SAUSD History Social Science Grade 8 United States History Curriculum Map Unit 1 The Founding of a Nation (5 Weeks) Big Idea

Size: px
Start display at page:

Download "SAUSD History Social Science Grade 8 United States History Curriculum Map Unit 1 The Founding of a Nation (5 Weeks) Big Idea"

Transcription

1 Unit 1 The Founding of a Nation (5 Weeks) Change is necessary for growth When is change necessary for growth? What experiences or changes do immigrants undergo? How do ideas spread and why are they adopted? How do ideas create change? What is the relationship between people and economic systems? What rights are guaranteed to all people? What options do people have if their rights are being violated? Write an argumentative letter to Parliament detailing the status of the colonies. RH Cite specific textual evidence to support analysis of primary and secondary sources. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). RH Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. W Write arguments focused on discipline specific content. W Draw evidence from informational texts to support analysis, reflection, and research. SL 8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. SL8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 herefor specific expectations.) P.I: C.1 Exchanging information and ideas with others through oral collaboration P. I: Int.6 Reading closely literary and determine how meaning is conveyed P. I: Pro.11 Justifying own arguments and evaluating others arguments in writing Discovering Our Past: The American Journey to World War I (McGraw-Hill Glencoe) 2006 Ch. 2 Sections 1, 2, 3, 4 Great Awakening p Mayflower Compact p. 120 Common Sense p. 150, Declaration of Independence p DBQ Project Binder Cabeza de Vaca: How Did He Survive? Early Jamestown: Why Did So Many Colonists Die? What Caused the Salem Witch Trial Hysteria of 1692? Valley Forge: Would You Have Quit? 8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy. 1. Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor. 2. Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as all men are created equal, that they are endowed by their Creator with certain unalienable Rights ). 3. Analyze how the American Revolution affected other nations, especially France. 4. Describe the nation s blend of civic republicanism, classical liberal principles, and English parliamentary traditions. Science: Scientific Revolution; Enlightenment. 1

2 Unit 2 U.S. Constitution: Origins and Development (4 Weeks) Struggle for power leads to change When is it necessary for society to change? How should power be distributed in a government? How do we ensure the power of the government works for the people? How can the power of the government be limited? How do governments balance the rights of individuals with the common good? District-Wide Common Assessment: Part 1: Multiple Choice questions with justification Part 2: Analyze and synthesize primary source documents to respond to a question RH Cite specific textual evidence to support analysis of primary and secondary sources. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). RH Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. W Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. W Draw evidence from support analysis, reflection, and research. SL 8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. SL8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 herefor specific expectations.) P.I: C.1 Exchanging information and ideas with others through oral collaboration P.I: C.2 Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) P. I: Int.6 Reading closely literary and determine how meaning is conveyed P. I: Pro.10 Writing explain ideas and information using appropriate technology. P. II:CCI.6 Connecting ideas P. II:CCI.7 Condensing ideas Discovering Our Past: The American Journey to World War I (McGraw- Hill Glencoe) 2006 Ch. 3 Sections 1, 2, 3 Articles of Confederation U.S. Constitution CCSS Unit U.S. Constitution- Origin and Development DBQ Project Binder: How Did the Constitution Guard Against Tyranny? 8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. 1. Discuss the significance of the Magna Carta, the English Bill of Rights, and the May flower Compact. 2. Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence. 3. Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause. 4. Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution. 5. Understand the significance of Jefferson s Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state. 6. Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights. 7. Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights. English/Art: Influence of Greco-Roman & Judeo- Christian traditions; Enlightenment. 2

3 Unit 3 U.S. Constitution: The American Political System (4 Weeks) Structures have parts that interrelate. How does the Constitution reflect the goals of American society? How can citizens participate in government? How is the Constitution a living document? How do structures prevent the abuse of power? Research a current example of the Constitution as a living document. Write and present a summary of this issue and cite how it exemplifies the role of the Constitution today. RH Cite specific textual evidence to support analysis of primary and secondary sources. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). RH Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH Describe how a text presents information (e.g., sequentially, comparatively, causally) RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.. RH Distinguish among fact, opinion, and reasoned judgment in a text. RH By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. W6-8.4 Produce clear & coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. W6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W Draw evidence from support analysis, reflection, and research. SL Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. SL6-8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced SL6-8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL6-8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.) P.I: C.1 Exchanging information and ideas with others through oral collaboration P. I: Int.6 Reading closely literary and informational texts to determine how meaning is conveyed P. I: Pro.10 Writing informational texts to explain ideas and information using appropriate technology. P. II:CCI.6 Connecting ideas P. II:CCI.7 Condensing ideas Discovering Our Past: The American Journey to World War I (McGraw-Hill Glencoe) 2006 Ch.4 Sections 1, 2, 3 U.S. Constitution - Section 1 Bill of Rights p. 223 p DBQ Project Binder: How Did the Constitution Guard Against Tyranny? Understand the significance of Jefferson s Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights. 8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it. 1. Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed. 2. Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states. 3. Enumerate the advantages of a common market among the states as foreseen in and protected by the Constitution s clauses on interstate commerce, common coinage, and full-faith and credit. English/Art: Influence of Greco-Roman & Judeo-Christian traditions; Enlightenment. 3

