I. From Colonies to Country A. Colonization ELA: Language Grade 8, Sec 6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 1 st Quarter See hyperlink below for Social Studies Concepts and Vocabulary Lists: http://www.sde.idah o.gov/site/content_s tandards/social_stud ies_docs/ss4vocab. pdf See all suggested strategies on Info Center Link 6-12.USH1.1.2.1 6-12. USH1.1.2.1 1. Analyze the religious, political and economic motives of voluntary immigrants from different parts of Europe who came to America 6-12.USH1.1.1.1 2. Know the different cultural and social influences that emerged in the North American ELA: Reading for Literature Grade 8 Sec. 5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. ELA Reading Informational Text: Key ideas and Details: I pads and the History of US Book Series Library of Congress Web site: Loc.gov American Memory and Teachers links. (could be used for all/most units) Stanford Education Eighth Grade Social Studies Guide Page 1 of 32 Date Last Modified: 6/26/2013 See power points on info. center 1. Students generate maps of the early colonies complete with keys that differentiate the different economies, and social differences of the 3 colonial regions The Pilgrims and Puritans of Massachusetts colony, and the Quakers of Pennsylvania Colony, came from England seeking religious freedom. Virginia Colony was founded as a business venture by a group of English businessmen. The Dutch founded New Netherlands (later changed to New York Colony) as a business venture. Maryland, Carolina and Georgia colonies were created from lands given to certain groups and individuals by the English Monarch.
colonies 6-12.USH1.1.5.2 3. Describe the economic characteristics of colonialism 6-12.USH1.3.1.1 4. Know the economic policies of England that contributed to the revolt in the North American colonies 6-12.USH1.1.5.3 5. Analyze and describe the interactions between native peoples and the European settlers 6-12.USH1.1.5.5 6. Summarize the major events in European settlement of North America from Jamestown to the end of the 18 th century 6-12.USH1.2.2.1 7. Describe and analyze Section 3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). ELA Reading Informational Text: Key Ideas and Details: Section 2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Group Thinking Like A Historian (could be used for all/most units) -Start with Intro Materials: http://sheg.stanford. edu/intro-materials Then access the U.S. History Lessons for the remainder of the year a few noteworthy lessons are included in this column. -National Archives web site www.archives.gov Lesson plan & Activities And using Primary Sources (This could be used for all or most unite) -C-Span in the Classroom Web site 2. Students get in groups to establish their own Colonial Charters. Include what crops they will grow, who they will get to settle in their colony. Where they will choose their colony to be etc. 3. Students can look at two types of History text books to compare how the same events are treated differently from author to author in meaning and style. Students design their own face book page from the perspective of one of the Revolution-ary Firebrands. (see info. center) France established trade liaisons with Natives in the areas of the Mississippi River Drainage and what now Canada is. Spain established colonies in South America, Florida, Central America and the desert southwest in order to gain land and riches. The 13 English colonies developed into 3 distinct regions: Northern, Middle and Southern colonies. The Northern colonies were characterized by towns built around seaports and developed into manufacturing and shipping centers. The Southern colonies developed along the deep, wide, navigable rivers and focused mainly on farming. The French in Northern America did not build as many permanent towns, but the economic focus was trapping furs in the Mississippi River Basin. The Spanish were mainly concerned with establishing colonies to extract any gold, silver, copper, etc. The Spanish also tried to convert Indians to Christianity and built many missions and churches. England, France, and Spain were the 3 European countries involved in colonization of North America. Colonies existed for the financial gain of Eighth Grade Social Studies Guide Page 2 of 32 Date Last Modified: 6/26/2013
how human actions modified the physical environment and influences historical events. Digital History: C- spanclassroom.org This could be used for all or most units) -Vol. 2 and 3 of a History of US -America the Story of US- Rebelsvideo or you tube the mother country. The system of indentured servitude was developed in response to the need for workers in the colonies. Indentured servants were required to work for another person for a certain period without pay in order to pay back the money spent for passage to the colonies. Once this time was over, the indentured servant was free. The system of slavery was developed in response to a need for workers in the colonies. Slavery was part of the profitable triangular trade economy of the British Colonial Empire. Although indentured servants and slaves supplied all the physical labor on large plantations, there were differences in how they came to be there and how there were treated. Great Britain tried to control the westward movement of colonists with the Proclamation and settled in the Ohio River Valley, angering British government. Conflicts arose as white settlers poured south and west into Indian territories, invading hunting grounds and destroying their way of life. Settlers often ignored treaties that the Eighth Grade Social Studies Guide Page 3 of 32 Date Last Modified: 6/26/2013
United States signed with Indian Nations. Fighting broke out on both sides. The Proclamation of 1763 closed all lands west of the Appalachians to the English Settlement. The lands in the Ohio River Valley were desirable for crops. Native Americans and white settlers often clashed over land ownership and use. B. French and Indian War 1. Analyze the causes and consequences of the French and Indian War 1 st Quarter -Vol. 2 and 3 of a History of US C. American 1 st Quarter Revolution Eighth Grade Social Studies Guide Page 4 of 32 Date Last Modified: 6/26/2013 See power points on info. center A. Have students make a Venn Diagram filling in the causes and effects of the French and Indian War. B. Use Explain Everything app: Students create and narrate before and after maps of the French & Indian War. France and England both claimed the same pieces of land in the Mississippi River drainage, Ohio River drainage and Great Lakes Region. The French and Indian War decided whether France or England would be the major power in North America. England claimed all lands in North America from the east coast to the Mississippi River. France lost all lands in North America.
