Massachusetts

Part of

• The 50 States

Standards alignment

Common Core State Standards

• D2.Geo.3.3-5 — Individually and with others, students… Use maps of different scales to describe the locations of cultural and environmental characteristics.
• D2.Civ.14.3-5 — Individually and with others, students… Illustrate historical and contemporary means of changing society.
• D2.Geo.2.3-5 — Individually and with others, students… Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.

Alabama

• SS10.5.1.1 — Locating on a map states and capitals east of the Mississippi River
• SS10.5.7 — Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party.

Alaska

• 2 — understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world;
• 5 — describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty;

Arizona

• 2.G1.1 — Use and construct maps, graphs, and other geographic representations of familiar and unfamiliar places in the world; and locate physical and human features. • Key physical features include but are not limited to seven continents, oceans, lakes, rivers, mountain ranges, coasts, seas, and deserts • Key human features include but are not limited to equator, hemispheres, North and South Pole, cities, states, countries, regions, and landmarks
• 2.G1.2 — Use maps, globes, and other simple geographic models to identify and explain cultural and environmental characteristics of places in the world based on stories shared. Arizona History and Social Science Standards modified 8/23/19 Page 19
• 5.G1.1 — Use and construct maps and graphs to represent changes in the United States. • Key concepts include but are not limited to physical and human features of the United States, the regions of the United States and their characteristics, geographic location of major events, the growth of the United States through territorial expansion, demographic changes, and the states and their capitals
• 1.H4.1 — Explain and explore origins of key American symbols, documents, landmarks, holidays, and leaders as well as their importance from the past to the present in our country. • Symbols include but are not limited to American flag, bald eagle, Statue of Liberty, White House, Washington Monument, Mount Rushmore, Liberty Bell, United States Capitol, and Arizona state symbols • Holidays include but are not limited to Columbus Day, Thanksgiving, Veterans Day, Memorial Day, Labor Day, Presidents Day, Martin Luther King Jr. Day, Independence Day, Constitution Day, and Arizona Statehood Day • Leaders include but are not limited to local and/or Tribal leaders, state leaders, and national leaders

Arkansas

• G.1.1.2 — Describe the physical and human characteristics of a place including roads, buildings, and borders using maps, globes, and photographs.
• H.1.1.4 — Retell stories of historical events, American legends, and people who played a role in history. This may include: • Pocahontas • Sacagawea • Lewis and Clark* • Hernando de Soto* • Henri de Tonti* • Paul Revere* • Benjamin Franklin • Booker T. Washington • Frederick Douglass*
• H.1.K.4 — Recognize historic figures and other people who have made an impact on history.
• H.1.2.5 — Explain state and national historical symbols and landmarks and the people and events associated with them.

California

• 5.4.2 — Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).
• 5.5.1 — Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).
• 5.4.1 — Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.

Colorado

• SS.3.2.1 — Use geographic tools to develop spatial thinking skills.
• SS.5.1.2 — Examine the historical eras, individuals, groups, ideas, and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.
• SS.5.2.1 — Use geographic tools and sources to research and answer questions about United States geography.
• SS.2.2.1 — Use geographic terms and tools to locate and describe spatial patterns and places.

Connecticut

• GEO 3.2 — Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
• HIST 3.11 — Explain probable causes and effects of events and developments.
• GEO 3.8 — Explain how human settlements and movements relate to the locations and use of various natural resources.

Delaware

• H.4.K-3b — Students will develop an awareness of major events and people in United States and Delaware history. • Who lives here and how did they get here? (immigrants, demographics, ethnic and religious groups) • Important people in our past • Different kinds of communities in Delaware and the United States
• G.1.4-5a — Students will demonstrate development of mental maps of Delaware and of the United States which include the relative location and characteristics of major physical features, political divisions, and human settlements. Grade 4
• H.4.4-5b — Students will develop an understanding of selected themes in United States history, including: • Who are the American people? (demographics, immigration) • How did the United States develop its form of government? • How have advances in technology changed our lives? • Important people in American history
• K-3a — Students will use the concepts of place and region to explain simple patterns of connections between and among places across the country and the world. Grade 3
• G.2.4-5a — Students will apply a knowledge of topography, climate, soils, and vegetation of Delaware and the United States to understand how human society alters, and is affected by, the physical environment. Grade 5

