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					                                               United States History to 1865 Pacing Guide – 6th Grade Social Studies

SOL# and                Timeline (6 weeks taught and Description of SOL                        Essential Knowledge and Skills                  Instructional Resources
Category                      number of days)
Timeline for            Semester (3 6-week grading periods)        United States History to                                                    Blueprint for 2008 SOL test
pacing guide is                                                    1865 –
determined by                                                      SOLs USI.1 – USI.9                                                          Curriculum Framework 2008
SOL Blueprint
provided by
VDOE.

*Give history pre-      1st 6 – week grading period                Teacher will access            Assessment of all SOLs                       Test of Higher Standards –
assessment for 6   th                                              students’ knowledge of                                                      Grade Level Test , 2011
grade                   Pre-assessment (1 day – August 23)         SOLs USI.1 – US I.9.                                                        (pre-assessment instrument)


                                                                                                     Identify and interpret primary and
                                                                                                      secondary source documents to            Enhanced Scope and Sequence
USI.1 a-h               All semester during each 6 – week          The student will develop           increase understanding of events         (VDOE, 2008)
                        period (essential knowledge and            skills for historical and          and life in U.S. history to 1865
History Skills          skills are integrated into daily lessons   geographical analysis and         Make connections between the past        Holt Student World Atlas, 2005
                        throughout the year)                       responsible citizenship.           and the present
                                                                                                     Sequence events in U.S. history          Five Ponds Press, Our America
                                                                                                      from pre-Columbian times to 1865         to 1865, 2010 (student text and
                                                                                                     Interpret ideas and events from          teacher’s edition)
                                                                                                      different historical perspectives
                                                                                                     Evaluate and discuss issues orally
                                                                                                      and in writing
                                                                                                     Analyze and interpret maps to
                                                                                                      explain relationships among
                                                                                                      landforms, water features, climatic
                                                                                                      characteristics, and historical events
                                                                                                     Distinguish between parallels of
                                                                                                      latitude and meridians of longitude
                                                                                                     Interpret patriotic slogans and
                                                                                                      excerpts from notable speeches and
                                                                                                      documents
                                                                                                     Identify costs and benefits of
                                                                                                      specific choices, including the
                                                                                                      consequences



       **End of 6 – week tests will be given to evaluate students’ retention of United States History to 1865 SOLs. Skills will be retaught as necessary.
                                          United States History to 1865 Pacing Guide – 6th Grade Social Studies

SOL# and                         Timeline                   Description of SOL           Essential Knowledge and Skills                       Instructional Resources
Category
                                                                                            Locate the 7 continents and 5 oceans
USI.2abc           These SOLs were taught in 5th grade      The student will use                                                              Enhanced Scope and Sequence
                                                                                            Locate and describe the location of the
Geography          and will be reviewed throughout the      maps, globes,                    geographic regions of North America.             (VDOE, 2008)
                   semester.                                photographs, pictures, or       Locate and identify the water features
                                                            tables.                          important to early history of the U.S            Five Ponds Press, Our America
                   **Geography skills will be                                               Recognize key geographic features on maps,       to 1865, 2010 (student text and
US I.3ab           reinforced throughout the semester       The student will                 diagrams, and/or photographs                     teacher’s edition)
Native Americans   and integrated into daily lessons as     demonstrate knowledge of        Describing how archaeologists have
                   applicable.                              how early cultures               recovered material evidence of ancient           Holt Student World Atlas, 2005
                                                            developed in North               settlements, including Cactus Hill, VA
                                                            America.                        Locating where the American Indians settled,
                                                                                             with emphasis on Arctic (Inuit), Northwest
                                                                                             (Kwakiutl), Plains (Lakota), Southwest
US I.4abc                1st 6 – week grading period        The student will
                                                                                             (Pueblo), and Eastern Woodland (Iroquois)
Exploration to         (4 days for geography review)        demonstrate knowledge of        Describing how the American Indians used
Revolution: Pre-                                            European exploration in          the resources in their environment
Columbian Times                                             North America and West          Describing the motivations, obstacles, and
to the 1770s                                                Africa.                          accomplishments of the Spanish, French,
                                                                                             Portuguese, and English explorations
US I.5abcd                                                  The student will                Describing cultural interactions between
Colonial America                                            demonstrate knowledge of         Europeans and American Indians that led to
                                                            the factors that shaped          cooperation and conflict with emphasis on
                                                            colonial America.                the American Indian concept of land
                                                                                            Identifying the location and describing the
                                                                                             characteristics of West African societies
                                                                                             (Ghana, Mali, and Songhai) and their
                                                                                             interactions with traders
                                                                                            Describing the religious and economic events
                                                                                             and conditions that led to the colonization of
                                                                                             America
                                                                                            Describing life in the New England, Mid-
                                                                                             Atlantic, and Southern colonies, with
                                                                                             emphasis on how people interacted with their
                                                                                             environment to produce goods and services,
                                                                                             including examples of specialization and
                                                                                             interdependence
                                                                                            Describing colonial life in America from the
                                                                                             perspectives of large landowners, farmers,
                                                                                             artisans, women, indentured servants, free
                                                                                             African Americans and enslaved African
                                                                                             Americans
                                                                                            Identifying the political and economic
                                                                                             relationships between the colonies and
                                                                                             England
      **End of 6 – week tests will be given to evaluate students’ retention of United States History to 1865 SOLs. Skills will be retaught as necessary.
                                            United States History to 1865 Pacing Guide – 6th Grade Social Studies