6-12.USH1.1.1.4 1. Analyze the causes and consequences of the Revolutionary War ELA: Reading Informational: Integration of Knowledge and ideas: Sec. 9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. ELA: Reading for Literature Grade 8 Sec. 5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. -Smithsonian Education Web site: Amhistory.si.edu/mi litaryhistory.com: Price of Freedom: Americans at War -Vol. 3 of a History of US -America the Story of US- Rebels- and Revolution video or you tube Use: http://www.mission -us.org/ For causes of Rev. War game -Stanford Education Group Reading Like A Historian Loyalists Lesson Plan: http://sheg.stanford. See power points on info. center A. Read and look at different depictions of the Boston Tea Party and Boston Massacre and compare and contrast the American and British views of each. B. Students research different events of the Rev. War and give an explain everything or make an I movie using the ipad. Students use Trading Card app to create trading cards for Eighth Grade Social Studies Guide Page 5 of 32 Date Last Modified: 6/26/2013 The British tried to raise revenues by taxing various commodities like tea, stamps and sugar. American colonists reacted to the taxes, stating taxation without representation was unfair. England s desire was to use the American colonies as a source of raw materials, which would be sent to England, turned into marketable goods, and sold at England s profit to the world. Efforts to force the colonists into submission sparked a series of conflicts that ultimately led to the beginning of the Revolutionary War. Vocal opposition to British colonial policies became violent with the Boston massacre. The American colonists acted to separate from England by issuing the Declaration of Independence. British military strength and experience overpowered the inexperience and poorly supplied colonial troops. The American cause for liberty drew people from many nations to contribute leadership and money. The American victory at Saratoga influenced France to ally with the colonies. This battle was said to be the turning
II. Constitution ELA: Language Grade 8, Sec 6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. a. Evolution of Democracy edu/loyalists loyalists and patriots. point in the war. Americans finally back the British into a corner at Yorktown, the British surrender, and retreat. 1 st Quarter See hyperlink below for Social Studies Concepts and Vocabulary Lists: http://www.sde.idah o.gov/site/content_s tandards/social_stud ies_docs/ss4vocab. pdf 1 st Quarter See power points on info. center 6-12.USH1.1.1.3 1. Understand the foundations and principles of the American political system 6-12.USH1.4.1.1 6-12.USH1.4.1.2 ELA Reading Informational Text: Key Ideas and Details: Section 2 Determine a central idea of a text and analyze its development over the course of the text, -We the People (each school has one set of these textbooks) -Vol. 3 of a History of US Have students make an American Government Treeincluding the 3 branches of government and the powers they represent. Eighth Grade Social Studies Guide Page 6 of 32 Date Last Modified: 6/26/2013 Liberty for one person or group comes at the expense of another person or group. The Magna Carte, 1215, is the foundation for the freedoms we enjoy today. English Bill of Rights in 1688 made Parliament more powerful than the King and Queen.
6-12.USH1.4.2.1 2. understand the organization and formation of the American system of government including review of Mayflower Compact, Magna Carta, Articles of Confederation, Constitution and 3 branches of government 3. Analyze differences between direct democracy and the Constitutional (representative) democracy of today s United States 6-12.USH1.4.1.3 4. Evaluate and interpret the concepts of popular consent, respect for the individual, equality of opportunity and personal liberty including its relationship to supporting ideas; provide an objective summary of the text. -Library of Congress Web site LOC.GOV Government link See power points on info. center The Articles of Confederation were the country s first constitution, but they were too weak to do a good job. The 13 colonies met in Philadelphia to revise the Articles in May of 1787. The Constitutional Convention got rid of the Articles of Confederation and wrote a new constitution. James Madison, Roger Sherman, Ben Franklin, et.al. Crafted a Constitution that could change with time and became the supreme law of the land. At first, the U.S. participated in a limited representative government where only white, land-owning males were allowed the vote. Women were denied the vote until the early 20 th Century. Blacks were not allowed full participation in government until the 13 th, 14 th, and 15 th amendments were passed in the mid 1860 s. 6-12.USH1.4.2.2 Eighth Grade Social Studies Guide Page 7 of 32 Date Last Modified: 6/26/2013
5. Analyze the issues surrounding centralized government vs. states rights issues 6. Provide and evaluate examples of social and political leadership in early American history 7. Evaluate the impact of gender, race, ethnicity, religion and national origin on individual/political rights b. Citizen responsibilities and rights 1. understand that all citizens of the U.S. have rights and responsibilities 2. Explain the difference between individual freedom and personal responsibility in the U.S. 1 st / 2 nd Quarter Use following web site: http://www.icivics.org/ - We The People Have students make visual representations of an amendment of their choice that students must guess what number of amendment they are portraying. Eighth Grade Social Studies Guide Page 8 of 32 Date Last Modified: 6/26/2013 Being an active citizen takes education, information and work. Without active citizenry, power would soon end up in the hands of those who seek power. No individual can be completely free to do anything he/she wants. This would result in chaos. For a democratic system to survive, its citizens must take an active role in government. Citizens have important responsibilities to vote and understand the laws. Citizens can participate in public life by running for a public office or accepting an
