Field Trip Guide for Harpers Ferry National Historical Park

Transcription

1 THE JOURNEY THROUGH HALLOWED GROUND Field Trip Guide for Harpers Ferry National Historical Park ( ) Field Trip Guide for Harpers Ferry National Historical Park The National Park Service administers Harpers Ferry National Historical Park. Our mission is to commemorate the historic events that occurred at or near Harpers Ferry, and to maintain and preserve those natural and cultural resources for the inspiration, education and enjoyment of the people of the United States. Creating experiential education programming is a primary objective in the accomplishment of our mission. A variety of opportunities facilitate student exploration of the rich tapestry of American Stories found at Harpers Ferry. By using the preserved cultural and natural resources found on this historic landscape, students will hear many significant American Stories from 18th century pioneering to 20th century civil rights. Harpers Ferry has been the place in history where many American thoughts and actions took place. The park s education program goal is to enhance what teachers teach in the classroom. Website address: Location/Address: Harpers Ferry National Historical Park, PO Box 65, Harpers Ferry, West Virginia Directions: Harpers Ferry National Historical Park is located at the confluence of the Shenandoah and Potomac rivers in the states of West Virginia, Virginia, and Maryland, 65 miles northwest of Washington, D. C., and 20 miles southwest of Frederick, MD, via U. S. Route 340. When your group arrives in the park designate one person (preferably the person who made visit arrangements) to check in with the Visitor Center at Cavalier Heights. Education Contact at Site: Catherine Bragaw Phone: Education office (304) Administration office for reservations (304) Education Program Manager (304) Theme Addressed at Site: Land of Leadership; Land of Conflict, Reunification and Rebuilding Program fees and miscellaneous Maximum Number of Students: K-3 = 25 students; Grades 4-12 = 35 students Admission/Program Fee: Fees apply to these programs to cover staff costs: Leadership programs; Summer Youth programs; Teacher programs contracted as part of a teacher training program, e.g., Teaching American History teacher seminars; Other Special Requests Entrance Fees are waived for Curriculum based K-10 with reservation Schools may apply and universities for fee waiver with reservation

2 Handicap Accessibility: Programs are all mobility accessible; wheel chairs are available in the Information Center as well as a map of handicap accessible entrances. All videos are set up with subtitles. Bus/Vehicle Accessibility: Van accessibility available Season of Operation: 12 months of the year Hours of Operation: Ranger led programs: Spring 2007, March 15 June 1; Summer 2007, June 15th August 15; Fall 2007, September 15th November 15th 8 am to 5 pm fall, winter and spring, 8am to 6 pm summer Program availability: 9am 3:30 pm Monday through Friday Picnic facilities/nearest restaurant options: Picnic tables are located at the Visitors Center on Cavalier Heights. Designated picnic area in the Park is on Hamilton Street. Lunch storage is available on request. There are several restaurant choices available in the lower town. Restroom accessibility: Available in lower town located next to the park bookstore and on the second floor of the John Brown Museum. Chaperone Requirements ( No. chaperones/no. of students): K - Grade 3: 1 chaperone to 6 students; Grades 4-12: 1 chaperone to 10 students. Chaperones are required to remain with students while visiting the park. Is there anything else we should know about your site?: All Education visits require a reservation. Teachers are required to sign an understanding of park guidelines. Fees may apply if these requirements are not fulfilled. Reservation forms are available by calling the park at or at Programs We Can Do at Our Site: Journey through Freedom Grades K- 4 Students follow footprints to find trunks from the past. What can artifacts tell us about people from the past? Stories are told of each individual s journey to freedom. 1 hour West Virginia SS.WV.4.8 Explore West Virginia s population, products, resources, transportation, state parks, forests, and scenic/recreational resources. SS.K.5.1 Collect data and sequence time, places, people and events as they relate to the student s own life. SS.K.5.2 Recognize differences in other people, times and cultures. SS.K.5.4 Explore the past through stories of people, heroes, pictures, songs, holidays, customs, traditions and legends. SS Identify characteristics of the past and contributions of heroic people using sources such as stories, folk tales, pictures, poems, legends, holidays and customs. SS Participate in the collection and organization of historical data SS Explore the history of the community by identifying locally significant sites and people. SS Explain the importance of respect and protection of minorities. SS Explain the historical significance of major events, people and their contributions to the United States. SS Compare and contrast present cultures to the cultures of people of other historical time periods (e.g. source of food, clothing, shelter, products used). SS Make historical inferences by analyzing artifacts and pictures. SS Explain the importance of respect for diversity in the heritage, culture, ideas and opinions of others. SS Compare and contrast different stories or accounts about past events, people, places or situations, and identify how they contribute to our understanding of the past. SS Describe forms of diversity in early American society, giving examples of the strengths/contributions of each (e.g., indentured servants, slaves, colonists, plantation owners, Native Americans, merchants). SS Describe how slavery and indentured servitude influenced the early economy of the United States. SS Analyze the effect of geographic factors in the development of transportation routes and settlement patterns in the Americas. SS Eexplore how and why family and community life differed in various regions of colonial North America.

