First Semester 8 th Grade American Marking Period 1 st 9 Weeks Marking Period 1 1 st 9 Weeks Marking Period 2 1 st 9 Weeks Marking Period 3 2 nd 9 Weeks Marking Period 1 2 nd 9 Weeks Marking Period 2 3 rd 9 Weeks Marking Period 3 Topics/ Concepts The First Americans, Prehistory to 1492 Exploring the Americas, 1400 1625 The Colonies Grow 1607-1770 Section 1 & 2 13 Colonies Project Road to Independence, 1763 1776 Unit Test Declaration of Independence Test The American Revolution, 1776 1783 A More Perfect Union, 1777-1790 Unit Test Civics in Action: A of the United States Colonial America 1587-1770 Unit Test Road to Independence 1763-1776 Declaration of Independence Unit Test A More Perfect Union 1777-1790 Civics in Action: A of the United States Resources: Glencoe McGraw Hill The American Republic to 1877 1A, 1B, 1C 2A, 2B 3A,3B,3C 10A, 10B, 10C 11A, 11B, 11C 23A 25A, 25B 26A Government & 15A 20A Economics, Science, Technology, & Society 12A, 12B, 12D 29A, 29B, 29C, 29D, 29E, 29H, 29J 1A, 1B, 1C 2A, 2B 3A,3B,3C, 4A 10A, 10B, 10C 11A, 11B, 11C 23A, 23E 25A, 25B 26A, Government & 15A, 15C 20A, 20C 21B Economics, Science Technology & Society 12A, 12B, 12D 29A, 29B, 29C, 29D, 29E, 29H, 29J 1A, 1B, 1C, 4A 10A, 11A, 23E Government & 15C 20A 20C 21B 29A, 29B, 29C, 29D, 29E, 29H, 29J 1A 1B 4B 4C Government & 20B, 22B 29A, 29B, 29C, 29D, 29E, 29H, 29J 1A, 1B, 1C, 4D, 4E 25C Government & 15A, 15B, 15C, 15D 16A 17A 20A, 20B 29A, 29B, 29C, 29D, 29E, 29H, 29J 1A, 1B, 1C, 4D, 4E 25C Government & 15A, 15B, 15C, 15D 16A 17A 20A, 20B 29A, 29B, 29C, 29D, 29E, 29H, 29J
US HISTORY PRE-AP The First Americans, Prehistory to 1492 / Exploring the Americas, 1400-1625 - Approximate Time: 1 weeks (1 st 9 Weeks, 1 st Marking Period) Essential Learning Outcomes TEKS Assessed Curriculum divided by Reporting Category Suggested Resources Assessments STAAR Objectives 1. Compare and contrast major Mesoamericans and Native American civilizations. 2. Be able to describe, sketch, and discuss the changing views of the earth using a variety of sources. 3. Be able to express written and orally the lasting effects of Native Americans, Empires, and European influences (imperialism) on a local and global perspective. 1B 2A Geography & Culture 10A 11A 11B 11C Economics, Science, Technology, & Society 12B 29A, 29B, 29C, 29D, 29E, 29H, 29J 1. apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods 2. identify reasons for European exploration and colonization of North America 1. analyze the effects of physical and human geographic factors on major historical events in the United States. 2. analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th & 18 th centuries 3. describe the positive and negative consequences of human modification of the physical environment of the United States 4. describe how different immigrant groups interacted with the environment in the United States during the 17 th and 18 th centuries Economics, Science, Technology, & Society 1. explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery Social Studies Skills 1. 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 2. 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; 3. organize and interpret information from outlines, reports, databases, and visuals, including graphs, Video Three Worlds Meet Oral & written evaluations, Video Listening Guide 1,2,3,4
charts, timelines, and maps; 4. identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; 5. support a point of view on a social studies issue or event; 6. use appropriate mathematical skills to interpret social studies information such as maps and graphs; 7. pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. 8. The student communicates in written, oral, and visual forms. The student is expected to use social studies terminology correctly
Colonial America, 1587-1770/ The Colonies Grow, 1607-1770 / - Approximate Time: 4 weeks (1 st 9 Weeks, 1 st & 2 nd Marking Periods) Essential Learning Outcomes TEKS Assessed Curriculum divided by Reporting Category Suggested Resources Assessments STAAR Objecti ves 1. Describe previous attempts at settling in the Americas and reasons why they were unsuccessful. 2. Analyze maps or sketches of the Jamestown settlement and discuss reasons for the specific location, buildings, and architecture. 3. Compare and contrast North, Middle, and Southern colonies and make hypothesis about the lasting effects the differences will make on the areas. 4. Locate and analyze primary sources on the triangular trade and discuss the effects that it had on African slaves. 1A, 1B, 1C 2A, 2B 3A,3B 3C Geo & Culture 10A, 10B, 10C 11A, 11B, 11C 23A 25A, 25B Govern ment & Citizen ship 1. identify the era of colonization & major events, and describe its causes and effects 2. explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact 3. identify reasons for European exploration and colonization of North America 4. compare political, economic, religious, and social reasons for the establishment of the 13 English colonies. 