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LEWIS COUNTY SCHOOLS |
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Lewis County Draft Curriculum |
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Social Studies - Grade 5 |
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Declaration of Independence: Major Ideas
The learner will be able to
explain the major ideas expressed in the Declaration of Independence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Declaration of Independence |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
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Declaration of Independence: Democracy
The learner will be able to
evaluate how key principles of the Declaration of Independence influenced American democracy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Declaration of Independence |
Evaluation |
Master |
3.0 |
Lewis County Curriculum 2003 |
Classroom
|
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Political Party System: Foundation
The learner will be able to
understand the foundations of the American political party system.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Political Party System |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
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Federal: President
The learner will be able to
identify the power and responsibilities of the President of the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: Federal |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
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Relations: World/US
The learner will be able to
understand that the United States interacts with different nations of the world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| International Relations |
Comprehension |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
|
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Court System: Role/Judges/Understand
The learner will be able to
understand the role of judges/courts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Law: Court System |
Comprehension |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
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Identity: Democracy/Further/Enhance
The learner will be able to
describe the significance of an American identity sharing values, principles, and/or beliefs to the furthering and enhancement of American democracy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| American Identity |
|
Master |
|
Lewis County Curriculum 2003 |
Classroom
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Principles
The learner will be able to
explain how the government's rules and laws establish order, provides security, and accomplishes common goals (e.g., U.S. Constitution).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| American Identity |
|
Master |
1.0 |
Core Content 1.1.2 SS-5-GC-1 |
Classroom
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Purpose
The learner will be able to
explain the pruposes of government as listed in the Declaration, Preamble, U.S. Constitution, and Bill of Rights.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| American Identity |
|
Master |
1.0 |
Core Content 1.1.3 |
Classroom
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Powers
The learner will be able to
describe how the powers of government are shared among different levels and branches as established by the Constitution of the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| American Identity |
|
Master |
1.0 |
POS SS-5-GC-2 |
Classroom
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Forms
The learner will be able to
describe how the U.S. Democratic government meets the needs and wants of the citizens and provides for society's needs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| American Identity |
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Master |
1.0 |
Core Content 1.1.1 |
Classroom
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Function: Level/Associate/Charts
The learner will be able to
use information provided in a chart to associate the different levels of government with their functions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government: Function |
Application |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
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Rights/Responsibilities
The learner will be able to
explain that, in a democratic society, citizens have rights and responsiblities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| American Identity |
|
Master |
1.0 |
Core Content 1.3.3 POS SS-5-GC-3 |
Classroom
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Guaranteed Rights
The learner will be able to
understand that the US government guarantees certain rights such as those found in the Bill of Rights - the first ten amendments to the US Constitution (e.g., freedom of religion, freedom of press).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| American Identity |
|
Master |
1.0 |
Core Content 1.3.2 |
Classroom
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Explore Rights
The learner will be able to
explore the rights and responsibilities of citizens in real-life situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Bill of Rights |
|
Master |
1.0 |
POS SS-5-GC-4 |
Classroom
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Rights/Privilege: Distinguish
The learner will be able to
distinguish between a right and a privilege.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Citizenship: Rights/Responsibilities |
Application |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
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Bill of Rights: Ideas
The learner will be able to
identify the events and figures that contributed to the writing of the Bill of Rights.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Bill of Rights |
Knowledge |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
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Bill of Rights: Privileges/Name
The learner will be able to
name some of the privileges guaranteed in the Bill of Rights.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Bill of Rights |
Knowledge |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
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Bill of Rights: Significance
The learner will be able to
analyze the significance of the Bill of Rights.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Bill of Rights |
Analysis |
Master |
2.0 |
Lewis County Curriculum 2003 |
Classroom
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Constitution: New Government Challenges
The learner will be able to
explain the challenges faced by the new United States government, including the writing of a new Constitution in 1787 and the addition of the Bill of Rights.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constitution |
Comprehension |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
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Exploration
