Welcome image

Linda Williams

williala@pwcs.edu
703-753-9969


Announcements:

NEW:  Office hours are on Thursdays from 1:30 PM to 3:00 PM.
Virtual class times are on Thursdays from 10:00 AM to 11:30 AM.

Hello Team Enterprise!  I hope you are all well!  I wanted to list for you all of the objectives that we have covered so far this school year.  You may refer to this list to review.  I will also be sharing some review activities you may do at home that match with these objectives.  

Objectives:

US1.1a - Analyze and interpret artifacts and primary and secondary sources.
US1.1b - Analyze and interpret geographic information
US1. 1c - Analyse and interpret charts, graphs, and pictures
US1.1d - Use evidence to draw conclusions and make generalizations
US1.1e - Compare and contrast historical, cultural, and political perspectives
US1.2a - Locate 7 continents and five oceans
US1.2b - Locate and describe the 8 major geographic regions of North America
US1. 2c - Locate major water features and explain their importance to the early history of the United States.
US1.2d - Recognize key geographic features on maps, diagrams, and photographs.

US1.3a  - Describe how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia.
US1.3b - Locate where First Americans lived with emphasis on the Inuit, Kwakiutl, Lakota, Pueblo, and Iroquois.
US1.3c - Describe how First Americans used resources in their environment.

US1.4a - Describe the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and English explorations.
US1. 4b - Describe the cultural and economic interactions between Europeans and First Americans that led to cooperation and conflict.
US1. 4c - Identify the location and describe the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders.

US1.5a - Describe the religious and economic events and conditions that led to the colonization of America.
US1. 5b - Describe life in the New England, Mid-Atlantic, and Southern colonies.
US1. 5c - Describe the specialization and interdependence among New England, Mid-Atlantic, and Southern Colonies.
US1.5d - Describe the colonial life in America from the perspectives of large landowners, farmers, artisans, merchants, women, free African Americans, indentured servants, and enslaved African Americans.
US1.5e - Explain the political and economic relationship between the colonies and Great Britain.
US1.6a - Explain the issues of dissatisfaction that led to the American Revolution
US1 6b - Describe how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence.
US1 6c - Describe the key events and roles of key individuals with the American Revolution with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and the Marquis de Lafayette.
US1 6d - Explain reasons why the colonies were able to defeat Great Britain.
US1. 7a - Explain the weaknesses and outcomes of the government established by the Articles of Confederation.
US1. 7b - Describe the historical development of the Constitution of the United States.
US1.7c - Describe the major accomplishments of the fist five presidents of the United States.


The objectives we have not yet covered:
US1 8a - Describe territorial expansion and how it affected the political map of the U.S. with emphasis on the Louisiana Purchase and the acquisitions of Florida, Texas, Oregon, and California.
US1 8b - Explain how geographic features influenced the westward movement of settlers.
US1 8c - Explain the impact of westward expansion on First Americans.
US1 8d- Describe the impact of inventions including the cotton gin, the reaper, the steamboat, and the steam locomotive.
USI 8e - Explain the main ideas of the abolitionist and women's suffrage movements
US19a -Describe the cultural, economic, and constitutional issues that divided the nation.
US1 9b - Explain how the issues of states' rights and slavery increased sectional issues.
US1 9c - Locate on a map the states that seceded from the Union and those that remained in the Union.
US1 9d - Describe 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.
US1 9e - Describe the critical developments in the war, including the location of major battles.
US1 9f - Describe the effects of the war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans.




Supplies:

All students will need a 3 ring binder, coloring supplies, glue sticks, and scissors.


Grading Policy:

Students will receive formative and summative grades.  All formative grades will count for 10% of the student's overall grade.  Formative grades may NOT be redone.  Summative grades are in two catagories, summative  and summative 2.  Summative  grades count for 60% of the student's overall grade.  These assignments include major unit tests and projects.  These assignments can be redone if needed.  Summative 2 grades are quizzes and target checks.  These grades will count for 30% of the student's overall grade and can also be redone if needed.  If there is a "NE" score, this means no evidence because the student has not turned in this assignment.  At the end of the marking period, any assignment with an"NE" will become and "NHI" (Not Handed In) and will result in a zero for that assignment.

Homework

All homework assignments are listed on the calendar.  Click on the calendar link to see the homework and due dates for projects and tests.  Generally, the home work is to review class notes and information.  Students have this information in their Social Studies binder.  They can bring this home each day, in addition to their textbook, in order to review.  Students may also click on the useful links section for internet review sites.


Table Talk:

This section is intended to give parents an opportunity for some meaningful discussions about social studies.  When you ask your child about what they did in social studies this week, you may want to ask:

  1. What is the purpose of checks and balances?
  2. Who is in charge of the Executive Branch?
  3. Name the two houses in the Legislative branch.
  4. How many judges are on the Supreme Court?
  5. What did the Great Compromise accomplish?  How are both big and little states satisfied with this?

If your child is in my class, and you would like to receive email alerts for items posted to my calendar, you may view step-by-step directions here: School Messenger Help for Parents (PDF). (this link is the tinyurl - tinyurl)

 

Please note: You will receive a separate email alert for each calendar you choose to subscribe to.