4 Unit 4 Early Republic (4 Weeks) Order leads to chaos and chaos leads to order. How do does order lead to chaos and chaos lead to order in the new nation? What kinds of challenges does a new nation face? Why are political parties formed? What are the characteristics of a great leader? Write an argumentative letter (editorial) to the newspaper from either the perspective of a Federalist or Democratic- Republican discussing the effectiveness of Washington s presidency. RH Cite specific textual evidence to support analysis of primary and P.I: C.1 Discovering 8.3 Students understand the foundation of the American political Science: secondary sources. system and the ways in which citizens participate in it. Exchanging Our Past: The Environmental RH Determine the central ideas or information of a primary or 4 Understand how the conflicts between Thomas Jefferson and secondary source; provide an accurate summary of the source distinct from information and American Alexander Hamilton resulted in the emergence of two political differences prior knowledge or opinions. ideas with others Journey to parties (e.g., view of foreign policy, Alien and Sedition Acts, between North RH Identify key steps in a text's description of a process related to through oral World War I economic policy, National Bank, funding and assumption of and South that history/social studies (e.g., how a bill becomes law, how interest rates are collaboration (McGraw-Hill the revolutionary debt). lead to raised or lowered). 5 Know the significance of domestic resistance movements and RH Determine the meaning of words and phrases as they are used in a P. I: Int.6 Glencoe) 2006 ways in which the central government responded to such differences in text, including vocabulary specific to domains related to history/social studies. Reading closely Ch. 5 Sections movements (e.g., Shays Rebellion, the Whiskey Rebel lion). the development RH Describe how a text presents information (e.g., sequentially, literary and 1, 2, 3 6 Describe the basic law-making process and how the of the new comparatively, causally) informational texts Ch. 6 Section 3 Constitution provides numerous opportunities for citizens to nation. RH Identify aspects of a text that reveal an author's point of view or participate in the political process and to monitor and purpose (e.g., loaded language, inclusion or avoidance of particular facts). to determine how influence government (e.g., function of elections, political W Write arguments focused on discipline specific content, claims; using meaning is Bill of Rights parties, interest groups). reasoning & evidence. conveyed p.223 p Understand the functions and responsibilities of a free press. W6-8.4 Produce clear & coherent writing in which the development, P. I: Pro organization, and style are appropriate to task, purpose and audience. W6-8.5 With some guidance and support from peers and adults, develop and Justifying own 8.4 Students analyze the aspirations and ideals of the people of the strengthen writing as needed by planning, revising, editing, rewriting, or trying arguments and George new nation. 1. Describe the country s physical landscapes, political divisions, a new approach, focusing on how well purpose and audience have been evaluating others Washington s and territorial expansion during the terms of the first four addressed. arguments in Farewell presidents. W6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each writing P.I: Pro.12 Address p. 289, 2. Explain the policy significance of famous speeches (e.g., source; and quote or paraphrase the data and conclusions of others while Selecting and p. 852 Washington s Farewell Ad dress, Jefferson s 1801 Inaugural Address, John Q. Adams s Fourth of July 1821 Ad dress). avoiding plagiarism and following a standard format for citation. using applying varied 3. Analyze the rise of capitalism and the economic problems and searches effectively. and precise conflicts that accompanied it (e.g., Jackson s opposition to the W Draw evidence from support analysis, vocabulary to Jefferson s National Bank; early decisions of the U.S. Supreme Court that reflection, and research. convey ideas P.II: reinforced the sanctity of contracts and a capitalist economic SL Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, CCI.6 Address p Discuss daily life, including traditions in art, music, and 1802 Inaugural system of law). and issues, building on others' ideas and expressing their own clearly. Connecting ideas literature, of early national America (e.g., through writings by SL6-8.6 Adapt speech to a variety of contexts and tasks, demonstrating P.II: CCI.7 Washington Irving, James Fenimore Cooper). command of formal English when indicated or appropriate. (See grade 8 Condensing ideas Language standards 1 and 3 herefor specific expectations.) 4

5 Unit 5 Westward Expansion/ Manifest Destiny (5 Weeks) Conflict may be intentional or unintentional How does movement influence an economy and society? What are some effects that geography might have on a society? How does improved transportation and technology influence society? What is the impact of expansion? What conflicts do people of different cultures and backgrounds experience? Analyze the painting by John Gast, Spirit of the Frontier (p. 477). Give the artist s perspective of Manifest Destiny. RH Cite specific textual evidence to support analysis of primary and secondary sources. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). RH Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH Describe how a text presents information (e.g., sequentially, comparatively, causally) RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH Distinguish among fact, opinion, and reasoned judgment in a text. W Write arguments focused on discipline specific content, claims; using reasoning & evidence. W Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. W6-8.4 Produce clear & coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. W6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W6-8.8 Gather relevant information from multiple P.I: C.1 Exchanging information and ideas with others through oral collaboration P. I: Int.6 Reading closely literary and determine how meaning is conveyed P. I: Pro.11 Justifying own arguments and evaluating others arguments in writing P.I: Pro.12 Selecting and applying varied and precise vocabulary to convey ideas P.II: CCI.6 Connecting ideas P.II: CCI.7 Condensing ideas Discovering Our Past: The American Journey to World War I (McGraw- Hill Glencoe) 2006 Ch. 8, 10, 11 Spirit of the Frontier by John Gast p. 477 Quotes by Andrew Jackson on Indian Removal p. 463 Tecumseh s Prediction p. 342 Blue Jacket s Quote p. 343 Star-Spangled Banner p. 356, 852 Worcester v. Georgia p. 453 Memorial of a Cherokee Nation p Students analyze U.S. foreign policy in the early Republic. 1. Understand the political and economic causes and consequences of the War of 1812 and know the major battles, leaders, and events that led to a final peace. 2. Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced west ward expansion and the Mexican-American War. 3. Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties. 8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. 1. Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction). 2. Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay s American Sys tem). 3. List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine). 4. Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities. 5. Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann s campaign for free public education and its assimilating role in American culture. English/Art: to transcendentalism & individualism.

6 print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. using searches effectively. SL Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. SAUSD History Social Science Grade 8 United States History Curriculum Map The Seneca Falls Declaration p Examine the women s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony). 7. Identify common themes in American art as well as transcendentalism and individual ism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow). 8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced. 1. Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court). 2. Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees Trail of Tears, settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades. 3. Describe the role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869). 4. Examine the importance of the great rivers and the struggle over water rights. 5. Discuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies. 6. Describe the Texas War for Independence and the Mexican- American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today. 6