Florida

• SS.5.A.5.1 — Identify and explain significant events leading up to the American Revolution.
• SS.5.G.1.6 — Locate and identify states, capitals, and United States Territories on a map.
• SS.3.G.2.5 — Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean.
• SS.5.A.5.2 — Identify significant individuals and groups who played a role in the American Revolution.

Georgia

• SS1G3.c — Identify and describe landforms (mountains, deserts, valleys, and coasts).
• SS4G1.b — Locate major man-made features of the United States: New York City, NY; Boston, MA; Philadelphia, PA; Washington, D.C.; Gettysburg, PA; and the Erie Canal.
• SS4H1.a — Trace the events that shaped the revolutionary movement in America: French and Indian War, 1765 Stamp Act, the slogan "no taxation without representation," the activities of the Sons of Liberty, the activities of the Daughters of Liberty, Boston Massacre, and the Boston Tea Party.

Hawaii

• SS.1.3.17.1 — Investigate historically significant events, people, and observances in history
• SS.2.3.13.4 — Describe major geographic features of places using maps, photos, and other geographic representations
• SS.K.3.13.3 — Examine physical characteristics on maps and globes using positional words

Idaho

• 5.SS.2.1.4 — Name and locate the 50 States and their Capitals, and U.S. Territories.
• K.SS.2.1.4 — Recognize a map of the United States of America and know it is the country in which we live.

Illinois

• SS.5.G.2 — Investigate and explain how the cultural and environmental characteristics of places within the United States change over time.
• SS.1.G.1 — With guidance and support, construct and interpret print and digital maps and other cultural representations of familiar places.

Indiana

• 5.G.2 — Use maps and globes to locate states, capitals, major cities, major rivers, the Great Lakes, and mountain ranges in the United States. (E)
• 5.H.4 — Locate the early Spanish, French, and British settlements on a map, and compare the origins, physical structure, and social structure of these settlements.
• 5.H.11 — Identify major British and American leaders of the American Revolutionary War and describe their significance in key events of the war. (E)
• 5.H.18 — Identify and describe the contributions of important early American artists and writers and traditional arts and crafts to the new nation’s cultural landscape.

Iowa

• SS.K.14. — Compare environmental characteristics in Iowa with other places.
• SS.5.24 — Explain probable causes and effects of historical developments.

Kansas

• Benchmark 4.5.1 — The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.
• Benchmark 5.4.1 — The student will recognize and evaluate continuity and change over time.
• Benchmark 5.3.1 — The student will recognize and evaluate how societies are shaped by the identities, beliefs, and practices of individuals and groups.

Kentucky

• 5.G.GR.1 — Use a variety of maps, satellite images and other models to explain the relationships between the location of places and regions and their human and environmental characteristics.
• 5.H.CE.1 — Analyze the causes of the American Revolution and the effects individuals and groups had on the conflict.

