Unit 1
Colonization
Standard
Skills
(verbs)
Concepts
SS.8.2.1
Compare the
relationships among
the British, French,
Spanish and Dutch
in their struggles for
colonization of
North America
Compare
Relationships
British
French
Spanish
Dutch
Struggles
colonization
North America
Formative Assessment
Section
Ch. 2,
Section 1
Ch. 2,
Section 2
Ch. 2,
Section 3
Ch. 2,
Section 4
Ch. 2,
Section 5
SS.8.2.2
Compare the
characteristics of
New England,
Middle, and
Southern Colonies
Compare
5 Weeks
Foundational Skills
DO TEACH
None
DO NOT TEACH
ALL
“Columbus’s
Discoveries”
“Columbian Exchange”
“Slavery Comes to
America”
“Florida”
“Settling the
Borderlands”
“Impact on American
Indians”
ALL
“Cortez Conquers
Mexico”
“Pizarro conquers
Peru”
“Settling Jamestown”
“The Starving Time”
“Jamestown Survives”
Beginning paragraphs
“The Lost Colony of
Roanoke”
“The Seven Cities of
Cibola”
“The Coronado
Expedition”
Blueprint
Compare the
different political,
economic,
geographic, cultural,
and religious
Characteristics of
British, French,
Spanish, and Dutch
Colonies.
none
Ch. 2,
ALL
none
Section 6
Resources:
BrainPop:
*“Columbian Exchange”
*Reading Like a Historian: Examining Passenger Lists –chapter 3
(http://sheg.stanford.edu/examining-passenger-lists)
Characteristics TCI Ch. 3 preview
Compare the
New England
TCI Ch. 3 presentation slides 3&4-print copies for students
characteristics of
colonies
TCI Ch. 3 sections 1-10 (ISN)
colonial
Middle
TCI Ch. 3 Reading Further
governments,
Colonies
BrainPop:
geographic
Southern
* “Thirteen Colonies”
influences,
Colonies
* “Thanksgiving”
occupations,
Resources:
religion, education,
*Colonial life compare/contrast: (http://chnm.gmu.edu/tahsettlement
th
1
8 Grade US History Curriculum Guide 2015-16
Unit 1
Colonization
SS.8.2.3
Differentiate
economic systems
of New England.
Middle, and
Southern Colonies
including
indentured servants
and slaves as labor
sources
Differenti
ate
SS.8.2.4
Identify the impact
of key colonial
figures on the
economic, political,
and social
development of the
colonies
Identify
Economic
systems,
New England
colonies,
Middle
Colonies,
Southern
colonies,
Indentured
servants,
Slaves
Impact,
Figures,
Economic
development,
Political
Development,
Social
Development
5 Weeks
loudoun/blog/lessons/colonial-life-comparecontrast/)
*Beyond the Bubble Mayflower Compact assessment
(https://beyondthebubble.stanford.edu/assessments/signingmayflower-compact)
*DBQ - “What caused the Salem witch trial hysteria of 1692?”
*AVID Compare/Contrast
TCI Ch. 4 sections 1-9, and placard activity (ISN)
TCI Ch. 4 Pre/post reading challenge
TCI Ch. 4 Processing Activity
Resources:
*13 Originals--Founding the American Colonies - chapter 3
http://www.timepage.org/spl/13colony.html
*Early Colonial Labor Force:
(http://www.teachingushistory.org/lessons/early_labor.htm)
*AVID Descriptive Writing—a Sensory Moment in Time
TCI Ch. 4 Reading further- Writing a Diary Entry
CPALMS includes 2 resources for teaching this standard
BrainPop:
* “Pocahontas”
Resources:
*Why do we remember Paul Revere?
(http://edsitement.neh.gov/lesson-plan/why-do-we-rememberrevere-paul-reveres-ride-history-and-literature#sect-activities)
*George Washington, the living symbol:
(http://edsitement.neh.gov/lesson-plan/george-washington-livingsymbol#sect-introduction )
2
patterns, social
patterns
Of New England,
Middle and
Southern Colonies.
Contrast the
different colonial
economic systems,
geographic
influences,
occupations,
education,
settlement patterns,
and social patterns
of the New England,
Middle, and
Southern
Colonies.
Identify the
Economic, Political,
and Social
developments as a
result of the impact
of figures like John
Smith, William
Penn, Roger
Williams, Anne
Hutchinson, John
Winthrop, Jonathan
Edwards, William
Bradford, Nathaniel
Bacon, John Peter
Zenger, and Lord
Calvert.
8th Grade US History Curriculum Guide 2015-16
Unit 1
Colonization
5 Weeks
SS.8.A.2.5 Discuss
the impact of
colonial settlement
on Native American
populations.
Discuss
Impact,
Settlement,
Native
Americans
TCI Unit 1 Geography Challenge
TCI Ch. 2 Reading Further
BrainPop:
* “American Indians”
Resources:
*Reading Like A Historian- mapping the World
(http://sheg.stanford.edu/mapping-new-world)
SS.8.A.2.6 Examine
the causes, course,
and consequences
of the French and
Indian War.
Examine
Causes,
course,
consequences
,
French and
Indian War
TCI Ch. 4 Reading Like a Historian
TCI Ch. 5 section 2 (ISN)
BrainPop:
* “French and Indian War”
Resources:
*French & Indian War: Causes & Effects
(https://educatedteacher.wordpress.com/2009/11/17/french-indianwar-causes-effects/)
*Beyond the Bubble-7 Years War
(https://beyondthebubble.stanford.edu/assessments/seven-yearswar)
*AVID Annotated Timeline
3
Discuss how colonial
settlement
impacted Native
American
populations in the
following areas;
war, disease, loss of
land, westward
displacement of
tribes and increased
conflict between
tribes, and
dependence on
trade for Western
goods, including
guns.
Examine the
ongoing conflict
between France and
England, territorial
disputes, trade
competition, Ft.
Duquesne, Ft.
Quebec, Treaty of
Paris, heavy British
debt.
8th Grade US History Curriculum Guide 2015-16
Unit 1
Colonization
SS.8.A.2.7 Describe
the contributions of
key groups
(Africans, Native
Americans, women,
and children) to the
society and culture
of colonial America.
