Unit 1
Colonization
5 weeks
Standard
Skills
(verbs)
Concepts
Formative Assessment
Foundational
Skills
Remediation
Sample Assessment Questions
SS.8.2.1
Compare the
relationships
among the
British,
French,
Spanish and
Dutch in their
struggles for
colonization of
North America
Compare
Relationships
British
French
Spanish
Dutch
Struggles
colonization
North America
TCI Ch. 2 Sections 1-6
(ISN)
TCI Ch. 2 Pre/post
reading challenge
political, economic,
geographic,
cultural, and
religious
characteristics of
British, French,
Spanish, and Dutch
Colonies.
Resources:
Use the image to answer the
question below.
*BrainPop:“Columbian
Exchange”
*Reading Like a
Historian: Examining
Passenger Lists –
chapter 3
(http://tinyurl.com/hu4
yhqu)
Using the image and your
knowledge of American history,
explain why the Europeans used
slaves to make sugar?
A. Sugar production was difficult
and dangerous--correct
B. Sugar was in high demand in
Europe
C. Sugar production caused many
European workers to become ill
D. Sugar production was profitable
for Native Americans
SS.8.2.2
Compare the
characteristics
of New
Compare
Characteristics
New England
colonies
TCI Ch. 3 preview
TCI Ch. 3 presentation
slides 3&4-print copies
for students
characteristics of
colonial
governments,
geographic
1
Resources:
*BrainPop:
- “Thirteen Colonies”
Unit 1
England,
Middle, and
Southern
Colonies
Colonization
Middle
Colonies
Southern
Colonies
TCI Ch. 3 sections 1-10
(ISN)
TCI Ch. 3 Reading
Further
influences,
occupations,
religion, education,
settlement
patterns, and social
patterns
5 weeks
-“Thanksgiving”
*Colonial life
compare/contrast:
(http://tinyurl.com/gwr
yxsl)
*Beyond the Bubble
Mayflower Compact
assessment
(http://tinyurl.com/z6
wsmwj)
*DBQ - “What caused
the Salem witch trial
hysteria of 1692?”
Which of the following statements
correctly describes how geography
impacted human development in the
New England, Middle, and
Southern colonies?
A. The rocky soil and short
growing season contributed
to a thriving fur industry in
the Southern colonies
B. The mostly flat and the
fertile soil of the Middle
2
Unit 1
Colonization
5 weeks
Colonies contributed to a
profitable rice culture
C. The Coastal plain and long
growing season made the
Southern region ideal for
cash crops--correct
D. The Coastal plain and the
short growing season made
for a strong whaling
industry in the Middle
colonies
SS.8.2.3
Differentiate
economic
systems of New
England.
Middle, and
Southern
Colonies
including
indentured
servants and
slaves as labor
sources
Different
iate
Economic
systems,
New England
colonies,
Middle
Colonies,
Southern
colonies,
Indentured
servants,
Slaves
TCI Ch. 4 sections 1-9,
and placard activity (ISN)
TCI Ch. 4 Pre/post
reading challenge
TCI Ch. 4 Processing
Activity
Slave labor versus
indentured
servitude, the
Middle Passage and
slave trade,
mercantilism,
agricultural
distinctions
between regions,
Resources:
*13 Originals-Founding the
American Colonies chapter 3
(http://tinyurl.com/95k
jy)
*Early Colonial Labor
Force:
(http://tinyurl.com/jxc
ztpm)
“What we [unfortunate] English
People suffer here is beyond the
[ability] of you in England to
[understand], let it suffice that I
[am] one of the unhappy Number,
am [working hard] almost Day and
Night…and then tied up and
whipp’d to that Degree that you’d
not serve and Animal, scarce
anything but Indian Corn and Salt
to eat and that [given unwillingly].”
-Elizabeth Spriggs, indentured
servant. Maryland, 1756.
What can you conclude about life as
an indentured servant?
A. Indentured servants did not
always know how difficult their
work would be--correct
3
Unit 1
Colonization
5 weeks
B. Indentured servants were not
afraid of working long hours
C. Indentured servants were paid
according to how hard they worked
D. Indentured servants were
respected by their families back
home in England
SS.8.2.4
Identify the
impact of key
colonial figures
on the
economic,
political, and
social
development of
the colonies
Identify
Impact,
Figures,
Economic
development,
Political
Development,
Social
Development
TCI Ch. 4 Reading
further- Writing a Diary
Entry
CPALMS includes 2
resources for teaching
this standard
John Smith,
William Penn,
Roger Williams,
Anne Hutchinson,
John Winthrop,
Jonathan Edwards,
William Bradford,
Nathaniel Bacon,
John Peter Zenger,
and Lord Calvert,
James Oglethorpe
4
Resources:
*BrainPop:
-“Pocahontas”
*Why do we
remember Paul
Revere?
(http://tinyurl.com/hko
hboc)
*George Washington,
the living symbol:
(http://tinyurl.com/hk6
rq4p)
“[Squanto] was a special
instrument sent of God for their (the
colonists’) good beyond their
expectation…he directed them how
to set their corn, where to take fish,
and to procure other commodities,
and was also their pilot to bring
them to unknown places.”
Which experience below does this
quote by William Bradford
describe?
A. The Pilgrims brought new
ideas to the Native
Americans
B. The Native Americans
shared their knowledge to
help the Pilgrims survive-correct
C. The Pilgrims easily
converted the Native
Americans to Christianity
D. The Native Americans
believed that the Pilgrims
Unit 1
Colonization
5 weeks
were the key to their
survival
SS.8.A.2.5
Discuss the
impact of
colonial
settlement on
Native
American
populations.
SS.8.A.2.6
Examine the
causes, course,
and
consequences
of the French
and Indian
War.
Discuss
Examine
Impact,
Settlement,
Native
Americans
Causes, course,
consequences,
French and
Indian War
TCI Unit 1 Geography
Challenge
TCI Ch. 2 Reading
Further
TCI Ch. 4 Reading Like a
Historian
TCI Ch. 5 section 2 (ISN)
war, disease, loss
of land, westward
displacement of
tribes and increased
conflict between
tribes, and
dependence on
trade for Western
goods, including
guns.
Resources:
ongoing conflict
between France and
England, territorial
disputes, trade
competition, Ft.
Duquesne, Ft.
Quebec, Treaty of
Paris, heavy British
debt.
Resources:
5
*BrainPop:
-“American Indians”
*Reading Like A
Historian- mapping
the World
(http://tinyurl.com/hb2
by5e)
*BrainPop:
-“French and Indian
War”
*French & Indian
War: Causes & Effects
The horse changes Native
American hunting patterns
The sugarcane crop introduces
slave labor
Native American populations are
decimated by European diseases
All the events in the chart above are
effects for which of the following
cause?
A. Climate change
B. Native American warfare
C. European colonization-correct
D. African slave trade
In the 1740’s, the British went into
the Ohio River Valley and built a
fort deep in the French territory.
Use this information and the quotes
below to answer the question.
“ He told me the Country belonged
to them (French), and that no
English Man had a right to trade
Unit 1
Colonization
5 weeks
(http://tinyurl.com/ja9t
9qn)
*Beyond the Bubble-7
Years War
(http://tinyurl.com/z6n
2u4a)
upon them Waters: & that he had
Orders to make every Person
Prisoner that attempted it on the
Ohio or Waters of it.”
-George Washington
“You and the French are like two
edges of a pair of shears and we are
the cloth that is cut to pieces
between them.”
-Unknown Native American
What was the main cause of
tensions between the British and
French during this time?
A. Their competition for land in the
Ohio River Valley.--correct
B. Native Americans were not
willing to trade with the British.
C. The French were arresting a
number of the British.
D. Native Americans threatened to
attack both sides.
6
Unit 1
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.
Colonization
Describe
Contributions,
Groups(Native
Americans,
Africans,
women, and
children),
Culture of
Colonial
America
Squanto,
Massasoit,
Powhatan,
Pocahontas, King
Phillips’ War
5 weeks
Resources:
*Washington and
Slavery: the 1799
Census:
(http://tinyurl.com/jj4x
6ve)
*Reading Like a
Historian: Pocahontas
Chapter 2
(http://tinyurl.com/hag
hwwy)
“You would really be [surprised]
at their Perseverance; let an
hundred Men [show] him how to
hoe, or drive a wheelbarrow, he’ll
still take the [hoe] by the Bottom
and the [wheelbarrow] by the
Wheel; and they often die before
they can be [taught]”
--Edward Kimber
on slavery in the United States,
from White over Black
The speaker uses the word
Perseverance to emphasize what
belief of American slave owners?
