San Bernardino City Unified School District
8 Grade United States History District Pacing Schedule
Creating America
Trimester 1
th
Time
Range
Standard
Geography
5 Days
8.0 Geography (optional)
U.S. Constitution and the
Early Republic
15 Days
8.1 Major events preceding the
founding of the nation and
relate their significance to the
development of American
constitutional democracy.
Sub-Standard
•
Geography Terms, Five Themes of
Geography, Vocabulary
1. Describe the relationship between
moral and political ideas: Great
Awakening, revolutionary fervor
2. Analyze the philosophy of
government expressed in the
Declaration of Independence
3. Analyze how the American
Revolution affect on other nations,
especially France
4. Describe the nation’s blend of civic
republicanism, classical liberal
principles, and English parliamentary
traditions
Text/Resources
Websites:
http://geography.about.com/
od/physicalgeography/
Text & Ancillaries:
Creating America: Beginnings through
World War I
by McDougal Littell
ƒ Pupil & Teacher * eEditions
ƒ Reading Study Guide:
ƒ Transparencies/Technology:
Power Presentations:
Chapter 1
Lessons 1 & 2
ƒ Student Atlas
TCI:
Colonial Life and the American
Revolution USH 08-2
Section 1: Activity 1.1, 1.2
Section 3: Activity 3.1, 3.2, 3.3
Section 4: Activity 4.4, 4.5
The Constitution in a New Nations USH
08-3
Section 1: Activity 1
Websites:
classzone.com
score.rims.k12.ca.us
intranet.dalton.org/groups/rome/
RMAPS.html
Literature and Novels:
Countdown to Independence: A
Revolution of Ideas in England and Her
American Colonies, 1760-1776
Revised October 2007
1
San Bernardino City Unified School District
0689813295
Prince Estabrook – Slave and Soldier
096797710X
Forging a New Nation (As Part of the
Social Studies Adoption)
Text & Ancillaries:
Creating America: Beginnings through
World War I
by McDougal Littell
ƒ In-Depth Resources Unit 1
ƒ History Makers: 13-14
ƒ CA Reading Toolkit: L21, L22,
L24-L28, L30-L31, L34, L35-L39
ƒ CA Enrichment Workbook: 59-66
ƒ Reading Study Guide: 27-33, 3543,65-73
ƒ Document-Based Questions:
Strategies and Practice
ƒ Transparencies/Technology
CA Standards Practice: 20-22
Video: From 13 Colonies to 50
States
Geography
Critical Thinking: 13, 15, 19, 21
Primary Source Explorer:
Mayflower Compact: Fundamental
Orders of Connecticut; Declaration of
Independence; Federalist #51;
Objections to the Constitution
Map Transparencies:
Humanities Transparencies:
Power Presentations: 5.1, 5.2, 6.1- 6.4,
7.1, 7.3, 7.4, 8.3
Constitution Handbook:
U.S. Constitution and the
1. Discuss the significance of the Magna
TCI:
The Constitution in a New Nation USH
Revised October 2007
2
San Bernardino City Unified School District
Early Republic
15 Days
8.2 Political principles
underlying the U.S.
constitution and compare the
enumerated and implied
powers of the federal
government.
