Virginia Curriculum Catalog

2 0 2 4 - 2 5
100% ALIGNED | 100% OF THE TIME
To The History and Social Science Virginia Standards of Learning

GALLOPADE MAKES
TEACHING EASIER
For over 44 years, Gallopade has partnered with
educators to create curriculum and supplemental
resources that provide an array of grade-appropriate
resources to teach, test, and measure for Social
Studies standards mastery.
We offer a comprehensive and flexible program designed
to engage students in a robust and interactive
learning experience 100% aligned to the History and
Social Science Virginia Standards of Learning.
Gallopade combines print and digital tools such
as primary source analysis, writing prompts, and
project-based learning to create a dynamic learning
platform built for your state. Gallopade Curriculum
gives students the tools necessary to thrive in their
academic endeavors as they build their skill sets,
boost their confidence, and develop a passion for
learning.
WHY GALLOPADE?
We make teaching easier and learning fun! Gallopade Curriculum incorporates proven methods, abundant
resources, the ability to adjust and differentiate, and the flexibility you need in the classroom - all 100%
aligned with your state’s standards.
Standards Aligned
Gallopade Curriculum is written and curated to align
completely with the Virginia Standards of Learning.
When standards change, the Gallopade Curriculum
changes with them.
Evidence-Based
Our proven “small bites” approach helps students
of all learning styles understand and retain essential
Social Studies standards and skills.
Proven
Our partners love our program. Teachers say that
Gallopade Curriculum makes their jobs easier, and
they don’t require additional resources to cover
Social Studies standards. Gallopade’s methods and
approach make students more engaged and involved
with the subject.
Organized
Gallopade Curriculum provides everything needed
to teach the standards. Content is organized by units
and chapters, allowing teachers to easily locate and
assign content, activities, assessments, and grade
assignments.
Consumable
Students receive new books at the start of each
school year. The Student Book is their own to
mark up and write in, and they can also make
annotations in their digital Student Book.
pg.2 | gallopadecurriculum.com

GALLOPADE
APPROACH
Gallopade Curriculum uses multiple evidence-based theories to achieve
success in education. Core strategies throughout the program include
chunking content, interactive learning methods, and an emphasis on
standards-based instruction.
By using the concept of chunking, or “small bites,” students efficiently process
and place knowledge into their short-term memory without overwhelming
their cognitive load.
We pair this approach with reinforcement activities that support
interactive learning. As students work through the lessons
and activities, they engage in critical thinking exercises
related to content.
Other pedagogical methodologies include connecting
prior knowledge to new knowledge, scaffolding
through predictable patterns and routines, formative
and summative assessments, and using
data to improve student performance.
Gallopade Curriculum is accessible and appropriate
for a variety of learning styles. Students
are engaged with the subject matter to help
achieve standards mastery and to foster a
passion for Social Studies and lifelong learning.
2024 | pg. 3

GALLOPADE CURRICULUM INCLUDES
Students and educators need a solution that is effective, easy to use, and flexible to allow teacher customization. Gallopade provides
various resources in multiple formats, along with instructional strategies and implementation ideas, so that educators can tailor lessons
to the specific needs of their classes to create an engaging learning experience for students of all learning styles.
STUDENT BOOK
Gallopade combines content with interactive activities to
create a unique Student Book beyond traditional textbooks.
EXPERTRACK ASSESSMENTS
Pre-built assessments covering core content and skills.
Assessments are auto-graded for easy teacher and student
review.
TEACHER’S EDITION
The Teacher’s Edition provides a variety of ready to use
and easily adaptable materials for classroom instruction,
as well as answers to all questions and activities, planning
pages, and pacing guides.
TEACHING TOOLS
Assignable tools and activities that add rigor to instruction
with a focus on inquiry, critical thinking, writing, literacy,
and processing skills.
GRADING + REPORTING
Easily measure and assess student success with district,
school, class, and student-level reports.
GALLOPADE CURRICULUM ONLINE
Gallopade’s online platform empowers teachers with
everything they need to plan, teach, assign, and measure
student success. Students are engaged in a digital learning
experience that is organized, flexible, and easy to use.
BIOGRAPHY READERS
Interactive and informative readers, correlated to the standards,
bring historical figures to life and add to students’
knowledge and comprehension.
