Office of Curriculum, Technology, & Assessment

Program Title: Postcards
Program Length: 12; 30 minute programs
Delivery Method: Satellite via video conferencing
Program Provider: StepStar (program is tape delayed)
Audience: Students in Grades 7-12
Register Online

Overview: This series takes students on a virtual field trip to some of the most interesting and historic places across the country. Each program is a mini-history lesson, in which students learn about key events and individuals that have shaped American history.

Session 1: Philadelphia, Pennsylvania
Session 2: Washington D.C. (The White House)
Session 3: Washington D.C. (The National Mall)
Session 4: Washington D.C. (The National Mall)
Session 5: Washington D.C. (The Capitol and more)
Session 6: Baltimore (Ft. McHenry)
Session 7: Mt. Rushmore
Session 8: New York, NY
Session 9: America’s National Parks
Session 10: The Pacific Coast Highway (Washington & Oregon)
Session 11: The Pacific Coast Highway (California)
Session 12: Off Beaten Path (unique points of interest)

SOCIAL STUDIES STANDARDS
6 – 8

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.

2. identify key individuals and summarize their roles in the American Revolution, such as Thomas Jefferson, King George, Patrick Henry, Thomas Paine, Samuel Adams, and Benjamin Franklin. (leaders of the American Revolution)

5. analyze the reasons why the colonies were able to defeat the British. (strategies of the American Revolution)

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 (Western Expansion)

7. summarize the causes, key events, and effects of the Civil War with emphasis on philosophical differences between the North and South, as exemplified by men such as Daniel Webster and John C. Calhoun on the constitutional issues of the doctrine of nullification and secession; geographic and economic differences between the agricultural South and industrial North; Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), the Gettysburg Address (1863), his second inaugural address of 1865; The views and lives of leaders and soldiers on both sides of the war including Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, William Lloyd Garrison, and Sojourner Truth; and the critical developments in the war including the major battles, geographical advantages and obstacles, technological advances, and Lee’s surrender at Appomattox.

Goal 3 – UNITED STATES HISTORY
Students will understand the emergence and development of civilization and cultures over time and place.

Indicator 3: Evaluated 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 industry6 (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.

Office of Curriculum, Technology, & Assessment

SOCIAL STUDIES STANDARDS 6 – 8

SOCIAL STUDIES STANDARDS
6 – 8