|
Field Trip Guide for Harpers Ferry National
Historical Park
| Located in Jefferson County,
West Virginia |
|
The National Park Service administers Harpers Ferry National
Historical Park. Our mission is to commemorate the historic events that
occurred at or near Harpers Ferry, and to maintain and preserve those natural
and cultural resources for the inspiration, education and enjoyment of the
people of the United States. Creating experiential education programming
is a primary objective in the accomplishment of our mission.
A variety of opportunities facilitate student exploration of the
rich tapestry of American Stories found at Harpers Ferry. By using
the preserved cultural and natural resources found on this historic landscape,
students will hear many significant American Stories – from 18th century pioneering
to 20th century civil rights. Harpers Ferry has been the place in history
where many American thoughts and actions took place. The park’s education
program goal is to enhance what teachers teach in the classroom.
Website address: www.nps.gov/hafe
Location/Address: Harpers
Ferry National Historical Park, PO Box 65, Harpers Ferry, West Virginia
25425.
Directions: Harpers Ferry
National Historical Park is located at the confluence of the Shenandoah
and Potomac rivers in the states of West Virginia, Virginia, and
Maryland, 65 miles northwest of Washington, D. C., and 20 miles southwest
of Frederick, MD, via U. S. Route 340. When your group arrives in the park
designate one person (preferably the person who made visit arrangements)
to check in with the Visitor Center at Cavalier Heights.
Education Contact at Site: Catherine
Bragaw
Phone: Education office (304) 535-2908
Administration
office for reservations (304) 535 6223
Education
Program Manager (304) 535 6283
Theme Addressed at Site: Land
of Leadership; Land of Conflict, Reunification and Rebuilding
Program fees and miscellaneous 
Maximum Number of Students: K-3
= 25 students; Grades 4-12 = 35 students
Admission/Program Fee: Fees
apply to these programs to cover staff costs: Leadership programs;
Summer Youth programs; Teacher programs contracted as part of a
teacher training program, e.g., Teaching
American History teacher seminars; Other Special Requests
Entrance Fees are waived
for Curriculum based K-10 with reservation
Schools may apply 11-12 and universities
for fee waiver with reservation
Handicap Accessibility: Programs
are all mobility accessible; wheel chairs are available
in the Information Center as well as a map of handicap accessible entrances.
All videos are set up with subtitles.
Bus/Vehicle Accessibility: Van
accessibility available
Season of Operation: 12
months of the year
Hours of Operation: Ranger
led programs: Spring 2007, March 15 – June 1; Summer 2007, June 15th – August
15; Fall 2007, September 15th – November 15th
8 am to 5 pm fall, winter and spring, 8am to 6 pm summer
Program availability: 9am – 3:30 pm Monday through Friday
Picnic facilities/Nearest restaurant
options: Picnic tables are located at the Visitors Center
on Cavalier Heights. Designated picnic area in the Park is on Hamilton
Street. Lunch storage is available on request. There are several restaurant
choices available in the lower town.
Restroom accessibility: Available
in lower town located next to the park bookstore and on the second
floor of the John Brown Museum.
Chaperone Requirements ( No. chaperones/no.
of students): K - Grade 3: 1
chaperone to 6 students; Grades 4-12: 1 chaperone
to 10 students. Chaperones are required to remain with students
while visiting the park.
Is there anything else we should know about your site?: All Education visits require a
reservation. Teachers are required to sign an understanding of
park guidelines. Fees may apply if these requirements are not fulfilled. Reservation
forms are available by calling the park at 304 6223 or at www.nps.gov/hafe
Education
Programs and Corresponding SOL
Programs We Can Do at Our Site:
Journey through Freedom
Grades
K- 4
Students follow footprints to find trunks from the past. What can artifacts
tell us about people from the past? Stories are told of each individual’s
journey to freedom. 1 hour
West Virginia
SS.WV.4.8 Explore West Virginia’s
population, products, resources, transportation, state parks,
forests, and scenic/recreational resources.
SS.K.5.1 Collect data
and sequence time, places, people and events as they relate to
the student’s
own life.
SS.K.5.2 Recognize
differences in other people, times and cultures.
SS.K.5.4 Explore the past
through stories of people, heroes, pictures, songs, holidays, customs,
traditions and legends.
SS.1.5.3 Identify
characteristics of the past and contributions of heroic people
using sources such as stories, folk tales, pictures, poems, legends,
holidays and customs.
SS.1.5.6 Participate
in the collection and organization of historical data
SS.2.5.2 Explore
the history of the community by identifying locally significant
sites and people.
SS.3.1.4 Explain
the importance of respect and protection of minorities.
SS.3.5.1 Explain
the historical significance of major events, people and their contributions
to the United States.
SS.3.5.3 Compare
and contrast present cultures to the cultures of people of other
historical time periods (e.g. source of food, clothing, shelter,
products used).
SS.3.5.4 Make
historical inferences by analyzing artifacts and pictures.
SS.3.5.7 Explain
the importance of respect for diversity in the heritage, culture,
ideas and opinions of others.
SS.3.5.8 Compare
and contrast different stories or accounts about past events,
people, places or situations, and identify how they contribute to our
understanding of the past.
SS.4.1.4 Describe
forms of diversity in early American society, giving examples of
the strengths/contributions of each (e.g., indentured servants,
slaves, colonists, plantation owners, Native Americans, merchants).
SS.4.3.6 Describe
how slavery and indentured servitude influenced the early economy
of the United States.
SS.4.4.3 Analyze
the effect of geographic factors in the development of transportation
routes and settlement patterns in the Americas.
SS.4.5.8 Eexplore
how and why family and community life differed in various regions
of colonial North America.
SS.4.5.16 Analyze various
sources for constructing the past such as documents, letters, diaries,
maps, photos and others.
SS.WV.5.3 Compare and contrast past
and present lifestyles of West Virginians.
Virginia
K.2 The
student will describe everyday life in the present and in the past
to recognize that things change over time.
S1.1 The
student will interpret information presented in picture time lines to show sequence
of events and will distinguish between past and present.
S1.6 The
student will describe how location, climate, and physical surroundings affect
the way people live, including their food, clothing, shelter transportation,
and recreation.
S2.3 The
student will identify and compare changes in community life over time in terms
of buildings, jobs, transportation, and population.
3.12 The
student will recognize that Americans are a people of diverse ethnic origins,
customs, and traditions, who are united by the basic principles of a republican
form of government and represent and respect for individual rights and freedoms.
VS.1a Identify
and interpret artifacts and primary and secondary source documents to understand
events in history.
VS.1d Draw
conclusions and make generalizations
VS.1e Make
connections between past and present.
VS.1g Interpret
ideas and events from different historical perspectives.
VS.7a The
student will demonstrate knowledge of the issues that divided our nation and
led to the Civil War by
a) identify the events
and differences between northern and southern states that divided Virginians
and led to secession, war, and the creation of West Virginia.
VS.7b The student will demonstrate knowledge of the issues that divided our nation
and led to the Civil War by
b) describing Virginia’s
role in the war, including identifying major battles that took place in Virginia.
Maryland
Kindergarten
Standard 1.0 Political Science
B. Individual and Group Participation in the Political System
1. Identify
people important to the American political system
a) Identify the contributions
of people, past and present, such as George Washington, Rosa Parks and thecurrent
president.
