2016-2017 Curriculum Blueprint
Grade: 8
Course Descriptions: American History & Career Planning
Unit 6: Expansionism and Manifest Destiny
Approximate
Time:
20 days
Unit Overview
This unit provides students with a broad overview of the early to mid-1800s, a time when Americans were focused on expanding westward. Students will examine the
role of Manifest Destiny in the desire to move west, as well as the effects of westward expansion on Native American and slave populations. Thomas Jefferson’s
purchase of the Louisiana Territory and the resulting exploration encouraged Americans to flood into the west. American foreign and domestic policy would shift along
with the new focus of expansion. Resulting laws were put into effect by Madison, Monroe, Adams, and Jackson that would continue to shape the way Americans dealt
with foreign nations for generations to come. As new territories became eligible for statehood, the issues of slavery, taxes, and states’ rights would rise to the surface.
Students will study the lasting effects of this time period on American culture.
Learning Goal
Sample Essential Questions
 Students will be able to define Manifest Destiny and examine the driving
 How did Jefferson chart a new course for the government?
forces behind Americans’ movement west.
 What was the importance of the purchase and exploration of the Louisiana
 Students will be able to identify economic, military, political, and cultural
Purchase?
events during the presidencies of Jefferson, Madison, Monroe, Adams, and
 How did Jefferson use diplomacy to respond to security threats to the nation?
Jackson and analyze the consequences of each.
 What were the causes and effects of the War of 1812?
 How was the power of the federal government strengthened during the Era of
Good Feelings?
 Why was the Monroe Doctrine a turning point in the diplomatic policy of the
United States?
 How did people gain more power during the Age of Jackson?
 How did Jackson justify the removal of Native Americans from the Southeast?
 What were the most influential factors that caused people to move west and
what struggles did they face?
 What influence did California have in helping Americans achieve Manifest
Destiny?
LDC Modules and DBQs
Focus Literacy Standards
Students will be expected to complete a combination of at least four LDC modules or
DBQs. Each module or DBQ will be taught in full, most ranging from 1.5-3 weeks. It is
imperative that teachers will teach the applicable literacy skills covered within the
module or DBQ, to ensure the students have all the tools they need to achieve success in
their final product. Students will gain content knowledge that is standards-aligned and is
relevant to the corresponding unit as they walk through the tasks and lessons of each
module or DBQ. Therefore, students’ takeaways from a completed module or DBQ will be
abundant; as they will focus on literacy skills, content knowledge, and historical-thinking
skills, all which will be text-based.
Featured DBQ
DBQ: How Democratic Was Andrew Jackson?
Other Modules and DBQ Suggestions
These standards will directly correlate with the LDC module or DBQ featured in this unit. All
these focus literacy standards will be addressed through the mini-tasks and lessons of the
module or DBQ. *Please remember that all the literacy standards should be addressed
throughout the year in regular lessons. These focus standards are just directly covered
through the featured module or DBQ.
LAFS.68.WHST.2.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and
secondary sources.
LAFS.68.RH.2.6 Use technology, including the Internet, to produce and publish
writing and present the relationships between information and ideas clearly and
efficiently.
8th Grade | July 2016
DBQ: How Violent was the Wild West?
DBQ: Was the U.S. Justified in Going to War With Mexico?
DBQ: The California Gold Rush: A Personal Journal
Content Standards for the Unit
(Please make sure to read more specifics on the standards, including what needs to be covered and what doesn’t need to be covered by using the Test Item
Specifications for your course)
SS.8.A.3.14 Explain major domestic and international economic, military, political, and socio-cultural events of Thomas Jefferson's presidency. Examples may include,
but are not limited to, Election of 1800, birth of political parties, Marbury v. Madison, judicial review, Jefferson's First Inaugural Address, Judiciary Act of 1801,
Louisiana Purchase, Barbary War, Lewis and Clark Expedition, Hamilton and Burr conflict/duel, Embargo of 1807.
SS.8.A.4.1 Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (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).
SS.8.A.4.2 Describe the debate surrounding the spread of slavery into western territories and Florida. Examples may include, but are not limited to, abolitionist
movement, Ft. Mose, Missouri Compromise, Bleeding Kansas, Kansas-Nebraska Act, Compromise of 1850.