Carta, the English Bill of Rights, the
Mayflower Compact
2. Analyze the Articles of Confederation
and the Constitution and the success of
in implementing ideas of the
Declaration of Independence
3. Evaluate the major debates: during
the development of the Constitution,
their resolution in shared power,
divided state-federal power, slavery,
the rights of individuals and states
4. Describe the political philosophy
underpinning the Constitution as
specified in the Federalist Papers
(authored by James Madison,
Alexander Hamilton, and John Jay)
and the role of such leaders as
Madison, George Washington, Roger
Sherman, Gouverneur Morris, and
James Wilson in the writing and
ratification of the Constitution
5. Understand the significance of
Jefferson's Statute for Religious
Freedom as a forerunner of the First
Amendment and the origins, purpose,
and differing views of the founding
fathers on the issue of the separation
of church and state
6. Enumerate the powers of government
set forth in the Constitution and the
fundamental liberties ensured by the
Bill of Rights
7. Describe the principles of federalism,
dual sovereignty, separation of
powers, checks and balances, the
nature and purpose of majority rule,
08-3
Section 1: Activity 1.1, 1.2, 1.3, 1.4
Section 2: Activity: 2.1, 2.2, 2.4, 2.5
Section 3: Activity 3.1. 3.2, 3.3
Section 4: Activity 4.1, 4.2
Websites:
classzone.com
score.rims.k12.ca.us
Literature and Novels:
The Signers: The 56 Stories Behind the
Declaration of Independence
0802788505
The U.S. Constitution for Everyone
0399573051
John Marshall 1577650166
Forging a New Nation (As Part of the
Social Studies Adoption)
Text & Ancillaries:
Creating America: Beginnings through
World War I
by McDougal Littell
ƒ In-Depth Resources Unit 1, 2, 4
ƒ History Makers: 27-28, 33-36
ƒ CA Reading Toolkit: L15, L22,
L32-L34, L35-L39, L42, L50, L58
ƒ CA Enrichment Workbook: 67-80
ƒ Reading Study Guide: 75-81, 83
ƒ Document-Based Questions:
ƒ Transparencies/Technology
CA Standards Practice: 18, 28, 30
Video: Creating the Fed
Gov’t; Leg Branch; Exec
Branch; Judicial Branch
Humanities Transparencies: 15-16
Critical Thinking: 22-24, 34
Primary Source Explorer:
Mayflower Compact; Declaration of
Independence; Federalist #51;
Objections to the Constitution;
Constitution of the U.S.
Map Transparencies:
Revised October 2007
3
San Bernardino City Unified School District
and the ways in which the American
idea of constitutionalism preserves
individual rights
U.S. Constitution and the
Early Republic
20 Days
8.3 Foundation of the
American political system and
the ways in which citizens
participate in it.
1. Analyze the principles and concepts
codified in state constitutions between
1777 and 1781 that created the
context out of which American
political institutions and ideas
developed
2. Explain how the ordinances of 1785
and 1787 privatized national resources
and transferred federally owned lands
into private holdings, townships, and
states
3. Enumerate the advantages of a
common market among the states as
foreseen in and protected by the
Constitution's clauses on interstate
commerce, common coinage, and fullfaith and credit
4. Understand how the conflicts between
Thomas Jefferson and Alexander
Hamilton resulted in the emergence of
two political parties (e.g., view of
foreign policy, Alien and Sedition
Acts, economic policy, National
Bank, funding and assumption of the
revolutionary debt)
5. Know the significance of domestic
resistance movements and ways in
which the central government
responded to such movements (e.g.,
Shays' Rebellion, the Whiskey
Rebellion.
6. Describe the basic law-making
Power Presentations: 3.2, 5.2, 8.1-8.3
Constitution Handbook, Citizen
Handbook, 9.2, 12.1, 14.1
TCI:
The Constitution in a New Nation USH
08-3
Section 1: Activity1.3
Section 2: Activity 2.1A, 2.3, 2.4, 2.5
Section 4: Activity 4.1, 4.2
Section 5: Activity 5.1, 5.2, 5.3
Websites:
classzone.com
score.rims.k12.ca.us
Literature and Novels:
Thomas Jefferson 0756502063
John Peter Zenger 079106123
Text & Ancillaries:
Creating America: Beginnings through
World War I
by McDougal Littell
ƒ In-Depth Resources Unit 1, 2, 3
ƒ History Makers: 35, 36, 39-40
ƒ CA Reading Toolkit: L32, L33,
L35-L39, L40, L42, L43, L50, L92
ƒ CA Enrichment Workbook: 81-94
ƒ Reading Study Guide: 101-109
ƒ Document-Based Questions:
Strategies and Practice
ƒ Transparencies/Technology
CA Standards Practice: 28, 31, 33,
41
Video: Creating the Fed
Gov’t; Leg Branch; Exec
Branch; Judicial Branch
Geography: 9
Critical Thinking: 13, 22-28, 30
Primary Source Explorer:
Constitution of the U.S.
