Welcome to Ms. Chittum's US History 6 assignment page.
Together, we can have a productive and successful year!
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 countrys 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.
WELCOME BACK TO THE CLASS OF 2016!!!!
Monday, October 26
objective:sol4
instruction: jumpstart 10-26; reading/map on West Africa;begin project on explorers
homework:Sort It Out; test on European Exploration Friday 10-30
Tuesday, October 27
objective:sol 4
instruction: jumpstart 10-27; project work
homework:test on Friday on European Exploration
Wednesday, October 28
objective:sol 4
instruction: Hollywood Squares;project work
homework:review x-word puzzle; Test Friday an European Exploration
Thursday, October 29
objective: sol 4
instruction: check homework, solpass.org game test review
homework: review worksheet; Unit test tomorrow on European Exploration
Friday, October 30
objective:sol 4
instruction: check homework;5 for 5 in 5; test on European Exploration
homework: have safe weekend!
Monday, November 2
objective: wrap up sol4
instruction: jumpstart 11-2; notebook evaluation; project work
homework: ALL PROJECTS DUE WEDNESDAY_ YOU WILL NOT HAVE CLASSTIME TO WORK ON THEM!
Tueday, November 3
objective:election day
instruction: no school
homework:ALL PROJECTS DUE WEDNESDAY_ YOU WILL NOT HAVE CLASSTIME TO WORK ON THEM!
Wednesday, November 4
objective:sol 5
instruction: jumpstart; PowerPoint on the founding of the colonies;x-word
homework: none
Thursday, November 5
objective: sol 5
instruction: Jumpstart; The 13 Colonies; ; x-word
homework: finish x-word; Quiz tomorrow Study you Quick Notes 1
Friday, November 6
objective: sol 5
instruction: jumpstart; quiz
homework:have a safe weekend
Monday, November 9
objective: sol 5
instruction: BrainPop! on Thirteen Colonies; notes on New England Colonies; reading on New England colonies
homework:none
Tuesday, November 10
objective:sol 5
instruction: jumpstart; notes on Middle and Southern colonies
homework: wkst on establishing the colonies, quiz Friday
Wednesday, November 11
objective: sol5
instruction: jumpstart: Which colony I; map work: Colonial Groups; Xword on the Colonies
homework:map on the Original 13, quiz Friday
Thursday, November 12
objective: rain
instruction: rain
homework: more rain: school closed
Friday, November 13
objective:sol 5
instruction: jumpstart; People of the colonies
homework: have a safe weekend!!
Monday, November 16
objective: sol5
instruction: jumpstart; notes on economic/political relationship; x-word;wkst on people
homework: quiz tomorrow on notes 2/3; finish x-word and worksheet
Tuesday, November 17
objective: sol 5
instruction: jumpstart; quiz; start projects
homework: TEST Friday on Colonization
Wednesday, November 18
objective: sol5
instruction: jumpstart; computer lab
homework:review worksheet; TEST Friday on colonies
Monday, November 23
objective: sol 5
instruction: Zip Around; project work
homework:none
Tuesday, November 24
objective: sol 5
instruction: notebook evaluation; project work
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