HISD SCOPE AND SEQUENCE Grade 8 Social Studies: United States History to Harlandale ISD C&I pg. 1

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2 Social Studies Skills are to be taught throughout the school year. They are not listed under a separate reporting category but imbedded within reporting categories 1 4 (History, Geography & Culture, Government & Citizenship, Economics, and Science, Technology & Society). In an effort to conserve space, this section is listed only once; however, teachers are expected to reference these skills throughout the school year. (8.29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (8.29A) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States; (8.29B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (8.29C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; (8.29D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; (8.29E) support a point of view on a social studies issue or event; (8.29F) identify bias in written, oral, and visual material; (8.29G) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; (8.29H) use appropriate mathematical skills to interpret social studies information such as maps and graphs; (8.29I) create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and (8.29J) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. (8.30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (8.30A) use social studies terminology correctly; (8.30B) use standard grammar, spelling, sentence; structure, punctuation, and proper citation of sources; (8.30C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and (8.30D) create written, oral, and visual presentations of social studies information. (8.31) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (8.31A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (8.31B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. Definitions of Verbs in the Social Studies TEKS/SEs: Acquire to gain for oneself through one s actions or efforts Analyze to examine carefully and in detail so as to identify causes, key factors, possible results, etc. Answer to speak or write in response to; reply to Apply to make use of as relevant, suitable, or pertinent; to use for or assign to a specific purpose to put into effect: Assess to judge the worth, importance, etc. of; evaluate Attribute to regard as belonging (to), produced (by), or resulting (from); ascribe (to) Categorize to arrange in categories or classes; classify Classify to arrange or organize by classes; order according to class; to assign a classification to Compare to examine (two or more objects, ideas, etc.) in order to note similarities and differences to consider or describe as similar, equal, or analogous; liken Construct to put together substances or parts, esp. systematically, in order to make or build (a building, bridge, etc.); assemble to build or form by putting together parts; frame; devise Contrast to compare in order to show unlikeness or differences; note opposite natures, purposes, etc. Create to cause to come into being, as something unique that would not naturally evolve or that is not made by ordinary process; to evolve from one s own thought or imagination, as a work of art or an invention pg. 2

3 Define to state the precise meaning of (a word or sense of a word, for example) to describe the nature or basic qualities of; explain Describe to give an account of in words; to tell in words what something or someone is like Determine to conclude or ascertain, as after reasoning, observation, etc. Develop to elaborate upon or work out in detail Differentiate to form or mark differently from other such things; distinguish to perceive the difference in or between Discuss to consider or examine by argument, comment, etc.; talk over or write about, especially to explore solutions; debate Draw to frame or formulate; to derive or use, as from a source Evaluate form a critical opinion of; to judge or determine the significance, worth, or quality of; assess Examine to inspect or scrutinize carefully Explain to make plain or clear; render understandable or intelligible; to make known in detail Find to discover or perceive after consideration; to discover or ascertain through observation, experience, or study Give to impart or communicate Identify - to recognize or establish as being a particular person or thing; verify the identity of Infer to derive by reasoning; conclude or judge from premises or evidence Interpret to give or provide the meaning of; explain; explicate; elucidate to conceive the significance of; construe Locate to identify or discover the place or location of; to find by searching, examining, or experimenting Make to produce; cause to exist or happen; bring about; to draw a conclusion as to the significance or nature of; to judge or interpret, as to the truth, nature, meaning, etc. Observe to regard with attention, especially so as to see or learn something Organize to arrange methodically or in order Pose to assert, state, or put forward Predict to state or make a declaration about in advance, especially on a reasoned basis Prepare to put together using parts or ingredients; compose or construct Relate to bring into or establish association, connection, or relation: Research to make an extensive investigation into Sequence to organize or arrange in an order Summarize to make a summary of; state or express in a concise form Support to tend to establish (a theory, statement, etc.) by providing new facts; substantiate Trace to follow the course, development, or history of Understand to perceive the meaning of; grasp the idea of; to assign a meaning to; interpret to be thoroughly familiar with; apprehend clearly the character, nature, or subtleties of Use to employ for some purpose; put into service; make use of pg. 3