Revised October 2007
4
San Bernardino City Unified School District
process and how the Constitution
provides numerous opportunities for
citizens to participate in the political
process and to monitor and influence
government (e.g., function of
elections, political parties, interest
groups)
7. Understand the functions and
responsibilities of a free press
Power Presentations: 8.1, 8.2
Constitution Handbook,
Citizen Handbook, 9.1, 9.3,
10.1, 12.1, 23.2
Reference: History-Social Science Framework for California Public Schools
• Pages 116 – 118; 125 – 139 Content Standards
•
Pages 177 – 178 Historical and Social Sciences Analysis Skills (Intellectual, Reasoning, Reflection, Research)
1. Chronological and Spatial Thinking (CS1 – CS 4)
2. Historical Research, Evidence and Point of View (HR1 – HR4)
3. Historical Interpretation (HI1 – HI6)
8th Grade United States History District Pacing Schedule
Creating America
Trimester 2
Revised October 2007
5
San Bernardino City Unified School District
Time
Range
Standard
Sub-Standard
Text/Resources
1. Describe the country's physical
landscapes, political divisions, and
territorial expansion during the terms of
the first four presidents
2. Explain the policy significance of famous
speeches (e.g., Washington's Farewell
Address, Jefferson's 1801 Inaugural
Address, John Q. Adams's Fourth of July
1821 Address)
3. Analyze the rise of capitalism and the
economic problems and conflicts that
accompanied it (e.g., Jackson's
opposition to the National Bank; early
decisions of the U.S. Supreme Court that
reinforced the sanctity of contracts and a
capitalist economic system of law)
4. Discuss the daily life, including traditions
in art, music, and literature, of early
national America (e.g., through writings
by Washington Irving, James Fenimore
Cooper)
TCI:
Geography of America from Past to
Present
Section 1: Activity 1.3, 1.4
Section 2: Activity 2.1, 2.2
The Constitution in a New Nation
USH 08-3
Activity 4.3
Manifest Destiny in a Growing Nation
USH 08-4
Section 1: Activity 1.3
Colonial Life and the American
Revolution USH 08-2
Section 4:
)
U.S. Constitution and the
Early Republic
10 Days
8.4 Aspirations and ideals of the
people of the new nation.
Websites:
classzone.com
score.rims.k12.ca.us
Literature and Novels:
Text & Ancillaries:
Creating America: Beginnings
through World War I
by McDougal Littell
ƒ In-Depth Resources Unit 3, 4
ƒ History Makers: 27, 28, 31, 32,
39, 40, 47, 48
ƒ CA Reading Toolkit: L31, L40L44, L49. L53. L59. L79
ƒ CA Enrichment Workbook: 95102
ƒ Reading Study Guide: 111-117,
119-127
ƒ Document-Based Questions:
Strategies and Practice
ƒ Transparencies/Technology
CA Standards Practice: 32, 44
Video: Lewis and Clark Go
Revised October 2007
6
San Bernardino City Unified School District
West
Geography: 8, 10
Humanities: 19, 21, 22
Critical Thinking: 25-28, 30, 34,
36, 40, 42
Primary Source Explorer: Monroe
Doctrine
Power Presentations: 7.4,
9.1-9.3, 10.1, 10.2, 11.3, 12.4,
14.2, 19.4
U.S. Constitution and the
Early Republic
10 Days
8.5 U.S. foreign policy in the
early Republic
1. Understand the political and economic
causes and consequences of the War of
1812 and know the major battles, leaders,
and events that led to a final peace.
2. Know the changing boundaries of the
United States and describe the
relationships the country had with its
neighbors (current Mexico and Canada)
and Europe, including the influence of
the Monroe Doctrine, and how those
relationships influenced westward
expansion and the Mexican-American
War.
3. Outline the major treaties with American
Indian nations during the administrations
of the first four presidents and the
varying outcomes of those treaties.
