy Ward).

Andrew Jackson

Andrew Jackson: The Spoil System

Sam Houston

Sam Houston: Biography & Politics

Sequoyia
Andrew Jackson:  Biography

Sam Houston:  Biography

James Polk:  Biography

Sequoyia:  Biography

David Crockett:  Biography

Nancy Ward:  Biography
Notable Tennesseans: Jefferson County Schools Powerpoint

A

Interpret a timeline that depicts major historical pre-Civil War events.

What Caused the Civil War?

Reasons for the Civil War jc-schools

Pre-Civil War African American Slavery 1815-1880

Gettysburg National Park: Civil War for Kids

SparkNotes--Timeline

A

Determine how the issue of slavery caused political and economic tensions between government policy and people's beliefs (i.e., abolitionists, plantation owners, state's rights, and central government).

Pickney: Step-Father of the Constitution

Compromise of 1850

Economic & state’s rights: Reasons for the Civil War jc-schools

Plantation System: Slave’s Describe Their Experiences

Abolition: Famous People
The Underground Railroad

Understanding Slavery

TOP

Fifth Grade

Civil War and Reconstruction (1850-1877) Abraham Lincoln's Classroom

I/D

Identify the locations of the southern and northern states.

I/D

Identify the advantages and disadvantages of northern and southern economic resources.

I/D

Identify similar and different northern and southern social and cultural customs.

A

Interpret sectional differences in the North and South in pre-Civil War (i.e., a map of Union, Confederate, and border-states; pictorial representations of crop production; reading timelines; and interpreting bar graphs showing human, natural, and man-made resources).

The Civil War

Sectionalism

South during Civil War

North during Civil War

Road to Civil War

I/D

Identify sectional interests that led to the Civil War.

Sectionalism

I/D

Describe the role of Tennessee in the Civil War.

I/D

Chart the course of major events throughout the Civil War.

A

Recognize military and nonmilitary leaders from the North and South during Civil War (i.e., Frederick Douglass, Clara Barton, Chief Justice Roger Taney, Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and Jefferson Davis).

Abraham Lincoln's Classroom

Key People

Civil War leaders

Important people of the Civil War

Leaders of Gettysburg

Abraham Lincoln
Key People

I/D

Identify components of the various plans for Reconstruction.

I/D

Evaluate the successes and failures of Reconstruction plans.

I/D

Decide the reasons for successes and failures of the various Reconstruction plans.

I/D

Assess the lasting impact of the Civil War and Reconstruction.

*A

Interpret timelines that depict major historical post-Civil War events.

Civil War Timeline
The Reconstruction Era

Timeline of Reconstruction Era

Reconstruction timeline

Games concerning Reconstruction

Reconstruction

*A

Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services).

World Cultures and Geography

*A

Determine the hardships encountered by Greater Plain settlers in the late 1800's (i.e., building materials, natural geography, climatic conditions, isolated communities, and lack of revenue).

Settling the Great Plains

Greater Plains settlers

The Northern Great Plains

*A

Interpret a primary reading sample.

The Native American Bedtime Story Sample

Reading strategy

Primary resources

*A

Use tools of social science inquiry such as surveys, statistics, maps, and documents.

Center for Inquiry Based Learning

Social science inquiry

Inquiry activities

     

 

Era 6 - The Development of the Industrial United States (1870-1900) 

I/D

Analyze the effects of immigration, migration, and resources on the economic development and growth of the United States.

*A

Determine the hardships encountered by Greater Plain settlers in the late 1800's (i.e., building materials, natural geography, climatic conditions, isolated communities, and lack of revenue).

Sod House 

Great Plains

Settling the Great Plains

*A

Interpret timelines that depict major historical post-Civil War events.

The Reconstruction Era

I/D

Identify individual leaders of business and industry.

I/D

Explain how industry and mechanization changed ways of life in America and Tennessee.

I/D

Understand the rise of the American labor movement.

I/D

Describe how armed conflict, purchases, treaties, and land settlement resulted in further American expansion.

I/D

Assess the resistance of various groups to United States expansion.

I/D

Describe the people, lifestyles, and liberties in the American West.

I/D

Trace the growth and necessity of the Chinese in the American West.

*A

Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services).

Transcontinental Railroad

World Cultures and Geography

*A

Interpret a primary reading sample.

The Native American Bedtime Story Sample

Primary resources

*A

Use tools of social science inquiry such as surveys, statistics, maps, and documents.

Center for Inquiry Based Learning

 

Era 7 - The Emergence of Modern America (1890-1930) 

I/D

Identify various Progressive reform efforts and their leaders.

I/D

Explain how rural areas and urban centers changed as a result of immigration and migration.

A

Recognize the rights that workers fought for in the late 1800’s (i.e., wages, hours, insurance, and working conditions).

United Mine Workers

I/D

Identify areas in the world where the United States participated in diplomatic affairs and armed conflict.

I/D

Explain the causes of the Spanish-American War and World War I.

I/D

Identify contributions of Tennessee natives such as Alvin York and Ida B. Wells.

*A

Recognize people who contributed to reform in Tennessee and American society (i.e., Samuel Gompers; Jane Addams; Martin Luther King, Jr.; Gov. Austin Peay; and Anne Dallas Dudley).

Famous people of Tennessee.

Western Expansion and Reform

Activist and Reformers

Famous Tennesseans

Who’s who in Tennessee History

Who was Austin Peay

I/D

Explain how American life changed dramatically due to the economical, technology, and ecological disasters.

I/D

Describe American life in the 1920’s including the impact of Constitutional amendments.

I/D

Explain the significance of the Harlem Renaissance.

I/D

Explain Tennessee’s role in the women’s suffrage movement.

*A

Interpret timelines that depict major historical post-Civil War events.

*A

Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services).

*A

Interpret a primary reading sample.

Primary resources

 

*A

Use tools of social science inquiry such as surveys, statistics, maps, and documents.