4 Cycle 1 Duration: 28 days Aug. 24-Oct. 2 Mini DBQ: #1: Early Jamestown: Why Did So Many Colonists Die? Essential Questions What were the political, economic, religious, and social reasons for the establishment of the 13 colonies? KEY TERMS: Terms that are bolded are explicit, i.e., identified in the Social Studies Grade 8 TEKS; the other are implicit, i.e., implied. How did mercantilism influence the development of self-government in the 13 colonies? How did geography influence the economic development of the New England, Mid-Atlantic, and Southern colony regions? Why did Europeans explore the Americas? What were the main differences between the New England, Mid-Atlantic and Southern colony regions? What factors led to the development of representative government in the 13 colonies? Verbs: Identify, apply, explain, compare, analyze, describe, locate, summarize, define and give examples, evaluate, trace. ERA OF COLONIZATION 8.1A 13 colonies 8.2B C C Absolute chronology 8.1B Amendment 8.16B Anne Hutchinson 8.20A, 8.23E Anti-Federalists 8.17A Bill of Rights 8.19B Centuries 8.1B Charter of Liberties 8.15A Citizenship 8.19D Civic virtue 8.20B Colonial America 8.20A Colonization 8.1A Colony 8.2B Constitutional republic 8.21B Contemporary issues 8.21A Democratic process 8.20 Economic 8.2B English Bill of Rights 8.15A Environment 8.11ABC Era 8.1A Ethnic groups 8.23A Exploration 8.2A First Great Awakening 8.25B Free press 8.21B Free speech 8.21B Fundamental Orders of Connecticut 8.3B Geographic factors 8.10C Georgia Colony 8.2B, 8.10A, 8.12A Historical issues 8.21A Human characteristics 8.10B Immigration 8.23A Indentured servants 8.2B, 8.12A Institutions 8.3A Jamestown 8.1C, 8.10A John Smith, 8.20A, 8.23D John Winthrop 8.20A, 8.23D Magna Carta 8.15A Maryland Colony 8.2B, 8.10A Massachusetts Colony 8.2B, 8.10A Mayflower Compact 8.1C, 8.3B, 8.15A Mid-Atlantic (Middle) Colonies 8.2AB, 8.10ABC, 8.11ABC, 8.12AD Near water 8.11A New England Colonies 8.2AB, 8.10ABC, 8.11ABC, 8.12AD Northwest Passage 8.2A Pennsylvania Colony 8.2B, 8.10A Physical characteristics 8.10B 8.11A Pilgrims/Separatists 8.1C, 8.23AD, 8.25A Plantation System 8.12B Plymouth 8.10A Political 8.2B Political parties 8.21A Profit 8.2B, 8.14A Protestant Reformation 8.2A Puritans 8.23AD, 8.25A Quakers 8.23AD, 8.25A Racial groups 8.23A Raw materials 8.2B Region 8.10AB Relative chronology 8.1B Religious freedom 8.2AB, 8.25C Representative government 8.3AB Rhode Island Colony 8.2B, 8.10A Roger Williams 8.20A Self-government 8.20A Settlement patterns 8.11A Social 8.2B Social movements 8.25B Southern Colonies 8.2AB, 8.10ABC, 8.11ABC, 8.12AD Thomas Hooker 8.20A Town meeting 8.3A Transatlantic Slave Trade 8.12B Unalienable rights 8.19A Virginia House of Burgesses 8.3B Virginia Colony 8.2B, 8.10A William Penn 8.20A William Bradford 8.20A, 8.23D pg. 4

