Program Title: Degrees of Latitude
Program Length: 60 Min
Delivery Method: Video Conferencing
Program Provider: Colonial Williamsburg
Site Limit: 10 Schools
Additional Information: http://www.history.org/history/teaching/eftsched04.cfm

Description: Charting the New World was the task of American surveyors and European mapmakers.  This is a 21st-century look at the craftsmanship and importance of 18th-century mapmaking that reveals for student historians the geography of a rapidly changing world.

Social Studies Standards

4-5

Goal 1 – HISTORY

Students will understand the emergence and development of civilizations and cultures over time and place.

Indicator 1: Analyze the chronology of various historical eras to determine connections and cause/effect relationships.

1. describe life in America before the 17^th century by identifying and describing the arrival, settlement, and culture of the first Americans, including Indians of the Northwest, Southwest, Plains, Eastern Woodlands, and Middle America; and inferring how climate and geography influenced the way various Indian tribes lived.
2. locate the routes and evaluate early explorations of the Americas in terms of reasons for explorations, obstacles and accomplishments of key expeditions from Spain, Portugal, France, and England; life changing impact on the first Americans; and competition that developed among European powers for control of North America.
3. compare influential people and events in the American Revolution, such as King George, Lord Cornwallis, John Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George Washington, Thomas Jefferson, and Patrick Henry.
4. describe military strategies that resulted in the defeat of the British.
5. identify the steps in the formation of the new government in terms of British and Colonial belief in representative government as demonstrated in the Magna Carta, English Bill of Rights, the Mayflower Compact, and the Articles of Confederation; the philosophy of government expressed in the Declaration of Independence; the U.S. Constitution and Bill of Rights; and the separation of powers in the federal government and the powers reserved for states.
6. weigh the challenges faced by the new United States government in regard to ratification of the Constitution, major issues facing the first four presidents in establishing a strong cohesive government, conflicts that resulted in the emergence of two political parties, and conflicts involved with the War of 1812.
7. summarize the growth and change in America from the Revolution to 1861 with emphasis on territorial exploration, expansion, and settlement of the Louisiana Purchase; acquisition of Florida, Texas, Oregon, and California; the influence of geographic, economic, and climatic factors on the movement of people, goods, and services (voluntarily and involuntarily as in the Trail of Tears); the effect of American relationships with other countries on our westward expansion; and the impact of inventions such as the steamboat, cotton gin, and locomotives on life in America.
8. describe key events, and identify causes and effects of the Civil War and Reconstruction in terms of social, economic, and philosophical differences between the North and the South as embodied in the Lincoln/Douglas debates; events leading to secession and war; prominent leaders of the North and South such as Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, and Harriet Tubman; campaign strategies and pivotal battles; the Emancipation Proclamation and Gettysburg Address; and the impact of reconstruction policies on both the North and the South.

Indicator 2: Evaluate the influence of varying values and philosophies on the development of civilizations and cultures.

1. relate factors of colonial America that led to the founding of the colonies, emphasizing the reasons for settling in the colonies, including escape from religious persecution, release from prison, economic opportunity, and adventure; and contrasts of the colonial regions (New England, mid-Atlantic, and South) in regard to geography, economy, and culture.
2. describe the political and economic relationship between the colonies and England; and conflicts between the colonies and England that led to the American Revolution.

Goal 2 – GEOGRAPHY

Students will understand the interrelationships of people, places, and the environment.

Indicator 1: Analyze information from geographic representation, tools, and technology to define location, place, and region.

1.  apply longitude and latitude to find absolute locations on a map.

2.  determine the purpose of and use appropriate maps, including relief, product, road maps      and mileage tables, time zones, migration/movement patterns, population, and historical.

3.  compare maps of different scales.

Goal 3 – CIVICS (Government)

Students will understand the historical development and contemporary role of governmental power and authority.

Indicator 1: Analyze the various forms and purposes of government in relationship to the needs of individuals and societies.

1. define and list examples of various forms of government, including a democracy, republic, monarchy, and dictatorship.
2. define our democratic government in terms of levels of government such as local, state, and national; branches of government such as legislative, executive, and judicial; and the governmental bodies such as councils, boards, and legislatures.
3. identify examples from history of conflicts over rights, how the conflicts were resolved, and the important people who helped resolve them from colonial times through the Civil War with emphasis on the Revolutionary War and the Civil War.

Indicator 2: Evaluate the impact of historical events, and documents on the formation of the United States government.

1. discuss democratic principles in regard to political parties and their symbols.
2. interpret patriotic slogans, excerpts from notable speeches, and documents in United States history through the Civil War, such as "give me liberty or give me death" by Patrick Henry, "remember the Alamo," Gettysburg Address, Preamble to the Constitution, and Declaration of Independence.

Indicator 3: Analyze the constitutional rights and responsibilities of United States citizens.

1. describe how citizens of a democracy give the government authority to make decisions on their behalf.

Goal 4 – ECONOMICS

Indicator 1: Analyze the economic impact of the availability and utilization of various resources on societies.

1. summarize the role of supply and demand in early United States history.

Indicator 2: Analyze the role of various economic systems in the social, political, and economic development of societies.

1. analyze the economic differences between the North and South during the Civil War period.
2. describe examples of various institutions that make up economic systems, such as households, businesses, banks, government agencies, labor unions, and corporations.

Social Studies Standards

6-8

Goal 2 – GEOGRAPHY

Students will understand the interrelationships of people, places, and the environment.

Indicator 1: Analyze information from geographic representation, tools, and technology to define location, place, and region.

1. use maps, globes, and other geographic tools to analyze the human and physical features in order to recognize the different map projections and explain the concept of distortion; explain the characteristics, purposes, and differences among maps, globes, aerial photographs, geographic models, and satellite images; apply the concepts of scale, orientation, latitude and longitude; create and compare political, physical, and thematic maps (e.g., choropleth maps, cartograms) of countries and regions; and create and interpret charts, graphs, and diagrams.

Goal 3 – UNITED STATES HISTORY

Students will understand the emergence and development of civilizations and cultures over time and place.

Indicator 1: Analyze the chronology of various historical eras to determine connections and cause/effect relationships

1. identify and explain the sources of conflict which led to the American Revolution with emphasis on Proclamation of 1763, Stamp Act, Townsend Acts, and tax on tea.

5. analyze the reasons why the colonies were able to defeat the British.
6. analyze the settlement patterns of the American people from the late 1700s to the mid-1800s focusing on how and why the land was acquired and settled, to include Louisiana Purchase, Florida, Oregon, and Texas.

Indicator 2: Evaluate the significance of interactions among cultures and civilizations and the impact on cultural diffusion.

1. describe the successes and problems of the government under the Articles of Confederation.
2. contrast the differing points of view and compromises reached in the writing of the Constitution in 1787.

Indicator 3: Evaluate the influence of varying values, philosophies, and world religions on the development of civilizations and cultures.

2.  explain the impact of industrialization and urbanization with emphasis on reform movements such as muckraking literature, the Progressive movement, women’s suffrage and temperance, child labor, and organized labor, significant inventors and their inventions (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright); and laissez-faire policies toward big business and the rise of entrepreneurs and industrialists in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller).

(NOTE: Each site must audio mute upon connecting to the session to prevent voice activated moving of the cameras from site to site.)

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