S REPRODUCIBLES -...

Supplement to

the Teacher’s Edition

F I V E P O N D S P R E S S

Introduction toHistory and

Social Science

REPRODUCIBLESAND

ASSESSMENTS

REPRODUCIBLES & ASSESSMENTS

by Bree Linton and Lisa Arnold

HOW TO USE THIS BOOKThe pages in this book coordinate with the

Teacher’s Edition to Our America: To 1865.

REPRODUCIBLES• Everything in this book is referenced in thecompanion Teacher’s Edition. Please be sure tobegin your planning in the Teacher’s Edition, as itwill give you the background information andcomplete lessons that coordinate with thereproducibles found here.• In the Teacher’s Edition, the titles for thepages of this book are written in bold with thecoordinating reproducible page number—forexample, EXPLORERS’ TREASURE MAPREPRODUCIBLE 46 or SUCCESS OR FAILURE?REPRODUCIBLE 62.• The chapter quizzes, chapter assessments, andcumulative assessments can be foundsequentially at the end of each chapter.• Answer keys to the quizzes and assessmentscan be found in a separate section at the end ofthis book.• Everything in this book is also available as PDFfiles on the Internet. You may access the PDF filesand alter them to fit the needs of your class.Check with your social studies director for theusername and password

ASSESSMENTS• Four assessments are available for use at theend of each chapter: Two chapter assessmentsand two cumulative assessments.• These also can be tailored to the needs ofindividual students using the onlie version of thisbook.• It is not suggested that you give four tests atthe end of each chapter. You may use them in avariety of ways. Use some as homework, reviewactivities, quizzes, or alternates for a failed test.Use some at the end of the chapter, in themiddle of the next chapter, or at the end of theyear. With so many at your fingertips, you cancustomize them to your style and the needs ofthis year’s class.• For each chapter the following are available:• Chapter Test A: Written in multiple choiceformat to give students practice and buildfamiliarity with the format of the multiple choiceSOL test.• Chapter Test B: A more traditional shortanswer assessment with higher level thinkingquestions and graphic organizers that allows youto more accurately see what the studentsunderstand and what still needs addressing.• Cumulative Test A: Written in multiple choicetesting format and is a random collection ofquestions from all the material covered so far inthe book up to the current chapter.• Cumulative Test B: Written in a moretraditional short answer format with higher levelthinking questions and graphic organizers.• At the end of Chapter 8: A practice SOL Testwritten in official SOL format as determined bythe Virginia Department of Education. This givesyou an accurate picture of how your studentsmay perform on the official test and familiarizesyou with any SOLs that may need to be re-addressed before SOL testing begins.

The material in this book is ©2010 the Five PondsPress, Weston, CT. These books are distributed withevery 25-book set of OUR VIRGINIA: Past & Present.These assessments and reproducibles are for the soleuse of the purchaser of the books and may bephotocopied for use by up to 25 students using thepurchased accompanying textbook. For those bookspurchased separately, up to 25 photocopies perreproducible or assessment page may be made perclass, per year, unless otherwise noted.

ISBN: 978-1-935813-10-1Printed in the USA

TABLEOF

CONTENTSCHAPTER 1:

From Sea To Shining SeaChapter 1 Parent Newsletter...........................5-6Where in the World?..........................................7Geographic Regions of North America............8-9Chapter 1: Quiz 1.......................................10-11From Sea to Shining Sea...................................12Thinking About Questions................................13Coastal Plain/Canadian Shield QAR..................14Latitude and Longitude......................................15Chapter 1: Quiz 2...............................................16Waters of Life...................................................17Chapter 1: Quiz 3.......................................18-19Concept of Definition Map..............................20Test Taking Strategy 1....................................21Chapter 1: Test A........................................22-23Chapter 1: Test B........................................24-26

CHAPTER 2:America’s First People

Chapter 2 Parent Newsletter.......................27-28Across a Continent...........................................29The Kwakiutl of the Pacific................................30Lakota Reflections.............................................31The Pueblo Way...............................................32Double Entry Notes..........................................33Test Taking Strategy 2....................................34Chapter 2: Test A........................................35-36Chapter 2: Test B........................................37-38Chapters 1-2: Cumulative Test A...................39-40Chapters 1-2: Cumulative Test B...................41-42