Standard 5.0 History
A. Change
Over Time
2. Compare
daily life and objects of today and long ago
a)
Compare tools and toys of the past with those of today
b)
Tell about people in the past using information text and features
c) Observe and discuss photographs
of the past and compare with photographs of similar images, such as old photographs
of the school and community
Grade 1
Standard 1.0 Political Science
B. Individual and Group Participation in the Political System
1. Identify
and describe people important to the American political system
a)
Describe the contributions of people, past and present, such as George Washington,
Abraham Lincoln, Martin Luther King Jr. and the current president.
Standard 3.0 Geography
B. Geographic
Characteristics of Places and Regions
1. Describe
places in the environment using geographic characteristics
a)
Identify and describe physical characteristics of a place
b)
Identify human characteristics of a place
c)
Describe places by how people make a living and where they live.
Standard 5.0 History
A. Individual and Societies Change over Time
2. Compare
people and objects of today and long ago
a)
Construct meaning form informational text and text features about the past
b)
Collect and examine photographs of the past and compare with current photographs
of similar images, such as old photographs of the school and community
Grade 2
Standard 1.0 Political Science
A. The Foundation and Function of Government
2. Explain how democratic skills and attitudes are associated
with being a responsible citizen
b) Connect certain people, symbols, songs and poems to the ideals
they represent, such as George Washington portrays leadership,
the American flag represents loyalty and respect, and the Star
Spangled Banner represents courage and freedom.
Standard 3.0 Geography
C. Movement of People, Goods and Ideas
1. Explain how transportation and communication link places by
the movement of people, goods, and ideas
a) Compare types of transportation used to move goods and people
today and long ago
b)
Compare ways people communicate ideas today and long ago
Grade 3
Standard 1.0 Political
Science
A. The Foundation and Function of Government
2. Explain how certain practices are connected with the democratic
principles (skills, attitudes, and dispositions) of being a citizen
a) Identify and explain democratic principles such as individual
rights and responsibilities, patriotism, common good, justice and
equality.
Standard 5.0 History
A. Individuals and Societies Change Over Time
2. Investigate how people lived in the past using a variety of
primary and secondary sources
a) Collect and examine information about people, places, or events
o he past using pictures, photographs, maps, audio or visual tapes,
and or documents
b) Compare family life in the local community by considering jobs,
communication, and transportation
Grade PreK-2
Standard 6.0 Social Studies Skills ad Processes
D. Acquire Social Studies Information
1. Identify primary and secondary sources of information that
relate to the topic/situation/problem being studied
c) Locate and gather data and information from appropriate non-print
sources, such as music, maps, graphs, photographs, and illustrations
2. Engage in field work that relates to the topic/situation/ problem
being studied
a)
Gather data
b)
Make and record observations
c)
Conduct surveys
E. Organize Social Studies Information
1. Organize
information form non-print sources
a)
Distinguish factual form fictional information
b)
Find relationships between gathered information
F. Analyze Social Studies Information
1. Interpret information form secondary sources including pictures,
graphics, maps, atlases, and timelines
a)
Compare information from a variety of sources
b)
Compare information to prior knowledge
c) Recognize relationships in and among ideas or events, such as
cause and effect, sequential order, main idea, and details
Washington D.C.
K.2. Students describe the way people lived in earlier times and
how their lives would be different today (e.g., getting water from a well,
growing food, and having fun).
K-2 Historical and Social Sciences Analysis Skills
Chronology and Cause and Effect
- Students place key events and people of the historical era
they are studying in a chronological sequence and within a spatial
context.
Geographic Skills
- Students identify the human and physical characteristics of
the places they are studying
Historical Research, Evidence, and Point of View
- Students use non text primary and secondary sources, such as
maps, charts, graphs, photographs, works of art, and technical
charts.
National
Standard 1. Understands family life now and in the past, and family
life in various places long ago
Level I
3. Knows the cultural similarities and differences in clothes,
homes, food, communication, technology, and cultural traditions between
families now and in the past
Level II
2. Understands
the dreams and ideals that people from various groups have sought,
some of the problems they encountered in realizing their dreams,
and the sources of their strength and determination that families
drew upon and shared (e.g., families arriving together in America
and living together in rural and urban settings, traditions brought
from their cultural past)
Standard 2. Understands the history
of a local community and how communities in North America varied
long ago
Level I
2. Understands the contributions and significance of historical
figures on the community
Level II
7. Know
the history of the local community since it’s founding,
the people who came, the changes they brought, and significant
events over time
Standard 3. Understand the people, events,
problems, and ides that were significant in creating the history
of their state
Level I
- Understand the different lives, plans, and dreams of the various
racial and ethnic groups who lived in the state 100-200 years
ago
Standard 7. Understands selected attributes and historical developments
of societies in Africa, the Americas, Asia, and Europe
Level II
1. Understands
how historians learn about the past in there are no written records.
Harpers Ferry Place in History
Grades
4
-12
Students explore 250 years of the American history experience as
told through the Harpers Ferry story. Teams compete to decipher truth or
fiction in an interactive game format. Significant history sites are visited
along the way. 1 hour
West Virginia
SS.4.1.4 describe
forms of diversity in early American society, giving examples
of the strengths/contributions of each (e.g., indentured servants,
slaves, colonists, plantation owners, Native Americans, merchants).
SS.4.1.5 describe
the qualities of responsible leadership by individuals and in
groups.
SS.4.2.2 explain
the rights of individuals in the democratic process and the right
of an individual or group (e.g., minorities, religious groups,
women, children, elderly) to dissent responsibility.
SS.4.2.3 identify
historical conflicts concerning individual rights and how those
conflicts were resolved.
SS.4.3.3 analyze
the factors that shaped the economy of the early colonies in
the Americas.
SS.4.3.6 describe
how slavery and indentured servitude influenced the early economy
of the United States.
SS.4.4.3 analyze
the effect of geographic factors in the development of transportation
routes and settlement patterns in the Americas (e.g., Appalachian
Mountains, St. Lawrence Seaway, Panama Canal).
SS.4.4.5 compare
and contrast the physical, economic and political changes of
America caused by geographic conditions and human intervention
(e.g., bridges, canals, state
boundaries, transportation).
SS.4.5.4 identify
the influence of various factors on the founding of the original
colonies (e.g., economic, geographic, political, religious).
SS.4.5.5 identify
areas and patterns of early American settlement and depict territorial
expansion and population distribution in the United States through
maps, charts, pictures and research projects.
SS.WV.3.1 identify the effect of natural
resources and geographic features upon the economic development
of West Virginia.
SS.WV.5.3 compare and contrast past
and present lifestyles of West Virginians.
SS.WV.4.8 explore West Virginia’s
population, products, resources, transportation, state parks,
forests, and scenic/recreational resources.
SS.5.3.3 explain
the economic impact of slavery upon the development of the United
States.
SS.5.3.4 list
geographic factors that can enhance or limit economic activities
in various United States regions.
SS.5.4.1 read,
interpret and draw conclusions from United States maps (e.g.,
special purpose maps, graphs, charts, tables, timelines).
SS.5.4.10 use geography
to describe historical events.
SS.5.5.4 explain
why maintaining historical records and landmarks is important
to the United States.
SS.5.5.6 explain
how important figures reacted to their times and why they were
significant to the history of our democracy (e.g., George Washington,
Thomas Jefferson, Abraham Lincoln, Sojourner Truth, Susan B.
Anthony, Eleanor Roosevelt
and Martin Luther King Junior).
