THE JOURNEY THROUGH HALLOWED GROUND – Field Trip Guide for Harpers Ferry
National Historical Park (3.1.3.20)
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: www.nps.gov/hafe
Location/Address: Harpers Ferry National Historical Park, PO Box 65, Harpers Ferry, West
Virginia 25425.
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) 535-2908
Administration office for reservations (304) 535 6223
Education Program Manager (304) 535 6283
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 11-12 and universities for fee waiver with reservation
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 304
6223 or at www.nps.gov/hafe
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.1.5.3 Identify characteristics of the past and contributions of heroic people using sources such as stories, folk tales, pictures, poems, legends, holidays
and customs.
SS.1.5.6 Participate in the collection and organization of historical data
SS.2.5.2 Explore the history of the community by identifying locally significant sites and people.
SS.3.1.4 Explain the importance of respect and protection of minorities.
SS.3.5.1 Explain the historical significance of major events, people and their contributions to the United States.
SS.3.5.3 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.3.5.4 Make historical inferences by analyzing artifacts and pictures.
SS.3.5.7 Explain the importance of respect for diversity in the heritage, culture, ideas and opinions of others.
SS.3.5.8 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.4.1.4 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.4.3.6 Describe how slavery and indentured servitude influenced the early economy of the United States.
SS.4.4.3 Analyze the effect of geographic factors in the development of transportation routes and settlement patterns in the Americas.
SS.4.5.8 Eexplore how and why family and community life differed in various regions of colonial North America.
SS.4.5.16 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.
3.12 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
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
Level II
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
Level II
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 100-200 years ago
Standard 7. Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
Level II
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.4.1.4 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.4.1.5 describe the qualities of responsible leadership by individuals and in groups.
SS.4.2.2 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.4.2.3 identify historical conflicts concerning individual rights and how those conflicts were resolved.
SS.4.3.3 analyze the factors that shaped the economy of the early colonies in the Americas.
SS.4.3.6 describe how slavery and indentured servitude influenced the early economy of the United States.
SS.4.4.3 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.4.4.5 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.4.5.4 identify the influence of various factors on the founding of the original colonies (e.g., economic, geographic, political, religious).
SS.4.5.5 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.5.3.3 explain the economic impact of slavery upon the development of the United States.
SS.5.3.4 list geographic factors that can enhance or limit economic activities in various United States regions.
SS.5.4.1 read, interpret and draw conclusions from United States maps (e.g., special purpose maps, graphs, charts, tables, timelines).
SS.5.4.10 use geography to describe historical events.
SS.5.5.4 explain why maintaining historical records and landmarks is important to the United States.
SS.5.5.6 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.5.5.14 analyze the impact of slavery and the Abolitionist Movement upon the development of the United States.
SS.5.5.15 identify causes, major events and important people of the Civil War.
SS.5.5.16 explain how various reconstruction plans succeeded or failed.
SS.6.4.6 draws conclusions about the effects of geography on transportation, culture, economic activities, population density and distribution.
SS.6.5.8 identify major historical events in the development of transportation systems (e.g., water, rail, motor vehicles, aviation).
SS.7.5.5 explain the role of racial and ethnic minorities, women and children in the advancement of civil rights.
SS.7.5.10 describe the role geo-politics played in historic events.
SS.8.5.4 sequence the events that led to the formation of the state of West Virginia.
SS.8.5.9 identify the role of ethnic and racial minorities, women and children in West Virginia’s history.
SS.8.5.10 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.8.5.14 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.8.5.15 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.8.5.16 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.8.5.17 identify and locate places of historical importance in West Virginia that can be visited by tourists.
SS.9.4.15 analyze the ways in which physical and human features have influenced the evolution of significant historic events and movements.
SS.9.5.17 compare and contrast the political, economic and social conditions in the United States before and after the Civil war.
SS.9.5.18 analyze and sequence the causes and effects of the major events of the Civil War and reconstruction.
SS.9.5.2 analyze and describe the goals and actions of reformers and reform movements (e.g., women’s rights, minorities, temperance, prisons,
hospitals, schools).
SS.10.5.5 identify and evaluate the interaction of early humans with their environment.
SS.11.3.1 evaluate the lifestyle changes brought on by industrialization, technology and transportation (e.g., debate industrializati on vs. maintaining
natural environment
and the implications for tourism).
SS.11.4.2 identify and locate the places significant to each period of study.
SS.11.5.14 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.11.5.27 analyze the goals and actions of reformers and reform movements (e.g., social, economic, political).
SS.12.4.4 explain how physical and human processes shape places and regions.