5. explain the reasons for the growth of representative government and institutions during the colonial period 6. analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government 7. describe how religion and virtue contributed to the growth of representative government in the American colonies. 1. locate places and regions of importance in the United States during the 17 th & 18 th centuries 2. compare places and regions of the United States in terms of physical and human characteristics 3. analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th centuries 4. describe the positive and negative consequences of human modification of the physical environment of the United States 5. describe how different immigrant groups interacted with the environment in the United States during the 17 th & 18 th centuries 6. identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration 7. trace the development of religious freedom in the United States 8. describe religious motivation for immigration and influence on social movements, including the impact of the first Great Awakening Government & 1. identify the influence of ideas from historic documents, including the Glencoe The American Republic, workbooks, CD resources, internet, various primary sources Oral & written evaluations, Daily work, Quizzes and Chapter Tests Common Assessments, Formative Assessments 1,2,3,4
15A 20A Econo mics, Science Techno logy & Society 12A, 12B, 12D SS Skills 29A, 29B, 29C, 29D, 29E, 29H, 29J Magna Carta, the English Bill of Rights and the Mayflower Compact on the U.S. system of government 2. explain the role of significant individuals such as Thomas Hooker and William Penn in the development of self-government in colonial America Economics, Science, Technology & Society 1. identify economic differences among different regions of the United States 2. explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery 3. analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history Social Studies Skills 1. 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 2. analyze information by sequencing, categorizing, identifying cause andeffect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; 3. organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 4. identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; 5. support a point of view on a social studies issue or event; 6. use appropriate mathematical skills to interpret social studies information such as maps and graphs; 7. pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. 8. The student communicates in written, oral, and visual forms. The student is expected to use social studies terminology correctly
Road to Independence, 1763-1776 - Approximate Time: 3 weeks (1 st 9 Weeks, 2 nd & 3 rd Marking Periods) Essential Learning Outcomes TEKS Assessed Curriculum divided by Reporting Category Suggested Resources Assessments STAAR Objectives 1. Understand how the French and Indian war affected Europe, colonists, and Native Americans. 2. Discuss the differences in fighting methods used by the French, Colonist, and England. 3. Chart the progress of discontent between the colonist and Britain. 1A, 1B, 1C, 4A Geography & Culture 10A, 11A, 23E Government & 15C 20A 20C 21B 29A, 29B, 29C, 29D, 29E, 29H, 29J 1. identify the major eras and events in U.S. history through 1877,including drafting the Declaration of Independence and describe its causes and effects 2. apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods 3. explain the significance of the following date: 1776, adoption of the Declaration of Independence 4. 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 1. locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries 2. analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th century 3. identify the political, social, and economic contributions of women to American society Government & 1. identify colonial grievances listed in the Declaration of Independence 2. explain the role of significant individuals such as Charles de Montesquieu and John Locke in the development of self-government in colonial America 3. analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party 4. describe the importance of free speech and press in a constitutional republic Social Studies Skills 1. differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, Glencoe The American Republic, workbooks, CD resources, internet Textbook, workbook resources, internet Oral & written evaluations, Daily work, Quizzes and Chapter Tests, Formative Assessments, common assessments 1,2,3,4
media and news services, biographies, interviews, and artifacts to acquire information about the United States 2. 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; 3. organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 4. identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; 5. support a point of view on a social studies issue or event; 6. use appropriate mathematical skills to interpret social studies information such as maps and graphs; 7. pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. 8. The student communicates in written, oral, and visual forms. The student is expected to use social studies terminology correctly