7 Unit 6 Civil War (7 Weeks) Conflict allows for synthesis and change How or when does conflict allow for synthesis and change? How do injustices lead to reform? What role does compromise play in resolving conflict? How do wars create change? How do strengths and weaknesses determine outcomes? What are the roles of citizens during conflict? Using visuals, create a presentation that clearly states the causes and effects of the Civil War. Include a ranking for the issues you think were most significant. RH Cite specific textual evidence to support P.I: C.1 Exchanging Discovering Our Past: The 8.7 Students analyze the divergent paths of the American Science: analysis of primary and secondary sources. information and ideas American Journey to World War I people in the South from 1800 to the mid-1800s and the Weapons used RH Determine the central ideas or information challenges they faced. of a primary or secondary source; provide an accurate with others through oral (McGraw-Hill Glencoe) Describe the development of the agrarian economy in during the Civil summary of the source distinct from prior knowledge collaboration Ch. 9, 12, 13 the South, identify the locations of the cottonproducing War; Medical states, and discuss the significance of technology & or opinions. P. I: Int.6 Reading RH Identify key steps in a text's description of a cotton and the cotton gin. closely literary and Gettysburg Address p. 856 treatment process related to history/social studies. 2. Trace the origins and development of slavery; its RH Determine the meaning of words and effects on black Americans and on the region s available at the phrases as they are used in a text, including vocabulary determine how meaning A House Divided p. 552 political, social, religious, economic, and cultural time of the war. specific to domains related to history/social studies. is conveyed development; and identify the strategies that were RH Describe how a text presents information tried to both overturn and preserve it (e.g., through the P.I: Pro.9 Expressing (e.g., sequentially, comparatively, causally) Emancipation Proclamation p. Environmental writings and historical documents on Nat Turner, W Write informative/explanatory texts, information and ideas in 855 Denmark Vesey). differences including the narration of historical events, scientific formal oral presentations 3. Examine the characteristics of white Southern society between North procedures/experiments, or technical processes. on academic topics. and how the physical environment influenced events Lincoln s Inaugural Addresses p. and South. W6-8.4 Produce clear & coherent writing in which P.I: Pro.10 Writing and conditions prior to the Civil War. the development, organization, and style are Compare the lives of and opportunities for free blacks appropriate to task, purpose and audience. literary and in the North with those of free blacks in the South. W6-8.5 With some guidance and support from peers Dred Scott Supreme Court 8.9 Students analyze the early and steady attempts to abolish and adults, develop and strengthen writing as needed present, describe, and slavery and to realize the ideals of the Declaration of by planning, revising, editing, rewriting, or trying a Decision p Independence. explain ideas and new approach, focusing on how well purpose and 1. Describe the leaders of the movement (e.g., John audience have been addressed. information, using Excerpts from speeches by Quincy Adams and his proposed constitutional W Use technology, including the Internet, to appropriate terminology amendment, John Brown and the armed resistance, William Lloyd Garrison p. 562, produce and publish writing and present the P. I: Pro.11 Justifying Harriet Tubman and the Underground Railroad, relationships between information and ideas clearly Frederick Douglass p. 637, 653, Benjamin Franklin, Theodore Weld, William Lloyd own arguments and and efficiently. Sojourner Truth Garrison, Frederick Douglass). W6-8.8 Gather relevant information from multiple evaluating others 2. Discuss the abolition of slavery in early state print and digital sources, using search terms arguments in writing constitutions. effectively; assess the credibility and accuracy of each DBQ Project Binder P.II: CCI.7 3. Describe the significance of the Northwest Ordinance source; and quote or paraphrase the data and What Was Harriet Tubman s Condensing ideas in education and in the banning of slavery in new conclusions of others while avoiding plagiarism and Greatest Achievement? states north of the Ohio River. following a standard format for citation. using searches effectively.. 4. Discuss the importance of the slavery issue as raised by the annexation of Texas and California s 7

8 W Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly SL6-8.2Analyze the purpose of information presented in diverse media & formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL6-8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SAUSD History Social Science Grade 8 United States History Curriculum Map The Battle of Gettysburg: Why Was It a Turning Point? admission to the union as a free state under the Compromise of Analyze the significance of the States Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858). 6. Describe the lives of free blacks and the laws that limited their freedom and economic opportunities Students analyze the multiple causes, key events, and complex consequences of the Civil War. 1. Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun. 2. Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. 3. Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine. 4. Discuss Abraham Lincoln s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his House Divided speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865). 5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments. 6. Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee s surrender at Appomattox. 7. Explain how the war affected combatants, civilians, the physical environment, and future warfare. 8

9 Unit 7 Reconstruction (3 Weeks) A structure is no stronger than its weakest component or part How is society rebuilt after conflict? How do economic, social, and political changes create new values and beliefs? How does society address injustice? How do we guarantee the basic rights of ALL citizens? Choose one issue that the U.S. faced after the Civil War. In collaborative groups, research that issue and prepare CCSS Standards ELD Standards Core Texts Content Standards RH Cite specific textual evidence to support analysis of primary and secondary sources. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH Identify key steps in a text's description of a process related to history/social studies. RH Describe how a text presents information (e.g., sequentially, comparatively, causally) RH Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. W Write arguments focused on discipline-specific content W Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism. W Draw evidence from support analysis, reflection, and research. W6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. SL Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly SL6-8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced SL6-8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. P.I: C.1 Exchanging information and ideas with others through oral collaboration P. I: Int.6 Reading closely literary and determine how meaning is conveyed P.I: Pro.9 Expressing information and ideas in formal oral presentations on academic topics. P.I: Pro.10 Writing literary and present, describe, and explain ideas and information, using appropriate terminology P. I: Pro.11 Justifying own arguments and evaluating others arguments in writing P.II: CCI.6 Connecting ideas P.II: CCI.7 Condensing ideas Discovering Our Past: The American Journey to World War I (McGraw-Hill Glencoe) 2006 Ch.14. Sections 1, 2, 3, 4 13 th Amendment to the Constitution p th Amendment to the Constitution p th Amendment to the Constitution p. 634 Plessy v. Ferguson p. 849 Jim Crow Laws p. 648 CCSS Unit Reconstruction DBQ Project Binder North or South: Who Killed Reconstruction? 8.11 Students analyze the character and lasting consequences of Reconstruction. 1. List the original aims of Reconstruction and describe its effects on the political and social structures of different regions. 2. Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of Buffalo Soldiers). 3. Understand the effects of the Freedmen s Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and Jim Crow laws. 4. Trace the rise of the Ku Klux Klan and describe the Klan s effects. 5. Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction. Math: Analysis of Art: Analysis of p 9

10 Unit 8 Transformation of the United States (3 Weeks) Change perpetuates change What is the impact of unresolved issues? How has life changed as a result of technology? What impact has big business had on society? How do immigrants influence a nation s identity? Choose one issue that the U.S. faced at the turn of the 20th century, i.e, changes in technology, immigration, labor, and prepare a presentation that analyzes the problem and describes the effects today. RH Cite specific textual evidence to support analysis of primary and secondary sources. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH Identify key steps in a text's description of a process related to history/social studies. RH Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH Describe how a text presents information (e.g., sequentially, comparatively, causally) RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.. RH Read & comprehend text independently. W Write informative/explanatory texts W Clear & coherent writing which follows task W Strengthen writing by planning & revision. W Use technology to produce & publish writing products SL Participate in collaborative discussion. SL Integrate multiple sources of information in diverse media & formats. SL Present findings. SL Make strategic use of digital media in presentations. P.I: C.2 Interacting with others in written English in various forms P.I. C.4 Adapting language choices to various contexts P.I. Int.5 Listening actively to spoken English in a range of social and academic contexts. P.I: Pro.9 Expressing information and ideas in formal oral presentations on academic topic P.I: Pro.10 Writing literary and present, describe, and explain ideas and information using technology P.I: Pro.12 Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas. P.II: SCT.2 Understanding cohesion P.II: EEI.5 Modifying to add details P.II: CCI.6 Connecting ideas P.II: CCI.7 Condensing ideas Discovering Our Past: The American Journey to World War I (McGraw-Hill Glencoe) 2006 Ch. 15, Sections 1, 2, 3, 4 Ch. 16, Sections 1, 2, 3, 4 Ch. 17 Sections 1, 2, 3, 4, 5 Brown v. Board of Education p. 846, 859 I Will Fight No More Forever by Chief Joseph p. 857 Photos of industrialization Photos of Child Labor p. 725 DBQ Project Binder - U.S. Vol. II The Long Drive: Will You Re-Up Next Year? The Philanthropy of Andrew Carnegie: Did It Make Him a Hero? Progressivism: Where Will You Put Your Million Dollars? 10 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. 1. Trace patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets, and trade and locate such development on a map. 2. Identify the reasons for the development of federal Indian policy and the wars with American Indians and their relationship to agricultural development and industrialization. 3. Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies. 4. Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford). 5. Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement). 6. Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions. Math: Analysis of maps, charts and graphs. Science: Transportation inventions during the growth of industry. Effects of child labor on children s bodies. English: Photojournalism analysis of child labor photos.