3 SS Analyze various sources for constructing the past such as documents, letters, diaries, maps, photos and others. SS.WV.5.3 Compare and contrast past and present lifestyles of West Virginians. Virginia K.2 The student will describe everyday life in the present and in the past to recognize that things change over time. S1.1 The student will interpret information presented in picture time lines to show sequence of events and will distinguish between past and present. S1.6 The student will describe how location, climate, and physical surroundings affect the way people live, including their food, clothing, shelter transportation, and recreation. S2.3 The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by the basic principles of a republican form of government and represent and respect for individual rights and freedoms. VS.1a Identify and interpret artifacts and primary and secondary source documents to understand events in history. VS.1d Draw conclusions and make generalizations VS.1e Make connections between past and present. VS.1g Interpret ideas and events from different historical perspectives. VS.7a The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by a) identify the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia. VS.7b The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by b) describing Virginia s role in the war, including identifying major battles that took place in Virginia. Maryland Kindergarten Standard 1.0 Political Science B. Individual and Group Participation in the Political System 1. Identify people important to the American political system a) Identify the contributions of people, past and present, such as George Washington, Rosa Parks and thecurrent president. Standard 5.0 History A. Change Over Time 2. Compare daily life and objects of today and long ago a) Compare tools and toys of the past with those of today b) Tell about people in the past using information text and features c) Observe and discuss photographs of the past and compare with photographs of similar images, such as old photographs of the school and community Grade 1 Standard 1.0 Political Science B. Individual and Group Participation in the Political System 1. Identify and describe people important to the American political system a) Describe the contributions of people, past and present, such as George Washington, Abraham Lincoln, Martin Luther King Jr. and the current president. Standard 3.0 Geography B. Geographic Characteristics of Places and Regions 1. Describe places in the environment using geographic characteristics a) Identify and describe physical characteristics of a place b) Identify human characteristics of a place c) Describe places by how people make a living and where they live. Standard 5.0 History A. Individual and Societies Change over Time 2. Compare people and objects of today and long ago a) Construct meaning form informational text and text features about the past b) Collect and examine photographs of the past and compare with current photographs of similar images, such as old photographs of the school and community Grade 2 Standard 1.0 Political Science A. The Foundation and Function of Government 2. Explain how democratic skills and attitudes are associated with being a responsible citizen b) Connect certain people, symbols, songs and poems to the ideals they represent, such as George Washington portrays leadership, the American flag represents loyalty and respect, and the Star Spangled Banner represents courage and freedom. Standard 3.0 Geography C. Movement of People, Goods and Ideas 1. Explain how transportation and communication link places by the movement of people, goods, and ideas a) Compare types of transportation used to move goods and people today and long ago b) Compare ways people communicate ideas today and long ago Grade 3 Standard 1.0 Political Science A. The Foundation and Function of Government 2. Explain how certain practices are connected with the democratic principles (skills, attitudes, and dispositions) of being a citizen a) Identify and explain democratic principles such as individual rights and responsibilities, patriotism, common good, justice and equality. Standard 5.0 History A. Individuals and Societies Change Over Time 2. Investigate how people lived in the past using a variety of primary and secondary sources a) Collect and examine information about people, places, or events o he past using pictures, photographs, maps, audio or visual tapes, and or

4 documents b) Compare family life in the local community by considering jobs, communication, and transportation Grade PreK-2 Standard 6.0 Social Studies Skills ad Processes D. Acquire Social Studies Information 1. Identify primary and secondary sources of information that relate to the topic/situation/problem being studied c) Locate and gather data and information from appropriate non-print sources, such as music, maps, graphs, photographs, and illustrations 2. Engage in field work that relates to the topic/situation/ problem being studied a) Gather data b) Make and record observations c) Conduct surveys E. Organize Social Studies Information 1. Organize information form non-print sources a) Distinguish factual form fictional information b) Find relationships between gathered information F. Analyze Social Studies Information 1. Interpret information form secondary sources including pictures, graphics, maps, atlases, and timelines a) Compare information from a variety of sources b) Compare information to prior knowledge c) Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details Washington D.C. K.2. Students describe the way people lived in earlier times and how their lives would be different today (e.g., getting water from a well, growing food, and having fun). K-2 Historical and Social Sciences Analysis Skills Chronology and Cause and Effect 1. Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context. Geographic Skills 1. Students identify the human and physical characteristics of the places they are studying Historical Research, Evidence, and Point of View 1. Students use non text primary and secondary sources, such as maps, charts, graphs, photographs, works of art, and technical charts. National Standard 1. Understands family life now and in the past, and family life in various places long ago Level I 3. Knows the cultural similarities and differences in clothes, homes, food, communication, technology, and cultural traditions between families now and in the past 2. Understands the dreams and ideals that people from various groups have sought, some of the problems they encountered in realizing their dreams, and the sources of their strength and determination that families drew upon and shared (e.g., families arriving together in America and living together in rural and urban settings, traditions brought from their cultural past) Standard 2. Understands the history of a local community and how communities in North America varied long ago Level I 2. Understands the contributions and significance of historical figures on the community 7. Know the history of the local community since it s founding, the people who came, the changes they brought, and significant events over time Standard 3. Understand the people, events, problems, and ides that were significant in creating the history of their state Level I 1. Understand the different lives, plans, and dreams of the various racial and ethnic groups who lived in the state years ago Standard 7. Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe 1. Understands how historians learn about the past in there are no written records. Harpers Ferry Place in History Grades 4-12 Students explore 250 years of the American history experience as told through the Harpers Ferry story. Teams compete to decipher truth or fiction in an interactive game format. Significant history sites are visited along the way. 1 hour West Virginia SS describe forms of diversity in early American society, giving examples of the strengths/contributions of each (e.g., indentured servants, slaves, colonists, plantation owners, Native Americans, merchants). SS describe the qualities of responsible leadership by individuals and in groups. SS explain the rights of individuals in the democratic process and the right of an individual or group (e.g., minorities, religious groups, women, children, elderly) to dissent responsibility. SS identify historical conflicts concerning individual rights and how those conflicts were resolved. SS analyze the factors that shaped the economy of the early colonies in the Americas. SS describe how slavery and indentured servitude influenced the early economy of the United States. SS analyze the effect of geographic factors in the development of transportation routes and settlement patterns in the Americas (e.g., Appalachian Mountains, St. Lawrence Seaway, Panama Canal). SS compare and contrast the physical, economic and political changes of America caused by geographic conditions and human intervention (e.g.,

5 bridges, canals, state boundaries, transportation). SS identify the influence of various factors on the founding of the original colonies (e.g., economic, geographic, political, religious). SS identify areas and patterns of early American settlement and depict territorial expansion and population distribution in the United States through maps, charts, pictures and research projects. SS.WV.3.1 identify the effect of natural resources and geographic features upon the economic development of West Virginia. SS.WV.5.3 compare and contrast past and present lifestyles of West Virginians. SS.WV.4.8 explore West Virginia s population, products, resources, transportation, state parks, forests, and scenic/recreational resources. SS explain the economic impact of slavery upon the development of the United States. SS list geographic factors that can enhance or limit economic activities in various United States regions. SS read, interpret and draw conclusions from United States maps (e.g., special purpose maps, graphs, charts, tables, timelines). SS use geography to describe historical events. SS explain why maintaining historical records and landmarks is important to the United States. SS explain how important figures reacted to their times and why they were significant to the history of our democracy (e.g., George Washington, Thomas Jefferson, Abraham Lincoln, Sojourner Truth, Susan B. Anthony, Eleanor Roosevelt and Martin Luther King Junior). SS analyze the impact of slavery and the Abolitionist Movement upon the development of the United States. SS identify causes, major events and important people of the Civil War. SS explain how various reconstruction plans succeeded or failed. SS draws conclusions about the effects of geography on transportation, culture, economic activities, population density and distribution. SS identify major historical events in the development of transportation systems (e.g., water, rail, motor vehicles, aviation). SS explain the role of racial and ethnic minorities, women and children in the advancement of civil rights. SS describe the role geo-politics played in historic events. SS sequence the events that led to the formation of the state of West Virginia. SS identify the role of ethnic and racial minorities, women and children in West Virginia s history. SS explain reasons for and resulting consequences of conflicts and wars as they pertain to the formation of West Virginia as a state (e.g., French and Indian War, American revolution, Civil War). SS identify men and women in West Virginia who have made significant contributions to our history in the public and/or private sectors (e.g., statehood movement, abolition movement, education, industry, literature, government). SS identify and explain the significance of historical experience and of geographical, social and economic factors that have helped to shape both WestVirginian and American society. SS describe the moral, ethical and legal tensions that led to the creation of the new state of West Virginia and how those tensions were resolved. SS identify and