SS.8.A.4.3 Examine the experiences and perspectives of significant individuals and groups during this era of American History. Examples may include, but are not
limited to, Lewis and Clark, Sacajawea, York, Pike, Native Americans, Buffalo Soldiers, Mexicanos, Chinese immigrants, Irish immigrants, children, slaves, women, Alexis
de Tocqueville, political parties.
SS.8.A.4.4 Discuss the impact of westward expansion on cultural practices and migration patterns of Native American and African slave populations.
SS.8.A.4.8 Describe the influence of individuals on social and political developments of this era in American History. Examples may include, but are not limited
to, Daniel Boone, Tecumseh, Black Hawk, John Marshall, James Madison, Dolly Madison, Andrew Jackson, John C. Calhoun, Henry Clay, Daniel Webster, James Polk,
Susan B. Anthony, Elizabeth Cady Stanton, William Lloyd Garrison, Frederick Douglass, Horace Mann, Dorothea Dix, Lucretia Mott, Sojourner Truth, Harriet Tubman.
SS.8.A.4.12 Examine the effects of the 1804 Haitian Revolution on the United States acquisition of the Louisiana Territory.
SS.8.A.4.13 Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Odgen [1824], Cherokee Nation v. Georgia
[1831], and Worcester v. Georgia [1832]) significant to this era of American history.
SS.8.A.4.16 Identify key ideas and influences of Jacksonian democracy. Examples may include, but are not limited to, political participation, political parties,
constitutional government, spoils system, National Bank veto, Maysville Road veto, tariff battles, Indian Removal Act, nullification crisis.
Activities and Tasks
(Suggested activities and tasks provide additional resources that teachers in a Personalized Learning Classroom can utilize to create choice board activities)
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Log Book Entries: Students may create a series of log books from the perspective of an explorer in the Louisiana Territory. Explain the various terrain, resources,
and animals you encounter and explain the impact you feel these may have on American’s social and economic situations. SS.8.A.3.14
Philosophical Chairs: After reading an article about the Indian Removal Act and Trail of Tears The Indian Removal Act of 1830, students may participate in a
philosophical chair debate on the validity and execution of Jackson’s Indian Removal Act. SS.8.A.4.4
Mexican-American War: Arguments For and Against: Different lesson that look at multiple sources and speeches both for and against the Mexican-American war.
From the Gilder Lehrman Institute of American History. SS.8.A.4.1
Supreme Court Case Group Project: Students will pick one of the following Supreme Court cases. They will research the case and present a short summary of the
case, the court’s ruling, and the court’s reasoning for their decision, McCulloch v. Maryland [1819], Gibbons v. Odgen [1824], Cherokee Nation v. Georgia [1831],
and Worcester v. Georgia [1832]. Students can use the Oyez.org website to look up information on the case. SS.8.A.4.13
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Presidential Debate speeches: Students will write a speech from the perspective of Thomas Jefferson, promoting themselves and criticizing their opponent (John
Adams) for the election of 1800. Within the speech should be information about their accomplishments, vision for the nation, and why they would be a better
president. Students can use the following text for support Thomas Jefferson and the Election of 1800. SS.8.A.3.14
Oregon Trail Simulation: Students will get into groups and simulate through a game (similar to the old computer game) what life was like on the Oregon Trail.
Each group will have a member of the group with one of several occupations, a certain amount of money they will have at their disposal then students will be able
to buy materials. The teacher will create “fate cards” that will throw scenarios to the students and they will have to decide how to deal with them. Click on this
website to get the full lesson. After students are through with the game, have them reflect, in writing, on the difficulties and major stresses of traveling west in the
1800’s in a wagon. SS.8.A.4.1
Primary Source Analysis: Students may analyze John Gast’s 1872 paining American Progress (John Gast's 'American Progress') and reflect on the author’s purpose
and argument. SS.8.A.4.1
Create a propaganda poster announcing the discovery of gold. Students will write a constructed response summarizing the events and impact of the gold rush on
westward expansion and impact on Native Americans and the California territory. SS.8.A.4.1
Students will create a front page newspaper article summarizing the Siege of the Alamo and the impact on the Mexican-American War. SS.8.A.4.1
After reading U.S. History.org's articles on Manifest Destiny, write a multi-paragraph essay in which you argue the economic, social, and political factors that had
the greatest influence on Americans’ desire to move west. Support your position with evidence from the text/s, class notes, and class discussions. Prompt: Which
economic, social, and political factors had the greatest influence on Americans’ desire to achieve manifest destiny? SS.8.A.4.4
Suggested Texts
Links and Resources
(Suggested texts provide additional resources that teachers in a Personalized Learning
Classroom can utilize to create choice board activities)
Prentice Hall. America; The History of Our Nation, Beginnings Through 1877.