 

Era 8 - The Great Depression and World War II (1929-1945) 

I/D

Explain the events that led to the Great Depression.

The Great Depression

I/D

Describe how the Great Depression affected American society as a whole.

I/D

Explain how Americans addressed the social and economic problems brought on by the Great Depression.

I/D

Describe how the Tennessee Valley Authority impacted life in Tennessee.

I/D

Describe the political and economic events that led to World War II.

Background to the second World War

I/D

Identify the significance of Pearl Harbor, D-Day, and Hiroshima.

I/D

Identify Tennessee’s involvement and the contributions of Tennessee natives such as Cordell Hull to the war effort.

*A

Recognize people who contributed to reform in Tennessee and American society (i.e., Samuel Gompers; Jane Addams; Martin Luther King, Jr.; Gov. Austin Peay; and Anne Dallas Dudley).

I/D

Explain the political and economic effects of World War II on Europe and the United States.

I/D

Explain the social effects of World War II on American life.

I/D

Describe Japanese-American internment and its conflict with American ideals.

*A

Interpret timelines that depict major historical post-Civil War events.

The Reconstruction Era

*A

Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services).

*A

Interpret a primary reading sample.

Primary resources

*A

Use tools of social science inquiry such as surveys, statistics, maps, and documents.

*A

Interpret a visual contrasting life before and after World War II (i.e., education, family size, transportation, urbanization, and the role of women).

 

Era 9 - Postwar United States (1945-1970’s) 

I/D

Explain how the American economy changed after World War II.

I/D

Describe the influences of World War II on American society.

*A

Interpret a visual contrasting life before and after World War II (i.e., education, family size, transportation, urbanization, and the role of women).

I/D

Describe the role of the United Nations in international affairs.

I/D

Explain United States’ involvement in Korea and Vietnam.

I/D

Describe the Soviet and American relationship during the Cold War.

Cold War

I/D

Identify major political events of the presidential administrations during the Cold War.

Cold War

I/D

Explain why the United States became involved in the space race.

I/D

Describe the struggle for racial and gender equality.

I/D

Explain Brown vs. Board of Education and its importance to the Civil Rights Movement.

I/D

Explain the contributions of Civil Rights leaders such as Martin Luther King, Jr. and Caesar Chavez.

*A

Recognize examples of how the United States confronted Civil Rights issues (i.e., Brown vs. Board of Education, Montgomery Bus Boycott, Birmingham Civil Rights March, American Indian Movement [AIM], and the Civil Rights Act of 1964).

*A

Recognize people who contributed to reform in Tennessee and American society (i.e., Samuel Gompers; Jane Addams; Martin Luther King, Jr.; Gov. Austin Peay; and Anne Dallas Dudley).

I/D

Describe Tennessee’s involvement during the Civil Rights movement.

*A

Interpret timelines that depict major historical post-Civil War events.

*A

Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services).

*A

Interpret a primary reading sample.

Primary resources

*A

Use tools of social science inquiry such as surveys, statistics, maps, and documents.

 

Era 10 - Contemporary United States (1968 to the present) 

I/D

Explain how Watergate impacted the Nixon administration and Americans.

Watergate

I/D

Describe the changing relationships between the United States and foreign countries.

I/D

Explain the significance of the Iran crisis.

I/D

Describe political and geographic changes in Europe following the fall of the Soviet Union.

I/D

Describe the growing impact of the media on public opinion.

I/D

Explain the effect of the computer on contemporary life in America.

I/D

Describe global environmental issues.

I/D

Describe the contributions of Tennesseans to the arts.

*A

Recognize examples of how the United States confronted Civil Rights issues (i.e., Brown vs. Board of Education, Montgomery Bus Boycott, Birmingham Civil Rights March, American Indian Movement [AIM], and the Civil Rights Act of 1964).

*A

Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services).

*A

Interpret how culture changes over time as a consequence of industrialization, technology, or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music, and the growth of government services).

*A

Interpret a primary reading sample.

*A

Use tools of social science inquiry such as surveys, statistics, maps, and documents.

TOP

 

6th Grade

World History Standards Era 1: The Beginnings of Human Society 

M

List ancient weapons and tools.

M

Understand the role of the environment in terms of influencing the development of weapons and tools.

M

Explain the role of agriculture in early settled communities.

M

Recognize the immediate and long term impacts and influences of early agricultural communities such as Southwest Asia and the African Nile Valley.

M

Describe the biological processes that shaped the earliest human communities.

M

Identify the characteristics of hunter-gatherer communities in various continental regions in Africa versus the Americas.

M

Explain how different early human communities expressed their beliefs.

M

Explain how geologists, archaeologists, and anthropologists study early human development.

M

Identify scientific evidence regarding early human settlements in Africa.

*A

Recognize the types of early communities (i.e., nomadic, fishing, and farming).

*A

Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press).

*A

Recognize the world's major religions and their founders (i.e., Judaism, Christianity, Islam, Buddhism, Hinduism, Moses, Jesus, and Mohammed).

*A

Identify how early writing forms in Mesopotamia, Egypt, and the Indus Valley influenced life (i.e., legal, religious, and culture).

*A

Recognize the significant mythologies of the Sumerians, Egyptians, Greeks, and Romans.

*A

Recognize the designations for time dating (i.e., BCE, AD, centuries, decades, prehistoric, and historic).

*A

Recognize major historical time periods (i.e., Early Civilizations, Classical Period, Dark Ages, Middle Ages, and Renaissance).

*A

Read a timeline and order events of the past between prehistory and the Renaissance.

*A

Identify examples of groups impacting world history (i.e., Muslims, Christians, Mongolians, Vikings, slave traders, explorers, merchants/traders, and inventors.)

*A

Identify characteristics including economy, social relations, religion, and political authority of various societies (i.e., Mesopotamian, Egyptian, Greek City-States, Roman Empire, Indian, and Medieval).