The American Revolution, 1776-1783 - Approximate Time: 2 weeks (2 nd 9 Weeks, 1 st Marking Period) Essential Learning Outcomes TEKS Assessed Curriculum divided by Reporting Category Suggested Resource s Assessment s STAAR Objectiv es 1. Take viewpoints of both colonist and British soldiers during events like Boston Tea Party, Boston Massacre and be able to express them written or orally. 2. Track the progress of both Britain and Colonial forces during the revolution. 1A 1B 4B 4C Governm ent & Citizenshi p 22B 20B 29A, 29B, 29C, 29D, 29E, 29H, 29J 1. identify the major eras and events in U.S. history through 1877, including the revolution 2. apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods 3. 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 4. explain the issues surrounding important events of the American Revolution, including declaring independence; fighting the battles of Lexington, Concord, Saratoga,and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783 Government & 1. describe the contributions of significant political, social, and military leaders of the United States John Paul Jones 2. evaluate the contributions of the Founding Fathers as models of civic virtue Social Studies Skills 1. 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 2. 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; 3. organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 4. identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; 5. support a point of view on a social studies issue or event; 6. use appropriate mathematical skills to interpret social studies information such as maps and graphs; 7. pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. 8. The student communicates in written, oral, and visual forms. The student is expected to use social studies terminology correctly Glencoe The American Republic, workbooks, CD resources, internet Oral & written evaluations, Daily work, Quizzes and Chapter Tests, Formative Assessments, common assessments 1,3
A More Perfect Union, 1777-1790 / Civics in Action: A Handbook - Approximate Time: 4 weeks (2 nd 9 Weeks 3 rd Marking Period) Essential Learning Outcomes TEKS Assessed Curriculum divided by Reporting Category Suggested Resources Assessments STAAR Objectives Compare and contrast specific passages of the Articles of confederation and US Constitution Be able to understand the Preamble and goals of the constitution. Determine any possible problems that might arise from the 3/5ths Compromise and effects on Northern and Southern relationships. 1A 1B 1C 4D 4E Geography & Culture 25C Governmen t & 15A 15B 15C 15D 16A 17A 20A 20B 1. identify the major eras and events in U.S. history through 1877 including creation and ratification of the Constitution 2. apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods 3. explain the significance of the following dates: 1787, writing of the U.S. Constitution 4. analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise 5. analyze the arguments for and against ratification 1. analyze the impact of the First Amendment guarantees of religious freedom on the American way of life Government & 1. 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 2. summarize the strengths and weaknesses of the Articles of Confederation 3. 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 4. 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 5. summarize the purposes for and process of amending the U.S. Constitution 6. analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason 7. describe the importance of free speech and press in a constitutional republic 8. summarize a historical event in which compromise resulted in a peaceful resolution 9. explain the role of significant individuals such as Charles de Montesquieu, John Locke, & William Blackstone in the Glencoe The American Republic, workbooks, CD resources, internet Oral & written evaluations, Daily work, Quizzes and Chapter Tests, Formative Assessments, common assessments 1,2,3
29A, 29B, 29C, 29D, 29E, 29H, 29J development of self-government in colonial America 10. evaluate the contributions of the Founding Fathers as models of civic virtue Social Studies Skills 1. 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 2. 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; 3. organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 4. identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; 5. support a point of view on a social studies issue or event; 6. use appropriate mathematical skills to interpret social studies information such as maps and graphs; 7. pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. 8. The student communicates in written, oral, and visual forms. The student is expected to use social studies terminology correctly