CHAPTER 3:Gold, Greed, and Glory

Chapter 3 Parent Newsletter.......................43-44Arrival of the Europeans in America Timeline....45The European-African Connection......................46The Conquerors: Causes and Effects.................47Vocabulary Strategy: Substitute It!....................48Test Taking Strategies 3....................................49“I Claim This Land For...”.................................50“This Land Was Our Land”...............................51Chapter 3: Test A........................................52-53Chapter 3: Test B........................................54-55Chapters 1-3: Cumulative Test A..................56-57Chapters 1-3: Cumulative Test B...................58-59

CHAPTER 4:When Two Worlds Met

Chapter 4 Parent Newsletter.......................60-61Success or Failure?.............................................62Chapter 4: Quiz 1.......................................63-64The Lives of Women.........................................65Colonial Government.......................................66Packing a Suitcase............................................67Chapter 4: Test A........................................68-69Chapter 4: Test B........................................70-71Chapters 1-4: Cumulative Test A...................72-73Chapters 1-4: Cumulative Test B...................74-75

CHAPTER 5:Liberty or Death!

Chapter 5 Parent Newsletter.......................76-77Comparing and Contrasting Perspectives.........78Stamp Act Scenes.............................................79The Midnight Riders: Where Did They Go?.......80Paul Revere’s Ride..............................................81Thoughts on the Declaration of Independence.82Marching Toward Yorktown Map................83-84The Battle of Yorktown.....................................85A Visual Review of the American Revolution......86Word Maps......................................................87Chapter 5: Quiz 1............................................88Chapter 5: Test A........................................89-91Chapter 5: Test B........................................92-94Chapters 1-5: Cumulative Test A...................95-96Chapters 1-5: Cumulative Test B...................97-98

©2010, Five Ponds Press. All Rights Reserved

CHAPTER 6:The Birth of a Nation

Chapter 6 Parent Newsletter.....................99-100Three Branches..............................................101Commemorative Coins..................................102Commemorative Coin in Honor of President..103Chapter 6: Test A....................................104-105Chapter 6: Test B....................................106-107Chapters 1-6: Cumulative Test A..............108-109Chapters 1-6: Cumulative Test B...............110-111

CHAPTER 7:Pushing Into the West

Chapter 7 Parent Newsletter...................112-113The Louisiana Purchase..................................114Chapter 7: Quiz 1...................................115-116Manifest Destiny............................................117The 49ers: California Gold Rush.....................118On the Oregon Trail......................................119Santa Fe Trail Journey.....................................120Fifteen Miles of the Erie Canal........................121How Four Inventions Changed the World.......122We Want To Vote, Too!...................................123Test Taking Strategy: Looking for Opposites...124Chapter 7: Test A....................................125-127Chapter 7: Test B....................................128-130Chapters 1-7: Cumulative Test A..............131-132Chapters 1-7: Cumulative Test B...............133-134

CHAPTER 8:The War Between the States

Chapter 8 Parent Newsletter...................135-136Patriotic Slogans............................................137America During the Civil War.........................138The Men Who Led.........................................139Civil War Maps...............................................140Vocabulary Strategy: Substitute It!..................141Civil War Board Game Question Cards...........142Chapter 8: Test A....................................143-146Chapter 8: Test B....................................147-150

Practice SOL Test....................................151-156Review Cards..........................................157-164Answer Keys............................................165-179Blank Test Bubble Sheet...................................180

Libertyor Death

WHAT IS EXPLOREDIN THIS CHAPTER?We are beginning our

unit on the exciting daysof the AmericanRevolution. This chapterdiscusses issues ofdissatisfaction that led tothe war, political ideas thatshaped the revolutionarymovement, key eventsand people in the war, andreasons why the colonieswere able to win.