appointment to a government post. c. Government/Civics 1. Understand that government is funded through taxes 2. Explain the role of policy in the economic development of the U.S. 3. Know the factors that have influenced American voluntarism such as colonial traditions, frontier conditions and religious beliefs 4. Describe ways in which citizens can participate in public life. ELA Speaking and Listening: Comprehension and Collaboration section 1 and 1a. Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. Come to discussions prepared and having read. 1 st /2 nd Quarter -Vol. 3 of a History of US -We the People Hold classroom student/group debates over the amendments, local issues, and or student generated topics. Students/groups pick an issue or topic they are concerned with and write letters/emails to their local elected officials. The Constitution is the supreme law of the land. The Constitution set up a federal republic power shared by the states and the federal government. The Constitution has several parts called articles. The U.S. Government is divided into three branches: The Legislative Branch, The Executive Branch and The Judicial Branch. The Constitution can be changed through the amendment process. The first ten amendments to the Constitution are known as the Bill of Rights. The Bill of Rights was added at the insistence of the people in the 13 colonies to protect a man s rights against unfair action of the Federal Government. The government derives its power to tax from the Constitution of the United States. Taxation is the primary way that the government collects money. Taxes give the government the money it Eighth Grade Social Studies Guide Page 9 of 32 Date Last Modified: 6/26/2013
needs to operate. Direct democracy is one man, one vote. Representative democracy elects one person to represent 1 vote for a large number of constituents. The U.S. relies heavily on its complex civil society a network of voluntary organizations such as the Red Cross, Human Society, and Sierra Club, etc. III. New Nation ELA: Language Grade 8, Sec 6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 1. Describe how events of the first six presidencies shaped the policies of 2 nd Quarter See hyperlink below for Social Studies Concepts and Vocabulary Lists: http://www.sde.idah o.gov/site/content_s tandards/social_stud ies_docs/ss4vocab. pdf Use web site: http://www.history. com/shows/the- ultimate-guide-to- Eighth Grade Social Studies Guide Page 10 of 32 Date Last Modified: 6/26/2013 Thomas Jefferson and Alexander Hamilton were the two great forces that shaped American political thought. American s party system was born out of
American History. the-presidents for info. on presidents. See Fantasy Draft game for New Nation on Info. Center -Stanford Education Group Hamilton vs Jefferson sheg.stanford.edu/ hamilton-jefferson Jefferson and Hamilton s strong disagreement on who should have power (and how much power should be given) in the government. George Washington set the standard for all who followed in the role of the U.S. President. Every new decision made by Washington set a precedent. Hamilton and Jefferson s differences brought about the American political party system. American colonists came together to resist British colonial rule, eventually throwing off the monarchy and creating a government based on democratic ideals. 2. Louisiana Purchase/ Lewis and Clark -Vol. 4 of a (A New Nation) History of US A. Have students participate in the New nation Fantasy Draft B. Students complete: It was no Party activity from History of US red teacher manual. For differences between Jefferson and Hamilton. (see info center link. Eighth Grade Social Studies Guide Page 11 of 32 Date Last Modified: 6/26/2013 See power The Mississippi River was a vital transportation link between the western farms and the Port of New Orleans. With few roads over the Appalachian Mountains, the American farmers living between the mountains and the Mississippi River relied on the river to ship goods to the eastern markets. Control of the Mississippi River and New Orleans was important to the United States and its economy. President Jefferson negotiated with France
3. Understand the cause and effects of Jefferson s purchase of Louisiana Territory. 2 nd Quarter - Lewis and Clark: the National Bicentennial Exhibition. Web site: www.lewisandclarke xibit.org -Vol. 4 (A New Nation) History of US points on info. center Create a visual map of the Louisiana purchase using explain everything app. On the I pad See power points on info. center to purchase New Orleans. France sells the entire Louisiana Territory to the United States, which nearly doubled the land area of the United States. New territory boundaries were vague. Lewis and Clark were sent to map the area and report findings. 6-12.USH1.5.1.1 1. Analyze the causes and effects of the War of 1812. 2 nd Quarter -Vol. 4 (A New Nation) History of US -Smithsonian educational Web site: Amhistory.si.edu/mi litaryhistory.com Price of Freedom,: Eighth Grade Social Studies Guide Page 12 of 32 Date Last Modified: 6/26/2013 After the American Revolution, tensions remained between the United States and England. England, not satisfied with the loss of her colonies, wished to gain them back. England had refused to clear out of forts and territories held in the lands west of the Appalachian Mts. The British in the western territories were distributing weapons to the Indians in the
Americans at War western lands and encouraging them to attack American settlers. War broke out between War broke out between France & England the U.S. hoped to remain neutral despite requests for help from both countries. Neither country respected America s neutrality. The British navy interfered with U.S. shipping and trade by stopping American ships and impressing sailors. New members of Congress (Henry Clay & John C. Calhoun) who represented the interests of farmers moving west onto Indian lands, blamed England for problems with settlement. Known as War Hawks, they urged President Madison and Congress to declare war on Britain. Most Westerners and some Southerners favored going to war with Britain. New Englanders afraid war would interrupt their profitable trade businesses, did not favor going to war. Congress, at the urging of President Madison, declared war on Britain. This became known as The War of 1812. Many Americans used this declaration of war as an excuse to take Canada and all other British holdings in North America. Eighth Grade Social Studies Guide Page 13 of 32 Date Last Modified: 6/26/2013
