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Bundle
8th Grade Social Studies – United States History to 1877
Instructional Framework
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4
Unit 1
Era of Exploration and Colonization
Unit Overview
Humble ISD
Estimated Duration
15 days
The students will learn reasons for European exploration and colonization of North America. Students will explain the reasons for the development and
growth of representative government in the English colonies. Students will compare political, economic, religious, and social reasons for the establishment
of the 13 English Colonies. Students will compare economic activity in the English colonies based upon geographic factors.
Student Performance Indicators
Coming in 2016-2017
colonization
Columbian exchange
natural resources (abundant)
natural harbors
navigable rivers
terrain
mercantilism
revenue
raw materials
import/ export
commerce
political
social
economic
population distribution
ethnic
immigration
religious tolerance
Act of Toleration (Maryland)
8th Grade Social Studies, Bundle 1, Unit 1
Academic Language of Instruction
persecution
dissenter
joint venture
Jamestown
Virginia House of Burgesses
Pilgrims (Separatists)
Mayflower Compact
Puritans
Great Migration
Quakers
William Penn
representative government/ self-government
institutions
Fundamental Orders of Connecticut
Thomas Hooker
Anne Hutchinson
charter
Parliament
proprietary colony
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royal colony
general council
plantation/ plantation system
cash crops
indigo
subsistence farming
transatlantic slave trade
Triangular trade
Indentured Servant
debtor
civic virtue
Enlightenment
First Great Awakening
Charles de Montesquieu
John Locke
William Blackstone
French and Indian War
Albany Plan of Union
Treaty of Paris 1763
Proclamation of 1763
Rev. 7/14/2015
Humble ISD
TEKS Readiness Standards
Specificity/Examples
8.1 History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:
8.1A identify the major eras and events
in U.S. history through 1877, including
colonization, revolution, drafting of the
Declaration of Independence, creation
and ratification of the Constitution,
religious revivals such as the Second
Great Awakening, early republic, the
Age of Jackson, westward expansion,
reform movements, sectionalism, Civil
War, and Reconstruction, and describe
their causes and effects;
Including, but not limited to:
• Establishment of the 13 colonies
• Representative Democracy
• Mercantilism
• Religious freedom
READINESS
Performance: identify, describe, cause and
effect
Content: major eras in U.S. History,
describing the causes and effects of
exploration and colonization
8.2 History. The student understands the causes of exploration and colonization eras. The student is expected to:
8.2A identify reasons for European
exploration and colonization of North
America.
Including, but not limited to:
8.3A explain the reasons for the growth
of representative government and
institutions during the colonial period.
Including, but not limited to:
• The distance from England created a need for colonists to make their own laws and keep peace and
order.
• Colonists were accustomed to English traditions and structures.
• Most colonies were self-governing, electing members of their community to a general assembly, which
made their laws.
Reasons for exploration
• Religion (God)
• Wealth (Gold)
READINESS
• Fame (Glory)
Performance: identify
• National pride
• Curiosity
Content: reasons for European exploration
• Faster, cheaper trade routes to Asia
of the Americas and who, where and why
• Reasons for colonization
Europeans colonized in North America
• Religious freedom
• Political freedom
• Economic opportunity (mercantilism)
• Social mobility
• A better way of life
8.3 History. The student understands the foundations of representative government in the United States. The student is expected to:
READINESS
Performance: explain
Content: reasons for the growth of
8th Grade Social Studies, Bundle 1, Unit 1
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TEKS Readiness Standards
representative government and institutions
during the colonial period
Specificity/Examples
Humble ISD
8.10 Geography. The student understands the location and characteristics of places and regions of the United States, past and present. The
student is expected to:
8.10B compare places and regions of
the United States in terms of physical
and human characteristics.
READINESS
Performance: compare
Content: places and regions of the United
States in terms of physical and human
characteristics
Including, but not limited to:
New England region
• Physical characteristics – Atlantic Ocean, forests, rocky soil, long cold winter, short-growing season,
harbors, rivers, Appalachian Mountains
• Human characteristics –fishing, whaling, deforestation, fur trade, shipbuilding
Middle region
• Physical characteristics – moderate fertile soil, river valleys, mild winters, Atlantic Ocean, harbors,
Appalachian Mountains
• Human characteristics –ports, trade, agriculture “bread basket”, gains/wheat
Southern region
• Physical characteristics – Appalachian Mountains, Atlantic Ocean, harbors, rich fertile soil, long-growing
season, rivers
• Human characteristics – plantations, cash crops; tobacco, rice, indigo
8.10C analyze the effects of physical
and human geographic factors on major
historical and contemporary events in
the United States.
