Maryland

1 Worlds Collide (1450–1650)

• 1.1 Native Cultures

  • 4.1.1 Students will evaluate the impact of geography on cultural development and interaction by:

    • 4.1.1.a comparing how societies in the Americas, Western Europe, and Western Africa have shaped and been shaped by their culture and environment.

    • 4.1.1.b examining how American Indians traded, exchanged, gifted, and negotiated the purchase of goods, foods, technologies, domestic animals, ideas, and cultural practices with one another.

    • 4.1.1.c analyzing settlement patterns among the Piscataway, Piscataway Conoy, and/or Accohannock people of Maryland using maps and other data.

    • 4.1.1.d explaining how societies in the Americas, Western Europe, and Western Africa increasingly interacted after 1450.

• 1.2 Exploration

  • 4.1.2 Students will evaluate the motivations for European exploration by:

    • 4.1.2.a identifying the push/pull factors that led to European exploration and colonization.

    • 4.1.2.b explaining geographic factors that influenced European exploration.

• 1.3 Impact of European Exploration

  • 4.1.3 Students will evaluate the impact of exploration on various groups by:

    • 4.1.3.a identifying the positive and negative impacts of the Columbian Exchange.

    • 4.1.3.b comparing and contrasting the cultures of the European settlers and American Indian tribes.

    • 4.1.3.c evaluating early interactions between European and American Indians from multiple perspectives.

      • Jamestown: the early years (4-A.1)
      • Jamestown: growth of a colony (4-A.2)
      • Plymouth (4-A.3)
      • New England colonies: economy and conflict (4-B.2)

    • 4.1.3.d examining the economic relationships between early explorers and American Indians in Maryland and beyond.

    • 4.1.3.e assessing the economic and geographic outcomes of European exploration in North America and Maryland.

2 Resistance, Colonization, and European Expansion in North America (1500–1650)

• 2.1 Early Settlements

  • 4.2.1 Students will compare Maryland's colonial experience with other colonies by:

    • 4.2.1.a examining motivations for European settlement in North America.

      • Jamestown: the early years (4-A.1)
      • Plymouth (4-A.3)
      • New England colonies: religion and government (4-B.1)
      • Middle colonies: founding and government (4-B.3)
      • Southern colonies: founding and government (4-B.5)

    • 4.2.1.b comparing and contrasting the factors that led to success and failure in Jamestown, Plymouth, St. Augustine, and St. Mary's City.

      • Jamestown: the early years (4-A.1)
      • Jamestown: growth of a colony (4-A.2)
      • Plymouth (4-A.3)

    • 4.2.1.c analyzing religious conflict among European settlers in Maryland and evaluating the effectiveness of the Toleration Act on different religious groups.

• 2.2 Colonial Regions

  • 4.2.2 Students will compare how geography influenced culture and economic development by:

    • 4.2.2.a analyzing how geography impacted the development of the American colonies.

      • New England colonies: economy and conflict (4-B.2)
      • Middle colonies: founding and government (4-B.3)
      • Southern colonies: founding and government (4-B.5)

    • 4.2.2.b comparing human, capital, and natural resources of colonial regions.

      • New England colonies: economy and conflict (4-B.2)
      • Middle colonies: economy and society (4-B.4)
      • Southern colonies: economy and slavery (4-B.6)

    • 4.2.2.c analyzing how ports, the institution of slavery, and natural resources created a tobacco-based economy in Maryland.

      • Middle colonies: economy and society (4-B.4)

    • 4.2.2.d examining the impact of the interdependence created by triangle trade in different regions in North America, Europe, and Africa.

      • Southern colonies: economy and slavery (4-B.6)

    • 4.2.2.e explaining how colonization resulted in conflict, loss of life, disruption of tradition, loss of lands, and resistance by American Indians.

      • New England colonies: religion and government (4-B.1)
      • New England colonies: economy and conflict (4-B.2)

• 2.3 Definitions of Freedom

  • 4.2.3 Students will analyze the methods and motivations by which freedom was granted or denied for various groups in Colonial North America:

    • 4.2.3.a interpreting laws and legal documents that defined freedom for women, indentured servants, American Indians, religious groups, and free blacks in the colonies.

      • Middle colonies: economy and society (4-B.4)
      • Southern colonies: economy and slavery (4-B.6)

    • 4.2.3.b analyzing how the institution of race-based slavery started with indigenous people and expanded by forcing Africans to come to the Americas.

      • Southern colonies: economy and slavery (4-B.6)

    • 4.2.3.c explaining how the enslaved experience differed from place to place.

    • 4.2.3.d analyzing how forms of slavery have existed over time and how people across multiple locations and time have sought freedom.

• 2.4 Slavery in Maryland

  • 4.2.4 Students will analyze the impact of slavery on the development of Maryland by:

    • 4.2.4.a comparing Maryland's population distribution of free and enslaved people with that of other colonies.

    • 4.2.4.b analyzing the similarities and differences in experiences of enslaved people across regions in Maryland.

    • 4.2.4.c identifying ways that enslaved people over time resisted slavery in Maryland.

3 American Revolution (1750–1789)

• 3.1 Events Leading to the American Revolution

  • 4.3.1 Students will analyze causes of the Revolution by:

    • 4.3.1.a examining the causes and effects of the French and Indian War.

      • The American Revolution: the Thirteen Colonies under British rule (4-C.1)

    • 4.3.1.b identifying the impact of taxation without representation on various groups.

      • The American Revolution: New British taxes (4-C.2)
      • The American Revolution: the Boston Tea Party (4-C.3)

    • 4.3.1.c evaluating how new religious and political thinking empowered individuals to question royal authority and increased a spirit of independence.

      • The American Revolution: the Boston Tea Party (4-C.3)
      • The American Revolution: the rebellion begins (4-C.4)

    • 4.3.1.d analyzing the variety of colonial responses to British laws imposed after the French and Indian War.

      • The American Revolution: the Boston Tea Party (4-C.3)
      • The American Revolution: the rebellion begins (4-C.4)

• 3.2 Declaration of Independence

  • 4.3.2 Students will analyze reactions to the Declaration of Independence by:

    • 4.3.2.a identifying the British injustices outlined in the Declaration of Independence and the principles of government proposed to resolve those injustices.

      • The American Revolution: struggle for independence (4-C.6)

    • 4.3.2.b assessing the challenges for future generations to expand the freedoms expressed in the Declaration of Independence.

    • 4.3.2.c contrasting colonial and British reactions to the Declaration of Independence.

      • The American Revolution: struggle for independence (4-C.6)

    • 4.3.2.d evaluating various methods of communication and argumentation used by Patriots to further their cause.

      • The American Revolution: the rebellion begins (4-C.4)
      • The American Revolution: struggle for independence (4-C.6)

• 3.3 Maryland's response to the Revolution

  • 4.3.3 Students will examine Maryland's response to British policy by:

    • 4.3.3.a analyzing how economic class and geographic region influenced the division between Patriots and Loyalists in Maryland.

    • 4.3.3.b contrasting the burning of the Peggy Stewart with other acts of resistance in the colonies.

    • 4.3.3.c evaluating the role of various groups, including women, African Americans, and American Indians in Maryland supporting the American Revolution.

• 3.4 The New Nation

  • 4.3.4 Students will evaluate the reasons for and the effect of the development of a new American government by:

    • 4.3.4.a analyzing the powers and responsibilities of government on the federal and state levels under the Articles of Confederation.

    • 4.3.4.b identifying early challenges to the new nation including Shays Rebellion and the structural weaknesses of the federal government.