Research LA The student will locate and analyze the

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1 Next Generation Sunshine State Standards 2008 School District of Palm Beach County United States History 8th grade Scope st Nine Weeks Benchmarks Pacing and Topic Student Target Core Reading Clusters Remediation/Enrichment 1. Words and Phrases in Context 2. Main Idea 3. Comparisons The American Cause and Effect Language Arts and Journey Reference and Reading Standards I can Glencoe Research SS.8.A.1.1 Provide elements of supporting details for an answer from text, setting, and plot, interview i for oral his tory, including rising ii action, check validity of conflict, resolution, information from theme, and other research/text, and identify literary elements as strong vs. weak appropriate in a arguments. LA The student will prewrite by generating ideas from multiple sources (e.g., prior knowledge, discussion with others, writers notebook, research materials, or other reliable sources) based upon teacherdirected topics and personal interests. 8/17 8/23 Introduction to the Study of History Recognize themes throughout American history and better understan d events o f the past and how they affect us today.

2 student will determine the main SS.8.A.1.2 Analyze charts, idea or essential graphs, maps, message in gradelevel or higher texts photographs, and timelines; analyze political through inferring, cartoons; determine cause paraphrasing, and effect. summarizing, and identifying relevant details. SS.8.A.1.3 Analyze current events relevant to American History topics through a variety of electronic and print media resources. (e.g., articles, editorials, journals, periodicals, reports) SS.8.A.1.4 Differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials SS.8.A.1.5 Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents. SS.8.A.1.6 Compare interpretations of key events and issues throughout American history. LA The student will use context clues to determine meanings of unfamiliar words.

3 SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts. SS.8.A.2.1 Compare the relationships among the British, French, Spanish, elements of setting, and plot, 8/24 9/17 Colonial and Dutch in their struggle including rising action, Settlement for colonization of North America. conflict, resolution, theme and other literary elements as appropriate in a SS8A22C SS.8.A.2.2 Compare the LA8173Th LA The characteristics of the New England, Middle, and Southern colonies. (e.g., Jamestown, Plymouth, colonial governments, geographic influences, resources and economic systems, occupations, religion, and social patterns). student will determine the main idea or essential message in gradelevel or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. Describe the founding of the European colonies and the economic and cultural impact of colonization in America. Explain how the regions in the colonies differed from one another.

4 SS.8.A.2.3 Differentiate economic systems of New England, Middle and Southern colonies including indentured servants and slaves as labor sources. elements of setting, and plot, including rising action, conflict, resolution, theme and other literary elements as appropriate in a SS.8.A.2.4 Identify the impact of key colonial LA The figures on the economic, student will identify political, and social cause and effect development of the relationships in text. colonies. (e.g., John Smith, William Penn, Roger Williams, Anne Hutchinson, John Winthrop). 9/20 9/30 Provincial America Describe the contributions of key groups (Africans, Native Americans, women and children) to the society and culture of colonial America during this period. Describe why Roger Williams and Anne Hutchinson left the Massachusetts colony. Explain why John Winthrop founded Massachusetts and describe the kind of society the Puritans built there. Describe the ideas of William Penn and the SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations. SS.8.A.2.7 Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America. LA The student will determine the correct meaning of words with multiple meanings in context.

5 SS.8.A.2.6 Examine the causes, course, and consequences of the French and Indian War. SS.8.A.3.1 Explain the consequences of the French and Indian War in British policies for the American colonies from (e.g., Proclamation of 1763, Sugar Act, Quartering Act, Stamp AtD Act, Declaratory Act, Townshend Acts, Tea Act, and Coercive Acts). SS.8.A.3.2 Explain American colonial reaction to British policy from 1763 LA The (e.g., written student will identify protests, boycotts, Boston cause and effect Massacre, Boston Tea relationships in text. Party, First Continental Congress). 10/1 10/4 French and Indian War elements of 10/5 10/ 22 Causes setting, and plot, of The including rising action, Revolutionary War conflict, resolution, theme and other literary elemen ts as appropriate in a Create a timeline of significant events of the French and Indian War. Analyze the effects of the French and Indian War from the British, French, and colonists' perspectives. Explain the ramifications of the war and how colonial discontent over the result eventually led to the Revolutionary War. Summarize the events that fueled colonial discontent. Explain how the Stamp Act affected the relationship between Britain and the colonies.

6 SS.8.A.3.3 Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, George Washington) during American Revolutionary efforts. LA The student will determine the correct meaning of words with multiple meanings in context. LA The and analyze an author's use of SS.8.A.3.4 Examine the allusions and contributions of influential descriptive, idiomatic c, groups to both the and figurative American and British war language in a variety efforts during the of literary text, American Revolutionary identifying how word War and their effects on choice is used to the outcomes of the war. appeal to the reader's senses and emotions, providing evidence from text to support the analysis. SS.8.A.3.5 Describe the influence of individuals on social and political developments during the Revolutionary era. (e.g., James Otis, Mercy Otis Warren, Abigail Adams, Benjamin Banneker). LA The student will compare and contrast elements in multiple texts (e.g., setting, characters, problems). Describe the contributions of key leaders of the American Revolution toward establishing American independence. Explain the colonists wanting democratic rights and the British wanting to control the colonies. Describe the participation of key colonial citizens in the American Revolution. Week of October 11, 2010 Comprehension Check

Higley Unified School District AZ US History Grade 11 Revised Aug. 2015

Higley Unified School District AZ US History Grade 11 Revised Aug. 2015 When Worlds Collide: Early American Civilizations and European Contact (Duration 1-2 Weeks) Big Ideas: 1. In ancient times, migrating peoples settled the Americas, where their descendants developed complex