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DC.4.U.S. History and Geography: Making a New Nation
U.S. History and Geography: Making a New Nation
AGE OF EXPLORATION (15TH–16TH CENTURIES)
4.3. Students trace the routes of early explorers and describe the early explorations of the Americas.
4.3.1. Compare maps of the modern world with historical maps of the world before the Age of Exploration. (G)
Quiz, Flash Cards, Worksheet, Game & Study GuideExploration
4.3.2. Locate and explain the routes of the major land explorers of the United States, the distances traveled by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe. (G)
Quiz, Flash Cards, Worksheet, Game & Study GuideTime Lines
4.3.4. Describe the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, and the Cou
Quiz, Flash Cards, Worksheet, Game & Study GuideExploration
Quiz, Flash Cards, Worksheet, Game & Study GuideFamous Explorers
4.3.5. Identify the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible, including the exchange of technolo
Quiz, Flash Cards, Worksheet, Game & Study GuideExploration
Quiz, Flash Cards, Worksheet, Game & Study GuideFamous Explorers
Quiz, Flash Cards, Worksheet, Game & Study GuideFamous Explorers
4.3.6. Analyze the impact of exploration and settlement on the indigenous peoples and the environment (e.g., military campaigns, spread of disease, and European agricultural practices). (S)
4.4. Students identify the six different countries (France, Spain, Portugal, England, Russia, and the Netherlands) that influenced different regions of the present United States at the time the New World was being explored, and describe how their influence can
Quiz, Flash Cards, Worksheet, Game & Study GuideExploration
Quiz, Flash Cards, Worksheet, Game & Study GuideFamous Explorers
4.5. Students describe the productive resources and market relationships that existed in early America.
4.5.1. Describe the economic activities within and among Native American cultures prior to contact with Europeans. (G, E)
Quiz, Flash Cards, Worksheet, Game & Study GuideFirst Americans
4.5.3. Understand the development of technology and the impact of major inventions on business productivity during the early development of the United States. (E, I)
Quiz, Flash Cards, Worksheet, Game & Study GuideColonial Life
4.6.4. Explain the cooperation that existed between the colonists and Native Americans during the 1600s and 1700s (e.g., fur trade, military alliances, treaties, and cultural interchanges). (G, P)
4.6.5. Describe the conflicts between Indian nations, including the competing claims for control of land (e.g., actions of the Iroquois, Huron, and Lakota). (G, P, M)
4.6.6. Identify the influence and achievements of significant leaders of the time (e.g., John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, and Sequoyah). (P)
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4.6.8. Explain the role of broken treaties and massacres and the factors that led to the Native Americans’ defeat, including the resistance of Native American nations to encroachment and assimilation. (P, M, S)
Quiz, Flash Cards, Worksheet, Game & Study GuideTime Lines
4.7.10. Explain how the British colonial period created the basis for the development of political self-government and a free-market economic system. (P, E)
Quiz, Flash Cards, Worksheet, Game & Study GuideColonial Life
4.7.11. Analyze the impact of the European presence on Native American life (e.g., religious practices, land use, political structures, health and health systems). (R, P, E, S)
4.7.2. 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. (G, E)
Quiz, Flash Cards, Worksheet, Game & Study GuideColonial Life
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4.7.3. Identify major leaders and groups responsible for the founding of the original colonies in North America and the reasons for their founding (e.g., Lord Baltimore, Maryland; John Smith, Virginia; Roger Williams, Rhode Island; and John Winthrop, Massachuset
Quiz, Flash Cards, Worksheet, Game & Study GuideColonial Life
4.7.4. Understand the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings. (P)
Quiz, Flash Cards, Worksheet, Game & Study GuideColonial Life
4.7.5. Contrast these democratic ideals and practices with the presence of enslavement in all colonies and the attempts by Africans in the Virginia, Pennsylvania, and New England colonies to petition for freedom. (P)
4.7.6. Outline the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, and Quakerism in Pennsylvania). (R)
Quiz, Flash Cards, Worksheet, Game & Study GuideColonization
4.7.7. Explain various reasons why people came to the colonies, including how both whites from Europe and blacks from Africa came to America as indentured servants who were released at the end of their indentures. (G, S)
4.7.8. Describe how Africans in the Caribbean and North America exchanged information about their various cultures to begin to create the foundation for an African American identity. (S)
4.7.9. Describe how Africans in North America drew upon their African past and upon selected European (and sometimes Native American) customs and values to develop a distinctive African American culture. (S)
4.1. Students describe the different peoples, with different languages and ways of life, that eventually spread out over the North and South American continents and the Caribbean Basin, from Asia to North America (the Bering Strait) (e.g., Inuits, Anasazi, Mou
Quiz, Flash Cards, Worksheet, Game & Study GuideFirst Americans
4.2. Students describe the legacy and cultures of the major indigenous settlements, including the cliff dwellers and pueblo people of the desert Southwest, the triple alliance empire of the Yucatan Peninsula, the nomadic nations of the Great Plains, and the wo