Describe
SS.8.C.1.4
Identify the
evolving forms of
civic and political
participation from
the colonial period
through
Reconstruction
SS.8.C.2.1
Evaluate and
compare the
essential ideals and
principles of
American
constitutional
government
expressed in
primary sources
from the colonial
period to
Reconstruction
5 Weeks
Contributions,
Groups(Native
Americans,
Africans,
women,
children),
Culture of
Colonial
America
Resources:
*Washington and Slavery: the 1799 Census:
(http://www.mountvernon.org/educational-resources/forteachers/lesson-plans-and-materials/middle-school/ )
Identify
Evolving,
Civic and
political
participation,
Colonial
Period
*AVID Close read of Mayflower Compact
*AVID Close read Fundamental Orders of Connecticut:
(http://teachingamericanhistory.org/library/document/thefundamental-orders-of-connecticut/)
Evaluate,
Compare
Essential
ideals,
Principles,
American
constitutional
government,
Expressed,
Primary
sources,
Colonial
Period
*Reading Like a Historian: Pocahontas Chapter 2
(http://sheg.stanford.edu/pocahontas)
4
Describe how British
settlement in the
American colonies
was affected by the
contributions of key
groups (Africans,
Native Americans,
women and
children)to the
society and culture
of colonial America.
8th Grade US History Curriculum Guide 2015-16
Unit 1
SS.8.E.2.3
Assess the role of
Africans and other
minority groups in
the economic
development of the
United States
SS.8.G.2.1
Identify the physical
elements and the
human elements
that define and
differentiate
regions as relevant
to American history
Colonization
Assess
Africans,
Minority
groups,
Economic
development
See resources for A.2.3
Identify
Physical
elements,
Human
elements,
Define,
Differentiate,
Regions
See resources for A.2.2, and A.2.5
5
5 Weeks
8th Grade US History Curriculum Guide 2015-16
Unit 2
American Revolution
4 Weeks
Standard
Skills
(verbs)
Concepts
Formative Assessment
Foundational Skills
SS.8.3.1
Explain the
consequences
of the French
and Indian War
in British
policies for the
American
colonies from
1763 - 1774.
SS.8.3.2
Explain
American
colonial
reaction to
British policy
from 1763 1774.
Explain
Consequences,
French and
Indian War,
British policies
TCI Ch. 5 (ISN)
TCI Ch. 5 Reading Challenge
TCI Ch. 5 Reading Like a Historian; Stamp Act mini-q
TCI Unit 2 Geography Challenge
Resources:
*AVID Cause and Effect Organizer
Proclamation of 1763,
Sugar Act, Quartering
Act, Stamp Act,
Declaratory Act,
Townshend Acts, Tea
Act, Quebec Act, and
Coercive Acts
Explain
American
colonial
reaction,
British policy
TCI Ch. 5 (ISN)
TCI Ch. 5 Processing
TCI Ch. 5 presentation slide 10
TCI Ch. 5 presentation Colonial Town Hall Meeting
CPLAMS includes 1 resource for teaching this standard
BrainPop:
* “Causes of the American Revolution”
Resources:
*Novel: “My Brother Sam is Dead”
*PBS Interactive Game (http://www.pbs.org/ktca/liberty/road.html)
*Smithsonian primary sources
(http://www.smithsoniansource.org/display/primarysource/results.as
px?hId=1004)
*Lesson plan on the American Revolution
(http://www.discoveryeducation.com/teachers/free-lessonplans/the-revolutionary-war.cfm )
*AVID Recycled Story Through a Pattern
Written protests,
boycotts, unrest
leading to the Boston
Massacre, Boston Tea
Party, First Continental
Congress, Stamp Act
Congress, Committees
of Correspondence
6
Blueprint
8th Grade US History Curriculum Guide 2015-16
Unit 2
SS.8.3.3
Recognize the
contributions of
the Founding
Fathers (John
Adams, Sam
Adams,
Benjamin
Franklin, John
Hancock,
Alexander
Hamilton,
Thomas
Jefferson,
James Madison,
George Mason,
George
Washington)
during
American
Revolutionary
efforts.
SS.8.3.4
Examine the
contributions of
influential
groups to both
the American
and British war
efforts during
the American
Revolutionary
War and their
effects on the
outcome of the
war.
American Revolution
4 Weeks
Recognize Contributions,
Founding
Fathers,
American
Revolutionary
efforts
TCI Ch. 6 Reading Challenge
TCI Ch. 6 presentation slide 10
CPALMS includes 3 resources for teaching this standard
BrainPop:
* “Benjamin Franklin”
* “John Adams”
* “George Washington”
Resources:
*Jefferson vs. Franklin Renaissance Men
(http://edsitement.neh.gov/lesson-plan/jefferson-vs-franklinrenaissance-men)
John Adams, Sam
Adams, Benjamin
Franklin, John Hancock,
Alexander Hamilton,
Thomas Jefferson,
James Madison,
George Mason, George
Washington, Thomas
Paine, John Jay, Peter
Salem
Examine
TCI Ch. 7 section 4
TCI Unit 2 Timeline Skills
Resources:
*Colonial Women during the Revolution
(https://web.csulb.edu/projects/elizabethmurray/EM/elemcolwomen
.html)
*African Americans in the American Revolution
(http://www.nps.gov/kimo/learn/education/classrooms/africanamericans-in-the-american-revolution.htm)
*PBS Liberty! The American Revolution, Lesson 1 “The Reluctant
Revolutionaries” (http://www.pbs.org/ktca/liberty/)
*DBQ “How Revolutionary was the American Revolution?”
*AVID Descriptive Writing—a Sensory Moment in Time
Foreign alliances,
freedmen, Native
Americans, slaves,
women, soldiers,
Hessians
Contributions,
Influential
groups,
American war
efforts,
British war
efforts,
American
Revolutionary
War,
Effects,
Outcome of
the war
7
8th Grade US History Curriculum Guide 2015-16
Unit 2
American Revolution
4 Weeks
SS.8.3.5
Describe the
influence of
individuals on
social and
political
developments
during the
Revolutionary
era.
