8th Grade
U.S. History
2009-2010
CURRICULUM MAP
UNDERSTANDING CURRICULUM MAPS
The Organizing Principle is the purpose of each unit of study. The Organizing Principle is like a thesis statement in an essay. A thesis statement
provides the direction for an essay and lets the reader know what the writer is trying to prove. Similarly, an Organizing Principle provides direction for a unit of study in a classroom. It lets the student know what you as a teacher are trying to prove. All the concepts, essential questions, skills,
and vocabulary that you teach should come back to the Organizing Principle. By the end of the unit of instruction, a student should be able to look
atthe Organizing Principle and prove it to you (or perhaps in some instances, disprove it).
The Essential Questions are used in the maps to outline items essential to the coverage of each unit, the things students should absolutely know.
The same holds true for the Concepts and Terms (terms typically involve mostly surface level knowledge).
At the bottom of each unit you will find examples of Teaching Resources. These are only examples of some of the items you can use to teach the
unit.
The Pacing section has been intentionally left blank. Because the placement of the Finance Park and Career Education unit will vary by school
there can be no uniformity in the pacing of the 8th grade US History course across the county. Use this section to outline your class’s individual
timeline based on the guide provided and the timing of your visit to Finance Park.
The Assessment section has been created for each teacher to use in developing his/her curriculum. Teachers are encouraged to utilize a variety of
assessment strategies and not simply rely on the “test generator”. There are currently no standardized unit assessments for Pinellas County Social
Studies courses. The PCS Social Studies Department does, however, use a course wide pre/post test. These tests are given at every level in every
school at both the beginning and end of the course to assess student achievement. When creating his/her unit assessments, the teacher should be sure
that they align with the pre/post test for the course.
One thing to keep in mind is that each of our courses are survey-type courses; we cannot possibly teach everything there is to know about
geography and history. We are bound to the Sunshine State Standards and have a responsibility to teach the necessary timeline.
The maps are designed to help teachers determine areas of coverage and to avoid trying to teach the entire textbook. Instead the maps are designed
around the Organizing Principles, and teachers are encouraged to use a variety of resources to teach the content and skills. The textbook should be
merely one of the resources.
Social Studies
Pinellas County Schools
2009
8th Grade
Advanced United States History
2009-2010
CURRICULUM MAP
Advanced coursework is offered in middle school to provide a more rigorous course of study for middle school students and to prepare them for advanced work in high
school. After taking Advanced courses, an incoming freshman should be prepared to take and be successful in courses such as AP Human Geography, World History, US
History and/or Pre-IB Government and Economics. To this end, Advanced Middle School Social Studies teachers are expected to utilize a variety of instructional strategies / activities and students are expected to participate in more rigorous coursework to include the following:
Instruction should be based on content / skills from the Pinellas County Schools Curriculum Map. The course curriculum map should serve as the instructional guide.
Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology affecting the multiple intelligences and utilizing both individual and cooperative learning.
Students should be engaged in higher order writing on a regular basis, short and extended responses, in-depth essays, and authentic writing. Students must be able to
produce historical writing; that is, they must be able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).
Students should conduct research projects related to the National History Day competition.
Students should read and analyze at least one historical novel.
Assessment should include both formative assessments and summative assessments. The diversity of questions should align to the Pinellas County guidelines for
advanced and honors courses. (Refer to Depth of Knowledge Chart)
15% DOK Level 1 Recall or Reproduction
30% DOK Level 2 Skills and Concepts Basic Reasoning
40% DOK Level 3 Strategic Thinking & Complex Reasoning
15% DOK Level 4 Extended Thinking & Reasoning
Advanced United States History Guide
Western Ex pansion/ Manifest Destiny
Changing America
Civil War
Reconstruction
Finance Park/ Career Education
National History Day
SLUSH- FCAT, School Pictures, High School
Registration, etc.
Social Studies
180
170
160
150
140
130
120
110
100
90
80
70
60
50
40
30
Days
10
10
20
20
15
20
10
20
10
25
15
20
Big Idea
First Americans
Exploration
Colonization
American Revolution
Self Government
10
This guide is designed as a tool to help teachers plan for the year.
Please note that teachers will need to adapt the timeline to fit their
individual classroom based on their participation in NHD and the
timing of their trip to Finance Park.
