Carolyn Everett
Social Studies TEAMS Class-Thursdays at 9:00am
Office Hours-Tuesdays at 1:30-3:00

Coronavirus Update:

Hello Hello Parents and Students,
I hope everyone is safe and staying inside.  I miss all of my students.  Hopefully, I will see you next school year.  I have posted some websites and videos on this page.  please keep yourself busy and read everyday. 


Students will use skills for historical and geographical analysis to explore the early history of the United States and understand ideas and events that strengthened the union. The standards for this course relate to the history of the United States from Pre-Columbian times until 1865. Students will continue to learn fundamental concepts in civics, economics, and geography as they study United States history in chronological sequence and learn about change and continuity in our history. They also will study documents and speeches that laid the foundation for American ideals and institutions and will examine the everyday life of people at different times in the country’s history through the use of primary and secondary sources.

 The study of history must emphasize the intellectual skills required for responsible citizenship. Students will practice these skills as they extend their understanding of the essential knowledge defined by all of the standards for history and social science. 

Accessing Class Information
Class lessons and assignments will be posted in our webpage SLMS.  To access this, students and parents can login to the Hampton website, then select Social Studies 6.  Students: use your computer login/password, Parents: use your ParentVue login/password.

Units of Study:

Expansion and Reform: 1801 to 1861

USI.8      The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

a)   describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California;

b)   identifying the geographic and economic factors that influenced the westward movement of settlers;

c)   describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America;

d)   identifying the main ideas of the abolitionist and women’s suffrage movements.

Civil War: 1861 to 1865

USI.9      The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

a)   describing the cultural, economic, and constitutional issues that divided the nation;

b)   explaining how the issues of states’ rights and slavery increased sectional tensions;

c)   identifying on a map the states that seceded from the Union and those that remained in the Union;

d)   describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war;

e)   using maps to explain critical developments in the war, including major battles;

f)   describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans.


USI.2      The student will use maps, globes, photographs, pictures, or tables to

a)   locate the seven continents and five oceans;

b)   locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range;

c)   locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico;

d)   recognize key geographic features on maps, diagrams, and/or photographs

Please use these Websites for practice lessons and reviews:

  6. Quizlet
  8. Khan Academy
  9. LibertyKids

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