SS.5.5.14 analyze the impact
of slavery and the Abolitionist Movement upon the development
of the United States.
SS.5.5.15 identify causes,
major events and important people of the Civil War.
SS.5.5.16 explain how
various reconstruction plans succeeded or failed.
SS.6.4.6 draws
conclusions about the effects of geography on transportation,
culture, economic activities, population density and distribution.
SS.6.5.8 identify
major historical events in the development of transportation
systems (e.g., water, rail, motor vehicles, aviation).
SS.7.5.5 explain
the role of racial and ethnic minorities, women and children
in the advancement of civil rights.
SS.7.5.10 describe the
role geo-politics played in historic events.
SS.8.5.4 sequence
the events that led to the formation of the state of West Virginia.
SS.8.5.9 identify
the role of ethnic and racial minorities, women and children
in West Virginia’s
history.
SS.8.5.10 explain reasons
for and resulting consequences of conflicts and wars as they
pertain to the formation of West Virginia as a state (e.g., French
and Indian War, American revolution, Civil War).
SS.8.5.14 identify men
and women in West Virginia who have made significant contributions
to our history in the public and/or private sectors (e.g., statehood
movement, abolition movement, education, industry, literature,
government).
SS.8.5.15 identify and
explain the significance of historical experience and of geographical,
social and economic factors that have helped to shape both WestVirginian
and American society.
SS.8.5.16 describe the
moral, ethical and legal tensions that led to the creation of
the new state of West Virginia and how those tensions were resolved.
SS.8.5.17 identify and
locate places of historical importance in West Virginia that
can be visited by tourists.
SS.9.4.15 analyze the
ways in which physical and human features have influenced the
evolution of significant historic events and movements.
SS.9.5.17 compare and
contrast the political, economic and social conditions in the
United States before and after the Civil war.
SS.9.5.18 analyze and
sequence the causes and effects of the major events of the Civil
War and reconstruction.
SS.9.5.2 analyze
and describe the goals and actions of reformers and reform movements
(e.g., women’s rights, minorities, temperance, prisons, hospitals,
schools).
SS.10.5.5 identify and
evaluate the interaction of early humans with their environment.
SS.11.3.1 evaluate the lifestyle
changes brought on by industrialization, technology and transportation
(e.g., debate industrialization vs. maintaining natural environment and
the implications for tourism).
SS.11.4.2 identify and locate
the places significant to each period of study.
SS.11.5.14 sequence and assess the
development of civil rights in the United States and the world
and describe the contributions of significant civil rights leaders.
SS.11.5.27 analyze the goals and actions
of reformers and reform movements (e.g., social, economic, political).
SS.12.4.4 explain how
physical and human processes shape places and regions.
SS.12.4.17 analyze the influence of
geographical features on the evolution of significant historic
events and movements.
SS.12.4.18 analyze the impact of technology
on environments and societies over time and space.
Virginia
GRADE 4 Virginia Studies
VS.1 The
student will develop skills for historical and geographical analysis
including the ability to
- identify and interpret artifacts and primary and secondary source
documents to understand events in history;
- determine cause and effect relationships;
- compare and contrast historical events;
- draw conclusions and make generalizations;
- make connections between past and present;
- sequence events in Virginia history;
- interpret ideas and events from 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.
VS.2c The
student will demonstrate knowledge of the geography and early
inhabitants of Virginia by
c) locating and identifying water features important to the early
history of Virginia.
VS.7a The
student will demonstrate knowledge of the issues that divided
our nation and led to the Civil War by
- identifying the events and differences between northern and southern
states that divided Virginians and led to secession, war, and the creation
of West Virginia.
VS.9b The
student will demonstrate knowledge of twentieth century Virginia
by
- identifying the social and political events in Virginia linked to desegregation
and Massive Resistance and their relationship to national history.
GRADE 5 United States History to 1877
USI.1 The
student will develop skills for historical and geographical analysis,
including the ability to
- make connections between the past and the present
- sequence events in United States history from pre-Columbian times
to 1877
- interpret ideas and events from different historical perspectives
USI.8d The
student will demonstrate knowledge of westward expansion and
reform from 1801 to 1861 by
d) identifying the main ideas of the abolitionist movement and
suffrage movements.
GRADE 11 Virginia and United States History
VUS.7a The
student will demonstrate knowledge of the Civil War and Reconstruction
Era and its importance as a major turning point in American history
by
- identifying the major events and the roles of key leaders of the Civil
War Era, with emphasis on Abraham Lincoln, Ulysses S. Grant, Robert E.
Lee, and Frederick Douglass.
VUS.8c The
student will demonstrate knowledge of how the nation grew and
changed from the end of Reconstruction through the early twentieth
century by
- analyzing prejudice and discrimination
during this time period, with emphasis on “Jim Crow” and
the response of Booker T. Washington and W.E.B. Du Bois.
Maryland
GRADE 4
Standard 3.0 Geography
A. Using Geographic Tools
1. Use geographic tools to locate places and describe the human
and physical characteristics of those places
c) Identify and locate natural/physical features and human-made
features of Maryland such as the Appalachian Mountains, Piedmont Plateau,
and the Atlantic Coastal Plain
d)
Identify and locate natural/physical features of the United States
B. Geographic Characteristics of Places and Regions
1. Describe
similarities and differences of regions by using geographic characteristics
d) Describe how geographic characteristics of a place or region
change over time and affect the way people live and work
C. Movement of People, Goods and Ideas
1. Describe and analyze population growth, migration, and settlement
patterns in Maryland and the United States
a) Explain how geographic characteristics influenced settlement
patterns in Maryland nad the United States
b) Explain how changes in transportation and communicaiotn led
to the growth and development of towns and cities in Maryland and the United
States
d) Describe the transportation and communication networks for
the movement of people, goods, and ides to, form and within Maryland
such as Bay Bridge, National Road, B & O Railroad, the Port of Baltimore, and
C & O Canal
e) Identify the reasons for the movement of peoples to, form, and
within Maryland and the United States
Standard 5.0 History
C. Conflict between Ideas and Institutions
2. Explain the political, cultural, economic and social changes
in Maryland during the early 1800s
b) Describe the importance of changes in industry, transportation,
education, rights and freedoms in Maryland, such as roads and
canals, slavery, B & O railroad, the National Road, immigration, public
schools, and religious freedoms
3. Analyze
regional differences in the Civil War and its effects on people
in Maryland.