Chapter
Correlation
(CA)
1
2
3, 4 & 5
6 &7
8&9
1 0, 1 1 , 1 2, & 1 3
14
1 5, 1 6 & 1 7
18
6
181
Pinellas County Schools
2009
8th Grade
Advanced United States History
2009-2010
CURRICULUM MAP
Organizing Principles
8th Grade United States History
1. The First Americans: The First Americans migrated to the Americas where they developed into diverse cultures and civilizations.
2. Exploration: The Age of Exploration led to the colonization of the Americas. European encounters with Native Americans
led to the Columbian Exchange and greatly impacted the Native American way of life.
3. Colonization: Between the late 1500’s and 1763, Europeans began to colonize North America resulting in the development of the transatlantic slave trade and growth of regionally distinct colonies throughout the Americas.
4. American Revolution: Between 1763-1777 British attempts to exert control over the colonies led to violent, organized,
and successful resistance on the part of the colonists. From 1777 to 1783 the American colonies overcame hardships and
disadvantages to win the Revolutionary War and become an independent nation.
5. Self Government: After the Revolution the colonies organized and formed a government with a written Constitution. The
principles and structure of the Constitution explain the powers of the state and federal governments and citizens’ rights and
responsibilities.
6. Western Expansion / Manifest Destiny: Westward Expansion, Manifest Destiny, and the Industrial Revolution greatly
impacted the settlement of the United States and contributed to the expansion of slavery, the continual conflict with Native
Americans and the forced removal of Native Americans from their land.
7. Changing America: Reformists’ ideals and the institution of slavery shaped the culture of the United States in the mid1800s.
8. Civil War: Slavery, and the events and hostilities related to it, led to secession and caused the Civil War.
9. Reconstruction: Along with the changing status of African Americans, the United States faced long-term economic, political, and social challenges during Reconstruction.
10. Finance Park/ Career Education: Basic economic principles and career exploration will enable students to make informed decisions about finances and assist in selecting a high school major.
11. National History Day: Research skills, including analyzing primary and secondary sources, will be introduced and developed through NHD projects.
Social Studies
Pinellas County Schools
2009
8th Grade
Advanced United States History
2009-2010
CURRICULUM MAP
Unit 1: First Americans
Organizing Principle: The First Americans migrated to the Americas where they developed into
diverse cultures and civilizations.
Concept
Theory
Migration
Civilization
Culture
Essential Questions
1.
2.
3.
4.
What theories do historians have about how the first peoples arrived in the Americas?
How did these initial migratory groups evolve into many diverse civilizations?
What impact did environment have on the development of these civilizations and their
technology?
How did Native Americans living in Florida adapt to the unique environment?
First Americans– How do we know about history?
Societies of North America
2
Pacing:
People, Places, Events, Terms
Activities (Teaching Resources)
Social Studies
Estimated Number of Weeks:
Land Bridge
Water Route
Artifact
First Floridians
Technology
Native American Societies
Agriculture
Benchmarks
SS.A.6.3.1
SS.A.2.3.3
SS.A.2.3.4
SS.A.6.3.4
SS.A.2.3.5
SS.A.3.3.2
Assessment
PCS 8th Grade US History Pre Test
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher created assessments meet expectations for rigor and higher order historical thinking in
the Advanced classroom.
15% DOK Level 1 Recall or Reproduction
30% DOK Level 2 Skills and Concepts Basic Reasoning
40% DOK Level 3 Strategic Thinking & Complex Reasoning
15% DOK Level 4 Extended Thinking & Reasoning
Pinellas County Schools
2009
8th Grade
Advanced United States History
2009-2010
CURRICULUM MAP
Unit 2:Exploration
Organizing Principle: The Age of Exploration led to the colonization of the Americas. European
encounters with Native Americans led to the Columbian Exchange and greatly impacted the Native
American way of life.
Concept
Gold, God, and Glory
Exploration
Trade
Enslavement
Essential Questions
1.
2.
3.
4.
How does the phrase “Gold, God, and Glory” explain the motives of European colonization
in the Americas?
What was the impact of the Columbian Exchange on societies of the Americas, Europe, and
Africa?
How did European exploration impact Native American societies?