WHERE COULD WEGO TO ENHANCEWHAT MY CHILD IS

LEARNING?• WilliamsburgColonial Williamsburg• Mount VernonGeorge Washington’shome• BeaverdamPatrick Henry’sScotchtown• BrooknealRed Hill Patrick HenryNational Memorial• RichmondSt. John’s Church• CharlottesvilleThomas Jefferson’sMonticello• YorktownYorktown Battlefield andYorktown Victory Center• ChesapeakeGreat Bridge BattlefieldPark and Visitor’s Center

WHAT QUESTIONS SHOULDI ASK TO HELP MY CHILDPREPARE FOR THE TEST?These are the SOL Essential Questions for

this standard. Answers are on the next page.

• What steps did Great Britain take toincrease control over its colonies?• Why did many colonists becomedissatisfied with Great Britain’s controlover the colonies?• What ideas/philosophies aboutgovernment were expressed in theDeclaration of Independence?• Who were some of the keyindividuals in the Revolutionary War?• What role did key individuals play inthe Revolutionary War?• What were some of the key eventsthat occurred during theRevolutionary War period?• What advantages helped theAmerican colonists win theRevolutionary War?

U.S. HISTORY 1 TO 1865

WHAT WOULD BEHELPFUL TO

DISCUSS WITH MYCHILD?

The following topicswould be great to discussat dinner or in the car.• If your family has beento Independence Hall inPhiladelphia, or theNational Archives inWashington, D.C., reviewthe trip with your childwith the SOLs in mind.• Talk about taxes. Askyour child what he or shealready knows about howtaxes are collected todayand what is done with themoney. Then fill in what ismissing. Discuss thedifferences and similaritiesbetween the taxes we paytoday and those that thecolonists paid to GreatBritain.• Debate which of the keyphilosophies expressed inthe Declaration ofIndependence your familyagrees with, and whichyou disagree with.• Ask your child whichrevolutionary individualmade the biggestimpression on him or herand what specifically wasso impressive.

C H A P T E R F I V E

R E P R O D U C I B L E 7 6

SOLPARENTNEWS



The student will demonstrate knowledge of the causes and results of the American Revolution by

Essential Knowledge for Chapter Five (USI.6)

a) Describing the religious andeconomic events and conditionsthat led to the colonization ofAmerica:• Great Britain’s reasons forcontrol: Great Britain desired toremain a world power; in theAmerican colonies, Great Britain’sdesire to remain a world powerresulted in a conflict with theFrench known as the French andIndian War; Great Britain imposedtaxes, such as the Stamp Act, toraise necessary revenue to paythe cost of the French and IndianWari• Great Britain’s reasons fortaxation: to help finance theFrench and Indian War; to helpwith the maintaining of Britishtroops in the colonies• Sources of colonialdissatisfaction: colonies had norepresentation in Parliament;some colonists resented power ofcolonial governors; Great Britainwanted strict control overcolonial legislatures; coloniesopposed taxes; The Proclamationof l763, which followed theFrench and Indian War, restrictedthe western movement of settlers

b) Identifying how politicalideas shaped the revolutionarymovement in America and ledto the Declaration ofIndependence.• Key philosophies in theDeclaration of Independencewere based upon ideas firstexpressed by Europeanphilosophers.• People have “certainunalienable rights” (rights thatcannot be taken away)—life,

liberty, pursuit of happiness.• People establish governmentto protect those rights.• Government derives powerfrom the people.• People have a right and a dutyto change a government thatviolates their rights.

c) Describing key events andthe roles of key individuals inthe American Revolution, withemphasis on GeorgeWashington, BenjaminFranklin, Thomas Jefferson, andPatrick Henry• King George III: British kingduring the Revolutionary era• Lord Cornwallis: Britishgeneral who surrendered atYorktown• John Adams: Championedthe cause of independence• George Washington:Commander of the ContinentalArmy• Thomas Jefferson: Majorauthor of the Declaration ofIndependence• Patrick Henry: Outspokenmember of House of Burgesses;inspired colonial patriotism with“Give me liberty or give medeath” speech• Benjamin Franklin:Prominent member ofContinental Congress; helpedframe the Declaration ofIndependence, helped gainFrench support for Americanindependence• Phillis Wheatley: A formerenslaved African American whowrote poems and playssupporting Americanindependence