ONGOING SUPPORT
When you have questions, we have the answers;
support.gallopade.com puts you in touch with someone
from our Customer Success Team whenever you need
assistance.
pg.4 | gallopadecurriculum.com

location
region
relative location
©Carole Marsh/Gallopade • www.gallopade.com • Virginia Studies • Page 11
~ This book is not reproducible. ~
natural features
human features
Location describes where a place is. When we learn about a place’s
location, we can better understand what that place is like.
Let’s learn more about where Virginia is located.
Then we can learn more what Virginia is like!
United States
North America
V
Correlates with VS.1b; VS.2a
Map Legend
V
North America
United States
Virginia
STUDENT BOOK
Gallopade combines content and activities in an effective and impactful approach. The Student Book engages students with
an interactive learning experience, implementing easy-to-use content for students while meeting Virginia standards.
Student Books are built on the repetitive learning cycle of “small bites” of information, reinforcement activities, and frequent
formative assessments to create an active, effective, and hands-on learning experience.
Throughout the book, robust primary sources enhance learning, deepen understanding, and increase analytical skills.
K- C&E | PRINT + DIGITAL
Student Book Activities Include:
• Reading for Information • Point of View
• Cause and Effect
• Problem-Solution
• Classifying Information • Compare and Contrast
• Primary Source Analysis • Analyze Charts and
• Inference
Graphs
• Critical Thinking
• Timelines
• Map Skills
• Fact or Opinion
• And More!
Chapter 2
VirGinia’s LoCation
Key Terms
Location, Location, Location
Where is Virginia?
• Virginia is on the planet Earth. But you knew that, didn’t you!
• Virginia is on the continent of North America.
• Virginia is part of the country known as the United States of America.
• Virginia is in the part of the United States known as the Southeast.
No Ordinary Textbook
Gallopade combines content and activities in one innovative program. Students receive
a book that’s theirs to write in and interact with, providing a consumable option that
guarantees standards alignment, year after year.
TEACHER’S EDITION
Designed by teachers for teachers. The Teacher’s Edition is a robust, dynamic, and all-inclusive resource that works for you and
your students. The Teacher’s Edition highlights various ways to introduce the material, teach with supporting differentiation
and extension recommendations, and assess students’ mastery of the content.
The Teacher’s Edition includes guidance on how all tools and resources work together in the classroom, along with pacing
guides, standards correlations for your reference, and Unit and Chapter planners to help build each lesson.
Your Teacher’s Edition provides sample questions that spark inquiry, student-friendly definitions for essential vocabulary,
and Differentiated Learning support. Additionally, suggested materials and tips help you customize lessons for students of
all ability levels.
K-C&E | PRINT + DIGITAL
All-In-One Answer Key
Answers to all the questions and activities in the Student Book
are included in the Teacher’s Edition.
Planning Pages
Planning Pages at the beginning of each lesson or each chapter
give you a place to plan and document your goals, priorities,
calendar, and notes for customized instruction and differentiation
strategies.
By the Standards
Correlations to all State standards are included, offering a
convenient, at-a-glance reference to refer to your standards
at any time, so you can clearly define where each standard is
covered in the curriculum.
Customizable
Materials can be used in various classroom models, including
traditional whole group, rotational learning, mini-lesson format,
group and personal choice boards, and student-led teaching.
Openers
Openers provide instructional strategies to activate existing
knowledge and real-world experiences that spark curiosity
and inquiry.
2024 | pg. 5

Virginia Experience • U.S. History II • ©Carole Marsh/Gallopade • www.gallopade.com • Page 2
Virginia Experience • U.S. History II • ©Carole Marsh/Gallopade • www.gallopade.com • Page 7
Virginia Experience • U.S. History II • ©Carole Marsh/Gallopade • www.gallopade.com • Page 5
Virginia Experience • U.S. History II • ©Carole Marsh/Gallopade • www.gallopade.com • Page 1
Virginia Experience • U.S. History II • ©Carole Marsh/Gallopade • www.gallopade.com • Page 3
Virginia Experience • U.S. History II • ©Carole Marsh/Gallopade • www.gallopade.com • Page 4
2
Building the Transcontinental RailroadThe Weeping Time
When I Grow Up, I Want to Be a Cowboy
It was a race to see who could be the fastest to the finish line. Spikes were driven into
How
the
would you like to be sold like livestock, as if you were a mule? No one would,
Many former slaves left the South and moved west to work on ranches in Texas after
ground; tracks were laid across mountains and plains. It was a project that would change
of course, but it happened…
the Civil War. Driving cattle was a difficult job. It was lonely, dirty, and sometimes
America forever…
dangerous. Imagine how the “Help-Wanted” advertisement might have read...