SS.12.4.17 analyze the influence of geographical features on the evolution of significant historic events and movements.
SS.12.4.18 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
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
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 citi zenship, 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.
4.7. 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.
5.5. 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.
5.14. 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).
8.7. 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).
8.10. 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
Level II
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
Level II
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
Level II
3. Understands how people over the last 200 years have continued to struggle to bring to all groups on American society to li berties 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
Level II
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
Level II
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
Level II
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.4.1.2 work independently and cooperatively to accomplish goals.
SS.4.1.3 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.4.1.4 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.4.1.5 describe the qualities of responsible leadership by individuals and in groups.
SS.4.3.3 analyze the factors that shaped the economy of the early colonies in the Americas.
SS.4.4.3 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.4.4.4 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.4.4.5 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.4.5.2 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.4.5.3 identify major leaders and events from America’s colonization through the Revolutionary War.
SS.4.5.4 identify the influence of various factors on the founding of the original colonies (e.g., economic, geographic, political, religious).
SS.4.5.5 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.4.5.6 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.4.5.13 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.4.5.18 analyze and interpret information from pictures and news sources related to historical events and people.
SS.5.4.6 discuss and define the various regions of the United States.
SS.5.4.8 explain the relationship of the environment to cultures in the United States.
SS.5.4.10 use geography to describe historical events.
SS.5.5.4 explain why maintaining historical records and landmarks is important to the United States.
SS.5.5.5 interpret quotes of famous Americans from various periods of history.
SS.5.5.7 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.5.5.12 list he reasons for westward expansion and explain how it affected the inhabitants of the American West (e.g., Native American).
SS.6.3.1 explain the economic reasons for immigration and migration worldwide throughout history.
SS.6.5.8 identify major historical events in the development of transportation systems (e.g., water, rail, motor vehicles, aviation).
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.
5.1. 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).
8.5. 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
Level II
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)
Level III
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
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.4.1.4 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.4.1.5 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.4.2.2 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.4.2.3 identify historical conflicts concerning individual rights and how those conflicts were resolved.
SS.4.3.3 analyze the factors that shaped the economy of the early colonies in the Americas.
SS.4.3.6 describe how slavery and indentured servitude influenced the early economy of the United States.
SS.4.4.3 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.4.4.6 analyze and compare the effects of geographic factors upon people’s jobs, food, clothing, shelter, services and interaction with the outside
world.
SS.4.5.4 identify the influence of various factors on the founding of the original colonies (e.g., economic, geographic, political, religious).
SS.5.1.5 identify and analyze differences between individual responsibilities, privileges and rights of American citizenship.
SS.5.2.1 give examples of how government does or does not provide for the needs and wants of people, establish order and manage conflict.
SS.5.4.10 use geography to describe historical events.
SS.5.5.3 describe the development of transportation in the United States and explain its impact on settlement, industry and residential patterns.
SS.5.5.5 interpret quotes of famous Americans from various periods of history.
SS.5.5.6 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.5.5.7 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.5.5.11 identify and explain social and technological changes that took place during the Industrial Revolution in the United States.
SS.5.5.14 analyze the impact of slavery and the Abolitionist Movement upon the development of the United States.
SS.5.5.15 identify causes, major events and important people of the Civil War.
SS.6.1.5 analyze and evaluate the influence of various forms of citizen action on public policy (e.g., petitions, lobbying, demonstrations, civil
disobedience).
SS.6.5.6 explain and describe the development of slavery and its impact on the political, economic and social systems throughout the world.
SS.6.5.10 explain the Industrial Revolution and the effects it had on the lives of people throughout the world.
SS.6.5.12 compare and contrast the worth of the individual in different societies over time.
SS.7.1.2 explain actions citizens take to influence public policy decisions.
SS.7.5.3 identify conditions that have influenced or altered the movement of people throughout the world and time.
SS.7.5.5 explain the role of racial and ethnic minorities, women and children in the advancement of civil rights.
SS.7.5.9 use a variety of credible sources to construct and interpret the past.
SS.7.5.10 describe the role geo-politics played in historic events.
SS.8.1.8 analyze the influence of diverse forms of public opinion on the development of public policy and decision making.
SS.8.1.14 develop and utilize a process to express opinion, resolve problems and/or seek assistance.
SS.8.2.10 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.8.4.3 identify West Virginia’s man-made and natural borders.
SS.8.5.10 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.8.5.14 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.8.5.15 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.8.5.17 identify and locate places of historical importance in West Virginia that can be visited by tourists.
SS.9.1.1 compare and contrast various citizens’ responses to controversial government actions.
