Ms. Webb 6th Grade

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USI.2  The student will use maps, globes, photographs, pictures, and tables 
to

a)  locate the seven continents
     b)  locate and describe the location of the geographic regions of North
         America:  Coastal Plain, Appalachian Mountains, Canadian Shield,
         Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range,
         and Coastal Range  
     c)  locate and identify the water features important to the early 
         history of the United States: Great Lakes, Mississippi River,
         Missouri River, Ohio River, Columbia River, Colorado River, Rio 
         Grande, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico

USI.3  The student will demonstrate knowledge of how early cultures 
developed in North America by

a)  locating where the American Indians settled, with emphasis on Arctic
         (Inuit), Northwest (Kwakiutl), Plains (Sioux), Southwest (Pueblo), 
         and Eastern Woodland (Iroquois) 
     b)  describing how the American Indains used their environment to 
         obtain food, clothing, and shelter

USI.4  The student will demonstrate knowledge of European exploration in 
North America and West Africa by

a)  describing the motivations, obstacles, and accomplishments of the
         Spanish, French, Portuguese, and English explorations
     b)  describing cultural interactions between Europeans and American
         Indians that led to cooperation and conflict
     c)  identifying the location and describing the characteristics of West 
         African societies (Ghana, Mali, and Songhai) and their interactions
         with traders

USI.5  The student will demonstrate knowledge of the factors that shaped 
colonial America by

a)  describing the religions and economic events and conditions that
         led to the colonization of America
     b)  comparing and contrasting life in the New England, Mid-Atlantic,
         and Southern colonies, with emphasis on how people interacted with 
         their environment
     c)  describing colonial life in America from the perspectives of large
         landowners, farmers, artisans, women, indentured servents, and 
         slaves
     d)  identifying the political and economic relationships between the
         colonies and England

USI.6  The student will demonstrate knowledge of the causes and results of 
the American Revolution by

a)  identifying the issuses of dissatisfaction that led to the American
         Revolution
     b)  identifying how political ideas shaped the revolutionary movement
         in America and led to the Declaration of Independence, with
         emphasis on the ideas of John Locke
     c)  describing key events and the roles of key individuals in the
         American Revolution, with emphasis on George Washington, Benjamin
         Franklin, Thomas Jefferson, Patrick Henry, and Thomas Paine
     d)  explaning reasons why the colonies were able to defeat Britain

USI.7  The students will demonstrate knowledge of the challenges faced by 
the new nation by

a)  identifying the weaknesses of the government established by the
         Articles of Confederation
     b)  identifying the basic principles of the new government established
         by the Constitution of the United States of America and the Bill of
         Rights
     c)  identifying the conflicts that resulted in the emergence of two
         political parties
     d)  describing the major accomplishments of the first five presidents
         of the United States

USI.8  The students will demonstrate knowledge of westward expansion and 
reform in America from 1801 to 1861 by

a)  describing territorial expansion and how it affected the political
         map of th United States, with emphasis on the Louisiana Purchase,
         the Lewis and Clark expedition, and the acquistions of Florida,
         Texas, Oregon, and California
     b)  identifying the geographic and economic factors that influenced the
         westward movement of settlers
     c)  describing the impact of inventions, including the cotton gin, the
         reaper, the steamboat, and the steam locomotive, on life in
         America 
     d)  identifying the main ideas of the abolitionist and suffrage
         movements

USI.9   The student will demonstrate knowledge of the causes, major events, 
and effects of the Civil War by

a)  describing the cultural, economic, and constitutional issues that
         divided the nation
     b)  explaning how the issues of states' rights and slavery increased
         sectional tensions
     c)  identifying on a map the states that seceded from the Union and
         those tht remained in the Union
     d)  describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses
         S. Grant, Robert E. Lee, Thomas "Stonewall" Jackson, and Frederick 
         Douglass in events leading to and during the war
     e)  using maps to explain critical developments in the war, including 
         major battles
     f)  describing the effects of war from the perspectives of Union and
         Confederate soldiers (including black soldiers), women, and slaves

USI.10  The student will demonstrate knowledge of the effects of 
Reconstruction on American life by

a)  identifying the provisions of hte 13th, 14th, and 15th Amendments
         to the Constitution of the United States and their impact on the
         expansion of freedom in America
     b)  describing the impact of Reconstruction policies on the South

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Ms. Webb 6th Grade

US History to 1877 - Standards of Learning