United States History and Geography: Growth and Conflict

United States History and Geography: Growth and Conflict 33 Grade Eight United States History and Geography: Growth and Conflict Students in grade eight study the ideas, issues, and events from the framing of the Constitution up to World War I, with an emphasis

More information

America: History of Our Nation, Survey Edition 2009 Correlated to: Michigan Grade Level Content Expectations for Social Studies for Grade 8 (Grade 8)

America: History of Our Nation, Survey Edition 2009 Correlated to: Michigan Grade Level Content Expectations for Social Studies for Grade 8 (Grade 8) FOUNDATIONS IN UNITED STATES HISTORY AND GEOGRAPHY ERAS 1-3 These foundational expectations are included to help students draw upon their previous study of American history and connect 8th grade United

More information

AGS United States Government Michigan Grade 8 Grade Level Content Expectations

AGS United States Government Michigan Grade 8 Grade Level Content Expectations Correlated to Michigan Grade 8 Grade Level Content Expectations 5910 Rice Creek Pkwy, Suite 1000 Shoreview, MN 55126 Copyright 2007 Pearson Education, Inc. or its affiliate(s). All rights reserved. F1

More information

Eighth Grade Unit 4: Causes and Consequences of the Civil War Suggested Length of Time: 8 weeks

Eighth Grade Unit 4: Causes and Consequences of the Civil War Suggested Length of Time: 8 weeks Eighth Grade Unit 4: Causes and Consequences of the Civil War Suggested Length of Time: 8 weeks Overarching Standards: 8.10 Students analyze the multiple causes, key events, and complex consequences of

More information

Grade Eight. Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG)

Grade Eight. Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG) Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG) Eras 1-3 Addressed in 5th Grade Eras 3-5 Addressed in 8th Grade USHG ERA 1 Beginnings to 1620 (Grade 5) 1.1

More information

SOCIAL STUDIES PACING GUIDE: 3rd Nine Weeks

SOCIAL STUDIES PACING GUIDE: 3rd Nine Weeks Week Standards Learning Targets Name of Unit Lessons 8.55 Explain the events and impact I can explain the events of the presidency of Andrew and impact of the Jackson, including the corrupt presidency

More information

Texas Assessment of Knowledge and Skills - Answer Key

Texas Assessment of Knowledge and Skills - Answer Key Texas Assessment of Knowledge and Skills - Answer Key Grade: 08 Subject: Social Studies Administration: April 2006 Item Correct Objective Student Number Answer Measured Expectations 01 A 03 8.24 (E) 02

More information

8 th Grade United States History Curriculum Map

8 th Grade United States History Curriculum Map 8 th Grade United States History Curriculum Map Course Description: Eighth Grade: M/J U.S. History The eighth grade social studies curriculum consists of the following content area strands: American History,

More information

The Asher Questions are to be done in advance of the Test. (see my website to download copies of these Study Questions).

The Asher Questions are to be done in advance of the Test. (see my website to download copies of these Study Questions). U. S. History Survey Study Guide Test #2 Please bring a Green Scantron form for this test, (available in the GPC bookstore) along with a number 2 pencil. The professor will not provide them. If you forget

More information

United States History I

United States History I PEABODY VETERANS MEMORIAL HIGH SCHOOL SOCIAL STUDIES DEPARTMENT United States History I Mid Year Exam Review Packet 2013-14 Exam Overview The Mid Year Exam serves as a summative assessment to measure your

More information

CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8.

CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8. CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School 113.24. Social Studies, Grade 8. Correlated to HISTORY OF OUR NATION: 2005 4201 Woodland Road Circle

More information

Andover Public Schools Social Studies Benchmarks 2004 Grade 8 U. S. History I The Revolution Through Reconstruction

Andover Public Schools Social Studies Benchmarks 2004 Grade 8 U. S. History I The Revolution Through Reconstruction Students examine the historical and intellectual origins of the United States during the Revolutionary and Constitutional eras. They learn about the important political and economic factors that contributed

More information

Texas Essential Knowledge and Skills (TEKS)

Texas Essential Knowledge and Skills (TEKS) Texas Essential Knowledge and Skills (TEKS) 113.24. Social Studies, Grade 8. Category Student Expectation Strategy/Assessment (a) Introduction (1) In Grade 8, students study the history of the United States

More information

COMPACTED SEVENTH GRADE UNITED STATES HISTORY FROM EXPLORATION THROUGH RECONSTRUCTION AND CITIZENSHIP

COMPACTED SEVENTH GRADE UNITED STATES HISTORY FROM EXPLORATION THROUGH RECONSTRUCTION AND CITIZENSHIP COMPACTED SEVENTH GRADE UNITED STATES HISTORY FROM EXPLORATION THROUGH RECONSTRUCTION AND CITIZENSHIP CONTENT STRANDS: Domestic Affairs Global Affairs Civil Rights/Human Rights Economics Culture *denotes

More information

TAKS Diagnostic and Practice Tests

TAKS Diagnostic and Practice Tests Teacher s Edition Texas Assessment Consultant Sharon Sicinski Skeans Texas Consultant Sue Hudson Lubbock Independent School District Lubbock, Texas To the Teacher This booklet is designed to help students

More information

SOCIAL STUDIES Grade 8 Standard: History

SOCIAL STUDIES Grade 8 Standard: History Standard: History Chronology A. Interpret relationships between events shown on multipletier time lines. 1. Select events and construct a multiple-tier time line to show relationships among events. Early

More information

GTPS Curriculum Social Studies Grade 8 US History to the Industrialization

GTPS Curriculum Social Studies Grade 8 US History to the Industrialization Grade 8 Common Core Standards for English Language Arts & Literacy in History/Social Studies Reading Informational Key Ideas and Details RI.8.1. Cite the textual evidence that most strongly supports an

More information

Unit 3 Test Review (Study Guide) 1) Who were some of the important figures in George Washington's administration?