TCI:
The Constitution in a New Nation
USH 08-3
Section 4: Activity 4.3H
Manifest Destiny in a Growing
Nations USH 08-4
Section 1: Activity 1.1
Section 2: Activity 2.2
Section 4: Activity 4.2, 4.4
Websites:
classzone.com
score.rims.k12.ca.us
Literature and Novels:
War of 1812 0805028463
James Monroe 1577652304
River Apart 1550416529
Text & Ancillaries:
Creating America: Beginnings
through World War I
by McDougal Littell
ƒ In-Depth Resources Unit 3, 4
ƒ History Makers: 34-35, 47-50
ƒ CA Reading Toolkit: L41, L42,
L44-L47, L 49, L 55-L56
ƒ CA Enrichment Workbook: 103108
ƒ Reading Study Guide: 1101-109,
111-117
ƒ Document-Based Questions:
Revised October 2007
7
San Bernardino City Unified School District
ƒ
U.S. Constitution and the
Early Republic
10 Days
8.6 Divergent paths of the
American people from 1800 to
the mid-1800s and the
challenges they faced, with
emphasis on the Northeast.
1. Discuss the influence of industrialization
and technological developments on the
region, including human modification of
the landscape and how physical
geography shaped human actions (e.g.,
growth of cities, deforestation, farming,
mineral extraction)
2. Outline the physical obstacles to and the
economic and political factors involved
in building a network of roads, canals,
and railroads (e.g., Henry Clay's
American System)
3. List the reasons for the wave of
immigration from Northern Europe to the
United States and describe the growth in
the number, size, and spatial
arrangements of cities (e.g., Irish
immigrants and the Great Irish Famine)
4. Study the lives of black Americans who
gained freedom in the North and founded
schools and churches to advance their
rights and communities
5. Trace the development of the American
education system from its earliest roots,
including the roles of religious and
private schools and Horace Mann's
campaign for free public education and
its assimilating role in American culture
6. Examine the women's suffrage
Transparencies/Technology
CA Standards Practice: 36-37
Geography: 8, 10
Critical Thinking: 25, 27-30,
37-39
Power Presentations: 9.2, 9.3,
10.2 -10.4, 11.1, 11.3, 13.2,
13.3
TCI:
The Civil War and Reconstruction
USH 08-5
Section 1: Activity 1.1, 1.3, 1.2
The Rise of an Industrial Nation USH
08-6
Section 2: Activity 2.1, 2.2, 2.4
Manifest Destiny in a Growing Nation
USH 08-4
Section 5: Activity 5.1, 5.2
Websites:
classzone.com
score.rims.k12.ca.us
Literature and Novels:
Black Potatoes: The Story of the
Great Irish Famine, 1845-1850
0618002715
Canals 0761413367
American Notes for General
Circulation 0140436499
Elizabeth Cady Stanton: The Right Is
Ours 019511969X
Text & Ancillaries:
Creating America: Beginnings
through World War I
by McDougal Littell
ƒ In-Depth Resources Unit 3, 4
ƒ History Makers: 37-38, 55-56,
88-89, 95-96
ƒ CA Reading Toolkit: L4, L18,
L21, L31. L47. L49. L58-L61, L
Revised October 2007
8
San Bernardino City Unified School District
movement (e.g., biographies, writings,
and speeches of Elizabeth Cady Stanton,
Margaret Fuller, Lucretia Mott, Susan B.
Anthony)
7. Identify common themes in American art
as well as transcendentalism and
individualism (e.g., writings about and by
Ralph Waldo Emerson, Henry David
Thoreau, Herman Melville, Louisa May
Alcott, Nathaniel Hawthorne, Henry
Wadsworth Longfellow)
U.S. Constitution and the
Early Republic
10 Days
8.7 Divergent paths of the
American people on the South
from 1800 to the mid-1800s and
the challenges they faced.
1. Describe the development of the agrarian
economy in the South, identify the
locations of the cotton-producing states,
and discuss the significance of cotton and
the cotton gin
2. Trace the origins and development of
slavery; its effects on black Americans
and on the region's political, social,
religious, economic, and cultural
development; and identify the strategies
that were tried to both overturn and
preserve it (e.g., through the writings and
historical documents on Nat Turner,
Denmark Vesey)
3. Examine the characteristics of white
Southern society and how the physical
environment influenced events and
conditions prior to the Civil War.