In 1859 on a racetrack in Savannah, Georgia, the largest sale of slaves ever held in
The construction of the Transcontinental Railroad was one of the greatest
Help Wanted: Cowboys
the United States took place. On two rainy days, about 430 men, women, and children
technological accomplishments in America’s history. Construction started after the
$1 a Day
were sold to the highest bidder.
Civil War ended in order to extend existing tracks in the Great Plains over the western
Attention: Young Men, 15 to 25 years old
mountains, plains, deserts, and rivers. Only then could someone easily and quickly travel Pierce Butler, a plantation owner, had wasted his inheritance on an expensive Twelve cowhands are needed to herd 3,000 longhorn cattle. We’ll travel on horseback,
from the eastern United States to the West. 5
lifestyle. His land and buildings were sold to pay some of his bills, 3but he still owed more
10 to 15 miles a day for two months. We’ll follow the Chisholm Trail. You must be a
money. He needed to sell many of his
Without an unbroken rail route to the
slaves to get out of debt.
good rider and able to rope a calf while riding your horse. You must be willing to herd
Pacific Coast, the trip from the East lasted several
across deep water. The boss will provide lunch and dinner at the chuck wagon. Be
months. It was difficult, expensive, and sometimes
The major slave auction was prepared to take a two-hour turn each night watching the cattle. Singers and storytellers
dangerous. Many people instead chose to take
advertised widely for weeks and drew
are encouraged to apply.
a ship south around the tip of South America
huge crowds to Savannah. Butler had
and then north. But that approach also required
his slaves brought to the racetrack, where
several months and was costly.
they stayed in shacks or horse stalls for Driving a herd of cattle was not easy! Keeping the cattle moving in the right
days or weeks until the sale began. direction could be dangerous.
It didn’t take much to spook
Two railroad companies would start racing
One observer said, “It is a dreadful a Texas longhorn. A loud
toward each other from northern California to
affair….” Not all families were sold noise, like thunder, might
eastern Nebraska. The Central Pacific started
together. Parents and children were cause a stampede. Imagine
laying track from west to east, while the Union
soon parted. So were brothers and 3,000 cattle running on
Pacific built from east to west. The companies
sisters. That observer asked, “Can such the open plain, trampling
competed to be the first to reach Promontory
a system [slavery] endure?” And yet everything he in their path! You’d
Point, Utah, where their tracks would joint!
added, “Slavery is better for them and have to round them up again.
for us….”
Sometimes a cowboy could
Building the railroad was difficult for both companies. The Central Pacific had to
keep them calm by singing.
lay track through the Rocky Mountains. Workers blasted through rock with dynamite Surely, the men, women, boys, and girls standing in the rain that day disagreed.
and built tunnels to make room for the railroad. The Union Pacific’s work was less Many tried hard to be purchased by “good” masters. They showed off their teeth or
There were other dangers.
challenging because it was building across flat prairies. The railroad companies lay an muscles. Others just sat sadly in the rain.
Rattlesnakes, cattle thieves, and
average of 1 mile of track a day.
What happened next? New owners and their new slaves left together. Champagne hostile Indians topped the list. A
On on May 10, 1869, the Central Pacific and Union Pacific crews met at bottles were popped to celebrate the $303,850 made from the sale.
common cause of death for a cowboy was being dragged by his horse after falling off.
Promontory Point. The last spike nailed into the track was made of gold! News of the
The rain stopped. Africans who had been kidnapped and brought against their will Most of the day, you would ride alongside the cattle alone. After the evening meal,
completied Transcontinental Railroad spread quickly, and Americans celebrated the
to work in the fields or do household chores would continue to work hard. you’d sit around the fire and tell stories. Then you’d grab your blanket and get some
joining of East and West.
sleep. Your buddy would wake you when it was your turn at watch.
One day, the terrible practice of slavery would come to an end in America, but not
The creation of the railroad changed the United States forever! Americans could on this day at a racetrack in Savannah.
travel from the East to the West in only a few days and for as little as $150 for a nice seat.
