Unit 3 - Westward Expansion:
Standards:
SS4H5 The student will analyze the challenges faced by the new nation.
e. Describe the causes and events of the War of 1812; include burning of the Capitol and the White House.
SS4H6 The student will explain westward expansion of America between 1801 and 1861.
a. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).
b. Describe the impact of the steamboat, the steam locomotive, and the telegraph on life in America.
c. Describe the impact of westward expansion on Native Americans.
SS4H7 The student will examine the main ideas of the abolitionist and suffrage movement.
a. Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton.
b. Explain the significance of Sojourner Truth to the abolitionist and suffrage movements.
SS4G1 The students will be able to locate important physical and man-made features in the United States.
a. Locate major physical features of the United States: include the Atlantic Coastal Plain, Great Plains, Continental Divide, the Great Basin, Death Valley, Gulf of Mexico, St. Lawrence River, and the Great Lakes.
b. Locate major man-made features; include New York City, NY; Boston, MA; Philadelphia, PA; and the Erie Canal.
SS4G2 The student will describe how physical systems affect human systems.
e. Describe physical barriers that hindered and physical gateways that benefited territorial expansion from 1801 to 1861 (SS4H6a).
SS4CG2 The student will explain the importance of freedom of expression as guaranteed by the First Amendment to the U.S. Constitution.
SS4CG4 The student will explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic.
a. Explain the necessity of respecting the rights of others and promoting common good.
b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, communicating with public officials).
SS4CG5 The student will name positive character traits of key historic figures and government leaders (honesty, patriotism, courage, trustworthiness).
SS4E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.
f. Give examples of technological advancements and their impact on business productivity during the development of the United States (such as the steamboat, the steam locomotive, and the telegraph).
SS4H5 The student will analyze the challenges faced by the new nation.
e. Describe the causes and events of the War of 1812; include burning of the Capitol and the White House.
SS4H6 The student will explain westward expansion of America between 1801 and 1861.
a. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).
b. Describe the impact of the steamboat, the steam locomotive, and the telegraph on life in America.
c. Describe the impact of westward expansion on Native Americans.
SS4H7 The student will examine the main ideas of the abolitionist and suffrage movement.
a. Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton.
b. Explain the significance of Sojourner Truth to the abolitionist and suffrage movements.
SS4G1 The students will be able to locate important physical and man-made features in the United States.
a. Locate major physical features of the United States: include the Atlantic Coastal Plain, Great Plains, Continental Divide, the Great Basin, Death Valley, Gulf of Mexico, St. Lawrence River, and the Great Lakes.
b. Locate major man-made features; include New York City, NY; Boston, MA; Philadelphia, PA; and the Erie Canal.
SS4G2 The student will describe how physical systems affect human systems.
e. Describe physical barriers that hindered and physical gateways that benefited territorial expansion from 1801 to 1861 (SS4H6a).
SS4CG2 The student will explain the importance of freedom of expression as guaranteed by the First Amendment to the U.S. Constitution.
SS4CG4 The student will explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic.
a. Explain the necessity of respecting the rights of others and promoting common good.
b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, communicating with public officials).
SS4CG5 The student will name positive character traits of key historic figures and government leaders (honesty, patriotism, courage, trustworthiness).
SS4E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.
f. Give examples of technological advancements and their impact on business productivity during the development of the United States (such as the steamboat, the steam locomotive, and the telegraph).
Historical Figures
Click on the green boxes for information about each person. Also, be sure to check out the videos!
Watch a video about Susan B. Anthony here.
View a video about Frederick Douglass here.
View a video about Elizabeth Cady Stanton here.
Watch a video about Sojourner Truth here.