5 Geography This unit examines geographical features such as continents, waterways, and landforms. Colonial Era This unit examines the motives for exploration and colonization. Specific focus on Jamestown and Plymouth, the first two English settlements in the Americas. Cycle 1 Duration: 28 days Pacing Schedule: Aug. 24-Oct. 2 Big Idea: Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The students will: UNIT 1: Geography [unit pacing: 8/27-31] UNIT 2: Colonial Era [unit pacing: 9/1-29] S 8.10A locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries; R 8.10B Compare places and regions of the United States in terms of physical and human characteristics R 8.11A Analyze how physical characteristics of the new environment influenced population, distribution, settlement patterns, and economic activities in the United States during the 17 th, 18 th, 19 th centuries S 8.11B describe the positive and negative consequences of human modification of the physical environment of the United States S 8.11C describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19th centuries S 8.12A identify economic differences among different regions of the United States S 8.12D analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history 8.29C Organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps 8.29J Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases 8.30A Use social studies terminology correctly R 8.1A identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects S 8.1B apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods S 8.1C explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and , Civil War R 8.2A Identify reasons for European exploration and colonization of North America S 8.2B Compare political, economic, religious, and social reasons for the establishment of the 13 English colonies R 8.3A Explain the reasons for the growth of representative government and institutions during the colonial period S 8.3B Analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government S 8.3C describe how religion and virtue contributed to the growth of representative government in the American colonies R 8.10C Analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States R 8.12B Explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread pg. 5

6 Revolutionary Era Part 1 This unit examines the concepts of causation, conflict, and leadership in order to analyze the impact of the American Revolution. UNIT 3A: Revolutionary Era Part 1 [unit pacing: 9/30-10/2] of slavery S 8.14A explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights R 8.15A identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government S 8.20A Explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn in the development of self-government in colonial America S 8.20B evaluate the contributions of the Founding Fathers as models of civic virtue S 8.21B describe the importance of free speech and press in a constitutional republic R 8.23A Identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration S 8.23D analyze the contributions of people of various racial, ethnic, and religious groups to our national identity S 8.23E identify the political, social, and economic contributions of women to American society S 8.25A trace the development of religious freedom in the United States S 8.25B Describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings 8.29A Differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States 8.29B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions 8.29C Organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps 8.30A Use social studies terminology correctly R 8.1A identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects S 8.1B apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods S 8.1C explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and , Civil War R 8.4A Analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War S 8.4B Explain the roles played by significant individuals during the American Revolution, including Abigail Adams, pg. 6

7 John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington R 8.4C Explain the issues surrounding important events of the American Revolution, including declaring independence, writing the Articles of Confederation, fighting the battles of Lexington, Concord, Saratoga, and Yorktown, enduring the winter at Valley Forge, and signing the Treaty of Paris of 1783 S 8.20C Analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Thoreau's refusal to pay a tax 8.29B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions 8.29D Identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants 8.30A Use social studies terminology correctly pg. 7

8 Cycle 2 Duration: 29 days Oct. 5-Nov.13 Essential Questions What were the causes of the American Revolution? KEY TERMS: Terms that are bolded are explicit, i.e., identified in the Social Studies Grade 8 TEKS; the other are implicit, i.e., implied. Mini DBQ: Not Applicable How did the French and Indian War cause conflict between England and its colonies? How did British policies influence America s desire for independence? How did individual leaders influence the course and outcome of the revolution? Why were the Articles of Confederation weak? How did the Constitution address the weaknesses? Verbs: Identify, apply, explain, compare, analyze, describe, locate, summarize, define and give examples, evaluate, trace. ERA OF REVOLUTION 8.1A Free-enterprise system 8.14AB Samuel Adams 8.4B ARTICLES OF CONFEDERATION 8.4C & French and Indian War 8.4A Saratoga 8.4C 8.15B Friedrich Von Steuben 8.4B Self-government 8.20A C General Cornwallis 8.4B Shays Rebellion 8.15B Abigail Adams 8.4B George Mason 8.17A Sons of Liberty 8.20C Adoption 8.1C George Washington 8.4B, 8.22A Stamp Act 8.4A American Revolution 8.4ABC Great Compromise 8.4D Taxation 8.14A Appointed leaders 8.22A Green Mountain Boys 8.4B The Crisis 8.4B Benedict Arnold 8.4B Grievance 8.15C Thomas Jefferson 8.4B Benjamin Franklin 8.4B Haym Salomon 8.4B Thomas Paine 8.4B Bernardo De Galvez 8.4B Intolerable Acts 8.4A Three-Fifths Compromise 8.4D Boston Massacre 8.4A James Armistead 8.4B Treaty of Paris C Boston Tea Party 8.20C John Adams 8.4B Trenton 8.4C Bunker Hill 8.4C John Locke 8.20A Unalienable rights 8.19A Charles de Montesquieu 8.20A John Paul Jones 8.22B Valley Forge 8.4C Chronology 8.2B King George III 8.4B Virginia House of Burgesses 8.3B Citizenship 8.19D Lexington and Concord 8.4C Virginia Plan 8.4D Civil disobedience 8.20C Loyalists 8.20C, 8.21A Wentworth Cheswell 8.4B Colonial America 8.20A Marquis De Lafayette 8.4B William Blackstone 8.20A Common Sense 8.4B Mercantilism 8.4A Yorktown 8.4C Compromise 8.21C Mercy Otis Warren 8.4B Constitutional Convention of C, Molly Pitcher (May Ludwig Hays) 8.4B 8.4D Navigation Acts 8.4A Crispus Attucks 8.4B New Jersey Plan 8.4D Culture 8.26A Northwest Ordinance 8.6A Daniel Shays 8.5AB Olive Branch Petition 8.4A Declaration of Independence 8.1AC, Parliament 8.4A 8.15C Patrick Henry 8.4B Economic issues 8.4 Patriots 8.20C, 8.21A Elected leaders 8.22A Political issue 6.2B English Bill of Rights 8.15A Proclamation of A Enlightenment 8.20A Quartering Act 8.4A Ethan Allen 8.4B Representative government 8.3BC First Great Awakening 8.25B Revolution 8.1A Founding Fathers 8.20B pg. 8