a) Describe the economic interests in Maryland, such as agriculture
v. industrial and slave v. non-slave
b) Explain why loyalties to the North and the South were divided
in Maryland
4. Analyze how the institution of slavery impacted individuals
and groups in Maryland
a)
Compare the lives of slave families and free blacks
b)
Describe the anti-slavery movement in Maryland
c)
Describe the growth of the Underground Railroad
GRADE 5
Standard 2.0 Peoples of the Nation and World
A. Elements of Culture
1. Describe the various cultures of colonial societies and how
the environment influenced them
a) Describe how environment and location influenced the cultures
and lifestyle
Standard 3.0 Geography
C. Movement of People, Goods and Ideas
1. Describe and analyze population growth, migration and settlement
patterns in Colonial America
a) Explain how geographic characteristics influenced
settlement patterns in Colonial America
GRADE 7
Standard 3.0 Geography
B. Geographic Characteristics of Places and Regions
1. Analyze interrelationships among physical and human characteristics
that shaped the identity of places and regions around the world
a) Identify and describe physical characteristics that influenced
human settlement
b) Explain how physical and human characteristics of a region such
as vegetation, climate, minerals, population density and religion, affect
its economic growth and the way people make a living
GRADE 8
Standard 1.0 Political Science
C. Protecting Rights and Maintaining Order
2. Explain how the United States government protected or failed
to protect the rights of individuals and groups
a) Describe the significance and effects of the Emancipation Proclamation
Standard 2.0 Peoples of the Nation and World
C. Conflict and Compromise
1. Analyze factors that affected relationships in the United States
prior to 1877
d) Describe the effects of early industrialization
on individuals and families
Standard 3.0 Geography
B. Geographic Characteristics of Places and Regions
1. Analyze how geographic characteristics influenced the location
and development of regions in the United States prior to 1877
a) Analyze how geographic characteristics influenced the location
and development of economic activities, such as farming, lumbering, fur
trading, whaling and the rise of the industry in the early national period
b) Describing how changes in transportation systems, such as roads,
canals and railroads affected the expansion of trade and settlement
c) Analyze how geographic characteristics stimulated regional growth,
such as the purchase of the Louisiana Territory
Standard 4.0 Economics
Scarcity and Economic decision-making
3. Analyze how
technological changes affected production in the United States prior to 1877
a) Describe the effects of new technology and resource
use on economic growth, such as factories, machinery, roads and the telegraph
b) Examine why and how technology and production
in the industrial North influenced the outcome of the Civil War
Standard 5.0 History
B. Emergence, Expansion, and Changes in Nations
and Empires
5. Analyze
the political, economic, and social goals of Reconstruction
a)
Explain the goals and policies of the various Reconstruction
plans
b) Explain how the 13th, 14th and 15th Amendments addressed the
issue of civil rights through abolition, the granting of citizenship, and
the right to vote
c) Identify the legal and illegal actions
used to deny African-Americans civil rights
C. Conflict between Ideas and
Institutions
3. Analyze the influence of industrialization and technological
developments on society in the United States before 1877
a) Describe changes in land and water transportation, including
the expanding network of roads, canals, and railroads, and their
impact on the economy and settlement patterns
5. Analyze
factors affecting the outcome of the Civil War
a) Analyze government policies regarding slavery, such as the three-fifths
clause, the Missouri Compromise (1820) and the Compromise of 1850
b) Analyze the ideological breakdown that resulted
from different events and issues, such as Virginia-Kentucky resolutions, the
Hartford Convention, nullification/states’ rights, political party
division, the Dred Scot decision, John Brown raids
Washington
D.C.
4.7. Students understand the political, religious, social, and
economic institutions that evolved in the colonial era.
2. Explain the significance of the relative location of a place
(e.g., proximity to a harbor, on trade routes) when reviewing
the settlement patterns of colonists.
5.5. Students summarize the causes and consequences of the Civil
War
2. Explain the role of abolitionists, including reformers Frederick
Douglass, William Lloyd Garrison, Harriet Beecher Stowe, Martin
Delany, and John Brown.
5.14. Students describe the key events and accomplishments of
the Civil Rights movement in the United States.
1. Describe the proliferation of the Civil Rights movement of
African Americans from the churches of the rural South to the
urban North.
2. Explain the role of the National Association for the Advancement
of Colored People (NAACP)
3. Identify key leaders in the struggle to extend equal rights
to all Americans through the decades (e.g., Mary McLeod Bethune,
Ella Jo Baker, Cesar Chavez, Frederick Douglass,
Rodolfo “Corky” Gonzales, Charles Houston, Martin Luther King
Jr., Thurgood Marshall, Carlos Montes, Baker Motley, Rosa Parks,
Malcolm X, Eleanor Roosevelt, and Reies Lopez Tijerina).
8.7. Students analyze the paths of the American people in the
North from 1800 to the mid-1800s and the challenges they faced.
2. Describe the influence of the industrialization and technological
developments on the region, including human modification of the
landscape and how physical geography shaped human actions (e.g.,
growth of cities, deforestation, farming, and mineral extraction).
8.10. Students analyze the issue of slavery, including the early
and steady attempts to abolish slavery and to realize the ideals
of the Declaration of Independence.
3. identify the various leaders of the abolitionist movement
(e.g., John Quincy Adams and his proposed constitutional amendment
and the Amistad case; John Brown and the armed
resistance; Harriet Tubman and the Underground Railroad; Theodore
Weld, crusader
for freedom; William Lloyd Garrison and the Liberator; Frederick
Douglass and
the Slave Narratives; Martin Delany and the Emigration Clause;
and Sojourner Truth and “Ain’t I a Woman”).
National
GRADE K-4 HISTORY
Standard 2. Understands the history of a local community and how
communities in North America varied long ago
Level II
7. Knows the history of the local community since its founding,
the people who came, the changes they brought, and the significant events
over time
8. Understand changes in land use and economic
activities in the local community since its founding (the changes in technology,
the work people did, transportation, local resources)
Standard 3. Understands
the people, events, problems, and ides that were significant
in creating the history of their state
Level II
7. Knows the chronological order of major historical events that
are part of the state’s history, their significance and the impact
on people then and now, and their relationship to the history
of the nation
10. Understands how the ideas of significant
people affected the history of the state
Standard 4. Understands how democratic
values came to be, and how they have been exemplified by people,
events, and symbols
Level II
3. Understands how people over the last 200 years have continued
to struggle to bring to all groups on American society to liberties
and equality promised in the basic principles of American democracy (e.g., Sojourner
Truth; Harriet Tubman; Frederick Douglass;W.E.B. DuBois; Booker
T. Washington; Susan B. Anthony; Martin Luther King Jr.; Rosa Parks; Cesar Chavez)
6. Understands historical figures who believed
in the fundamental democratic values (e.g., justice, true equality, the rights
of the individual, responsibility for the common good, voting rights)
and the significance of these people both in their historical context and
today
Standard 7. Understands selected attributes
and historical developments of societies in Africa, the Americas, Asia,
and Europe
Level II
2. Knows the effects geography had had
on the different aspects of societies (e.g., the development of centers,
food, clothing, industry, agriculture, shelter, trade).
HISTORICAL
UNDERSTANDING
Standard 2. Understands the historical perspective
Level II
2. Understands
that specific individuals had a great impact on history
Standard
13. Understands the causes of the Civil War
Standard 15. Understands
how various reconstruction plans succeeded or failed
Level II
3. Understands the lives of African Americans during the Reconstruction
era (e.g., the progress of “Black Reconstruction” and the
impact of legislative reform programs, contributions of individual African
Americans who served as teachers and political leaders, why some
abolition leaders voiced opposition to the 15th amendment)
Level IV
4. Understand factors that inhibited and fostered African American
attempts to improve their lives during Reconstruction (e.g.,
how foundations were laid for modern black communities, how traditional
values inhibited the role of the Freedmen’s Bureau, the struggle between former masters
and former slaves role of black churches and schools in
providing self-help within the African American community)
Supplied for Survival: Meriwether Lewis at
Harpers Ferry
Grades 4 – 6
Students discover the story of Meriwether Lewis at Harpers Ferry.
Using the model of Lewis’ Corp of Discovery, students role-play
as “corps” teams, make supply decisions, and then solve an
actual situation that the corps faced. Did they pick the right supplies
to solve their situation? Will they survive? Students find out why Harpers
Ferry was so significant to the success of this great adventure that opened
the American West. 1 hour
West Virginia
SS.WV.4.8 explore West Virginia’s
population, products, resources, transportation, state parks,
forests, and scenic/recreational resources.