The learner will be able to
describe the multiple reasons people explored and settled in America (e.g., freedoms, opportunities, fleeing negative situations).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
|
Master |
1.0 |
Core Content 5.2.2 |
Classroom
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Time: Associate/Historical Event
The learner will be able to
associate a time period with an important historical event.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time |
Synthesis |
Master |
1.5 |
Lewis County Curriculum 2003 |
Classroom
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Continuity: Patterns/Recognize
The learner will be able to
recognize patterns of continuity in history.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Continuity |
Knowledge |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
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Change: Patterns/Recognize
The learner will be able to
recognize patterns of change in history.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
Knowledge |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
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Analysis: Quotations/Significance
The learner will be able to
understand the significance behind a historical quote.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Analysis |
Comprehension |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
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Analysis: Causes
The learner will be able to
infer the causes of an event in history.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Analysis |
Evaluation |
Master |
2.0 |
Lewis County Curriculum 2003 |
Classroom
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Time: Timeline/Interpret
The learner will be able to
interpret information presented in timelines.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time: Chronological Order |
Evaluation |
Master |
1.5 |
Lewis County Curriculum 2003 |
Classroom
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Data Interpretation: Graph/Series
The learner will be able to
draw conclusions from the information presented in series of graphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Interpretation |
Application |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
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Data Interpretation: Graph/Compare
The learner will be able to
compare information presented on a graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Interpretation |
Application |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
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Data Interpretation: Chart/Graph/Analyze
The learner will be able to
analyze data presented in a chart or graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Interpretation |
Analysis |
Master |
1.5 |
Lewis County Curriculum 2003 |
Classroom
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Data Interpretation: Interpret
The learner will be able to
interpret historical information presented on a graph or chart.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Interpretation |
Evaluation |
Master |
1.5 |
Lewis County Curriculum 2003 |
Classroom
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Key people and events
The learner will be able to
identify key people and events throughout U.S. history.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
|
Master |
1.0 |
POS SS-5-H-5 |
Classroom
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Historical Causes
The learner will be able to
explain causes and effects of key influences; realizing that most historical events have multiple causes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
|
Master |
1.0 |
Core Content 5.1.3 POS SS-5-H-2 |
Classroom
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Discoveries and inventions
The learner will be able to
identify key discoveries and inventions throughout U.S. history.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
|
Master |
1.0 |
POS SS-5-H-5 |
Classroom
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Key Events
The learner will be able to
identify the key events which influenced the making of the Bill of Rights and the U. S. Constitution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
|
Master |
1.0 |
POS SS-5-H-6 |
Classroom
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Sources
The learner will be able to
use primary and secondary sources and tools (e.g., artifacts, diaries, timelines).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
|
Master |
1.0 |
Core Content 5.1.2 POS SS-5-H-1 |
Classroom
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Historical Events
The learner will be able to
explain how accounts of U.S. historical events sometimes are influenced by the perceptions of people and passing of time.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
|
Master |
1.0 |
Core Content 5.1.1 POS SS-5-H-1 |
Classroom
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Change over Time
The learner will be able to
describe how the way we live has changed over time because of differences in such areas as communication, technology, homes, transportation, recreation, and traditions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
|
Master |
1.0 |
POS SS-5-H-4 |
Classroom
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Timeline
The learner will be able to
create a timeline of the broad historical periods and eras in the study of U.S. History (e.g., Land and people Before Columus, Age of Exploration, Colonization, War for Independence, The Young Republic, westward Expansion, Industrialism, the Twentieth Century using a variety of tools (e.g., pripmary and secondary sources, data, artifacts).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
|
Master |
1.0 |
Core content 5.2.4 POS SS-5-H-3 |
Classroom
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Symbols
The learner will be able to
investigate the significance of important symbols, monuments, patriotic songs, poems, and written passages in the history of the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
|
Master |
1.0 |
Core Content 5.2.5 POS SS-5-H-6 |
Classroom
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Compare
The learner will be able to
compare the United States, Canada, and Mexico.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
|
Master |
1.0 |
Core Content 5.2.6 POS SS-5-H-7 |
Classroom
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Past: Pioneer/Challenges
The learner will be able to
understand the challenges faced by early pioneer farmers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community: Past |
Knowledge |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
|
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Diversity: Explain Abundance
The learner will be able to
explain the abundance of diversity in the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Diversity |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