A. The slaves can never
learn how to do things correctly-correct
B. The slaves are lazy and
do not work hard
C. The slaves often finish
tasks quickly and correctly
D. The slaves are
determined to resist enslavement.
SS.8.C.1.4
Identify the
evolving forms
of civic and
political
participation
from the
colonial period
Identify
Evolving,
Civic and
political
participation,
Colonial Period
Resources:
*AVID Close read of
Mayflower Compact
*AVID Close read
Fundamental Orders
of Connecticut:
7
“Do by these Presents, solemnly
and mutually, in the presence of
God and one another, Covenant and
Combine our selves together into a
Civil Body Politick, for our better
ordering and preservation, and
furtherance of the ends aforesaid:
and by virtue hereof do enact,
Unit 1
through
Reconstruction
SS.8.C.2.1
Evaluate and
compare the
essential ideals
and principles
of American
constitutional
government
expressed in
primary
sources from
the colonial
period to
Reconstruction
Colonization
Evaluate,
Compare
Essential
ideals,
Principles,
American
constitutional
government,
Expressed,
Primary
sources,
Colonial Period
5 weeks
(http://tinyurl.com/hjrz
v67)
constitute, and frame, such just and
equal Laws, Ordinances, Acts,
Constitutions and Officers...in the
Reign of our Soveraign Lord King
James, of England, France and
Ireland the eighteenth, and of
Scotland the fifty-fourth, Anno
Dom; 1620.”
After reading the excerpt from the
Mayflower Compact, what can you
infer was the main intention of this
document:
A. To declare loyalty to the
king.
B. To declare loyalty to God
C. To agree to a plan for selfgovernment--correct
D. To agree to a voyage to the
New World
8
Unit 1
Colonization
SS.8.E.2.3
Assess the role
of Africans and
other minority
groups in the
economic
development of
the United
States
Assess
Africans,
Minority
groups,
Economic
development
See resources for A.2.3
SS.8.G.2.1
Identify the
physical
elements and
the human
elements that
define and
differentiate
regions as
relevant to
American
history
Identify
Physical
elements,
Human
elements,
Define,
Differentiate,
Regions
See resources for A.2.2,
and A.2.5
5 weeks
What was the main reason for the
increase in enslaved Africans by the
1700s?
A. Indentured servants
were rebelling while
African slaves were
not.
B. Africans were a
continual source of
labor, while indentured
servants were able to
buy their freedom.-correct
C. The demand for free
labor from indentured
servants was no longer
needed in Maryland.
D. Maryland outlawed the
indentured servant
while slavery of
Africans was still legal.
See the map question in SS.8.A.2.2
9
Unit 2
American Revolution
7 weeks
Standard
Skills
(verbs)
Concepts
Formative Assessment
Foundational Skills
Remediation
Sample Assessment Question
SS.8.3.1
Explain the
consequences
of the French
and Indian
War in British
policies for the
American
colonies from
1763 - 1774.
Explain
Consequences,
French and
Indian War,
British policies
TCI Ch. 5 (ISN)
TCI Ch. 5 Reading
Challenge
TCI Ch. 5 Reading Like a
Historian; Stamp Act
mini-q
TCI Unit 2 Geography
Challenge
Proclamation of
1763, Sugar Act,
Quartering Act,
Stamp Act,
Declaratory Act,
Townshend Acts,
Tea Act, Quebec
Act, and Coercive
Acts
Resources:
What was the result of the
Proclamation of 1763?
A. It led to the creation of
new colonies west of the
Appalachian Mountains.
B. It caused animosity
between the colonists and
Native Americans living
across the Appalachian
Mountains.--correct
C. It led to increased
exploration of western
lands by the American
colonists.
D. It sparked a boycott of
British goods as colonists
could find the resources
they needed in the new
territory.
SS.8.3.2
Explain
American
colonial
reaction to
British policy
from 1763 1774.
Explain
American
colonial
reaction,
British policy
TCI Ch. 5 (ISN)
TCI Ch. 5 Processing
TCI Ch. 5 presentation
slide 10
TCI Ch. 5 presentation
Colonial Town Hall
Meeting
Written protests,
boycotts, unrest
leading to the
Boston Massacre,
Boston Tea Party,
First Continental
Congress, Stamp
Act Congress,
Committees of
Correspondence
Resources:
*Stanford’s Reading
Like a Historian
Stamp Act lesson plan
(http://tinyurl.com/jyh
aqee)
CPLAMS includes 1
resource for teaching
this standard
*BrainPop:
-“Causes of the
American Revolution”
*Novel: “My Brother
Sam is Dead”
*PBS Interactive
Game
10
“As the Evidence was, the
Verdict of the Jury was exactly
right. This however, is no
Reason why the Town should
not call the Action of that
Night a Massacre, nor is it any
Argument in favour of the
Governor or Minister, who
caused them to be sent here.
But it is the strongest Proofs of
the Danger of Standing
Armies.”-John Adams
Even though he was the defense
attorney for the British soldiers,
Unit 2
American Revolution
7 weeks
(http://tinyurl.com/ckj
xq)
*Smithsonian primary
sources
(http://tinyurl.com/6sk
p8ub)
*Lesson plan on the
American Revolution
(http://tinyurl.com/zb7
zmje)
*Mission-US “For
Crown or Colony”
interactive online
game
(mission-us.org)
SS.8.3.3
Recognize the
contributions
of the
Founding
Fathers (John
Adams, Sam
Adams,
Benjamin
Franklin, John
Hancock,
Alexander
Hamilton,
Thomas
Recogniz
e
Contributions,
Founding
Fathers,
American
Revolutionary
efforts
TCI Ch. 6 Reading
Challenge
TCI Ch. 6 presentation
slide 10
CPALMS includes 3
resources for teaching
this standard
John Adams, Sam
Adams, Benjamin
Franklin, John
Hancock, Alexander
Hamilton, Thomas
Jefferson, James
Madison, George
Mason, George
Washington,
Thomas Paine, John
Jay, Peter Salem
11
Resources:
*BrainPop:
-“Benjamin Franklin”
-“John Adams”
-“George
Washington”
*Jefferson vs. Franklin
Renaissance Men
(http://tinyurl.com/hpu
lwoo)
Adams still believed the word
Massacre was appropriate, which
of the following statements might
be his reason for that belief and is
supported by the quote?
A. The civilians were protesting
the government, they did not
deserve to be killed, that is a
massacre
B. The soldiers acted out of anger,
their actions should be termed a
massacre
C. The civilians were unarmed, the
soldiers killed them in a cowardly
way, that is a massacre
D. Any number of civilians killed
by their own army should be
termed a massacre--Correct
“Why is it that we hesitate? From
Britain we can expect nothing but
ruin. If she is admitted to the
government of America again, this
continent will not be worth living
in.”
What statement might a Loyalist
make after reading this quote from
Thomas Paine?
A. Britain will crush our new
country, we are too weak to fight,
we must call on the French for
help!
Unit 2
American Revolution
7 weeks
Jefferson,
James
Madison,
George Mason,
George
Washington)
during
American
Revolutionary
efforts.
SS.8.3.4
Examine the
contributions
of influential
groups to both
the American
and British war
efforts during
the American
Revolutionary
War and their
effects on the
outcome of the
war.
Examine
Contributions,
Influential
groups,
American war
efforts,
British war
efforts,
American
Revolutionary
War,
Effects,
Outcome of the
war
TCI Ch. 7 section 4
TCI Unit 2 Timeline
Skills
Foreign alliances,
freedmen, Native
Americans, slaves,
women, soldiers,
Hessians
Resources:
*Colonial Women
during the Revolution
(http://tinyurl.com/jn8t
6cc)
*African Americans in
the American
Revolution
(http://tinyurl.com/h65
4ghc)
*PBS Liberty! The
American Revolution,
Lesson 1 “The
Reluctant
Revolutionaries”
(http://tinyurl.com/85b
fk)
*DBQ “How
Revolutionary was the
12
B. Britain has a stable government
with a Bill of Rights. America has
no government, Independence will
lead to chaos!--Correct
C. America should request that
King George create a Parliament in
the colonies!
