Social Studies: Grade 8 Pacing Resource Document
Unit 4: Creating a Constitution and Government
Essential Question 1: How does the Constitution balance liberty and power in government?
Standards:
8.1.6 Identify and give the significance of major events in the creation of the Constitution such as: the enactment of state constitutions, the
Constitutional conventions, the willingness to compromise, and the Federalist- anti Federalist debates regarding the vote to ratify the
Constitution.
8.1.7 Identify and explain the steps taken during the Washington Administration and the First and Second Congresses of the United States
to establish a stable and lasting national government.
8.1.10 Analyze the influence of important individuals on social and political developments of the time (1775 – 1800) such as the
Independence movement and the framing of the Constitution.
8.2.1 Identify and explain essential ideas of constitutional government, which include limited government; rule of law; due process of law;
separated and shared powers; checks and balances; federalism; popular sovereignty; republicanism; representative government; and
individual rights to life, liberty and property; and freedom of conscience.
8.2.2 Explain the concept of a separation of powers and how and why these powers are distributed, shared and limited in the
constitutional government of the United States.
8.2.5 Compare and contrast the different functions of national and state government within the federal system by analyzing the United
States Constitution and the Indiana Constitution.
8.3.2 Read and interpret maps that portray the physical growth and development of the United States from colonization through
Reconstruction (1877).
Suggested Target Questions:
What events led to the creation of the Constitution?
What was wrong with the first attempt at forming a government in the newly independent America?
What role did Shay’s Rebellion play in changing people’s minds about our system of government?
Who were the Federalists and Antifederalists?
How did these two groups contribute to the formation of the Constitution?
What was the Great Compromise?
What other compromises were made at the Constitutional Convention?
Who was not present at the Constitutional Convention? Why? (I’m not just referencing well known political leaders – think those
disenfranchised at the time)
What role did the Federalist papers play in ratifying the Constitution?
What role did adding the Bill of Rights play in ratifying the Constitution?
How does the Constitution aim to balance government?
How do the states still get to share in the power of the government, thereby limiting power?
Text-based Practice:
Web-based Practice:
Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register)
Social Studies: Grade 8 Pacing Resource Document
America: History of Our Nation, Beginnings Through 1877
Chapter 7, pp. 200-223
Sect. 2, Complete “Critical Thinking” questions: #1-#3
Integrate Writing Question #6, p. 217
Create a Federalist vs. Anti-federalist debate over ratification of the
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies
IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page)
http://www.doe.in.gov/standards/englishlanguage-arts
IDOE Online Communities of Practice (see “Middle Grades”)
http://www.doe.in.gov/elearning/online-communities-practice
General Resources for Historical Thinking and Assessment
Differentiated Questioning
https://daretodifferentiate.wikispaces.com/file/view/essential.pdf
Developing Essential Questions for American History
https://www.gilderlehrman.org/history-by-era/resources/essential-questions-teaching-americanhistory
Stanford History Education Group – Introduction to Historical Thinking (Lessons)
http://sheg.stanford.edu/intro-historical-thinking
Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments
available)
https://beyondthebubble.stanford.edu/
Reading Strategy – Two Column Entry Approach (I notice, I wonder)
http://liketoread.com/
Columbus Day Activities:
Secondary and Primary Readings: http://www.readworks.org/passages/columbusreports-his-first-voyage-1493 (Higher level readers)
Secondary and Primary Readings: http://www.readworks.org/passages/columbusreports-his-first-voyage-1493 (High level readers)
Good Primary Resources: http://edsitement.neh.gov/lesson-plan/what-wascolumbus-thinking#sect-activities (primary sources reflecting Columbus’ views of
his voyage)
Reader’s Theater Resource: http://teacherlink.ed.usu.edu/tlresources/units/Byrnescelebrations/readers.html (A fun reader’s theater passage. Some creative liberties
may distort historical record – e.g. “angry natives”—and that can be a talking point
with class).
Discovery Education Tech Book – U.S. History
Chapter 5: Leaders and Challenges of a New Nation
(login required)
http://app.discoveryeducation.com/
Discovery Education Tech Book – U.S. History
Chapter 4: Revolutionary America (login required)
http://app.discoveryeducation.com/
Hippocampus.org/History & Government/U.S.