Marking Period 3 rd 9 Weeks 1 st Marking Period 3 rd 9 Weeks 2 nd Marking Period Second Semester 8th Grade American 3 rd 9 Weeks 3 rd Marking Period 4 th 9 Weeks 1 st Marking Period 4 th 9 Weeks 2 nd Marking Period 4 th 9 Weeks 3 rd Marking Period Topics /Concepts A New Nation 1789-1800 The Jefferson Era, 1800 1816 The Jackson Era 1824-1845 Industrial Revolution Manifest Destiny The Age of Reform North and South Road to Civil War The Civil War Reconstruction and its Aftermath Reconstruction and its Aftermath TAKS Review Reshaping the Nation The Making of Modern America DBQ Essay (Document-Based Question) Resource: Our Book Glencoe McGraw Hill The American Republic to 1877 1A, 1B, 1C 5A, 5B, 5C, 5D, 5E, 5F, 5G, 6E, 7A, 7D 11A 23B Government & 17B, 21A, 21B, 21C, 22A Economics, Science, Technology, & Society 12A, 12D, 13A, 14A, 14B 29A, 29B, 29C, 29D, 29E, 29H, 29J 1A, 1B 5A, 5B, 5E, 6B, 6C, 6D, 6E Geography & Culture 10A, 10B, 10C 11A, 11B, 11C 23A, 23B, 23E 24A, 24B 26A, 26B Government & 20C, 21A, 22B Economics, Science, Technology, & Society 12A, 12D, 13A, 13B 27A, 27B, 27C, 27D 28A, 28B 29A, 29B, 29C, 29D, 29E, 29H, 29J 1A, 1B 7A, 7B, 7C, 7D 8B 10A, 10B, 10C 11A, 11B, 11C 23A, 23B Government & 17B 18C 21A Economics, Science, Technology, & Society 12D 29A, 29B, 29C, 29D, 29E, 29H, 29J 1A, 1B 8A, 8B, 8C 9A, 9B, 9C, 9D Geography & Culture 10A, 10B, 10C, 26A Government & 16B 22A, 22B Economics, Science, Technology, & Society 12D 27D 29A, 29B, 29C, 29D, 29E, 29H, 29J 1A, 1B 8B 9A, 9B, 9C, 9D 10A, 10B, 10C Government & 16B Economics, Science, Technology, & Society 12D 27D 29A, 29B, 29C, 29D, 29E, 29H, 29J 29A, 29B, 29C, 29D, 29E, 29H, 29J
Essential Learning Outcomes A New Nation, 1789-1800 - Approximate Time: 2 weeks (3rd 9 Weeks, 1st Marking Period) TEKS Assessed Curriculum divided by Reporting Category Suggested Resources Assessments STAAR Objectives 1. Understand how The US Constitution was put in to effect after its ratification. 2. Be able to write persuasively on viewpoints such as: Federalist versus Democratic - Republicans, as well as their stance to stay out of European conflicts. 1B 5A, 5B, 5C, 5E Government & 21A, 21B, 21C, 22A Economics, Science, Technology, & Society 14A, 14B 29A, 29B, 29C, 29D, 29E, 29H, 29J 1. apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods 2. 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 3. summarize arguments regarding protective tariffs, taxation, and the banking system 4. explain the origin and development of American political parties 5. identify the foreign policies of presidents Washington and explain the impact of Washington's Farewell Address Government & 1. identify different points of view of political parties and interest groups on important historical and contemporary issues 2. describe the importance of free speech and press in a constitutional republic 3. summarize a historical event in which compromise resulted in a peaceful resolution. 4. analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington Economics, Science, Technology, & Society 1. explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights 2. describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries. Social Studies Skills 1. 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 2. analyze information by sequencing, categorizing, identifying cause and- effect relationships, comparing, Glencoe The American Republic, workbooks, CD resources, internet Oral & written evaluations, Daily work, Quizzes and Chapter Tests, Formative Assessments, common assessments 1,2,3,4
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; 3. organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 4. identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; 5. support a point of view on a social studies issue or event; 6. use appropriate mathematical skills to interpret social studies information such as maps and graphs; 7. pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. 8. The student communicates in written, oral, and visual forms. The student is expected to use social studies terminology correctly
The Jefferson Era, 1800-1816 / The Jackson Era 1824-1845 Growth and Expansion, 1790-1825 - Approximate Time: 2 weeks (3 rd 9 Weeks, 1 st Marking Period) Essential Learning Outcomes TEKS Assessed Curriculum divided by Reporting Category Suggested Resources Assessments STAAR Objectives 1. Explain the Native-Americans reasons for creating a confederacy. 2. Identify the reasons for the War of 1812. 3. Identify Andrew Jackson objective(s) in fighting the natives during Jefferson s presidency. 4. Identify the changes that President Jackson made in the political system. 5. Explain the reasons why President Jackson wanted to destroy the National Bank. 6. Explain the reasons why many settlers moved westward 1A, 1B, 1C 5A, 5B, 5C, 5D, 5E, 5F, 5G, 6E, 7A, 7D Geography & Culture 11A 23B 1. identify the major eras and events in U.S. history through 1877, including the early republic, the Age of Jackson, westward expansion, and sectionalism, and describe their causes and effects 2. apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods 3. explain the significance of the following date: 1803, Louisiana Purchase 4. 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 5. summarize arguments regarding protective tariffs, taxation, and the banking system 6. explain the origin and development of American political parties 7. explain the causes, important events, and effects of the War of 1812 8. identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine 9. explain the impact of the election of Andrew Jackson, including expanded suffrage 10. 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. 11. analyze the impact of tariff policies on sections of the United States before the Civil War 12. identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the roles of John C. Calhoun, Henry Clay, and Daniel Webster 1. analyze how physical characteristics of the environment Glencoe The American Republic, workbooks, CD resources, internet Oral & written evaluations, Daily work, Quizzes and Chapter Tests, Formative Assessments, common assessments 1,2,3,4