Color me Egypt

*A

Describe the ways in which individuals can change groups (i.e., Martin Luther – Christian church, William of Normandy – English Monarchy, Joan of Arc – Hundred Years War, and Buddha – Chinese Culture).

*A

Recognize the possible causes of change in civilizations (i.e., environmental change, political collapse, new ideas, warfare, overpopulation, unreliable food sources, and diseases).

*A

Recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Ferdinand and Queen Isabella, Martin Luther, and Johannes Gutenberg).

*A

Identify the job characteristics of archaeologists, anthropologists, geologists, and historians.

*A

Identify differences between various cultural groups (i.e., European, Eurasian, Indian, Southeast Asian, Middle Eastern, African, and Native American).

Global Trek

*A

Identify types of artifacts by pictorial representation (i.e., Egyptian, Roman, Greek, Chinese, Native American, Medieval, and Renaissance).
Compass

*A

Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press).

*A

Identify conclusions about early world historical events using primary and secondary sources.

*A

Identify the development of written and spoken languages (i.e., Roman alphabet, Latin word origins, Romance Languages).

 

World History Standards Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE) 

M

Describe the characteristics of writing in Mesopotamia, Egypt, and the Indus valley and how their written records shaped political, legal, religious, and cultural life.

M

Compare and contrast the Mycenaean Greek development of agriculture, writing, education, law, and trade with another society.

M

Explain how the development of different types of tools, laws, and religion influenced early Chinese civilization.

M

Compare and contrast how the economic, political, cultural, and environmental factors among the ancient civilizations of Egypt, Indus River Valley, China, and Mesopotamia shaped their histories.

M

Explain the decline of the Indus Valley civilization.

M

Identify significant individuals and events in Egyptian civilization.

M

Describe the characteristics of Aryan society.

M

Describe what archaeological evidence reveals about Chinese history during the Chang Dynasty.

M

Identify early forms of writing, law, and trade (i.e., cuneiform, hieroglyphics, barter, Code of Hammurabi, and the Ten Commandments).

Mr. Dowling

*A

Recognize the types of early communities (i.e., nomadic, fishing, and farming).
mnsu.edu

*A

Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press).

*A

Recognize the world's major religions and their founders (i.e., Judaism, Christianity, Islam, Buddhism, Hinduism, Moses, Jesus, and Mohammed).
mnsu.edu/religion

*A

Recognize significant epics as historical sources (i.e., Iliad, the Odyssey, Mahabharata, and Ramayana).
mnsu.edu

*A

Identify how early writing forms in Mesopotamia, Egypt, and the Indus Valley influenced life (i.e., legal, religious, and culture).

*A

Recognize the significant mythologies of the Sumerians, Egyptians, Greeks, and Romans.

*A

Recognize the designations for time dating (i.e., BCE, AD, centuries, decades, prehistoric, and historic).

*A

Recognize major historical time periods (i.e., Early Civilizations, Classical Period, Dark Ages, Middle Ages, and Renaissance).

*A

Read a timeline and order events of the past between prehistory and the Renaissance.

*A

Identify examples of groups impacting world history (i.e., Muslims, Christians, Mongolians, Vikings, slave traders, explorers, merchants/traders, and inventors.)
Spanish Conquest

Mr. Dowling/Moors/Muslims

*A

Identify characteristics including economy, social relations, religion, and political authority of various societies (i.e., Mesopotamian, Egyptian, Greek City-States, Roman Empire, Indian, and Medieval).

*A

Describe the ways in which individuals can change groups (i.e., Martin Luther – Christian church, William of Normandy – English Monarchy, Joan of Arc – Hundred Years War, and Buddha – Chinese Culture).

Mr. Dowling/William of Normandy

*A

Recognize the possible causes of change in civilizations (i.e., environmental change, political collapse, new ideas, warfare, overpopulation, unreliable food sources, and diseases).

*A

Recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Ferdinand and Queen Isabella, Martin Luther, and Johannes Gutenberg).

Mr. Dowling/Charlemagne

Mr. Dowling/Gutenburg, M.D/Alexander the Great ,M.D.Socrates

*A

Identify the job characteristics of archaeologists, anthropologists, geologists, and historians.

*A

Identify differences between various cultural groups (i.e., European, Eurasian, Indian, Southeast Asian, Middle Eastern, African, and Native American).
Old World Cultures

*A

Identify types of artifacts by pictorial representation (i.e., Egyptian, Roman, Greek, Chinese, Native American, Medieval, and Renaissance).
Learner.org

*A

Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press).
Sumerian Economy

*A

Identify conclusions about early world historical events using primary and secondary sources.

*A

Identify the development of written and spoken languages (i.e., Roman alphabet, Latin word origins, Romance Languages).

 

World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD) 

M

Illustrate the placement of major religions on the earth’s surface.

M

Compare and contrast elements of Judaism, Christianity, and Islam.

M

Identify the causes and spread of Christianity.

M

Explain the origins of Buddhism and fundamental Buddhist beliefs.

M

Explain the patterns of Phoenician political organization, culture, and trade in the Mediterranean basin.

M

Describe the development of Greek city-states and their political and social characteristics.

M

Identify the characteristics of the Assyrian and Babylonian Empires.

M

Explain the impact and achievements of the Hellenistic period on art, mathematics, science, philosophy, and political thought.

M

Understand the origins and social framework of Roman society.

M

Identify fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties.

M

Compare geographical and architectural features of Egypt.

M

Identify major cultural elements of Greek society such as sculpture, architecture, and pottery.

M

Explore the role of art, literature, and mythology in Greek society by analyzing primary sources.

M

Explain the political, commercial, and cultural uses of Latin and Greek as universal languages of the Roman Empire.

M

Construct timelines to show sequences of important dates and events.

M

Identify cause and effect of events leading to the rise and decline of civilizations.