Louisiana

• 2.21 — Describe geographic features and physical characteristics of places in the United States and the world, including mountains, hills, plains, deserts, coasts, islands, peninsulas, lakes, oceans, and rivers.
• 3.20 — Describe the geographic features of places in the United States.
• 2.7 — Identify and describe national historical figures, celebrations, symbols, and places. a. Identify and describe the Founding Fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison. b. Identify and describe historical female figures, including Abigail Adams, Anne Hutchinson, Dolley Madison, Betsy Ross, and Phillis Wheatley. c. Describe the significance of state and nationally designated holidays, including New Year’s Day, the birthday of Martin Luther King, Jr., Inauguration Day, Washington’s Birthday, Mardi Gras, Memorial Day, Juneteenth, Independence Day, Labor Day, Columbus Day, Veterans Day, Thanksgiving Day, and Christmas Day. d. Describe the history of American symbols, including the Liberty Bell, United States flag (etiquette, customs pertaining to the display and use of the flag), bald eagle, national anthem, Uncle Sam, Statue of Liberty, The Pledge of Allegiance, and the national motto “In God We Trust.” e. Identify and describe man-made American monuments and landmarks including the Gateway Arch, the Golden Gate Bridge, Jefferson Memorial, Dr. Martin Luther King Jr. Memorial in Washington D.C, Lincoln Memorial, Mount Rushmore, Pearl Harbor Museum, September 11 Memorial and Museum, Statue of Liberty, the Tomb of the Unknown Soldier, U.S. Capitol, Washington Monument, and the White House. f. Identify and describe natural American landmarks, including the Grand Canyon, Mississippi River, Monument Valley, Niagara Falls, Rocky Mountains, Smoky Mountains, and Yellowstone National Park.

Maine

• F2 — Identifying the major regions of the Earth and their major physical features and political boundaries using a variety of geographic tools including digital tools and resources. *
• F2 — Identifying major historical eras, major enduring themes, turning points, events, consequences, and people in the history of Maine, the United States and various regions of the world. *
• SL.3.K.a — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Massachusetts

• 3.T2.2 — On a political map of the current United States, locate the New England states (Connecticut, Rhode Island, Massachusetts, New Hampshire, Vermont, and Maine).
• 3.T2.1 — On a physical map of North America, use cardinal directions, map scales, legends, and titles to locate the Northeast region and identify important physical features (e.g., rivers, lakes, ocean shoreline, capes and bays, and mountain ranges).
• 3.T2.3 — Explain the diversity of Native Peoples, present and past, in Massachusetts and the New England region. a. the names of at least three native groups (e.g., Abenaki/Wabanaki, Massachusett, Mohican/Stockbridge, Narragansett, Nipmuc, Wampanoag) b. the locations of tribal territories in the state. c. physical features and their influence on the locations of traditional settlements d. contributions of a tribal group from the area of the school (e.g., language, literature, arts, trade routes, food such as corn, beans, and squash, useful items such as baskets, canoes, wampum, and useful knowledge of medicinal plants, words such as powwow and moccasin, and many names for waterways, hills, mountains, islands and place names, such as the Connecticut and Merrimack Rivers, Mount Wachusett, the Taconic Range, Nantucket, Natick, Seekonk, Agawam, Chicopee)
• 3.T6.2 — Analyze the connection between events, locations, and individuals in Massachusetts in the early 1770s and the beginning of the American Revolution, using sources such as historical maps, paintings, and texts of the period. a. the Boston Massacre (1770), including the role of the British Army soldiers, Crispus Attucks, Paul Revere, and John Adams b. the Boston Tea Party (1773), a political protest against taxes on tea by patriots who called themselves the Sons of Liberty, dressed as Native Peoples c. the Intolerable Acts (1774), laws passed by the British Parliament as a result of the Boston Tea Party, designed to punish colonists d. the First Continental Congress (1774), a meeting of representatives from the 13 colonies in response to the Intolerable Acts e. the beginning of the Revolution at Lexington and Concord, Massachusetts (April, 1775) and the Battle of Bunker Hill in Charlestown, Massachusetts (June, 1775) and the roles of Revolutionary leaders such as Paul Revere, John Hancock, John and Abigail Adams, Samuel Adams, and Peter Salem f. the roles of Native Peoples and African Americans in the American Revolution, some serving as Loyalists, some as Patriots g. the roles of colonial women in keeping households and farms, providing education for children, and, during the Revolution, boycotting English goods
• 3.T4.1 — Explain who the Pilgrim men and women were and why they left Europe to seek a place where they would have the right to practice their religion; describe their journey, the government of their early years in the Plymouth Colony, and analyze their relationships with the Wampanoag and Abenaki/Wabanaki people. a. the purpose of the Mayflower Compact and the principle of self-government b. challenges for Pilgrim men, women, and children in their new home (e.g., building shelter and starting farming, becoming accustomed to a new environment, maintaining their faith and keeping a community together through self-government) c. contacts with the native leaders Samoset and Massasoit, events leading to a celebration to give thanks for the harvest, and subsequent relationships between Europeans and Native Peoples in southeastern Massachusetts.