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Diversity: Conflicts/Various
The learner will be able to
name various conflicts and competitions that occur as a result of diversity in the United States (e.g., disagreements, arguments, stereotypes, prejudice).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Diversity |
Comprehension |
Master |
1.0 |
Core Content 2.4.1 |
Classroom
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Culture
The learner will be able to
evaluate how languages, literature, arts, beliefs, and behaviors of diverse groups have influenced culture in the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community |
|
Master |
1.0 |
POS SS-5-CS-1 |
Classroom
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Social Institutions
The learner will be able to
identify social institutions and their impact in the history of the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community |
|
Master |
1.0 |
POS SS-5-CS-2 |
Classroom
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Diverse Groups
The learner will be able to
compare social interactions among diverse groups in the history of the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Community |
|
Master |
1.0 |
POS SS-5-CS-3 |
Classroom
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Goods/Services
The learner will be able to
explain how consumers use goods and services to satisfy economic needs and wants.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Currency |
|
Master |
1.0 |
Core Content 3.1.2 POS SS-5-E-2 |
Classroom
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Economics
The learner will be able to
recall that government and private businesses provide goods and services from taxes or for profit.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Currency |
|
Master |
1.0 |
Core Content 3.2.3 |
Classroom
|
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Economic Systems
The learner will be able to
describe economic systems (production, distribution, and consumption of goods and services) and their purpose to deal with the problem of scarcity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Currency |
|
Master |
1.0 |
POS SS-5-E-2 |
Classroom
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Free Enterprise
The learner will be able to
describe the characteristics of free enterprise (government, profit, taxation, competition, producing or selling a good or service).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Currency |
|
Master |
1.0 |
Core content 3.2.3 |
Classroom
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Profit
The learner will be able to
define profit (the difference between revenues and the cost entailed in producing or selling a good or service).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Currency |
|
Master |
1.0 |
Core Content 3.2.4 |
Classroom
|
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Scarcity
The learner will be able to
explain how scarcity (imbalance between unlimited wants and limited resources) requires people to make choices about using goods and services.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Currency |
|
Master |
1.0 |
Core Content 3.1.1 |
Classroom
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Natural Resources
The learner will be able to
classify natural resources as renewable or nonrenewable.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Currency |
|
Master |
1.0 |
POS Grade 5 |
Classroom
|
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Opportunity Cost
The learner will be able to
define opportunity cost (the value of what is given up when an economic choice is made).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Currency |
|
Master |
1.0 |
Core content 3.1.3 |
Classroom
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Changes
The learner will be able to
trace changes over time in the economic sytem of the United States including changes in the goods and services produced by United States workers and the impact of specialization.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Currency |
|
Master |
1.0 |
POS SS-5-E-3 |
Classroom
|
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Economic Factors
The learner will be able to
recognize the impact of economic factors (e.g. security, growth, desire for goods) on decisions made by individuals, businesses, and governments in the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Currency |
|
Master |
1.0 |
POS SS-5-E-1 |
Classroom
|
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First Global Era (1450 - 1750)
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Europe: Country
The learner will be able to
associate early settlements in the 1600's with a country.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| European Expansion |
Synthesis |
Master |
1.5 |
Lewis County Curriculum 2003 |
Classroom
|
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Europe: Voyages/Columbus
The learner will be able to
identify the key voyages of Christopher Columbus.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| European Expansion |
Knowledge |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
|
|
Slave Trade: European/Organize
The learner will be able to
describe how European businesses and governments organized the trans-Atlantic slave trade.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| African Slave Trade |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
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Slave Trade: "Middle Passage"
The learner will be able to
explain how slaves were transported from Africa to America via the "middle passage".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| African Slave Trade |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Themes
The learner will be able to
use the five themes of geography (location, place, regions, movement, and relationships to places) and use them to analyze geographic issues and problems in Kentucky and United States regions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Attributes |
|
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Use Tools
The learner will be able to
use a variety of tools to obtain and present geographic information (e.g., landforms, natural resources, natural disasters) about the United States and its close neighbors (Canada and Mexico).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Attributes |
|
Master |
1.0 |
POS SS-5-G-1 |
Classroom
|
|
Human Settlement
The learner will be able to
understand human settlement patterns in the United States and how they are related to the physical environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations: Movement |
|
Master |
1.0 |
POS SS-5-G-5 |
Classroom
|
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Physical Environment
The learner will be able to
explain how the physical environment influenced the history of the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Attributes |
|
Master |
1.0 |
POS SS-5-G-4 |
Classroom
|
|
Technology