4. Compare the lives of and opportunities for
free blacks in the North with those of free
blacks in the South.
ƒ
ƒ
ƒ
ƒ
80-L81, L 90
CA Enrichment Workbook: 109122
Reading Study Guide: 111-113,
139-147
Document-Based Questions:
Strategies and Practice
Transparencies/Technology
CA Standards Practice: 27, 38,
49-52, 81
Geography: 11, 14
Humanities: 21,27
Critical Thinking: 32-33,
40-42
Power Presentations: 4.2, 5.1,
7.4, 11.1, 11.3, 14.1-14.4,
20.1, 20.2, 22.3
TCI:
The Civil War and Reconstruction
USH 08-5
Section 1: Activity 1.1, 1.2, 1.3, 1.4
Colonial Life and the American
Revolution USH 08-2
Section 2: Activity 2.3, 2.4
Websites:
classzone.com
score.rims.k12.ca.us
Literature and Novels:
Growing Up in Slavery0761317635
Daily Life on a Southern Plantation
18953 0140566686
African-American Religion
0195106806
A Nation Dividing, 1800-1860 (As
Part of the Social Studies Adoption)
Text & Ancillaries:
Creating America: Beginnings
Revised October 2007
9
San Bernardino City Unified School District
through World War I
by McDougal Littell
ƒ In-Depth Resources Unit 1, 3 4, 5
ƒ History Makers: 15-16, 37-40,
43-44, 45-46
ƒ CA Reading Toolkit: L13, L16L19, L48. L60
ƒ CA Enrichment Workbook: 123130
ƒ Reading Study Guide: 113-114
ƒ Document-Based Questions:
Strategies and Practice
ƒ Transparencies/Technology
Humanities: 8, 22,28,29
Critical Thinking: 4, 6, 10-12, 31,
33, 40-45
Power Presentations: 2.4, 3.3,
4.1-4.3, 11.2, 14.3, 14.4,
15.1-15.3
U.S. Constitution and the
Early Republic
10 Days
8.8 Divergent paths of the
American people on the West
from 1800 to the mid-1800s and
the challenges they faced.
1. Discuss the election of Andrew Jackson
as president in 1828, the importance of
Jacksonian democracy, and his actions as
president (e.g., the spoils system, veto of
the National Bank, policy of Indian
removal, opposition to the Supreme
Court).
2. Describe the purpose, challenges, and
economic incentives associated with
westward expansion, including the
concept of Manifest Destiny (e.g., the
Lewis and Clark expedition, accounts of
the removal of Indians, the Cherokees'
"Trail of Tears," settlement of the Great
Plains) and the territorial acquisitions that
spanned numerous decades
3. Describe the role of pioneer women and
the new status that western women
achieved (e.g., Laura Ingalls Wilder,
TCI:
Manifest Destiny in a Growing Nation
USH 08-4
Section 1: Activity 1.1, 1.2, 1.3
Section 2: Activity 2.2, 2.3
Section 3: Activity 3.1, 3.2
Section 4: Activity 4.2, 4.3, 4.4
Websites:
classzone.com
score.rims.k12.ca.us
Literature and Novels:
In the Shadow of the Alamo
0152017445
Seasons of the Trail 12893110206
Lewis and Clark: Explorers of the
Louisiana Purchase 0791055132
The Chisholm Trail in American
History 0766013456
Text & Ancillaries:
Creating America: Beginnings
Revised October 2007 10
San Bernardino City Unified School District
Annie Bidwell; slave women gaining
freedom in the West; Wyoming granting
suffrage to women in 1869)
4. Examine the importance of the great
rivers and the struggle over water rights
5. Discuss Mexican settlements and their
locations, cultural traditions, attitudes
toward slavery, land-grant system, and
economies
6. Describe the Texas War for
Independence and the Mexican-American
War, including territorial settlements, the
aftermath of the wars, and the effects the
wars had on the lives of Americans,
including Mexican Americans today
through World War I
by McDougal Littell
ƒ In-Depth Resources Unit 3, 4, 6
ƒ History Makers: 31-32, 41-42,
47-54,77-78
ƒ CA Reading Toolkit:L12, L41,
L49-L 51 L53-L57, L76—L79,
L88, L 90
ƒ CA Enrichment Workbook: 131142