Michigan

• 4–G1.0.3 — Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.
• 4–G2.0.1 — Describe ways in which the United States can be divided into different regions.
• 5–U3.1.2 — Describe the causes and effects of events such as the Stamp Act, the Boston Massacre, the Boston Tea Party, and the Intolerable Acts.
• 4–G2.0.2 — Locate and describe human and physical characteristics of major U.S. regions and compare them to the Great Lakes region.

Minnesota

• 4.3.2.4.1 — Name and locate states and territories, major cities and state capitals in the United States.
• 0.3.2.3.1 — Identify the physical and human characteristics of places, including real and imagined places. For example: Physical characteristics—landforms (Rocky Mountains, Mount Everest), ecosystems (forest), bodies of water (Hudson Bay, Indian Ocean, Amazon River), soil, vegetation, weather and climate. Human characteristics—structures (Great Wall of China, Eiffel Tower), bridges (Golden Gate Bridge), canals (Erie Canal), cities, political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs.
• 2.3.1.1.3 — Use maps, photos or other geographic tools to identify and locate major landmarks or major physical features of the United States. For example: Physical features—the Atlantic Coast, Rocky Mountains, Mississippi River, Lake Superior. Landmarks—Statue of Liberty, Angel Island, Gateway Arch in St. Louis, Mount Rushmore, Crazy Horse Memorial.

Mississippi

• 5.10.2 — Identify and label each of the 50 states on a map.
• 5.5.3 — Examine the actions taken by the British and colonists and explain how each led to the Revolutionary War (e.g., British Stamp Act, Intolerable Acts, Boston Massacre, Tea Act, etc.).
• 5.9.4 — Explain historically significant people and events that shaped America (e.g., our first president, etc.).

Missouri

• 4.EG.5.B.a — Name and locate specific regions, states, capitals, river systems and mountain ranges in the United States based on historical or current topics.
• 5.EG.5.B.a — Name and locate specific regions, states, capitals, river systems and mountain ranges in the United States based on historical or current topics.

Montana

• SS.G.5.1 — identify and label US regions, territories, states and their capitals/major cities;
• SS.G.2.2 — describe how geography and human activities impact each other.
• SS.H.5.3 — identify roles of individuals and groups and their impact on United States and tribal historical events;
• SS.H.2.1 — identify how people lived differently in the past than they do today;

Nebraska

• SS 5.1.2.d — Explore models of group and individual actions that illustrate civic ideas in the founding of the United States.
• SS 5.3.1.a — Use maps and atlases to locate major human and physical features in the United States.
• SS 5.3.2.b — Identify and classify regions and places within the United States using physical and human features.
• SS 5.3.2.a — Identify criteria used to define regions within the United States.
• SS 5.3.4.a — Compare and contrast patterns of culture within the United States over time and space.

Nevada

• SS.2.10 — Explore significant events that have shaped national identity.
• SS.2.15 — Discuss the contributions and positive impacts of culturally, racially, and ethnically diverse people in U.S. history.
• SS.2.20 — Locate major historical events in national history on a map.
• SS.2.21 — Identify major national landmarks associated with historical events.

New Hampshire

• SS.GE.2.1.3 — Identify major physical and human features in the United States and on Earth, e.g., cities, oceans, or continents. (Themes: C: People, Places and Environment, G: Science, Technology, and Society)
• SS.HI.2.3.1 — Identify individuals and/or groups who have profoundly affected life in the United States, e.g., Abraham Lincoln, or Pilgrims. (Themes: H: Individualism, Equality and Authority, I: Patterns of Social and Political Interaction, J: Human Expression and Communication)
• SS.HI.2.1.1 — Identify national and New Hampshire celebrations, monuments, symbols and documents, e.g., flags, Fourth of July, Lincoln Memorial, Constitution. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement, E: Cultural Development, Interaction, and Change)

New Jersey

• 6.1.2.Geo.HE.3 — Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
• 6.1.5.HistoryCC.1 — Analyze key historical events from the past to explain how they led to the creation of the state of New Jersey and the United States.
• 6.1.5.GeoPP.1 — Compare and contrast characteristics of regions in the United States based on culture, economics, and physical characteristics to understand the concept of regionalism.
• 6.1.5.GeoPP.2 — Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.
• 6.1.5.HistoryCC.9 — Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived New Jersey.

