Social Studies
Intellectual & Dispositional Standards
1. Describe and compare/contrast the physical features and nations of North America.
2. Identify and describe the ways archaeology is used to study and analyze historical/ancient migration.
3. Identify and describe the role of the Church in North America, the civic roles of the multiple (arch)dioceses, and the civic responsibilities of members of the Church to this broadly regional set of communities.
4. Describe and compare/contrast the geographic, environmental, and cultural development of each region of the United States.
5. Conduct research using multiple primary/secondary sources to draw evidence-based conclusions about how geographic features have shaped the history and culture of North American communities/societies (in particular, focus on the relationship between and among the contemporary nations of North America). [Catholic Social Teaching connection – Care for God’s Creation]
6. Analyze the interactions of the many peoples and cultures that have historically intersected in North America in order to determine the contributions these various groups have had on the development of contemporary North American society. [Catholic Social Teaching connection – Solidarity]
7. Analyze European voyages across the Atlantic Ocean to North America in order to draw evidence-based conclusions about the impact of European contact with historically preexisting North American communities. [Catholic Social Teaching connection – Life and Dignity of the Human Person]
Content, Knowledge, and Skills Standards
North America: Geography and Map Skills
1. On a physical map of North America, use cardinal directions, map scales, key/legend, and title to locate and identify important physical features (e.g., Mississippi and Rio Grande Rivers, Great Lakes, Atlantic and Pacific Oceans, Gulf of Mexico, Hudson’s Bay, Appalachian Mountains, Rocky Mountains, Sierra Madre, the Great Basin, Mojave, Sonoran, and Chihuahuan Deserts, the Yucatan Peninsula, the Caribbean Sea).
2. On a political map of North America, locate Canada and its provinces, Mexico and its states, the nations of the Caribbean, and the United States of America and its states; explain the meaning of the terms continent, country, nation, county, state, province, and City.
3. Research, analyze, and convey information about Canada or Mexico by consulting and organizing materials (maps, atlases, encyclopedias, digital information and satellite images, photographs, or news articles) and by making an oral or written presentation about topics such as the peoples, population size, languages, forms of government, major cities, environment, natural resources, industries, and national landmarks.
Ancient Civilizations of North America
4. Evaluate competing theories about the origins of people in North America and evidence for dating the existence of early populations in North America to about 15,000 years ago.
5. Using maps of historic Native Peoples’ culture regions of North America and
photographs, identify archaeological evidence of some of the characteristics of major civilizations of this period.
6. Explain how archaeologists conduct research to develop theories about migration, settlement patterns, and cultures in prehistoric periods.
7. Give examples of some archaeological sites of Native Peoples in North America that are preserved as national or state monuments, parks, or international heritage sites and explain their importance in presenting a comprehensive history of Americans and American life.
Early European Exploration of North America
8. Explain how historians studying the European voyages to the Americas use
archaeological evidence, maps, illustrations, and texts produced in Europe at the time, and that all of these materials are called primary sources.
9. Explain who the Vikings were and describe evidence of their early encounters with Native Peoples along the North American Atlantic coast.
10. Trace on a map European voyages to North America and the Caribbean Islands in the 15th and 16th centuries, evaluate the reasons for the voyages, and make a timeline of their landings and encounters.
The Expansion of the United States over Time and Its Regions Today
11. Describe how the construction of canals, roads, and railways in the 19th century helped the United States to expand westward.
12. Give examples of some of the ways the United States acquired new states (beyond the 13 original states) and additional territories between 1791 and 1898.
13. Compare different reasons why men and women who lived in the Eastern part of the United States wanted to move West in the 19th century, and describe aspects of pioneer life on the frontier.
14. Explain that many groups of people immigrated to the United States from other places voluntarily, but some people were brought to the United States against their will.
15. Show understanding that in the middle of the 19th century, the people of the United States were deeply divided over the question of slavery and its expansion.
The Northeast
16. On a political map of the United States, locate the states in the Northeast (Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island and Vermont).
17. Using resources such as print and online atlases, topographical maps, or road maps, construct a map of the Northeast that shows important cities, state capitals, physical features (e.g., waterways and mountains), and that includes a title, scale, compass, and map key.
