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[]
["State: Virginia"]
["Document Title: Virginia Standards of Learning"]
["Subject: History and Social Science"]
["Grade Descr: United States History to 1865"]
["Grade Code: 8, 7, 6, 5"]
["Year: 2015"]
["Course Title: History And Geography 500"]
["Alignment Percentage: 65%"]
["United States History to 1865 > Skills > The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by"]
["Section","Standard","Course Title","Unit","Unit Title","Lesson Title","Lesson Type"]
["USI.1.a","analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;","","","","",""]
["USI.1.b","analyzing and interpreting geographic information to determine patterns and trends in United States history;","","","","",""]
["USI.1.c","interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;","History And Geography 500",1,"EXPLORING THE NEW WORLD","Maps","LESSON"]
["USI.1.c","interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;","History And Geography 500",4,"NEW LANDS AND TROUBLED TIMES","A Great Nation Divided by War","LESSON"]
["USI.1.d","using evidence to draw conclusions and make generalizations;","","","","",""]
["USI.1.e","comparing and contrasting historical, cultural, and political perspectives in United States history;","History And Geography 500",3,"THIRTEEN COLONIES BECOME A NEW NATION","Report: Government Leaders","PROJECT"]
["USI.1.f","determining relationships with multiple causes or effects in United States history;","","","","",""]
["USI.1.g","explaining connections across time and place;","","","","",""]
["USI.1.h","using a decision-making model to identify the costs and benefits of a specific choice made;","","","","",""]
["USI.1.i","identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; and","","","","",""]
["USI.1.j","investigating and researching to develop products orally and in writing.","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Essay: Franklin Proverbs","PROJECT"]
["USI.1.j","investigating and researching to develop products orally and in writing.","History And Geography 500",4,"NEW LANDS AND TROUBLED TIMES","Project: America the Beautiful","PROJECT"]
["USI.1.j","investigating and researching to develop products orally and in writing.","History And Geography 500",4,"NEW LANDS AND TROUBLED TIMES","Report: Colonial Perspective","PROJECT"]
["USI.1.j","investigating and researching to develop products orally and in writing.","History And Geography 500",5,"THE UNITED STATES BECOMES A WORLD LEADER","Essay: Biography","PROJECT"]
["USI.1.j","investigating and researching to develop products orally and in writing.","History And Geography 500",7,"THE UNITED STATES - ONE NATION WITH MANY REGIONS","Report: State","PROJECT"]
["USI.1.j","investigating and researching to develop products orally and in writing.","History And Geography 500",7,"THE UNITED STATES - ONE NATION WITH MANY REGIONS","Report: Captain's Diary","PROJECT"]
["USI.1.j","investigating and researching to develop products orally and in writing.","History And Geography 500",8,"OUR SOUTHERN NEIGHBORS","Essay: Spanish and Native American Influence","PROJECT"]
["USI.1.j","investigating and researching to develop products orally and in writing.","History And Geography 500",8,"OUR SOUTHERN NEIGHBORS","Essay: Continental Divide","PROJECT"]
["USI.1.j","investigating and researching to develop products orally and in writing.","History And Geography 500",9,"CANADA: OUR NORTHERN NEIGHBOR","Essay: Inuits","PROJECT"]
["USI.1.j","investigating and researching to develop products orally and in writing.","History And Geography 500",9,"CANADA: OUR NORTHERN NEIGHBOR","Essay: Explorers Play","PROJECT"]
["USI.1.j","investigating and researching to develop products orally and in writing.","History And Geography 500",9,"CANADA: OUR NORTHERN NEIGHBOR","Essay: Hudson Bay Company","PROJECT"]
["USI.1.j","investigating and researching to develop products orally and in writing.","History And Geography 500",10,"REVIEW","Essay: American's Creed","PROJECT"]
["United States History to 1865 > Geography > The student will interpret maps, globes, photographs, pictures, or tables to"]
["Section","Standard","Course Title","Unit","Unit Title","Lesson Title","Lesson Type"]
["USI.2.a","locate the seven continents and five oceans;","History And Geography 500",1,"EXPLORING THE NEW WORLD","Exploration Tools","LESSON"]
["USI.2.b","locate and describe major geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range;","History And Geography 500",1,"EXPLORING THE NEW WORLD","Exploration Tools","LESSON"]
["USI.2.b","locate and describe major geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range;","History And Geography 500",7,"THE UNITED STATES - ONE NATION WITH MANY REGIONS","The New England States","LESSON"]
["USI.2.b","locate and describe major geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range;","History And Geography 500",7,"THE UNITED STATES - ONE NATION WITH MANY REGIONS","The Midwestern States (Part 1)","LESSON"]