SS.9.1.6 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.9.5.16 describe the institution of slavery and its effect on the political, economic and social development of the United States.
SS.9.5.17 compare and contrast the political, economic and social conditions in the United States before and after the Civil war.
SS.9.5.20 analyze and describe the goals and actions of reformers and reform movements (e.g., women’s rights, minorities, temperance, prisons,
hospitals, schools).
SS.9.5.23 explain major conflicts in terms of causes and consequences.
SS.9.5.26 develop skills in discussion, debate and persuasive writing by analyzing historical situations and events to 1900.
SS.10.5.3 read and interpret historical charts, tables, graphs, narratives, primary source documents, political cartoons and timelines.
SS.10.5.4 identify and explain the effects of significant political developments and trends in the world before 1900.
SS.11.1.4 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.11.2.6 examine historical and current conflicts and crises and compare resolutions within the framework of constitutional and totalitarian systems of
government.
SS.11.5.12 investigate concerns, issues and conflicts related to universal human rights (e.g., Holocaust, diversity, tolerance, genocide).
SS.11.5.14 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.11.5.21 compare and evaluate the impact of stereotyping, conformity, acts of altruism and other behaviors on individuals and groups.
SS.11.5.27 analyze the goals and actions of reformers and reform movements (e.g., social economic, political).
SS.12.1.8 Examine the characteristics of citizens’ rights, and explain why reasonable limitations are sometimes necessary.
SS.12.1.11 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.12.1.12 Evaluate, take and defend a position regarding the rights, privileges, responsibilities, and duties of American citizens when the conflicts arise.
SS.12.2.3 Evaluate and defend the political, religious, or economic climate as the most powerful influence on a nation’s decision to go to war.
SS.12.2.11 Define the concept of freedom and explain, “for the common good.”
SS.12.3.12 evaluate historical and current social developments and issues from an economic perspective.
SS.12.4.4 explain how physical and human processes shape places and regions.
SS.12.4.17 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
Standard 5.0 History
C. Conflict between Ideas and Institutions
4. Analyze the institution of slavery and its influence on societies in the United States
a) Describe pro-slavery and anti-slavery positions and explain how debates over slavery influenced politics and sectionalism
b) Analyze the experiences of African-American slaves and free blacks
c) Compare the relationship of abolitionists to the other reform movements
5. Analyze factors affecting the outcome of the Civil War
b) Analyze the ideological breakdown that resulted form different events and issues, such as Virginia-Kentucky resolutions, the Hartford Convention,
nullification/states’ rights, political party division, the Dred Scott decision, John Brown raids
Washington D.C.
5.3. Students describe the rapid growth of slavery in the South after 1800
3. Identify the characteristics of slave life and the resistance on plantations and farms across the south.
5.5. Students summarize the causes and consequences of the Civil War
1. Describe the extension of and controversy about slavery into the territories, including popular sovereignty, the Dred Scott decision, and the
Kansas-Nebraska Act.
2. Explain the role of abolitionists, including reformers Frederick Douglass, William Lloyd Garrison, Harriet Beecher Stowe, Martin Delany, and John
Brown.
8.10. 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”).
6. Identify the conditions of enslavement, and explain how slaves adapted and resisted in their daily lives.
National
GRADE K-4 HISTORY
Standard 3. Understands the people, events, problems, and ides that were significant in creating the history of their state
Level II
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
Level II
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)
HISTORICAL UNDERSTANDING
Standard 2. Understands the historical perspective
Level II
2. Understands that specific individuals had a great impact on history
Level III
1. Understands that specific individuals and the values those individuals held had an impact on history
2. Analyze s the influence specific ideas and beliefs had on a period of history
UNITED STATES HISTORY
Standard 13. Understands the causes of the Civil War
Level II
1. Understands slavery prior to the Civil War (e.g., the importance of slavery as a principal cause of the Civil War, the growing influence of
abolitionists, childrens’ roles and family life under slavery
Level IV
2. Understands events that fueled the political and sectional conflicts over slavery and ultimately polarized the North and the South (e.g., the Missouri
Compromise, the Wilmot Proviso, the Kansas-Nebraska Act
Under Fire
Grades 4 – 12
Harpers Ferry, a border town between north and south, was under military occupation throughout the Civil War. Students role play dilemmas
faced by families who lived here during this difficult time. Each team “adopts” a family and must make the decision if they should remain or
leave and why. As students move through time and place, they discover what actually happened to “their” families. 1 hour
West Virginia
SS.WV.4.8 explore West Virginia’s population, products, resources, transportation, state
parks, forests, and scenic/recreational resources.