The U.S. had only a small army and navy and, therefore, had limited success with land and sea battles. Due to the war with France ending and the superiority of the British Navy, the U.S. began to suffer many losses. Britain re-deployed all French-fighting units to North America and launched an invasion on Washington D.C. and Baltimore in August of 1814. The White House and several other federal buildings were burnt to the ground by advancing British forces, however the British were turned back by the citizens of Baltimore. During the attack on Ft. McHenry in Baltimore, the words to the Star Spangled Banner was written. In December of 1814, both sides were eager to end this unpopular war. Representatives of the two nations met in Belgium and signed the Treaty of Ghent. This ended the War of 1812 and restored pre-war boundaries. Two weeks after the Treaty was signed, the Americans, under the leadership of Andrew Jackson, met the British at New Orleans. This was a stunning victory for the Americans and ended the war on a high note. Eighth Grade Social Studies Guide Page 14 of 32 Date Last Modified: 6/26/2013
4. Monroe Doctrine 6-12.USH1.5.1.1 Know the political and economic implications of President Monroe s speech. -Vol. 4 (A New Nation) A History of US -Smithsonian Education Web site: Amhistory.si.edu/military history.com: Price of Freedom: Americans at War See power points on info. center Have students write headlines reacting to Monroe s speech from the point of view of different countries. News of the Treaty of Ghent did not reach America until February of 1815. The results of the War of 1812: It made the British realize they had finally lost their colonies. Americans realized they could not have Canada. It brought respect from Britain and the rest of the world. It made a hero out of Andrew Jackson. Tensions between the U.S. and Britain remained high following the War of 1812 Spain had been steadily losing power in the early 1800 s. The U.S. invaded Spanish Florida in 1821. Spain, too weak to fight back, accepted the U.S. offer to purchase Florida for $5 million. Starting in 1815, Spain s colonies in S. America had rebelled and won independence. President Monroe feared Spain s waning power would draw other European nations into resuming colonization efforts in the western hemisphere. In his yearly address to Congress in December of 1823, President Monroe Eighth Grade Social Studies Guide Page 15 of 32 Date Last Modified: 6/26/2013
IV. 8 th Grade Research Project 6-12.USH1.4.3.1 ELA: Language Grade 8, Sec 6 Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word 2 nd Quarter or anytime in year See hyperlink below for Social Studies Concepts and Vocabulary Lists: http://www.sde.idah o.gov/site/content_s tandards/social_stud ies_docs/ss4vocab. pdf established a policy that has come to be known as The Monroe Doctrine. The Monroe Doctrine, followed to some degree by every president since Monroe, had four main parts: The U.S. would remain neutral in the internal affairs of European nations. The U.S. recognized the sovereignty of existing states and territories in the western hemisphere. The U.S. would not permit any further colonization attempts in the western hemisphere. Any attempt by a European power to control any nation in the western hemisphere would be viewed as a hostile action toward the U.S. Eighth Grade Social Studies Guide Page 16 of 32 Date Last Modified: 6/26/2013
or phrase important to comprehension or expression. 1 Participate in a research project focused on an event or person in American History. 2 Differentiate between historical facts and historical interpretations 3 Utilize primary and secondary sources to gather facts and distinguish between fact and opinion TLW Retrieve and manipulate information from a variety of electronic resources, distinguishing between valid and invalid websites. Respect copyright and fair use policies Demonstrate the ability to use appropriate methods to cite ELA Writing - Research to Build & Present Knowledge 8 th Grade Section 7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. -Internet research using the I Pads Students pick a Great American or an event or person from a specific time period in American History for a research based project. Include what makes them important and how would the world be different if this event or person did not exist. See I movie and explain everything projects on Info center. Eighth Grade Social Studies Guide Page 17 of 32 Date Last Modified: 6/26/2013
sources V. Industrial Revolution ELA: Language Grade 8, Sec 6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Third Quarter See hyperlink below for Social Studies Concepts and Vocabulary Lists: http://www.sde.idah o.gov/site/content_s tandards/social_stud ies_docs/ss4vocab. pdf A. Factory System/Economic Change 6-12.USH1.1.4.1 1. Relate how the Industrial Revolution came to America 2. Tell how and where the Industrial Revolution began in America ELA Reading Informational Text: Key Ideas and Details: Section 2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective -Vol. 4 (A New Nation) History of US -America the Story of US- Westward and Division video or you tube Students design advertisements of a new invention from the industrial Revolution. Info center. Have students do the Building the Erie Canal Modified lesson fromteachersdomain.o rg (see info. center) Eighth Grade Social Studies Guide Page 18 of 32 Date Last Modified: 6/26/2013 See power Water powered the mills of the North, which grew urban and industrial. The South favored agriculture and so stayed rural. England was the birthplace of the Industrial Revolution; a new system or organizing work based on new ideas in science, technology and business. England tried to keep the new technology a secret but Samuel Slater memorized the designs for the cotton-spinning machine and brought it to America.