["USI.2.b","locate and describe major geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range;","History And Geography 500",7,"THE UNITED STATES - ONE NATION WITH MANY REGIONS","The Western States","LESSON"]
["USI.2.b","locate and describe major geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range;","History And Geography 500",9,"CANADA: OUR NORTHERN NEIGHBOR","Giant of the North","LESSON"]
["USI.2.b","locate and describe major geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range;","History And Geography 500",10,"REVIEW","The United States","LESSON"]
["USI.2.c","locate major water features and explain their importance to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico; and","History And Geography 500",1,"EXPLORING THE NEW WORLD","Exploration Tools","LESSON"]
["USI.2.c","locate major water features and explain their importance to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico; and","History And Geography 500",1,"EXPLORING THE NEW WORLD","French Explorers","LESSON"]
["USI.2.c","locate major water features and explain their importance to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico; and","History And Geography 500",4,"NEW LANDS AND TROUBLED TIMES","Project: Colonies Map","PROJECT"]
["USI.2.c","locate major water features and explain their importance to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico; and","History And Geography 500",7,"THE UNITED STATES - ONE NATION WITH MANY REGIONS","The Midwestern States (Part 1)","LESSON"]
["USI.2.c","locate major water features and explain their importance to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico; and","History And Geography 500",7,"THE UNITED STATES - ONE NATION WITH MANY REGIONS","Project: Atlas Work","PROJECT"]
["USI.2.d","recognize key geographic features on maps, diagrams, and/or photographs.","History And Geography 500",1,"EXPLORING THE NEW WORLD","Exploration Tools","LESSON"]
["USI.2.d","recognize key geographic features on maps, diagrams, and/or photographs.","History And Geography 500",1,"EXPLORING THE NEW WORLD","Maps","LESSON"]
["United States History to 1865 > Exploration to Revolution: Pre-Columbian Times to the 1770s > The student will apply social science skills to understand how early cultures developed in North America by"]
["Section","Standard","Course Title","Unit","Unit Title","Lesson Title","Lesson Type"]
["USI.3.a","describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia;","","","","",""]
["USI.3.b","locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois); and","History And Geography 500",9,"CANADA: OUR NORTHERN NEIGHBOR","Mosaic of People","LESSON"]
["USI.3.c","describing how the American Indians used the resources in their environment.","","","","",""]
["United States History to 1865 > Exploration to Revolution: Pre-Columbian Times to the 1770s > The student will apply social science skills to understand European exploration in North America and West Africa by"]
["Section","Standard","Course Title","Unit","Unit Title","Lesson Title","Lesson Type"]
["USI.4.a","describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations;","History And Geography 500",1,"EXPLORING THE NEW WORLD","Viking and Portuguese Explorers","LESSON"]
["USI.4.a","describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations;","History And Geography 500",1,"EXPLORING THE NEW WORLD","Spanish Explorers","LESSON"]
["USI.4.a","describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations;","History And Geography 500",1,"EXPLORING THE NEW WORLD","English Explorers","LESSON"]
["USI.4.a","describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations;","History And Geography 500",1,"EXPLORING THE NEW WORLD","French Explorers","LESSON"]
["USI.4.a","describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations;","History And Geography 500",9,"CANADA: OUR NORTHERN NEIGHBOR","Searchers of Gold, Glory, and Spices","LESSON"]
["USI.4.a","describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations;","History And Geography 500",10,"REVIEW","European Countries and Explorers","LESSON"]
["USI.4.a","describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations;","History And Geography 500",10,"REVIEW","New World Colonies (Part 2)","LESSON"]
["USI.4.b","describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with emphasis on the American Indian and European concept of land; and","","","","",""]
["USI.4.c","identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders.","","","","",""]
["United States History to 1865 > Exploration to Revolution: Pre-Columbian Times to the 1770s > The student will apply social science skills to understand the factors that shaped colonial America by"]
["Section","Standard","Course Title","Unit","Unit Title","Lesson Title","Lesson Type"]
["USI.5.a","describing the religious and economic events and conditions that led to the colonization of America;","History And Geography 500",1,"EXPLORING THE NEW WORLD","Early Settlements","LESSON"]