ƒ Reading Study Guide: 129-137
ƒ Document-Based Questions:
Strategies and Practice
ƒ Transparencies/Technology
CA Standards Practice: 35,
42, 44,45, 47, 48, 67, 69
Video: From 13 Colonies to
50 States; Lewis and Clark
Go West
Geography: 8, 10, 13
Humanities: 19, 23, 27, 38
Critical Thinking: 27, 29, 30,
34-39, 55-57
Power Presentations: 2.3, 9.2,
11.3, 12.1, 12.2, 12.4, 13.1-13.4,
19.1-19.4, 22.1, 22.3
Reference: History-Social Science Framework for California Public Schools
• Pages 116 – 118; 125 – 139 Content Standards
•
Pages 177 – 178 Historical and Social Sciences Analysis Skills (Intellectual, Reasoning, Reflection, Research)
1. Chronological and Spatial Thinking (CS1 – CS 4)
2. Historical Research, Evidence and Point of View (HR1 – HR4)
3. Historical Interpretation (HI1 – HI6)
8th Grade United States History District Pacing Schedule
Creating America
Trimester 3
Revised October 2007 11
San Bernardino City Unified School District
Time
Range
Standard
Civil War and Its Aftermath
10 Days
8.9 Analyze the early and
steady attempts to abolish
slavery and to realize the ideals
of the Declaration of
Independence
Sub-Standard
1. Describe the leaders of the movement
(e.g., John Quincy Adams and his
proposed constitutional amendment,
John Brown and the armed resistance,
Harriet Tubman and the Underground
Railroad, Benjamin Franklin, Theodore
Weld, William Lloyd Garrison,
Frederick Douglass)
2. Discuss the abolition of slavery in early
state constitutions.
3. Describe the significance of the
Northwest Ordinance in education and
in the banning of slavery in new states
north of the Ohio River
4. Discuss the importance of the slavery
issue as raised by the annexation of
Texas and California's admission to the
union as a free state under the
Compromise of 1850
5. Analyze the significance of the States'
Rights Doctrine, the Missouri
Compromise (1820), the Wilmot
Proviso (1846), the Compromise of
1850, Henry Clay's role in the Missouri
Compromise and the Compromise of
1850, the Kansas-Nebraska Act (1854),
the Dred Scott v. Sandford decision
(1857), and the Lincoln-Douglas
debates (1858)
6. Describe the lives of free blacks and the
laws that limited their freedom and
economic opportunities
Text/Resources
TCI:
The Civil War and Reconstruction
USH 08-5
Section 1: Activity 1.3, 1.4
Section 2: Activity 2.1P, 2.1,
Websites:
classzone.com
score.rims.k12.ca.us
Literature and Novels:
Stealing South: A Story of the
Underground Railroad 038572912X
John Brown’s Raid on Harpers Ferry
0516270370
Harriet Tubman: Leader of the
Underground Railroad 0791061469
A Nation Dividing, 1800-1860
(As Part of the Social Studies
Adoption)
Text & Ancillaries:
Creating America: Beginnings through
World War I
by McDougal Littell
ƒ In-Depth Resources Unit 2, 3, 4, 5
ƒ History Makers: 45, 46,
s 57-64
ƒ CA Reading Toolkit: L32, L48,
L52, L60-64
ƒ CA Enrichment Workbook: 143154
ƒ Reading Study Guide: 149-157
ƒ Document-Based Questions:
Strategies and Practice
ƒ Transparencies/Technology
CA Standards Practice: 40,
43, 53, 54, 56 44
Video: Harriet Tubman
Revised October 2007 12
San Bernardino City Unified School District
Critical Thinking: 37, 40-45
Primary Source Explorer:
Ida B. Wells
Power Presentations: 8.1, 11.2,
12.3, 14.3, 14.4, 15.1-15.3
Civil War and Its Aftermath
20 Days
8.10 Analyze the multiple
causes, key events and complex
consequences of the Civil War
1. Compare the conflicting interpretations
of state and federal authority as
emphasized in the speeches and writings
of statesmen such as Daniel Webster
and John C. Calhoun
2. Trace the boundaries constituting the
North and the South, the geographical
