Standards

Strand 1: History - Student Outcomes

Recognize that slavery had existed in different forms across the world

throughout the development of civilization; and recognize the differing
philosophies of Old World and New Worlds in respect to slavery,
especially as regards race and permanence.

Recognize settlement patterns of early immigrants, Native Americans

and Europeans for the time period 1400 Ð 1800 C.E.

Place in the temporal order and understand the role, route, and

success of the following explorers: The Vikings (Leif Eriksson),
Christopher Columbus, Ponce de Leon, Hernando de Soto, Henry
Hudson, John Cabot, Francisco Vasquez Coronado, Magellan,
Americus Vespucci, Francisco Pizarro, Hernando Cortes, and the
location of the French exploration.

Explain the importance of cause and effect in the relationship to

European exploration including economic, social, and political
aspects, from a variety of sources on these events, including rivalries
among and between European nations; expansion of business and
trade; tolerance/intolerance, the zeal for religious, conversion and
expansion; and economic opportunity for the common man.

Recognize the importance of religion and religious conversion in the

exploration and settlement of North America and in the attitude
adopted towards the Native Americans.

Understand the importance of European historical events, religion,

and economy in the exploration and colonization of North America:
the Age of Enlightenment; the changes in the religious climate of
Europe.

Understand the importance of cause and effect in relationship to the

settlement of North America and the subsequent changes in Native
American societies.

Recognize how European ideas, such as religion, governing, and land

use, conflicted with ideas of the Native Americans.

Explain how language differences between the colonists and the

Native Americans contributed to misunderstanding and conflict.

Explain how European rivalries impacted the colonization of North

America and the U.S.

Understand that while religious freedom was a goal for many, there

was a lack of tolerance for other viewpoints within the development of
American Society and this was an extension of European beliefs.

Recognize the consequences of technological advances on the

environment, both intended and unintended.

Identify and place in correct order major events in U.S. history from

the 1600Õs to 1800, including: The settlements of Roanoke,
Jamestown, Plymouth, Boston, Watertown, the relocation of Ann
Hutchinson and Roger Williams, King Philip's War, the Salem Witch
Trials, the French and Indian War, British taxes on goods (sugar,
stamps, tea), the Boston Massacre, the Boston Tea Party, Paul
Revere's Ride and the Battle of Lexington and Concord, the
Continental Congress, the Committees of Correspondence, Bunker
Hill, the Writing of the Declaration of Independence, the Revolutionary
War, the Battles of Trenton, Saratoga, Valley Forge, and Yorktown,
the Treaty of Paris, the Articles of Confederation, the Continental
Congress, the Drafting of the Constitution and the Bill of Rights, the
Election of George Washington as First President, and the Election of
John Adams as Second President.

Recognize that a lack of respect for and understanding of other

cultures, in particular the Native Americans of this country, led to
conflicts such as King Philip's War.

Understand that the belief in the practice of religious freedom was not

necessarily the same in all the colonies, and that the colonies were
frequently established in accordance with religious practices and
beliefs; therefore attitudes and cultural differences within colonies,
based upon religion, existed.

Explain that social class, gender, and race was frequently a measure

of respect for human rights.

Recognize the conflict that arose between settlers and Indians as the

result of differences in technological advances and attitudes toward
land and nature.

Strand 2: Geography - Student Outcomes

Make connections between geographic features and appropriate

economic ventures including: fewer people in agricultural areas, such
as marshes that supported cranberry growth; and more people in
industrial areas such as shipbuilding ports.

Compare patterns of exploration and colonization and relationship to

present boundaries.

Describe how the geography influenced location of communities,

forms of shelter, economic life of both Native American and English
settlers in 17th Century.

Strand 3: Economics - Student Outcomes

Explain how the search for quicker and more reliable trade routes

became factors in exploration.

Explain how labor markets vary with skills needed and make

connections to the need for apprenticeships, indentured servants, and
slaves.

Explain the economic advantages to companies such as the

Massachusetts Bay Colony, when receiving charters from the King.

Explain the difference in values placed on goods, services, and

property by Native Americans and colonists and make connections to
conflicts.

Differentiate between the economic goals of France, England, and

Holland and the resulting patterns of colonization.

Explain how the changing economics in England affected the

willingness of different groups of people to indenture themselves.

Make connections and understand the relationship between the

colonies and England in terms of consumer/producer.

Understand the role women played in business, banking, and

ownership of property.

Strand 4: Civics and Government - Student Outcomes

Recognize that change occurred through the concerted efforts of

individuals, often in the minority, over an extended period of time.

Understand the desire to maintain independence of religious practice

and to limit the influence of religious groups in government led to the
development of the "wall of separation"between church and state.