["USI.5.a","describing the religious and economic events and conditions that led to the colonization of America;","History And Geography 500",1,"EXPLORING THE NEW WORLD","New England Colonies","LESSON"]
["USI.5.a","describing the religious and economic events and conditions that led to the colonization of America;","History And Geography 500",1,"EXPLORING THE NEW WORLD","Middle Colonies","LESSON"]
["USI.5.a","describing the religious and economic events and conditions that led to the colonization of America;","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Life in the Middle Colonies","LESSON"]
["USI.5.a","describing the religious and economic events and conditions that led to the colonization of America;","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Southern Activities","LESSON"]
["USI.5.a","describing the religious and economic events and conditions that led to the colonization of America;","History And Geography 500",10,"REVIEW","New World Colonies (Part 1)","LESSON"]
["USI.5.b","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;","History And Geography 500",1,"EXPLORING THE NEW WORLD","New England Colonies","LESSON"]
["USI.5.b","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;","History And Geography 500",1,"EXPLORING THE NEW WORLD","Middle Colonies","LESSON"]
["USI.5.b","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;","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Life in New England Colonies","LESSON"]
["USI.5.b","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;","History And Geography 500",2,"COLONIAL AMERICAN LIFE","New England Clothing and Schools","LESSON"]
["USI.5.b","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;","History And Geography 500",2,"COLONIAL AMERICAN LIFE","New England Crafts","LESSON"]
["USI.5.b","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;","History And Geography 500",2,"COLONIAL AMERICAN LIFE","New England Activities","LESSON"]
["USI.5.b","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;","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Benjamin Franklin: A Successful Man","LESSON"]
["USI.5.b","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;","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Benjamin Franklin: A Good Citizen","LESSON"]
["USI.5.b","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;","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Life in the Southern Colonies","LESSON"]
["USI.5.b","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;","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Southern Activities","LESSON"]
["USI.5.b","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;","History And Geography 500",3,"THIRTEEN COLONIES BECOME A NEW NATION","A Search for Freedom","LESSON"]
["USI.5.b","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;","History And Geography 500",4,"NEW LANDS AND TROUBLED TIMES","New England, Middle, and Southern Colonies","LESSON"]
["USI.5.b","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;","History And Geography 500",10,"REVIEW","New World Colonies (Part 1)","LESSON"]
["USI.5.c","describing specialization of and interdependence among New England, Mid-Atlantic, and Southern colonies;","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Life in New England Colonies","LESSON"]
["USI.5.c","describing specialization of and interdependence among New England, Mid-Atlantic, and Southern colonies;","History And Geography 500",2,"COLONIAL AMERICAN LIFE","New England Crafts","LESSON"]
["USI.5.c","describing specialization of and interdependence among New England, Mid-Atlantic, and Southern colonies;","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Life in the Middle Colonies","LESSON"]
["USI.5.c","describing specialization of and interdependence among New England, Mid-Atlantic, and Southern colonies;","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Life in the Southern Colonies","LESSON"]
["USI.5.c","describing specialization of and interdependence among New England, Mid-Atlantic, and Southern colonies;","History And Geography 500",3,"THIRTEEN COLONIES BECOME A NEW NATION","A Search for Freedom","LESSON"]
["USI.5.c","describing specialization of and interdependence among New England, Mid-Atlantic, and Southern colonies;","History And Geography 500",4,"NEW LANDS AND TROUBLED TIMES","New England, Middle, and Southern Colonies","LESSON"]
["USI.5.c","describing specialization of and interdependence among New England, Mid-Atlantic, and Southern colonies;","History And Geography 500",10,"REVIEW","New World Colonies (Part 1)","LESSON"]
["USI.5.d","describing colonial life in America from the perspectives of large landowners, farmers, artisans, merchants, women, free African Americans, indentured servants, and enslaved African Americans; and","History And Geography 500",2,"COLONIAL AMERICAN LIFE","New England Activities","LESSON"]