6-12.USH1.3.2.1 Describe the Social and economic changes brought about by the Industrial Revolution B. Immigration 6-12.USH1.1.5.1 1. Analyze the religious, political and economic motives of voluntary immigrants from different parts of Europe who came to North America 2. Describe history, interactions and summary of the text ELA Reading Informational Text: Key Ideas and Details: Section 2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; 3 th Quarter -Vol. 4 of (A New Nation) History of US -America the Story of US- Westward and Division video or you tube points on info. center A. Students research their own ancestry and trace the countries where their family came from. See power points on info. center B. Celebrate Diversity see link on The raw materials were provided by the South, which favored agriculture and remained rural. A new workforce was provided via children and young, unmarried women. Eventually, whole families moved to the towns where factories were located. Eli Whitney was the first to use interchangeable parts, which made manufactured goods cheaper and faster to make. The United States transformed from a self-sufficient farm economy to a market economy, where more citizens had jobs and earned wages. In the early 1800 s, technological changes led to the expansion of the nation s transportation system. Germans and Irish made up the largest single group of 19 th century immigrants. Immigrants came to America during the second half of the nineteenth century to escape political unrest, famine, lack of work, and religious persecution. The arrival of immigrants fueled the growth of cities and industry. Immigrants lived in over-crowded apartment buildings called tenements Eighth Grade Social Studies Guide Page 19 of 32 Date Last Modified: 6/26/2013
contributions of the various groups of people that have lived and migrated throughout North America provide an objective summary of the text -Stanford Education Group Thinking Like A Historian http://sheg.stanford. edu/irishimmigration Info Center 3 rd Quarter C. Transportation/C ommunication 6-12.USH1.1.4.2 3 th Quarter 1. Analyze the relationship between the Industrial Revolution and the Transportation Revolution. 2. Recognize how the new transportation networks affected movement of people, goods, and ideas. -Vol. 4 (The New Nation) History of US -America the Story of US- Westward and Division video or you tube A. Students write papers or paragraphs explaining how things would be different today if transportation inventions such as the steam engine or combustion engine had never been invented. B. Erie Canal Newspaper ad using R.A,F.T. techniqueusing at least one piece of powerful propaganda (see info center link). for Americans to travel or buy/sell goods, Eighth Grade Social Studies Guide Page 20 of 32 Date Last Modified: 6/26/2013 As a result of westward expansion, new and more efficient communication methods evolved such as the telegraph, the Pony Express, Clipper Ships and stage coaches. New transportation methods, like canals and railroads, brought settlement and industry to previously isolated areas. The increased growth of the early 19 th century led to a need for better transportation methods in order to move people and goods. The lack of good roads in 19 th century America made overland travel difficult. New roads were built that made it easier
VI. Liberty for All. ELA: Language Grade 8, Sec 6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. See hyperlink below for Social Studies Concepts and Vocabulary Lists: http://www.sde.idah o.gov/site/content_s tandards/social_stud ies_docs/ss4vocab. pdf C. Students (in groups) use the ipad app Explain Everything to create a narrated explanation for the advancements of the Transportation Revolution. Groups share with class. but roads were expensive to build and maintain. Canals were built to connect America s rivers and lakes. Canals were faster and lowered shipping costs The Erie Canal was the first major canal built. The Erie Canal: 1. lowered transportation costs 2. drastically lowered travel time 3. helped turn New York into America s largest city 4. Opened up Michigan, Indiana, and Wisconsin to settlement. Steam powered boats and trains improved travel even further. Eighth Grade Social Studies Guide Page 21 of 32 Date Last Modified: 6/26/2013
A. Jackson Era/Indian Removal 6-12.USH1.1.3.1 6-12.USH1.1.3.3 1 TLW analyze and understand the social, political and economic reasons for movement to and within the U.S. from the early America to modern demographics. 6-12.USH1.1.5.5 2. Describe how U.S. territorial expansion between 1801 and 1861 affected relations with external powers and Native Americans 3 th Quarter -Vol. 4 of a History of US -Stanford Education Group Thinking Like A Historian -Indian Removal Lesson... (includes a powerpoint on Trail of Tears) http://sheg.stanford. edu/indian-removal A. Students write poetry expressing grief/unfairness of Trail of Tears B. Re-create the court case of Worchester v. Georgia C. Students analyze political cartoons and/or works of art showing Native Americans in both positive and negative ways. Students infer intended meaning via compare and contrast activities. See power points on info. center In the early 1800 s, conflicts rose at white settlers moved south and west into Indian territories. Indian hunting grounds and customs were destroyed in this process. When missionaries threatened Iroquois way of life, their