New Mexico

• 1.18 — Use a variety of maps to locate specific places and identify major landforms, bodies of water, and other places of significance around the United States.
• K.10 — Identify the local, state, and national symbols (e.g., flag, bird, song).
• 5.14 — Analyze the causes of the American Revolution and the effects individuals and groups had on the conflict.
• 5.27 — Using a map, identify and locate the 50 states in the United States and know the capitals of each state along with the surrounding U.S. territories.

New York

• 1 — History of the United States and New York
• 1.5b — Maps are used to locate important places in the community, state, and nation, such as capitals, monuments, hospitals, museums, schools, and cultural centers. * According to the Dignity for All Students Act, “others” includes, but is not limited to, people of different races, weights, national origins, ethnic groups, religions, religious practices, mental or physical abilities, sexual orientations, gender identity, and sexes.
• 4.3d — Growing conflicts between England and the 13 colonies over issues of political and economic rights led to the American Revolution. New York played a significant role during the Revolution, in part due to its geographic location.

North Carolina

• 2.G.1.1 — Recognize absolute and relative location of various settlements, territories, and states in the development of the American nation.
• 2.H.1 — Understand how various people and events have shaped America.
• 5.H.1 — Understand the role of various people, events, and ideas in shaping the United States.
• 5.H.1.1 — Explain how the experiences and achievements of women, minorities, indigenous groups, and marginalized people have contributed to change and innovation in the United States
• 5.G.1.1 — Explain the relationship between location, physical environment, and human activity in the United States.

North Dakota

• US.6_12.1-6.E1.1 — Explain the social, political, and cultural causes and immediate consequences of the American Revolution.

Ohio

• 4.4 — The 13 colonies came together around a common cause of liberty and justice, uniting to fight for independence during the American Revolution and to form a new nation.
• 5.6 — Regions can be determined using data related to various criteria including landform, climate, population, and cultural and economic characteristics.
• 4.9 — A map scale and cardinal and intermediate directions can be used to describe the relative location of physical and human characteristics of Ohio and the United States.

Oklahoma

• 4.2.2 — Identify major physical features in the United States and analyze how physical processes shape places. A. Identify and describe the physical characteristics of places, including the major landforms, bodies of water, vegetation and climates in the United States. B. Describe the location and characteristics of the major ecosystems in the United States.
• 4.2.5 — Identify and locate on a political map the fifty states and the United States capitol.
• 4.2.3 — Explain how people create regions using common geographic characteristics. A. Identify and describe the major physical, cultural, and economic regions of the United States, comparing one’s own region to the other regions. B. Explain how and why regions change over time by comparing regions in the past with life in the same regions in the present.
• 4.3.2 — Examine the characteristics of culture, including the distribution and complexity of the regions of the United States. A. Identify the characteristics of culture (language, customs, beliefs, food, clothing, shelter) and compare the cultural characteristics of different regions of the United States. B. Explain how the characteristics of culture affect the ways in which people live.
• 5.3.1 — Examine the causes and effects of significant events leading to armed conflict between the thirteen American colonies and Great Britain including: A. French and Indian War B. Proclamation of 1763 C. Sugar and Stamp Acts D. Townshend Act E. colonial arguments regarding taxation and rightful representation in Parliament F. boycotts of British goods and the efforts of the Committees of Correspondence G. Quartering Act H. Boston Massacre I. Tea Act and The Boston Tea Party J. Coercive Acts (Intolerable Acts) K. British raids on Lexington and Concord L. publication of Common Sense, by Thomas Paine

Oregon

• 5.9 — Use geographical tools (maps, satellite images, photographs, Google Earth, and other representations) to investigate and compare how areas in the United States can be divided in multiple ways.
• 5.17 — Locate and examine the 13 British colonies that became the United States and identify the early founders, and describe daily life (political, social, and economic organization and structure).
• 5.18 — Explain multiple perspectives and probable causes and effects of events leading to colonial independence from British Rule.