Describe
Influence,
Individuals,
Social and
political
developments,
Revolutionary
era
TCI Textbook pg. 180 Abigail Adams’s letter
CPALMS includes 4 resources for teaching this standard
Resources:
*Abigail Adams’s letter to John Adams
(http://teachingamericanhistory.org/library/document/letter-tojohn-adams/)
*Phyllis Wheatley’s letter to George Washington
(http://www.mountvernon.org/research-collections/digitalencyclopedia/article/phillis-wheatley/)
*Picture Book read-aloud-Molly Bannaky (grandmother to Benjamin
Banneker)
James Otis, Mercy Otis
Warren, Abigail Adams,
Benjamin Banneker,
Lemuel Haynes, and
Phyllis Wheatley
SS.8.3.6
Examine the
causes, course,
and
consequences
of the American
Revolution.
Examine
Cause,
Course,
Consequences,
American
Revolution
TCI Ch. 7 sections 1-8 (ISN)
TCI Ch. 7 Reading Challenge
CPALMS includes 2 resources for teaching this standard
BrainPop:
* “American Revolution”
Resources:
*DBQ-“How Revolutionary was the American Revolution?”
*Beyond the Bubble-Washington Crosses the Delaware
(https://beyondthebubble.stanford.edu/assessments/washingtoncrosses-delaware)
* War of Independence
(http://amhistory.si.edu/militaryhistory/resources/lesson1.pdf)
*AVID Annotated Timeline
SS.8.3.7
Examine the
structure,
content, and
consequences
of the
Declaration of
Independence.
Examine
Structure,
Content,
Consequences,
Declaration of
Independence
TCI Ch. 6 sections 1-5 (ISN)
TCI Ch. 6 presentation slides 16-31
TCI Ch. 6 Reading Like a Historian– The Declaration of Independence
TCI Ch. 6 Processing Activity
BrainPop:
* “Declaration of Independence”
Resources:
*Beyond the Bubble assessment
(https://beyondthebubble.stanford.edu/assessments/declarationindependence)
*AVID Letter of Concern to a Government Official
Battles of Lexington
and Concord, Common
Sense, Second
Continental Congress,
Battle of Bunker Hill,
Battle of Cowpens,
Battle of Trenton, Olive
Branch Petition,
Declaration of
Independence, winter
at Valley Forge, Battles
of Saratoga and
Yorktown, Treaty of
Paris
Examine how the
Declaration of
Independence affected
the start, and the
consequences of the
American Revolution
and the founding
principles of our
nation.
8
8th Grade US History Curriculum Guide 2015-16
Unit 2
SS.8.3.8
Examine
individuals and
groups that
affected
political and
social
motivations
during the
American
Revolution
American Revolution
Examine
Individuals,
Groups,
Affected,
Political and
social
motivations,
American
Revolution
TCI Ch. 5 section 6 (ISN)
TCI Ch. 6 Reading further
TCI Ch. 7 Processing activity
CPALMS includes 3 resources for teaching this standard
Resources:
*Lesson Plan on Loyalists (http://sheg.stanford.edu/loyalists)
*AVID Writing from Different Perspectives
9
4 Weeks
Ethan Allen and the
Green Mountain Boys,
the Committees of
Correspondence, Sons
of Liberty, Daughters of
Liberty, the Black
Regiment (in churches),
Patrick Henry, Patriots,
Loyalists, individual
colonial militias, and
undecideds.
8th Grade US History Curriculum Guide 2015-16
Unit 3
Standard
Self-Government
3 Weeks
Skills
(verbs)
Evaluate
Concepts
Formative Assessment
Foundational Skills
Structure,
strengths,
weaknesses,
Articles of
Confederation,
Constitutional
Convention
Constitution,
Federation/
Confederation,
Convention,
Congress,
States’ rights,
Northwest Territory,
Northwest Ordinance,
Shays’s Rebellion
SS.A. 3.10
Examine the
causes, courses,
and
consequences of
the
Constitutional
Convention
Examine
Causes
Course,
consequences
Constitutional
Convention
TCI Ch. 8, sections 2, 3 (ISN);
BrainPop:
*“Articles of Confederation”
Resources:
*Graphic organizer for the Articles of Confederation
(http://moodle.easternhancock.org/pluginfile.php/12170/mod_reso
urce/content/1/Articles%20of%20Confederation%20Strengths%20a
nd%20Weaknesses.pdf );
*Create an Articles of Confederation Tombstone
(http://chnm.gmu.edu/tah-loudoun/blog/lessons/the-articles-ofconfederation/ )
*“H” Diagram to compare/contrast Articles to Constitution
(http://www.detah.udel.edu/wp-content/uploads/2012/07/5-newnation-unit.pdf) ;
TCI Ch. 8 (ISN);
TCI Ch. 8 presentation (Constitutional Convention debate act-out);
BrainPop:
* “Constitutional Convention”
Resources:
*AVID Historical Event Graphic Organizer for the Constitutional
Convention
SS.A.3.11
Analyze support
and opposition
to ratification of
the U.S.
Constitution
Analyze
Support,
opposition,
ratification,
U.S.