• Paul Revere: Patriot whomade a daring ride to warncolonists of British arrival• Boston Massacre: Colonists inBoston were shot after tauntingBritish soldiers.• Boston Tea Party: SamuelAdams and Paul Revere ledpatriots in throwing tea intoBoston Harbor to protest teataxes.• First Continental Congress:Delegates from all coloniesexcept Georgia met to discussproblems with Great Britain andto promote independence.• Battles at Lexington andConcord: This was the site of thefirst armed conflict of theRevolutionary War.• Approval of theDeclaration ofIndependence: Coloniesdeclared independence fromGreat Britain (July 4, 1776).• Battle of Saratoga: ThisAmerican victory was the turningpoint in the war.• Surrender at Yorktown:This was the colonial victory overforces of Lord Cornwallis thatmarked the end of theRevolutionary War.• Signing of the Treaty ofParis: Great Britain recognizedAmerican independence in thistreaty.

d) Explaining reasons why thecolonies were able to defeatBritain.• Some colonists’ defense oftheir own land, principles, andbeliefs• Additional support from France• Strong leadership


TheProclam

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andfortheexpenses

ofkeepingtroopsin

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wasthefocusof

colonial

government.

KingGeorgegave

thegovernorsthe

powertoshutdown

thecolonial

legislaturesif

necessarytokeep

thefocusonBritain.

1.Ingeneral,whydidBritainfeelitneededtoincreasecontroloveritscolonies?

2.Ingeneral,whydidthecolonistsbecomedissatisfiedwithGreatBritain’scontroloverthecolonies?

Theredboxatthebottomofpage89listsfivereasonsthecolonistswereunhappy

withGreatBritain.TheBritishsawthesesameeventsverydifferently.Bycomparingand

contrastingthetwoopposingviewsyouwillgetabetterunderstandingoftheevents

thatledtowar.

Usethischarttocomparebothsidesoftheargument.Theeventsthatfollowedthe

FrenchandIndianWararelistedonthetoprow.ThesecondrowliststheBritish

perspectivesoftheseevents.

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STAMP ACT SCENESSCENARIO #1

Characters: Newspaper merchantand his/or her neighborSetting: Walking to town onemorningBackground: The Stamp Act(passed in 1765) stated that all newspapers(among other papers “being larger than halfa sheet and not exceeding one whole sheet”)would have a one-penny stamp upon themto be sold in the colonies. Many colonistsdecided to boycott British goods to showtheir anger about the Stamp Act.Scene: The merchant is concerned about theStamp Act because it will hurt his sales ofnewspapers. The neighbor agrees with themerchant’s concerns and suggests that thecolonists should boycott British goods as away to send King George a message.

SCENARIO #3Characters: A sailor and shop ownerSetting: In a shopBackground: The Stamp Act stated,“ And for and upon every pack ofplaying cards and all dice whichshall be sold or used within the said coloniesand plantations, the several stamp dutiesfollowing (that is to say): For every pack ofsuch cards, the sum of one shilling. And forevery pair of such dice, the sum of tenshillings.” Colonists were familiar with taxeslike these, but this tax had been imposedwithout any warning or discussion.Scene: A sailor enters the shop to buy a deckof cards before heading out to sea. He istroubled by the increased price. The ownerexplains the Stamp Act, and the sailor isfurther upset that this tax was neverdiscussed in his colonial legislature.

SCENARIO #2Characters: Young bride-to-beand her fatherSetting: Family’s sitting roomBackground: The Stamp Actrequired that all legal documentsbe issued a stamp. The stamp varied in pricefrom pence, shillings, or pounds (differentamounts of money) depending on thedocument. The fee had to be paid in gold orsilver at a time when most people paid forthings with barter, paper currency, or privatebills of exchange.Scene: The young lady has just been told byher father that there will be a tax on hermarriage license. She is surprised and angryto learn of the new tax and how it must bepaid if she is to be married.

Have student volunteers work in pairs towrite and rehearse a short skit using each ofthese scenarios. Have them incorporate theinformation provided about the Stamp Act of1765 in their playlets.