SS.4.1.2 work
independently and cooperatively to accomplish goals.
SS.4.1.3 identify
commonly held democratic values, principles and beliefs expressed
in the Declaration of Independence and the significance of patriotic
symbols, holidays, celebrations and famous people.
SS.4.1.4 describe
forms of diversity in early American society, giving examples
of the strengths/contributions
of each (e.g., indentured servants, slaves, colonists, plantation
owners, Native Americans, merchants).
SS.4.1.5 describe
the qualities of responsible leadership by individuals and in
groups.
SS.4.3.3 analyze
the factors that shaped the economy of the early colonies in
the Americas.
SS.4.4.3 analyze
the effect of geographic factors I the development of transportation
routes and settlement patterns in the Americas (e.g., Appalachian
Mountains, St. Lawrence Seaway, Panama Canal).
SS.4.4.4 identify
physical barriers to transportation in the Americas and how people
adapted to the barriers (e.g., Appalachian and Rocky Mountains,
Great Plains, Mississippi River).
SS.4.4.5 compare
and contrast the physical, economic and political changes of
America caused by geographic conditions and human intervention
(e.g., bridges, canals, state boundaries, transportation).
SS.4.5.2 order
chronologically selected historical figures and episodes, and
explain their importance in the stories of Native Americans,
explorers, settlers and colonists in North America.
SS.4.5.3 identify
major leaders and events from America’s colonization through the
Revolutionary War.
SS.4.5.4 identify
the influence of various factors on the founding of the original
colonies (e.g., economic, geographic, political, religious).
SS.4.5.5 identify
areas and patterns of early American settlement and depict territorial
expansion and population distribution in the United States through
maps, charts, pictures and research projects.
SS.4.5.6 explore
ways in which early explorers and settlers adapted to, used and
changed the environment of the state or region they explored
or settled.
SS.4.5.13 compare and
contrast the cultures of the colonists and Native Americans and
describe the changes that occurred when they came into contact
with one another.
SS.4.5.18 analyze and
interpret information from pictures and news sources related
to historical events and people.
SS.5.4.6 discuss
and define the various regions of the United States.
SS.5.4.8 explain
the relationship of the environment to cultures in the United
States.
SS.5.4.10 use geography
to describe historical events.
SS.5.5.4 explain
why maintaining historical records and landmarks is important
to the United States.
SS.5.5.5 interpret
quotes of famous Americans from various periods of history.
SS.5.5.7 describe
how regional folk heroes and other popular figures have contributed
to the cultural history of the United States (e.g., frontiersmen
such as Daniel Boone, cowboys, mountain men such as Jedediah
Smith, American Indian Chief including Geronimo and outlaws such as Billy
the Kid).
SS.5.5.12 list he reasons
for westward expansion and explain how it affected the inhabitants
of the American West (e.g., Native American).
SS.6.3.1 explain
the economic reasons for immigration and migration worldwide
throughout history.
SS.6.5.8 identify
major historical events in the development of transportation
systems (e.g., water, rail, motor vehicles, aviation).
Virginia
Grade 4
VS.1 The
student will develop skills for historical and geographical analysis
including the ability to
- identify and interpret artifacts and primary and secondary source
documents to understand events in history;
- determine cause and effect relationships;
- compare and contrast historical events;
- draw conclusions and make generalizations;
- make connections between past and present;
- sequence events in Virginia history;
- interpret ideas and events from 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.
VS.6c The
student will demonstrate knowledge of the role of Virginia in
the establishment of the new American nation by
c) explaining the influence of geography on the migration of
Virginians into western territories.
Grade 5
United States History to 1877
USI.1 The
student will develop skills for historical and geographical analysis,
including the ability to
- make connections between the past and the present
- sequence events in United States history from pre-Columbian times
to 1877
- interpret ideas and events form different historical perspectives
USI.8a The
student will demonstrate knowledge of westward expansion and
reform in America form 1801 to 1861 by
- 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.
Maryland
Grade 4
Standard 3.0 Geography
B. Geographic Characteristics of Places and Regions
1. Describe similarities and differences of regions by using geographic
characteristics
d) Describe how geographic characteristics of
a place or region change over time and affect the way people live and
work
Grade 8
Standard 3.0 Geography
B. Geographic Characteristics of Places and Regions
1. Analyze how geographic characteristics influenced the location
and development of regions in the United States prior to 1877
c) Analyze how geographic characteristics stimulated regional
growth, such as the purchase of the Louisiana Territory
Washington D.C.
5.1. Students trace the colonization, immigration, and settlement
patterns of the American people from 1789 to the mid-1800s.
5. Demonstrate knowledge of the explorations of the trans-Mississippi
West following the Louisiana Purchase (e.g., Meriwether Lewis and William
Clark, Sacagawea, Zebulon Pike, and John Fremont).
8.5. Students analyze the aspirations and ideals of the people
of the new nation.
2. Explain and identify on a map the territorial expansion during
the terms of the first four presidents (e.g., The Lewis and Clarke
expedition, the Louisiana Purchase).
National
UNITED STATES HISTORY
Standard 9. Understand the United States territorial expansion
between 1801 and 1861, and how it affected relationships with external powers
and Native Americans
Level II
1. Understands the factors that led to U.S. territorial
expansion in the Western Hemisphere (e.g., Napoleons reasons for selling
the Louisiana Territory, expeditions of American explorers and mountain
men)
Level III
1. Understands the short-term political and long-term cultural
impacts of the Louisiana Purchase (e.g., those who opposed and
supported the acquisition, the impact on Native Americans between 1801
and 1861)
5. Understands the significance of the Lewis and Clark expedition
(e.g., its role as a scientific expeditions and contributions
to friendly relatives with Native Americans)
Incident at Harpers Ferry: John Brown’s
Raid
Grades 4 – 12
Students enter into this 19th century event through role play,
primary readings, story, and a reader’s theatre. The controversial
issues of enslavement, defining freedom, and political action are considered. 1
hour
West Virginia
SS.WV.4.8 explore West Virginia’s
population, products, resources, transportation, state parks,
forests, and scenic/recreational resources.
SS.4.1.4 describe
forms of diversity in early American society, giving examples
of the strengths/contributions
of each (e.g., indentured servants, slaves, colonists, plantation
owners, Native Americans, merchants).
SS.4.1.5 describe
the qualities of responsible leadership by individuals and in
groups.
SS.4.1.
ways in which groups of people in schools/communities can manage
conflict peacefully.
SS.4.2.2 explain
the rights of individuals in the democratic process and the right
of an individual or group (e.g., minorities, religious groups,
women, children, elderly) to dissent responsibly.
SS.4.2.3 identify
historical conflicts concerning individual rights and how those
conflicts were resolved.
SS.4.3.3 analyze
the factors that shaped the economy of the early colonies in
the Americas.
SS.4.3.6 describe
how slavery and indentured servitude influenced the early economy
of the United States.
SS.4.4.3 analyze
the effect of geographic factors in the development of transportation
routes and settlement patterns in the Americas (e.g., Appalachian
Mountains, St. Lawrence Seaway, Panama Canal).
SS.4.4.6 analyze
and compare the effects of geographic factors upon people’s jobs,
food, clothing, shelter, services and interaction with the outside
world.
SS.4.5.4 identify
the influence of various factors on the founding of the original
colonies (e.g., economic, geographic, political, religious).