M

Describe how the rise and decline of military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade networks affected societies.

*A

Recognize the types of early communities (i.e., nomadic, fishing, and farming).

*A

Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press).

*A

Recognize the world's major religions and their founders (i.e., Judaism, Christianity, Islam, Buddhism, Hinduism, Moses, Jesus, and Mohammed).

*A

Recognize significant epics as historical sources (i.e., Iliad, the Odyssey, Mahabharata, and Ramayana).

Dowling/Homer

*A

Identify how early writing forms in Mesopotamia, Egypt, and the Indus Valley influenced life (i.e., legal, religious, and culture).

*A

Recognize the significant mythologies of the Sumerians, Egyptians, Greeks, and Romans.

*A

Recognize the designations for time dating (i.e., BCE, AD, centuries, decades, prehistoric, and historic).

*A

Recognize major historical time periods (i.e., Early Civilizations, Classical Period, Dark Ages, Middle Ages, and Renaissance).

*A

Read a timeline and order events of the past between prehistory and the Renaissance.

*A

Identify examples of groups impacting world history (i.e., Muslims, Christians, Mongolians, Vikings, slave traders, explorers, merchants/traders, and inventors.)

*A

Identify characteristics including economy, social relations, religion, and political authority of various societies (i.e., Mesopotamian, Egyptian, Greek City-States, Roman Empire, Indian, and Medieval).

*A

Describe the ways in which individuals can change groups (i.e., Martin Luther – Christian church, William of Normandy – English Monarchy, Joan of Arc – Hundred Years War, and Buddha – Chinese Culture).

*A

Recognize the possible causes of change in civilizations (i.e., environmental change, political collapse, new ideas, warfare, overpopulation, unreliable food sources, and diseases).

*A

Recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Ferdinand and Queen Isabella, Martin Luther, and Johannes Gutenberg).

*A

Identify the job characteristics of archaeologists, anthropologists, geologists, and historians.

*A

Identify differences between various cultural groups (i.e., European, Eurasian, Indian, Southeast Asian, Middle Eastern, African, and Native American).

*A

Identify types of artifacts by pictorial representation (i.e., Egyptian, Roman, Greek, Chinese, Native American, Medieval, and Renaissance).

Mr. Dowling/Renaissance

*A

Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press).

*A

Identify conclusions about early world historical events using primary and secondary sources.

*A

Identify the development of written and spoken languages (i.e., Roman alphabet, Latin word origins, Romance Languages).

 

World History Standards Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD) 

M

Identify the spread of Christian belief in Europe.

M

Diagram the social structure of medieval society.

M

Explain the significance of Norse migrations and invasions.

M

Describe social class and gender roles in Medieval Europe.

M

Understand the significant features of Mayan and Andean civilization as in their location of cities, road systems, sea routes, status of elite women and men, art, and architecture.

M

Recognize the importance of maritime and overland trade routes linking regions of Afro-Eurasian societies.
mnsu/trade

M

List the major achievements in technology, astronomy, and medicine in the Gupta societies.

M

Identify monastic examples of preserving Greco-Roman and early Christian learning.

M

Read an example of African oral history for its historical importance.

M

Identify the spread of Islamic belief in Asia and Africa.

M

Explain how the influence of Islamic ideas and practices influenced culture and social behavior.

M

Describe the characteristics of and development of great African and Asian civilizations.

M

Identify the impact of Chinese society on surrounding cultures in terms of assimilation of ideas and political autonomy.

*A

Recognize and order major historical events on a timeline between the Middle Ages and Renaissance.   

Mr. Dowling/Renaissance    

*A

Identify the impact of advances in technology on history (i.e., agricultural revolution, Renaissance scientists, exploration during the 1400s).

Mr.Dowling/Explorers

*A

Recognize how the Renaissance changes the nature of society (i.e., shift from religious domination to science, philosophy, and art).

.Mr. Dowling/Renaissance    

*A

Evaluate to what extent civilizations build on the accomplishments of previous civilizations.

*A

Compare and contrast the historical development of the Western, Eastern, and African cultures.

*A

Recognize the designations for time dating (i.e., BCE, AD, centuries, decades, prehistoric, and historic).

*A

Recognize major historical time periods (i.e., Early Civilizations, Classical Period, Dark Ages, Middle Ages, and Renaissance).

*A

Read a timeline and order events of the past between prehistory and the Renaissance.

*A

Identify examples of groups impacting world history (i.e., Muslims, Christians, Mongolians, Vikings, slave traders, explorers, merchants/traders, and inventors.)

*A

Identify characteristics including economy, social relations, religion, and political authority of various societies (i.e., Mesopotamian, Egyptian, Greek City-States, Roman Empire, Indian, and Medieval).
mnsu.edu

*A

Describe the ways in which individuals can change groups (i.e., Martin Luther – Christian church, William of Normandy – English Monarchy, Joan of Arc – Hundred Years War, and Buddha – Chinese Culture).

*A

Recognize the possible causes of change in civilizations (i.e., environmental change, political collapse, new ideas, warfare, overpopulation, unreliable food sources, and diseases).

*A

Recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Ferdinand and Queen Isabella, Martin Luther, and Johannes Gutenberg).

*A

Identify the job characteristics of archaeologists, anthropologists, geologists, and historians.
mnsu.edu

*A

Identify differences between various cultural groups (i.e., European, Eurasian, Indian, Southeast Asian, Middle Eastern, African, and Native American).

*A

Identify types of artifacts by pictorial representation (i.e., Egyptian, Roman, Greek, Chinese, Native American, Medieval, and Renaissance).
Compass

*A

Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press).
mnsu.edu

*A

Identify conclusions about early world historical events using primary and secondary sources.

*A

Identify the development of written and spoken languages (i.e., Roman alphabet, Latin word origins, Romance Languages).
mnsu/language

 

World History Standards Era 5: The Emergence of Europe (1200-1500AD) 

I

Recognize the developments of science, philosophy, and art in the 14th and 15th centuries.