D. If Britain interferes with our
colonies again, it will lead to
higher taxes and more soldiers in
our cities!
Compared to the Continental
Army, which attribute does not
apply to the British army?
A. Better fed.
B. Better led.--Correct
C. Better trained.
D. Better equipped.
Unit 2
American Revolution
7 weeks
American
Revolution?”
SS.8.3.5
Describe the
influence of
individuals on
social and
political
developments
during the
Revolutionary
era.
SS.8.3.6
Examine the
causes, course,
and
consequences
of the
American
Revolution.
Describe
Influence,
Individuals,
Social and
political
developments,
Revolutionary
era
TCI Textbook pg. 180
Abigail Adams’s letter
CPALMS includes 4
resources for teaching
this standard
James Otis, Mercy
Otis Warren, Abigail
Adams, Benjamin
Banneker, Lemuel
Haynes, and Phyllis
Wheatley
Resources:
*Abigail Adams’s
letter to John Adams
(http://tinyurl.com/pkz
7jk9)
*Phyllis Wheatley’s
letter to George
Washington
(http://tinyurl.com/hw
83ol4)
Examine
Cause,
Course,
Consequences,
American
Revolution
TCI Ch. 7 sections 1-8
(ISN)
TCI Ch. 7 Reading
Challenge
Battles of Lexington
and Concord,
Common Sense,
Second Continental
Congress, Battle of
Bunker Hill, Battle
of Cowpens, Battle
of Trenton, Olive
Branch Petition,
Declaration of
13
*Strong cultural and heritage
ties to Great Britain.
* Did not believe the colonists
could defeat the British army.
*Believed that the rebellion
against Great Britain was
wrong.
What group of people from this
time period might have shared
these characteristics?
*Picture Book readaloud-Molly Bannaky
(grandmother to
Benjamin Banneker)
A. Patriots
B. Sons of Liberty
C. Loyalists--Correct
D. Mercenaries
Resources:
What was significant about George
Washington and the Continental
Army crossing the Delaware River
and attacking the Hessians at
Trenton, New Jersey on Christmas
Day, 1776?
*CPALMS includes 2
resources for teaching
this standard
*BrainPop:
-“American
Revolution”
A. The army proved they could
win in battle against better trained
troops--Correct
Unit 2
American Revolution
Independence,
winter at Valley
Forge, Battles of
Saratoga and
Yorktown, Treaty of
Paris
SS.8.3.7
Examine the
structure,
content, and
consequences
of the
Declaration of
Independence.
Examine
Structure,
Content,
Consequences,
Declaration of
Independence
TCI Ch. 6 sections 1-5
(ISN)
TCI Ch. 6 presentation
slides 16-31
TCI Ch. 6 Reading Like a
Historian– The
Declaration of
Independence
TCI Ch. 6 Processing
Activity
Examine how the
Declaration of
Independence
affected the start,
and the
consequences of the
American
Revolution and the
founding principles
of our nation.
14
7 weeks
*DBQ-“How
Revolutionary was the
American
Revolution?”
*Beyond the BubbleWashington Crosses
the Delaware
(http://tinyurl.com/glzt
ano)
* War of
Independence
(http://tinyurl.com/zrv
h583)
Resources:
*BrainPop:
-“Declaration of
Independence”
*Beyond the Bubble
assessment
(http://tinyurl.com/jkc
k82s)
B. The army lost many men but
were able to win a battle anyway
C. The army lost several important
generals, even though they won
the battle
D. The army took back land that
was lost in earlier battles
Which is an idea about
government that is implied in the
Declaration of Independence?
A. The Supreme Court will review
all treaties.
B. National Army/Navy/Air
Force/Marine services will fight in
foreign lands when war is
declared.
C. The government will support
you if you can no longer work
because of age or ability.
D. Congress can impeach the
president and remove him from
office.--Correct
Unit 2
SS.8.3.8
Examine
individuals and
groups that
affected
political and
social
motivations
during the
American
Revolution
American Revolution
Examine
Individuals,
Groups,
Affected,
Political and
social
motivations,
American
Revolution
TCI Ch. 5 section 6 (ISN)
TCI Ch. 6 Reading
further
TCI Ch. 7 Processing
activity
CPALMS includes 3
resources for teaching
this standard
Ethan Allen and the
Green Mountain
Boys, the
Committees of
Correspondence,
Sons of Liberty,
Daughters of
Liberty, the Black
Regiment (in
churches), Patrick
Henry, Patriots,
Loyalists, individual
colonial militias, and
undecideds.
7 weeks
Resources:
*Lesson Plan on
Loyalists
(http://tinyurl.com/hdg
5343)
This British political cartoon
shows what popular belief in
England about the American
colonists?
A. The colonists were barbaric
criminals--Correct
B. The colonists did not like tea
C. The colonists were willing to
fight for their rights
D. The colonists were serious
about wanting independence
15
Unit 3
Early Republic
4 weeks
Standard
Skills
(verbs)
Concepts
Formative Assessment
Foundational Skills
Remediation
Sample Assessment Question
SS. A.3.9
Evaluate the
structure,
strengths,
weaknesses of
the Articles of
Confederation
and its aspects
that led to the
Constitutional
Convention
Evaluate
Structure,
strengths,
weaknesses,
Articles of
Confederation,
Constitutional
Convention
TCI Ch. 8, sections 2, 3
(ISN)
Constitution,
Federation/
Confederation,
Convention,
Congress,
States’ rights,
Northwest Territory,
Northwest
Ordinance,
Shays’s Rebellion
Resources:
How did the U.S. Constitution
solve a problem created by the
Articles of Confederation?
A. It avoided the issue of
states’ rights
B. It allowed the states to
elect representatives
C. It prevented the
amendment of federal laws
D. It enabled the federal
government to collect
taxes--correct
*BrainPop:
-“Articles of
Confederation”
*Graphic organizer for
the Articles of
Confederation
(http://tinyurl.com/q2r
we2u);
*Create an Articles of
Confederation
Tombstone
(http://tinyurl.com/gt8
baw3)
SS.A.3.10
Examine the
causes, courses,
and
consequences
of the
Examine
Causes
Course,
consequences
Constitutional
Convention
TCI Ch. 8 (ISN);
TCI Ch. 8 presentation
(Constitutional
Convention debate actout)
New Jersey Plan,
Virginia Plan,
Great Compromise,
Three-Fifths
Compromise,
Compromises
regarding taxation
16
*“H” Diagram to
compare/contrast
Articles to
Constitution
(http://tinyurl.com/h46
9c2r)
Resources:
BrainPop:
“Constitutional
Convention”



New Jersey Plan
Virginia Plan
Great Compromise
Based on the proposals above, in
what way did the delegates at the
Constitutional Convention differ?
Unit 3
Early Republic
Constitutional
Convention
SS.A.3.11
Analyze
support and
opposition to
ratification of
the U.S.
Constitution
Analyze
Support,
opposition,
ratification, U.S.
Constitution
TCI Ch. 8, section 12
(ISN);
TCI Ch. 8 Processing
Activity;
TCI chapter 10 and
included presentation
4 weeks
and slave trade,
Electoral College,
State vs. federal
power, Empowering
a president
*AVID Historical
Event Graphic
Organizer for the
Constitutional
Convention
Federalists,
Federalist Papers,
AntiFederalists,
Bill of Rights
Resources:
BrainPop:
-“James Madison”
-“Benjamin Franklin”
-“Bill of Rights”
*AVID Editorial or
Letter to the Editor
17
A. They differed on how many
representatives to the national
legislature each state should get.—
Correct
B. They differed in their beliefs
on how the branches of
government would interact.
C. They differed on whether or
not there should be an office of the
presidency.
D. They differed on how
slavery should or should not be
allowed to expand into any new
territory.
What does the cartoon suggest
about the ratification of the
Constitution?
A. It requires six states to
ratify the Constitution to move
America forward.
B. Massachusetts did not
support being part of the United
States.