9 Revolutionary Era (Part 2) This unit examines how battles including Lexington/Concord, Saratoga, and Yorktown are turning points in the American Revolution and in history. The unit concludes with an examination of the short and long term effects of the United States fight for freedom against Britain. Cycle 2 Duration: 29 days Pacing Schedule: Oct. 5-Nov. 13 Big Idea: Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The students will: UNIT 3B: Revolutionary Era Part 2 [unit pacing: 10/6-11/6] R 8.1A identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects S 8.1B apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods S 8.1C explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence S 8.3B analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government S 8.3C describe how religion and virtue contributed to the growth of representative government in the American colonies R 8.4A Analyze causes of the American Revolution, including the Proclamation of1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War S 8.4B Explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington R 8.4C Explain the issues surrounding important events of the American Revolution, including declaring independence, writing the Articles of Confederation, fighting the battles of Lexington, Concord, Saratoga, and Yorktown, enduring the winter at Valley Forge, and signing the Treaty of Paris of 1783 S 8.10A locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries R 8.10B compare places and regions of the United States in terms of physical and human characteristics R 8.10C Analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States S 8.14A explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights S 8.14B describe the characteristics and the benefits of the U.S. free enterprise system during the 18 th and 19 th centuries R 8.15A identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government R 8.15C identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights pg. 9

10 Creation and Ratification of the Constitution (Part 1) This unit bridges the gap between the government during the American Revolution and the main issues and resolutions at Philadelphia. It includes the main arguments in the ratification debates rising from the weaknesses of the Articles of Confederation. UNIT 4A: Constitution Part 1 [unit pacing: 11/9-13] R 8.19A define and give examples of unalienable rights S 8.20A explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn in the development of self-government in colonial America S 8.20B evaluate the contributions of the Founding Fathers as models of civic virtue S 8.20C Analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Thoreau's refusal to pay a tax S 8.22A analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln S 8.22B describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton R 8.23A identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration S 8.23B explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs S 8.23C identify ways conflicts between people from various racial, ethnic, and religious groups were resolved S 8.23D analyze the contributions of people of various racial, ethnic, and religious groups to our national identity S 8.23E identify the political, social, and economic contributions of women to American society S 8.25A trace the development of religious freedom in the United States S 8.25B describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings 8.29B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions 8.29D Identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants 8.30A Use social studies terminology correctly R 8.1A identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects S 8.1B apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods S 8.1C explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence pg. 10