I

Understand the significant developments of medieval English in legal and constitutional practices and how this shaped the development of European governments.

I

Recognize the origins and the economic, social, and political impact of the plague upon Eurasian societies.

I

Judge the significance of the Reformation on the development of Europe.

I

Compare and contrast feudalism and manoralism.

I

Explain the cultural characteristics of Islamic society such as a common language, religious text, and society and how this led to cohesiveness across regions.

I

Identify features of trade routes in Asia, Europe, and Africa.

I

Describe the roles and motivations of squires, saints, and soldiers in Christian Europe.

I

Describe the economic, social, and religious features of West Africa.

I

Identify aspects of the architecture of Medieval Europe and how some elements may still be seen in local and modern architecture.

I

Compare and contrast art, architecture, and education in medieval Christian and Spanish Muslim society.

I

Rate the importance of foreign sources in recording the history in areas of Mongol domination as in the travels of Marco Polo and ibn Battuta.

*A

Recognize the designations for time dating (i.e., BCE, AD, centuries, decades, prehistoric, and historic).

*A

Recognize major historical time periods (i.e., Early Civilizations, Classical Period, Dark Ages, Middle Ages, and Renaissance).

*A

Read a timeline and order events of the past between prehistory and the Renaissance.

*A

Identify examples of groups impacting world history (i.e., Muslims, Christians, Mongolians, Vikings, slave traders, explorers, merchants/traders, and inventors.)

*A

Identify characteristics including economy, social relations, religion, and political authority of various societies (i.e., Mesopotamian, Egyptian, Greek City-States, Roman Empire, Indian, and Medieval).

*A

Describe the ways in which individuals can change groups (i.e., Martin Luther – Christian church, William of Normandy – English Monarchy, Joan of Arc – Hundred Years War, and Buddha – Chinese Culture).

*A

Recognize the possible causes of change in civilizations (i.e., environmental change, political collapse, new ideas, warfare, overpopulation, unreliable food sources, and diseases).
Collapse

*A

Recognize the impact of individuals on world history (i.e., Charlemagne, Joan of Arc, William the Conqueror, Ramses II, Julius Caesar, Socrates, Aristotle, Marco Polo, Alexander the Great, King Ferdinand and Queen Isabella, Martin Luther, and Johannes Gutenberg).

*A

Identify the job characteristics of archaeologists, anthropologists, geologists, and historians.

*A

Identify differences between various cultural groups (i.e., European, Eurasian, Indian, Southeast Asian, Middle Eastern, African, and Native American).

*A

Identify types of artifacts by pictorial representation (i.e., Egyptian, Roman, Greek, Chinese, Native American, Medieval, and Renaissance).

*A

Identify major technological advances (i.e., tools, wheel, irrigation, river dikes, development of farming, advances in weaponry, written language, and printing press).

*A

Identify conclusions about early world historical events using primary and secondary sources.

*A

Identify the development of written and spoken languages (i.e., Roman alphabet, Latin word origins, Romance Languages).

*A

Recognize and order major historical events on a timeline between the Middle Ages and Renaissance.   

*A

Identify the impact of advances in technology on history (i.e., agricultural revolution, Renaissance scientists, exploration during the 1400s).

*A

Recognize how the Renaissance changes the nature of society (i.e., shift from religious domination to science, philosophy, and art).

*A

Evaluate to what extent civilizations build on the accomplishments of previous civilizations.

*A

Compare and contrast the historical development of the Western, Eastern, and African cultures.

 

TOP

Seventh Grade

D

Identify reasons why people choose to settle in different places.

A

Identify the causes and consequences of urbanization (i.e., industrial development, education, health care, cultural opportunities, poverty, overcrowding, disease, pollution, and crime).

Rise of Industrial America 
Population Reference Bureau

D

Explain how and why the location of settlements changes over space and time locally, regionally, and globally.

A

Identify reasons why people choose to settle in different places (i.e., occupation, family, climate, and natural resources).

D

Explain factors leading to areas of dense human settlement.

A

Map large civilizations to discover the impact of water as a main reason behind a society's founding.

Wild Egypt 

Mr Dowlings

D

Describe factors involved in the growth and development of cities.

Habitats

D

Evaluate the causes and consequences of urbanization.

Internet Geography

D

Identify the physical and human factors that influence a place.

A

Identify ways family, groups, and community influence daily life and personal choices.

D

Analyze the causes and effects of changes in a place over time.

A

Analyze, from a written passage, the causes and effects of change in a place over time.

A

Compare and contrast the tenets of the five major world religions (i.e., Christianity, Buddhism, Islam, Hinduism, and Judaism).

Religions of the World

World Religions

World Religion Chalkboard Challenge

A

Examine reasons and patterns of human migration through the use of maps, charts, and diagrams (i.e., famine, natural disasters, political and religious oppression, and wars).

TOP

Eighth Grade

Era 1 - Three Worlds Meet (Beginnings to 1620) 

D

Identify the ancient civilizations in the Americas.

D

Explain the cultures of the Western Hemisphere’s native peoples prior to European contact.

D

Evaluate the expanding intercontinental exchange and the conflicts brought on by exploration and colonization.

D

Describe the role religion played in Western Europe, during the age of exploration, with respect to subsequent crusading tradition and overseas exploration.

D

Explain the ways geographic, technological, and scientific factors contributed to the European age of exploration and settlement in the Americas.

D

Describe the immediate and long-term impact early European exploration had on native populations and on colonization in the Americas.

D

List the characteristics of the Spanish and Portuguese exploration and conquest of the Americas.

D

Recognize that the English, Spanish, Portuguese, and French differed from one another in their views regarding economy, property, and religion, and this influenced the way the different cultures colonized.

D

Identify and use key concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity.

D

Explain the geological factors that led to the geographic features of Tennessee.