SS.5.1.5 identify
and analyze differences between individual responsibilities,
privileges and rights of American citizenship.
SS.5.2.1 give
examples of how government does or does not provide for the needs
and wants of people, establish order and manage conflict.
SS.5.4.10 use geography
to describe historical events.
SS.5.5.3 describe
the development of transportation in the United States and explain
its impact on settlement, industry and residential patterns.
SS.5.5.5 interpret
quotes of famous Americans from various periods of history.
SS.5.5.6 explain
how important figures reacted to their times and why they were
significant to the history of our democracy (e.g., George Washington,
Thomas Jefferson, Abraham Lincoln, Sojourner Truth, Susan B.
Anthony, Eleanor Roosevelt
and Martin Luther King Jr.
SS.5.5.7 describe
how regional folk heroes and other popular figures have contributed
to the cultural history of the United States (e.g., frontiersmen
such as Daniel Boone, cowboys, mountain men such as Jedediah
Smith, American Indian Chiefs including Geronimo and outlaws
such as Billy the Kid).
SS.5.5.11 identify and
explain social and technological changes that took place during
the Industrial Revolution in the United States.
SS.5.5.14 analyze the impact
of slavery and the Abolitionist Movement upon the development
of the United States.
SS.5.5.15 identify causes,
major events and important people of the Civil War.
SS.6.1.5 analyze
and evaluate the influence of various forms of citizen action
on public policy (e.g., petitions, lobbying, demonstrations,
civil disobedience).
SS.6.5.6 explain
and describe the development of slavery and its impact on the
political, economic and social systems throughout the world.
SS.6.5.10 explain the
Industrial Revolution and the effects it had on the lives of
people throughout the world.
SS.6.5.12 compare and
contrast the worth of the individual in different societies over
time.
SS.7.1.2 explain
actions citizens take to influence public policy decisions.
SS.7.5.3 identify
conditions that have influenced or altered the movement of people
throughout the world and time.
SS.7.5.5 explain
the role of racial and ethnic minorities, women and children
in the advancement of civil rights.
SS.7.5.9 use
a variety of credible sources to construct and interpret the
past.
SS.7.5.10 describe the
role geo-politics played in historic events.
SS.8.1.8 analyze
the influence of diverse forms of public opinion on the development
of public policy and decision making.
SS.8.1.14 develop and
utilize a process to express opinion, resolve problems and/or
seek assistance.
SS.8.2.10 explain major
principles of American constitutional government (e.g., federalism,
separation of powers, the elastic clause, checks and balances,
government by consent of the governed, individual rights) and
compare to the West Virginia Constitution.
SS.8.4.3 identify
West Virginia’s man-made and natural borders.
SS.8.5.10 explain reasons
for and resulting consequences of conflicts and wars as they
pertain to the formation of West Virginia as a state (e.g., French
and Indian War, American Revolution, Civil War).
SS.8.5.14 identify men
and women in West Virginia who have made significant contributions
to our history in the public and/or private sectors (e.g., statehood
movement, abolition movement, education, industry, literature,
government).
SS.8.5.15 identify and
explain the significance of historical experience and of geographical,
social and economic factors that have helped to shape both West
Virginia and American Society.
SS.8.5.17 identify and
locate places of historical importance in West Virginia that
can be visited by tourists.
SS.9.1.1 compare
and contrast various citizens’ responses to controversial government
actions.
SS.9.1.6 evaluate,
take and defend positions on issues in which fundamental democratic
values and principles are in conflict (e.g., liberty and equality,
individual rights and the common good, majority rule, minority
rights).
SS.9.5.16 describe the
institution of slavery and its effect on the political, economic
and social development of the United States.
SS.9.5.17 compare and
contrast the political, economic and social conditions in the
United States before and after the Civil war.
SS.9.5.20 analyze and describe
the goals and actions of reformers and reform movements (e.g.,
women’s
rights, minorities, temperance, prisons, hospitals, schools).
SS.9.5.23 explain major
conflicts in terms of causes and consequences.
SS.9.5.26 develop skills
in discussion, debate and persuasive writing by analyzing historical
situations and events to 1900.
SS.10.5.3 read and interpret
historical charts, tables, graphs, narratives, primary source
documents, political cartoons and timelines.
SS.10.5.4 identify and
explain the effects of significant political developments and
trends in the world before 1900.
SS.11.1.4 develop positions
and formulate actions on the problems of today and predict challenges
of the future (e.g., terrorism, religious conflict, weapons of
mass destruction, population growth).
SS.11.2.6 examine historical
and current conflicts and crises and compare resolutions within
the framework of constitutional and totalitarian systems of government.
SS.11.5.12 investigate concerns, issues
and conflicts related to universal human rights (e.g., Holocaust,
diversity, tolerance, genocide).
SS.11.5.14 sequence and assess the
development of civil rights in the United States and the world
and describe the contributions of significant civil rights leaders.
SS.11.5.21 compare and evaluate the
impact of stereotyping, conformity, acts of altruism and other
behaviors on individuals and groups.
SS.11.5.27 analyze the goals and actions
of reformers and reform movements (e.g., social economic, political).
SS.12.1.8 Examine the characteristics
of citizens’ rights, and explain why reasonable limitations are
sometimes necessary.
SS.12.1.11 Evaluate, take and defend
a position involving a conflict between an individual freedom
and the common good regarding specific current issues (homeland
security, civil liberties, human rights, race, gender, etc.)
SS.12.1.12 Evaluate, take and defend
a position regarding the rights, privileges, responsibilities,
and duties of American citizens when the conflicts arise.
SS.12.2.3 Evaluate and defend
the political, religious, or economic climate as the most powerful
influence on a nation’s decision to go to war.
SS.12.2.11 Define the concept of freedom
and explain, “for the common good.”
SS.12.3.12 evaluate historical and
current social developments and issues from an economic perspective.
SS.12.4.4 explain how
physical and human processes shape places and regions.
SS.12.4.17 analyze the influence of
geographical features on the evolution of significant historic
events and movements.
Virginia
Fourth Grade
Virginia Studies
VS.1 The
student will develop skills for historical and geographical analysis
including the ability to
- identify and interpret artifacts and primary and secondary source
documents to understand events in history;
- determine cause and effect relationships;
- compare and contrast historical events;
- draw conclusions and make generalizations;
- make connections between past and present;
- sequence events in Virginia history;
- interpret ideas and events from different historical evaluate and
discuss issues orally and in writing;
- analyze and interpret maps to explain relationships among landforms,
water features, climatic characteristics, and historical events.
VS.7a The
student will demonstrate knowledge of the issues that divided
our nation and led to the Civil War by
- identifying the events and differences between northern and southern
states that divided Virginians and led to secession, war, and the creation
of West Virginia.
Fifth Grade
United States History to 1877
USI.8d The
student will demonstrate knowledge of westward expansion and
reform form 1801 to 1861 by
d) identifying the main ideas of the abolitionist movement and
suffrage movements.
USI.9a The
student will demonstrate knowledge of the causes, major events,
and effects of the Civil War by
- describing the cultural, economic, and constitutional issues that divided
the nation.