Constitution
SS. A. 3.9
Evaluate the
structure,
strengths,
weaknesses of
the Articles of
Confederation
and its aspects
that led to the
Constitutional
Convention
TCI Ch. 8, section 12 (ISN);
TCI Ch. 8 Processing Activity;
TCI chapter 10 and included presentation;
BrainPop:
*“James Madison”
*“Benjamin Franklin”
*“Bill of Rights”
Resources:
*AVID Editorial or Letter to the Editor
10
Blueprint
New Jersey Plan,
Virginia Plan,
Great Compromise,
Three-Fifths
Compromise,
Compromises regarding
taxation and slave trade,
Electoral College,
State vs. federal power,
Empowering a president
Federalists,
Federalist Papers,
AntiFederalists,
Bill of Rights
8th Grade US History Curriculum Guide 2015-16
Unit 3
SS.A. 3.12
Examine the
influences of
George
Washington’s
presidency in the
formation of the
new nation
Self-Government
Examine
3 Weeks
Influences,
George
Washington’s
presidency,
new nation
TCI Ch. 11, sections 2, 3, 4, 5 (ISN);
TCI Ch. 12, section 2 (ISN);
CPalms includes 2 resources for teaching this standard
BrainPop:
*“George Washington”
*“Political Party Origins”
Resources:
*Close reading of Washington’s Farewell Address
(http://www.gilderlehrman.org/history-by-era/creating-newgovernment/resources/washington%E2%80%99s-farewell-address)
SS.A.3.13
Explain
Explain major
domestic and
international
economic,
military, political,
and sociocultural events of
John Adams’s
presidency
Domestic,
international,
economic,
military,
political, and
socio-cultural
events, John
Adams’s
presidency
TCI Ch. 11, section 6 (ISN);
TCI Ch. 12, sections 3 and 4 (ISN);
BrainPop:
*“John Adams”
Resources:
*XYZ Affair cartoon (http://www.teachertube.com/video/the-xyzaffair-364)
*Marbury v. Madison class discussion
(http://www.americanbar.org/content/dam/aba/migrated/publiced
/lawday/marbury.authcheckdam.pdf)
SS.C.1.1
Identify the
constitutional
provisions for
establishing
citizenship
Identify
Constitutional
provisions,
Establishing
citizenship
SS.E.2.2
Explain the
economic impact
of government
policies
Explain
Economic
impact,
Government
policies
TCI Ch. 9, section 9
TCI Ch. 11, section 6
BrainPop:
*”Citizenship”
Resources:
Scholastic’s Democracy at Work site, article
(http://teacher.scholastic.com/activities/government/civics3.htm)
TCI Ch. 8, section 3, 7, 8 (ISN)
TCI Ch. 11, sections 3-9 (ISN)
11
Personal motivations,
Military experience,
Political influence,
Political parties,
Establishing Washington
DC as the nation’s
capital, Setting of
precedents (Presidential
Cabinet), Whiskey
Rebellion, Foreign
policy, Isolationism,
Jay Treaty,
Farewell Address
XYZ Affair,
Alien and Sedition Acts,
Land Act of 1800,
The quasi-war,
The Midnight Judges
Roles, rights, and
responsibilities of
United States citizens,
Active participation in
society, government,
and the political system
8th Grade US History Curriculum Guide 2015-16
Unit 3
SS.G.4.1
Interpret
Interpret
population
growth and
other
demographic
data for any
given place in the
United States
throughout its
history
Self-Government
Population
growth,
Demographic
data
3 Weeks
TCI Ch. 11 Geography Challenge
12
8th Grade US History Curriculum Guide 2015-16
Unit 4
Standard
SS. A. 3.14
Explain the major
domestic and
international
economic,
military, political
and socio –
cultural events of
Thomas
Jefferson’s
presidency
SS.A.3.15
Examine this time
period (1763 –
1815) from the
perspective of
historically under
– represented
groups.
Westward Expansion
5 Weeks
Skills
(verbs)
Explain
Concepts
Formative Assessment
Foundational Skills
Domestic,
international,
economic,
military,
political,
socio–cultural,
events
Thomas
Jefferson’s
presidency
Election of 1800,
Marbury v Madison,
Judicial review,
Jefferson’s First
Inaugural Address,
Judiciary Act of 1801,
Louisiana Purchase,
Barbary War,
Lewis and Clark
Expedition, Hamilton/
Burr conflict,
Embargo of 1807
Examine
Historically
underrepresented
groups
TCI Ch. 12, sections 5, 6 (ISN)
TCI Ch. 15 , section 2 (ISN)
TCI Ch. 16, section 2 (ISN)
TCI Ch. 16 Presentation
CPALMS includes 1 resource for teaching this standard
Brain Pop:
*”Thomas Jefferson”
* “Lewis and Clark”
Resources:
*The Louisiana Purchase online reading
http://www.socialstudiesforkids.com/articles/ushistory/louisianapu
rchase.htm
*Scholastic online interactive website
http://teacher.scholastic.com/activities/lewis_clark/
*Lewis and Clark webquest
http://www.am.dodea.edu/stewart/kessler/classpages/Classwebsit
e/Technology/webquest2.htm
TCI Ch. 12 Reading Further
TCI Ch. 14 Reading Further
TCI Ch. 16 section 6 (ISN)
CPALMS includes 1 resource for teaching this standard
Resources:
*George Washington and slavery
(http://www.georgewashington.si.edu/kids/activity8.html)
*Thomas Jefferson and slavery
(http://classroom.monticello.org/teachers/lessons/lesson/414/Tho
mas-Jeffersons-Attitudes-Toward-Slavery/)
*Abigail Adams and women’s education
(http://www.firstladies.org/curriculum/curriculum.aspx?Curriculum
=963)
*AVID Anticipation Guide
13
Blueprint
Children,
Indentured servants,
Native Americans,
Slaves,
Women,
Working class
8th Grade US History Curriculum Guide 2015-16
Unit 4
Westward Expansion
SS.A.3.16
Examine key
events in Florida
history as each
impacts this era of
American history.
Examine
Florida,
Impact
SS.A.4.1
Examine the
causes, course,
and consequences
of United States
westward
expansion and its
growing
diplomatic
assertiveness.
Examine
Cause,
Course,
Consequences,
Westward
Expansion,
Diplomatic
assertiveness
SS.A.4.2
Describe the
debate
surrounding the
spread of slavery
into western
territories and
Florida
Describ
e
Debate,
Spread of
slavery,
Western
territories,
Florida
5 Weeks
Resources:
*Florida becomes a US territory:
(http://www.darke.k12.oh.us/curriculum/SocialStudies/FloridaBeco
mesaTerritory.pdf)
*Florida Memory website and lesson plans:
(https://www.floridamemory.com/onlineclassroom/seminoles/less
onplans/4thgrade/4th-pioneer.php)
TCI Ch. 12 all sections (ISN) and Presentation
TCI Ch. 12 Processing
TCI Unit 4 Timeline challenge
TCI Unit 5 Geography Challenge
TCI Ch. 15 Presentation, Reading Notes and “Act – it – Out”
TCI Ch.16 Presentation
Brain Pop:
* “California Gold Rush”
* “Trail of Tears”
* “Andrew Jackson”
* “Westward Expansion”
Resources:
*DBQ – “Was the United States Justified in going to War with
Mexico?”