locate places of historical importance in West Virginia that can be visited by tourists. SS analyze the ways in which physical and human features have influenced the evolution of significant historic events and movements. SS compare and contrast the political, economic and social conditions in the United States before and after the Civil war. SS analyze and sequence the causes and effects of the major events of the Civil War and reconstruction. SS analyze and describe the goals and actions of reformers and reform movements (e.g., women s rights, minorities, temperance, prisons, hospitals, schools). SS identify and evaluate the interaction of early humans with their environment. SS evaluate the lifestyle changes brought on by industrialization, technology and transportation (e.g., debate industrialization vs. maintaining natural environment and the implications for tourism). SS identify and locate the places significant to each period of study. SS sequence and assess the development of civil rights in the United States and the world and describe the contributions of significant civil rights leaders. SS analyze the goals and actions of reformers and reform movements (e.g., social, economic, political). SS explain how physical and human processes shape places and regions. SS analyze the influence of geographical features on the evolution of significant historic events and movements. SS analyze the impact of technology on environments and societies over time and space. Virginia GRADE 4 Virginia Studies VS.1 The student will develop skills for historical and geographical analysis including the ability to identify and interpret artifacts and primary and secondary source documents to understand events in history; determine cause and effect relationships; compare and contrast historical events; draw conclusions and make generalizations; make connections between past and present; sequence events in Virginia history; interpret ideas and events from different historical perspectives; evaluate and discuss issues orally and in writing; analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. VS.2c The student will demonstrate knowledge of the geography and early inhabitants of Virginia by c) locating and identifying water features important to the early history of Virginia. VS.7a The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by

6 identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia. VS.9b The student will demonstrate knowledge of twentieth century Virginia by identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history. GRADE 5 United States History to 1877 USI.1 The student will develop skills for historical and geographical analysis, including the ability to make connections between the past and the present sequence events in United States history from pre-columbian times to 1877 interpret ideas and events from different historical perspectives USI.8d The student will demonstrate knowledge of westward expansion and reform from 1801 to 1861 by d) identifying the main ideas of the abolitionist movement and suffrage movements. GRADE 11 Virginia and United States History VUS.7a The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass. VUS.8c The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by analyzing prejudice and discrimination during this time period, with emphasis on Jim Crow and the response of Booker T. Washington and W.E.B. Du Bois. Maryland GRADE 4 Standard 3.0 Geography A. Using Geographic Tools 1. Use geographic tools to locate places and describe the human and physical characteristics of those places c) Identify and locate natural/physical features and human-made features of Maryland such as the Appalachian Mountains, Piedmont Plateau, and the Atlantic Coastal Plain d) Identify and locate natural/physical features of the United States B. Geographic Characteristics of Places and Regions 1. Describe similarities and differences of regions by using geographic characteristics d) Describe how geographic characteristics of a place or region change over time and affect the way people live and work C. Movement of People, Goods and Ideas 1. Describe and analyze population growth, migration, and settlement patterns in Maryland and the United States a) Explain how geographic characteristics influenced settlement patterns in Maryland nad the United States b) Explain how changes in transportation and communicaiotn led to the growth and development of towns and cities in Maryland and the United States d) Describe the transportation and communication networks for the movement of people, goods, and ides to, form and within Maryland such as Bay Bridge, National Road, B & O Railroad, the Port of Baltimore, and C & O Canal e) Identify the reasons for the movement of peoples to, form, and within Maryland and the United States Standard 5.0 History C. Conflict between Ideas and Institutions 2. Explain the political, cultural, economic and social changes in Maryland during the early 1800s b) Describe the importance of changes in industry, transportation, education, rights and freedoms in Maryland, such as roads and canals, slavery, B & O railroad, the National Road, immigration, public schools, and religious freedoms 3. Analyze regional differences in the Civil War and its effects on people in Maryland. a) Describe the economic interests in Maryland, such as agriculture v. industrial and slave v. non-slave b) Explain why loyalties to the North and the South were divided in Maryland 4. Analyze how the institution of slavery impacted individuals and groups in Maryland a) Compare the lives of slave families and free blacks b) Describe the anti-slavery movement in Maryland c) Describe the growth of the Underground Railroad GRADE 5 Standard 2.0 Peoples of the Nation and World A. Elements of Culture 1. Describe the various cultures of colonial societies and how the environment influenced them a) Describe how environment and location influenced the cultures and lifestyle Standard 3.0 Geography C. Movement of People, Goods and Ideas 1. Describe and analyze population growth, migration and settlement patterns in Colonial America a) Explain how geographic characteristics influenced settlement patterns in Colonial America GRADE 7 Standard 3.0 Geography B. Geographic Characteristics of Places and Regions