THE MIDNIGHT RIDERS:WHERE DID THEY GO?

British Patrols

Dr. Samuel Prescott

William Dawes

Paul Revere

City ofBOSTON

Medford

CambridgeWaltham

Brookline

Malden

Roxbury

Lexington

ToConcord

Buckman Tavern

Hancock-ClarkHouse

Isaac Hall House

Mystic River

Charles River

0 1 2 3 4 5 miles


PAUL REVERE’S RIDE by Henry Wadsworth Longfellow

Listen my children and you shall hearOf the midnight ride of Paul Revere,On the eighteenth of April, in Seventy-five;Hardly a man is now aliveWho remembers that famous day and year.

He said to his friend, "If the British marchBy land or sea from the town to-night,Hang a lantern aloft in the belfry archOf the North Church tower as a signallight,—One if by land, and two if by sea;And I on the opposite shore will be,Ready to ride and spread the alarmThrough every Middlesex village and farm,For the country folk to be up and to arm."

Then he said "Good-night!" and withmuffled oarSilently rowed to the Charlestown shore,Just as the moon rose over the bay,Where swinging wide at her moorings layThe Somerset, British man-of-war;A phantom ship, with each mast and sparAcross the moon like a prison bar,And a huge black hulk, that was magnifiedBy its own reflection in the tide.

Meanwhile, his friend through alley andstreetWanders and watches, with eager ears,Till in the silence around him he hearsThe muster of men at the barrack door,The sound of arms, and the tramp of feet,And the measured tread of the grenadiers,Marching down to their boats on theshore.

Then he climbed the tower of the OldNorth Church,By the wooden stairs, with stealthy tread,To the belfry chamber overhead,And startled the pigeons from their perchOn the somber rafters, that round himmadeMasses and moving shapes of shade,--By the trembling ladder, steep and tall,To the highest window in the wall,Where he paused to listen and look downA moment on the roofs of the townAnd the moonlight flowing over all.

Beneath, in the churchyard, lay the dead,In their night encampment on the hill,Wrapped in silence so deep and stillThat he could hear, like a sentinel's tread,The watchful night-wind, as it went

Creeping along from tent to tent,And seeming to whisper, "All is well!"A moment only he feels the spellOf the place and the hour, and the secretdreadOf the lonely belfry and the dead;For suddenly all his thoughts are bentOn a shadowy something far away,Where the river widens to meet the bay,--A line of black that bends and floatsOn the rising tide like a bridge of boats.

Meanwhile, impatient to mount and ride,Booted and spurred, with a heavy strideOn the opposite shore walked Paul Revere.Now he patted his horse's side,Now he gazed at the landscape far andnear,Then, impetuous, stamped the earth,

And turned and tightened his saddle girth;But mostly he watched with eager searchThe belfry tower of the Old North Church,As it rose above the graves on the hill,Lonely and spectral and somber and still.And lo! as he looks, on the belfry's heightA glimmer, and then a gleam of light!He springs to the saddle, the bridle heturns,But lingers and gazes, till full on his sightA second lamp in the belfry burns.

A hurry of hoofs in a village street,A shape in the moonlight, a bulk in thedark,And beneath, from the pebbles, in passing,a sparkStruck out by a steed flying fearless andfleet;That was all! And yet, through the gloomand the light,The fate of a nation was riding that night;And the spark struck out by that steed, inhis flight,Kindled the land into flame with its heat.He has left the village and mounted thesteep,And beneath him, tranquil and broad anddeep,Is the Mystic, meeting the ocean tides;And under the alders that skirt its edge,Now soft on the sand, now loud on theledge,Is heard the tramp of his steed as he rides.

It was twelve by the village clockWhen he crossed the bridge into Medfordtown.He heard the crowing of the cock,And the barking of the farmer's dog,And felt the damp of the river fog,That rises after the sun goes down.

It was one by the village clock,When he galloped into Lexington.He saw the gilded weathercockSwim in the moonlight as he passed,And the meeting-house windows, blackand bare,Gaze at him with a spectral glare,As if they already stood aghastAt the bloody work they would look upon.