What factors led to the initial importation of African peoples to the Americas?
Cabeza De Vaca Lesson
Primary Sources v. Coosa
The Gold Disc of Coosa by Virginia Pounds Brown
2
Pacing:
People, Places, Events, Terms
Activities (Teaching Resources)
Social Studies
Estimated Number of Weeks:
Christopher Columbus
1492
Hernando De Soto
Juan Ponce de Leon
Columbian Exchange
Disease
Benchmarks
SS.A.3.3.2
SS.A.4.3.2
SS.B.1.3.4
SS.A.2.3.6
SS.A.6.3.2
SS.A.6.3.1
SS.A.6.3.4
SS.A.2.3.1
Assessment
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher created assessments meet expectations for rigor and higher order historical thinking in
the Advanced classroom.
15% DOK Level 1 Recall or Reproduction
30% DOK Level 2 Skills and Concepts Basic Reasoning
40% DOK Level 3 Strategic Thinking & Complex Reasoning
15% DOK Level 4 Extended Thinking & Reasoning
Pinellas County Schools
2009
8th Grade
Advanced United States History
2009-2010
CURRICULUM MAP
Unit 3: Colonization
Organizing Principle: Between the late 1500’s and 1763, Europeans began to colonize North
America resulting in the development of the transatlantic slave trade and growth of regionally distinct colonies throughout the Americas.
Concept
Estimated Number of Weeks: 4
Essential Questions
Pacing:
People, Places, Events, Terms
Colony
Region
Environment
1.
2.
3.
4.
How did culture and social institutions impact the development of the American colonies?
How did economic issues impact the development of the American colonies?
What role did geography play in the development of the American colonies?
In what ways has conflict resulted from the migration and settlement of people in the North
American colonies?
Spanish Colonies
St. Augustine
Missions
British Colonies
Jamestown
Plymouth
New France
Indentured Servant
Slavery
Economy
1.
2.
What was the economic impact of the Triangle Trade in Europe? Africa? The Americas?
How did slavery influence and change racial attitudes among Europeans and American colonists?
West African Societies
Triangular Trade
Middle Passage
Activities (Teaching Resources)
Colonial Settlements Lesson
Primary Source Analysis: Plymouth Colony
DBQ Jamestown: Why Did So Many Colonists Die?
Slave Voyages Database Lesson
Origins of Slavery
Native Americans Integration Plan
The Light in the Forest by Conrad Richter (Lexile 870)
Copper Sun by Sharon Draper (Lexile 820)
The Kidnapped Prince by Ann Cameron
Social Studies
Benchmarks
SS.A.6.3.1
SS.A.6.3.4
SS.A.4.3.2
SS.A.3.3.1
SS.B.2.3.1
SS.A.2.3.1
SS.A.2.3.2
Assessment
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher created assessments meet expectations for rigor and higher order historical thinking in
the Advanced classroom.
15% DOK Level 1 Recall or Reproduction
30% DOK Level 2 Skills and Concepts Basic Reasoning
40% DOK Level 3 Strategic Thinking & Complex Reasoning
15% DOK Level 4 Extended Thinking & Reasoning
Pinellas County Schools
2009
8th Grade
Advanced United States History
2009-2010
CURRICULUM MAP
Unit 4: American Revolution
Organizing Principle: Between 1763-1777 British attempts to exert control over the colonies led to violent,
organized, and successful resistance on the part of the colonists. From 1777 to 1783 the American colonies
overcame hardships and disadvantages to win the Revolutionary War and become an independent nation.
Concept
Equality
Liberty
Taxation
Rights
Treaty
Congress
Protest
Militia
Army
Alliance
Strategy
Essential Questions
4
Pacing:
People, Places, Events, Terms
1.
How did the struggle for control over North America between the British and the French lead
to increased tension between the British government and the American colonies?
2. How did colonists react to new taxes and laws enacted by the British government following
the French and Indian War?
3. How did the meetings of the first and second Continental Congresses impact the fate of the
American colonies?
4. What are the core principles of the Declaration of Independence?
5. What were the advantages and disadvantages of each side as they entered the war?
6. Why were some colonists Loyalists, while others were Patriots?
7. How were the Americans able to win the war despite their many disadvantages?
8. What were some of the many roles that women played during the Revolution. What impact
did the war have on their lives?