D

Describe pre-Columbian Native American peoples and their societies.

D

List the early European explorers and their nations of origin.

*A

Read a timeline and order events of the past.

*A

Recognize the causes and examples of migration and immigration in early America (i.e., land, religion, money, pioneer spirit, indentured servitude, displacement, and slavery).

*A

Differentiate between a primary and secondary source.

*A

Identify how religion contributed to early American society (e.g., impact on government, education, social norms, slavery, and tolerance).

*A

Interpret a timeline of technological innovations.

*A

Classify the characteristics of major historic events into causes and effects (i.e., exploration, colonization, revolution, expansion, and Civil War).

*A

Identify conclusions about historical events using primary and secondary sources.

*A

Differentiate between primary and secondary source documents.

*A

Recognize the influence of science and technology on the development of early American colonial cultures (i.e., compass, shipbuilding, food storage, printing press, financial markets, weaponry, and transportation).

*A

Contrast the characteristics of major native civilizations of the Americas.

*A

Compare and contrast the tenets of America’s early major religions (i.e., Olmec beliefs, Native American Earth/Mother spirit, African Traditional Religion, Puritanism, and Quakerism).

*A

Recognize the historical impacts of European settlement in North America.

 

Era 2 - Colonization and Settlement (1585-1763) 

D

Discuss the search for religious, economic, and individual freedom in the settlement of the colonies.

D

Classify various limits on individual freedom in Colonial America.

D

Describe the lives of free and indentured immigrants from Europe who came to North America and the Caribbean.

D

Recognize the contributions of European philosophers which influenced the religious and political aspects of colonial America as to how individuals contributed to participatory government, challenged inherited ideas of hierarchy, and affected the ideal of community.

D

Explain how the evolution of English political practice impacted the colonists’ sense of freedom.

D

Detail the growth and change in the European colonies during the two centuries following their founding with an emphasis on New England and Virginia.

D

Explain the differences and similarities among the English, French, and Spanish settlements.

D

Recognize the cultural and environmental impacts of European settlement in North America.

D

Evaluate the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government.

D

Recognize the shift from utilizing indentured servitude to slavery within the colonies due to economic reasons and popular uprisings.

D

Read and analyze a primary source document such as diaries, letters, and contracts.

D

Recognize how family and gender roles of different regions of Colonial America changed across time.

D

Recognize that the economic systems employed in the Northern colonies differed from those of the Southern colonies.

D

Explain how the Declaration of Independence conflicts with the institution of chattel slavery.

D

Describe the contributions of free and enslaved blacks in United States history.

D

Identify Tennessee’s natural resources.

D

Discuss how the Proclamation Line did not deter western expansion of colonials.

D

Explain the significance of the Cumberland Gap in Tennessee history.

*A

Read a timeline and order events of the past.

*A

Recognize the causes and examples of migration and immigration in early America (i.e., land, religion, money, pioneer spirit, indentured servitude, displacement, and slavery).

*A

Differentiate between a primary and secondary source.

*A

Recognize causes and consequences of conflict, (i.e., French and Indian War, Revolutionary War, and War of 1812).

*A

Identify how religion contributed to early American society (e.g., impact on government, education, social norms, slavery, and tolerance).

*A

Interpret a timeline of technological innovations.

*A

Classify the characteristics of major historic events into causes and effects (i.e., exploration, colonization, revolution, expansion, and Civil War).

*A

Identify conclusions about historical events using primary and secondary sources.

*A

Differentiate between primary and secondary source documents.

*A

Analyze in economic terms (i.e., climate, triangle trade, infrastructure, and topography) why slavery flourished in the South as opposed to the North.

*A

Recognize the influence of science and technology on the development of early American colonial cultures (i.e., compass, shipbuilding, food storage, printing press, financial markets, weaponry, and transportation).

*A

Contrast the characteristics of major native civilizations of the Americas.

*A

Compare and contrast the tenets of America’s early major religions (i.e., Olmec beliefs, Native American Earth/Mother spirit, African Traditional Religion, Puritanism, and Quakerism).

*A

Recognize the historical impacts of European settlement in North America.

 

Era 3 - Revolution and the New Nation (1754-1820) 

M

Explain the events that contributed to the outbreak of the American Revolution such as leaders who resisted imperial policy, the English tax on colonists from the Seven Years’ War, divergent economic interests, and regional motivations.

M

Know the Declaration of Independence, its major ideas, and its sources.

M

Describe the armed conflict of the Revolutionary War.

M

Explain the roles played by significant individuals during the American Revolution and their independence, which led to the creation of the Articles of Confederation.

M

Explain the economic issues addressed by the Continental Congress and its subsequent successes and failures.

D

Recognize the debate over the necessity of the Bill of Rights.

D

Explain the factors and results of Shay’s Rebellion.

D

Analyze documents such as the Declaration of Independence, the Federalist Papers, the United States Constitution, and the Bill of Rights.

D

Explain the differing perspectives and roles played in the American Revolution by various groups of people.

M

Describe the events that led to the creation and the failure of the state of Franklin.

M

Examine the expansion of settlers into Tennessee.

M

Discuss the entry of Tennessee into the Union.

*A

Read a timeline and order events of the past.

*A

Recognize the causes and examples of migration and immigration in early America (i.e., land, religion, money, pioneer spirit, indentured servitude, displacement, and slavery).

*A

Differentiate between a primary and secondary source.

*A

Recognize causes and consequences of conflict, (i.e., French and Indian War, Revolutionary War, and War of 1812).

*A

Identify how religion contributed to early American society (e.g., impact on government, education, social norms, slavery, and tolerance).

*A

Interpret a timeline of technological innovations.

*A

Classify the characteristics of major historic events into causes and effects (i.e., exploration, colonization, revolution, expansion, and Civil War).

*A

Identify conclusions about historical events using primary and secondary sources.

*A

Differentiate between primary and secondary source documents.