C. It requires the unity of all
of the states to support the success
of America.--correct
D. Massachusetts was the
weakest of the six states shown in
the cartoon.
Unit 3
SS.A. 3.12
Examine the
influences of
George
Washington’s
presidency in
the formation
of the new
nation
Early Republic
Examine
Influences,
George
Washington’s
presidency, new
nation
TCI Ch. 11, sections 2,
3, 4, 5 (ISN);
TCI Ch. 12, section 2
(ISN);
Personal
motivations,
Military experience,
Political influence,
Political parties,
Establishing
Washington DC as
the nation’s capital,
Setting of
precedents
(Presidential
Cabinet), Whiskey
Rebellion, Foreign
policy, Isolationism,
Jay Treaty,
Farewell Address
4 weeks
Resources:
CPalms includes 2
resources for teaching
this standard
BrainPop:
-“George
Washington”
-“Political Party
Origins”
George Washington
*Close reading of
Washington’s
Farewell Address
(http://tinyurl.com/zk7
7pjd)
King George III
Compare the two images to
answer the question:
Looking at the portraits of George
Washington on the day he took the
office of the presidency, and King
George III as a young man, which
18
Unit 3
SS.A.3.13
Explain major
domestic and
international
economic,
military,
political, and
socio-cultural
events of John
Adams’s
presidency
Early Republic
Explain
Domestic,
international,
economic,
military,
political, and
socio-cultural
events, John
Adams’s
presidency
TCI Ch. 11, section 6
(ISN);
TCI Ch. 12, sections 3
and 4 (ISN);
XYZ Affair,
Alien and Sedition
Acts, Land Act of
1800,
The quasi-war,
The Midnight
Judges
4 weeks
Resources:
* BrainPop:
-“John Adams”
*XYZ Affair cartoon
(http://tinyurl.com/jzv
zajq)
*Marbury v. Madison
class discussion
(http://tinyurl.com/j5tv
z6y)
19
of the following would be an
accurate statement?
A. George Washington
wished to show that the
president was still just a
citizen of the United
States.—Correct
B. The United States was too
poor to dress its leader
properly, so Washington
had to buy his own suits.
C. England would soon
follow the United States in
changing how its leader
dressed, to look more
modern.
D. King George III wasted
England’s money on
frivolous clothing, as a
result England had too
many debts.
Why were the Alien and Sedition
Acts unconstitutional?
A. They violated freedom of
press.—correct
B. They violated judicial
review
C. They violated freedom of
religion
D. They violated due process
rights
Unit 3
SS.A.3.14
Explain the
major domestic
and
international
economic,
military,
political and
socio – cultural
events of
Thomas
Jefferson’s
presidency
Early Republic
Explain
Domestic,
international,
economic,
military,
political,
socio–cultural,
events
Thomas
Jefferson’s
presidency
TCI Ch. 12, sections 5,
6 (ISN)
TCI Ch. 15 , section 2
(ISN)
TCI Ch. 16, section 2
(ISN)
TCI Ch. 16 Presentation
Election of 1800,
Marbury v Madison,
Judicial review,
Jefferson’s First
Inaugural Address,
Judiciary Act of
1801,
Louisiana Purchase,
War with Barbary
Pirates,
Lewis and Clark
Expedition,
Hamilton/ Burr
conflict,
Embargo of 1807
4 weeks
CPALMS includes 1
resource for teaching
this standard
“While the … Mississippi
waters secure an
independent outlet for the
produce of the western
States…free from collision
with other powers … the
fertility of the country, its
climate and extent, promise
in due season important aids
to our treasury, an ample
provision for our posterity,
and a wide-spread field for
the blessings of freedom and
equal laws.”
-Thomas Jefferson’s Annual
Message to Congress
Who would this statement from
Thomas Jefferson impact the
most?
A. Farmers--Correct
B. Bankers
C. Manufacturers
D. Ship builders
SS.A.3.15
Examine this
time period
(1763 – 1815)
from the
Examine
Historically
underrepresented
groups
TCI Ch. 12 Reading
Further
TCI Ch. 14 Reading
Further
Children,
Indentured servants,
Native Americans,
Slaves,
Women,
20
Resources:
Brain Pop:
-*”Thomas Jefferson”
-* “Lewis and Clark”
Unit 3
Early Republic
TCI Ch. 16 section 6
(ISN)
perspective of
historically
under –
represented
groups.
4 weeks
Working class
CPALMS includes 1
resource for teaching
this standard
*The Louisiana
Purchase online
reading
(http://tinyurl.com/452
hfp)
*Scholastic online
interactive website
(http://tinyurl.com/3n9
c7tz)
*Lewis and Clark
webques
t(http://tinyurl.com/hf
666xr)
SS.A.3.16
Examine key
events in
Florida history
as each impacts
Examine
Cause,
Course,
Consequences,
Westward
Expansion,
Resources:
Exploring Florida from
the Florida Curriculum
Institute of Technology:
Treaty of Paris
1763, British rule,
Second Spanish
Period
21
Viva Florida:
Exploring Florida’s
History and Culture, a
collection of websites
Based on the quotation, what is
"all indentured Servants,
Negroes, or others [will be]
free that are able and willing
to bear Arms, [by] joining his
MAJESTY'S Troops, as soon as
may be, for the more speedily
reducing this Colony to a
proper Sense of their Duty, to
his MAJESTY'S Crown and
Dignity"
one role played by African
Americans during the American
Revolution?
a. Some Africans Americans
fought for Britain to gain
their freedom
b. All Africans Americans
fought to end all slavery in
America
c. Many Africans Americans
fought to end British rule
in America
d. No African Americans
fought in the Revolution
Why did Spain exchange Florida
for Cuba after the French and
Indian War?
a. The port city of Havana,
Cuba was more valuable
to Spain--correct
Unit 3
Early Republic
this era of
American
history.
Diplomatic
assertiveness
(http://tinyurl.com/zszw
4tc)
SS.C.1.1
Identify the
constitutional
provisions for
establishing
citizenship
Identify
Constitutional
provisions,
Establishing
citizenship
Resources:
SS.E.2.2
Explain the
economic
impact of
government
policies
SS.G.4.1
Interpret
population
growth and
other
demographic
data for any
given place in
the United
States
throughout its
history
Explain
Economic
impact,
Government
policies
TCI Ch. 8, section 3, 7,
8 (ISN)
TCI Ch. 11, sections 3-9
(ISN)
Interpret
Population
growth,
Demographic
data
TCI Ch. 11 Geography
Challenge
4 weeks
with FL resources and
lesson plans.
(http://tinyurl.com/zw
av6ws)
Roles, rights, and
responsibilities of
United States
citizens,
Active participation
in society,
government, and the
political system
22
b. The British had begun to
colonize Florida
c. Spain was fearful of
attacks on Florida from
Georgia
d. Settling Florida had
become too costly
Unit 4
Standard
SS.8.A.4.1
Examine the
causes,
course, and
consequences
of United
States
westward
expansion and
its growing
diplomatic
assertiveness.
Westward Expansion
Skills
(verbs)
Examine
Concepts
Cause,
Course,
Consequences,
Westward
Expansion,
Diplomatic
assertiveness
Formative
Assessment
TCI Ch. 12 all
sections (ISN) and
Presentation
TCI Ch. 12 Processing
TCI Unit 4 Timeline
challenge
TCI Unit 5
Geography Challenge
TCI Ch. 15
Presentation, Reading
Notes and “Act – it –
Out”
TCI Ch.16
Presentation
Foundational
Skills
War of 1812,
Convention of
1818, Adams–
Onis Treaty,
Missouri
Compromise,
Monroe Doctrine,
Trail of Tears,
Texas
Annexation,
Manifest Destiny,
Oregon Territory,
Mexican–
American
War/Mexican
Cession,
California Gold
Rush,
Compromise of
1850,
Kansas–Nebraska
Act, Gadsden
Purchase
5 weeks
Remediation
“East by sunrise, West by
sunset, North by the Arctic
*CPALMS includes 1 Expedition and South as far as
we darn please,” describes
resource for teaching
which topic in American
this standard
history?
A. Self government
*Brain Pop:
B. Manifest Destiny—
correct
-“California Gold
C.