Maryland
Grade 4
Standard 3.0 Geography
B. Geographic Characteristics of Places and Regions
1. Describe similarities and differences of regions by using geographic
characteristics
d) Describe how geographic characteristics of a place or region
change over time and affect the way people live and work
Standard 5.0 History
C. Conflict between Ideas and Institutions
2. Explain the political, cultural, economic and social changes
in Maryland during the early 1800s
b) Describe the importance of changes in industry, transportation,
education, rights and freedoms in Maryland, such as roads and
canals, slavery, B & O railroad, the National Road, immigration, public
schools, and religious freedoms
3. Analyze regional differences in the Civil War and its effects
on people in Maryland
a) Describe the economic interests in Maryland, such as agriculture
v. industrial and slave v. non-slave
b) Explain why loyalties to the North and the South were divided
in Maryland
4. Analyze how the institution of slavery impacted individuals
and groups in Maryland
a)
Compare the lives of slave families and free blacks
b)
Describe the anti-slavery movement in Maryland
c)
Describe the growth of the Underground Railroad
Grade 8
Standard 1.0 Political Science
A. The Foundation and Function of Government
3. Evaluate roles and policies of the United States government
regarding public policy and issues
a) Examine the effect that national interests have on shaping
government policy, such as the abolitionist movement and slavery,
states’ rights,
and regional commerce.
B. Individual and Group Participation in the Political System
1. Analyze
the influence of individuals and groups on shaping public policy
d) Explain how the media, interest groups, and public opinion
affected elected officials and government policy prior to the Civil War
C. Protecting Rights and Maintaining Order
2. Explain how the United States government protected or failed
to protect the rights of individuals and groups
a)
Describe the significance and effects of the Emancipation Proclamation
Standard 5.0 History
C. Conflict between Ideas and Institutions
4. Analyze the institution of slavery and its influence on societies
in the United States
a) Describe pro-slavery and anti-slavery positions and explain
how debates over slavery influenced politics and sectionalism
b) Analyze the experiences of African-American slaves and free
blacks
c) Compare the relationship of abolitionists to the other reform
movements
5. Analyze
factors affecting the outcome of the Civil War
b) Analyze the ideological breakdown that resulted form different
events and issues, such as Virginia-Kentucky resolutions, the
Hartford Convention, nullification/states’ rights, political party
division, the Dred Scott decision, John Brown raids
Washington D.C.
5.3. Students describe the rapid growth of slavery in the South
after 1800
3. Identify the characteristics of slave life and the resistance
on plantations and farms across the south.
5.5. Students summarize the causes and consequences of the Civil
War
1. Describe the extension of and controversy about slavery into
the territories, including popular sovereignty, the Dred Scott decision,
and the Kansas-Nebraska Act.
2. Explain the role of abolitionists, including reformers Frederick
Douglass, William Lloyd Garrison, Harriet Beecher Stowe, Martin Delany, and John Brown.
8.10. Students analyze the issue of slavery, including the early
and steady attempts to abolish slavery and to realize the ideals of the
Declaration of Independence.
3. identify the various leaders of
the abolitionist movement (e.g., John Quincy Adams and his proposed
constitutional amendment and the Amistad case; John Brown and
the armed resistance; Harriet Tubman and the Underground Railroad; Theodore
Weld, crusader for freedom; William Lloyd Garrison and the Liberator;
Frederick Douglass and
the Slave Narratives; Martin Delany and the Emigration Clause;
and Sojourner Truth and “Ain’t I a Woman”).
6. Identify the conditions of enslavement, and explain how slaves
adapted and resisted in
their daily lives.
National
GRADE K-4 HISTORY
Standard 3. Understands the people, events, problems, and ides
that were significant in creating the history of their state
Level II
10. Understands how the ideas of significant people affected the
history of the state
Standard 4. Understands how democratic values came to be, and how
they have been exemplified by people, events, and symbols
Level II
3. Understands how people over the
last 200 years have continued to struggle to bring to all groups
on American society to liberties and equality promised in the basic principles
of American democracy (e.g., Sojourner Truth; Harriet Tubman; Frederick
Douglass; W.E.B. DuBois; Booker T. Washington; Susan B. Anthony; Martin
Luther King Jr.; Rosa
Parks; Cesar Chavez)
HISTORICAL UNDERSTANDING
Standard 2. Understands the historical perspective
Level II
2. Understands
that specific individuals had a great impact on history
Level III
1. Understands that specific individuals and the values those individuals
held had an impact on history
2. Analyze s the influence
specific ideas and beliefs had on a period of history
UNITED STATES HISTORY
Standard 13. Understands the causes of the Civil War
Level II
1. Understands slavery prior to the
Civil War (e.g., the importance of slavery as a principal
cause of the Civil War, the growing influence of abolitionists,
childrens’ roles
and family life under slavery
Level IV
2. Understands events that fueled the political and sectional conflicts
over slavery and ultimately polarized the North and the South (e.g., the
Missouri Compromise, the Wilmot Proviso, the Kansas-Nebraska Act
Under Fire
Grades 4 – 12
Harpers Ferry, a border town between north and south, was under
military occupation throughout the Civil War. Students role play dilemmas
faced by families who lived here during this difficult time. Each team “adopts” a
family and must make the decision if they should remain or leave and why.
As students move through time and place, they discover what actually happened
to “their” families. 1 hour
West Virginia
SS.WV.4.8 explore West Virginia’s
population, products, resources, transportation, state parks,
forests, and scenic/recreational resources.
SS.4.1.4 describe
forms of diversity in early American society, giving examples
of the strengths/contributions
of each (e.g., indentured servants, slaves, colonists, plantation
owners, Native Americans, merchants).
SS.4.1.5 describe
the qualities of responsible leadership by individuals and in
groups.
SS.4.2.2 explain
the rights of individuals in the democratic process and the right
of an individual or group (e.g., minorities, religious groups,
women, children, elderly)to dissent responsibility.
SS.4.5.9 compare
the family lives of different groups and strata in colonial times
including the roles and responsibilities of men, women, children
and the elderly.
SS.4.5.18 analyze and
interpret information from pictures and news sources related
to historical events and people.
SS.5.4.10 use geography
to describe historical events.
SS.5.5.5 interpret
quotes form famous Americans from various periods of history.
SS.5.5.6 explain
how important figures reacted to their times and why they were
significant to the history of our democracy (e.g., George Washington,
Thomas Jefferson, Abraham Lincoln, Sojourner Truth, Susan B.
Anthony, Eleanor Roosevelt
and Martin Luther King Junior).
SS.5.5.14 analyze the impact
of slavery and the Abolitionist Movement upon the development
of the United States.
SS.5.5.15 identify causes,
major events and important people of the Civil War.
SS.7.5.9 use
a variety of credible sources to construct and interpret the
past.
SS.8.5.14 identify men
and women in West Virginia who have made significant contributions
to our history in the public and/or private sectors (e.g., statehood
movement, abolition movement, education, industry, literature,
government).
SS.8.5.15 identify and
explain the significance of historical experience and of geographical,
social and economic factors that have helped to shape both West
Virginian and American society.
SS.8.5.17 identify and
locate places of historical importance in west Virginia that
can be visited by tourists.
SS.9.5.17 compare and
contrast the political, economic and social conditions in the
United States before and after the Civil war.
SS.9.5.18 analyze and
sequence the causes and effects of the major events of the Civil
War and reconstruction.
SS.10.5.2 describe the
changes in the status of women and children throughout different
historical periods.
SS.10.5.3 read and interpret
historical charts, tables, graphs, narratives, primary source
documents, political cartoons and timelines.