7 1. Analyze interrelationships among physical and human characteristics that shaped the identity of places and regions around the world a) Identify and describe physical characteristics that influenced human settlement b) Explain how physical and human characteristics of a region such as vegetation, climate, minerals, population density and religion, affect its economic growth and the way people make a living GRADE 8 Standard 1.0 Political Science C. Protecting Rights and Maintaining Order 2. Explain how the United States government protected or failed to protect the rights of individuals and groups a) Describe the significance and effects of the Emancipation Proclamation Standard 2.0 Peoples of the Nation and World C. Conflict and Compromise 1. Analyze factors that affected relationships in the United States prior to 1877 d) Describe the effects of early industrialization on individuals and families Standard 3.0 Geography B. Geographic Characteristics of Places and Regions 1. Analyze how geographic characteristics influenced the location and development of regions in the United States prior to 1877 a) Analyze how geographic characteristics influenced the location and development of economic activities, such as farming, lumbering, fur trading, whaling and the rise of the industry in the early national period b) Describing how changes in transportation systems, such as roads, canals and railroads affected the expansion of trade and settlement c) Analyze how geographic characteristics stimulated regional growth, such as the purchase of the Louisiana Territory Standard 4.0 Economics Scarcity and Economic decision-making 3. Analyze how technological changes affected production in the United States prior to 1877 a) Describe the effects of new technology and resource use on economic growth, such as factories, machinery, roads and the telegraph b) Examine why and how technology and production in the industrial North influenced the outcome of the Civil War Standard 5.0 History B. Emergence, Expansion, and Changes in Nations and Empires 5. Analyze the political, economic, and social goals of Reconstruction a) Explain the goals and policies of the various Reconstruction plans b) Explain how the 13th, 14th and 15th Amendments addressed the issue of civil rights through abolition, the granting of citizenship, and the right to vote c) Identify the legal and illegal actions used to deny African-Americans civil rights C. Conflict between Ideas and Institutions 3. Analyze the influence of industrialization and technological developments on society in the United States before 1877 a) Describe changes in land and water transportation, including the expanding network of roads, canals, and railroads, and their impact on the economy and settlement patterns 5. Analyze factors affecting the outcome of the Civil War a) Analyze government policies regarding slavery, such as the three-fifths clause, the Missouri Compromise (1820) and the Compromise of 1850 b) Analyze the ideological breakdown that resulted from different events and issues, such as Virginia-Kentucky resolutions, the Hartford Convention, nullification/states rights, political party division, the Dred Scot decision, John Brown raids Washington D.C Students understand the political, religious, social, and economic institutions that evolved in the colonial era. 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 Students summarize the causes and consequences of the Civil War 2. Explain the role of abolitionists, including reformers Frederick Douglass, William Lloyd Garrison, Harriet Beecher Stowe, Martin Delany, and John Brown Students describe the key events and accomplishments of the Civil Rights movement in the United States. 1. Describe the proliferation of the Civil Rights movement of African Americans from the churches of the rural South to the urban North. 2. Explain the role of the National Association for the Advancement of Colored People (NAACP) 3. Identify key leaders in the struggle to extend equal rights to all Americans through the decades (e.g., Mary McLeod Bethune, Ella Jo Baker, Cesar Chavez, Frederick Douglass, Rodolfo Corky Gonzales, Charles Houston, Martin Luther King Jr., Thurgood Marshall, Carlos Montes, Baker Motley, Rosa Parks, Malcolm X, Eleanor Roosevelt, and Reies Lopez Tijerina) Students analyze the paths of the American people in the North from 1800 to the mid-1800s and the challenges they faced. 2. Describe the influence of the industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, and mineral extraction) Students analyze the issue of slavery, including the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence. 3. identify the various leaders of the abolitionist movement (e.g., John Quincy Adams and his proposed constitutional amendment and the Amistad case; John Brown and the armed resistance; Harriet Tubman and the Underground Railroad; Theodore Weld, crusader for freedom; William Lloyd Garrison and the Liberator; Frederick Douglass and the Slave Narratives; Martin Delany and the Emigration Clause; and Sojourner Truth and Ain t I a Woman ). National GRADE K-4 HISTORY Standard 2. Understands the history of a local community and how communities in North America varied long ago 7. Knows the history of the local community since its founding, the people who came, the changes they brought, and the significant events over time 8. Understand changes in land use and economic activities in the local community since its founding (the changes in technology, the work people did, transportation, local resources) Standard 3. Understands the people, events, problems, and ides that were significant in creating the history of their state