Unit 3 Test Review (Study Guide) 1) Who were some of the important figures in George Washington's administration? Name: Unit 3 Test Review (Study Guide) 1) Who were some of the important figures in George Washington's administration? 2) What were the primary beliefs of the Democratic Republican Party? Who was the

More information

Revised February 23, 2017

Revised February 23, 2017 Revised February 23, 2017 I-A-1 II-B-1* III-B-1* IV-A-3 Compare and contrast the settlement patterns Describe how individual and cultural Explain how the development of symbols, Explain that tension between

More information

Davison Community Schools ADVISORY CURRICULUM COUNCIL Phase II, April 1, Phase II Curriculum

Davison Community Schools ADVISORY CURRICULUM COUNCIL Phase II, April 1, Phase II Curriculum Davison Community Schools ADVISORY CURRICULUM COUNCIL Phase II, April 1, 2012 8 th Grade Integrated United States History Course Essential Questions (from Phase I report): 1. How do people and conditions

More information

UNITED STATES HISTORY I COURSE SYLLABUS

UNITED STATES HISTORY I COURSE SYLLABUS UNITED STATES HISTORY I COURSE SYLLABUS Course Title: United States History I H2 and H3 Department: Social Studies Primary Course Materials: America: Pathways to the Present Course Description: In the

More information

Grade 8 Social Studies Assessment. Eligible Texas Essential Knowledge and Skills

Grade 8 Social Studies Assessment. Eligible Texas Essential Knowledge and Skills Grade 8 Social Studies Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 8 Social Studies Assessment Based on Revised Curriculum Reporting Category 1: History The student will demonstrate

More information

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Grade-Level Indicators

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Grade-Level Indicators Prentice Hall The American Nation 2005, Beginnings Through 1877 Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 8) Grade-Level Indicators History Students use materials

More information

TEKS Snapshot - Grade 8 Social Studies

TEKS Snapshot - Grade 8 Social Studies Process Standards (Social Studies Skills and Processes) 8.29 Social Studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies

More information

Grade 8 Social Studies

Grade 8 Social Studies Standard 1: History Students will examine the relationship and significance of themes, concepts, and movements in the development of United States history, including review of key ideas related to the

More information

Massachusetts History and Social Science Curriculum Framework U.S. History I

Massachusetts History and Social Science Curriculum Framework U.S. History I A Correlation of Beginnings through Reconstruction To the Massachusetts History and Social Introduction This document demonstrates how Pearson, Beginnings Through Reconstruction, meets the Science Curriculum

More information

Standard 1. Standard 2. Standard 3. Choices have consequences. Individuals have rights and responsibilities

Standard 1. Standard 2. Standard 3. Choices have consequences. Individuals have rights and responsibilities Standard 1 Choices have consequences 1.1 The student will recognize and evaluate significant choices made by individuals, communities, states and nations that have impacted our lives and futures. 1.2 The

More information

FINAL EXAM (2018) STUDY GUIDE

FINAL EXAM (2018) STUDY GUIDE FINAL EXAM (2018) STUDY GUIDE *Semester Final will be divided into two parts: Part 1 DBQ Essay December 14 (B Day), December 17 (A Day) You will use one of the outlines you created to write ONE document-based

More information

September. Unit Title Foundations and Revolution

September. Unit Title Foundations and Revolution September Unit Title Foundations and Revolution Limitations on the power of government and the protection of the political rights of individuals are important ideals of Americans. The ideals of a nation

More information

Grade 8 Plainwell Social Studies Curriculum Map

Grade 8 Plainwell Social Studies Curriculum Map First Trimester Unit 1 Colonial Review: Causes of the American Revolution 1-3 3 weeks 4 5-6 Toward Independence - Before 1763 - French and Indian War - Proclamation of 1763 - Parliamentary Acts o Stamp

More information

Standard 3: Causes of the American Revolution. e. Declaration of Independence

Standard 3: Causes of the American Revolution. e. Declaration of Independence Name Date Hour U.S. History to 1877 OCCT Review Study Guide Use your notes, your textbook and all of the knowledge gained this year to complete this O.C.C.T. Review Study Guide. This study guide will be

More information

Amarillo ISD Social Studies Curriculum

Amarillo ISD Social Studies Curriculum Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board

More information

AHSAA Homeschool Student Eligibility Exams United States History I: Beginnings to the Industrial Revolution Grade 10

AHSAA Homeschool Student Eligibility Exams United States History I: Beginnings to the Industrial Revolution Grade 10 AHSAA Homeschool Student Eligibility Exams United States History I: Beginnings to the Industrial Revolution Grade 10 Standards 1-4 37% Compare effects of economic, geographic, social, and political conditions

More information

Benchmark One target window November 27 through December 8th (2 day administration)

Benchmark One target window November 27 through December 8th (2 day administration) 2017-2018 PACING GUIDE INTRODUCTION The pacing guide below does not take into account the administration of the first semester benchmark, the second semester performance task or individual sites SBAC.

More information

A Correlation of. To the. Louisiana 2011 Social Studies Grade Level Expectations Grade 7

A Correlation of. To the. Louisiana 2011 Social Studies Grade Level Expectations Grade 7 A Correlation of 2016 To the Louisiana 2011 Social Studies Grade Level Expectations Grade 7 Introduction This document demonstrates how Pearson, 2016 meets the Louisiana 2011 Social Studies Grade Level

More information

Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM OKLAHOMA STATE BOARD OF EDUCATION

Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM OKLAHOMA STATE BOARD OF EDUCATION Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM P R E - K I N D E R G A R T E N T H R O U G H H I G H S C H O O L OKLAHOMA STATE BOARD

More information

Notes on the Pendulum Swing in American Presidential Elections,

Notes on the Pendulum Swing in American Presidential Elections, Notes on the Pendulum Swing in American Presidential Elections, 1789-1865 I Trends and Fluctuations Political Competition and Franchise Extension Parties compete against one another: Franchise extended

More information

US HISTORY 1ST SEMESTER CUMULATIVE FORM A

US HISTORY 1ST SEMESTER CUMULATIVE FORM A US HISTORY 1ST SEMESTER CUMULATIVE FORM A AP US History DO NOT 1st Sem Cumulative Test Ch. 2-15 WRITE ON Colonies to Reconstruction Form A THIS TEST Directions: Answer all questions on a separate sheet

More information

History 11-U.S. Colonial History Final Study Guide-Chronology. Hopi and Zuni tribes establish towns Columbus first voyage to New World 1492

History 11-U.S. Colonial History Final Study Guide-Chronology. Hopi and Zuni tribes establish towns Columbus first voyage to New World 1492 History 11-U.S. Colonial History Final Study Guide-Chronology Hopi and Zuni tribes establish towns 900-1200 Columbus first voyage to New World 1492 Jamestown founded 1607 First black slaves arrive in Virginia