4.2.1. Identify how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils. (G)
4.10. Students describe the people and events associated with the development of the U.S. Constitution.
4.10.1. Describe the significance of the new Constitution of 1787, including the struggles over its ratification and the reasons for the Bill of Rights. (P)
4.10.2. Describe the direct and indirect (or enabling) statements of the conditions on slavery in the Constitution and their impact on the emerging U.S. nation-state.
4.10.4. Understand the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law, and to preserve the Constitution. (P)
4.11. Students compare and contrast 15th-through-18th-century America and the United States of the 21st century with respect to population, settlement, patterns, resource use, transportation systems, human livelihoods, and economic activity. (G, E)
Quiz, Flash Cards, Worksheet, Game & Study GuideColonial Life
Quiz, Flash Cards, Worksheet, Game & Study GuideTime Lines
4.8. Students explain the causes of the American Revolution.
4.8.1. Explain the effects of transportation and communication on American independence (e.g., long travel time to England fostered local economic independence, and regional identities developed in the colonies through regular communication).
Quiz, Flash Cards, Worksheet, Game & Study GuideColonial Life
4.8.2. Explain how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, and Coercive Acts). (P, R, E)
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Quiz, Flash Cards, Worksheet, Game & Study GuideThe Revolution
Quiz, Flash Cards, Worksheet, Game & Study GuideTime Lines
4.8.3. Describe the significance of the First and Second Continental Congresses and of the Committees of Correspondence. (P)
Quiz, Flash Cards, Worksheet, Game & Study GuideThe Revolution
4.8.4. Identify the people and events associated with the drafting and signing of the Declaration of Independence and the document’s significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with
Quiz, Flash Cards, Worksheet, Game & Study GuideFamous Americans
Quiz, Flash Cards, Worksheet, Game & Study GuideThe Revolution
4.8.5. Identify the views, lives, and influences of key leaders during this period (e.g., King George III, Patrick Henry, Alexander Hamilton, Thomas Jefferson, George Washington, Benjamin Franklin, and John Adams). (P)
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Quiz, Flash Cards, Worksheet, Game & Study GuideThe Revolution
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4.9.3. Understand the roles of African Americans, including their alliances on both sides (especially the case of Lord Dunmore’s Proclamation and its impact on the war).
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Quiz, Flash Cards, Worksheet, Game & Study GuideThe Revolution
Quiz, Flash Cards, Worksheet, Game & Study GuideTime Lines
4.9.4. Identify the contributions of France, Spain, the Netherlands, and Russia, as well as certain individuals to the outcome of the Revolution (e.g., the Marquis Marie Joseph de Lafayette, Tadeusz Kósciuszko, and Baron Friedrich Wilhelm von Steuben). (P, M)
Quiz, Flash Cards, Worksheet, Game & Study GuideFamous Americans
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Quiz, Flash Cards, Worksheet, Game & Study GuideThe Revolution
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4.9.5. Describe the significance of land policies developed under the Continental Congress (e.g., sale of western lands and the Northwest Ordinance of 1787) and those policies’ impact on American Indians’ land. (G, P)
Quiz, Flash Cards, Worksheet, Game & Study GuideFamous Americans
Quiz, Flash Cards, Worksheet, Game & Study GuideThe Revolution
4.9.7. Describe the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Phillis Wheatley, and Mercy Otis Warren). (S, E)
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4.9.8. Analyze the personal impact and economic hardship of the war on families, problems of financing the war, wartime inflation, and laws against hoarding goods and materials and profiteering. (S, E)
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