It was two by the village clock,When he came to the bridge inConcord town.He heard the bleating of the flock,And the twitter of birds among the trees,And felt the breath of the morning breezeBlowing over the meadow brown.And one was safe and asleep in his bedWho at the bridge would be first to fall,Who that day would be lying dead,Pierced by a British musket ball.

You know the rest. In the books youhave readHow the British Regulars fired and fled,---How the farmers gave them ball for ball,From behind each fence and farmyardwall,Chasing the redcoats down the lane,Then crossing the fields to emerge againUnder the trees at the turn of the road,And only pausing to fire and load.

So through the night rode Paul Revere;---And so through the night went his cry ofalarmTo every Middlesex village and farm,---A cry of defiance, and not of fear,A voice in the darkness, a knock at thedoor,And a word that shall echo for evermore!

For, borne on the night-wind of the Past,Through all our history, to the last,In the hour of darkness and peril and need,The people will waken and listen to hearThe hurrying hoof-beats of that steed,And the midnight message of Paul Revere.




People have “certain unalienable rights” (rights that cannot be taken away) – life, liberty,pursuit of happiness.

People establish government to protect those rights.

People have a right and a duty to change a government that violates their rights.

Name

Government derives power from the people.

Thoughts on the Declaration of IndependenceThe key philosophies of the Declaration of Independence are written below. Reflect on each and writeyour personal reflections in the space provided. Here are some thoughts to consider for each statement:• What does it mean exactly?• Can you think of any historical or current day examples of these things taking place?• Do you see these ideas in our current federal government? Local government?• How did these ideas make the leaders accountable?• Which rights do you consider unalienable?• How does the government protect our rights?• How do we as citizens give power to the government?• How are we able to change our government if needed?



MARCHING TOWARD YORKTOWN MAP

Atlantic Ocean

8

9

4

10

11

13

12

14

Yorktown

PA

DEMD

VA

N

S

W E

American and Frenchtroops together on foot

American and Frenchtroops by boat

Chesapeake

Bay

NY 2

Washington’s Troops

Rochambeau’s Troops

From Rhode Island

Scale

5

NJ 6

0 50 100miles miles miles


7

14

1

3


MARCHING TOWARD YORKTOWN

Use the map and chart to answer the following questions on a separate piece of paper.1. In which direction did the troops travel?3. Through how many colonies did they travel?4. How far did the troops march between New York and Williamsburg?6. Measure each march and record the distance in the notes column for your convenience.Then, find the average number of miles the troops marched in a given day. (Note that you willneed to divide up some of your measurements if they took place over multiple days.)7. How many miles were traveled on the Chesapeake Bay?8. How many more miles would it have been if they had to march around the Chesapeake Bay?9. Why do you think the troops didn’t just take a ship down the coast of the Atlantic from NewYork to Williamsburg?10. What advantages were waiting in Virginia to make the long march of thousands of troopsworth taking?

Left Newport RI in June. Arrivedin Dobbs Ferry mid-August.

August 24

August 27

August 27-29

August 31-September 1

September 1-2

September 2-3

September 5-6

September 7-8

September 9

September 16

September 22-25

Camp Location Date(s) Notes


From Rhode Island, acrossConnecticut, to Kings Ferry NY

Kings Ferry, NY

Pompton Meetinghouse, NJ

Whippany, NJ

Somerset Courthouse, NJ

Princeton, NJ

Trenton, NJ

Philadelphia, PA

Wilmington, DE

Head of Elk, MD

Baltimore, MD

*Annapolis, MD–boarded shipsto sail across Chesapeake Bay

September 26-27

*There were ships waiting in Annapolis to transport most of the army. Some troops on horseback continued by land.

1 Philipsburg, NY August 18-19

2

3

4

5

6

7

8

9

10

11

12

13

14 Archer’s Hope, VA andWilliamsburg, VA

Mapnumber

AVI

SUAL

REVI

EWOF

THEA

MERI

CAN

REVO

LUTI

ON





WORD MAPS

What is it like?

WHAT IS IT?

Examples

What is it NOT like?

What is it like?

WHAT IS IT?

Examples

What is it NOT like?

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