Specialized Support 8th Grade History Scope and Sequence
3rd Nine Weeks Period
Units of Study: The New Republic; Jefferson & the War of 1812; Jacksonian Democracy; Industrial Revolution; and Westward Expansion
Essential Questions / Desired Outcomes
1. How did Jacksonian Democracy help to contribute to Andrew Jackson winning the presidency in 1828?
2. What positive influences did immigration have on America?
3. What were Jackson’s policies on Native Americans?
4. Why was urbanization and industrialization of the U.S. significant?
5. How did Manifest Destiny define the U.S. philosophy?
6. How did religious revivals impact American society?
7. How can disagreements be resolved with without the use of violence?
8. How were lives similar and different for slaves and free black?
9. What kind of industrialization changes were happening in the U.S. prior to the Civil War?
10. How did technology affect people’s choice of jobs before the Civil War?
Group 1
Group 2
Group 3
Political and Social Change
Westward Expansion
Slavery & The Old South and The
Coming of the Civil War
Classroom Elements
• Sequence and identify significant • Identify how the U.S. acquired the
• Explain the effects of the
(part of every 8th grade
individual events, and time
territories through: Treaty of Paris,
invention of the cotton gin on
SS History classroom
periods
1783; Louisiana Purchase, 1803;
cotton production
district wide)
Florida Cession, 1819; Texas
• Apply absolute and relative
• Analyze how the cotton gin
Use this timeline as a
Annexation, 1845; Oregon Territory,
chronology
through
the
contributed to the spread of
guide. Implement the
1846;
Mexican
Cession
(Treaty
of
sequencing of significant
slavery in the South
elements on the chart by
Guadalupe
Hidalgo),
1848;
Gadsden
individuals,
events,
and
time
•
Explain how physical geography
the weeks indicated, but
Purchase,
1853
periods
is related to the spread of slavery
no later than. Your
• Summarize arguments regarding
students’ progress and
• Identify economic factors that
• Describe the role of religion in
readiness should
protective tariffs, taxation & banking
brought rapid industrialization
African-American culture during
determine if things can
and urbanization
• Explain Manifest Destiny
the 19th century
begin sooner.
• Identify economic differences
• Analyze the relationship between the
• Describe the impact of slavery
among different regions of the
concept of Manifest Destiny and the
on family structures
U.S.
westward growth of the nation
• Explain how sectional
• Explain relationship between
• Identify the causes and effects of
differences over the issue of
urbanization and conflicts
American Indian Policies
slavery caused tensions
resulting from differences in
• Support a point of view on a social
• Explain how the spread of
religion, social class, and political
studies issue or event
slavery into western states
beliefs
created political conflicts
North East Independent School District
Specialized Support 8th Grade History Scope and Sequence
Key Vocabulary
Terms
• Explain origin and development
of American political parties
• Use appropriate math skills to
interpret social studies
information, maps and graphs
• Explain how the religious revivals
during the Second Great
Awakening influenced the idea of
reform in society
• Analyze how religious freedom,
which allowed for the free
expression of reform, impacted
American life
• Identify the characteristics of
Jacksonian Democracy
• Compare Jeffersonian Democracy
and Jacksonian Democracy
• Identify the leadership
characteristics of Andrew Jackson
• Identify the impact of 19th
century reform movements:
Education, Women’s Rights,
Prison Reform, Abolition, Care of
the Disabled
• Create written, oral, and visual
presentations of social studies
information
• Explain the economic reasons for
migration west
• Explain why settlements grew up along
the overland trails
• Explain the reasons for immigration
from a variety of groups and identify
their contributions to America.
• Explain the reasons for the Mormon
migration and identify the location
where they settled
• Explain how Mormon settlers modified
the environment in order to establish a
permanent settlement
• Identify the effects of the War with
Mexico
• Identify the effect of migration to
California
State’s Rights, sectionalism, rapid
industrialization and urbanization,
Andrew Jackson, Jacksonian
Democracy, “Spoils System”, The
Election of 1828, Martin Van Buren,
Second Great Awakening, rival,
temperance, majority rule, civil
rights, suffrage, abolition
Native Americans, perspective, Indian
Removal Act, Trail of Tears, Great
American Desert, Protective tariffs,
taxation, & banking, Manifest Destiny,
Westward Expansion, annexation,
acquisition, cession, migration,
immigration, prejudice
Describe the Missouri
Compromise
• Identify how the lives were
similar and different for slaves
and free
blacks
• Explain the relationship between
economics and sectional beliefs
about slavery
• Explain why the North
developed into an urban
industrial region and the south
into an agrarian region
• Identify the effects of the
Compromise of 1850
• Explain how conflicts over the
Kansas-Nebraska Act led to the
creation of the Republican Party
• Explain how the Election results
of 1856 show sectional division
• Evaluate the impact of the Dred
Scott Case
• Explain how Lincoln’s election
led to secession
• Explain how supporters of
secession based their arguments
on the concept of states’ rights
Plantation System, abolition,
compromise, sectionalism,
annexation, urban, agrarian, popular
sovereignty, secession, compromise
•
North East Independent School District
Specialized Support 8th Grade History Scope and Sequence
Stations
Procedures to teach, model & implement:
§ Visual tools/systems to organize student
rotation
§ Care and use of materials
§ Self-managing behaviors
§ How to request assistance
§ How to share materials
§ Clean-up and storage
§ Sharing of accomplishments
Key stations to implement:
§ Writing Station: journaling, graphing, webbing, illustrating, projects
§ Literacy Station: books, books on tape, vocabulary development, Book Worm, Step by Step,
Big Mack
§ Experiment Station: manipulative activities, lab,
§ Computer Station: web links, Start-to-Finish books, United Streaming Video, PowerPoint,
web quest
§ Independent Station: structured activities, extension activities
Communication
Websites
•
•
•
•
•
•
•
•
Assessments
Who was Andrew Jackson? video:
http://www.pbs.org/kcet/andrewjackson/video/video_pop.html?id=76&KeepThis=true&TB_iframe=true&height
=335&width=500
Trail of Tears Documentary: http://www.youtube.com/watch?v=3rJr4kgDdqU&feature=related
More information to help write letter to Jackson: http://www.pbs.org/wgbh/aia/part4/4p2959.html
http://nces.ed.gov/nceskids/createAgraph/
www.bainpop.com
www.myschoolhouse.com/Teacher/Resources/LeadershipDevelopment.htm)
http://videos.howstuffworks.com/hsw/6308-gone-west-manifest-destiny-video.htm
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Physical_Education/Games/GAM0003.html
Data collection: work samples, anecdotal records, video tape, photographs, teacher made checklist
North East Independent School District