11 S 8.4D analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise R 8.4E analyze the arguments for and against ratification R 8.6A explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States S 8.7B compare the effects of political economic, and social factors on slaves and free blacks R 8.7C analyze the impact of slavery on different sections of the United States S 8.10A locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries R 8.10B compare places and regions of the United States in terms of physical and human characteristics R 8.10C analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States S 8.12A identify economic differences among different regions of the United States R 8.12B explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery S 8.12D analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history S 8.15B summarize the strengths and weaknesses of the Articles of Confederation pg. 11

12 Cycle 3 Duration: 29 days Nov. 16- Jan. 14 Mini DBQ: #2: How did the Constitution guard against tyranny? Essential Questions How did documents such as the Mayflower Compact and Fundamental Orders of Connecticut influence the KEY TERMS: Terms that are bolded are explicit, i.e., identified in the Social Studies Grade 8 TEKS; the other are implicit, i.e., implied. development of the U.S. Constitution? What major conflicts arose during the Constitutional Convention and what compromises were reached to solve these conflicts? What were the arguments for and against the Constitution? How is the Constitution a living document? What was the impact of conflict between Federalists and Anti-Federalists on the Constitution? What are the rights and responsibilities of citizens? How well does the Constitution embody the principles of the Declaration of Independence? What challenges faced the new nation under the Constitution? How did the first American political parties emerge? How did the Supreme Court establish its decisive role in American life? How did American social and economic life change? How did the United States conduct its relations with other nations? Verbs: Identify, apply, explain, compare, analyze, describe, locate, summarize, define and give examples, evaluate, trace Era of CREATION, RATIFICATION OF THE CONSTITUTION 8.1A, EARLY REPUBLIC 8.1A C C 1 st Amendment (petition/speech/press/assembly/religion) 8.15CD, 8.21B, 8.25C Alexander Hamilton 8.17A Alien Act 8.5A Amend 8.16A Anti-Federalist 8.5C, 8.15A, 8.17A, 8.21A Banking System 8.5D Bill of Rights 8.15C, 8.19B Central (National) government 8.5A Charles De Montesquieu 8.20A Checks and balances 8.15D Citizenship 8.19DEF Civic virtue 8.3C, 8.20B Constitutional republic 8.21B Constitutional Convention, C, 8.4D Declaration of Independence 8.1AC 8.15C Due process (5 th Amendment) 8.15C Elastic Clause 8.18B Embargo Act 8.5D English Bill of Rights 8.15A Federal system 8.17 Federalism 8.15D Federalist 8.5C, 8.17A, 8.21A Federalist Papers 8.15A Foreign policies 8.5E Founding Fathers 8.20B Free press 8.21B Free speech 8.21B Fundamental Orders of Connecticut 8.3B George Washington 8.1B 8.4B, 8.22B Government 8.15A Grievance 8.15C House of Representatives & Senate 8.4D Individual rights 8.15D Impressments 8.5D John Adams 8.1B, 8.4B John Jay 8.4C, 8.17A John Locke 8.20A John Marshall 8.18AB, 8.22A Judicial Branch 8.5A Judicial Review 8.18AB Leadership qualities 8.22A Legislative Branch 8.4D, 8.5A Lewis & Clark 8.1C Limited government 8.15D Louisiana Purchase (1803) 8.1C, 8.6E Magna Carta 8.15A Mayflower Compact 8.1C 8.3B Marbury v. Madison 8.18AB Neutrality 8.5A Nullification Crisis 8.17B Political Party 8.5C Popular sovereignty 8.15D Precedents 8.5E, 8.15D, 8.22A Principles 8.15D Protective tariffs 8.5B Ratification 8.4E Republic 8.5A Republicanism 8.15D Responsibilities 8.19CDF Rights 8.19AB Sedition Act 8.5A Separation of Powers 8.15D Thomas Jefferson 8.1B,8.1C, 8.4B, 8.5E, 8.22A Unalienable rights 8.19A U.S. Constitution 8.1AC 8.15CD Virginia House of Burgesses 8.3B Washington s Farewell Address 8.5E Whiskey Rebellion 8.5A William Blackstone 8.20A XYZ Affair 8.5E pg. 12

