WS/FCS
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Unit Title
Pacing
Social Studies
8th Grade
Expansion and Reform (1801-1861)
Growing Up: Expanding and Reforming the
United States
19 days
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Conceptual Lenses
Reform
Innovation
Rights & Responsibilities
Expansion
Unit Overview
This unit will address the expansion of the United States into territories west of the Mississippi River.
While the United States is expanding west, groups of individuals are addressing inequities in rights of
minority groups in the United States and North Carolina. The First Industrial Revolution created new
technology that made advances in many areas of society.
Go West Young Man:
The desire to expand west, manifest destiny, became a priority after the Louisiana Purchase and War
of 1812. The goal of the United States was to expand “from sea to shining sea”. Americans went
west in search of gold and adventure. The US government obtained territory by purchasing it or
obtaining through war/force. These territories included the Gadsen Purchase and the Mexican
Cession.
Change, It Is a Comin’:
The Second Great Awakening created an atmosphere for reform movements such as abolition,
women’s rights, education, and prison and mental health to highlight and challenge the rights and
responsibilities to and of these groups. American Indians, in particular, faced the challenge of US
governmental policies against them. Native Americans were forcibly removed from their land,
resulting in the Trail of Tears.
Mother Necessity:
The First Industrial Revolution provides the opportunity for the North to focus on manufacturing while
the South continues with an agricultural identity leading to two separate and conflicting regions in the
United States. The first factory system that emerged was in the textile industry, but other inventions
were created in other areas. Examples include the steam engine in transportation, telegraph in
communication, and the cotton gin in agriculture. However, the cotton gin had a negative effect on
slavery.
Unit Enduring Understanding(s)
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Unit Essential Question(s)
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Expansion leads to new opportunities.
Innovation impacts economic growth.
Reform may affect access to democratic
rights and freedom.
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How does expansion lead to new
opportunities?
How does innovation impact economic
growth?
How can reform affect access to
democratic rights and freedom?
Essential State Standards
Priority Objectives
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8.H 3.1 Explain how migration and
immigration contributed to the development of
North Carolina and the United States from
colonization to contemporary times.
8.H.3.2 Explain how changes brought
about by technology and other innovations
affected individuals and groups in North
Carolina and the United States.
8.E 1.1 Explain how conflict, cooperation,
and competition influenced periods of
economic growth and decline.
8.C&G 1.4 Analyze access to democratic
rights and freedoms among various groups in
North Carolina and the United States.
Supporting Objectives
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8.H 3.3 Explain how individuals and groups
have influenced economic, political, and
social change in North Carolina and the
United States.
8.G 1.1 Explain how location and place have
presented opportunities and challenges for
the movement of people, goods, and ideas in
North Carolina and the United States.
8.G 1.2 Understand the human and physical
characteristics of regions in North Carolina
and the United States.
8.C&G 2.2 Analyze issues pursued through
active citizen campaigns for change.
8.C 1.3 Summarize the contributions of
particular groups to the development of North
Carolina and the United States.
“Unpacked” Concepts
“Unpacked” Skills
(students need to know)
(students need to be able to do)
8.H 3.1
8.H 3.1
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How migration and
 Explain
immigration contributed to the
development of North Carolina and
the United States from colonization
to contemporary times.
8.H.3.2
8.H.3.2

How changes brought about
 Explain
by technology and other
innovations affected individuals
and groups in North Carolina and
the United States.
8.E 1.1
8.E 1.1
COGNITION
(RBT Level)
8.H 3.1
 Understanding
8.H.3.2
 Understanding
8.E 1.1