differences between the two regions,
and the differences between agrarians
and industrialists
3. Identify the constitutional issues posed
by the doctrine of nullification and
secession and the earliest origins of that
doctrine
4. Discuss Abraham Lincoln's presidency
and his significant writings and
speeches and their relationship to the
Declaration of Independence, such as
his "House Divided" speech (1858),
Gettysburg Address (1863),
Emancipation Proclamation (1863), and
inaugural addresses (1861 and 1865)
5. Study the views and lives of leaders
(e.g., Ulysses S. Grant, Jefferson Davis,
Robert E. Lee) and soldiers on both
sides of the war, including those of
black soldiers and regiments
6. Describe critical developments and
events in the war, including the major
battles, geographical advantages and
TCI:
The Civil War and Reconstruction
USH 08-5
Section 1: Activity 1.1, 1.2, 1.3
Section 2: Activity 2.2A, 2.2
Section 3: Activity 3.2A, 3.2, 3.3
Websites:
classzone.com
score.rims.k12.ca.us
Literature and Novels:
Jefferson Davis: Confederate President
0791061442
Robert E. Lee 0791061388
The Long Road to Gettysburg
0618051570
Ulysses S. Grant 0791061396
Dear Mr. President: Abraham Lincoln,
Letters for a Slave Girl 1890817600
The Civil War, A History in
Documents 0195115589
Abraham Lincoln 0439095549
Text & Ancillaries:
Creating America: Beginnings through
World War I
by McDougal Littell
ƒ In-Depth Resources Unit 1, 3, 4, 5
ƒ History Makers: 63-70, 73, 74
ƒ CA Reading Toolkit: L17, L42,
L47, L48, L52, L62, L64-L71
ƒ CA Enrichment Workbook: 155166
ƒ Reading Study Guide: 159-165,
167-175
Revised October 2007 13
San Bernardino City Unified School District
obstacles, technological advances, and
General Lee's surrender at Appomattox
7. Explain how the war affected
combatants, civilians, the physical
environment, and future warfare
Civil War and Its Aftermath
15 Days
8.11 Analyze the character and
lasting consequences of
Reconstruction
1. Students analyze the character and
lasting consequences of Reconstruction
2. Identify the push-pull factors in the
movement of former slaves to the cities
in the North and to the West and their
differing experiences in those regions
(e.g., the experiences of Buffalo
Soldiers)
3. Understand the effects of the Freedmen's
Bureau and the restrictions placed on the
rights and opportunities of freedmen,
including racial segregation and "Jim
Crow" laws
4. Trace the rise of the Ku Klux Klan and
describe the Klan's effects.
5. Understand the Thirteenth, Fourteenth,
and Fifteenth Amendments to the
Constitution and analyze their
connection to Reconstruction
ƒ
ƒ
Document-Based Questions:
Transparencies/Technology
CA Standards Practice13, 56,
58, 60-63
Geography: 15-17
Humanities: 8, 21, 22, 30, 33
Critical Thinking: 10, 12, 26,
31-33, 36, 43-51
Power Presentations: 4.1, 9.3,
11.1, 11.2, 12.3, 15.1, 15.3,
15.4, 16.1-16.3, 17.1-17.3
TCI:
The Civil War and Reconstruction
USH 08-5
Section 4: Activity 4.2, 4.3, 4.2E
Websites:
classzone.com
score.rims.k12.ca.us
Literature and Novels:
Reconstruction: Binding the Wounds
1579600727
Forty Acres and Maybe a Mule
0689833172
The Thirteenth Amendment: Ending
Slavery 0894909231
A Changing America, 1865-1900 (As
Part of the Social Studies Adoption)
Text & Ancillaries:
Creating America: Beginnings through
World War I
by McDougal Littell
ƒ In-Depth Resources Unit 5, 6
ƒ History Makers: 71-74
Revised October 2007 14
San Bernardino City Unified School District
ƒ
ƒ
ƒ
ƒ
ƒ
Civil War and Its Aftermath
10 Days
8.12 Analyze the transformation
of the American economy and
the changing social and political