Virginia
Grade 4 Virginia Studies
VS.1 The
student will develop skills for historical and geographical analysis
including the ability to
- identify and interpret artifacts and primary and secondary source
documents to understand events in history;
- determine cause and effect relationships;
- compare and contrast historical events;
- draw conclusions and make generalizations;
- make connections between past and present;
- sequence events in Virginia history;
- interpret ideas and events from 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.
VS.7a The
student will demonstrate knowledge of the issues that divided
our nation and led to the Civil War by
- identifying the events and differences between northern and southern
states that divided Virginians and led to secession, war, and the creation
of West Virginia.
- Describing virginia’s role in the
war, including identifying major battles that took place in
Virginia.
Grade 5 United States History to 1877
USI.8d The
student will demonstrate knowledge of westward expansion and
reform form 1801 to 1861 by
d) identifying the main ideas of the abolitionist movement and
suffrage movements.
USI.9 The
student will demonstrate knowledge of the causes, major events,
and effects of the Civil War by
f) describing the effects fo war from the perspectives of Union
and Confederate soldiers (including black soldiers), women and slaves.
Maryland
Grade 4
Standard 5.0 History
C. Conflict between Ideas and Institutions
2. Explain the political, cultural, economic
and social changes in Maryland during the early 1800s
b) Describe the importance of changes
in industry, transportation, education, rights and freedoms in Maryland,
such as roads and canals, slavery, B&O railroad, the National Road,
immigration, public schools, and religious freedoms
3. Analyze regional differences in the Civil War and its effects
on people in Maryland
a) Describe the economic interests in Maryland, such as agriculture
v. industrial and slave v. non-slave
b) Explain why loyalties to the North and the South were divided
in Maryland
4. Analyze how the institution of slavery impacted individuals
and groups in Maryland
a)
Compare the lives of slave families and free blacks
b)
Describe the anti-slavery movement in Maryland
c)
Describe the growth of the Underground Railroad
Grade 8
Standard 2.0 Peoples of the Nation and World
C. Conflict and Compromise
1. Analyze factors that affected relationships in the United
States prior to 1877
d) Describe the effects of early industrialization on individuals
and families
Washington D.C.
5.5. Students summarize the causes and consequences of the Civil
War.
5. Describe
the experience of the war on the battlefield and home front.
8.11. Students analyze the multiple causes, key events, and complex
consequences of the Civil War.
8. Explain
how the war affected combatants, civilians, the physical environment,
and future warfare.
National
GRADE K-4 HISTORY
Standard 2. Understands the history of a local community and how
communities in North America varied long ago
Level II
1. Knows of problems in the community’s past, the different perspectives
of those involved, the choices they had, and the solutions they
chose
7. Knows
the history of the local community since its founding, the people
who came, the changes they brought, and the significant events over time
UNITED STATES HISTORY
Standard 14. Understands the course and character of the Civil
War and its effects on the American people
Level IV
5. Understands how the Civil war influenced
both military personnal and civilians (e.g., the treatment of African
American soldiers in the Union Army and Confederacy, how the
war changed gender roles and traditional attitudes toward women
in the work force)
Soldier’s
Story
Grades 4 – 9
What was life like for soldiers garrisoned at Harpers Ferry? What
significant military action took place here? Why was Harpers
Ferry so important? As students experience soldier’s life they discover
the answers to these questions. Students are “enlisted” into
the infantry, issued a wooden gun and kepi, and taught drill. A soldiers’ trivia
competition determines what “company” will move ahead to capture
the Confederate flag. Scheduled on the hour only. 1 hour
West Virginia
SS.WV.4.8 explore West Virginia’s
population, products, resources, transportation, state parks,
forests, and scenic/recreational resources.
SS.5.4.10 use geography
to describe historical events.
SS.5.5.5 interpret
quotes of famous Americans from various periods of history.
SS.5.5.6 explain
how important figures reacted to their times and why they were
significant to the history of our democracy (e.g., George Washington,
Thomas Jefferson, Abraham Lincoln, Sojourner Truth, Susan B.
Anthony, Eleanor Roosevelt and Martin Luther King Junior).
SS.5.5.8 explain
how songs, symbols and slogans demonstrate freedom of expression
and the role of protest in democracy (e.g., the abolition of
slavery, women’s
suffrage, labor movements, the Civil Rights movement).
SS.5.5.15 identify causes,
major events and important people of the Civil War.
SS.7.5.9 use
a variety of credible sources to construct and interpret the
past.
SS.7.5.10 describe the role
geo-politics played in historic events.
SS.8.5.15 identify and explain
the significance of historical experience and of geographical,
social and economic factors that have helped to shape both
West Virginian and American society.
SS.8.5.16 describe the moral,
ethical and legal tensions that led to the creation of the
new state of West Virginia and how those tensions were resolved
SS.8.5.17 identify and locate
places of historical importance in West Virginia that can be
visited by tourists.
Virginia
GRADE 4 Virginia Studies
VS.1 The
student will develop skills for historical and geographical
analysis including the ability to
- identify and interpret artifacts and primary and secondary
source documents to understand events in history;
- determine cause and effect relationships;
- compare and contrast historical events;
- draw conclusions and make generalizations;
- make connections between past and present;
- sequence events in Virginia history;
- interpret ideas and events from 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.
GRADE 5 United States History to 1877
USI.9f The
student will demonstrate knowledge of the causes, major events,
and effects of the Civil War by
f) describing the effects of war from the perspective of Union
and Confederate soldiers (including black soldiers), women, and slaves.
Maryland
Washington D.C.
5.5. Students summarize the causes and consequences of the Civil
War.
4. Identify Union and Confederate States at the outbreak of
the Civil War, Yankees and Rebels (Blue and Gray),
and the role of African American troops in the war.
5. Describe
the experience of the war on the battlefield and home front.
8.11. Students analyze the multiple causes, key events, and complex
consequences of the Civil War.
5. Explain the views and lives of leaders (e.g., Ulysses S. Grant,
Jefferson Davis, and Robert E. Lee) and soldiers on both sides of the war,
including those of black soldiers and regiments.
National
UNITED STATES HISTORY
Standard 14. Understands the course and character of the Civil
War and its effects on the American people
Level IV
5. Understands how the Civil war influenced both military personnal
and civilians (e.g., the treatment of African American soldiers in the Union
Army and Confederacy, how the war changed gender roles and traditional attitudes
toward women in the work force)
Black Voices
Grades 4 – 12
Students explore the story of the African-American experience from
the 18th through the 20th century through situation and response. Students
travel through place and story discovering how individuals met the challenges
from enslavement to civil war to civil rights. 1 hour
West Virginia
SS.WV.4.8 explore West Virginia’s
population, products, resources, transportation, state parks,
forests, and scenic/recreational resources.
SS.9.5.12 identify and
explain the impact of United States Supreme Court decisions (e.g., Marbury
v. Madison, McCollough v. Maryland, Dred Scott, Plessy v. Ferguson).
SS.4.1.4 describe
forms of diversity in early American society, giving examples
of the strengths/contributions of each (e.g., indentured servants,
slaves, colonists, plantation owners, Native Americans, merchants).
SS.4.1.5 describe
the qualities of responsible leadership by individuals and in
groups
SS.4.2.1 explain
how the rule of law and limited government protect individual
rights and the common good.
SS.4.2.2 explain
the rights of individuals in the democratic process and the right
of an individual or group (e.g., minorities, religious groups,
women, children, elderly) to dissent responsibly.
SS.4 |