The learner will be able to
give examples of how the people of the United States have used technology to modify the environment to meet their needs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Attributes |
|
Master |
1.0 |
POS SS-5-G-6 |
Classroom
|
|
Mental Map
The learner will be able to
develop a mental map of the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Attributes |
|
Master |
1.0 |
POS SS-5-G-2 |
Classroom
|
|
Regions
The learner will be able to
define region and give examples of U.S. regions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Attributes |
|
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Human Activities
The learner will be able to
give and support an opinion about where to locate human activities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Attributes |
|
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
US Geography: Colonial America/Plymouth
The learner will be able to
identify the regional location of Plymouth.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| US Geography |
Knowledge |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
|
|
US Geography: Colonial America/Regions
The learner will be able to
examine an American colony and its regional location.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| US Geography |
Analysis |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
US Geography: Colonial America/Regions
The learner will be able to
associate an American colony with its regional location.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| US Geography |
Synthesis |
Master |
1.5 |
Lewis County Curriculum 2003 |
Classroom
|
|
US Geography: Confederacy
The learner will be able to
identify the states that formed the Confederacy during the Civil War.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| US Geography |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Populations: Compare/US States
The learner will be able to
compare the populations of the different states.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Populations |
Application |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
|
|
Maps, Charts, Graphs, Globes
The learner will be able to
read and interpret maps, globes, charts, alnd graphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Attributes |
|
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Latitude and longitude
The learner will be able to
define latitude and longitude.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Attributes |
|
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Location
The learner will be able to
find a location using latitude and longitude.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth Attributes |
|
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Unique Places
The learner will be able to
recognize unique places in the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human-Environment Interaction |
|
Master |
1.0 |
POS SS-5-G-3 |
Classroom
|
|
|
Technological Developments
|
|
|
Transportation: Explorers
The learner will be able to
understand the modes of transportation used by early explorers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transportation |
Knowledge |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
|
|
Communication: Significant People
The learner will be able to
identify significant people who contributed to the field of communication.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication |
Knowledge |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
|
|
Inventions: Early 19th Century
The learner will be able to
understand how inventions of the early 19th century, such as the cotton gin or steamboat, affected American life.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inventions |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Technology: Western Development
The learner will be able to
associate technological advancements with Western Development.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technology |
Synthesis |
Master |
2.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Revolutionary War: Reasons
The learner will be able to
identify why Americans went to war to gain independence from England.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revolutionary War |
Knowledge |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Revolutionary War: Sequence of Events
The learner will be able to
recognize the sequence of events in the Revolutionary War.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revolutionary War |
Knowledge |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
|
|
Revolutionary War: Leader/Roles
The learner will be able to
understand the roles of revolutionary leaders.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revolutionary War |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Exploration: Obstacles
The learner will be able to
evaluate the obstacles faced by sponsors and leaders of explorations of the Americas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exploration |
Evaluation |
Master |
2.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Exploration: Motivation
The learner will be able to
evaluate the motivations of sponsors and leaders of explorations of the Americas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exploration |
Evaluation |
Master |
2.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Exploration: Routes to America
The learner will be able to
trace the routes of early explorations of America.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exploration |
Application |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
|
|
Documents: Events and Figures
The learner will be able to
identify the events and figures that contributed to the writing of historical documents, such as the Mayflower Compact and/or the Emancipation Proclamation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Documents |
Knowledge |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Colonial America: British Law
The learner will be able to
analyze the effects of British Laws, such as the Sugar Act of 1764.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colonial America |
Analysis |
Master |
1.5 |
Lewis County Curriculum 2003 |
Classroom
|
|
Colonial America: Lifestyles
The learner will be able to
compare and contrast the various lifestyles of Colonial America, including farmers, landowners, women, and slaves.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colonial America |
Application |
Master |
1.5 |
Lewis County Curriculum 2003 |
Classroom
|
|
Colonial America: Boston Tea Party
The learner will be able to
interpret the reasons for the Boston Tea Party.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colonial America |
Evaluation |
Master |
2.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Colonial America: England
The learner will be able to
identify the political and economic connections between England and the American colonies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colonial America |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Religious: Puritanism