in the 1800s. Government & 17B, 18B, 21A, 21C Economics, Science, Technology, & Society 12A, 12D, 13A, 13B, 27A, 27B, 27C, 27D 28A, 28B influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries 2. explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs Government & 1. explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis 2. summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden 3. identify different points of view of political parties and interest groups on important historical and contemporary issues 4. summarize a historical event in which compromise resulted in a peaceful resolution Economics, Science, Technology, & Society 1. identify economic differences among different regions of the United States 2. analyze the causes and effects of economic differences 3. among different regions of the United States at selected times in U.S. history 4. analyze the War of 1812 as a cause of economic changes in the nation 5. identify the economic factors that brought about rapid industrialization and urbanization. 6. explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts 7. analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States 8. analyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally 9. explain how technological innovations brought about economic growth such as how the factory system contributed to rapid industrialization 10. compare the effects of scientific discoveries and
29A, 29B, 29C, 29D, 29E, 29H, 29J technological innovations that have influenced daily life in different periods in U.S. history 11. identify examples of how industrialization changed life in the United States Social Studies Skills 1. 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 2. 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; 3. organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 4. identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; 5. support a point of view on a social studies issue or event; 6. use appropriate mathematical skills to interpret social studies information such as maps and graphs; 7. pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. 8. The student communicates in written, oral, and visual forms. The student is expected to use social studies terminology correctly
Growth and Expansion, 1790-1825, Manifest Destiny, & The Age of Reform - Approximate Time: 4 weeks (3 rd 9 Weeks, 2 nd Marking Period) Essential Learning Outcomes TEKS Assessed Curriculum divided by Reporting Category Suggested Resources Assessments STAAR Objectives 1. Be able to describe how the United States expanded during the 18th and 19th centuries 2. Explain how the Industrial Revolution began in the United States. 3. Explain how the Congress resolved the election of 1824. 4. Explain the reasons why many settlers moved westward in the 1800s. 5. Summarize the problems that led to the Mexican War. 6. Debate the issue of slavery. 1A, 1B 6B, 6C, 6D, 6E Geography & Culture 10A, 10B, 10C 11A, 11B, 11C 23A, 23B, 23E 24A, 24B 26A, 26B 1. identify the major eras and events in U.S. history through 1877, such as westward expansion, religious revivals such as the Second Great Awakening, westward expansion, reform movements, section and describe their causes and effects 2. apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods 3. explain the political, economic, and social roots of Manifest Destiny 4. analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation 5. explain the causes and effects of the U.S.-Mexican War and their impact on the United States 6. identify areas that were acquired to form the United States, including the Louisiana Purchase 1. locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries 2. compare places and regions of the United States in terms of physical and human characteristics 3. analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States 4. 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 5. describe the positive and negative consequences of human modification of the physical environment of the United States 6. describe how different immigrant groups interacted Glencoe The American Republic, workbooks, CD resources, internet Oral & written evaluations, Daily work, Quizzes and Chapter Tests, Formative Assessments, common assessments 1,2,3