More information

Grade Eight: US History Semester Two REVIEW PACKET. Student Final Exam Study Sheet

Grade Eight: US History Semester Two REVIEW PACKET. Student Final Exam Study Sheet Grade Eight: US History Semester Two 2011 REVIEW PACKET Student Final Exam Study Sheet Office of Curriculum and Instructional Programs Department of Curriculum and Instruction Grade Eight US History: Semester

More information

7th Grade Social Studies GLEs

7th Grade Social Studies GLEs 7th Grade Social Studies GLEs Geography The World in Spatial Terms. Analyze various types of maps, charts, graphs, and diagrams related to U.S. history (G-A-M2) Places and Regions 2. Explain how physical

More information

Table 1 Levels of Technology Skills (Teacher and Student)

Table 1 Levels of Technology Skills (Teacher and Student) Word Processor Table 1 Levels of Technology Skills (Teacher and Student) Application Entry Skill Level Intermediate Skill Level High Skill Level Expert Skill Level Creating Reports, essays, and assignments.

More information

Academic Vocabulary CONTENT BUILDER FOR THE PLC SOCIAL STUDIES GRADE 8

Academic Vocabulary CONTENT BUILDER FOR THE PLC SOCIAL STUDIES GRADE 8 Academic Vocabulary CONTENT BUILDER FOR THE PLC SOCIAL STUDIES GRADE 8 : academic vocabulary directly taken from the standard : academic vocabulary used on the assessment (source released tests) STANDARD

More information

Grade 8 - United States History: Constitutional Age to International Expansion

Grade 8 - United States History: Constitutional Age to International Expansion Grade 8 - United States History: Constitutional Age to International Expansion The eighth- grade course of study begins with a review of the major ideas, issues, and events of the founding of the nation

More information

How did the Industrial Revolution impact geography, city design, and transportation?

How did the Industrial Revolution impact geography, city design, and transportation? 5 th 6 WEEKS PROGRESS REPORT TEST REVIEW Know the map on page 394 How did the Industrial Revolution impact geography, city design, and transportation? Most factories were built along rivers because they

More information

Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM OKLAHOMA STATE BOARD OF EDUCATION

Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM OKLAHOMA STATE BOARD OF EDUCATION Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM P R E - K I N D E R G A R T E N T H R O U G H H I G H S C H O O L OKLAHOMA STATE BOARD

More information

Unit of Study: The Civil War; Reconstruction & Reconstruction Amendments; Citizenship & Topics in US History

Unit of Study: The Civil War; Reconstruction & Reconstruction Amendments; Citizenship & Topics in US History 8 th Grade History 4 th Nine Weeks TEKS Unit of Study: The Civil War; Reconstruction & Reconstruction Amendments; Citizenship & Topics in US History 8.1) History. The student understands traditional historical

More information

8 th grade American Studies sample test questions

8 th grade American Studies sample test questions 8 th grade American Studies sample test questions PASS 1.2 Standard 1. The student will develop and practice process skills in social studies. PASS OBJECTIVE 1.2: Identify, analyze, and interpret primary

More information

Scope and Sequence 8 th Grade Social Studies

Scope and Sequence 8 th Grade Social Studies TEKS Across All Concepts: Process TEKS are Listed at the top of the document. Process TEKS extend across every concept. Additional pairings are at the teachers discretion Content TEKS 8.1(A) identify the

More information

5 TH GRADE SOCIAL SCIENCE CHECKLIST Goals Illinois Learning Standards A-F

5 TH GRADE SOCIAL SCIENCE CHECKLIST Goals Illinois Learning Standards A-F 5 TH GRADE SOCIAL SCIENCE CHECKLIST Goals 14-16 Illinois Learning Standards A-F Assessment Frameworks While ISBE is not currently assessing social science, many educators have requested copies of the framework

More information

Leveled Readers. Primary Source Readers: George Washington and. Primary Source Readers: American Indians of the

Leveled Readers. Primary Source Readers: George Washington and. Primary Source Readers: American Indians of the 5.A.3.2 5.A.2.3 5.A.2.2 NGSSS 5.A.1.2 5.A.1.1 Use primary and secondary sources to understand history. Identify Native American tribes from different geographic regions of North America (cliff dwellers

More information

MARKING PERIOD 1. Shamokin Area 7 th Grade American History I Common Core I. UNIT 1: THREE WORLDS MEET. Assessments Formative/Performan ce

MARKING PERIOD 1. Shamokin Area 7 th Grade American History I Common Core I. UNIT 1: THREE WORLDS MEET. Assessments Formative/Performan ce Shamokin Area 7 th Grade American History I Common Core Marking Period Content Targets Common Core Standards Objectives Assessments Formative/Performan ce MARKING PERIOD 1 I. UNIT 1: THREE WORLDS MEET

More information

Name Period Teacher. Wantagh Middle School 7 th Grade Social Studies Final Exam Review Guide

Name Period Teacher. Wantagh Middle School 7 th Grade Social Studies Final Exam Review Guide Name Period Teacher Wantagh Middle School 7 th Grade Social Studies Final Exam Review Guide 1. How did the earliest people migrate to North America? 2. How did Native Americans use the environment around

More information

Michigan MAISA Units for Social Studies Grade 9

Michigan MAISA Units for Social Studies Grade 9 A Correlation of To the Michigan MAISA Units for Social Studies A Correlation of Pearson, To the Michigan Content Standards for Social Studies, Introduction This document demonstrates how Pearson, 2016

More information

Writing Prompts US History

Writing Prompts US History Writing Prompts US History In order to be successful in the classroom, students must have choice, write everyday and be able to defend positions. These prompts allow students to do all three. Please consider

More information

Eighth Grade, page 1 rev. May 10, 2011

Eighth Grade, page 1 rev. May 10, 2011 Eighth Grade, page 1 rev. May 10, 2011 PROCESS OBJECTIVES--------------------------------------------------------------------------------------------------1 st 9 Weeks 1 st 9 Weeks 1. Explain the political

More information

Common Core Standards Standards Content Skills/Competency Suggested Assessment

Common Core Standards Standards Content Skills/Competency Suggested Assessment 8 th Grade: Course Title: US History II (1776 1860) Duration: September - November 5/10/11 MAP Big Ideas/Enduring Understandings People have natural rights and governments are created to protect those

More information

8 th Grade: United States Studies 1607 to Suggested Units and Pacing

8 th Grade: United States Studies 1607 to Suggested Units and Pacing 8 th Grade: United States Studies 1607 to 1877 2005-06 Suggested Units and Pacing The historical sequence continues in the eighth grade with an in-depth study of the early years of our country. This study