leader, Sagoyewatha (Red Jacket) asked that his people have the same religious freedoms as the white settlers. As while settlers poured into the Ohio River Valley, The Shawnee Indians lifestyle and lands were threatened. Tecumseh, a Shawnee leader was a leader that resisted white settlement and tried to organize multiple Indian Nations to fight the white encroachment. Native Americans were forced to relocate west of the Mississippi River through a series of treaties, laws and wars. Settlers often ignored treaties that the United States signed with Indian Nations. Fighting broke out on both sides. The Mississippi River was a vital transportation link between the western farms and the Port of New Orleans. Supreme Court decides in favor of Native Eighth Grade Social Studies Guide Page 22 of 32 Date Last Modified: 6/26/2013
B. Manifest Destiny 3 th Quarter Americans. President Jackson refuses to enforce the decision and the Indian Removal Act is passed in Congress. All Native Americans are removed forcibly to lands were of the Mississippi River. 6-12.USH1.1.2.3 TLW analyze and understand the social, political and economic reasons for movement to and within the U.S. from the early America to modern demographics. ELA: Reading Informational: Integration of Knowledge and ideas: Sec. 9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation -Vol. 5: Liberty for All? History of US -America the Story of US- Westward and Division video or you tube Create historical maps to show growth of U.S. in 6 stages. Colonies Purchase of Florida Louisiana Purchase Texas annexation & Mexican Cession Oregon Territory Gadsden Purchase Mexico shook off Spanish rule only to find another foreign power, the United States of America, intent on exerting its dominance over the continent. The Battle of the Alamo was fought between Texans and Santa Anna over the Texas territory. Davey Crockett and Jim Bowie emerged as heroes as a result of their bravery at the Battle of the Alamo This was a seminal event in American History leading to Sam Houston eventually defeating Santa Anna and the Mexicans at San Jacinto For nearly a decade, Texas existed as an independent nation. Native Americans were forced to relocate west of the Mississippi River through a series of treaties, laws and wars. C. Westward Migration 3 th Quarter -Vol. 5: Liberty for All? A. Students create prairie schooner The states carved from Spanish holdings west of the Mississippi River are: Texas, Eighth Grade Social Studies Guide Page 23 of 32 Date Last Modified: 6/26/2013
6-12.USH1.1.2.3 6-12.USH1.2.3.2 TLW analyze and understand the social, political and economic reasons for movement to and within the U.S. from the early America to modern demographics. History of US -America the Story of US- Westward and Division video on You Tube models that pioneers used on the Oregon Trail. See projects on Info center See Power Points on Info Center California, Nevada, Utah, New Mexico, Arizona, and parts of Wyoming and Colorado. A group of fur traders, known as mountain men, took the lead in blazing trails across Native American lands to the west of the Mississippi. Some noted mountain men were: Jedediah Smith, Jim Bridger, James Beckwourth, Tom Fitzpatrick, Samuel Woodhouse, and Titian Peale. United States explorers, lured by profit, also found their way into lands claimed by Mexico via The Santa Fe Trail. Dreams of fertile lands fueled pioneers to move from the Eastern U.S. to lands west of the Rocky Mountains via the Oregon and California Trails. Pioneers crossed the continent in covered wagons enduring many hardships such as famine, disease and encounters with Indians and wild animals i.e. Donner Party In the 1840 s, Mormon pioneers traveled west to Utah Territory in search of religious freedom. In the late 1840 s, gold was discovered at Sutter s Mill in the Sierra Mountains of California. The word Gold proved a magnet as people from all around the world migrated Eighth Grade Social Studies Guide Page 24 of 32 Date Last Modified: 6/26/2013
into California. As a result of the Gold Rush, California s population increased and it eventually became a state Many new routes to the West Coast opened up Merchants became wealthy but most immigrants did not strike it rich. D. Mexican/American War TLW analyze and understand the social, political and economic reasons for movement to and within the U.S. from the early America to modern demographics. VII. Causes of the Civil War ELA Reading Informational Text: Key ideas and Details: Section 3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). ELA: Language Grade 8, Sec 6 Acquire and use accurately gradeappropriate general 3 th Quarter -Vol. 5: Liberty for All? History of US -America the Story of US- Westward & Division videos or You Tube -Smithsonian Education Web site: Amhistory.si.edu/mi litaryhistory.com: Price of Freedom: Americans at War 3 th Quarter See hyperlink below for Social Studies Concepts and Vocabulary Lists: See power points on info. center academic and domain- http://www.sde.idah Eighth Grade Social Studies Guide Page 25 of 32 Date Last Modified: 6/26/2013 Hotheads on both sides of the Rio Grande led to increased border battles between Texas, Mexico and the U.S. The U.S. desire for land proved stronger than the desire for peace. The Mexican American War was a result. The Treaty of Guadalupe-Hidalgo set the Texas-Mexico border and gave the U.S. the lands now claimed as California.