["USI.5.d","describing colonial life in America from the perspectives of large landowners, farmers, artisans, merchants, women, free African Americans, indentured servants, and enslaved African Americans; and","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Benjamin Franklin: A Successful Man","LESSON"]
["USI.5.d","describing colonial life in America from the perspectives of large landowners, farmers, artisans, merchants, women, free African Americans, indentured servants, and enslaved African Americans; and","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Benjamin Franklin: A Good Citizen","LESSON"]
["USI.5.d","describing colonial life in America from the perspectives of large landowners, farmers, artisans, merchants, women, free African Americans, indentured servants, and enslaved African Americans; and","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Life in the Southern Colonies","LESSON"]
["USI.5.d","describing colonial life in America from the perspectives of large landowners, farmers, artisans, merchants, women, free African Americans, indentured servants, and enslaved African Americans; and","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Southern Activities","LESSON"]
["USI.5.d","describing colonial life in America from the perspectives of large landowners, farmers, artisans, merchants, women, free African Americans, indentured servants, and enslaved African Americans; and","History And Geography 500",4,"NEW LANDS AND TROUBLED TIMES","New England, Middle, and Southern Colonies","LESSON"]
["USI.5.d","describing colonial life in America from the perspectives of large landowners, farmers, artisans, merchants, women, free African Americans, indentured servants, and enslaved African Americans; and","History And Geography 500",10,"REVIEW","New World Colonies (Part 1)","LESSON"]
["USI.5.e","explaining the political and economic relationships between the colonies and Great Britain.","History And Geography 500",9,"CANADA: OUR NORTHERN NEIGHBOR","Glory of New France","LESSON"]
["United States History to 1865 > Revolution and the New Nation: 1770s to the Early 1800s > The student will apply social science skills to understand the causes and results of the American Revolution by"]
["Section","Standard","Course Title","Unit","Unit Title","Lesson Title","Lesson Type"]
["USI.6.a","explaining the issues of dissatisfaction that led to the American Revolution;","History And Geography 500",3,"THIRTEEN COLONIES BECOME A NEW NATION","A Search for Freedom","LESSON"]
["USI.6.a","explaining the issues of dissatisfaction that led to the American Revolution;","History And Geography 500",3,"THIRTEEN COLONIES BECOME A NEW NATION","Problems with England","LESSON"]
["USI.6.a","explaining the issues of dissatisfaction that led to the American Revolution;","History And Geography 500",10,"REVIEW","War for Independence","LESSON"]
["USI.6.b","describing how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence;","History And Geography 500",3,"THIRTEEN COLONIES BECOME A NEW NATION","A Search for Freedom","LESSON"]
["USI.6.b","describing how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence;","History And Geography 500",3,"THIRTEEN COLONIES BECOME A NEW NATION","Problems with England","LESSON"]
["USI.6.b","describing how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence;","History And Geography 500",10,"REVIEW","War for Independence","LESSON"]
["USI.6.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 the Marquis de Lafayette; and","History And Geography 500",3,"THIRTEEN COLONIES BECOME A NEW NATION","War of Independence","LESSON"]
["USI.6.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 the Marquis de Lafayette; and","History And Geography 500",3,"THIRTEEN COLONIES BECOME A NEW NATION","A Turning Point Reached","LESSON"]
["USI.6.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 the Marquis de Lafayette; and","History And Geography 500",9,"CANADA: OUR NORTHERN NEIGHBOR","A Century of Trial","LESSON"]
["USI.6.d","explaining reasons why the colonies were able to defeat Great Britain.","History And Geography 500",3,"THIRTEEN COLONIES BECOME A NEW NATION","Victory Declared","LESSON"]
["USI.6.d","explaining reasons why the colonies were able to defeat Great Britain.","History And Geography 500",10,"REVIEW","War for Independence","LESSON"]
["United States History to 1865 > Revolution and the New Nation: 1770s to the Early 1800s > The student will apply social science skills to understand the challenges faced by the new nation by"]
["Section","Standard","Course Title","Unit","Unit Title","Lesson Title","Lesson Type"]
["USI.7.a","explaining the weaknesses and outcomes of the government established by the Articles of Confederation;","History And Geography 500",3,"THIRTEEN COLONIES BECOME A NEW NATION","Victory Declared","LESSON"]
["USI.7.a","explaining the weaknesses and outcomes of the government established by the Articles of Confederation;","History And Geography 500",3,"THIRTEEN COLONIES BECOME A NEW NATION","A New Nation","LESSON"]