*Manifest Destiny ( https://sheg.stanford.edu/manifest-destiny)
*Beyond the Bubble-War of 1812
(https://beyondthebubble.stanford.edu/assessments/war-1812)
TCI Unit 7 Geography Challenge
TCI Ch.21 sections 2,3,6 (ISN)
Resources:
* Primary Source Documents, Missouri Compromise:
(http://www.loc.gov/rr/program/bib/ourdocs/Missouri.html)
*Debate the Kansas-Nebraska Act
( http://edsitement.neh.gov/lesson-plan/kansas-nebraska-act1854-popular-sovereignty-and-political-polarization-over-slavery)
*Fort Mose- A Place of Refuge and Defense
( http://teachingflorida.org/activity/fort-mose-a-place-of-refugeand-defense)
*AVID-Sequence Organizer
14
Treaty of Paris, British
rule,
Second Spanish Period
War of 1812,
Convention of 1818,
Adams–Onis Treaty,
Missouri Compromise,
Monroe Doctrine,
Trail of Tears,
Texas Annexation,
Manifest Destiny,
Oregon Territory,
Mexican–American
War/Mexican Cession,
California Gold Rush,
Compromise of 1850,
Kansas–Nebraska Act,
Gadsden Purchase
Abolitionist movement,
Ft. Mose,
Missouri Compromise,
Bleeding Kansas,
Kansas–Nebraska Act,
Compromise of 1850
8th Grade US History Curriculum Guide 2015-16
Unit 4
Westward Expansion
SS.A.4.3
Examine the
experiences and
perspectives of
significant
individuals and
groups during this
era of American
history
Examine
Experiences,
Perspectives,
Significant
individuals
SS.A.4.4
Discuss the
impact of
westward
expansion on
cultural practices
and migration
patterns of Native
Americans and
African slave
populations.
Discuss
Impact,
Westward
expansion,
Cultural
practices,
Migration
patterns,
Native
Americans,
African slave
population
SS.A.4.5
Explain
Cause,
5 Weeks
TCI Ch.16 Presentation
TCI Ch.16 Sections 2, 4, 6, 9 (ISN)
TCI Ch. 16 Reading Further
TCI Ch.17 Sections 2-10 (ISN)
TCI Ch.18 (ISN)
TCI Ch.20 Presentation
TCI Ch.20 (ISN)
TCI Ch.20 Processing Activity
CPALMS includes 2 resources for teaching this standard
Brain Pop:
* “Trail of Tears”
* “Mexican – American War”
* “Lewis and Clark”
Resources:
*Rise of Sectionalism Slideshare:
(http://www.slideshare.net/marinelamartinez/rise-of-americansectionalism)
*Flashcards through Quizlet:
http://quizlet.com/1448407/rise-of-nationalism-and-sectionalismflashcards/
TCI Ch.14 Reading Further
Unit 6 Geography Challenge
CPALMS includes 1 resource for teaching this standard
Resources:
*AVID One-Pager
Lewis and Clark,
Sacagawea,
York,
Pike,
Native Americans,
Buffalo Soldiers,
Mexicanos,
Chinese immigrants,
Irish immigrants,
Children,
Slaves,
Women,
Alexis de Tocqueville,
political parties
TCI Ch. 15 Processing Activity
Examples could include
15
th
8 Grade US History Curriculum Guide 2015-16
Unit 4
Westward Expansion
5 Weeks
Explain the
causes, course,
and consequences
of the 19th century
transportation
revolution on the
growth of the
nation’s economy.
SS.A.4.6
Identify
Identify
technological
improvements
(inventions/inven
tors) that
contributed to
industrial growth.
Course,
Consequences,
Transportation
revolution,
Growth of the
nation’s
economy
TCI Ch.19 sections 4-7
BrainPop:
* “Railroad History”
Resources:
*AVID Supporting Idea Organizer
Roads, canals, bridges,
steamboats. railroads
Technological
improvements,
Inventions and
Inventors,
Contributed,
Industrial
growth
TCI Ch.19 sections 4 -7
TCI Ch. 19 Reading Further Activity
BrainPop:
* “Industrial Revolution”
CPALMS includes 1 resource for teaching this standard
SS.A.4.7
Explain the
causes, course,
and consequences
of New England’s
textile industry
Explain
Causes, course,
consequences
of New
England’s
textile industry.
TCI Ch. 19 Reading Further Activity
Resources:
*Lowell and the Factory System: ( http://hti.osu.edu/history-lessonplans/united-states-history/lowell-factory-system)
*AVID Create a Historical Narrative
Examples could include
Fitch/ steamboat,
Slater/textile mill
industry, Whitney/
cotton gin, Fulton/
commercial steamboat,
Lowell/ mechanized
cotton mill. Singer/
sewing machine
Industrial growth,
effects on women and
children
SS.8.4.13
Explain the
consequences of
landmark
Supreme Court
decisions
significant to this
era of American
history.
Explain
Consequences,
Landmark
Supreme Court
decisions
TCI Ch. 13 section 3 (ISN)
TCI Ch. 14 section 7 (ISN)
McCullough V Maryland TCI p.247
Gibbons v Ogden TCI p.247
Cherokee Nation v Georgia and Worcester v Georgia can both be
found in the Andrew Jackson DBQ.
BrainPop:
* “Trail of Tears”
Resources:
*Primary Source lesson plan:
(http://www.teachushistory.org/indian-removal/lesson-plans)
*AVID Storyboard
16
Examples could include
McCullough v Maryland
1819, Gibbons v Ogden
1824, Cherokee Nation v
Georgia 1831,
Worcester v Georgia
1832
8th Grade US History Curriculum Guide 2015-16
Unit 4
SS.8.A.4.16
Identify key ideas
and influences of
Jacksonian
democracy
Westward Expansion
Identify
Key ideas,
Influences,
Jacksonian
Democracy
Geography
Standards
SS.8.E.1.1
Examine
motivating
economic factors
that influenced
the development
of the United
States economy
over time
including scarcity,
supply and
demand,
opportunity costs,
5 Weeks
TCI Ch. 14: Preview, sections 2 -7 (ISN,) Reading Further
Brain Pop:
*“Andrew Jackson”
* “Seminole Wars”
* “Trail of Tears”
Resources:
*Trail of Tears: (http://www.gilderlehrman.org/history-by-era/agejackson/resources/perspectives-trail-tears)
*Jackson and the National Bank:
(http://teachingamericanhistory.org/newsletter/201011-2/)
*Jackson and the Nullification Crisis lesson plan:
(http://edsitement.neh.gov/lesson-plan/early-threat-secessionmissouri-compromise-1820-and-nullification-crisis)
*DBQ: “How Democratic was Andrew Jackson?”