READINESS
Including, but not limited to:
• Physical geographic factors – proximity to Atlantic coastline and rivers determined where
settlements/colonies were created
• Human geographic factors – removal of the Native Americans; disease and conflict (e.g., Georgia as a
buffer between the other British colonies and Spanish Florida)
Performance: analyze
Content: effects of physical and human
geographic factors on major historical and
contemporary events in the United States.
8.11 Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the
environment through the mid-19th century. The student is expected to:
8.11A analyze how physical
characteristics of the environment
influenced population distribution,
settlement patterns, and economic
activities in the United States during the
17th, 18th, and 19th centuries.
Including, but not limited to:
• New England and Middle Colony access to waterways (ports/harbor and rivers) resulted in high
population density and large urban areas. Rivers were utilized for transportation of goods and people.
• Southern Colonies had an abundant amount of fertile soil that resulted in an agricultural economy of
cash crops such as tobacco, rice, indigo, cotton, a plantation system, and a low population density.
Rivers were utilized for transportation of goods and people.
READINESS
Performance: analyze
Content: how physical characteristics of the
environment influenced population
distribution, settlement patterns, and
8th Grade Social Studies, Bundle 1, Unit 1
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Humble ISD
TEKS Readiness Standards
Specificity/Examples
economic activities in the United States
during the 17th and 18th centuries;
8.12 Economics. The student understands why various sections of the United States developed different patterns of economic activity. The
student is expected to:
8.12B explain reasons for the
development of the plantation system,
the transatlantic slave trade, and the
spread of slavery;
READINESS
Performance: explain
Content: reasons for the development of
the plantation system, the transatlantic
slave trade, and the spread of slavery;
8.12D analyze the causes and effects of
economic differences among different
regions of the United States at selected
times in U.S. history;
READINESS
Performance: analyze
Including, but not limited to:
Plantation system
• Large amount of land available in the Southern colonies; rich soil; almost year-round growing season;
ideal for plantation crops (tobacco, rice, indigo, cotton)- with enough free labor they could be grown as
cash crops
Transatlantic Slave Trade (Middle Passage)
• Started in the British West Indies to provide a labor force for the sugar plantations
• The triangular trade developed between the Colonies, England, and West Indies and slaves were traded
in the colonies for other goods (including the cash crops slaves would help cultivate).
Spread of slavery
• Demand for rice, indigo, tobacco, cotton led to plantation owners needing more slaves and the slave
trade increased
Including but not limited to:
New England
• Cause – long winters, proximity to Atlantic coastline, rocky soil, and forests
• Effects – subsistence farming, shipbuilding, trading, and fishing
Middle Colonies
• Cause – shorter winters, moderate fertile soil, good ports, and natural resources
• Effects – farming (grains), trade, and large immigrant population
Content: causes and effects of economic
differences among different regions of the
Southern Colonies
United States at selected times in U.S.
• Cause – hot climate and rich fertile soil, long growing season
history.
• Effects – plantation system and large slave system
8.23 Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and
religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:
8.23A identify selected racial, ethnic,
and religious groups that settled in the
United States and explain their reasons
for immigration;
READINESS
Performance: identify, and explain
Content: selected racial, ethnic, and
religious groups that settled in the United
States and their reasons for immigration;
8th Grade Social Studies, Bundle 1, Unit 1
Including, but not limited to:
Racial groups
• Europeans and Africans
Ethnic groups
• Dutch (New York) – economic reasons
• Swedes (Delaware) – economic reasons
• English – religious and political freedom
Religious groups – immigrated to flee religious persecution
• Separatists/Pilgrims (Massachusetts)
• Puritans (Massachusetts)
• Quakers (Pennsylvania)
• Catholics (Maryland)
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Humble ISD
TEKS Supporting Standards
Specificity/Examples
8.1 History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:
8.1B apply absolute and relative
chronology through the sequencing of
significant individuals, events, and time
periods;
SUPPORTING
Performance: apply … through the
sequencing of significant individuals, events,
and time periods
Content: absolute and relative chronology
8.1C explain the significance of the
following dates: 1607, founding of
Jamestown; 1620, arrival of the
Pilgrims and signing of the Mayflower
Compact; 1776, adoption of the
Declaration of Independence; 1787,
writing of the U.S. Constitution; 1803,
Louisiana Purchase; and 1861-1865,
Civil War.
SUPPORTING
Performance: explain the significance of
the following dates
Including but not limited to:
Students should have multiple opportunities throughout the course to use both absolute and relative
chronology to sequence eras in U.S. history and to determine their relationships to one another and to
events and individuals of the era. The use of manipulatives such as flash cards will help students classify
events and individuals within specific identified eras as well as sequence eras and events.