The learner will be able to
understand Puritanism in colonial America.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Movements: Religious |
Comprehension |
Master |
2.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Economics: Regions/Differences
The learner will be able to
describe the factors that led to differences in the colonial economies of the New England, Mid-Atlantic, and Southern regions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colonial: Economic |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Economics: Labor
The learner will be able to
identify the labor opportunities and obstacles faced by free immigrants, indentured immigrants, and slaves in the colonies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colonial: Economic |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Economics: Regions
The learner will be able to
identify the major economic regions in the American colonies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colonial: Economic |
Comprehension |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
|
|
Immigration: Early Settlers
The learner will be able to
identify one of the first immigrant groups.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Immigration |
Comprehension |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
|
|
Immigration: Reasons
The learner will be able to
identify reasons various immigrant groups came to America.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Immigration |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Immigration: Challenges
The learner will be able to
evaluate the challenges commonly faced by new immigrants.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Immigration |
Evaluation |
Master |
2.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Slavery: Colonial Times
The learner will be able to
demonstrate knowledge about slavery during colonial times.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Slavery |
Comprehension |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
|
|
Slavery: Plantations
The learner will be able to
describe the plantation system and the roles of owners, families, hired workers, and slaves.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Slavery |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Territorial: Late 19th Century
The learner will be able to
demonstrate comprehension of territorial expansion in the late 19th century (post-Civil War era).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expansion: Territorial |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Territorial: Western/Events
The learner will be able to
identify events leading up to U.S. territorial expansion in the Western Hemisphere.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expansion: Territorial |
Knowledge |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Territorial: Native American/Affect
The learner will be able to
comprehend the effect of U.S. territorial expansion on Native Americans.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expansion: Territorial |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Mexican-American War: Causes
The learner will be able to
identify the causes of the Mexican-American War.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mexican-American War |
Knowledge |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Louisiana Purchase: Results
The learner will be able to
identify events resulting from the Louisiana Purchase.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Louisiana Purchase |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Relations: Impact/Exploration
The learner will be able to
explain how explorers coming to America impacted the political, economic, and social lives of the Native Americans.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Indigenous People: Relations |
Comprehension |
Master |
2.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Western Development: Lifestyle
The learner will be able to
examine the lifestyles on the Western frontier.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Western Development |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Western Development: Homesteaders
The learner will be able to
understand and identify Homesteaders.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Western Development |
Comprehension |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
|
|
Western Development: California/Oregon
The learner will be able to
compare and contrast the causes of rapid development in California and Oregon in the late 1840s and 1850s.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Western Development |
Application |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Western Development: Native Americans
The learner will be able to
understand the effects western development had on Native Americans.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Western Development |
Comprehension |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Western Development: Routes/Identify
The learner will be able to
identify routes taken by early settlers of the western United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Western Development |
Knowledge |
Master |
2.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Civil War: Cause/Effect
The learner will be able to
identify the causes and effects of the Civil War.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Civil War |
Knowledge |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Civil War: Lifestyles
The learner will be able to
analyze lifestyles during the Civil War, both on the battlefield and on the homefront.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Civil War |
Analysis |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Civil War: Leaders/Analyze
The learner will be able to
analyze Civil War leaders, including Abraham Lincoln, Jefferson Davis, and Robert E. Lee.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Civil War |
Analysis |
Master |
2.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Civil War: North/South
The learner will be able to
identify the economic and philosophical differences that existed between the North and South.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Civil War |
Comprehension |
Master |
1.5 |
Lewis County Curriculum 2003 |
Classroom
|
|
Reconstruction Era: Southern Politics
The learner will be able to
identify differences in southern politics during the Reconstruction era.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reconstruction Era |
Knowledge |
Master |
1.0 |
Lewis County Curriculum 2003 |
Classroom
|
|
Reconstruction Era: Southern Relations
The learner will be able to
identify differences in social relations in the South during the Reconstruction era.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reconstruction Era |
Knowledge |
Master |
0.5 |
Lewis County Curriculum 2003 |
Classroom
|
|
|