Examples could include
political participation,
political parties,
constitutional
government, spoils
system, National Bank
Veto, Maysville Road
veto, tariff battles,
Indian Removal Act,
nullification crisis
SS.8 Geography standards are covered throughout this unit.
TCI Geography Challenges Units 4 – 7 can be used as formative
assessments for Westward Expansion/ Manifest Destiny
Examine
Motivating
economic
factors,
Influence,
Development,
United States
economy,
Scarcity,
Supply,
Demand,
Opportunity
costs,
Incentives,
This standard overlaps others throughout the unit.
17
Manifest Destiny,
Compromises over
slavery,
Missouri Compromise,
Compromise of 1850,
Factory system,
Plantation economy,
Industrial Revolution
8th Grade US History Curriculum Guide 2015-16
Unit 4
Westward Expansion
incentives, profits,
and
entrepreneurial
aspects.
Profits,
Entrepreneuria
l aspects
SS.8.E.2.2
Assess
Assess the role of
Africans and other
minority groups in
the economic
development of
the United States
SS.8.E.2.1
Analyze
Analyze
contributions of
entrepreneurs,
inventors, and
other key
individuals from
various gender,
social, and ethnic
backgrounds in
the development
of the United
States economy
Africans,
Minority
groups,
Economic
development
See formative assessments for the following standards:
4.3, 4.4, 4.10. These standards overlap.
Contributions,
Entrepreneurs,
Inventors,
Individuals,
Various
gender, social,
and ethnic
backgrounds,
Development
of the United
States
economy
See formative assessments for the following standards:
4.4 -4.8. These overlap.
18
5 Weeks
8th Grade US History Curriculum Guide 2015-16
Unit 5
Standard
Changing America
3 Weeks
Skills
(verbs)
Describ
e
Concepts
Formative Assessment
Foundational Skills
Influence,
Individuals,
Social
development,
Political
development,
Era,
American
History
Examples could include
Daniel Boone, James
Madison, Andrew
Jackson, James Polk,
Susan B. Anthony,
Elizabeth Canton
Stanton, Frederick
Douglas, Horace Mann,
Dorothea Dix,
Sojourner Truth,
Harriet Tubman
SS.A.4.9
Analyze the
causes, course
and consequences
of the Second
Great Awakening
on social reform
movements.
Analyze
Cause,
Course,
Consequence,
Second Great
Awakening,
Social Reform
Movements
TCI Ch. 12 sections 7,8 (ISN)
TCI Ch. 13 Sections 3 and 4 (ISN)
TCI Ch. 15 (ISN)
TCI Ch. 18 Sec. 1,3,4,5,6 (ISN)
TCI Ch. 18 Processing Activity
TCI Ch. 18 Reading Further
TCI Ch. 20 Reading Further
TCI Unit 6 Geography Challenge
CPALMS includes 2 resources for teaching this standard
Brain Pop:
* “Frederick Douglas”
* “Underground railroad”
* “James Madison”
* “Women’s Suffrage”
Resources:
*DBQ—“How Democratic was Andrew Jackson?”
*AVID Biographic Poetry Writing
TCI Ch. 18 Sec. 2 (ISN)
TCI Unit 6 Timeline Challenge
Resources:
*Article on the Second Great Awakening
(http://www.learnnc.org/lp/editions/nchist-newnation/4551)
*AVID Descriptive Writing, a Sensory Moment in Time
SS.A.4.10
Analyze the
impact of
technological
advancements on
the agricultural
economy and
slave labor.
Analyze
Impact,
Technological
advancements,
Agricultural
economy,
Slave labor
TCI Ch. 19 Sections 1,4,5,8 (ISN)
BrainPop:
* “Slavery”
Resources:
*Eli Whitney’s Patent for the cotton gin
(http://www.archives.gov/education/lessons/cotton-gin-patent/)
Examples could include
cotton gin, steel plow,
industrial revolution,
rapid growth of slave
trade
SS. A. 4.8
Describe the
influence of
individuals on
social and political
developments of
this era in
American History.
19
Blueprint
Examples could include
abolition, women’s
rights, temperance,
education reform,
prison reform
8th Grade US History Curriculum Guide 2015-16
Unit 5
Changing America
SS.A.4.11
Examine the
effects of Slave
culture including
plantation life,
resistance efforts,
and the role of
the slaves’
spiritual system.
Examine
Effects,
Slave Culture,
Plantation Life,
Resistance
Efforts,
Role of Slaves’
Spiritual
System
SS.A.4.12
Examine the
effects of the
1804 Haitian
Revolution on the
United States
acquisition of the
Louisiana
Territory.
SS.A.4.14
Examine the
causes, course,
and consequences
of the Women’s
suffrage
movement.
Examine
Effects,
1804 Haitian
Revolution,
United States
Acquisition,
Louisiana
Territory
Examine
Cause,
Course,
Consequence,
Women’s
Suffrage
Movement
3 Weeks
TCI Ch. 20 sections 1-11 (ISN)
TCI Ch. 20 Placard Activity
TCI Ch. 20 Processing Activity
CPALMS includes 2 resources for teaching this standard
Resources:
*Booklet online: The Gullah, Rice, Slavery and the Sierra – Leone
American Connection by Joseph Opala
(http://yale.edu/glc/gullah/index.htm)
*Beyond the Bubble-Slave Quarters
(https://beyondthebubble.stanford.edu/assessments/slavequarters)
*Novel- Copper Sun
TCI Ch. 15 section 2 (ISN)
Brain Pop:
* “Thomas Jefferson”
Resources:
*Short history of Haiti (http://www.teachingforchange.org/wpcontent/uploads/2012/07/Haiti-History_1.pdf)
Examples could include
living conditions,
working conditions,
slave communities,
slave churches.