8 7. Knows the chronological order of major historical events that are part of the state s history, their significance and the impact on people then and now, and their relationship to the history of the nation 10. Understands how the ideas of significant people affected the history of the state Standard 4. Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols 3. Understands how people over the last 200 years have continued to struggle to bring to all groups on American society to liberties and equality promised in the basic principles of American democracy (e.g., Sojourner Truth; Harriet Tubman; Frederick Douglass;W.E.B. DuBois; Booker T. Washington; Susan B. Anthony; Martin Luther King Jr.; Rosa Parks; Cesar Chavez) 6. Understands historical figures who believed in the fundamental democratic values (e.g., justice, true equality, the rights of the individual, responsibility for the common good, voting rights) and the significance of these people both in their historical context and today Standard 7. Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe 2. Knows the effects geography had had on the different aspects of societies (e.g., the development of centers, food, clothing, industry, agriculture, shelter, trade). HISTORICAL UNDERSTANDING Standard 2. Understands the historical perspective 2. Understands that specific individuals had a great impact on history Standard 13. Understands the causes of the Civil War Standard 15. Understands how various reconstruction plans succeeded or failed 3. Understands the lives of African Americans during the Reconstruction era (e.g., the progress of Black Reconstruction and the impact of legislative reform programs, contributions of individual African Americans who served as teachers and political leaders, why some abolition leaders voiced opposition to the 15th amendment) Level IV 4. Understand factors that inhibited and fostered African American attempts to improve their lives during Reconstruction (e.g., how foundations were laid for modern black communities, how traditional values inhibited the role of the Freedmen s Bureau, the struggle between former masters and former slaves role of black churches and schools in providing self-help within the African American community) Supplied for Survival: Meriwether Lewis at Harpers Ferry Grades 4 6 Students discover the story of Meriwether Lewis at Harpers Ferry. Using the model of Lewis Corp of Discovery, students role-play as corps teams, make supply decisions, and then solve an actual situation that the corps faced. Did they pick the right supplies to solve their situation? Will they survive? Students find out why Harpers Ferry was so significant to the success of this great adventure that opened the American West. 1 hour West Virginia SS.WV.4.8 explore West Virginia s population, products, resources, transportation, state parks, forests, and scenic/recreational resources. SS work independently and cooperatively to accomplish goals. SS identify commonly held democratic values, principles and beliefs expressed in the Declaration of Independence and the significance of patriotic symbols, holidays, celebrations and famous people. SS describe forms of diversity in early American society, giving examples of the strengths/contributions of each (e.g., indentured servants, slaves, colonists, plantation owners, Native Americans, merchants). SS describe the qualities of responsible leadership by individuals and in groups. SS analyze the factors that shaped the economy of the early colonies in the Americas. SS analyze the effect of geographic factors I the development of transportation routes and settlement patterns in the Americas (e.g., Appalachian Mountains, St. Lawrence Seaway, Panama Canal). SS identify physical barriers to transportation in the Americas and how people adapted to the barriers (e.g., Appalachian and Rocky Mountains, Great Plains, Mississippi River). SS compare and contrast the physical, economic and political changes of America caused by geographic conditions and human intervention (e.g., bridges, canals, state boundaries, transportation). SS order chronologically selected historical figures and episodes, and explain their importance in the stories of Native Americans, explorers, settlers and colonists in North America. SS identify major leaders and events from America s colonization through the Revolutionary War. SS identify the influence of various factors on the founding of the original colonies (e.g., economic, geographic, political, religious). SS identify areas and patterns of early American settlement and depict territorial expansion and population distribution in the United States through maps, charts, pictures and research projects. SS explore ways in which early explorers and settlers adapted to, used and changed the environment of the state or region they explored or settled. SS compare and contrast the cultures of the colonists and Native Americans and describe the changes that occurred when they came into contact with one another. SS analyze and interpret information from pictures and news sources related to historical events and people. SS discuss and define the various regions of the United States. SS explain the relationship of the environment to cultures in the United States. SS use geography to describe historical events. SS explain why maintaining historical records and landmarks is important to the United States. SS interpret quotes of famous Americans from various periods of history. SS describe how regional folk heroes and other popular figures have contributed to the cultural history of the United States (e.g., frontiersmen such as Daniel Boone, cowboys, mountain men such as Jedediah Smith, American Indian Chief including Geronimo and outlaws such as Billy the Kid). SS list he reasons for westward expansion and explain how it affected the inhabitants of the American West (e.g., Native American). SS explain the economic reasons for immigration and migration worldwide throughout history. SS identify major historical events in the development of transportation systems (e.g., water, rail, motor vehicles, aviation).