9. How were Native Americans involved in the Revolution?
10. What role did African Americans play in the Revolution? How did the revolution impact
their lives?
11. How did the American Revolution influence Europe during the 18th and 19th centuries?
Activities (Teaching Resources)
French and Indian War
Treaty of Paris
Proclamation of 1763
Transferred ownership of FL
East & West FL
King George III
Stamp Act
Boston Massacre
Boston Tea Party
Benjamin Franklin
Declaration of Independence
Thomas Jefferson
1776
Women of the Revolution
Native Americans of the Revolution
FL loyal to Britain
Lexington/ Concord
Tory/ Loyalist
Patriot/Rebel
Mercenary
George Washington
Spanish regain West FL
Yorktown
Benchmarks
SS.A.4.3.3
SS.B.1.3.1
SS.A.6.3.4
SS.C.2.3.6
SS.A.3.3.2
SS.C.1.3.6
SS.C.1.3.1
SS.C.1.3.2
SS.A.3.3.3
SS.A.4.3.2
Assessment
French and Indian War
DBQ Valley Forge: Would You Have Quit?
American Revolution Review
Causes of the American Revolution
Road to Revolution Mini Research Project
My Brother Sam is Dead by James Collier and Christopher Collier (Lexile 770)
April Morning by Howard Fast (Lexile 1050)
Social Studies
Estimated Number of Weeks:
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher created assessments meet expectations for rigor and higher order historical thinking in
the Advanced classroom.
15% DOK Level 1 Recall or Reproduction
30% DOK Level 2 Skills and Concepts Basic Reasoning
40% DOK Level 3 Strategic Thinking & Complex Reasoning
15% DOK Level 4 Extended Thinking & Reasoning
Pinellas County Schools
2009
8th Grade
Advanced United States History
2009-2010
CURRICULUM MAP
Unit 5: Self Government
Organizing Principle: After the Revolution the colonies organized and formed a government with a
written Constitution. The principles and structure of the Constitution explain the powers of the state
and federal governments and citizens’ rights and responsibilities.
Concept
Confederation
Constitution
Republic
Democracy
Federalism
Rights
Citizenship
Amend
Essential Questions
1.
2.
3.
4.
5.
6.
3
Pacing:
People, Places, Events, Terms
What were the weaknesses of the initial government created by the Articles of Confederation? How did those weaknesses lead to the American government’s inability to meet the
challenges of the time?
What conflicts arose during the development of the US Constitution and how were they resolved?
How does the Constitution limit the power of government?
What are the roles of each of the three branches of government?
What are the powers of each branch to check each other’s power?
Why was the Bill of Rights added to the Constitution? What key issues does it address?
Activities (Teaching Resources)
Constitutional Convention
Great Compromise
3/5 Compromise
James Madison
Federal System
Republic
Popular Sovereignty
Separation of Powers / 3 Branches
Checks/Balances
Individual Rights
Power/ Responsibilities
Amendment
Bill of Rights
Citizenship
Benchmarks
SS.C.2.3.1
SS.A.4.3.3
SS.C.1.3.4
SS.C.2.3.4
SS.C.2.3.2
SS.C.1.3.1
SS.A.1.3.2
SS.C.1.3.6
SS.C.1.3.3
SS.C.2.3.3
SS.C.2.3.6
Assessment
Create Your Own Government (CA/pg 105/INTEGRATED TECHNOLOGY)
4th Amendment Lesson
Constitutional Convention
DBQ: How Did the Constitution Guard Against Tyranny?
Social Studies
Estimated Number of Weeks:
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher created assessments meet expectations for rigor and higher order historical thinking in
the Advanced classroom.
15% DOK Level 1 Recall or Reproduction
30% DOK Level 2 Skills and Concepts Basic Reasoning
40% DOK Level 3 Strategic Thinking & Complex Reasoning
15% DOK Level 4 Extended Thinking & Reasoning
Pinellas County Schools
2009
8th Grade
Advanced United States History
2009-2010
CURRICULUM MAP
Unit 6: Westward Expansion/ Manifest Destiny
Organizing Principle: Westward Expansion, Manifest Destiny and the Industrial Revolution greatly
Estimated Number of Weeks:
impacted the settlement of the United States and contributed to the expansion of slavery, the continual conflict with Native Americans and the forced removal of Native Americans from their land.