A. Slavery and Abolitionists 6-12. USH1.1.2.12 1. Explain the motives or consequences for the involuntary immigration of indentured servants and enslaved Africans to the American colonies 6-12.USH1.3.1.2 6-12.USH1.4.1.3 2. compare and contrast the viewpoints of Southern slaveholders vs. Northern Abolitionists. 3. Explain how the following events helped lead to the Civil War. Printing of Uncle specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. o.gov/site/content_s tandards/social_stud ies_docs/ss4vocab. pdf -America: The History of US- Vol. 5 (Liberty for All?) AND Vol 6: (War, Terrible War) -America: The Story of US: Division video or you tube Eighth Grade Social Studies Guide Page 26 of 32 Date Last Modified: 6/26/2013 See power points on info. center Students hold a debate pitting abolitionists v. pro-slavery people, using the fugitive slave act as the basis. Students create a newspaper from the 1850s that covers many of the causes of the Civil War and reports on them from a Southern, Northern or border state perspective. (see on Harriet Beecher Stowe s book Uncle Tom s Cabin inspired many Northerners to embrace the cause of abolition. The Dred Scott decision declared enslaved Africans property and denied Congress the right to legislate the spread of slavery into the territories. The Dred Scott decision placed the solution for the slavery problem outside the jurisdiction of Congress, or other courts. John Brown attempted to free slaves by giving them guns stolen from a Virginia arsenal...the plan fails. John Brown is tried and hung, but becomes a martyr for slavery and a hero. The South resents this Northern stance. The Fugitive Slave Law, part of the Compromise of 1850, made it illegal to
Tom s Cabin Supreme Court ruling in Dred Scott Case John Brown s raid on Harpers Ferry 4. Evaluate states rights and Southern Nationalism as causes of secession B. Popular Sovereignty/ compromises 6-12.USH1.4.1.3 1. analyze the relationship between the addition of new territory and the growth of sectionalism. ELA: Reading for Literature Grade 8 Sec. 5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. ELA Reading 3 th Quarter Use http://www.mission -us.org/ Runaway slave game America the Story of Us: Division video or you tube info center) Have students compare and contrast different editorials from both Northern and Southern perspectives during the time period covering important events like the Dred Scott case and Harriet Beecher Stowe s Uncle Tom s Cabin. Have students do the Biography Board activity on Harriet Tubman and Harriet Beecher Stowe. (see info. center) See Power Points on info. center Have students hold a debate pitting abolitionists v. proslavery people, using the fugitive slave act as the basis. See Track star project help an escaped slave. Northerners were outraged to see slaves forcibly sent back into slavery without any trial. Northerners felt the Fugitive Slave Law was a violation of their Constitutional Rights and did not actively support this law. Abolitionists, Northerners against slavery, pushed for laws to end slavery. Southern slaveholders said slavery was good for the slaves and the Nation. The Underground Railroad freed many slaves with the help of people like Harriet Tubman Sojourner Truth, and abolitionists like Fredrick Douglass and bloodshed over the issues of slavery Eighth Grade Social Studies Guide Page 27 of 32 Date Last Modified: 6/26/2013 The Missouri Compromise of 1820 was an attempt by Congress to keep the balance between free and slave states. The South wanted to control the newly acquired western territories and make them slave territories. The Compromise of 1850 repealed the ban on slavery, leaving the decision of slavery or no slavery up to popular sovereignty. The Kansas Nebraska Act led to violence
2. explain how the following events led to the Civil War: Missouri Compromise The Compromise of 1850 The Fugitive Slave Act Kansas Nebraska Act VIII. War, Terrible War Informational Text: Key Ideas and Details: Section 2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. ELA: Language Grade 8, Sec 6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Fourth Quarter See hyperlink below for Social Studies Concepts and Vocabulary Lists: http://www.sde.idah o.gov/site/content_s tandards/social_stud ies_docs/ss4vocab. pdf on Info center. See I movie Trailer project for causes on info. center Most Southerners believed in states rights and thought any state had the right to pull out of the Union. A. Differences between North and South -America: The History of US: Vol See Power Points on info. center ELA Reading both politically and economically. Eighth Grade Social Studies Guide Page 28 of 32 Date Last Modified: 6/26/2013 The South felt overpowered by the North,