*A

Analyze in economic terms (i.e., climate, triangle trade, infrastructure, and topography) why slavery flourished in the South as opposed to the North.

*A

Recognize the course of conflicts including major battles, alliances, strategy, leadership, resources, or technology using a diagram for the Revolutionary War.

*A

Recognize the influence of science and technology on the development of early American colonial cultures (i.e., compass, shipbuilding, food storage, printing press, financial markets, weaponry, and transportation).

*A

Contrast the characteristics of major native civilizations of the Americas.

*A

Compare and contrast the tenets of America’s early major religions (i.e., Olmec beliefs, Native American Earth/Mother spirit, African Traditional Religion, Puritanism, and Quakerism).

*A

Recognize the historical impacts of European settlement in North America.

 

Era 4 - Expansion and Reform (1801-1861) 

D

Give examples of maps, timelines, and charts that show western expansion.

D

Identify the factors that led to territorial expansion and its effects.

D

Explain the short and long term political and cultural impacts of the Louisiana Purchase.

D

Recognize the significance of the Lewis and Clark expedition.

D

Describe the Monroe Doctrine and its foreign policy goals.

D

Describe the causes, sectional divisions, and Native American support for the British and results of the War of 1812.

D

Discuss sectional differences brought on by the Western movement, expansion of slavery, and emerging industrialization.

D

Illustrate the demographics brought on by the Western movement, expansion of slavery, emerging industrialization and consequences for Native American groups.

D

Consider the social and political impact of the theory of Manifest Destiny.

D

Analyze governmental policy in response to sectional differences.

D

Explain the events that led to the Mexican-American War and the consequences of the Treaty of Guadeloupe-Hidalgo.

D

Describe the political impact of adding new states to the Union.

D

Define the concept of reform.

D

Identify reform movements of early1800’s.

D

Describe the lives of immigrants in American society during the antebellum period and how this led to a rationale for reform movement.

D

Discuss the growth of Tennessee’s cities and regions.

D

Evaluate the differences among Tennessee’s three grand divisions.

D

Study the impact on Tennessee’s history made by individuals.

D

Examine the events that led to the systematic removal of Native Americans within Tennessee and the subsequent Trail of Tears.

D

Recognize Tennessee’s influence in the country’s westward expansion.

*A

Read a timeline and order events of the past.

*A

Recognize the causes and examples of migration and immigration in early America (i.e., land, religion, money, pioneer spirit, indentured servitude, displacement, and slavery).

*A

Differentiate between a primary and secondary source.

*A

Recognize causes and consequences of conflict, (i.e., French and Indian War, Revolutionary War, and War of 1812).

*A

Identify how religion contributed to early American society (e.g., impact on government, education, social norms, slavery, and tolerance).

*A

Interpret a timeline of technological innovations.

*A

Classify the characteristics of major historic events into causes and effects (i.e., exploration, colonization, revolution, expansion, and Civil War).

*A

Identify conclusions about historical events using primary and secondary sources.

*A

Differentiate between primary and secondary source documents.

*A

Analyze in economic terms (i.e., climate, triangle trade, infrastructure, and topography) why slavery flourished in the South as opposed to the North.

*A

Identify cultures that contributed to the development of the United States (i.e., Native American, African, British, Scottish, Irish, and German).

*A

Recognize consequences of the westward expansion of the United States.

*A

Identify the impact of individual and group decisions on historical events.

*A

Recognize the impact groups have on change at the local, state, national, and world levels.

*A

Determine the social, political, and economic factors that contribute to the institution of slavery in America.

*A

Interpret a timeline, detailing the development of political parties in the United States to the Civil War.

*A

Interpret maps, timelines, and charts that illustrate key elements of history (i.e., expansion, economics, politics, and society).

*A

Recognize examples of stereotyping, prejudice, conformity, and altruism in Early American history.

*A

Analyze the contributions of Tennessee political leaders on the national scene (e.g., Andrew Jackson, Andrew Johnson, James K .Polk, Sequoyah, and Sam Houston).

*A

Examine the demographic changes brought about by westward movement (i.e., slavery, industrialization, and Native American relocation).

*A

Recognize the course of conflicts including major battles, alliances, strategy, leadership, resources, or technology using a diagram for the Revolutionary War.

 

Era 5 - Civil War and Reconstruction (1850-1877)

 

D

Identify sectional differences that led to the Civil War.

D

Chart the course of major events throughout the Civil War.

D

Explain the technological, social, and strategic aspects of the Civil War.

D

Weigh political, social, and economic impact of the Civil War on the different regions of the United States.

D

Understand that different scholars may describe the same event or situation in different ways.

D

Recognize the economic impact of African-American labor on the United States economy.

D

Analyze the social and cultural impact of African-Americans on American society.

*A

Read a timeline and order events of the past.

*A

Recognize the causes and examples of migration and immigration in early America (i.e., land, religion, money, pioneer spirit, indentured servitude, displacement, and slavery).

*A

Differentiate between a primary and secondary source.

*A

Recognize causes and consequences of conflict, (i.e., French and Indian War, Revolutionary War, and War of 1812).

*A

Identify how religion contributed to early American society (e.g., impact on government, education, social norms, slavery, and tolerance).

*A

Interpret a timeline of technological innovations.

*A

Classify the characteristics of major historic events into causes and effects (i.e., exploration, colonization, revolution, expansion, and Civil War).

*A

Identify conclusions about historical events using primary and secondary sources.

*A

Differentiate between primary and secondary source documents.

*A

Analyze in economic terms (i.e., climate, triangle trade, infrastructure, and topography) why slavery flourished in the South as opposed to the North.

*A

Identify cultures that contributed to the development of the United States (i.e., Native American, African, British, Scottish, Irish, and German).

*A

Recognize consequences of the westward expansion of the United States.

*A

Identify the impact of individual and group decisions on historical events.