9 Virginia Grade 4 VS.1 The student will develop skills for historical and geographical analysis including the ability to identify and interpret artifacts and primary and secondary source documents to understand events in history; determine cause and effect relationships; compare and contrast historical events; draw conclusions and make generalizations; make connections between past and present; sequence events in Virginia history; interpret ideas and events from different historical perspectives; evaluate and discuss issues orally and in writing; analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. VS.6c The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by c) explaining the influence of geography on the migration of Virginians into western territories. Grade 5 United States History to 1877 USI.1 The student will develop skills for historical and geographical analysis, including the ability to make connections between the past and the present sequence events in United States history from pre-columbian times to 1877 interpret ideas and events form different historical perspectives USI.8a The student will demonstrate knowledge of westward expansion and reform in America form 1801 to 1861 by 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. Maryland Grade 4 Standard 3.0 Geography B. Geographic Characteristics of Places and Regions 1. Describe similarities and differences of regions by using geographic characteristics d) Describe how geographic characteristics of a place or region change over time and affect the way people live and work Grade 8 Standard 3.0 Geography B. Geographic Characteristics of Places and Regions 1. Analyze how geographic characteristics influenced the location and development of regions in the United States prior to 1877 c) Analyze how geographic characteristics stimulated regional growth, such as the purchase of the Louisiana Territory Washington D.C Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s. 5. Demonstrate knowledge of the explorations of the trans-mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Sacagawea, Zebulon Pike, and John Fremont) Students analyze the aspirations and ideals of the people of the new nation. 2. Explain and identify on a map the territorial expansion during the terms of the first four presidents (e.g., The Lewis and Clarke expedition, the Louisiana Purchase). National UNITED STATES HISTORY Standard 9. Understand the United States territorial expansion between 1801 and 1861, and how it affected relationships with external powers and Native Americans 1. Understands the factors that led to U.S. territorial expansion in the Western Hemisphere (e.g., Napoleons reasons for selling the Louisiana Territory, expeditions of American explorers and mountain men) I 1. Understands the short-term political and long-term cultural impacts of the Louisiana Purchase (e.g., those who opposed and supported the acquisition, the impact on Native Americans between 1801 and 1861) 5. Understands the significance of the Lewis and Clark expedition (e.g., its role as a scientific expeditions and contributions to friendly relatives with Native Americans) Incident at Harpers Ferry: John Brown s Raid Grades 4 12

10 Students enter into this 19th century event through role play, primary readings, story, and a reader s theatre. The controversial issues of enslavement, defining freedom, and political action are considered. 1 hour West Virginia SS.WV.4.8 explore West Virginia s population, products, resources, transportation, state parks, forests, and scenic/recreational resources. SS describe forms of diversity in early American society, giving examples of the strengths/contributions of each (e.g., indentured servants, slaves, colonists, plantation owners, Native Americans, merchants). SS describe the qualities of responsible leadership by individuals and in groups. SS.4.1. ways in which groups of people in schools/communities can manage conflict peacefully. SS explain the rights of individuals in the democratic process and the right of an individual or group (e.g., minorities, religious groups, women, children, elderly) to dissent responsibly. SS identify historical conflicts concerning individual rights and how those conflicts were resolved. SS analyze the factors that shaped the economy of the early colonies in the Americas. SS describe how slavery and indentured servitude influenced the early economy of the United States. SS analyze the effect of geographic factors in the development of transportation routes and settlement patterns in the Americas (e.g., Appalachian Mountains, St. Lawrence Seaway, Panama Canal). SS analyze and compare the effects of geographic factors upon people s jobs, food, clothing, shelter, services and interaction with the outside world. SS identify the influence of various factors on the founding of the original colonies (e.g., economic, geographic, political, religious). SS identify and analyze differences between individual responsibilities, privileges and rights of American citizenship. SS give examples of how government does or does not provide for the needs and wants of people, establish order and manage conflict. SS use geography to describe historical events. SS describe the development of transportation in the United States and explain its impact on settlement, industry and residential patterns. SS interpret quotes of famous Americans from various periods of history. SS explain how important figures reacted to their times and why they were significant to the history of our democracy (e.g., George Washington, Thomas Jefferson, Abraham Lincoln, Sojourner Truth, Susan B. Anthony, Eleanor Roosevelt and Martin Luther King Jr. SS describe how regional folk heroes and other popular figures have contributed to the cultural history of the United States (e.g., frontiersmen such as Daniel Boone, cowboys, mountain men such as Jedediah Smith, American Indian Chiefs including Geronimo and outlaws such as Billy the Kid). SS identify and explain social and technological changes that took place during the Industrial Revolution in the United States. SS analyze the impact of slavery and the Abolitionist Movement upon the development of the United States. SS identify causes, major events and important people of the Civil War. SS analyze and evaluate the influence of various forms of citizen action on public policy (e.g., petitions, lobbying, demonstrations, civil disobedience). SS explain and describe the development of slavery and its impact on the political, economic and social systems throughout the world. SS explain the Industrial Revolution and the effects it had on the lives of people throughout the world. SS compare and contrast the worth of the individual in different societies over time. SS explain actions citizens take to influence public policy decisions. SS identify conditions that have influenced or altered the movement of people throughout the world and time. SS explain the role of racial and ethnic minorities, women and children in the advancement of civil rights. SS use a variety of credible sources to construct and interpret the past. SS describe the role geo-politics played in historic events. SS analyze the influence of diverse forms of public