How conflict, cooperation,
 Explain
and competition influenced periods
of economic growth and decline.
8.C&G 1.4
8.C&G 1.4
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The access to democratic
 Analyze
rights and freedoms among
various groups in North Carolina
and the United States.
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Essential Vocabulary
Reform
Acquisition
Abolish/Abolition
Motivate
Expansion
Innovation
Migrate
Foreign
Domestic
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8.C&G 1.4
 Analyzing
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Enrichment Vocabulary
Assimilation
Cession
Doctrine
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Enrichment Factual Content
Star Spangle Banner
Seneca Falls
Bank Reform
Nullification Crisis
Oregon Trail
Mormon Migration
Santa Fe Trail
Treaty of Guadalupe Hidalgo
H
Unit “Chunking”
& Enduring
Understandings
Essential Factual
Content
Go West Young Man
Expansion leads to
new opportunities.
- Impressment
- Embargo
- Manifest Destiny
- Territorial Acquisitions
*Louisiana Purchase
*Mexican Cession
*Gadsen Purchase
*Oregon Territory
*Texas
- Gold Rush
- Mormons
- Mexican-American
War
- Monroe Doctrine
Understanding
G
Suggested Lesson
Essential Questions
C
E
&
G
How did the War of
1812 lead America to
expansion and
exploration?
How did territorial
acquisitions contribute
to US manifest destiny?
What motivated
individuals and groups
migrate west?
1.1
1.1
3.1
C
Change, it is a
comin’
Reform may affect
access to democratic
rights and freedom.
- Second Great
Awakening
- Reform Movements
*Abolition
*Women’s Rights
*Education
*Prison & Mental
Health
*Transcendentalism
& Utopian
Communities
How did the Second
Great Awakening
contribute to the Era of
Reform?
1.4
Why was reformed
needed and in what
areas?
2.2
How did individuals and
groups work for
change?
Mother Necessity
Innovation impacts
economic growth.
3.3
- Indian Removal Act
- Trail of Tears
- 5 Civilized Tribes
*Cherokee
*Choctaw
*Creek
*Seminole
*Chickasaw
- Indian Territory
(Oklahoma)
- Andrew Jackson
How did the Indian
Removal Act impact
American Indians?
- First Industrial
Revolution
- Steam Engine
- Railroad
- Cotton Gin
How did the First
Industrial Revolution
begin in the United
States?
3.2
How did innovation
impact economic
growth?
3.2
How did the cotton gin
affect slavery?
3.2
1.3
1.1
1.2
How did the Trail of
Tears affect Native
Americans?
1.4
How did the Cherokee
respond to the Indian
Removal Act?
1.1
2.3
1.2
1.1
Sub Concepts
HISTORY
- Conquest
GEOGRAPHY
- Place
- Location
- Movement
CIVICS &
GOVERNMENT
- Societies
- Rule of law
ECONOMICS
- Needs/Wants
- Resources
CULTURE
- Quality of life
- Assimilation
Language Objective EXAMPLES
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Key Vocabulary LO: SWBAT define and explain the terms manifest destiny, reform,
acquisition, and abolition.
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Language Functions LO: SWBAT explain how expansion leads to new opportunities.
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Language Skills LO: SWBAT read two passages about two different reform movements and
identify the similarities and differences between the two. (Reading passages should be
chosen/modified in accordance with the LEP students’ zone of proximal development).
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Grammar and Language LO: SWBAT use comparatives in writing assignments (more than,
less than, greater, shorter, longer, etc.) by comparing the types of reform and methods used
to reach the goals.
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Lesson Tasks LO: SWBAT read and summarize a passage about the Indian Removal Act
and/orTrail of Tears and explain this summary to a group.
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Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer)
analyzing and identifying the causes and effects of Indian Removal Act and/or Trail of
Tears. (The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students
may need a word bank or other supplement to complete this activity using this strategy).
Historical Thinking and Geography Skill Resources
○ “Straight Ahead”
□“Uphill”
∆“Mountainous”
Historical Thinking
Democratic Ideals
8.H.1.1 Construct charts, graphs & historical
8.C & G.1.2 Evaluate the degree to which
narratives to explain particular events or issues
democratic ideals are evident in historical
over time.
documents from NC and the USA
Reform Movements Database
8.H.1.2 Summarize the literal meaning of historical
documents in order to establish context.
8.H.1.3 Use primary and secondary sources to
interpret various historical perspectives.
8.H.1.4 Use historical inquiry to evaluate the validity
of sources used to construct historical narratives.
100 Milestone Documents
These are in chronological order.
.
How did Abolitionism Lead to the Struggle for
Women's Rights?
On the Oregon Trail
Life Before the Civil War
Westward Expansion and its effects on Native
Americans
This contains a number of these primary sources
may be applicable to Unit 5 as well.
Westward Expansion Documents
Primary Sources Expansion and Reform
8.H.3.4 Compare historical and contemporary
issues to understand continuity & change in
development of NC & USA.
General Unit Resources
○ “Straight Ahead”
□“Uphill”
∆ “Mountainous”
○
- Go West Young Man and Answers
- Factory v. Plantation in the North and South
- People and Places in the North and South
(This has a good activity under Lesson Activities--#2. It shows the conflicting needs of the
North and South through the use of pictures.)
- Expansion and Slavery
□
∆
.
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).
Performance Assessments
Item #
Formative
Assessments
Task Description
1
2
3
Summative Assessment
4
Culminating
Task
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Performance Task #1:
Scoring Guide for Performance Task #1
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of
the “Proficient” criteria in
written response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #2:
Scoring Guide for Performance Task #2
Advanced
Student includes all of the
“Proficient” criteria PLUS
Proficient

Progressing
Beginning

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #3:
Scoring Guide for Performance Task #3
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient
Progressing
Student includes
of the
“Proficient” criteria in written
response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
1. Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Reteaching needed to correct misconceptions or reach understanding.
Unit 2 Culminating Performance Task:
Scoring Guide for Culminating Performance Task:
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of the
required “Proficient” items
and has only minor issues
with the quality criteria in
written response.
Beginning
Student includes
the required “Proficient”
items and has multiple
issues with the quality
criteria in written response.
Unit Reflection
What didn’t work well?
What worked well?
Suggestions for Change