SOL# and               Timeline (6 weeks taught and          Description of SOL           Essential Knowledge and Skills                              Instructional Resources
Category                       number of days)

                     1st 6 – week grading period             The student will                   Identifying the issues of dissatisfaction that led
USI.6abcd                                                                                        to the American Revolution                           Enhanced Scope and Sequence
                     ( 15 days of instruction)               demonstrate knowledge of           Identifying how political ideas shaped the           (VDOE, 2008)
                                                             the causes and results of           revolutionary movement in America and led to
Revolution and                                               the American Revolution.            the Declaration of Independence
the New Nation:                                                                                                                                       Five Ponds Press, Our America
                                                                                                Describing key events and roles of key
1770s to the Early                                                                               individuals in the American Revolution, with
                                                                                                                                                      to 1865, 2010 (student text and
1800s                                                                                            emphasis on George Washington, Benjamin              teacher’s edition)
                                                                                                 Franklin, Thomas Jefferson, and Patrick Henry
                                                                                                Explaining reasons why the colonies were able
                                                                                                 to defeat Britain


                     1st 6 – week grading period             The student will                   Identifying the weaknesses of the government         Enhanced Scope and Sequence
USI.7abc                                                                                         established by the Articles of Confederation
                                                             demonstrate knowledge of           Describing the historical development of the         (VDOE, 2008)
Revolution and       (10 days of instruction )               the challenges faced by             Constitution of the United States
the New Nation:                                              the new nation.                    Describing the major accomplishments of the
                                                                                                                                                      Five Ponds Press, Our America
1770s to the Early                                                                               first five presidents of the United States           to 1865, 2010 (student text and
1800s                                                                                                                                                 teacher’s edition)
                                                                                             Describing territorial expansion and how it affected    Enhanced Scope and Sequence
USI.8abcd            2nd 6 – week grading period             The student will                 the political map of the United States, with            (VDOE, 2004)
                                                                                              emphasis on the Louisiana Purchase, the Lewis and
                                                             demonstrate knowledge of         Clark expedition, and the acquisitions of Florida,
Expansion and        (10 days of instruction)                westward expansion and           Texas, Oregon, and California                           Five Ponds Press, Our America
Reform:                                                      reform in America from          Identifying the geographic and economic factors         to 1865, 2010 (student text and
1801 - 1861                                                  1801 – 1861.                     that influenced the westward movement of settlers       teacher’s edition)
                                                                                             Describing the impact of inventions, including the
                                                                                              cotton gin, the reaper, the steamboat, and the steam
                                                                                              locomotive, on life in America
                                                                                             Identifying the main ideas of the abolitionist and
                                                                                              women’s suffrage movements
                                                                                             Describing the cultural, economic, and
USI.9abcdef          2nd 6 – week grading period             The student will                 constitutional issues that divided the nation           Enhanced Scope and Sequence
                                                             demonstrate knowledge of        Explaining how the issues of states’ rights and         (VDOE, 2008)
Civil War and        (15 days of instruction)                the causes, major events,        slavery increased sectional tensions
Reconstruction:                                                                              Identifying on a map the states that seceded from
                                                             and effects of the Civil         the Union and those that remained in the Union
                                                                                                                                                      Five Ponds Press, Our America
1860s to 1865                                                War.                                                                                     to 1865, 2010 (student text and
                                                                                             Describing the roles of Abraham Lincoln, Jefferson
                                                                                              Davis, Ulysses S. Grant, Robert E. Lee, Thomas          teacher’s edition)
                                                                                              “Stonewall” Jackson, and Frederick Douglass in
                                                                                              events leading to and during the war
                                                                                             Using maps to explain critical developments in the
                                                                                              war, including major battles
                                                                                             Describing the effects of war from the perspectives
                                                                                              of Union and Confederate soldiers (including
                                                                                              African American soldiers), women, and enslaved
                                                                                              African Americans
       **End of 6 – week tests will be given to evaluate students’ retention of United States History to 1865 SOLs. Skills will be retaught as necessary.
                                        United States History to 1865 Pacing Guide – 6th Grade Social Studies


SOL# and         Timeline (6 weeks taught and Description of SOL                       Essential Knowledge and Skills                  Instructional Resources
Category               number of days)
                                                                                                                                       Blueprint for 2008 SOL test
SOL Review       2nd and 3rd 6 – week grading periods     All 6th grade social         Listed above
                                                          studies’ SOLs                                                                Test of Higher Standards –
for test         **Simulation test will be given at the                                                                                Simulation Test , 2011
                 end of regular instruction.
                                                                                                                                       Enhanced Scope and Sequence
                 (10 days of review and remediation )                                                                                  (VDOE, 2008)




    **End of 6 – week tests will be given to evaluate students’ retention of United States History to 1865 SOLs. Skills will be retaught as necessary.

				
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