SS.4.1.4 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.4.1.5 describe the qualities of responsible leadership by individuals and in groups.
SS.4.2.2 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.4.5.9 compare the family lives of different groups and strata in colonial times including the roles and responsibilities of men, women, children and the
elderly.
SS.4.5.18 analyze and interpret information from pictures and news sources related to historical events and people.
SS.5.4.10 use geography to describe historical events.
SS.5.5.5 interpret quotes form famous Americans from various periods of history.
SS.5.5.6 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.5.5.14 analyze the impact of slavery and the Abolitionist Movement upon the development of the United States.
SS.5.5.15 identify causes, major events and important people of the Civil War.
SS.7.5.9 use a variety of credible sources to construct and interpret the past.
SS.8.5.14 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.8.5.15 identify and explain the significance of historical experience and of geographical, social and economic factors that have helped to shape both
West Virginian and American society.
SS.8.5.17 identify and locate places of historical importance in west Virginia that can be visited by tourists.
SS.9.5.17 compare and contrast the political, economic and social conditions in the United States before and after the Civil war.
SS.9.5.18 analyze and sequence the causes and effects of the major events of the Civil War and reconstruction.
SS.10.5.2 describe the changes in the status of women and children throughout different historical periods.
SS.10.5.3 read and interpret historical charts, tables, graphs, narratives, primary source documents, political cartoons and timelines.
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 char acteristics, 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.
Describing virginia’s role in the war, including identifying major battles that took place in Virginia .
Grade 5 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.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
f) describing the effects fo war from the perspectives of Union and Confederate soldiers (including black soldiers), women and slaves.
Maryland
Grade 4
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 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
Washington D.C.
5.5. Students summarize the causes and consequences of the Civil War.
5. Describe the experience of the war on the battlefield and home front.
8.11. Students analyze the multiple causes, key events, and complex consequences of the Civil War.
8. Explain how the war affected combatants, civilians, the physical environment, and future warfare.
National
GRADE K-4 HISTORY
Standard 2. Understands the history of a local community and how communities in North America varied long ago
Level II
1. Knows of problems in the community’s past, the different perspectives of those involved, the choices they had, and the solutions they chose
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
UNITED STATES HISTORY
Standard 14. Understands the course and character of the Civil War and its effects on the American people
Level IV
5. Understands how the Civil war influenced both military personnal and civilians (e.g., the treatment of African American soldiers in the Union Army
and Confederacy, how the war changed gender roles and traditional attitudes toward women in the work force)
Soldier’s Story
Grades 4 – 9
What was life like for soldiers garrisoned at Harpers Ferry? What significant military action took place here? Why was Harpers Ferry so
important? As students experience soldier’s life they discover the answers to these questions. Students are “enlisted” into the infantry, issued
a wooden gun and kepi, and taught drill. A soldiers’ trivia competition determines what “company” will move ahead to capture the
Confederate flag. Scheduled on the hour only. 1 hour
West Virginia
SS.WV.4.8 explore West Virginia’s population, products, resources, transportation, state parks, forests, and scenic/recreational resources.
SS.5.4.10 use geography to describe historical events.
SS.5.5.5 interpret quotes of famous Americans from various periods of history.
SS.5.5.6 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.5.5.8 explain how songs, symbols and slogans demonstrate freedom of expression and the role of protest in democracy (e.g., the abolition of slavery,
women’s suffrage, labor movements, the Civil Rights movement).
SS.5.5.15 identify causes, major events and important people of the Civil War.
SS.7.5.9 use a variety of credible sources to construct and interpret the past.
SS.7.5.10 describe the role geo-politics played in historic events.
SS.8.5.15 identify and explain the significance of historical experience and of geographical, social and economic factors that have helped to shape both
West Virginian and American society.
SS.8.5.16 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.8.5.17 identify and locate places of historical importance in West Virginia that can be visited by tourists.
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.
GRADE 5 United States History to 1877
USI.9f The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
f) describing the effects of war from the perspective of Union and Confederate soldiers (including black soldiers), women, and slaves.
Maryland
Washington D.C.
5.5. Students summarize the causes and consequences of the Civil War.
4. Identify Union and Confederate States at the outbreak of the Civil War, Yankees and
Rebels (Blue and Gray), and the role of African American
troops in the war.
5. Describe the experience of the war on the battlefield and home front.
8.11. Students analyze the multiple causes, key events, and complex consequences of the Civil War.
5. Explain the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, and Robert E. Lee) and soldiers on both sides of the war, including
those of black soldiers and regiments.