Concept
Essential Questions
Manifest Destiny
Expansion
Industry
Nationalism
Sectionalism
Migration
Cede/ Cession
Annex
1.
Nation
Sovereignty
Relocation
Reservation
1.
2.
3.
4.
5.
6.
7.
8.
9.
2.
3.
4.
Pacing:
People, Places, Events, Terms
Benchmarks
How did Manifest Destiny help Americans to justify their desire to extend the US to the Pacific?
How did the Louisiana Purchase impact the future of the United States?
What was the importance of the information gathered by the Corps of Discovery?
How did the US government try to diminish the growth of sectionalism that resulted from the
country's continuing expansion?
How did African American slaves maintain strong family and cultural ties with one another?
What were the cultural and economic impacts of innovations of the Industrial Revolution?
What problems arose between the US settlers and Tejanos in Texas? What events followed?
What motivated Americans to move to the west between 1820 and 1850?
What conflicts arose with Mexico as a result of American settlement in the west?
Manifest Destiny
Louisiana Purchase and Exploration
Lewis & Clark
York
Sacagawea
Industrial Revolution
Missouri Compromise
Sectionalism / Nationalism
Trails West
Texas Revolution
Mexican War
California Gold Rush
SS.B.1.3.3
SS.B.2.3.1
SS.B.2.3.8
SS.A.2.3.4
SS.B.1.3.4
SS.A.4.3.4
SS.A.4.3.1
In what ways did conflict result from the migration and settlement of Americans as they expanded across the continent into Native American lands?
How did Andrew Jackson’s response to the Supreme Court ruling in Worcester v Georgia
impact Native Americans?
How did the Seminole tribe respond to the Indian Removal Act? How was their response
different from other tribes?
Where were the new Indian Territories located and how did tribes get to these new settlements?
Andrew Jackson
Indian Removal Act
Trail of Tears
Seminoles
Seminole Wars
Florida becomes US Territory
SS.A.4.3.3
SS.A.4.3.4
SS.A.3.3.2
SS.A.6.3.4
SS.A.6.3.3
Activities (Teaching Resources)
Assessment
Surviving the Oregon Trail (CA/pgs 398-399)
New Found Land
Manifest Destiny Art Analysis
Tejanos v. Texans Lesson
Analyzing Political Cartoons
DBQ: Was the United States Justified in Going to War With Mexico?
Lyddie by Katherine Paterson (Lexile 860)
New Found Land by Allen Wolf (Lexile 850)
Social Studies
4
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher created assessments meet expectations for rigor and higher order historical thinking in
the Advanced classroom.
15% DOK Level 1 Recall or Reproduction
30% DOK Level 2 Skills and Concepts Basic Reasoning
40% DOK Level 3 Strategic Thinking & Complex Reasoning
15% DOK Level 4 Extended Thinking & Reasoning
Pinellas County Schools
2009
8th Grade
Advanced United States History
2009-2010
CURRICULUM MAP
Unit 7: Changing America 1820-1860
Organizing Principle: Reformists’ ideals and the institution of slavery shaped the culture of the
United States in the mid-1800s.
Concept
Immigration
Nativism
Prejudice
Reform Movements
Abolition
Essential Questions
1.
2.
3.
4.
5.
What were the push and pull factors that lead to increased immigration to the United States
during this period?
How did cultural and social institutions impact development of American styles of art and
literature? How did art and literature in turn impact the culture of mid nineteenth century
America?
How did Americans seek to reform society during the mid nineteenth century?
In what ways did the Abolitionist movement battle against slavery?
What rights did women begin working towards in the mid nineteenth century?
Early Republic Immigrants Lesson
Compare and Contrast Children’s Lives , Now and Then
Farm to Factory Lesson
DBQ: What Was Harriet Tubman's Greatest Achievement?
DBQ- How Free Were Free Blacks in the North?