["USI.7.a","explaining the weaknesses and outcomes of the government established by the Articles of Confederation;","History And Geography 500",10,"REVIEW","War for Independence","LESSON"]
["USI.7.b","describing the historical development of the Constitution of the United States; and","History And Geography 500",3,"THIRTEEN COLONIES BECOME A NEW NATION","A New Nation","LESSON"]
["USI.7.b","describing the historical development of the Constitution of the United States; and","History And Geography 500",3,"THIRTEEN COLONIES BECOME A NEW NATION","Democracy","LESSON"]
["USI.7.c","describing the major accomplishments of the first five presidents of the United States.","History And Geography 500",4,"NEW LANDS AND TROUBLED TIMES","The War of 1812","LESSON"]
["United States History to 1865 > Expansion and Reform: 1801 to 1861 > The student will apply social science skills to understand westward expansion and reform in America from 1801 to 1861 by"]
["Section","Standard","Course Title","Unit","Unit Title","Lesson Title","Lesson Type"]
["USI.8.a","describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California;","History And Geography 500",4,"NEW LANDS AND TROUBLED TIMES","The Louisiana Purchase","LESSON"]
["USI.8.a","describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California;","History And Geography 500",4,"NEW LANDS AND TROUBLED TIMES","Expansion from Sea to Sea","LESSON"]
["USI.8.a","describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California;","History And Geography 500",4,"NEW LANDS AND TROUBLED TIMES","Life on the New Frontier","LESSON"]
["USI.8.a","describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California;","History And Geography 500",10,"REVIEW","Expansion and More War","LESSON"]
["USI.8.b","explaining how geographic and economic factors influenced the westward movement of settlers;","","","","",""]
["USI.8.c","explaining the impact of westward expansion on American Indians;","","","","",""]
["USI.8.d","describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America; and","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Benjamin Franklin: A Successful Man","LESSON"]
["USI.8.d","describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America; and","History And Geography 500",2,"COLONIAL AMERICAN LIFE","Benjamin Franklin: A Good Citizen","LESSON"]
["USI.8.d","describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America; and","History And Geography 500",5,"THE UNITED STATES BECOMES A WORLD LEADER","Inventions and New Ideas","LESSON"]
["USI.8.d","describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America; and","History And Geography 500",6,"UNITED BY TRANSPORTATION AND COMMUNICATION","Essay: Inventions","PROJECT"]
["USI.8.d","describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America; and","History And Geography 500",7,"THE UNITED STATES - ONE NATION WITH MANY REGIONS","The Southern States","LESSON"]
["USI.8.d","describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America; and","History And Geography 500",10,"REVIEW","Industrialization, Immigration, Urbanization","LESSON"]
["USI.8.e","explaining the main ideas of the abolitionist and women’s suffrage movements.","","","","",""]
["United States History to 1865 > Civil War: 1861 to 1865 > The student will apply social science skills to understand the causes, major events, and effects of the Civil War by"]
["Section","Standard","Course Title","Unit","Unit Title","Lesson Title","Lesson Type"]
["USI.9.a","describing the cultural, economic, and constitutional issues that divided the nation;","History And Geography 500",4,"NEW LANDS AND TROUBLED TIMES","Problems Between the North and the South","LESSON"]
["USI.9.a","describing the cultural, economic, and constitutional issues that divided the nation;","History And Geography 500",10,"REVIEW","Expansion and More War","LESSON"]
["USI.9.b","explaining how the issues of states’ rights and slavery increased sectional tensions;","History And Geography 500",4,"NEW LANDS AND TROUBLED TIMES","Problems Between the North and the South","LESSON"]
["USI.9.b","explaining how the issues of states’ rights and slavery increased sectional tensions;","History And Geography 500",10,"REVIEW","Expansion and More War","LESSON"]
["USI.9.c","locating on a map the states that seceded from the Union and those that remained in the Union;","History And Geography 500",1,"EXPLORING THE NEW WORLD","Exploration Tools","LESSON"]
["USI.9.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;","History And Geography 500",4,"NEW LANDS AND TROUBLED TIMES","A Great Nation Divided by War","LESSON"]
["USI.9.e","describing critical developments in the war, including the location of major battles; and","History And Geography 500",4,"NEW LANDS AND TROUBLED TIMES","A Great Nation Divided by War","LESSON"]
["USI.9.f","describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans.","","","","",""]