More information

Old Sturbridge Village and the Massachusetts History and Social Science Curriculum Framework

Old Sturbridge Village and the Massachusetts History and Social Science Curriculum Framework Old Sturbridge Village and the Massachusetts History and Social Science Curriculum Framework Old Sturbridge Village provides enrichment of curriculum standards that complement classroom instruction. Fieldtrips

More information

Amarillo ISD Social Studies Curriculum

Amarillo ISD Social Studies Curriculum Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board

More information

The Civil War and Reconstruction ( ) Standards for Grades Big Idea Essential Question 4/7/13. Instructional Plan Support

The Civil War and Reconstruction ( ) Standards for Grades Big Idea Essential Question 4/7/13. Instructional Plan Support The Civil War and Reconstruction (1850-1877) Instructional Plan Support Standards for Grades 5-12 (1) Students will understand how the North and South differed and how their economic systems, politics,

More information

Georgia Standards Covered. This module reinforces students understandings of grids on maps and globes to meet the 4 th Grade Skills requirement.

Georgia Standards Covered. This module reinforces students understandings of grids on maps and globes to meet the 4 th Grade Skills requirement. Grade 4 Module Where People Live This module reinforces students understandings of grids on maps and globes to meet the 4 th Grade Skills requirement. Matters This module may be used at the start of the

More information

4 th Grade Social Studies

4 th Grade Social Studies 4 th Grade Social Studies UNITED STATES HISTORY Year 2: Revolution to Reconstruction In fourth grade, students continue with year two of a three year study of United States history in which all four strands

More information

Spanish Colonization Explain the causes and effects of the transatlantic slave trade.

Spanish Colonization Explain the causes and effects of the transatlantic slave trade. Middle School United States History - From Early Exploration Through the (1877) Unit Lesso Experience Objectives Identify reasons for European exploration of the Americas. European Exploration European

More information

GRADE 8 United States History Growth and Development (to 1877)

GRADE 8 United States History Growth and Development (to 1877) GRADE 8 United States History Growth and Development (to 1877) Course 0470-08 In Grade 8, students focus upon United States history, beginning with a brief review of early history, including the Revolution

More information

Fourth Grade United States History

Fourth Grade United States History Fourth Grade United States History Year 2: Revolution to Reconstruction In fourth grade, students continue with year two of a three year study of United States history in which all four strands (history,

More information

LESSON TITLE Social Studies Standards- by indicator ELA Standards- WTP Units 1-6

LESSON TITLE Social Studies Standards- by indicator ELA Standards- WTP Units 1-6 Correlation of We the People Series- Level Three to the South Carolina Social Studies Academic Standards [2011] and the South Carolina College- and Career-Ready Standards for English Language Arts, Grades

More information

Indiana Academic Standards Social Studies

Indiana Academic Standards Social Studies A Correlation of To the Introduction This document demonstrates how,, meets the for,. Correlation page references are to the Student Edition and Teacher Edition. The all new myworld Interactive encourages

More information

Social Studies - Grade 8

Social Studies - Grade 8 investigating the question RELEASED TEST Aligned to the Standards Social Studies - Grade 8 For more information, visit www.lead4ward.com IQ Analysis Investigating the Question SE 8.1A RC: 1 8.1A identify

More information

America, History of Our Nation Civil War to the Present 2014

America, History of Our Nation Civil War to the Present 2014 A Correlation of Civil War to the Present 2014 To the Utah Core State Standards for Resource Title:, Civil War to the Present Publisher: Pearson Education publishing as Prentice Hall ISBN: SE: 9780133231441

More information

Standards Skills Assessment Resources

Standards Skills Assessment Resources 8 th Grade U.S. History Curriculum Map Dawn Lainhart 2015 School Year Centerville Jr. High School Big Ideas: Acquire skills in map reading, informational text comprehension, and learn about early colonization

More information

CONTENT STANDARD INDICATORS SKILLS ASSESSMENT VOCABULARY. Identify a man or woman who made a significant impact in the changing.

CONTENT STANDARD INDICATORS SKILLS ASSESSMENT VOCABULARY. Identify a man or woman who made a significant impact in the changing. CRAWFORDSVILLE COMMUNITY SCHOOL CORPORATION GRADE LEVEL: EIGHTH SUBJECT: SOCIAL STUDIES DATE: 2016 2017 GRADING PERIOD: QUARTER 4 MASTER COPY 11 30 16 CONTENT STANDARD INDICATORS SKILLS ASSESSMENT VOCABULARY

More information

Foundations of American Political and Social Thought. Unit #1 Chapter 1.4 Chapter 2.1, 2.3, & 2.4 Chapter 3.5

Foundations of American Political and Social Thought. Unit #1 Chapter 1.4 Chapter 2.1, 2.3, & 2.4 Chapter 3.5 Foundations of American Political and Social Thought Unit #1 Chapter 1.4 Chapter.1,.3, &.4 Chapter 3.5 Section 1 Colonial Resistance and Rebellion A. As you read this section, fill in the chart to trace

More information

APUSH REVIEW PERIODS 1-5

APUSH REVIEW PERIODS 1-5 APUSH REVIEW PERIODS 1-5 TABLE OF CONTENTS Cover.........1 Copyright Information.... 3 Teacher Instructions.... 4 Student Handouts...5-8 Key..9-12 Font, Image, & Document Information.... 13 Social Studies

More information

Elmore County Pacing Guide Fifth Grade Social Studies

Elmore County Pacing Guide Fifth Grade Social Studies Elmore County Pacing Guide Fifth Grade Social Studies Elmore County Vision Statement Elmore County Public School System strives to prepare students to be responsible and productive citizens in an ever-changing

More information

TIME STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS. OBJECTIVE History

TIME STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS. OBJECTIVE History Grade 8 U.S History to 1877 Curriculum Alignment Guide First Six Weeks Working Draft 2001-2002 STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS OBJECTIVE History Geography Economics Culture 8.1: Understand

More information

Grade Eight: US History Semester Two REVIEW PACKET. Student Final Exam Study Sheet

Grade Eight: US History Semester Two REVIEW PACKET. Student Final Exam Study Sheet Grade Eight: US History Semester Two 2015 REVIEW PACKET Student Final Exam Study Sheet Office of Curriculum and Instructional Programs Department of Curriculum and Instruction Grade Eight US History: Semester

More information

United States History I CP

United States History I CP United States History I CP Social Studies Department North Brunswick Township High School Written by Elisa DePasquale, Social Studies Teacher Approved by Aaron Speller, Supervisor of Social Studies August

More information

Nuts and Bolts of Civil War/Reconstruction Unit

Nuts and Bolts of Civil War/Reconstruction Unit Sectionalism Nuts and Bolts of Civil War/Reconstruction Unit Differences between the various regions of the United States had a great impact on the events leading up to the Civil War. The North Industrialized