13 Creation and Ratification of the Constitution (Part 2) The second part of this unit centers on the ratification of the U.S. Constitution and the Bill of Rights. In addition students focus on major events, significant individuals, and key ideas of the U.S. Constitution and the Bill of Rights, including debates between the Federalists and Anti- Federalists, and principles of the U.S. Constitution. Constitutional Principles, Bill of Rights, and the Amendment Process This unit examines the U.S. Constitution, the Bill of Rights, and the amendment process to understand the Cycle 3 Duration: 29 days Pacing Schedule: Nov. 16- Jan. 14 Big Idea: Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The students will: UNIT 4B: Constitution Part 2 [unit pacing: 11/17-12/4] UNIT 5: Bill of Rights, Amendments11-15, and the Amendment Process S 8.3B analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government R 8.4E Analyze the arguments for and against ratification R 8.5C Explain the origin and development of American political parties S 8.14A explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights S 8.14B describe the characteristics and the benefits of the U.S. free enterprise system during the 18 th and 19 th centuries R 8.15A identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government R 8.15C identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights R 8.17A Analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason S 8.20B evaluate the contributions of the Founding Fathers as models of civic virtue S 8.21A Identify different points of view of political parties and interest groups on important historical and contemporary issues S 8.21C summarize a historical event in which compromise resulted in a peaceful resolution 8.29A Differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States 8.29B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions 8.29D Identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants 8.30A Use social studies terminology correctly R 8.15D Analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights R 8.16A summarize the purposes for and process of amending the U.S. Constitution R 8.19A define and give examples of unalienable rights R 8.19B summarize rights guaranteed in the Bill of Rights S 8.19F explain how the rights and responsibilities of U.S. citizens reflect our national identity S 8.21B Describe the importance of free speech and press in a constitutional republic pg. 13

14 structure and function of democracy. Citizenship This unit examines the rights and responsibilities in a democratic society and will discuss the rights and responsibilities of U.S. citizen. Students understand that economic, political, and social factors can impact the lives of people. Challenges of the Early Republic Part early1800s This unit examines how U.S. Presidents philosophies are reflected in their actions and policies, which can change from previous administrations. [unit pacing: 12/7-10] UNIT 6: Citizenship [unit pacing: 12/11] UNIT 7A: Early Republic Part 1 (Washington, Adams, Jefferson) [unit pacing: 1/4-14] S 8.22A Analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln S 8.25A trace the development of religious freedom in the United States R 8.25C analyze the impact of the First Amendment guarantees of religious freedom on the American way of life 8.29B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions 8.30A Use social studies terminology correctly S 8.19C explain the importance of personal responsibilities, including accepting responsibility for one's behavior and supporting one's family S 8.19D identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries S 8.19E summarize the criteria and explain the process for becoming a naturalized citizen of the United States R 8.5A describe major domestic problems faced by the leaders of the new republic such as maintaining national security, building a military, creating a stable economic system, setting up the court system, and defining the authority of the central government R 8.18A Identify the origin of judicial review and analyze examples of congressional and presidential responses S 8.18B Summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden S 8.22A Analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln 8.29B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions 8.30A Use social studies terminology correctly pg. 14