Including, but not limited to:
• Absolute chronology – exact dates
• Significant individuals, events and time periods listed in the Grade 8 TEKS
• Relative chronology – general time period or era
Including but not limited to:
By providing specific dates, students can use absolute chronology to associate the dates of significant
events in U.S. history as defining points of the various eras. Provide opportunities for students to explain
[orally and/or in writing] the significance of the date and how that event supports the era in which it
occurred. For instance, pose questions such as How does the founding of Jamestown in 1607, the arrival of
the Pilgrims and the signing of the Mayflower Compact help define the era referred to as the Era of
Colonization?
Including, but not limited to:
• 1607 – founding of Jamestown, first permanent English settlement
• 1620 – arrival of the Pilgrims and signing of Mayflower Compact
Content: 1607, founding of Jamestown;
1620, arrival of the Pilgrims and signing of
the Mayflower Compact;
8.2 History. The student understands the causes of exploration and colonization eras. The student is expected to:
8.2B compare political, economic,
religious, and social reasons for the
establishment of the 13 English
colonies.
SUPPORTING
Performance: compare
Content: political, economic, religious, and
social reasons for the establishment of the
13 English colonies.
8th Grade Social Studies, Bundle 1, Unit 1
Including, but not limited to:
Political/Economic
• Competition with Spain and France in North America
• Increase trade and markets for English exports (mercantilism)
• Source of raw materials
Religious
• Seeking religious freedom
Social
• Opportunity for adventure
• England was overcrowded and settlers desired owning land
•
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Humble ISD
TEKS Supporting Standards
Specificity/Examples
8.3 History. The student understands the foundations of representative government in the United States. The student is expected to:
8.3B analyze the importance of the
Mayflower Compact, the Fundamental
Orders of Connecticut, and the Virginia
House of Burgesses to the growth of
representative government;
SUPPORTING
Performance: analyze
Content: the importance of the Mayflower
Compact, the Fundamental Orders of
Connecticut, and the Virginia House of
Burgesses to the growth of representative
government;
8.3C describe how religion and virtue
contributed to the growth of
representative government in the
American colonies.
SUPPORTING
Including, but not limited to:
• Mayflower Compact – an agreement that established the idea of self-government and majority rule.
Signed by most of the men on the Mayflower, this compact was an agreement to form a political body
and give it the power to enact laws for the good of the colony.
• The Fundamental Orders of Connecticut – first written constitution in the colonies. This document
stated that people had the right to elect governors, judges, and a legislature. The document also
extended voting rights which allowed more people to have a say in their government.
• The Virginia House of Burgesses – first representative assembly in the American colonies.
Representatives immediately began to enact laws and to safeguard individual rights.
Including, but not limited to:
• Religious freedom was a main cause for the establishment of the American colonies.
• Religious groups (Pilgrims, Puritans, Quakers, etc.) created communities that were self-governed.
• Penn Colony (Pennsylvania) was a Quaker experiment in the possibility of equality and citizens involved
in the government.
Performance: describe
Content: how religion and virtue
contributed to the growth of representative
government in the American colonies.
8.10 Geography. The student understands the location and characteristics of places and regions of the United States, past and present.
The student is expected to:
8.10A locate places and regions of
importance in the United States during
the 17th, 18th, and 19th centuries;
SUPPORTING
Including, but not limited to:
• Early settlements (Jamestown, Virginia and Plymouth, Massachusetts)
• Regions in the 13 colonies (New England, Middle, and Southern colonial regions)
• Cities – New York, Philadelphia, Boston, and Charleston
Performance: locate
Content: places and regions of importance
in the United States during the 17th and 18th
centuries
8.11 Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the
environment through the mid-19th century. The student is expected to:
8.11C describe how different immigrant
groups interacted with the environment
in the United States during the 17th,
18th, and 19th centuries.