18. Explain the benefits in the 18th century of becoming a state in the United States and, as a class, construct a timeline that shows when each of the states in the region was admitted into the United States.
19. Develop questions, conduct research, and analyze how people have adapted to the environment of the Northeast, and how physical features and natural resources affected settlement patterns, the growth of major urban/suburban areas, industries or trade.
20. Describe the diverse cultural nature of the region, including contributions of Native Peoples, Africans, Europeans, and various other immigrant groups from other regions of the world in the later 20th and 21st centuries.
The Southeast
21. On a political map of the United States, locate the states and the national capital city in the Southeast, and the U.S. territories in the Caribbean; add to the timeline the admission dates for states in the Southeast (Alabama, Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, West Virginia); territories Puerto Rico, and the United States Virgin Islands.
22. Describe the diverse cultural nature of the region, including contributions of Native Peoples, African Americans, Europeans, and immigrant groups from other regions of the world.
23. Explain how natural disasters, such as hurricanes and floods, have affected the region, and how government and citizens have responded to catastrophic natural events.
24. Describe the role of Washington, D.C. as the national capital, and give examples of its national cultural and civic resources (e.g., the White House, U.S. Capitol Building, Supreme Court, Library of Congress, the Smithsonian Institution, cemeteries and monuments).
25. Using resources such as print and online atlases, or state websites, construct a map of a state in the Southeast region that provides information about physical features (e.g., waterways and mountains) and that includes a title, scale, compass, and map key.
The Midwest
26. On a political map of the United States, locate the states in the Midwest; add to the timeline the admission dates for states in the Midwest (Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, Wisconsin).
27. Describe the diverse cultural nature of the region, including contributions of Native Peoples, African Americans, Europeans and immigrant groups from other regions of the World.
28. Explain how natural disasters, such as tornadoes and drought, have affected the region, and how government and citizens have responded to catastrophic natural events.
29. Using resources such as print and online atlases, historical sources, or national or state websites, construct a map of a state in the Midwest region that provides information about physical features (e.g., waterways and mountains), natural resources and industries such as agriculture and that includes a title, scale, compass, and map key.
The Southwest
30. On a political map of the United States, locate the states in the Southwest; add to the timeline the admission dates for states in the Southwest (Arizona, New Mexico, Oklahoma, and Texas).
31. Explain that Texas, Arizona, and New Mexico were territories that formerly belonged to Mexico; that Texas declared independence from Mexico in 1836, and that Arizona and New Mexico were taken by the United States as a result of the Mexican-American War, 1846-1848.
32. Describe the diverse cultural nature of the region, including contributions of Native Peoples, African Americans, Europeans, Mexicans, and immigrant groups from other regions of the world settling in the region over time.
33. Explain how natural disasters, such as hurricanes and drought, have affected the region, and how government and citizens have responded to catastrophic natural events.
34. Using resources such as print and online atlases, historical sources, or state websites, construct a map of a state in the Southwest region that provides information about physical features (e.g., waterways and mountains), climate, settlements and movements of Native Peoples (including current reservation lands), European exploration and pioneer settlements of the 17th -19th centuries and that includes a title, scale, compass, and map key.
The West
35. On a political map of the United States, locate the states in the West and the U.S. territories in the Pacific Ocean; add to the timeline the admission dates for states in the Southwest (Alaska, California, Colorado, Hawaii, Idaho, Montana, Nevada, Oregon, Utah, Washington, Wyoming); territories: American Samoa, Guam, Midway Islands, Northern Mariana Islands, and Wake Island.
36. Explain that California, Colorado, and Utah were territories that belonged to Mexico and were taken by the United States as a result of the Mexican-American War 1846-1848.
37. Describe the diverse cultural nature of the region, including contributions of Native Peoples, African Americans, Europeans, the Mexicans, the Chinese, Japanese, and immigrant groups from other regions of the world over time.
38. Explain how disasters, such as drought and forest fires, have affected the region, and how government and citizens have responded to catastrophic events.
39. Using resources such as print and online atlases, or state websites, construct a map of a state in the West region that provides information about physical features (e.g., waterways and mountains), important landmarks, national parks, and historic sites and that includes a title, scale, compass, and map key.