15 Cycle 4 Duration: 26 days Jan. 19- Feb. 26 Essential Questions How did the Supreme Court establish its decisive role in American life? KEY TERMS: Terms that are bolded are explicit, i.e., identified in the Social Studies Grade 8 TEKS; the other are implicit, i.e., implied. Mini DBQ: #3: Was the United States justified in going to war with Mexico? How did American social and economic life change? How did the United States conduct its relations with other nations? What was Jacksonian Democracy? How did Jackson s policies affect the political, economic, and social life of the nation? How did social and economic life change as the United States began to move from an agrarian to an industrial society? What were the effects of the Industrial Revolution on different regions of the United States? How did the Industrial Revolution affect Westward Expansion? How did the Industrial Revolution affect slavery? What role did technological advances play in helping to shape each region? What were the political, social, and economic roots of Manifest Destiny? How and why were different areas acquired to form the United States? How did immigrants contribute to the expansion of the United States? What role did Manifest Destiny play in Westward Expansion? How did economic and geographic factors influence Westward Expansion? What were the effects of territorial expansion on the United States? How did the abolitionist movement lead to sectionalism in the United States (pre-civil War)? Verbs: Identify, apply, explain, compare, analyze, describe, locate, summarize, define and give examples, evaluate, trace Era of EARLY REPUBLIC 8.1A, Era of AGE OF JACKSON 8.1A, Era of INDUSTRIAL REVOLUTION 8.1A Era of WESTWARD EXPANSION & SECTIONALISM 8.1A 49ers 8.6E 5 Nations (Cherokee, Chickasaw, Choctaw, Creek, Seminole) 8.23A Adams-Onís Treaty/Florida 8.6E American Progress 8.26B Battle of New Orleans 8.5D Brigham Young 8.23AB Cherokee Indians 8.5G Common Man 8.1A Communication systems 8.27B Compromise of C Compromise of C Conflicts 8.23B Continuity 8.26C Corduroy Roads 8.27B Corrupt Bargain 8.5F Cotton gin 8.27A Covered wagon 8.28A Cyrus McCormick 8.27A Daniel Webster 8.7C Democrats 8.21A Educational reform 8.24B Election of Andrew Jackson 8.5F Eli Whitney 8.27A Environmental issues 8.28D Erie Canal 8.27B Expanded Suffrage 8.5F Expansion 8.6A Factory system 8.27D Fast-paced lifestyle 8.28A Florida 8.6E Francis Cabot Lowell 8.27D Francis Scott Key 8.26B Free blacks 8.7B, 8.24B Gadsden Purchase 8.6E Gibbons v. Ogden (1824) 8.18AB Gold mountains/fields 8.6E Gold Rush 8.6E Henry Clay 8.7CD, 8.12AD Immigrants (Irish, German/polka, Asian, Mormons, rancheros) 8.11C Immigration 8.23A Increased crime 8.28A Increased population 8.28A Indian Removal Act 8.5G Industrialization 8.11ABC, 8.27D Interchangeable parts 8.27A Interstate Commerce/Trade 8.18B Jacksonian Era 8.5G James K. Polk 8.6DE James Madison 8.1B, 8.17A, 8.22B John C. Calhoun 8.7D John Deere 8.27A pg. 15

16 John Marshall 8.22A John Quincy Adams 8.5F, 8.7D Kansas-Nebraska Act 8.21C Kitchen Cabinet 8.1A Labor reform 8.24B Lowell Girls 8.27D Manifest Destiny 8.8BC Manufactured goods 8.11ABC, 8.27C Marketed goods 8.27C McCulloch v. Maryland (1819) 8.18AB Mechanical reaper 8.27A Mexican Cession 8.6DE Mill 8.12C Missouri Compromise C Monroe Doctrine 8.5E Morse code 8.27B National Bank Charter 8.5C National identity 8.23D National Republicans 8.21A Native American displacement 8.27D Nullification/Nullify 8.17B Nullification Crisis 8.17B Opening of the West 8.27D Oregon Country 8.6E Oregon Trail 8.6E Population distribution 8.11A Potato Famine 8.11C Republican Party 8.21A Resettlement 8.5G Robert Fulton 8.27A Roots of Manifest Destiny 8.6B Rural to urban 8.11ABC, 8.28A Samuel Slater 8.27D Sanitation 8.28D Scientific discoveries 8.28A Scientific innovations 8.27A, 8.28A Secede 8.21C Sectionalism 8.1A Seminole Wars 8.6E South Carolina 8.10A Spoils System 8.1A Stagecoach 8.28A Star-Spangled Banner 8.26B States Rights 8.17B Steam engine 8.27B Steamboat 8.27A Steel plow 8.27A Tariff of Abominations 8.7A Tariff policies 8.7A Technological innovations 8.27A, 8.28A Telegraph 8.27B Texas Annexation 8.6DE Henry David Thoreau 8.20C, 8.26A Trail of Tears 8.5G Transcontinental Railroad 8.27D Transportation systems 8.27B Turnpikes 8.27B U.S.-Mexican War 8.6D Urbanization 8.12C, 8.23B, 8.27B War Hawks 8.12AD War of D, 8.13A Wealthy 8.28A Westward Expansion 8.1A Women wage-earners 8.28AB Worcester v. Georgia 8.5G Zachary Taylor 8.6D pg. 16