Era of Good Feelings
Rush”
D.
Spoils system
-“Trail of Tears”
Resources:
-“Andrew Jackson”
-“Westward
Expansion”
*DBQ – “Was the
United States
Justified in going to
War with Mexico?”
*Manifest Destiny
(http://tinyurl.com/h7
rrehg)
*Beyond the BubbleWar of 1812
(http://tinyurl.com/js6
zmr5)
23
Sample Assessment Question
Unit 4
Westward Expansion
SS.8.A.4.2
Describe the
debate
surrounding
the spread of
slavery into
western
territories and
Florida
Describe
Debate,
Spread of
slavery,
Western
territories,
Florida
TCI Unit 7 Geography
Challenge
TCI Ch.21 sections
2,3,6 (ISN)
Abolitionist
movement, Ft.
Mose,
Missouri
Compromise,
Bleeding Kansas,
Kansas–Nebraska
Act, Compromise
of 1850, popular
sovereignty
SS.8.A.4.3
Examine the
experiences
and
perspectives
of significant
individuals
and groups
during this
era of
American
history
Examine
Experiences,
Perspectives,
Significant
individuals
TCI Ch.16
Presentation
TCI Ch.16 Sections 2,
4, 6, 9 (ISN)
TCI Ch. 16 Reading
Further
TCI Ch.17 Sections 210 (ISN)
TCI Ch.18 (ISN)
TCI Ch.20
Presentation
TCI Ch.20 (ISN)
Lewis and Clark,
Sacagawea,
York,
Pike,
Native
Americans,
Mexicanos,
Tejanos,
Californios,
Chinese
immigrants, Irish
24
5 weeks
“Those measures established
and rest upon the great principle
* Primary Source
of self-government--that the
Documents, Missouri people should be allowed to
Compromise:
decide the questions of their
(http://tinyurl.com/7c domestic institutions for
vz6bd)
themselves, subject only to such
limitations and restrictions as
*Debate the Kansas- are imposed by the Constitution
Nebraska Act
of the United States”—Stephen
(http://tinyurl.com/6n A. Douglas
ha88o)
The argument for popular
sovereignty as described above
*FCIT-Seminole
was used for the creation of
Wars
which state?
(http://tinyurl.com/h
A. California
B. Missouri
mwv2lw)
C. Maine
D. Kansas—correct
Resources:
“The wife of Shabono, our
interpreter, we find [proves] to
*CPALMS includes 2 all the Indians as to our friendly
resources for teaching intentions. A woman with a
this standard
party of men is a token of
peace.”
*Brain Pop:
This quote describes which
-“Trail of Tears”
Native American woman?
-“Mexican –
A. Sacagawea—correct
B. Pocahontas
American War”
C. Hiawatha
-“Lewis and Clark”
D. Methaotaske
Resources:
Unit 4
Westward Expansion
TCI Ch.20 Processing
Activity
SS.8.A.4.4
Discuss the
impact of
westward
expansion on
cultural
practices and
migration
patterns of
Native
Americans
and African
slave
populations.
SS.8.A.4.5
Explain the
causes,
course, and
consequences
of the 19th
century
Discuss
Explain
Impact,
Westward
expansion,
Cultural
practices,
Migration
patterns,
Native
Americans,
African slave
population
TCI Ch.14 Reading
Further
Unit 6 Geography
Challenge
Cause,
Course,
Consequences,
Transportation
revolution,
TCI Ch. 15 Processing
Activity
TCI Ch.19 sections 47
immigrants,
Children,
Slaves,
Women,
Alexis de
Tocqueville,
political parties
5 weeks
*Rise of Sectionalism
Slideshare:
(http://tinyurl.com/6j
6pds)
*Flashcards through
Quizlet:
(http://tinyurl.com/hy
zr3ah)
Resources:
*CPALMS includes 1
resource for teaching
this standard
The image represents which
event in American history?
A. Lewis and Clark
Expedition
B. Great Migration
C. First Seminole War
D. Trail of Tears—correct
Examples could
include
Roads, canals,
bridges,
steamboats.
railroads
25
Resources:
*BrainPop:
-“Railroad History”
If you were a manufacturer in
1840, why might you prefer
transporting goods by rail
instead of by ship?
A. Railroads could
transport goods to the
West Coast
Unit 4
Westward Expansion
transportatio
n revolution
on the growth
of the nation’s
economy.
Growth of the
nation’s
economy
Identify
SS.8.A.4.6
Identify
technological
improvements
(inventions/in
ventors) that
contributed to
industrial
growth.
Technological
improvements,
Inventions and
Inventors,
Contributed,
Industrial
growth
SS.8.A.4.7
Explain the
causes,
course, and
consequences
of New
England’s
textile
industry
Explain
TCI Ch.19 sections 4 7
TCI Ch. 19 Reading
Further Activity
Causes, course, TCI Ch. 19 Reading
consequences
Further Activity
of New
England’s
textile
industry.
Examples could
include Fitch/
steamboat,
Slater/textile mill
industry,
Whitney/ cotton
gin, Fulton/
commercial
steamboat,
Lowell/
mechanized
cotton mill.
Singer/ sewing
machine
Industrial growth,
effects on women
and children
26
5 weeks
B. Railroads could
transport goods during
winter--correct
C. Railroads traveled
hundreds of times faster
than ships
D. Railroads could
transport a lot of goods
at once
Resources:
Which of the following groups
of inventions did the most to
*CPALMS includes 1 pull different regions of the
nation together?
resource for teaching
A. steam-powered locomotive,
this standard
the telegraph, the steamboat—
*BrainPop:
correct
-“Industrial
B. the spinning mill, the
telegraph, the steel plow
Revolution”
C. the spinning mill, the steel
plow, the steamboat
D. the steel plow, the spinning
mill, steam-powered locomotive
Resources:
*Lowell and the
Factory System:
(http://tinyurl.com/hg
4zjzy)
Textile mills began in the
Northeastern states for all of the
following reasons, except:
A. They had fast moving
rivers for water wheels
B. There was a shortage of
fertile farmland
C. There were not enough
workers--correct
Unit 4
SS.8.A.4.13
Explain the
consequences
of landmark
Supreme
Court
decisions
significant to
this era of
American
history.
Westward Expansion
Explain
Consequences,
Landmark
Supreme Court
decisions
TCI Ch. 13 section 3
(ISN)
TCI Ch. 14 section 7
(ISN)
McCullough V
Maryland TCI p.247
Gibbons v Ogden TCI
p.247
Examples could
include
McCullough v
Maryland 1819,
Gibbons v Ogden
1824, Cherokee
Nation v Georgia
1831, Worcester
v Georgia 1832
5 weeks
Resources:
*Cherokee Nation v
Georgia and
Worcester v Georgia
can both be found in
the Andrew Jackson
DBQ.
*BrainPop:
-“Trail of Tears”
*Primary Source
lesson plan:
(http://tinyurl.com/7s
zfglh)
SS.8.A.4.16
Identify key
ideas and
influences of
Jacksonian
democracy
Identify
Key ideas,
Influences,
Jacksonian
Democracy
TCI Ch. 14: Preview,
sections 2 -7 (ISN,)
Reading Further
Examples could
include political
participation,
political parties,
constitutional
government,
spoils system,
National Bank
Veto, Maysville
27
D. They had railroads and
port cities
“A people once numerous,
powerful, and truly
independent, found by our
ancestors…have yielded their
lands by successive treaties.”
Is a quotation from which of the
following Supreme Court
decisions?
A. McCullough v Maryland
B. Gibbons v Ogden
C. Cherokee Nation v
Georgia--correct
D. Plessy v Ferguson
*Kids Laws website (
http://tinyurl.com/h6u
nau9)
Resources:
Which of the following is
considered to be part of Andrew
*Brain Pop:
Jackson’s legacy?
-“Andrew Jackson”
A. Reduced power of the
president
-“Seminole Wars”
B.
Increased taxes
-“Trail of Tears”
C. Increased voting of the
average citizen—correct
D. Reduced power of the
wealthiest citizens
Unit 4
Westward Expansion
Road veto, tariff
battles, Indian
Removal Act,
nullification crisis
5 weeks
*Trail of Tears:
(http://tinyurl.com/zn
fbfpz)
*Jackson and the
National Bank:
(http://tinyurl.com/j7
wkx3c)
*Jackson and the
Nullification Crisis
lesson plan:
(http://tinyurl.com/cj
ubq44)
*DBQ: “How
Democratic was
Andrew Jackson?”