National
UNITED STATES HISTORY
Standard 14. Understands the course and character of the Civil War and its effects on the American people
Level IV
5. Understands how the Civil war influenced both military personnal and civilians (e.g., the treatment of African American soldiers in the Union Army
and Confederacy, how the war changed gender roles and traditional attitudes toward women in the work force)
Black Voices
Grades 4 – 12
Students explore the story of the African-American experience from the 18th through the 20th century through situation and response.
Students travel through place and story discovering how individuals met the challenges from enslavement to civil war to civil rights. 1 hour
West Virginia
SS.WV.4.8 explore West Virginia’s population, products, resources, transportation, state parks, forests, and scenic/recreational resources.
SS.9.5.12
identify and explain the impact of United States Supreme Court decisions (e.g., Marbury v. Madison, McCollough v. Maryland, Dred Scott,
Plessy v. Ferguson).
SS.4.1.4 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.4.1.5 describe the qualities of responsible leadership by individuals and in groups
SS.4.2.1 explain how the rule of law and limited government protect individual rights and the common good.
SS.4.2.2 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.4.2.3 identify historical conflicts concerning individual rights and how those conflicts were resolved.
SS.4.3.6 describe how slavery and indentured servitude influenced the early economy of the United States.
SS.4.5.10 explain how African Americans came to America and how slavery developed.
SS.4.5.18 analyze and interpret information from pictures and news sources related to historical events and people.
SS.5.3.3 explain the economic impact of slavery upon the development of the United States.
SS.5.4.10 use geography to describe historical events.
SS.5.5.5 interpret quotes of famous Americans from various periods of history.
SS.5.5.6 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.5.5.8 explain how songs, symbols and slogans demonstrate freedom of expression and the role of protest in democracy (e.g., the abolition of slavery,
women’s suffrage, labor movements, the Civil Rights movement).
SS.5.5.14 analyze the impact of slavery and the Abolitionist Movement upon the development of the United States.
SS.5.5.15 identify causes, major events and important people of the Civil War.
SS.6.5.6 explain and describe the development of slavery and its impact on the political, economic and social systems throughout the world.
SS.6.5.12 compare and contrast the worth of the individual in different societies over time.
SS.6.5.15 identify key figures, philosophies and events in the Civil Rights movements including minority rights and the rights of women (e.g., apartheid,
Mandela).
SS.7.5.5 explain the role of racial and ethnic minorities, women and children in the advancement of civil rights.
SS.7.5.9 use a variety of credible sources to construct and interpret the past.
SS.7.5.10 describe the role geo-politics played in historic events.
SS.8.5.9 identify the role of ethnic and racial minorities, women and children in West Virginia’s history.
SS.8.5.14 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.8.5.15 identify and explain the significance of historical experience and of geographical, social and economic factors that have helped to shape both
West Virginian and American society.
SS.8.5.16 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.8.5.17 identify and locate places of historical importance in west Virginia that can be visited by tourists.
SS.9.1.5 evaluate ways conflicts can be resolved in a cooperative, peaceful manner that respects individual rights and promotes the common good.
SS.9.5.12 identify and explain the impact of United States Supreme Court decisions (e.g., Marbury v. Madison, McCollough v. Maryland, Dred Scott,
Plessy v. Ferguson).
SS.9.5.16 describe the institution of slavery and its effect on the political, economic and social development of the United States.
SS.9.5.17 compare and contrast the political, economic and social conditions in the United States before and after the Civil war.
SS.9.5.18 analyze and sequence the causes and effects of the major events of the Civil War and reconstruction.
SS.9.5.20 analyze and describe the goals and actions of reformers and reform movements (e.g., women’s rights, minorities, temperance, prisons,
hospitals, schools).
SS.10.5.2 describe the changes in the status of women and children throughout different historical periods.
SS.11.1.7 identify and explain the importance of the personal and political responsibilities, privileges and rights of citizens.
SS.11.5.14 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.11.5.27 analyze the goals and actions of reformers and reform movements (e.g., social, economic, political).
SS.12.2.11 Define the concept of freedom and explain, “for the common good.”
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.4a The student will demonstrate knowledge of life in the Virginia colony by
a) explaining the importance of agriculture and its influence on the institution of slavery.
VS.7aThe 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.
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.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.9 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.
Explaining how the issues of states’ rights and slavery increased sectional tensions.
USI.10 The student will demonstrate knowledge of the effects of Reconstruction on American life by
a) identifying the provisions of the 13th, 14th, and 15th Amendments to the Constitution of the United States of America and their impact on the
expansion of freedom in America.