TCI Ch. 18 section 6 (ISN)
Brain Pop:
* “Women’s Suffrage”
Resources:
* Seneca Falls Declaration
(http://www.eastconn.org/tah/SenecaFallsDeclarationLessonPlan.pd
f)
* USPS lesson on the Seneca Falls Convention
(https://uspsconnection.com/files/March_2014_LP.pdf)
*AVID Editorial
Examples could include
1848 Seneca Falls
Convention,
Declaration of
Sentiments, Suffrage.
20
Examples could include
Toussaint L’Ouverture,
Napolean, Thomas
Jefferson, Purchase
debate
8th Grade US History Curriculum Guide 2015-16
Unit 5
Changing America
3 Weeks
SS.A.4.15
Examine the
causes, course,
and consequences
of literature
movements
significant to this
era of American
History.
Examine
Causes,
Course,
Consequences,
Literature
Movements,
Significant,
Era,
TCI Ch. 18 section 2 (ISN)
TCI Ch. 13 section 6 (ISN)
Examples could include
Transcendentalism,
early American
Literature
SS.A.4.17
Examine key
events and
peoples in Florida
history as each
impacts this era of
American history.
Examine
Key Events,
People,
Florida History,
Impact,
Era
TCI Ch. 14 Sec. 7
TCI Ch. 15 Sec. 3
Resources:
*Florida becomes a US territory
(http://www.darke.k12.oh.us/curriculum/SocialStudies/FloridaBeco
mesaTerritory.pdf)
SS.A.4.18
Examine the
experiences and
perspectives of
different ethnic,
national, and
religious groups in
Florida, explaining
their
contributions to
Florida’s and
America’s society
and culture during
the Territorial
Period.
Examine
Explain
Experiences,
Perspectives,
Different
ethnic,
national, and
religious
groups,
Florida,
Contributions,
Society,
Culture,
Territorial
Period
BrainPop video and lesson plan on”
* “Seminole Wars”
* http://educators.brainpop.com/lesson-plan/seminole-wars-lessonplan-exploring-primary-source/?bp-topic=seminole-wars)
Resources:
*Florida Center for Instructional Technology-Seminole Wars
(http://fcit.usf.edu/florida/lessons/sem_war/sem_war1.pdf)
* A Short History of the Seminole Wars
(http://www.seminolewars.us/images/Short_History_of_the_Semin
ole_Wars.pdf)
*The Seminole Wars
(https://www.floridamemory.com/onlineclassroom/seminoles/lesso
nplans/8thgrade/8th-seminole-wars.php)
Examples could include
Andrew Jackson
against Indian
Uprisings, developing
relationships between
the Seminole and
runaway slaves, FL
becoming a US
territory, combining
East/ West FL, FL
becoming 27th state
Examples could include
Osceola, white settlers,
US troops, Black
Seminoles, southern
plantations, Seminole
Wars, Treaty of
Moultrie Creek,
Seminole Relocation
21
8th Grade US History Curriculum Guide 2015-16
Unit 5
SS.C.1.4
Identify the
evolving forms of
civic and political
participation from
the colonial
period through
Reconstruction
Changing America
Identify
Evolving,
Civic and
political
participation
3 Weeks
See resources for A.4.14
22
8th Grade US History Curriculum Guide 2015-16
Unit 6
Standard
SS. A. 5.1
Explain the
causes, course,
and
consequences of
the Civil War
(sectionalism,
slavery, states’
rights, balance of
power in the
Senate)
SS.A. 5.2
Analyze the role
of slavery in the
development of
sectional conflict
Civil War
5 Weeks
Skills
(verbs)
Explain
Concepts
Formative Assessment
Foundational Skills Blueprint
Cause
Course
Consequences
Civil War
TCI Ch. 21 and 22 (ISN);
CPalms includes 8 resources for teaching this standard
BrainPop:
*“Civil War Causes”
*“Civil War”
Resources:
*AVID Supporting Idea Organizer
Sectionalism
States’ rights
Balance of power
in the Senate
Analyze
Slavery
Development
Sectional
conflict
TCI Ch. 18, section 5 (ISN);
TCI Ch. 19, section 8 (ISN);
TCI Ch. 20 (ISN);
TCI Ch. 21 (ISN);
TCI presentations;
CPalms includes 4 resources for teaching this standard;
*Scholastic online interactive website for the Underground Railroad
(http://teacher.scholastic.com/activities/bhistory/underground_railroad/)
BrainPop:
*“Slavery”
*“Frederick Douglass”
*“Underground Railroad”
* “Civil War Cuases”
Resources:
*Scholastic online interactive website for the Underground Railroad
(http://teacher.scholastic.com/activities/bhistory/underground_railroad/)
*Beyond the Bubble-African American Workers
(https://beyondthebubble.stanford.edu/assessments/african-americanworkers)
*DBQ: “How Free Were Free Blacks in the North?”
*AVID Annotated Timeline
Abolition
Movement, Nat
Turner’s Rebellion,
Black Codes,
Missouri
Compromise,
Compromise of
1850, Uncle Tom’s
Cabin, KansasNebraska Act,
Dred Scott v.