Geography
Standards
SS.8 Geography
standards are covered
throughout this unit.
TCI Geography
Challenges Units 4 – 7
can be used as
formative assessments
for Westward
Expansion/ Manifest
Destiny
28
Unit 4
Westward Expansion
Examine
SS.8.E.1.1
Examine
motivating
economic
factors that
influenced the
development
of the United
States
economy over
time including
scarcity,
supply and
demand,
opportunity
costs,
incentives,
profits, and
entrepreneuri
al aspects.
Assess
SS.8.E.2.2
Assess the
role of
Africans and
other
minority
groups in the
economic
development
of the United
States
Motivating
This standard overlaps
economic
others throughout the
factors,
unit.
Influence,
Development,
United States
economy,
Scarcity,
Supply,
Demand,
Opportunity
costs,
Incentives,
Profits,
Entrepreneurial
aspects
Africans,
Minority
groups,
Economic
development
Manifest Destiny,
Compromises
over slavery,
Missouri
Compromise,
Compromise of
1850,
Factory system,
Plantation
economy,
Industrial
Revolution
See formative
assessments for the
following standards:
4.3, 4.4, 4.10. These
standards overlap.
29
5 weeks
Unit 4
SS.8.E.2.1
Analyze
contributions
of
entrepreneurs
, inventors,
and other key
individuals
from various
gender, social,
and ethnic
backgrounds
in the
development
of the United
States
economy
Westward Expansion
Analyze
Contributions,
Entrepreneurs,
Inventors,
Individuals,
Various
gender, social,
and ethnic
backgrounds,
Development
of the United
States
economy
See formative
assessments for the
following standards:
4.4 -4.8. These
overlap.
30
5 weeks
Unit 5
Changing America
5 weeks
Standard
Skills
(verbs)
Concepts
Formative Assessment
Foundational Skills
Remediation
SS. A. 4.8
Describe the
influence of
individuals on
social and
political
developments
of this era in
American
History.
Describe
Influence,
Individuals,
Social
development,
Political
development,
Era,
American
History
TCI Ch. 12 sections 7,8
(ISN)
TCI Ch. 13 Sections 3
and 4 (ISN)
TCI Ch. 15 (ISN)
TCI Ch. 18 Sec.
1,3,4,5,6 (ISN)
TCI Ch. 18 Processing
Activity
TCI Ch. 18 Reading
Further
TCI Ch. 20 Reading
Further
TCI Unit 6 Geography
Challenge
Examples could
include Daniel
Boone, James
Madison, Andrew
Jackson, James
Polk, Susan B.
Anthony, Elizabeth
Canton Stanton,
Frederick Douglas,
Horace Mann,
Dorothea Dix,
Sojourner Truth,
Harriet Tubman
Resources:
Sample Assessment Question
*CPALMS includes 2
resources for teaching
this standard
*Brain Pop:
-“Frederick Douglas”
-“Underground
railroad”
-“Women’s Suffrage”
*DBQ—“How
Democratic was
Andrew Jackson?”
If you were a slave escaping on the
Underground
Railroad from Wilmington, NC,
what geographical feature would
make up most of your route to the
North?
A. Atlantic Ocean
B. Mississippi River
C. Appalachian Mountains
D. Lake Michigan
SS.A.4.9
Analyze the
causes, course
and
consequences
of the Second
Great
Awakening on
social reform
movements.
Analyze
Cause,
Course,
Consequence,
Second Great
Awakening,
Social Reform
Movements
TCI Ch. 18 Sec. 2 (ISN)
TCI Unit 6 Timeline
Challenge
Examples could
include abolition,
women’s rights,
temperance,
education reform,
prison reform
31
Resources:
*Article on the Second
Great Awakening
(http://tinyurl.com/hhv
bbgm)
What is the most likely connection
between the Second Great
Awakening, and the Era of
Reform?
A. It prompted people like
Luzena Wilson to go West
in search of gold.
B. It led to a mass migration
to frontier lands in Texas.
C. It prompted people like
Dorothea Dix to improve
Unit 5
Changing America
5 weeks
the nation’s prisons.-correct
D. It started more conflicts
between the North and the
South.
SS.A.4.10
Analyze the
impact of
technological
advancements
on the
agricultural
economy and
slave labor.
Analyze
SS.A.4.11
Examine the
effects of Slave
culture
including
plantation life,
Examine
Impact,
Technological
advancements,
Agricultural
economy,
Slave labor
TCI Ch. 19 Sections
1,4,5,8 (ISN)
Effects,
Slave Culture,
Plantation Life,
Resistance
Efforts,
TCI Ch. 20 sections 111 (ISN)
TCI Ch. 20 Placard
Activity
TCI Ch. 20 Processing
Activity
Examples could
include cotton gin,
steel plow, industrial
revolution, rapid
growth of slave
trade
Resources:
Examples could
include living
conditions, working
conditions, slave
communities, slave
churches.
Resources:
32
*BrainPop:
-“Slavery”
*Eli Whitney’s Patent
for the cotton gin
(http://tinyurl.com/yv8
mf6)
*CPALMS includes 2
resources for teaching
this standard
What was the effect of the cotton
gin on slavery in the South?
A. It made slavery more
important in the South.
B. It helped improve the
slaves’ work conditions.
C. It had no significant effect
on slaves or slavery.
D. It reduced the need for
slaves on plantations.
We raise the wheat, dey gib [they
give] us the corn;
We bake the bread, dey gib us the
cruss;
We sif the meal, dey gib us the
huss;
We peel the meat, dey gib us the
Unit 5
Changing America
Role of Slaves’
Spiritual System
resistance
efforts, and the
role of the
slaves’ spiritual
system.
5 weeks
*Booklet online: The
Gullah, Rice, Slavery
and the Sierra – Leone
American Connection
by Joseph Opala
(http://tinyurl.com/hh8
fbwp)
*Beyond the BubbleSlave Quarters
(http://tinyurl.com/ays
n6tz)
SS.A.4.12
Examine the
effects of the
1804 Haitian
Revolution on
the United
States
acquisition of
the Louisiana
Territory.
Examine
Effects,
1804 Haitian
Revolution,
United States
Acquisition,
Louisiana
Territory
TCI Ch. 15 section 2
(ISN)
Examples could
include Toussaint
L’Ouverture,
Napolean, Thomas
Jefferson, Purchase
debate
33
*Novel- Copper Sun
Resources:
*Brain Pop:
-“Thomas Jefferson”
*Short history of Haiti
(http://tinyurl.com/gtts
nma)
skin;
And dat’s the way dey takes us in.
-Slave Spiritual
After reading the verse from a
slave spiritual, choose the term
that best describes what the slaves
were trying to express:
A.
B.
C.
D.
Gratitude
Regret
Oppression
Remembrance
What connection can be made
between the Haitian Revolution
and the Louisiana Purchase?
A. The Louisiana Territory
was a frontier for Haitian
immigrants and Napoleon
wanted to purchase the
land for the Haitians to
migrate to.
B. After the Haitian
Revolution, Napoleon sold
the land to the United
States, since it was no
longer necessary for the
French to feed the Haitian
slaves.--correct
C. The United States
purchased Louisiana as a
deal made with Napoleon
to grant Haiti its
Unit 5
Changing America
5 weeks
independence from
France.
D. After the Haitian
Revolution, a treaty was
signed allowing Napoleon
to purchase the Louisiana
territory for France
SS.A.4.14
Examine the
causes, course,
and
consequences
of the Women’s
suffrage
movement.
Examine
Cause,
Course,
Consequence,
Women’s
Suffrage
Movement
TCI Ch. 18 section 6
(ISN)
Examples could
include 1848 Seneca
Falls Convention,
Declaration of
Sentiments,
Suffrage.