The Fires of Jubilee: Nat Turner’s Fierce Rebellion by Stephen Oats
Pacing:
People, Places, Events, Terms
Activities (Teaching Resources)
Social Studies
Estimated Number of Weeks: 2
Immigrant
Abolition
Sojourner Truth
Fredrick Douglass
William Lloyd Garrison
Harriet Tubman
Underground Railroad
Seneca Falls Convention
Suffrage
Benchmarks
SS.A.2.3.3
SS.A.2.3.6
SS.A.2.3.7
SS.A.4.3.3
SS.C.2.3.1
SS.A.3.3.1
SS.A.1.3.3
Assessment
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher created assessments meet expectations for rigor and higher order historical thinking in
the Advanced classroom.
15% DOK Level 1 Recall or Reproduction
30% DOK Level 2 Skills and Concepts Basic Reasoning
40% DOK Level 3 Strategic Thinking & Complex Reasoning
15% DOK Level 4 Extended Thinking & Reasoning
Pinellas County Schools
2009
8th Grade
Advanced United States History
2009-2010
CURRICULUM MAP
Unit 8: Civil War
Organizing Principle: Slavery, and the events and hostilities related to it, led to secession and
caused the Civil War.
Concept
Sectionalism
State’s Rights
Essential Questions
1.
Pacing:
People, Places, Events, Terms
Benchmarks
3.
4.
5.
Sectionalism
FL Statehood
Compromise of 1850
Uncle Tom’s Cabin
Dred Scott
Abraham Lincoln
Election of 1860
Secession
SS.D.2.3.1
SS.C.2.3.1
SS.D.1.3.3
SS.A.3.3.1
SS.A.4.3.3
SS.A.3.3.4
SS.A.3.3.2
S.S.C.1.3.4
1.
2.
3.
4.
5.
6.
7.
8.
What were the war aims and strategies of the Union and the Confederacy entering the war?
How did the lives of Americans change because of the war?
What role did women play in the Civil War?
What role did African Americans play in the Civil War?
How did the war affect the economies of the North and the South?
What was the purpose of the Emancipation Proclamation and what did it accomplish?
What was the impact of Lincoln's Gettysburg Address?
How did the Union’s policy of total war contribute to the defeat of the Confederacy?
Fort Sumter
CSA/Confederate/ Rebel
USA/ Union/ Yankee
Emancipation Proclamation
Jefferson Davis
Ulysses S. Grant
Robert E. Lee
Women in Civil War
Natural Bridge
Gettysburg Address
Appomattox
Advantages/Disadvantages
SS.C.1.3.2
SS.C.1.3.4
SS.A.4.3.2
SS.A.3.3.2
SS.A.4.3.3
Activities (Teaching Resources)
DBQ: Why Was the Battle of Gettysburg a Turning Point?
African Americans in the Civil War
Civil War Music
Emancipation Proclamation Debate the Documents
Civil War Stations
Behind Rebel Lines by Seymour Reit (Lexile 830)
Social Studies
4
How did the North and South differ in terms of population, economy and resources in the
years leading up to the Civil War?
How did the debate over slavery and the admission of new states change between the Missouri Compromise to the Compromise of 1850?
How did the decision in the Dred Scott case create conflict in the nation?
How did the election of 1860 demonstrate the clear lines of division among the states?
What were the justifications given by the Confederate States for breaking from the Union?
2.
Civil War
Emancipate
Total War
Estimated Number of Weeks:
Assessment
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher created assessments meet expectations for rigor and higher order historical thinking in
the Advanced classroom.
15% DOK Level 1 Recall or Reproduction
30% DOK Level 2 Skills and Concepts Basic Reasoning
40% DOK Level 3 Strategic Thinking & Complex Reasoning
15% DOK Level 4 Extended Thinking & Reasoning
Pinellas County Schools
2009
8th Grade
Advanced United States History
2009-2010
CURRICULUM MAP
Unit 9: Reconstruction
Organizing Principle: Along with the changing status of African Americans, the United States
faced long-term economic, political, and social challenges during Reconstruction.
Concept
Reconstruction
Civil Rights
Segregation
Essential Questions
1.
2.
3.
4.
5.
6.
7.
How did the assassination of Abraham Lincoln affect southern Reconstruction?
What was the state of the southern economy following the Civil War?
How did Florida’s government change during Reconstruction?
How did the Constitutional Amendments of the period affect African Americans?
How did some Southerners deprive freed people of their rights? How did Congress respond?
How did Southern life change during Reconstruction?