Sandford,
Lincoln-Douglas
Debates,
John Brown’s raid
on Harper’s Ferry,
Underground
Railroad,
Presidential
Election of 1860,
Southern
secession
23
8th Grade US History Curriculum Guide 2015-16
Unit 6
Civil War
5 Weeks
SS.A.5.3
Explain major
domestic and
international
economic,
military, political,
and sociocultural events of
Abraham
Lincoln’s
presidency
Explain
Domestic
International
economic,
military,
political, and
socio-cultural
events
Abraham
Lincoln
TCI Ch. 22 (ISN);
CPalms includes 1 resource for teaching this standard;
BrainPop:
*“Abraham Lincoln”
Resources:
*Edsitement lesson plan on Abraham Lincoln’s reelection
(http://edsitement.neh.gov/lesson-plan/abraham-lincoln-and-wartimepolitics)
*AVID Dialectical Journal of the Gettysburg Address
SS.A. 5.4
Identify the
division of the
United States at
the outbreak of
the Civil War
SS.A.5.5
Compare Union
and Confederate
strengths and
weaknesses
Identify
Division
United States
Outbreak
Civil War
TCI Ch. 21 Geography Challenge
Compare
Union
Confederate
Strengths
Weaknesses
TCI Ch. 21 (ISN);
TCI Ch. 21 (ISN);
CPalms includes 2 resources for teaching this standard
Resources:
*AVID Speculation/Prediction Journal
24
Sectionalism,
States’ rights,
Slavery,
Civil War,
Attempts at
foreign alliances,
Emancipation
Proclamation,
Gettysburg
Address,
Suspension of
habeas corpus,
First and Second
Inaugural
Addresses
Confederate and
Union states,
Border states
Western territories
Technology
Resources
Alliances
Geography
Military leadersLincoln, Davis
Grant
Lee
Jackson
Sherman
8th Grade US History Curriculum Guide 2015-16
Unit 6
Civil War
SS.A. 5.6
Compare
significant Civil
War battles and
events and their
effects on civilian
populations
Compare
Civil War
battles
Effects
civilian
population
SS.A.5.7
Examine key
events and
peoples in
Florida history as
each impacts this
era of American
history
Examine
Events and
people
Florida history
Impact
Era of
American
history
5 Weeks
TCI Ch. 22 (ISN);
TCI Ch. 22 presentation
Resources:
*Cornell notes on key Civil War battles
*Library of Congress lesson plan on women in the Civil War
(http://www.loc.gov/teachers/classroommaterials/lessons/women-cw/)
*Beyond the Bubble-Attack on Fort Sumter
(https://beyondthebubble.stanford.edu/assessments/attack-fort-sumter)
*Beyond the Bubble-Morale After Fredericksburg
(https://beyondthebubble.stanford.edu/assessments/morale-afterfredericksburg)
*Beyond the Bubble-Gardner’s Civil War Photography
(https://beyondthebubble.stanford.edu/assessments/gardners-civil-warphotography)
*DBQ: “Battle of Gettysburg: Why was it a Turning Point?”
*Novel: “Behind Rebel Lines”
*AVID Describing a Historical Event graphic organizer
*AVID Writing from Different Perspectives
TCI chapter 22 Enrichment Essay “Florida and the Civil War”
Resources:
*Florida Memory website for primary sources and lesson plans
*Novel: “A Land Remembered”
25
Fort Sumter,
Bull Run,
Monitor v.
Merrimack,
Antietam,
Vicksburg,
Gettysburg,
Emancipation
Proclamation,
Sherman’s March,
Lee’s surrender at
Appomattox
Slavery,
Influential
planters, Florida’s
secession and
Confederate
membership,
Women
Children
Pioneer
environment,
Union occupation
Battle of Olustee,
54th
Massachusetts,
Battle at Natural
Bridge
8th Grade US History Curriculum Guide 2015-16
Unit 6
SS.C.2.1
Evaluate and
compare the
essential ideals
and principles of
American
constitutional
government
expressed in
primary sources
from the colonial
period to
Reconstruction
SS.E.2.1
Analyze
contributions of
entrepreneurs,
inventors, and
other key
individuals from
various gender,
social and ethnic
backgrounds in
the development
of the United
States economy
SS.G.4.6
Use political
maps to describe
changes in
boundaries and
governance
throughout
American history
Civil War
5 Weeks
Evaluate
Compare
Essential ideals Close read of Abraham Lincoln’s first inaugural address
Principles
Close read of Jefferson Davis’s inaugural address
American
constitutional
government
Primary
sources
Colonial
period to
Reconstruction
Sectionalism,
States’ rights,
Slavery,
Civil War,
Secession,
Nullification
Analyze
Contributions
Entrepreneurs
Inventors
Gender, social,
and ethnic
backgrounds,
Development
of the United
States
economy
Resources:
*AVID: One-Pager with the material found on the PBS American
Experience website “On the Eve of War”
(http://www.pbs.org/wgbh/americanexperience/features/generalarticle/lincolns-war/)
Technological
innovation,
Factory v.
plantation
economies,
North, South,
Midwest, West
regions,
Immigrant labor
Describe
Political maps,
Boundaries,
governance
TCI Ch. 21 Geography Challenge
Confederate and
Union states,
Border states
Western territories
26
8th Grade US History Curriculum Guide 2015-16
Unit 7
Standard
SS.8.A.5.8
Explain and
evaluate the
policies,
practices, and
consequences of
Reconstruction
Reconstruction
Skills
(verbs)
Evaluate
Explain
SS.8.C.1.6
Evaluate
Evaluate how
amendments to
the Constitution
have expanded
voting rights
from our nation’s
early history to
present day
2 Weeks
Concepts
Formative Assessment
Foundational Skills
Policies,
practices, and
consequences
of
Reconstruction
TCI Ch.23 Presentation and/or Reading Notes ( all sections)
TCI Ch. 23 “Processing” activity
Resources:
*Beyond the Bubble-A Perspective on Slavery
(https://beyondthebubble.stanford.edu/assessments/perspectiveslavery)
*Beyond the Bubble-Post-Civil War South
(https://beyondthebubble.stanford.edu/assessments/post-civil-warsouth)
*Beyond the Bubble-Reconstruction Riots
(https://beyondthebubble.stanford.edu/assessments/reconstructionriots)
*Beyond the Bubble-KKK in the 1870s
(https://beyondthebubble.stanford.edu/assessments/kkk-1870s)
*DBQ – North or South? Who Killed Reconstruction?
How
amendments
to the
Constitution
have expanded
voting rights
TCI Ch. 23 sections 2–4 (ISN)
Cornell Notes
Presidential and
congressional
reconstruction,
Johnson’s
impeachment,
Civil Rights Act of
1866,
The 13th, 14th, and
15th Amendments,
Opposition of
Southern whites to
Reconstruction,
Accomplishments
and failures of
radical
Reconstruction,
presidential election
of 1876, rise of Jim
Crow laws, rise of
the Ku Klux Klan
13th, 14th, and 15th
Amendments
27
Blueprint
8th Grade US History Curriculum Guide 2015-16