Pennsylvania

• 7.1.3.B — Identify and locate places and regions.
• 7.2.3.A — Identify the physical characteristics of places and regions.
• 8.3.3.A. — Identify contributions of individuals and groups to United States history.
• 8.3.3.B. — Identify and describe primary documents, material artifacts and historic sites important in United States history.
• 8.3.3.C. — Identify important changes in United States history (e.g., Belief Systems and Religions, Commerce and Industry, Innovations, Politics, Settlement Patterns and Expansion, Social Organization, Transportation, Women’s Movement).

Rhode Island

• SS3.2.1 — Geography and environment of the Northeast Explain the geography and environment of the Northeastern region of the United States
• SS3.2.2 — States in the Northeast Explain the states that make up the Northeastern region including their admittance to the United States and their identities
• SS3.2.3 — Peoples over time in the Northeast Analyze the ways diverse peoples have come to live in the Northeastern region of the United States over time
• SS3.2.4 — The Northeastern region today Argue how the geography and environment of the Northeastern region contributed to its social, cultural, and economic development

South Carolina

• 3.1.3.PR — Identify the spatial hierarchy of political and physical geographic features. This indicator prompts students to inquire about spatial hierarchies (i.e. scale) to understand connections between Earth's systems. Political features include cities, states, and countries. Physical features include forests, mountains, oceans, and rivers.
• 2.G.2 — Describe and compare various landforms over time within the U.S. through the use of primary and secondary sources. This indicator was developed to encourage inquiry into using historic images, maps, narratives, texts, or video, to investigate and compare different landforms around the U.S.
• 4.2.CE — Examine the economic and political motivations for colonists to declare independence from Great Britain.This indicator was developed to encourage inquiry into the influence of taxation and regulation in the colonial independence movement leading to the Declaration of Independence and the beginning of the American Revolution.

South Dakota

• 3.G.1.2 — Locate the seven continents, four oceans, and major physical features and regions of the United States on a map or globe

Tennessee

• 3.09 — Identify and locate the fifty states of the U.S.
• 3.25 — Explain the significance of the settlements of Massachusetts Bay and Plymouth and the role they played in the settling of our country.
• 4.05 — Explain the different forms of protests colonists used to promote change in British policies, including: the Boston Tea Party, tarring and feathering, letter writing, and boycotts.
• SSP.06 — Develop geographic awareness by: • Determining relationships among people, resources, and ideas based on geographic location (local, national, global) • Determining the use of diverse types of maps based on the purpose • Analyzing the spatial relationships between people, circumstances, and resources • Analyzing interaction between humans and the physical environment • Examining how geographic regions and perceptions of the regions change over time

Texas

• 5.2A — analyze the causes and effects of events prior to and during the American Revolution, including the taxation resulting from the French and Indian War and the colonist response to taxation such as the Boston Tea Party;
• 2.11D — identify symbols such as state and national birds and flowers and Uncle Sam; and
• 5.6B — describe regions in the United States based on physical characteristics such as landform, climate, and vegetation;
• 5.6C — locate on a map important political features such as the five largest cities by population in the United States and the 50 states; and
• 5.1A — explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain; and

Utah

• 5.2.1.a — Explain the role of events that led to declaring independence (e.g., French and Indian War, Stamp Act, Boston Tea Party).
• 5.1 — Fifth Grade Standard I: Students will understand how the exploration and colonization of North America transformed human history.
• 5.2 — Fifth Grade Standard II: Students will understand the chronology and significance of key events leading to self-government.