opinion on the development of public policy and decision making. SS develop and utilize a process to express opinion, resolve problems and/or seek assistance. SS explain major principles of American constitutional government (e.g., federalism, separation of powers, the elastic clause, checks and balances, government by consent of the governed, individual rights) and compare to the West Virginia Constitution. SS identify West Virginia s man-made and natural borders. SS explain reasons for and resulting consequences of conflicts and wars as they pertain to the formation of West Virginia as a state (e.g., French and Indian War, American Revolution, Civil War). SS identify men and women in West Virginia who have made significant contributions to our history in the public and/or private sectors (e.g., statehood movement, abolition movement, education, industry, literature, government). SS identify and explain the significance of historical experience and of geographical, social and economic factors that have helped to shape both West Virginia and American Society. SS identify and locate places of historical importance in West Virginia that can be visited by tourists. SS compare and contrast various citizens responses to controversial government actions. SS evaluate, take and defend positions on issues in which fundamental democratic values and principles are in conflict (e.g., liberty and equality, individual rights and the common good, majority rule, minority rights). SS describe the institution of slavery and its effect on the political, economic and social development of the United States. SS compare and contrast the political, economic and social conditions in the United States before and after the Civil war. SS analyze and describe the goals and actions of reformers and reform movements (e.g., women s rights, minorities, temperance, prisons, hospitals, schools). SS explain major conflicts in terms of causes and consequences. SS develop skills in discussion, debate and persuasive writing by analyzing historical situations and events to SS read and interpret historical charts, tables, graphs, narratives, primary source documents, political cartoons and timelines. SS identify and explain the effects of significant political developments and trends in the world before SS develop positions and formulate actions on the problems of today and predict challenges of the future (e.g., terrorism, religious conflict, weapons of mass destruction, population growth). SS examine historical and current conflicts and crises and compare resolutions within the framework of constitutional and totalitarian systems of government. SS investigate concerns, issues and conflicts related to universal human rights (e.g., Holocaust, diversity, tolerance, genocide). SS sequence and assess the development of civil rights in the United States and the world and describe the contributions of significant civil rights leaders. SS compare and evaluate the impact of stereotyping, conformity, acts of altruism and other behaviors on individuals and groups. SS analyze the goals and actions of reformers and reform movements (e.g., social economic, political).

11 SS Examine the characteristics of citizens rights, and explain why reasonable limitations are sometimes necessary. SS Evaluate, take and defend a position involving a conflict between an individual freedom and the common good regarding specific current issues (homeland security, civil liberties, human rights, race, gender, etc.) SS Evaluate, take and defend a position regarding the rights, privileges, responsibilities, and duties of American citizens when the conflicts arise. SS Evaluate and defend the political, religious, or economic climate as the most powerful influence on a nation s decision to go to war. SS Define the concept of freedom and explain, for the common good. SS evaluate historical and current social developments and issues from an economic perspective. SS explain how physical and human processes shape places and regions. SS analyze the influence of geographical features on the evolution of significant historic events and movements. Virginia Fourth Grade Virginia Studies VS.1 The student will develop skills for historical and geographical analysis including the ability to identify and interpret artifacts and primary and secondary source documents to understand events in history; determine cause and effect relationships; compare and contrast historical events; draw conclusions and make generalizations; make connections between past and present; sequence events in Virginia history; interpret ideas and events from different historical evaluate and discuss issues orally and in writing; analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. VS.7a The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia. Fifth Grade United States History to 1877 USI.8d The student will demonstrate knowledge of westward expansion and reform form 1801 to 1861 by d) identifying the main ideas of the abolitionist movement and suffrage movements. USI.9a The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by describing the cultural, economic, and constitutional issues that divided the nation. Maryland Grade 4 Standard 3.0 Geography B. Geographic Characteristics of Places and Regions 1. Describe similarities and differences of regions by using geographic characteristics d) Describe how geographic characteristics of a place or region change over time and affect the way people live and work Standard 5.0 History C. Conflict between Ideas and Institutions 2. Explain the political, cultural, economic and social changes in Maryland during the early 1800s b) Describe the importance of changes in industry, transportation, education, rights and freedoms in Maryland, such as roads and canals, slavery, B & O railroad, the National Road, immigration, public schools, and religious freedoms 3. Analyze regional differences in the Civil War and its effects on people in Maryland a) Describe the economic interests in Maryland, such as agriculture v. industrial and slave v. non-slave b) Explain why loyalties to the North and the South were divided in Maryland 4. Analyze how the institution of slavery impacted individuals and groups in Maryland a) Compare the lives of slave families and free blacks b) Describe the anti-slavery movement in Maryland c) Describe the growth of the Underground Railroad Grade 8 Standard 1.0 Political Science A. The Foundation and Function of Government 3. Evaluate roles and policies of the United States government regarding public policy and issues a) Examine the effect that national interests have on shaping government policy, such as the abolitionist movement and slavery, states rights, and regional commerce. B. Individual and Group Participation in the Political System 1. Analyze the influence of individuals and groups on shaping public policy d) Explain how the media, interest groups, and public opinion affected elected officials and government policy prior to the Civil War C. Protecting Rights and Maintaining Order 2. Explain how the United States government protected or failed to protect the rights of individuals and groups a) Describe the significance and effects of the Emancipation Proclamation