More information

New Republic Outline. American history I to 1865 Exam 2 Outlines. Articles of Confederation Ordinance of Northwest Ordinance

New Republic Outline. American history I to 1865 Exam 2 Outlines. Articles of Confederation Ordinance of Northwest Ordinance American history I to 1865 Exam 2 Outlines New Republic Outline Articles of Confederation 1781-87 Ordinance of 1784 Northwest Ordinance Indian Conflicts Little Turtle Confederation Problems Shay Rebellion

More information

Unit of Study: 17 th Century Colonial Settlement, 18 th Century Colonial Society, Causes of the Revolution, and The Revolutionary War

Unit of Study: 17 th Century Colonial Settlement, 18 th Century Colonial Society, Causes of the Revolution, and The Revolutionary War 8 th Grade History 1 st Nine Weeks TEKS Unit of Study: 17 th Century Colonial Settlement, 18 th Century Colonial Society, Causes of the Revolution, and The Revolutionary War 8.1) History. The student understands

More information

American History 100 Facts Mr. Ken Brown Ore City Middle School

American History 100 Facts Mr. Ken Brown Ore City Middle School American History 100 Facts Mr. Ken Brown Ore City Middle School 1. Unalienable rights are rights that cannot be given up, taken away or transferred. Life, liberty and the pursuit of happiness are some

More information

THE FIRST 350-ISH YEARS:

THE FIRST 350-ISH YEARS: REVIEW AMERICAN HISTORY TUBBS THE FIRST 350-ISH YEARS: from the AGE OF COLUMBUS thru the SECTIONALISM CRISIS OF THE 1850s DIRECTIONS. Indicate the single best response, according to information provided

More information

United States History GPS Review: SSUSH1 Describe European settlement in North America during the 17th century (1600 s).

United States History GPS Review: SSUSH1 Describe European settlement in North America during the 17th century (1600 s). United States History GPS Review: 1492-1865 SSUSH1 Describe European settlement in North America during the 17th century (1600 s). a. Explain Virginia s development (Virginia Company, tobacco, relationships

More information

U.S. History Final Exam - Review Guide Semester 1

U.S. History Final Exam - Review Guide Semester 1 Date U.S. History Final Exam - Review Guide Semester 1 Name Hr American Revolution 1. What was salutary neglect and how did it contribute to the American Revolution. (70) 2. Describe and explain the French

More information

X On record with the USOE.

X On record with the USOE. Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)

More information

X On record with the USOE.

X On record with the USOE. Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)

More information

X On record with the USOE.

X On record with the USOE. Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)

More information

Chapter 113. Texas Essential Knowledge and Skills for Social Studies Subchapter B. Middle School

Chapter 113. Texas Essential Knowledge and Skills for Social Studies Subchapter B. Middle School Chapter 113. Texas Essential Knowledge and Skills for Social Studies Subchapter B. Middle School Statutory Authority: The provisions of this Subchapter B issued under the Texas Education Code, 7.102(c)(4),

More information

Somerville Schools 2017 CURRICULUM MAP WITH SCOPE AND SEQUENCE. Course: American History Subject Area: Social Studies Grade Level: 8

Somerville Schools 2017 CURRICULUM MAP WITH SCOPE AND SEQUENCE. Course: American History Subject Area: Social Studies Grade Level: 8 Somerville Schools 2017 CURRICULUM MAP WITH SCOPE AND SEQUENCE Course: American History Subject Area: Social Studies Grade Level: 8 Enduring Understandings Unit 1: The Revolution (10 Days) 1. There were

More information

U.S. History Chapter Millionaire Review

U.S. History Chapter Millionaire Review U.S. History Chapter 14-15 Millionaire Review #1 Which of the following best describes the cotton gin s contribution to industrialization? Created jobs for A: B: immigrants Lowered price of cotton in South

More information

Arizona State Standards Strands American, History, Civics/Government, and Economics for Grade 7 Strand 1: American History

Arizona State Standards Strands American, History, Civics/Government, and Economics for Grade 7 Strand 1: American History Strand 1: American History Concept 1: Research Skills for History Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By

More information

sources connections informed claims

sources connections informed claims This document is designed to assist educators in interpreting Louisiana s 2011 social studies standards. It contains the prioritized content and concepts aligned to GLEs for each unit. The intent of this

More information

Unit Maps: Grade 8 Social Studies United States History from Age of Jackson to Reconstruction

Unit Maps: Grade 8 Social Studies United States History from Age of Jackson to Reconstruction Age of Jackson 8.3 History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. Analyze how God has revealed Himself

More information

Massachusetts History and Social Science Curriculum Framework U.S. History I & II

Massachusetts History and Social Science Curriculum Framework U.S. History I & II A Correlation of Grades 6-8, Realize Platform To the Massachusetts History and Social Science Curriculum Framework Introduction This document demonstrates how, meets the, History I, II. Citations are to

More information

8th Grade U.S. History STAAR Study Packet.

8th Grade U.S. History STAAR Study Packet. 8th Grade U.S. History STAAR Study Packet. NAME: HISTORY TEACHER: Complete the activities using your STAAR Review Sheet. Once you finish an assignment, check your answers by using the answer key provided

More information

Archdiocese of Washington Catholic Schools Academic Standards Social Studies

Archdiocese of Washington Catholic Schools Academic Standards Social Studies 8 th GRADE United States History Growth and Development In Grade 8, students focus upon United States history, beginning with a brief review of early history, including the Revolution and founding era,

More information

HAVERHILL PUBLIC SCHOOLS Grade 8 US History I Curriculum Map

HAVERHILL PUBLIC SCHOOLS Grade 8 US History I Curriculum Map August Week 4/ September Week 1 1. Why was owning land so important to American Colonists? 2. What were the effects of the Great Awakening? 3. How did John Locke apply the Enlightenment s idea of natural

More information

MASSACHUSETTS HISTORY & SOCIAL PAGE(S) WHERE TAUGHT SCIENCE LEARNING STANDARDS 8 12 CONCEPTS AND SKILLS

MASSACHUSETTS HISTORY & SOCIAL PAGE(S) WHERE TAUGHT SCIENCE LEARNING STANDARDS 8 12 CONCEPTS AND SKILLS Prentice Hall America: Pathways to the Present Survey Edition 2005 Massachusetts History and Social Science Curriculum Framework Learning Standards, U.S. History (I & II) (Grades 8-12) Grades 8 12 CONCEPTS

More information

Social Studies Grade 7

Social Studies Grade 7 September-October: Native Americans and Colonial Developments Standards: New York State: 1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate

More information