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SOLs covered in 6th grade social studies class:
United States History to 1877
Students will use skills of historical and geographical analysis to explore the early history of the United
States and understand ideas and events that strengthened the union. The standards for this course relate to
the history of the United States from pre-Columbian times until 1877. Students will continue to learn
fundamental concepts in civics, economics, and geography as they study United States history in chronological
sequence and learn about change and continuity in our history. They also will study documents and speeches
that laid the foundation of American ideals and institutions and will examine the everyday life of people at
different times in the country’s history through the use of primary and secondary sources.
The study of history must emphasize the intellectual skills required for responsible citizenship. Students
practice these skills as they extend their understanding of the essential knowledge defined by all of the
standards for history and social science.
Skills
USI.1 The student will develop skills for historical and geographical analysis, including the ability to
a) identify and interpret primary and secondary source documents to increase understanding
of events and life in United States history to 1877;
b) make connections between the past and the present;
c) sequence events in United States history from pre-Columbian times to 1877;
d) interpret ideas and events from different historical perspectives;
e) evaluate and discuss issues orally and in writing;
f) analyze and interpret maps to explain relationships among landforms, water features, climatic
characteristics, and historical events;
g) distinguish between parallels of latitude and meridians of longitude;
h) interpret patriotic slogans and excerpts from notable speeches and documents.
Geography
USI.2 The student will use maps, globes, photographs, pictures, and tables to
a) locate the seven continents;
b) locate and describe the location of the geographic regions of North America: Coastal Plain,
Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains,
Basin and Range, and Coastal Range;
c) locate and identify the water features important to the early history of the United States:
Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado
River, Rio Grande, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.
Exploration to Revolution: Pre-Columbian Times to the 1770s
USI.3 The student will demonstrate knowledge of how early cultures developed in North America by
a) locating where the American Indians (First Americans) settled, with emphasis on Arctic
(Inuit), Northwest (Kwakiutl), Plains (Sioux), Southwest (Pueblo), and Eastern Woodland
(Iroquois);
b) describing how the American Indians (First Americans) used their environment to obtain
food, clothing, and shelter.
USI.4 The student will demonstrate knowledge of European exploration in North America and West
Africa by
a) describing the motivations, obstacles, and accomplishments of the Spanish, French,
Portuguese, and English explorations;
b) describing cultural interactions between Europeans and American Indians (First Americans)
that led to cooperation and conflict;
c) identifying the location and describing the characteristics of West African societies (Ghana,
Mali, and Songhai) and their interactions with traders.
USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by
a) describing the religious and economic events and conditions that led to the colonization of
America;
b) comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies,
with emphasis on how people interacted with their environment;
c) describing colonial life in America from the perspectives of large landowners, farmers,
artisans, women, indentured servants, and slaves;
d) identifying the political and economic relationships between the colonies and England.
Revolution and the New Nation: 1770s to the Early 1800s
USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution by
a) identifying the issues of dissatisfaction that led to the American Revolution;
b) identifying how political ideas shaped the revolutionary movement in America and led to
the Declaration of Independence, with emphasis on the ideas of John Locke;
c) describing key events and the roles of key individuals in the American Revolution, with
emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry,
and Thomas Paine;
d) explaining reasons why the colonies were able to defeat Britain.
USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by
a) identifying the weaknesses of the government established by the Articles of Confederation;
b) identifying the basic principles of the new government established by the Constitution of
the United States and the Bill of Rights;
c) identifying the conflicts that resulted in the emergence of two political parties;
d) describing the major accomplishments of the first five presidents of the United States.
Expansion and Reform: 1801 to 1861
USI.8 The student will demonstrate knowledge of westward expansion and reform in America from
1801 to 1861 by
a) describing territorial expansion and how it affected the political map of the United States,
with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the
acquisitions of Florida, Texas, Oregon, and California;
b) identifying the geographic and economic factors that influenced the westward movement of
settlers;
c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and
the steam locomotive, on life in America;
d) identifying the main ideas of the abolitionist and suffrage movements.
Civil War and Reconstruction: 1860s to 1877
USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil
War by
a) describing the cultural, economic, and constitutional issues that divided the nation;
b) explaining how the issues of states’ rights and slavery increased sectional tensions;
c) identifying on a map the states that seceded from the Union and those that remained in the
Union;
d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee,
Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the
war;
e) using maps to explain critical developments in the war, including major battles;
f) describing the effects of war from the perspectives of Union and Confederate soldiers
(including black soldiers), women, and slaves.
USI.10 The student will demonstrate knowledge of the effects of Reconstruction on American life by
a) identifying the provisions of the 13th, 14th, and 15th Amendments to the Constitution of
the United States and their impact on the expansion of freedom in America;
b) describing the impact of Reconstruction policies on the South.