Chapters 9 (pp 307-335), and 10 (pp 338-371), and 13 (443-469).
Manifest Destiny- U.S. History.org- This series of articles provides a broad
overview of American’s desire to expand west and provides visuals and other
resources. SS.8.A.4.1
John Gast's 'American Progress' | Library of Congress- Here, students can
analyze the 1872 painting by John Gast, which depicts the iconic figure
Columbia leading settlers westward. SS.8.A.4.3 SS.8.A.4.1
Common Man and Contradictions; A Mock Trial of Andrew Jackson- A lesson
plan for the Mock Trial of Andrew Jackson, including primary sources and
essays students can use to write an argumentative essay in which they use
the given primary sources to explain their opposition or support of Jackson’s
actions. Created by the Gilder Lehrman Institute of American
History.SS.8.A.4.13
Thomas Jefferson and the Election of 1800 Article on the close and heated
election of 1800. 3.14
Thomas Jefferson’s First Inaugural Address The transcript for the 3rd
President’s Inaugural. 3.14
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(Suggested links and resources provide additional resources that teachers in a
Personalized Learning Classroom can utilize to create choice board activities)
Stanford History Education Group- Provides teachers with lesson plans and
other resources covering the topics of the Louisiana Purchase, Lewis and Clark,
Nat Turner, Indian Removal, manifest destiny, and more.
California State Library- The California Gold Rush- Links to a multitude of
primary sources relating to the California Gold Rush. SS.8.A.4.1
The Gilder Lehrman Institute of American History- This collection of historical
essays and primary sources may be used for a variety of topics and lesson
plans. The Gilder Lehrman Institute also provides multimedia resources for
classroom use.
California Gold Rush This website has great visuals, primary resources, and
articles all dedicated to the California Gold Rush.
Lewis and Clark Journals and Timelines of the historic travels of Lewis and
Clark.
Supreme Court Case database Oyez This website can be used to find
information and rulings on any Supreme Court case.
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Mexican Viewpoint of the Mexican-American War This article is lengthy, but
teachers can pull excerpts from it that really look at the Mexican-American
war from the perspective of a Mexican. 4.1
1812: The Forgotten War Article about the importance of the War of 1812
and why we don’t talk about it much. 4.1
Dolley Madison Flees the White House, 1814 Article and primary resource
about Dolley Madison fleeing the White House during the War of 1812,
including a letter she wrote to her sister recreating the moment. 4.1
Sacagawea National Geographic article about Sacagawea and what we know
and don’t know about her. 3.14
People, Places, and Events to Know"
Thomas Jefferson
judicial review
Zebulon Pike
embargo
William Henry
Harrison
nationalism
secede
charter
Manifest Destiny
cede
self-government
spoils system
Louisiana
Purchase
Aaron Burr
Overland trails
continental divide
smuggling
Texas War for
Independence
war hawk
Henry Clay
dumping
Oregon Trail
Miguel Hidalgo
Andrew Jackson
Sequoyah
California Gold
Rush
laissez faire
Meriwether Lewis
tribute
Tecumseh
MexicanAmerican War
blockade
John C. Calhoun
contract
Martin Van Buren
Simon Bolivar
suffrage
nullification
John Quincy
Adams
John Marshall
William Clark
Stephen Decatur
mountain men
Nominating convention
wagon train
49ers
Gadsden Purchase
pioneer
Mexican cession territories
Indian Removal-“Trail of Tears”
Compromise of 1850
John Sullivan
James K. Polk
General Antonio Lopez de Santa Anna
Andrew Jackson
Daniel Webster
Capitalism
Frontier
James Munroe
Caucus
Indian Removal
Interstate Commerce
Transcontinental Railroad
The Alamo
Texas Annexation
Cholera
Expansion
Annex
Conestoga
Dysentery
Sam Houston
Stephen Austin
Zachary Taylor
James Marshall
Col. William Travis
Davy Crockett
Link to Webb’s DOK Guide
8th Grade | July 2016