The “Wild” West attracted many new settlers, bustling towns, and settlements along the
Higher-Order Thinking
railroad tracks.
Higher-Order Thinking
Develop a logical argument as to why men would want to become cowboys, since it was
Higher-Order Thinking
What can you conclude about the observer’s point of view of slavery? Cite evidence from
a pretty difficult life.
What effects did the completion of the Transcontinental Railroad have on life in America? the text to support your answer.
Cite evidence from the text that is stated explicitly or inferred.
Tech Tools
Incorporate classroom and “Build Your Own Tech” technology
into your Social Studies instruction with ideas, tips, and links for
integrating research, blogs, flashcards, videos, and more into
instruction and assessments.
Enrichment Pack
Engage students with broad word and world knowledge through
robust reading passages that help them comprehend challenging
material with higher-order thinking and prompts to encourage
class or small group discussion or to inspire writing assignments.
7
The Invention of Paper Living in the Wild, Wild West Recipe for a GREAT Map!
Did you know that Benjamin Franklin was the first paper
The few wooden buildings lining the dirt road didn’t look like much. They had signs like Just as a recipe combines parts to make a whole dish, so does a map include many
merchant in America? Or that he helped start paper mills in
“General Store,” “Blacksmith,” and “Hotel.” The Wild West town looked more like a important pieces to give you the big picture…
Virginia? Let’s learn about the history of paper…
dusty row of barns than a bustling city…
A map is a very important geographic tool that shows
Paper is everywhere in a modern society. Just a few of
The towns of the Wild West may have been small and simple, but they were the detailed information about an area. The area can be as small
the ways different types of paper products are used include
center of a pioneer’s life. Just about every Wild West town featured the same businesses
as your classroom or as big as the entire Earth! A map may
writing paper, gift wrap, book pages, Kleenex, and paper
that were important to pioneer life:
show roads, landmarks, routes for transportation, and different
money. Paper is a vital resource for the United States and
for the entire world!
1
Blacksmith and stables: Since horses were the 4
landforms such as mountains and rivers.
main type of transportation, each Wild West town
There are four main parts to a map you need to remember:
It is believed the world’s first paper was created by
needed a blacksmith who could make shoes for
the ancient Egyptians. They used strips from a papyrus
the map title, map key, scale, and compass rose.
the horses, and a stable where horses were fed
plant. These strips were moistened and then made into
and watered.
The map title tells what this map displays. A map key or map legend is a chart that
a criss-cross pattern that the Egyptians pressed into
explains what the symbols on a map mean. On many maps, for example, a black dot
sheets. The word “paper” comes from “papyrus.”
General store: The general store provided the
stands for a city, a star stands for a state’s capital, airplanes stand for airports, and black or
However, the kind of paper the Egyptians made did not
supplies pioneers needed for survival. The stores
yellow lines stand for highways, roads, or
look and feel anything like our paper products of today. Paper that is closest to
were usually very small—the size of an average
streets. The kind of map will determine
modern paper was first made in China nearly 2,000 years ago.
classroom. They carried goods like rugs, cooking
what kind of symbols are needed for the
stoves, candles, hammers, and children’s toys.
map legend.
The Chinese did not experiment with paper for writing. Instead, they needed
a different kind of paper to make clothing and blankets!
Church: The church was the center of town. It
Many maps also have a compass
was a place where settlers could worship and
The Chinese created paper by boiling plants until they became pulp. The
rose, which is a tool that shows
talk with their neighbors. A pastor might have to
pulp would then be sifted through a screen.
directions. The cardinal directions
travel to several different towns to preach—all in
are north, south, east, and west. The
Next, the pulp would harden and dry. The sheets of pulp would be lifted one day!
intermediate directions are the points
from the screen to be used as paper. This paper was very thick and would not
bend like the paper we use today. It was not very smooth, either.
Hotel: The hotel was important for visitors. Since most pioneer houses were one-room
in between the cardinal directions:
log cabins, they did not have room for guests. The hotel room might cost 50 cents per
northeast, northwest, southeast, and
When they wanted to write, the Chinese would scratch or chisel on night, plus 50 cents for lunch and dinner!
southwest.
wood, bamboo, or stone.
Most maps will also have a scale.