History Before 1877
http://www.hippocampus.org/HippoCampus/Histor
y%20%26%20Government
Go Social Studies Go (U.S. History)
http://www.gosocialstudiesgo.com/
Annenberg Learner – America’s History in the
Making – Revolutionary Perspectives #4 (links up
with bottom unit assessment)
http://www.learner.org/resources/series208.html
Origins and Creation of the American Government
http://government.mrdonn.org/creation.html
Howard Zinn Project – Rethinking the Constitution –
A role playing activity simulating the Constitutional
Convention with folks that were not originally
invited! (full activity is linked)
http://zinnedproject.org/wpcontent/uploads/2009/10/42rethinking-us-cc1.pdf
Reading Like a Historian – U.S. History Primary
Source Lessons – (Revolution and Early America: 69) – DBQ’s based on essential questions
sheg.stanford.edu/rlh
Websites for Q2
Fun Game Matching Political Parties from the Past
http://www.loc.gov/teachers/classroommaterials/p
resentationsandactivities/presentations/elections/p
artysys3.html
US History.org
http://www.ushistory.org/us/20c.asp
Five Themes of Geography (on IPS Secondary Social
Studies Group 2012-2013)
Social Studies: Grade 8 Pacing Resource Document
https://onlinebb.ips.k12.in.us/section/default.asp?i
d=GROUP-120715-160607-FAB
General Middle School Geography Resource
http://www.sldirectory.com/studf/geography.html
Example Unit Inquiry & Extension
Unit Assessment Question: What would the Constitution Look Like if Everyone was
Invited to the Convention?
Rethinking the Constitutional Convention!
Backgrounder: This is a performance-based assessment and asks students to take on a role.
It’s important for students to know that as wonderful of a document as the Constitution is,
it did not have the input of women, African-Americans, Native Americans, un-landed white
males and other subcultures of early America. What might it have added to the richness of
the discussion had they been invited? This lesson allows students to address that and be
assessed on their ideas.
1) Go to Edmodo.com and find American History: Beginning to 1877. In that group find and
download the PDF “Rethinking The Constitutional Convention” (see Edmodo Group Code:
36azyk)
2) Organize class to analyze materials explaining the background information on the
Constitutional Convention
3) Allow groups to choose or draw roles
4) Be sure to give ample time for students to absorb their roles (we all know it takes more
time to do performance-based assessments but the time and effort are worth it!)
1) Lay down some group norms and rules for how to play out the skit
2) Make sure you give students roles in helping organize the skit – facilitator, note-taker, room set-up, timekeeper, etc.)
3) Create a rubric that helps students understand their level of performance and what they can improve upon.
Social Studies: Grade 8 Pacing Resource Document
Unit 5: The Beginning of American Political Parties
Essential Question 1: What important differences led early America to form two political parties?
Standards:
8.1.8 Compare and contrast the views of Thomas Jefferson and Alexander Hamilton and explain how their differences gave rise to the
development of political parties.
8.1.10 Analyze the influence of important individuals on social and political developments of the time (1775 – 1800) such as the
Independence movement and the framing of the Constitution.
8.1.30 Using primary and secondary sources, analyze an issue confronting the United States from colonial times through the
Reconstruction period.
8.1.9 Identify the events leading up to the presidential and congressional election of 1800 and the transfer of political authority and power
to the Democratic-Republican Party led by Thomas Jefferson (1801); Evaluate the significance of these events.
8.2.8 Explain ways that citizens can participate in the election process (political parties, campaigns and elections) at the national, state, and
local levels.
8.1.28 Recognize historical perspective and evaluate alternative courses of action by describing the historical context in which events
unfolded.
Suggested Target Questions:
What views did Thomas Jefferson hold about the role of government?
What views did Alexander Hamilton hold about the role of government?
What political parties were formed on the ideas of Jefferson and Hamilton?
Why was the election of 1800 so significant?
What might have happened if someone other than Jefferson would have won the 1800 election?
What can we learn about the election process by looking at the campaign and voting results of 1800?
Text-based Practice:
Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register)
America: History of Our Nation, Beginnings Through 1877
Chapter 7, pp. 200-223
Sect. 2, Complete “Critical Thinking” questions: #1-#3
Integrate Writing Question #6, p. 217
Create a Federalist vs. Anti-federalist debate over ratification of the
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
Web-based Practice:
Discovery Education Tech Book – U.S. History
Chapter 5: Leaders and Challenges of a New Nation
(login required)
http://app.discoveryeducation.com/
Hippocampus.org/History & Government/U.S.