Grade 6 United States History: 1877 to the Present
USII.3 The student will demonstrate knowledge of how life changed after the Civil War by
describing racial segregation, the rise of “Jim Crow,” and other constraints by African Americans in the post-Reconstruction South.
Grade 11 Virginia and United States History
VUS.6c The student will demonstrate knowledge of the major events during the first half of the nineteenth century by
describing the cultural, economic, and political issues that divided the nation, including slavery, the abolitionist and women’s suffrage
movements, and the role of the states in the Union.
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 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
2. Analyze the impact of historic documents and practices that became the foundation of the American political system during the early national period.
g. Evaluate the significance of the Civil War Amendments (13th, 14th, and 15th) and how they protected individual rights.
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.
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
a. Examine examples of conflict and compromise among different ethnic, religious, and gender groups
b. Describe how cultural, economic and political differences contributed to sectionalism
c. Describe various reform movements such as abolition, women’s rights, and education
d. Describe the effects of early industrialization on individuals and families
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 citi zenship, 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
4. Analyze the institution of slavery and its influence on societies in the United States
a) Describe pro-slavery and anti-slavery positions and explain how debates over slavery influenced politics and sectionalism
b) Analyze the experiences of African-American slaves and free blacks
c) Compare the relationship of abolitionists to the other reform movements
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 fo 1850
b) Analyze he 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.
5.5. Students summarize the causes and consequences of the Civil War
1. Describe the extension of and controversy about slavery into the territories, including popular sovereignty, the Dred Scott decision, and the
Kansas-Nebraska Act.
2. Explain the role of abolitionists, including reformers Frederick Douglass, William Lloyd Garrison, Harriet Beecher Stowe, Martin Delany, and John
Brown.
6. Analyze the rationales for the Emancipation Proclamation and the emancipation for African Americans in Washington, DC.
5.6. Students explain the successes and failures of Reconstruction
4. Describe the 13th, 14th, and 15th Amendments, as well as African American political and economic progress.
5.14. 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).
8.10. 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”).
6. Identify the conditions of enslavement, and explain how slaves adapted and resisted in their daily lives.
8.12. Students analyze the character and lasting consequences of Reconstruction.
1. Explain the 13th, 14th, and 15th amendments to the Constitution and their connection to Reconstruction.
National
GRADE K-4 HISTORY
Standard 4. Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
Level II
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)
HISTORICAL UNDERSTANDING
Standard 2. Understands the historical perspective
Level II
2. Understands that specific individuals had a great impact on history
Standard 15. Understands how various reconstruction plans succeeded or failed
Level II
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)
Standard 20. Understands how Progressives an others addressed problems of industrial capitalism, urbanization, and political corruption
Level IV
3. Understands how the Progressive movement influenced different groups in American society (e.g., the counter-Progressive programs of labor
organizations compared to social democratic programs in industrial Europe, the response of mainstream Progressives to women’s issues, the changing
perception of Native American assimilation under Progressivism, the founding of the NAACP, how African American women contributed to the movement,
how the International Ladies Garment Workers Union provided alternatives to the success of the Progressive movement to groups outside the
mainstream)
Virginius Island
Grades 6 - 12
Students explore Virginius Island, an industrial community of the 19th-century. What happened to the Island? Why is the town gone?
Students use clues to discover to learn about what happened to the island and why this significant waterpower site, once home to many 19thcentury industries, is now gone. 90 minutes
West Virginia
SS.WV.4.8 explore West Virginia’s population, products, resources, transportation, state parks, forests, and scenic/recreational resources.
SS.6.4.6 draw conclusions about the effects of geography on transportation, culture, economic activities, population density and distribution.
SS.6.5.8 identify major historical events in the development of transportation systems (e.g., water, rail, motor vehicles, aviation).
SS.7.3.2 analyze how geography influences the economy of a region.
SS.7.4.14 identify how human processes impact the world’s physical environment (e.g.,pollution, clear-cutting, strip mining).
SS.7.5.9 use a variety of credible sources to construct and interpret the past.
SS.7.5.10 describe the role geo-politics played in historic events.
SS.8.5.14 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.8.5.15 identify and explain the significance of historical experience and of geographical, social and economic factors that have helped to shape both
West Virginian and American society.
SS.8.5.17 identify and locate places of historical importance in West Virginia that can be visited by tourists.
SS.9.4.7 explain the impact of health and cultural consideration on the quality of life over different historical time periods.
SS.9.4.9 describe geographic differences that contributed to economic
development and regionalism prior to the Civil War.
SS.9.5.19 describe the effects of technological change on the United States (e.g., agriculture, transportation, industry, labor, society).