Lumberyard/sawmill: Lumberyards were important businesses in prairie towns where
there weren’t many trees to cut down. Pioneers got wood from the lumberyard to
A map scale is a tool that compares distance on a map to the actual distance on Earth. The
build their cabins. Sawmills were important because they cut wood much faster than scale helps the person reading the map figure out real-life distances. For example, suppose
pioneers could cut by hand.
there is a map on which 1 inch represents 1 mile. If two places on that map are 5 inches
Higher-Order Thinking
apart, that means they are 5 miles apart on Earth.
The text says the Chinese used wood, bamboo, or stone for writing. What about School: Wild West towns usually had small, one-room schoolhouses. Students from
writing on those materials might motivate the Chinese to experiment with other kinds ages of 6 to 16 would all learn together from one teacher. Their subjects included reading,
materials?
writing, and arithmetic.
Papyrus
Higher-Order Thinking
Give the four main parts of a map and explain why each is important in understanding
Higher-Order Thinking
how to read a map.
Business tycoon Harvey Firestone once said, “The way of the pioneer is always rough.”
He was referring to business pioneers, but use specific examples from the text and explain
how a real pioneer’s life was a rough one.
Graphic Organizers
Includes over 20 printable or projectable ready-to-use graphic
organizers to increase student comprehension. Students understand
concepts and connections.
Additional Features
• Students can complete their work directly online and use digital
annotation tools.
• The Read Aloud feature supports comprehension and fluency
by having the text spoken aloud while students follow aloud.
TEACHING
TOOLS
From day one, teachers have a comprehensive program
that will prepare every student at every level. Our extensive
teacher materials make it easy to build your daily
lesson plan.
Teaching Tools are organized to match Student Book units
and chapters, making it simple to access the resources
you want to use. Teaching Tools enhance instruction while
easing the burden of your time. You get exactly what you
need when you need it.
K-C&E | Print + DIGITAL
21st Century Skills — Projects and Performance Tasks
Activities can be used as part of an ongoing collaborative
process throughout a unit or as a capstone project at
the end of a unit combining Social Studies content and
essential information into a higher-order thinking activity
or assignment. Each project is easily adaptable to be as
simple or elaborate as desired for your class.
MULTIMEDIA
RESOURCES
Strategically selected resources go beyond the classroom to
engage students with primary and secondary sources. These
enhance lessons and illustrate key concepts with each source
broken down by chapter to save you time.
K-C&E | DIGITAL
Varied Formats
• Photographs
• Diagrams
• Infographics
• Political cartoons
• Paintings
• Videos
• Primary Sources
• Internet Links
Enhanced Learning
• Boost Creativity
• Encourage student
engagement and
collaboration
• Creative alternatives for
learning about specific
topics
• Videos help explain complex
ideas
• Assign as homework or inclass
review
pg.6 | gallopadecurriculum.com

FULL
SCREEN
INTRO
STORY
VOCAB
POP QUIZ
• Easy-to-read stories
• Interactive exercises
• Highlighted events and
achievements
With his printing business going
well, Ben turned it over to his
foreman so he could have more
time for his scientific experiments.
Ben invented the Franklin stove,
which provided more heat and
used less wood than a fireplace.
He also invented the lightning rod
after discovering that lightning
has electricity in it.
Ben learned
about electricity by flying a kite with
a key attached to it during a storm!
• Multi-level student
engagement
• Comprehension-centric
activities and quizzes
BIOGRAPHY
READERS
Biography Readers provide additional information
about notable historical figures featured in student
lessons. Expand students’ knowledge of the life and
contributions of important people and build reading
skills. Each reader includes a glossary, facts, puzzles,
achievement highlights, and more.
PRINT
Included for K-2 | PRINT
Available for Virginia Studies & U.S. History I | PRINT
EXPERTRACK
ExperTrack includes pre-built, auto-graded assessments by grade to measure progress. As students apply critical thinking and analysis
skills throughout the year, ExperTrack provides you with results data to influence and customize instruction. Students improve
comprehension, deepen understanding, and strengthen their ability to apply the knowledge and skills they learn through Formative,
Summative, and Benchmark milestones.
ExperTrack assessments can be used in a variety of ways. Teachers can assign as a pre-test or check for understanding and reassign to
provide an opportunity to demonstrate improvements in mastery and comprehension. Teachers can correct misconceptions, provide
remediation, and reinforce learning by projecting or screen-sharing questions and discussing them with their class or in small groups
as needed.