Vermont

• D2.Geo.3.3-5 — Individually and with others, students… Use maps of different scales to describe the locations of cultural and environmental characteristics.
• D2.Geo.1.3-5 — Individually and with others, students… Construct maps and other graphic representations of both familiar and unfamiliar places.

Virginia

• USI.1.c — The student will apply history and social science skills to understand the geography of North America by locating the 50 states.
• USI.6.b — The student will apply history and social science skills to explain the American Revolution by identifying the issues of dissatisfaction that led to the American Revolution including, but not limited to the “injuries and usurpations” outlined in the Declaration of Independence.
• USI.6.e — The student will apply history and social science skills to explain the American Revolution by examining the causes, course, and consequences of key events and battles of the era.

Washington

• G1.3.2 — Investigate the physical, political, and cultural characteristics of places, regions, and people in North America, including the location of the fifty states within the regions of the United States.
• G1.3.1 — Examine and use maps and globes to understand the regions of North America in the past and present.
• G2.2.1 — Identify some common and unique cultural and environmental characteristics of specific places.
• H2.5.1 — Analyze and explain how individuals have caused change in United States history.

Washington, D.C.

• 4.38 — Explain acts of resistance taken by some colonists and the British response to these actions (e.g., boycotts, the Boston Massacre, the Boston Tea Party, the Intolerable Acts).

West Virginia

• SS.4.8 — Describe and locate examples of the major physical features ofthe United States (e.g., bodies of water, mountains, rivers, grasslands, oases, etc.) using references and technology (e.g., atlas, globe, geographic information system, etc.).
• SS.5.17 — Compare and contrast the various regions of the United States; locate each of the fifty United States and correlate them with their regions.
• Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
• SS.4.14 — Demonstrate an understanding ofthe conflict between the American colonies and England that led to the Revolutionary War. • Explain the political and economic factors leading to the American Revolution (e.g., the French and Indian War; British colonial policies, and American colonists' early resistance, etc.). • Explain the major ideas reflected in the Declaration of Independence . • Summarize the roles of the principal American, British and European leaders involved in the conflict (e.g., King George Ill, Benjamin Franklin, George Washington, Thomas Jefferson, John Adams, Thomas Paine, Patrick Henry, and Marquis de Lafayette, etc.). • Explain the contributions of Native Americans, the French and Dutch during the Revolutionary War, and list the contributions of women and African Americans during and after the American Revolution.

Wisconsin

• SS.Geog1.c.4-5 — Create and label a map (paper or digital) of the local community, state, tribal lands, and country, including both physical (e.g., oceans and continents) and human (e.g., roads, buildings) characteristics. Identify and construct regions (digital or paper) in Wisconsin and the United States.
• SS.PS1.a.K-1 — Describe symbols, songs, and traditions that identify our state and country. Assess the importance of rules and laws at home, in school, and in the community.
• SS.PS1.b.4-5 — Summarize the contributions of historically significant people during the period of early United States history to the development of our political culture. Differentiate between freedom, justice, equality, rights, responsibilities, and citizenship. Apply key elements of the Wisconsin Constitution to the local community.
• SS.Hist2.b.i — Describe patterns of change over time in the community, state, and the United States.

Wyoming

• SS2.5.1 — Spatial Use a map, globe, and mental mapping to identify familiar areas and simple patterns and create maps using various media. 2-ESS2-2
• SS5.2.4 — Identify and describe positive and negative interactions (e.g., withholding of Native American U.S. citizenship until 1924), the tensions among cultural groups, social classes and/or significant individuals in Wyoming and the United States (e.g., Martin Luther King Jr., Helen Keller, Sacagawea, Chief Washakie, Chief Black Coal, Chief Pocatello, Chief Sharp Nose, and Chief Friday). RL.3.2, RL.4.7, RL.4.9 RI.3.3, RI.4.3, RI.5.3 W.3.2, W.3.7, W.4.2.b W.5.2.b W.5.7 SL.3.4 CV5.2.3