6-12.USH1.1.1.4 6-12.USH1.3.1.2 1 Compare and contrast the leadership styles of Abraham Lincoln and Jefferson Davis 2. Assess the strengths and weaknesses of the North and the South at the start of the war 3. Compare and contrast military leadership of the North and South. Informational Text: Key ideas and Details: Section 3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categorie 6: (War, Terrible War) - America the Story of US- Civil War video or you tube -Smithsonian Education Web site: Amhistory.si.edu/military history.com: Price of Freedom: Americans at War: -America: This History of US: Vol 6: (War, Terrible War) - America the Story of US- Civil War video or you tube Have students participate in the Civil War simulation assuming a character in the war. Jefferson Davis of Mississippi was elected as President of the Confederate States of America. J. Davis was a trained military man, U.S. Senator and Secretary of Was under Franklin Pierce. He was a hard worker and an advocate of slavery and states rights. Abraham Lincoln was intelligent, compassionate, a hard worker, strong and determined. Lincoln s main goal was to save the Union. He told the South he would leave slavery alone in the slave states in order to keep unity. The North outnumbered the South in population, number of factories and miles of railroad. In addition, the North had an established Army, Navy, working government, and bank finance system in place. The South had an advantage of good military leadership, home field advantage, short supply and communication lines, and a determination to fight and win. -Analyzing Political Cartoons Abraham Lincoln Presidential Library Eighth Grade Social Studies Guide Page 29 of 32 Date Last Modified: 6/26/2013
and Museum B. Conflicts/Battles of the American Civil War 1. Describe the life of a typical Civil War soldier 2 explain the importance of the battles of Antietam, Vicksburg and Gettysburg. 3 describe the major military strategies used on both sides. ELA Reading Informational Text: Key Ideas and Details: Section 2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. ELA Reading Informational Text: Key ideas and Details: Section 3 Analyze how a text makes connections among and distinctions between individuals, ideas, or 4 th Quarter a Vol 6: (War, Terrible War) History of US b. America the Story of US- Civil War video or you tube The Interact Civil War Simulation see on Info Center Read different accounts of soldier journals from the Civil War and compare and contrast them. Have students write fictional Civil War diary, journals, or letters from their characters perspective in the interact simulation. Have students conduct class debates between their different Eighth Grade Social Studies Guide Page 30 of 32 Date Last Modified: 6/26/2013 Upon the election of Lincoln as President, 11 southeast states break away from the Union and form the Confederate States of America. Ft. Sumter is taken by rebel force in April 1861, thus starting the Civil War. Recruitment was easy at the beginning on both sides. Drafts were instituted as word of miserable conditions, constant marching and lack of adequate supplies and training, reached civilians back home. This was the first modern war and many technological advances were made. First seen in the Civil War, were repeating rifles, trench warfare, submarines, workable machine guns and photographers recording the war. The North s military strategy was to weaken the South. Weakening strategies included a naval blockade and Sherman s Total War Campaign which leveled the South physically and economically. The Anaconda Plan blockaded Southern
events (e.g., through comparisons, analogies, or categories). ELA Speaking and Listening: Comprehension and Collaboration section 1 and 1a. Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. Come to discussions prepared and having read. contingencies view point both within the South and North as well as North v. South coming up with facts and opinions why their view is the best. Have students create I movie documentarysee info. center See project using Book creator app. For students creating Civil War Journals on info. center. parts, attempted to control the Mississippi River and was intended to split the South in half. The South s military strategy was to wear the North out by prolonging the war. At the beginning of the War, Union General McClellan was out-fought by Confederate Generals. General McClellan was slow and cautious in attacking the South. This angered Lincoln. The first ironclad ships were put into service by the Union Navy. They were used to protect Chesapeake Bay. Lincoln issues the Emancipation Proclamation just after a Union Victory at Antietam in September of 1862. This changes the war s purpose from one to save the Union to a war to end slavery. By early summer of 1863, General Lee is confident due to recent victories and decides to push the war North. In July of 1863, Union forces under General George Meade, meet R.E. Lee s forces at Gettysburg, PA. Battle of Gettysburg fought resulting in large-scale losses on both sides. Lee s gamble to send troops charging across an open field leads to severe defeat of General Pickett s troops. General Lee retreats from the North, Eighth Grade Social Studies Guide Page 31 of 32 Date Last Modified: 6/26/2013
never to invade the North again. General Grant captures the Southern port of Vicksburg and with this victory; the North controls the Mississippi River. Vicksburg is a strategic turning point in the war, sealing the fate of the Confederacy. The North must now win quickly since Northerners want peace even if it means to surrender. Lincoln hires U.S. Grant to take over command of the Northern Army after his win at Vicksburg. Grant immediately sets up plans to trap Lee at Richmond. General Sherman and Sheridan march their armies through Georgia and South Carolina destroying everything in their path...this Total War brings the South to its knees. On April 9, 1865, General Lee surrenders to General Grant at Appomattox Court House. Terms of surrender include: 1. Troops must turn over all weapons; officers may keep their sidearm. Go home and promise to never fight against their country again. Would not be tried for treason. Eighth Grade Social Studies Guide Page 32 of 32 Date Last Modified: 6/26/2013