SS.10.5.5 identify and evaluate the interaction of early humans with their environment.
SS.10.5.18 identify and assess the Agricultural and Industrial revolutions.
SS.11.3.1 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.11.3.7 analyze how basic economic systems deal with supply/demand, investment/capital, savings, and labor/labor unions.
SS.11.3.9 explain the impact of technology and industrialization on the development of mass production and mass consumption.
SS.11.4.4 relate and interpret the importance of geographic factors to social,
political, economic and technological change (e.g., describe how West Virginia’s geography has influenced laws that impact business, including tourism,
as well as the quality of life in the state).
SS.11.4.5 identify United States settlement patterns after 1900 and draw conclusions about causes and effects.
SS.11.4.6 analyze and assess the impact of human decision-making and
technology on the environment.
SS.11.4.8 interpret and assess the impact of unpredictable environmental changes (e.g., earthquakes, El Nino, drought, flooding).
SS.11.4.9 apply geographic factors/features in relationship to development of civilizations.
SS.11.4.11 predict how physical and human geographic and human geographic features influence the evolution of significant historic events and
movements.
SS.11.5.1 analyze and explain the response of the United States and the world to industrialization and urbanization.
SS.12.3.12 evaluate historical and current social developments and issues from an economic perspective.
SS.12.4.4 explain how physical and human processes shape places and regions.
SS12.4.5 identify human and physical changes in places and regions, and explain the factors that contribute to those changes.
SS.12.4.6 analyze and explain the interdependence and linkages between places and regions.
SS.12.4.10 analyze growth, decline, and development of cities over time.
SS.12.4.12 discuss global geographical situations (economic, social, and political) and their implications (e.g., global warming, endangered species,
terrorism, air pollution, habitat destruction, floods, resource distribution).
SS.12.4.13 analyze the role of physical and human geographic factors on economic patterns.
SS.12.4.15 discuss societal impacts on the environment and the affects of environment on societies.
SS.12.4.17 analyze the influence of geographical features on the evolution of significant historic events and movements.
SS.12.4.18 analyze the impact of technology on environments and societies over time and space.
Virginia
WG.7a The student will identify natural, human, and capital resources and explain their significance by
showing patterns of economic activity and land use.
WG.7b The student will identify natural, human, and capital resources and explain their significance by
evaluating perspectives and consequences regarding the use of resources.
Civil War Travel Trunk
Grades 4 - 8
Students discover what life was like during the Civil War by looking at journal entries and artifacts from the era. Lessons are centered on the
life of a 20 year old Union soldier from Massachusetts and an 8 year old girl from Harpers Ferry who wrote about their Civil War experiences
in Harpers Ferry. Students will be able to learn about under-examined themes of the Civil War; Occupation, Women’s Lives, and NonTraditional Casualties (those that don’t occur on the front lines). Approximately 1-2 weeks. Teachers will need to pick up and deliver the
trunk.
West Virginia:
SS.4.1.2 work independently and cooperatively to accomplish goals
SS.4.3.6 describe how slavery and indentured servitude influenced the early economy of the US
SS.S.4 describe the physical and human characteristics of place and explain how the lives of people are rooted in places and regions
SS.4.4.3 analyze the effect of geographic factors in the development of transportation routes and settlement patterns in the Americas
SS.4.5.1 interpret and/or complete data presented in timeline format
SS.4.5.16 analyze various sources for reconstructing the past such as documents, letters, diaries, maps, photos, and others
SS.S.1 develop a respect for symbols, ideas, and concepts of the United States and describe the roles of significant individuals
SS.WV.1.4 take and defend a position as to why fulfilling one’s civic responsibility is important
SS.WV.4.9 find an absolute West Virginia location and a relative location
SS.S.5 examine, analyze and explain historical relationships using chronology to sequence and organize events and people in history (Chronology)
Use the processes and resources of historical inquiry to gather, examine, compare, analyze and interpret historical data (Skills and
application)
Examine, analyze and synthesize historical knowledge of major events, individuals, cultures and the humanities in West Virginia, the United
States and the World (Culture & Humanities)
SS.WV.5.3 compare and contrast past and present lifestyles of West VirginiansSS.5.1.5 identify and analyze differences between individual
responsibilities, privileges and rights of American citizenship
SS.5.2.1 give examples of how government does or does not provide for the needs and wants of people, establish order and manage conflict
SS.5.2.7 analyze the importance of government in the classroom school, community, state and nation
SS.S.4 interpret, use and construct maps, globes and other geographic tools to locate and derive information about personal directions, people, places
and environments
Describe the physical and human characteristics of place and explain how the lives of people are rooted in places and regions
SS.5.4.1 read, interpret and draw conclusions from United States maps (e.g. timelines)
SS.5.5.15 identify causes, major events and important people of the Civil War.
