Asbury Park
School District
Name of Unit: Fix it before you break it. Again!
Unit #/Duration: Unit 3 Marking Period 3
Content Area: Social Studies
Grade Level: 8
Big Idea:
The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic change.
Essential Questions:
I Can Statements:
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How did religion influence the social reforms in the
● I can explain how religion influenced social reform in
United States during the early and mid-1800’s?
the United States during the early and mid-1800’s.
● How did abolitionists influence the antislavery
● I can explain how abolitionists influenced the
movement?
antislavery movement.
● What were the effects of the women’s right movement in
● I can explain the compromise that congress made that
the late 1800’s?
effectively addressed slavery and sectionalism.
● Did the compromise that congress made effectively
● I can explain now popular sovereignty lead to violence
address slavery and sectionalism?
in Kansas.
● How did popular sovereignty lead to violence in Kansas?
● I can explain the significance of the Dred Scott
decision.
● What was the significance of the Dred Scott decision?
● I can explain the role that the theory of states’ rights
● What role did the theory of states’ rights play in the
outbreak of the Civil War?
played in the outbreak of the Civil War.
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and
present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students
to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and
global communities.
4. Expansion and Reform Westward movement, industrial growth, increased immigration, the expansion of slavery, and the
development of transportation systems increased regional tensions.
Civics, Government, and Human Rights
6.1.8.A.4.a Explain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and agreements.
6.1.8.A.4.b Analyze how the concept of Manifest Destiny influenced the acquisition of land through annexation, diplomacy, and war.
6.1.8.A.4.c Assess the extent to which voting rights were expanded during the Jacksonian period.
Geography, People, and the Environment
6.1.8.B.4.a Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the
United States.
6.1.8.B.4.b Map territorial expansion and settlement, as well as the locations of conflicts with and resettlement of Native Americans.
Economics, Innovation, and Technology
6.1.8.C.4.a Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each of
these economic tools met the economic challenges facing the new nation.
6.1.8.C.4.b Explain how major technological developments revolutionized land and water transportation, as well as the economy, in
New Jersey and the nation.
6.1.8.C.4.c Analyze how technological innovations affected the status and social class of different groups of people, and explain the
outcomes that resulted.
History, Culture, and Perspectives
6.1.8.D.4.a Analyze the push-pull factors that led to increases in immigration, and explain why ethnic and cultural conflicts resulted.
6.1.8.D.4.b Describe efforts to reform education, women’s rights, slavery, and other issues during the Antebellum period.
6.1.8.D.4.c Explain the growing resistance to slavery and New Jersey’s role in the Underground Railroad.
Student Learning Standards:
● NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections
from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
● NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
NJSLSA.R3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
● NJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,
a section, chapter, scene, or stanza) relate to each other and the whole.
● NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.
● NJSLSA.R10 Read and comprehend complex literary and informational texts independently and proficiently with scaffolding
as needed.
● NJSLSA.W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
● NJSLSA.W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of tasks, purposes, and audiences.
● NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively.
● NJSLSA L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
● NJSLSA L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Target Standards:
● RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through
comparisons, analogies, or categories).
● RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia)
to present a particular topic or idea.
● W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
Practice Standards:
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RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
RI.8.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background
knowledge) two or more texts that provide conflicting information on the same topic and identify where the
texts disagree on matters of fact or interpretation.
W.8.2A. Introduce a topic and organize ideas, concepts, and information, using text structures (e.g.,
definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics,
and multimedia).
W.8.2B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or
other information and examples.
W.8.2C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas
and concepts.
W.8.2D. Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.8.2E. Establish and maintain a formal style/academic style, approach, and form.
W.8.2FProvide a concluding statement or section that follows from and supports the information or
explanation presented
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their
own clearly.
SL.8.1A. Pose questions that connect the ideas of several speakers and respond to others’ questions and
comments with relevant evidence, observations, and ideas.
SL.8.1B. Acknowledge new information expressed by others, and, when warranted, qualify or justify
their own views in light of the evidence presented.
SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning
and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced
Texts
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Primary Text:
The American Journey – The Early Years
Secondary/Supplemental Texts:
Suggested Instructional Activities/Strategies
● Independent Reading - novel based on Unit
● Technology group - Power Point, Brochure, Poster, Research paper
● Students use Guiding and Analyzing Questions to gain knowledge of text, pictures, maps, charts and graphs.
● Types of writing: persuasive, expository, descriptive
● Writing Activities: creating a brochure, write a conversation, writing an expository paragraph, writing dialogue, writing
predictions, write a rebuttal, write an announcement, newspaper editorial
● Reading strategies: paraphrasing, using parts of words, identifying, reading primary sources, organizing, summarizing,
outlining, inferring, reading maps, questioning, predicting, identifying, paraphrasing, making inferences, summarizing
● Review preceding events.
● Tap students background knowledge with video clips.
Teacher Resources
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Teacher’s Edition – Chapters 15-16
Student text
Reading Essentials and Notetaking Guide
Unit resources and activities for The American Journey – the Early Years
Document Based Questions (DBQs)
historical readings: http://iipdigital.usembassy.gov/
Vocabulary
Domain Specific Academic Vocabulary (Tier 3)
Revival
normal school
utopia
temperance
Transcendentalists
civil disobedience
abolitionists
Underground railroad
suffrage
coeducation
Sectionalism
secede
abstain
fugitive
civil war
Border ruffians
popular sovereignty
arsenal
Martyr
secession
states rights
Formative Assessments:
● Exit questions
● Checks for understanding
● SCR writings
● On-demand writings- section review #6
● PCR
● Section questions
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General Academic Vocabulary (Tier 2)
Lecture
author route
medical
capable
Ministry temporary
regulate
network
inevitable
rigid
topic
reject
justify
Assessments
Summative Assessment:
● Performance Writing Task
● Collaborate and Present Task
● Writing Assignments
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Type
Differentiation/Scaffolding
(for example ELL, students who are classified, struggling learners, etc.)
Visual
Auditory
Kinesthetic
Language Development
Appendix 1
(graphic organizers, rubrics, websites, activities, manipulatives, sample assessments, etc.)
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Frayer model
http://www.educationoasis.com/curriculum/graphic_organizers.htm
https://www.teachervision.com/graphic-organizers/printable/6293.html
http://www.eduplace.com/kids/hme/k_5/graphorg/index.html
http://www.readwritethink.org/files/resources/interactives/timeline_2/ - creating timelines
http://www.graphic.org/goindex.html
http://www.exploratree.org.uk/ - Exploratree is a free web resource where you can access a library of ready-made
interactive thinking guides, print them, edit them or make your own
http://www.educationoasis.com/curriculum/graphic_organizers.htm -Education Oasis offers a collection of graphic
organizers to help students organize and retain knowledge - cause and effect, character and story,
compare and contrast, and more!
http://rubistar.4teachers.org/index.php This site allows teachers to create, save, and print rubrics for their
classes. Models and prompts are available as well as online tutorials. Check out the option to make interactive rubrics!
Appendix 2
(Quad D Exemplar Lesson Plan)