3-C&E | DIGITAL
Question Types
• Multiple Choice
• Order of Events
• Categorization
• Map Skills
• Tables and Charts
• Drag and Drop
• Matching
• Venn Diagram
• And More!
Item Bank
Teachers can create their own assessments using a
pre-existing, standards-aligned bank of questions, allowing
for customization and student personalization.
Checkpoints
Evaluate understanding and comprehension after
each chapter or unit.
2024 | pg. 7

~ This book is not reproducible. ~
Correlates with USI.1b,f; USI.3a,b-c
PUTTING IT
TOGETHER
All elements of Gallopade’s Curriculum program provide an
extensive system that allows you to guide students through
a customized learning experience that positively impacts
their mastery of the standards.
Prepare & Assign
Create assignments with Gallopade Curriculum Online, browse
resources organized by unit and chapter, and easily choose which
content and activities to assign.
• Schedule assignments for the entire class or individual students
• Plan and document your instructional calendar, including planning
strategies
• Meet learning objectives with accuracy
1 PLANNING
Teacher’s Edition
Plan and document your instructional calendar
and strategies with Unit Planning
Pages. Reference which Teaching Tools are
available online.
Hit Learning Targets with Accuracy
Begin each chapter by planning additional instructional strategies
to use throughout the lesson.
• Writing Prompts
• Group Activities
• Individual Assignments
• Ideas for Project-Based
Learning
• Inquiry-Based Learning
• Formative and Summative
Assessments
• Blended Learning
• And more!
Chapter 5
earLy CuLturaL groups in north aMeriCa
Key Terms
American Indian
natural resources
human resources
capital resources
American Indians Throughout North America
American Indians lived in all areas of North America. Prior to the arrival of Europeans,
American Indians were dispersed across the various environments of North America.
Geography and climate affected how the various American Indian groups met their basic needs.
Resources influenced what they produced and how they produced it.
Natural Resources
things that come directly
from nature
Examples include:
fish caught, wild animals
hunted, and crops grown
by American Indians
Human Resources
people working to
produce goods and
services
Examples include:
American Indians who
fished, made clothing, and
hunted animals
Capital Resources
goods produced and
used to make other
goods and services
Examples include:
canoes, bows, and spears
American Indians made
and used
American Indians Used Available Resources
In the past, American Indians fished, hunted, and grew crops for food. They made clothing
from animal skins and plants. They built shelters from resources like sod, stones, animal
skins, and wood. The precise types of food, clothing, and shelters depended on what
resources they found in their environment.
Reading for Information
archaeology
How did geography, climate, and resources impact the lives of American Indians in
North America?
___________________________________________________________________________
Answers will vary
___________________________________________________________________________
Do It!
21st Century Skills: Projects and Performance Tasks
#1 Starting with this chapter, create a giant timeline and post it on your
classroom wall, showing important events throughout the U.S. History I course.
Organize It!
Graphic Organizers Galore
#14 Put examples of natural resources, human resources, and capital resources
into different buckets.
Do It!
Innovate, innovate, innovate! Assign each student in your class one of the
five early American Indian cultural groups. Ask students to do more research
on the various technologies invented and/or utilized by that cultural group.
Have them pick one technology and focus on how it was developed, what local
resources the cultural group used to create it, and what problem it solved.
Assign students to make a brief presentation to the class, including pictures or
models of the technology. Then let the class vote on which technologies they
find the most innovative.
©Carole Marsh/Gallopade • www.gallopade.com • Virginia US I • Page 25
Virginia Experience • Virginia US I Teacher’s Edition • This book is not reproducible. • ©Carole Marsh/Gallopade • www.gallopade.com
page 29
pg.8 | gallopadecurriculum.com

2 TEACH
Students read, learn, and interact with
their Student Book or eBook, whether
in the classroom or at home.
Comprehension
Activities
• Quizzes and comprehension activities
follow each “small bite” of information,
encouraging students to recall and
analyze learned content
• Students interact with various elements,
including videos, audio, popups,
and other skill-building exercises
3 REINFORCE &
RE-ENGAGE
Gallopade Curriculum’s content and resources
combine to enhance and elevate
instruction while ensuring Social Studies
comprehension.