Resources
*Brain Pop:
-“Women’s Suffrage”
* Seneca Falls
Declaration
(http://tinyurl.com/zet
c4d3)
*USPS lesson
on the Seneca Falls
Convention
(http://tinyurl.com/h5x
7fe3)
“…Now, in view of this entire
disenfranchisement [denying
the right to vote] of one-half
the people of this country, their
social and religious
degradation-in view of the
unjust laws above mentioned,
and because women do feel
themselves aggrieved,
oppressed, and fraudulently
deprived of their most sacred
rights, we insist that they have
immediate admission to all the
rights and privileges which
belong to them as citizens of
the United States…”
Seneca Falls Declaration of
Sentiments and Resolutions,
1848
Which of the following rights are
being exercised by the writers of
this document?
A. freedom of speech-correct
B. right to a speedy and
public trial
34
Unit 5
Changing America
5 weeks
C. protection from cruel
and unusual punishment
D. freedom of religion
SS.A.4.15
Examine the
causes, course,
and
consequences
of literature
movements
significant to
this era of
American
History.
SS.A.4.17
Examine key
events and
peoples in
Florida history
as each impacts
this era of
American
history.
Examine
Examine
Causes,
Course,
Consequences,
Literature
Movements,
Significant,
Era,
Key Events,
People,
Florida History,
Impact,
Era
TCI Ch. 18 section 2
(ISN)
TCI Ch. 13 section 6
(ISN)
TCI Ch. 14 Sec. 7
TCI Ch. 15 Sec. 3
Examples could
include
Transcendentalism,
early American
Literature
Examples could
include Andrew
Jackson against
Indian Uprisings,
developing
relationships
between the
Seminole and
runaway slaves, FL
becoming a US
territory, combining
35
Below is a quote from Henry
David Thoreau, a follower of the
1800s movement known as
transcendentalism.
“If a man does not keep pace
with his companions, perhaps it
is because he hears a different
drummer. Let him step to the
music which he hears.”
Resources:
*Florida becomes a
US territory
(http://tinyurl.com/he9
kyhf)
After reading the quote, what new
concept do you think this
movement embraced?
A. Determination
B. Resilience
C. Rebellion
D. Individualism—correct
Letter from Andrew Jackson to the
Seminole Indians
“But lest some of your rash young
men should forcibly oppose your
arrangements for removal, I have
ordered a large military force to be
sent among you... If you listen to
the voice of friendship and truth,
you will go quietly and
voluntarily. But should you listen
to the bad birds that are always
Unit 5
Changing America
5 weeks
East/ West FL, FL
becoming 27th state
flying about you, and refuse to
move, I have then directed the
commanding officer to remove
you by force. This will be done. I
pray the Great Spirit, therefore, to
incline you to do what is right.”
-Your Friend A. Jackson February
1835.
After reading the excerpt, what did
Andrew Jackson predict would
happen if the Seminoles
decided to stay?
SS.A.4.18
Examine the
experiences
and
Examine,
Explain
Experiences,
Perspectives,
Examples could
include Osceola,
white settlers, US
troops, Black
36
Resources:
*BrainPop:
-“Seminole Wars”
A. The Seminoles will be
given a small tract of land
in which to support their
families.
B. The United States will
provide them with food for
a year, but they must find
housing.
C. The Seminoles will cause
destruction that will be
punished by the United
States.--correct
D. The United States will
make a treaty with the rash
young men that oppose
this removal.
What is the most significant
contribution of the historic figure
Osceola?
Unit 5
Changing America
Different ethnic,
national, and
religious groups,
Florida,
Contributions,
Society,
Culture,
Territorial
Period
perspectives of
different
ethnic,
national, and
religious
groups in
Florida,
explaining
their
contributions
to Florida’s
and America’s
society and
culture during
the Territorial
Period.
Seminoles, southern
plantations,
Seminole Wars,
Treaty of Moultrie
Creek, Seminole
Relocation
5 weeks
-BrainPop lesson plan
on Seminole Wars
(http://tinyurl.com/gn3
vmm8)
*Florida Center for
Instructional
Technology-Seminole
Wars
(http://tinyurl.com/zjw
8mfb)
* A Short History of
the Seminole Wars
(http://tinyurl.com/gpy
5uzu)
A.
Through his leadership,
Osceola led the Seminoles
on the long march known
as the Trail of Tears.
B. The defeat of Osceola in
the Seminole Wars led to
the acquisition of
Florida.—correct
C. Through his leadership,
Osceola led the Seminoles
in a series of battles
against the United States.
D. The victory of Osceola
and his troops won the
Seminoles the right to live
in Florida.
*The Seminole Wars
(http://tinyurl.com/gvz
ud7a)
SS.C.1.4
Identify the
evolving forms
of civic and
political
participation
from the
colonial period
through
Reconstruction
Identify
Evolving,
Civic and
political
participation
See resources for A.4.14
How does the Seneca Falls
Convention and the Constitutional
Convention compare?
A. They both planned a new
form of government
B. They both promoted that
citizens should take part in
addressing society’s
needs—correct
C. They both planned for
women to have an equal
voice
37
Unit 5
Changing America
5 weeks
D. They both promoted our
government to have a
system of federalism
38
Unit 6
Civil War
7 weeks
Standard
Skills
(verbs)
Concepts
Formative Assessment
Foundational Skills
Remediation
SS. A. 5.1
Explain the
causes, course,
and
consequences
of the Civil
War
(sectionalism,
slavery, states’
rights, balance
of power in the
Senate)
Explain
Cause
Course
Consequences
Civil War
TCI Ch. 21 and 22 (ISN);
Sectionalism
States’ rights
Balance of power in
the Senate
Resources:
SS.A. 5.2
Analyze the
role of slavery
in the
development of
sectional
conflict
Analyze
*CPalms includes 8
resources for teaching
this standard
*BrainPop:
-“Civil War Causes”
-“Civil War”
*Civil War 150
educator guide
(http://tinyurl.com/jl65
r78)
Slavery
Development
Sectional
conflict
TCI Ch. 18, section 5
(ISN);
TCI Ch. 19, section 8
(ISN);
TCI Ch. 20 (ISN);
TCI Ch. 21 (ISN);
TCI presentations;
Abolition
Movement, Nat
Turner’s Rebellion,
Black Codes,
Missouri
Compromise,
Compromise of
1850, Uncle Tom’s
Cabin, Kansas39
Sample Assessment Question
Resources:
*CPalms includes 4
resources for teaching
this standard;
*Scholastic online
interactive website for
the Underground
Railroad
The Compromise of 1850 settled
that Maine would become a free
state and that:
A) Missouri was North of the
36’30” latitude line so it
was also a free state
B) Missouri would be able to
vote whether to have
slavery or not
C) Missouri would have to
wait for another state to
join the Union before it
could
D) Missouri would enter as a
slave state too maintain the
balance of power in
Congress.
The Underground Railroad helped
thousands of runaway slaves
escape to the north but was held
back by legislation like:
A) Fugitive Slave Act of 1850
B) Emancipation
Proclamation
C) Thirteenth Amendment
D) Transportation Ban of 1860
Unit 6
Civil War
Nebraska Act, Dred
Scott v. Sandford,
Lincoln-Douglas
Debates,
John Brown’s raid
on Harper’s Ferry,
Underground
Railroad,
Presidential Election
of 1860,
Southern secession
SS.A.5.3
Explain major
domestic and
international
economic,
military,
political, and
socio-cultural
events of
Abraham
Lincoln’s
presidency
Explain
Domestic
International
economic,
military,
political, and
socio-cultural
events
Abraham
Lincoln
TCI Ch. 22 (ISN);
Sectionalism,
States’ rights,
Slavery,
Civil War,
Attempts at foreign
alliances,
Emancipation
Proclamation,
Gettysburg Address,
Suspension of
habeas corpus,
First and Second
Inaugural Addresses
40
7 weeks
(http://tinyurl.com/b4d
zjj)
*BrainPop:
-“Slavery”
-“Frederick Douglass”
-“Underground
Railroad”
- “Civil War Cuases”
*Beyond the BubbleAfrican American
Workers
(http://tinyurl.com/hrj
2mjj)
*DBQ: “How Free
Were Free Blacks in
the North?”