17 Challenges of the Early Republic Part s This unit examines how U.S. Presidents philosophies are reflected in their actions and policies, which can change from previous administrations. Cycle 4 Duration: 26 days Pacing Schedule: Jan. 19 Feb. 26 Big Idea: Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The students will: UNIT 7B: Early Republic Part 2 (Madison, Monroe, JQAdams, Jackson) [unit pacing:1/19-2/5] R 8.1A identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects S 8.1B apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods S 8.1C explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence R 8.5A describe major domestic problems faced by the leaders of the new republic such as maintaining national security, building a military, creating a stable economic system, setting up the court system, and defining the authority of the central government S 8.5D explain the causes, important events, and effects of the War of 1812 S 8.5B Summarize arguments regarding protective tariffs, taxation, and the banking system R 8.5E Identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine S 8.5F explain the impact of the election of Andrew Jackson, including expanded suffrage (SS) S 8.5G Analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian Era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears R 8.6A explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States R 8.6B Explain the political, economic, and social roots of Manifest Destiny S 8.6E identify areas that were acquired to form the United States, including the Louisiana Purchase S 8.10A locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries R 8.10B compare places and regions of the United States in terms of physical and human characteristics R 8.10C analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States R 8.11A analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries S 8.11B describe the positive and negative consequences of human modification of the physical environment of the United States S 8.12A identify economic differences among different regions of the United States S 8.12D analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history S 8.13A analyze the War of 1812 as a cause of economic changes in the nation pg. 17

18 Industrial Revolution This unit examines the economic impact of the Industrial Revolution as inventions and inventors transformed production. It also includes the transportation revolution and growth of cities. UNIT 8:Industrial Revolution [unit pacing:2/9-12] S 8.14A explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights S 8.14B describe the characteristics and the benefits of the U.S. free enterprise system during the 18 th and 19 th centuries R 8.17B explain constitutional issues arising over the issue of states rights, including the Nullification Crisis and the Civil War R 8.18A identify the origin of judicial review and analyze examples of congressional and presidential responses S 8.18B Summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden S 8.21A identify different points of view of political parties and interest groups on important historical and contemporary issues S 8.21C summarize a historical event in which compromise resulted in a peaceful resolution S 8.22A Analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln S 8.22B describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton R 8.23A identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration S 8.23B explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs S 8.23C identify ways conflicts between people from various racial, ethnic, and religious groups were resolved S 8.23D analyze the contributions of people of various racial, ethnic, and religious groups to our national identity 8.29J Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases 8.30A Use social studies terminology correctly R 8.1A identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects S 8.1B apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods S 8.7B compare the effects of political economic, and social factors on slaves and free blacks R 8.7C analyze the impact of slavery on different sections of the United States S 8.10A locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries pg. 18

19 R 8.10B compare places and regions of the United States in terms of physical and human characteristics R 8.10C analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States R 8.11A analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries S 8.11B Describe the positive and negative consequences of human modification of the physical environment of the United States S 8.12A identify economic differences among different regions of the United States S 8.12C Explain the reasons for the increase in factories and urbanization S 8.12D analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history R 8.13B Identify the economic factors that brought about rapid industrialization and urbanization S 8.14A Explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights S 8.14B Describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries S 8.20C Analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Thoreau's refusal to pay a tax S 8.22B describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton R 8.23A identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration S 8.23B explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs S 8.23C identify ways conflicts between people from various racial, ethnic, and religious groups were resolved S 8.23D analyze the contributions of people of various racial, ethnic, and religious groups to our national identity R 8.27A Explain the effects of technological and scientific innovations such as the steamboat, the cotton gin R 8.27B Analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States S 8.27C Analyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally S 8.27D Explain how technological innovations brought about economic growth such as how the factory system contributed to rapid industrialization and the Transcontinental Railroad led to the opening of the west S 8.28A Compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history S 8.28B Identify examples of how industrialization changed life in the United States pg. 19