Monday, March 30
objective: sol 9
instruction: jumpstart 3-30 I to R; PowerPoint notes, worksheet/word search on issues dividing the n and s
homework: finish wkst
Tuesday, March 31
objecive: sol9
instruction: BrainPop!Causes of the Civil War; notes
homework: none
Wednesday, April 1
objective: sol 9
instruction: Jumpstart: 4-1 N vs S; notes; map work on Compromises
homework: none, but quiz Friday
Thursday, April 2
objective: sol 9
instruction: jumpstart: 4-2 Promises! Promises!; review map work; math of the Civil War
homework: Election of 1860/Puzzle; quiz tomorrow
Friday, April 3
objective: sol 9
instruction: jumpstart: 4-3 review; quick quiz; test review
homework: have a safe spring break!!!!!!!!!!!!
Tuesday, April 14
objective:sol 9
instruction:4,6,7 pds: zip around; Abe Lincoln's Careers; compare resources
homework: wksheet on resources
Wednesday, April 15
0bjective: sol 9
instruction: jumpstart: choosing sides; people of the Civil War
homework: none
Thursday, April 16
objective: sol 9
instruction: BrainPop!on Frederick Douglass; notes: people of the Civil War; reading: The Gettysburg Address
homework: wkst: compare
Friday, April 17
objective: sol 9
instruction: Jumpstart 4-17; check homework; notes on events of the war
homework: have a safe weekend
Monay, April 20
objective: sol 9
instruction: BrainPoP!:The Civil War; worksheet practice
homework: finish what you started in class
Tuesday, April 21
objective: sol 9
instruction:jumpstart 4-20; notes: the effects of the Civil War
homework: test Friday on Civil War Reconstruction
Wednesday, April 22
objective: sol 9
instruction: jumpstart:in common; notes on Reconstruction
homework: Test Friday
Thursday, April 23
objective: sol 9
instruction: computer work
homework: multiple choice sheet and review sheet for TEST ON THE CIVIL WAR TOMORROW!!!!!!!!!!!!!!!!!
Friday, April 24
objective: sol 9
instruction: check homework; fix notebooks; 5 for 5 in 5; Test on Civil War
homework: have a safe weekend
Monday, April 27
objective: sol review
instruction: sol practice test; questions on Geography/Native Americans
homework: finish what was not completed in class
Tuesday, April 28
objective: sol review
instruction: review sol test; Geography & Native Americans
homework: questions on exploration and colonization
Wednesday, April 29
objective: sol review
instruction: computer lab: practice games
homework: ??? on Am Revolution & New Government
SOL TEST TUESDAY MAY 5!!!!!!
Thursday, April 30
objective: sol review
instruction: computer lab: practice games
homework: ??? on Move West/Civil War ???
SOL TEST TUESDAY MAY 5!!!!!!
Friday, May 1
sol review
SOL TEST TUESDAY MAY 5!!!!!!
Monday, May 4
objective: sol 2-10
instruction: Zip Around: people; Review game
homework: get a good night's sleep, eat breakfast:
SOL TEST TOMORROW!!!!!!!!!!!!!!!!!!!!
Tuesday, May 5
Thank you for trying your best. I know each of you spent time working and figuring things out.
You ROCK!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
instruction: Oregon Trail
homework: bring back notebook stuff for Friday
Wednesday, May 6
objective: sol 2-10
instruction: wrap up stuff; which came 1st
homework: bring back you notebook items for Friday
Thursday, May 7
objective: sol 2-10
instruction: analogies(english), Taboo!History
homework: review your english knowledge
Friday, May 8
objective: sol 2-10
instruction: notebook evaluation; final exam
homework: have a safe weekend
Monday, May 11
objective: English
instruction: analogies, root woods, alliteration , & KoKo the gorilla
homework: have a good night's sleep!ZZZZZZZZZZZZZZZZZ
Tuesday, May 12
objective: english sol
instruction: sol test: english
homework: none
Wednesday, May 13
objective: jeopardy
instruction: jeopardy
homework: study math
Thursday, May 14
objective: math sols
instruction: math jeopardy
homework: study math sols
Friday, May 15
objective: math sols
instruction: equations jeopardy
homework: study math!!!
Monday, May 18
objective: math
instruction: math: j lab test
homework: get a good night's sleep!!!!!!!!!!!! You will rock the math test!!!!!!!!!!!!
Tuesday, May 18
objective: math sol test
Wednesday, May 19
objective: sol 2-9
instruction: 2: ss baseball; 4,6,7: brainstorm for project idea
Thursday, May 20
objective: sol 2-10
instruction: student PowerPoint on a topic of US history to 1877
homework: none
Friday, May 21
objective: sol 2-10
instruction:PowerPoint
homework: none
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