What effect did the Compromise of 1877 have on Reconstruction?
DBQ: North or South: Who Killed Reconstruction?
Reconstruction Amendments
Radical Reconstruction
Disputed Election of 1876
Sarny: A Life Remembered by Gary Paulson (Lexile 840)
2
Pacing:
People, Places, Events, Terms
Activities (Teaching Resources)
Social Studies
Estimated Number of Weeks:
Reconstruction
13th Amendment
14th Amendment
15th Amendment
Lincoln’s Assassination
Ku Klux Klan
Sharecropping
Election of 1876
Compromise of 1877
Jonathan Gibbs
Freedmen’s Bureau
Jim Crow Laws/Black Codes
Civil Rights
Disenfranchisement
Benchmarks
SS.C.1.3.2
SS.A.3.3.2
SS.C.2.3.1
SS.D.2.3.1
SS.C.1.3.6
SS.A.3.3.4
SS.C.1.3.6
SS.A.2.3.2
Assessment
Teacher Created Assessments
Be sure to follow the percentage guidelines to ensure that teacher created assessments meet expectations for rigor and higher order historical thinking in
the Advanced classroom.
15% DOK Level 1 Recall or Reproduction
30% DOK Level 2 Skills and Concepts Basic Reasoning
40% DOK Level 3 Strategic Thinking & Complex Reasoning
15% DOK Level 4 Extended Thinking & Reasoning
PCS Advanced US History Post Test
Post test includes content from the Finance Park curriculum.
Pinellas County Schools
2009
8th Grade
Advanced United States History
2009-2010
CURRICULUM MAP
Unit 10: Finance Park/ Career Education
Organizing Principle: Basic economic principles and career exploration will enable students to
make informed decisions about finances and assist in selecting a high school major.
Concept
Budget
Taxes
Financial Institutions
Income
Career
Essential Questions
1.
2.
3.
Pacing:
Financial Institution
Stock Market
Stocks and Bonds
Mutual Funds
Budget
Credit / Debit Card
Checkbook
Gross Income
Net Income
Savings/PYF
Medicare
Social Security/FICA
Local, State, & Federal Taxes
Activities (Teaching Resources)
Social Studies
5
People, Places, Events, Terms
What are the functions of financial institutions?
What factors are involved in developing a monthly budget?
How can I begin planning for a career path?
Finance Park Kit
ePEP, Choices, High School Majors
https://facts23.facts.org/navigation/pages/splash.jsp?pageId=01
Estimated Number of Weeks:
Benchmarks
SS.D.2.3.3
SS.D.1.3.1
SS.D.1.3.2
SS.D.1.3.3
Assessment
Finance Park Pre Test
Simulation Assessment (Finance Park Field Trip)
Finance Park Post Test
Pinellas County Schools
2009
8th Grade
Advanced United States History
2009-2010
CURRICULUM MAP
Unit 11: National History Day
Organizing Principle: Research skills, including analyzing primary and secondary sources, will be
introduced and developed through NHD projects.
Concept
Theme
Research
Problem Solving
Critical Thinking
Citation
Estimated Number of Weeks:3 weeks Pacing:
(15 days) of class time spread out
over 19 week curriculum
Essential Questions
1.
2.
3.
4.
5.
6.
People, Places, Events, Terms
Why is it critical to develop a research plan prior to beginning to write?
How do you choose appropriate reference materials for a research task and evaluate them for
validity and reliability?
How do you organize, classify, and synthesize research information effectively?
How do you identify bias, prejudice, or propaganda in sources?
What is the importance of legal and ethical practices, including laws regarding libel, slander,
the use of mass media, copyright, digital sources, and plagiarism? What are the associated
consequences?
Why is it important to communicate the results of research in a clear, well-supported, and
ethically documented product?
Activities (Teaching Resources)
See NHD folder in Advanced US History Resources CD
Social Studies
Thesis
Primary Source
Secondary Source
Annotated Bibliography
Plagiarism
Performance
Documentary
Website
Paper
Exhibit
Benchmarks
SS.8.A.1.1
SS.8.A.1.4
SS.8.A.1.5
SS.8.A.4.3
SS.8.A.4.8
Assessment
Project Assessment
Pinellas County Schools
2009