Resources:
*CPalms includes 1
resource for teaching
this standard;
*BrainPop:
-“Abraham Lincoln”
*Edsitement lesson
plan on Abraham
Lincoln’s reelection
(http://tinyurl.com/clk
oznr)
President Abraham Lincoln issued
the Emancipation Proclamation on
January 1, 1863, as the nation
approached its third year of bloody
civil war. The proclamation
declared "that all persons held as
slaves" within the rebellious states
"are, and henceforward shall be
free." This would free slaves in all
of the following states except:
A) Virginia
B) Georgia
C) North Carolina
D) Maryland
Unit 6
SS.A. 5.4
Identify the
division of the
United States
at the outbreak
of the Civil
War
SS.A.5.5
Compare
Union and
Confederate
strengths and
weaknesses
Civil War
Identify
Compare
Division
United States
Outbreak
Civil War
Union
Confederate
Strengths
Weaknesses
TCI Ch. 21 Geography
Challenge
TCI Ch. 21 (ISN);
TCI Ch. 21 (ISN);
Confederate and
Union states,
Border states
Western territories
Technology
Resources
Alliances
Geography
Military leadersLincoln, Davis,
Grant, Lee, Jackson,
Sherman
7 weeks
Resources:
*Discovery Education
online lesson “A
Nation Divided”
(http://tinyurl.com/jeq
9rdh)
*Simple lesson to
have students label a
map for
Union/Confederate/Bo
rder states
(http://tinyurl.com/hey
vfjs)
Resources:
CPalms includes 2
resources for teaching
this standard
What would best fit in the blank
box in the chart?
A) Poor transportation
systems
B) Strong Military Leadership
C) Abraham Lincoln was a
strong President for the
South
41
Unit 6
Civil War
7 weeks
D) Larger population than the
North
SS.A. 5.6
Compare
significant
Civil War
battles and
events and
their effects on
civilian
populations
Compare
Civil War
battles
Effects
civilian
population
TCI Ch. 22 (ISN);
TCI Ch. 22 presentation
Fort Sumter,
Bull Run,
Monitor v.
Merrimack,
Antietam,
Vicksburg,
Gettysburg,
Emancipation
Proclamation,
Sherman’s March,
Lee’s surrender at
Appomattox
Resources:
*Cornell notes on key
Civil War battles
*Library of Congress
lesson plan on women
in the Civil War
(http://tinyurl.com/z9a
z4w2)
*Beyond the BubbleAttack on Fort Sumter
(http://tinyurl.com/zq3
ymmy)
*Beyond the BubbleMorale After
Fredericksburg
(http://tinyurl.com/zxr
n8hw)
*Beyond the BubbleGardner’s Civil War
Photography
(http://tinyurl.com/j3tr
2kp)
*DBQ: “Battle of
Gettysburg: Why was
it a Turning Point?”
42
Figures for the Battle of Bull Run
What was a major difference of the
Union troops versus the
Confederate troops?
A) The Confederacy had more
troops than the Union.
B) The Union killed twice as
many troops as the
Confederates
C) Half as many Union troops
were wounded as
Confederate troops
D) The Union captured more
than ten times the amount
of soldiers than the
Confederacy did
Unit 6
SS.A.5.7
Examine key
events and
peoples in
Florida history
as each impacts
this era of
American
history
SS.C.2.1
Evaluate and
compare the
essential ideals
and principles
of American
constitutional
government
expressed in
primary
sources from
the colonial
period to
Reconstruction
Civil War
Examine
Evaluate
Compare
Events and
people
Florida history
Impact
Era of
American
history
Essential ideals
Principles
American
constitutional
government
Primary
sources
Colonial period
to
Reconstruction
TCI chapter 22
Close read of Abraham
Lincoln’s first inaugural
address
Slavery,
Influential planters,
Florida’s secession
and
Confederate
membership,
Women
Children
Pioneer
environment,
Union occupation
Battle of Olustee,
54th Massachusetts,
Battle at Natural
Bridge
Sectionalism,
States’ rights,
Slavery,
Civil War,
Secession,
Nullification
7 weeks
*Novel: “Behind
Rebel Lines”
Resources:
*Florida Memory
website for primary
sources and lesson
plans
(http://tinyurl.com/jqc
wgpr)
*Novel: “A Land
Remembered”
Resources:
Close read of
Jefferson Davis’s
inaugural address
The major impact of the Battle of
Olustee is that it made the Union:
A) Send more troops to
Florida to take it back
B) Aware that they could win
in the South and so they
pushed forward
C) Focus its efforts on the
Western Front
D) Abandon its efforts to
capture back Florida
” Apprehension seems to exist
among the people of the Southern
States that by the accession of a
Republican Administration their
property and their peace and
personal security are to be
endangered. I have no purpose,
directly or indirectly, to interfere
with the institution of slavery in the
States where it exists. I believe I
have no lawful right to do so, and I
have no inclination to do so.”
This statement made my Abraham
Lincoln in his first Inaugural
43
Unit 6
Civil War
7 weeks
Address seems to contradict his
later efforts in the passing of:
A) Emancipation
Proclamation
B) The 13th Amendment
C) Gettysburg Address
D) Equal Rights Act
SS.E.2.1
Analyze
contributions
of
entrepreneurs,
inventors, and
other key
individuals
from various
gender, social
and ethnic
backgrounds in
the
development of
the United
States economy
SS.G.4.6
Use political
maps to
describe
changes in
boundaries and
governance
throughout
American
history
Analyze
Describe
Contributions
Entrepreneurs
Inventors
Gender, social,
and ethnic
backgrounds,
Development
of the United
States economy
Political maps,
Boundaries,
governance
Technological
innovation,
Factory v. plantation
economies,
North, South,
Midwest, West
regions,
Immigrant labor
TCI Ch. 21 Geography
Challenge
Confederate and
Union states,
Border states
Western territories
44
Resources:
*American Experience
website “On the Eve
of War”
(http://tinyurl.com/jey
cc7s)
After 1800 US Cotton Production
boomed due to invention like the
cotton gin invented by:
A) George Washington Carver
B) Alexander Hamilton
C) Eli Whitney
D) Andrew Carnegie
Unit 7
Reconstruction
1 week
Standard
Skills
(verbs)
Concepts
Formative Assessment
Foundational Skills
Remediation
SS.8.A.5.8
Explain and
evaluate the
policies,
practices, and
consequences
of
Reconstruction
Evaluate
Explain
Policies,
practices, and
consequences
of
Reconstruction
TCI Ch.23 Presentation
and/or Reading Notes (all
sections)
TCI Ch. 23 “Processing”
activity
Presidential and
congressional
reconstruction,
Johnson’s
impeachment,
Civil Rights Act of
1866,
The 13th, 14th, and
15th Amendments,
Opposition of
Southern whites to
Reconstruction,
Accomplishments
and failures of
radical
Reconstruction,
presidential
election of 1876,
rise of Jim Crow
laws, rise of the Ku
Klux Klan
Resources:
Sample Assessment Question
*Beyond the Bubble-A
Perspective on Slavery
(http://tinyurl.com/jkfq
e2t)
*Beyond the BubblePost-Civil War South
(http://tinyurl.com/zjzd
sch)
*Beyond the BubbleReconstruction Riots
(http://tinyurl.com/gr4t
ekf)
*Beyond the BubbleKKK in the 1870s
(http://tinyurl.com/zkzj
yc5)
After the passage of the 13th, 14th
and 15th amendments, several
strong groups grew to stop African
Americans from exercising their
right to vote including all of the
following except:
A) Ku Klux Klan
B) Abolitionists
C) Carpet Baggers
D) Southern Plantation
Owners
*DBQ – North or
South? Who Killed
Reconstruction?
SS.8.C.1.6
Evaluate how
amendments to
the
Constitution
have expanded
Evaluate
How
amendments to
the
Constitution
have expanded
voting rights
TCI Ch. 23 sections 2–4
(ISN)
Cornell Notes
13th, 14th, and 15th
Amendments
45
“The right of citizens of the United
States to vote shall not be denied or
abridged by the United States or by
any State on account of race, color,
or previous condition of servitude.”
Unit 7
Reconstruction
1 week
-15th Amendment to the US
Constitution
voting rights
from our
nation’s early
history to
present day
According to this excerpt from the
fifteenth amendment, as of its
passage in 1870 all of the following
had the legal right to vote but:
A) African Americans
B) Former Slaves
C) Women
D) White Plantation Owners
46