Teaching Tools
Teachers can expand instruction beyond
the Student Book with tools and resources
organized by chapter for reinforcement,
remediation, and enrichment. All Teaching
Tools are available online in digital format
and are printable.
Accessibility
Students can access and interact with
the online Student eBook, highlight,
take notes, and submit completed
activities.
2024 | pg. 9

Super Civil Rights Leader
Assignments
Teacher View
Teachers can view assignments from the
student’s point of view and monitor student
completion.
Student View
Students can easily access the Student eBook
and assigned activities in their Digital Course.
Multimedia Resources
Receive access to multimedia resources, including
videos, images, primary sources, and internet links
within each course.
Read Aloud & Translation
Increase class accessibility with tools designed to
meet UDL requirements and aid students’ attention
and focus.
Biography Readers
Bring historical figures to life while
improving reading skills. Gallopade’s
1000 Readers incorporate activities, fun
facts, and quizzes to help to reinforce
and retain knowledge.
Martin Luther
King, Jr.
Martin became aware
of prejudice and
inequality as a black
child growing up in the
South.
Martin Luther King, Jr., was born on January
15, 1929, in Atlanta, Georgia. He was the son of
Reverend Martin Luther King, Sr., and Alberta
Williams King. Martin’s father was a pastor at a
popular Baptist church in Atlanta.
pg.10 | gallopadecurriculum.com

4 TEST & ASSESS
With ExperTrack, teachers can review core content
and assess skills using the pre-built, auto-graded
assessment questions for each grade – or create
your own assessment using questions from Gallopade’s
item bank.
5 MEASURE & MONITOR
Grading + Reporting
Document students’ progress throughout the school year. Assess
classes and students by standard, content type, and activity.
6 ONGOING SUPPORT
When You Have Questions, We Have Answers
Our team of experts is available to help you with anything you need, from training and support to tips for
navigating your tools and online resources with ease. We’re here to help you succeed – so you can help
students do the same!
Continuous support is available through in-person training, live webinars, knowledge base articles, and
online chat. Our team is proactively involved in your experience to ensure you are using Gallopade Curriculum
to its full potential.
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pg.12 | gallopadecurriculum.com

earLy CuLturaL groups in north aMeriCa
Key Terms
American Indian
natural resources
human resources
capital resources
©Carole Marsh/Gallopade • www.gallopade.com • Virginia US I • Page 25
~ This book is not reproducible. ~
Correlates with USI.1b,f; USI.3a,b-c
American Indians lived in all areas of North America. Prior to the arrival of Europeans,
American Indians were dispersed across the various environments of North America.
Geography and climate affected how the various American Indian groups met their basic needs.
Resources influenced what they produced and how they produced it.
things that come directly
from nature
Examples include:
fish caught, wild animals
hunted, and crops grown
by American Indians
people working to
produce goods and
services
Examples include:
American Indians who
fished, made clothing, and
hunted animals
goods produced and
used to make other
goods and services
Examples include:
canoes, bows, and spears
American Indians made
and used
In the past, American Indians fished, hunted, and grew crops for food. They made clothing
from animal skins and plants. They built shelters from resources like sod, stones, animal
skins, and wood. The precise types of food, clothing, and shelters depended on what
resources they found in their environment.
Reading for Information
archaeology
How did geography, climate, and resources impact the lives of American Indians in
North America?
___________________________________________________________________________
___________________________________________________________________________
Virginia Experience • Virginia US I Teacher’s Edition • This book is not reproducible. • ©Carole Marsh/Gallopade • www.gallopade.com
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Chapter 5
American Indians Throughout North America
Natural Resources
Human Resources
Capital Resources
American Indians Used Available Resources
Answers will vary
page 29
Do It!
21st Century Skills: Projects and Performance Tasks
#1 Starting with this chapter, create a giant timeline and post it on your
classroom wall, showing important events throughout the U.S. History I course.
Organize It!
Graphic Organizers Galore
#14 Put examples of natural resources, human resources, and capital resources
into different buckets.
Do It!
Innovate, innovate, innovate! Assign each student in your class one of the
five early American Indian cultural groups. Ask students to do more research
on the various technologies invented and/or utilized by that cultural group.
Have them pick one technology and focus on how it was developed, what local
resources the cultural group used to create it, and what problem it solved.
Assign students to make a brief presentation to the class, including pictures or
models of the technology. Then let the class vote on which technologies they
find the most innovative.
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