History Before 1877
http://www.hippocampus.org/HippoCampus/Histor
y%20%26%20Government
Go Social Studies Go (U.S. History)
http://www.gosocialstudiesgo.com/
Social Studies: Grade 8 Pacing Resource Document
IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies
IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page)
http://www.doe.in.gov/standards/englishlanguage-arts
IDOE Online Communities of Practice (see “Middle Grades”)
http://www.doe.in.gov/elearning/online-communities-practice
General Resources for Historical Thinking and Assessment
Differentiated Questioning
https://daretodifferentiate.wikispaces.com/file/view/essential.pdf
Developing Essential Questions for American History
https://www.gilderlehrman.org/history-by-era/resources/essential-questions-teaching-americanhistory
Stanford History Education Group – Introduction to Historical Thinking (Lessons)
http://sheg.stanford.edu/intro-historical-thinking
Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments
available)
https://beyondthebubble.stanford.edu/
Reading Strategy – Two Column Entry Approach (I notice, I wonder)
http://liketoread.com/
Annenberg Learner – America’s History in the
Making – A New Nation #6
http://www.learner.org/resources/series208.html
Election of 1800 – Colonial Williamsburg Lesson
(well designed!)
http://www.history.org/history/teaching/enewslett
er/volume7/oct08/teachstrategy.cfm
Electoral College Interactive Lesson – UT Extension
http://www.uteasternregion.org/4h/MAKE%20&%2
0TAKE/Lesson%20Plan%20for%20Electoral%20Colle
ge.pdf
Origins and Creation of the American Government
http://government.mrdonn.org/creation.html
Howard Zinn Project – Rethinking the Constitution –
A role playing activity simulating the Constitutional
Convention with folks that were not originally
invited! (full activity is linked)
http://zinnedproject.org/wpcontent/uploads/2009/10/42rethinking-us-cc1.pdf
Reading Like a Historian – U.S. History Primary
Source Lessons – (Revolution and Early America: 69) – DBQ’s based on essential questions
sheg.stanford.edu/rlh
Websites for Q2
Fun Game Matching Political Parties from the Past
http://www.loc.gov/teachers/classroommaterials/p
resentationsandactivities/presentations/elections/p
artysys3.html
US History.org
http://www.ushistory.org/us/20c.asp
Five Themes of Geography (on IPS Secondary Social
Studies Group 2012-2013)
https://onlinebb.ips.k12.in.us/section/default.asp?i
d=GROUP-120715-160607-FAB
General Middle School Geography Resource
http://www.sldirectory.com/studf/geography.html
Social Studies: Grade 8 Pacing Resource Document
Example Unit Inquiry & Extension
Unit Assessment
Question: How was
the Election of 1800
decided? What did
it say about the
system of
government
created under the
Constitution?
1800 Election Facts
 No candidate received a majority of electors, Jefferson elected by vote of House of Representatives
 Controversy over electoral tie vote led to passage of 12th Amendment
 Federal Capital moved from Philadelphia to Washington, DC in 1800
 One Elector in Rhode Island cast one of his votes for John Jay
 During this election, Electors had 2 votes each for President, and all but one voted for both candidates in their party.
Therefore, the map shown is broken out by party, as opposed to candidate
 Maryland Electors split their vote, with 5 each for the Federalist and D-R candidates
 North Carolina Electors split their vote, with 8 votes for the D-R and 4 for the Federalist candidates
 Pennsylvania Electors split their vote, with 8 votes for the D-R and 7 for the Federalist candidates
 Issues of the Day: Alien & Sedition Acts, XYZ Affair, Relations with France
1) For more details and teacher information go to the
website “The Election of 1800” at Colonial Williamsburg
(see above in web links)
2) Organize class to analyze materials explaining the election
3) Have student form groups to discuss whether they think
the election was fair and handled with purpose
4) Ask them to use historical evidence to support their
position
5) Ask students to explain the role of electors (The Electoral
College) – if they are unclear perhaps it would be a good
time to do the Electoral College interactive lesson (see above
in web links)
6) Afterward groups share out conclusions
7) Write an essay response to the question(s) above