School District of Palm Beach County United States History 8th grade Scope 2010‐2011
1st Nine Weeks
Benchmarks
Next Generation Sunshine State Standards 2008
Pacing and Topic
Language Arts and Reading Standards
LA.8.2.1.2 The student will locate and analyze the SS.8.A.1.1 Provide elements of supporting details for an characterization, 8/17‐8/23 answer from text, setting, and plot, Introduction
to the
Introduction to the i t i f
interview for oral his
l hi tory, iincluding rising
l di
i i action, ti
Study of History
check validity of conflict, resolution, information from theme, and other research/text, and identify literary elements as strong vs. weak appropriate in a arguments.
variety of fiction.
LA.8.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., prior knowledge, discussion with others, writers notebook, research materials, or other reliable sources) based upon teacher‐
directed topics and personal interests.
Student Target
I can
Recognize themes throughout American history and better understan
d t d events o
t f the past and how they affect us today.
Core
The American Journey ©2005 Glencoe
Reading Clusters
1. Words and Phrases in Context 2. Main Idea 3. Comparisons Cause and Effect 4. Reference and Research
Remediation/Enrichment
student will determine the main SS.8.A.1.2 Analyze charts, idea or essential graphs, maps, message in grade‐
photographs, and level or higher texts timelines; analyze political through inferring, cartoons; determine cause paraphrasing, and effect.
summarizing, and identifying relevant details.
SS.8.A.1.3 Analyze current events relevant to LA.8.1.6.3 The American History topics student will use through a variety of context clues to electronic and print media determine meanings resources. (e.g., articles, of unfamiliar words.
editorials, journals, periodicals, reports)
SS.8.A.1.4 Differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials
SS.8.A.1.5 Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents.
SS.8.A.1.6 Compare interpretations of key events and issues throughout American history.
SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
LA.8.2.1.2 The student will locate and analyze the Describe the founding SS.8.A.2.1 Compare the elements of of the European relationships among the characterization, 8/24‐9/17 Colonial colonies and the British, French, Spanish, setting, and plot, economic and cultural and Dutch in their struggle including rising action, Settlement
impact of colonization for colonization of North conflict, resolution, in America.
America.
theme and other literary elements as appropriate in a variety of fiction.
SS.8.A.2.2 Compare the
SS
8A22C
th characteristics of the New England, Middle, and Southern colonies. (e.g., Jamestown, Plymouth, colonial governments, geographic influences, resources and economic systems, occupations, religion, and social patterns).
LA
LA.8.1.7.3 The 8 1 7 3 Th
student will determine the main idea or essential message in grade‐
level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details.
Explain how the regions in the colonies differed from one another. LA.8.2.1.2 The student will locate and analyze the SS.8.A.2.3 Differentiate elements of economic systems of New characterization, England, Middle and 9/20‐9/30 setting, and plot, Southern colonies including rising action, Provincial America
including indentured conflict, resolution, servants and slaves as theme and other labor sources.
literary elements as appropriate in a variety of fiction.
SS.8.A.2.4 Identify the impact of key colonial LA.8.1.7.4 The figures on the economic, student will identify political, and social cause‐and‐effect development of the relationships in text.
colonies. (e.g., John Smith, William Penn, Roger Williams, Anne Hutchinson, John Winthrop).
SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations.
SS.8.A.2.7 Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America.
LA.8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.
Describe the contributions of key groups (Africans, Native Americans, women and children) to the society and culture of colonial America during this period.
Describe why Roger Williams and Anne Hutchinson left the Massachusetts colony. Explain why John Winthrop founded Massachusetts and describe the kind of society the Puritans built there. Describe the ideas of William Penn and the Create a timeline of significant events of the French and Indian 10/1‐10/4 War. French and Indian Analyze the effects of War
the French and Indian War from the British, French, and colonists' perspectives.
SS.8.A.2.6 Examine the causes, course, and consequences of the French and Indian War.
SS.8.A.3.1 Explain the consequences of the French and Indian War in British policies for the American colonies from 1763 – 1774. (e.g., Proclamation of 1763, Sugar Act, Quartering Act, St
Stamp Act, Declaratory
A t D l t Act, Townshend Acts, Tea Act, and Coercive Acts).
LA.8.2.1.2 The student will locate and analyze the Explain the elements of ramifications of the characterization, 10/5‐10/22 Causes war and how colonial setting, and plot, discontent over the of The including rising action, Revolutionary War result eventually led conflict, resolution, to the Revolutionary theme and other War.
lit
literary elemen
l
tts as appropriate in a variety of fiction.
SS.8.A.3.2 Explain American colonial reaction to British policy from 1763 LA.8.1.7.4 The student will identify – 1774. (e.g., written protests, boycotts, Boston cause‐and‐effect relationships in text.
Massacre, Boston Tea Party, First Continental Congress).
Summarize the events that fueled colonial discontent. Explain how the Stamp Act affected the relationship between Britain and the colonies. SS.8.A.3.3 Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, George Washington) during American Revolutionary efforts. LA.8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.
Describe the contributions of key leaders of the American Revolution toward establishing American independence. LA.8.2.1.7 The student will locate and analyze an author's use of SS.8.A.3.4 Examine the allusions and contributions of influential
contributions of influen
tial descriptive, descriptive idi
idiomatic
omatic, groups to both the and figurative American and British war language in a variety efforts during the of literary text, American Revolutionary identifying how word War and their effects on choice is used to the outcomes of the war. appeal to the reader's senses and emotions, providing evidence from text to support the analysis.
EExplain the colonists l i th
l it
wanting democratic rights and the British wanting to control the colonies.
SS.8.A.3.5 Describe the influence of individuals on social and political developments during the Revolutionary era. (e.g., James Otis, Mercy Otis Warren, Abigail Adams, Benjamin Banneker).
Describe the participation of key colonial citizens in the American Revolution.
LA.8.1.7.7 The student will compare and contrast elements in multiple texts (e.g., setting, characters, problems).
Week of October 11, 2010 ‐‐ Comprehension Check