SS.8.5.10 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.9.1.1 compare and contrast various citizens’ responses to controversial government actions.
SS.9.1.2 explain the importance of the fundamental democratic values and principles of United States constitutional democracy upon individuals,
communities and nations.
SS.9.1.3 make informed decisions as to what government should and should not do.
SS.9.1.6 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.9.1.7 define United States citizenship and evaluate the characteristics of citizenship.
SS.9.5.17 compare and contrast the political, economic and social conditions in the United States before and after the Civil War.
SS.9.5.24 identify, analyze and interpret primary sources (e.g., artifacts, diaries, letters, photographs, art, documents, newspapers) and contemporary
media (e.g., television, movies, computer information systems) to better understand events and life in the United States to 1900.
SS.9.5.26 develop skills in discussion, debate and persuasive writing by analyzing historical situations and events to 1900.
Virginia
United States History to 1877
Skills
USI.1 The student will develop skills for historical and geographical analysis, including the ability to
identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877;
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;
evaluate and discuss issues orally and in writing;
analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events;
distinguish between parallels of latitude and meridians of longitude;
interpret patriotic slogans and excerpts from notable speeches and documents.
Civil War and Reconstruction: 1860s to 1877
USI.9 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;
explaining how the issues of states’ rights and slavery increased sectional tensions;
identifying on a map the states that seceded from the Union and those that remained in the Union;
describing 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;
using maps to explain critical developments in the war, including major battles;
describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves.
USI.10 The student will demonstrate knowledge of the effects of Reconstruction on American life by
identifying the provisions of the 13th, 14th, and 15th Amendments to the Constitution of the UnitedStates and their impact on the expansion
of freedom in America;
describing the impact of Reconstruction policies on the South.
Virginia Studies
Skills
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.
Civil War and Post-War Eras
VS.7 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;
describing Virginia’s role in the war, including identifying major battles that took place in Virginia.
Frederick County, MD
Social Studies Essential Discipline Goals
SS.AS1.10.02 Explain interrelationships among physical and human characteristics that shape the identity of places.
SS.AS1.10.04 Describe how and why people migrate and analyze consequences of the migration.
SS.AS1.70.01 Make decisions and analyze decisions of individuals, groups, and institutions in other times and places and evaluate the
consequencesSS.AS1.70.02 Analyze situations that illustrate conflict between conscience and respect for authority, and describe the views and lives of
leaders and soldiers on both sides of the war... analyze and explain how people and institutions experienced scarcity and hardships... and the choices
with which they were faced,
Washington County, MD
Pre-K-12 Essential Curriculum Social Studies Outcomes
Demonstrate an understanding of geographic concepts and processes as needed to examine the role of culture, technology, and the environment in the
location and distribution of human activities.
Demonstrate attainment of a positive self-concept and empathy toward others in order to improve interaction among individuals and groups in our
democratic society.
Demonstrate attainment of understandings and attitudes needed to secure a reasoned commitment to human dignity, justice, and democratic processes.
Maryland
Fourth Grade
Standard 1.0 History
5. Identify the causes of the Civil War and its effects on people in Maryland
a) Describe the growing tensions between the North and South and its effects on the populations
b) Explain how the Underground Railroad in Maryland contributed to the escape of enslaved people
Eighth Grade
Standard 1.0 Social Studies
8. Analyze the institution of slavery and its influence on United States and Maryland societies
a) Describe pro-slavery and anti-slavery positions and explain how debates over slavery influenced politics and sectionalism
b) Analyze the experiences of African American slaves, free blacks, and the influence of abolitionists
9. Analyze how tensions escalated between the North and the South before the Civil War
a) Analyze how the governmental policies led to the escalation of tensions between the North and the South, such as the Missouri Compromise, the
Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott Decision
b) Explain how the 1860 election led to the secession of the southern states
10. Identify key events and turning points of the Civil War using historical inquiry
a) Identify the goals, resources, and strategies of the North and the South
b) Identify the geographic, technological, and military factors that contributed to the outcome of the Civil War
c) Describe the views and lives of leaders and soldiers on both sides of the war
Other Site Features of Interest to Students and Teachers
History Searches and Scavenger Hunts on-line
Hiking opportunities (maps can be located on website or picked up at visitors center)
Teacher summer workshops and one-day programs
Leadership program
BTW field science programs
Pre-Visit Materials Available
Teachers Resource information available at request.