Government & 20C 21A 22B 29A, 29B, 29C, 29D, 29E, 29H, 29J with the environment in the United States during the 17th, 18th, and 19 th centuries United States and explain their reasons for immigration 7. explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs 8. identify the political, social, and economic contributions of women to American society. 9. describe the historical development of the abolitionist movement 10. evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled. 11. describe developments in art, music, and literature that are unique to American culture such as the Hudson River School artists, John James Audubon, transcendentalism, and other cultural activities in the history of the United States 12. analyze the relationship between fine arts and continuity and change in the American way of life Government & 1. analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as Henry David Thoreau's refusal to pay a tax 2. identify different points of view of political parties and interest groups on important historical and contemporary issues 3. describe the contributions of significant political and social leaders of the United States such as Frederick Douglass, Susan B. Anthony, and Elizabeth Cady Stanton Social Studies Skills 1. 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 2. 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; 3. organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 4. identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; 5. support a point of view on a social studies issue or event; 6. use appropriate mathematical skills to interpret social studies information such as maps and graphs; 7. pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. 8. The student communicates in written, oral, and visual forms. The student is expected to use social studies terminology correctly
North and South and The Road to Civil War - Approximate Time: 3 weeks (3 rd 9 Weeks, 3 rd Marking Period) Essential Learning Outcomes TEKS Assessed Curriculum divided by Reporting Category Suggested Resources Assessments STAAR Objectives 1. Describe the how technology shaped the economy of the North. 2. Summarize how working conditions affected changed industries. 3. Compare and Contrast how immigration affected American economic, political, and cultural life. 4. Describe why the South relied on agriculture. 5. Describe how the debate over slavery was related to the admission of new states. 6. Explain the Compromise of 1850 and how it affected future expansion. 7. Summarize how the Republican Party was formed and its 1A, 1B 7A, 7B, 7C, 7D 8B Geography & Culture 10A, 10B, 10C 11A, 11B, 11C 23A, 23B 1. identify the major eras and events in U.S. history through 1877, including sectionalism and describe its causes and effects 2. apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods 3. analyze the impact of tariff policies on sections of the United States before the Civil War 4. compare the effects of political, economic, and social factors on slaves and free blacks 5. analyze the impact of slavery on different sections of the United States 6. identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the roles of John C. Calhoun & Henry Clay 7. rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter 1. locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries 2. compare places and regions of the United States in terms of physical and human characteristics 3. analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States 4. analyze how physical characteristics of the environment influence population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries 5. describe the positive and negative consequences of human modification of the physical environment of the United States 6. describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19 th centuries United States and Glencoe The American Republic, workbooks, CD resources, internet Oral & written evaluations, Daily work, Quizzes and Chapter Tests, Formative Assessments, common assessments 1,2,3,4
party s platform during the 1860s 8. Explain how the election of President Lincoln broke the Union. Government & 17B 18C 21A Economics, Science, Technology, & Society 12D 29A, 29B, 29C, 29D, 29E, 29H, 29J explain their reasons for immigration 7. explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs; Government & 1. explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War 2. evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on life in the United States 3. identify different points of view of political parties and interest groups on important historical and contemporary issues Economics, Science, Technology, & Society 1. analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history Social Studies Skills 1. 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 2. 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; 3. organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 4. identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; 5. support a point of view on a social studies issue or event; 6. use appropriate mathematical skills to interpret social studies information such as maps and graphs; 7. pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. 8. The student communicates in written, oral, and visual forms. The student is expected to use social studies terminology correctly