conditions in the United States
in response to the Industrial
Revolution
1. Trace patterns of agricultural and
industrial development as they relate to
climate, use of natural resources,
markets, and trade and locate such
development on a map
2. Identify the reasons for the development
of federal Indian policy and the wars
with American Indians and their
relationship to agricultural development
and industrialization
3. Explain how states and the federal
government encouraged business
expansion through tariffs, banking, land
grants, and subsidies
4. Discuss entrepreneurs, industrialists,
and bankers in politics, commerce, and
industry (e.g., Andrew Carnegie, John
D. Rockefeller, Leland Stanford)
5. Examine the location and effects of
urbanization, renewed immigration, and
industrialization (e.g., the effects on
social fabric of cities, wealth and
CA Reading Toolkit: L73-L79,
L86
CA Enrichment Workbook: 169178
Reading Study Guide: 177-183
Document-Based Questions:
Strategies and Practice
Transparencies/Technology
CA Standards Practice: 66,
77
Geography: 18
Humanities: 35
Critical Thinking: 51-55, 63
Power Presentations:
18.1-18.3, 19.1, 19.3, 19.4, 21.3
TCI:
The Civil War and Reconstruction
USH 08-6
Section 1: Activity 1.1, 1.2, 1.3, 1,4,
1.5
Section 2: Activity 2.1, 2.2, 2.3, 2.4
Section 3: Activity 3.1
Websites:
classzone.com
score.rims.k12.ca.us
Literature and Novels:
Kids on Strike 0395888921
Children of the Indian Boarding
Schools 1575054671
Rockefeller: Anointed with Oil
0195121473
Alexander Graham Bell 0739844156
Text & Ancillaries:
Creating America: Beginnings through
World War I
by McDougal Littell
ƒ In-Depth Resources Unit 3, 4 6, 7
ƒ History Makers: 43-44, 75-76, 79Revised October 2007 15
San Bernardino City Unified School District
6.
7.
8.
9.
economic opportunity, the conservation
movement)
Discuss child labor, working conditions,
and laissez-faire policies toward big
business and examine the labor
movement, including its leaders (e.g.,
Samuel Gompers), its demand for
collective bargaining, and its strikes and
protests over labor conditions
Identify the new sources of large-scale
immigration and the contributions of
immigrants to the building of cities and
the economy; explain the ways in which
new social and economic patterns
encouraged assimilation of newcomers
into the mainstream amidst growing
cultural diversity; and discuss the new
wave of nativism
Identify the characteristics and impact
of Grangerism and Populis
Name the significant inventors and their
inventions and identify how they
improved the quality of life (e.g.,
Thomas Edison, Alexander Graham
Bell, Orville and Wilbur Wright)
90
CA Reading Toolkit: L 47, L51.
L52, L58, L72, L76, L78-L89
ƒ CA Enrichment Workbook: 179196
ƒ Reading Study Guide: 185-193,
205-213
ƒ Document-Based Questions:
Strategies and Practice
ƒ Transparencies/Technology
CA Standards Practice: 68,
70, 71, 73, 74, 76, 79. 80
Geography: 19, 20
Humanities: 21, 22
Critical Thinking: 31-39
Primary Source Explorer: Like
Country Pretty Much
Power Presentations: 11.1,
12.2, 12.3, 14.1, 17.4, 19.1,
19.3, 19.4, 20.1-20.4,
21.1-21.4, 22.1, 22.2
ƒ
Reference: History-Social Science Framework for California Public Schools
• Pages 116 – 118; 125 – 139 Content Standards
•
Pages 177 – 178 Historical and Social Sciences Analysis Skills (Intellectual, Reasoning, Reflection, Research)
1. Chronological and Spatial Thinking (CS1 – CS 4)
2. Historical Research, Evidence and Point of View (HR1 – HR4)
3. Historical Interpretation (HI1 – HI6)
Revised October 2007 16
San Bernardino City Unified School District
Revised October 2007 17