*A

Recognize the impact groups have on change at the local, state, national, and world levels.

*A

Determine the social, political, and economic factors that contribute to the institution of slavery in America.

*A

Interpret a timeline, detailing the development of political parties in the United States to the Civil War.

*A

Interpret maps, timelines, and charts that illustrate key elements of history (i.e., expansion, economics, politics, and society).

*A

Recognize examples of stereotyping, prejudice, conformity, and altruism in Early American history.

*A

Analyze the contributions of Tennessee political leaders on the national scene (e.g., Andrew Jackson, Andrew Johnson, James K .Polk, Sequoyah, and Sam Houston).

*A

Examine the demographic changes brought about by westward movement (i.e., slavery, industrialization, and Native American relocation).

*A

Recognize the course of conflicts including major battles, alliances, strategy, leadership, resources, or technology using a diagram for the Revolutionary War.

TOP

 

 
Lesson Plans

TOP

Topics

TOP

Interactive Activities
PowerPoint Presentations
Grade 4 Colonies (Hardin County Schools, KY)
Grade 4 Gov't/Civil War (Hardin County Schools, KY)
Grades 3-5 Tennessee Symbols View the Presentation Download the Presentation
Grades 3-5 Growth of a Nation View the Presentation Download the Presentation
Grade 3-5 Writing Across Curriculum The First Tennesseans: The Cherokees
Grades 3-5 Thirteen Colonies View the Presentation Download the Presentation
Grades 3-5 Revolutionary War Writing Across Curriculum View the Presentation Download the Presentation
Grades 3-5 Writing Across Curriculum Pearl Harbor

Martin Luther King (Nebo School District Presentation)

Grades 3-5 Tennessee, the Three Divisions View the Presentation Download the Presentation
Grades 3-5 Civil War Writing Across Curriculum (entire presentation) View the Presentation Download the Presentation
Grades 3-5 Civil War Part 1 Writing Across Curriculum View the Presentation Download the Presentation
Grades 3-5 Civil War Part 2 Writing Across Curriculum View the Presentation Download the Presentation
Grades 3-5 Civil War Part 3 Writing Across Curriculum View the Presentation Download the Presentation
Grades 3-5 Civil War War Part 4 View the Presentation Download the Presentation
Grades 3-5 War Writing Across Curriculum (Short Version) View the Presentation Download the Presentation
Grades 3-5 Daily Life in Colonial America Writing Across Curriculum View the Presentation Download the Presentation
Grades 3-5 Colonial America Trades Writing Across Curriculum View the Presentation Download the Presentation
Grades 3-5 Colonial America Timeline Writing Across Curriculum View the Presentation Download the Presentation
Grades 3-5 13 Colonies A Writing Across Curriculum Activity View the Presentation Download Presentation
Grades 3-5 The American Civil War A Writing Across Curriculum Activity
Grade 3-5 Ellis Island A Writing Across Curriculum Activity
Grade 3-5 Appalachia History A Writing Across Curriculum Activity  Download Presentation

Grades 3-5 The Great Depression

Grades 5-6 Columbus (Hardin County Schools, KY)
Grade 5 Explorers  (Connecting Classrooms and Teachers Presentation)

History Millionaire (Nebo School District Presentation)

Events Leading to the Revolutionary War
The Great Depression
Holocaust  (Nebo School District Presentation)
Writing Across Curriculum North and South
Writing Across Curriculum World War II Begins

Incas, Aztecs, and Mayan PowerPoint

courtesy Mr. Hostetter's, Mountain View Elementary School
Anasazi-Inuits PowerPoint
courtesy Mr. Hostetter's, Mountain View Elementary School
Explorer PowerPoint
courtesy Mr. Hostetter's, Mountain View Elementary School

Explorer Jeopardy Game

courtesy Mr. Hostetter's, Mountain View Elementary School
Grade 4-5 French and Indian War, courtesy Mr. Hostetter's, Mountain View Elementary School
Grade 4-5 Revolutionary War, courtesy Mr. Hostetter's, Mountain View Elementary School

Grade 4-5 Industrial Revolution, courtesy Mr. Hostetter's, Mountain View Elementary School

Grade 6 The Civil War (Oswego City School District Presentation)
Grade 4-5 Civil War, courtesy Mr. Hostetter's, Mountain View Elementary School
Grade 4-5 Civil War Jeopardy, courtesy Mr. Hostetter's, Mountain View Elementary School
Early Steam Trains, 1700-1840, courtesy Mr. Martin Wheeler, South London, England
African-American History
Cavalcade of American History
Grades 5-8 The Great Depression

Grade 7 Social Studies Challenge

Grade 6-8 Social Studies Jeopardy
Mr. Neal's World History PowerPoint Collection
Mr. Neal's U.S. History PowerPoint Collection

Big Ten Explorers (Nebo School District Presentation)

Thomas Jefferson and the Louisiana Purchase (Nebo School District Presentation)
World War II (Nebo School District Presentation)
The Roaring 20's (Nebo School District Presentation)
American Revolution(Nebo School District Presentation)
American Revolution 2 (Nebo School District Presentation)
Holocaust Picture Presentation (Nebo School District Presentation)
The Roaring 20's (Nebo School District Presentation)
Cold War (Nebo School District Presentation)
Pre-Civil War  (Nebo School District Presentation)
Civil War (Nebo School District Presentation)
Underground Railroad (Nebo School District Presentation)
Middle Ages (Nebo School District Presentation)
Mormons Move West (Nebo School District Presentation)
Jewish Resistance (Nebo School District Presentation)
Hitler's Rise (Nebo School District Presentation)
The Great Depression (Nebo School District Presentation)
Roman Civilization (Nebo School District Presentation)
Free at Last (Nebo School District Presentation)
Ancient Civilizations (Nebo School District Presentation)

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Primary Sources

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Worksheets

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Connie Campbell               Jefferson County Schools