The Civil War & Reconstruction/ TAKS Review - Approximate Time: 5 weeks (4 th 9 Weeks, 1 st & 2 nd Marking Periods) Essential Learning Outcomes TEKS Assessed Curriculum divided by Reporting Category Suggested Resources Assessments STAAR Objectives 1. Compare the Northern and Southern populations, industries, resources, and war aims. 2. Compare Lincoln s plan for Reconstruction and the plan of the Radical Republicans. 3. Explain how Reconstruction was handled by the United States. 1A, 1B 8A, 8B, 8C 9A, 9B, 9C, 9D 1. identify the major eras and events in U.S. history through 1877, including sectionalism and describe its causes and effects 2. apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods 3. explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar 4. explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln 5. analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address. 6. evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments 7. evaluate the impact of the election of Hiram Rhodes Revels 8. explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups 9. identify the effects of legislative acts such as the Homestead Act, the Dawes Act, and the Morrill Act Glencoe The American Republic, workbooks, CD resources, internet Oral & written evaluations, Daily work, Quizzes and Chapter Tests, Formative Assessments, common assessments 1,2,3,4
Geography & Culture 10A, 10B, 10C 26A Government & 16B 22A, 22B Economics, Science, Technology, & Society 12D 27D 29A, 29B, 29C, 29D, 29E, 29H, 29J 1. locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries 2. compare places and regions of the United States in terms of physical and human characteristics 3. analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States 4. describe developments in art, music, and literature that are unique to American culture such as the "Battle Hymn of the Republic," and other cultural activities in the history of the United States; Government & 1. describe the impact of 19th-century amendments, including the 13th,14th, and 15th amendments, on life in the United States 2. analyze the leadership qualities of elected and appointed leaders of the United States such as Abraham Lincoln 3. describe the contributions of significant military leaders such as Stonewall Jackson Economics, Science, Technology, & Society 1. analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history 2. 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 Social Studies Skills 1. 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 2. 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;
3. organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; 4. identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; 5. support a point of view on a social studies issue or event; 6. use appropriate mathematical skills to interpret social studies information such as maps and graphs; 7. pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. 8. The student communicates in written, oral, and visual forms. The student is expected to use social studies terminology correctly Reshaping the Nation/ The Making of Modern America - Approximate Time: 2 weeks (4 th 9 Weeks, 3 rd Marking Period) Essential Learning Outcomes TEKS Assessed Curriculum divided by Reporting Category Suggested Resources Assessments STAAR Objectives 1. Explain how American cities and industries changed at the turn of the century. 2. Explain how President Roosevelt responded to the Great Depression. 3. Explain how the U.S. attempted to stop communism. 4. Explain the Watergate Scandal and the Cold War. Geography & Culture Government & Economics, Science, Technology, & Society Government & Economics, Science, Technology, & Society Glencoe The American Republic, workbooks, CD resources, internet Oral & written evaluations, Daily work, Quizzes and Chapter Tests, Formative Assessments, common assessments 1,2,3,4
Document Analysis (Document-Based Questioning and Essay) Approximate Time: 2 weeks (4 th 9 Weeks, 3 rd Marking Period) Essential Learning Outcomes TEKS Assessed Curriculum divided by Reporting Category Suggested Resources Assessments STAAR Objectives 1. 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. 2. 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. 3. Organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. 4. Identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants. 5. Support a point of view on a social studies issue or event. Geography & Culture Government & Social Studies Skills Differentiate between, locate, and use valid primary and secondary sources 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 Organize and interpret information from databases and visuals Identify points of view Support a point of view Use appropriate mathematical skills Pose and answer questions about geographic distributions and patterns Use social studies terminology The DBQ Project Mini- Qs in American Volume 1 Completion of DBQ Handouts and DBQ Essay 1,2,3,4
6. Use appropriate mathematical skills to interpret social studies information such as maps and graphs. 7. Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. 8. Use social studies terminology correctly.