8th Grade Social Studies, Bundle 1, Unit 1
Including, but not limited to:
17th century
• French trapper traders
• British farmers
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TEKS Supporting Standards
SUPPORTING
Performance: describe
Content: how different immigrant groups
interacted with the environment in the
United States during the 17th and 18th
centuries
• African American slaves
Specificity/Examples
Humble ISD
18th century
• French trapper traders
• British farmers
• African American slaves
8.12 Economics. The student understands why various sections of the United States developed different patterns of economic activity. The
student is expected to:
8.12A identify economic differences
among different regions of the United
States;
SUPPORTING
Including, but not limited to:
• New England – shipbuilding, fishing/whaling, and manufacturing region, fur trading
• Middle Colonies – agriculture and cattle-producing, manufacturing and trade
• Southern Colonies – agricultural; cash crops: rice, indigo, tobacco, indentured servant then slave labor
Performance: identify
Content: economic differences among
different regions of the United States;
8.20 Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is
expected to:
8.20A explain the role of significant
individuals such as Thomas Hooker,
Charles de Montesquieu, John Locke,
William Blackstone, and William Penn in
the development of self-government in
colonial America;
SUPPORTING
Performance: explain
Content: the role of significant individuals
such as Thomas Hooker, Charles de
Montesquieu, John Locke, William
Blackstone, and William Penn in the
development of self-government in colonial
America;
8th Grade Social Studies, Bundle 1, Unit 1
Including, but not limited to:
• Thomas Hooker – reverend and leader of a group of Boston Puritans that migrated to Hartford,
Connecticut; gave a sermon in 1638 that influenced the writing of the Fundamental Orders of
Connecticut (the first written constitution in America and included individual rights); believed in
democratic ideas such as elections conducted by the people, people have the power to limit the power of
the government, the government operates with the consent of the governed
• Charles de Montesquieu – expanded on Locke’s beliefs, added the judiciary to Locke’s executive and
legislature; wrote of the separation of powers; believed that in a republic, education is an absolute
necessity
• John Locke – European Enlightenment philosopher; believed that personal liberty could coexist with
political order; consent is the basis for government and fixes its limits; government is a social contract
with limited powers and has obligations to its creators; government can be modified by its creators at
any time (heavily influenced Thomas Jefferson and the writing of the Declaration of Independence);
discussed legislative and executive branches of a government; wrote about unalienable rights which
included life, liberty and protection of property
• William Blackstone – an English judge, jurist, and professor who wrote the historical and analytical
treatise on common law (Commentaries on the Laws of England); considered as the definitive preRevolutionary War source of common law; wrote about “natural rights” which included life and liberty;
on a woman’s legal rights: “By marriage, the husband and the wife are one person in the law... the very
being and legal existence of the woman is suspended during the marriage.”
• William Penn – he founded a proprietary colony in present-day Pennsylvania where Quakers could live
according to their religious beliefs and make political decision according to those beliefs
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Humble ISD
TEKS Supporting Standards
Specificity/Examples
8.23 Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and
religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:
8.23C identify ways conflicts between
people from various racial, ethnic, and
religious groups were resolved;
SUPPORTING
Performance: identify
Including, but not limited to:
Conflict between different religious groups and resolution
• Conflict between Puritan’s belief in religious control of government and opening voting rights to nonchurch members - Roger Williams founded Rhode Island in 1636 and separated church and state
• Conflict between Protestants and Catholics in Maryland - 1649 Toleration Act granting religious freedom
to all Christians
Content: ways conflicts between people
from various racial, ethnic, and religious
groups were resolved;
8.23E identify the political, social, and
economic contributions of women to
American society.
Including, but not limited to:
• Pocahontas helped John Smith and the European settlers in Virginia
• Social – Anne Hutchinson led Bible studies against the orders of church leaders American Revolution
SUPPORTING
Performance: identify
Content: the political, social, and economic
contributions of women to American
society.
8.25 Culture. The student understands the impact of religion on the American way of life. The student is expected to:
8.25A trace the development of
religious freedom in the United States;
SUPPORTING
Performance: trace
Content: the development of religious
freedom in the United States;
8.25B describe religious motivation for
immigration and influence on social
movements, including the impact of the
first and second Great Awakenings;
SUPPORTING
Performance: describe
Content: religious motivation for
immigration and influence on social
movements, including the impact of the first
Great Awakenings;
8th Grade Social Studies, Bundle 1, Unit 1
Including, but not limited to:
• Plymouth Colony (1620-1691) – self-governing church with each congregation independent and electing
its own pastor and officers
• 17th century Massachusetts Bay – churches also fairly democratic in that they elected ministers and
other officials, but church closely tied with state government
• Roger Williams founded Rhode Island in 1636 and separated church and state
• 1681-1776 – Penn’s Frames of Government guaranteed religious freedom to all settlers in Pennsylvania
• 1649 Toleration Act – Maryland granted religious freedom to all Christians
Including, but not limited to:
• Protestant Revolution in Europe brought many religious groups to the colonies, especially the New
England and middle colonies such as; Separatists, Puritans (Great Migration), Quakers, Catholics
• First Great Awakening – early to mid-1700s democratized the Protestant faith by proclaiming
salvation for all, not just those predestined; stimulated growth in all denominations, assured the
common man that he could have salvation as well as those predestined for it, fostered antiintellectualism in religion, and began the development of denominational colleges; encourages the ideas
of equality and the right to challenge authority. Churches welcomed groups of women, African
Americans, and Native Americans and inspired colonists to help others. It contributes to the
revolutionary idea of independence from Britain years later.
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Humble ISD
Social Studies Skills TEKS
8.29 Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired through established research
methodologies from a variety of valid sources, including electronic technology. The student is expected to:
8.29A differentiate between, locate, and
use valid primary and secondary
sources such as computer software,
databases, media and news services,
biographies, interviews, and artifacts to
acquire information about the United
States;
DIFFERENTIATE BETWEEN, LOCATE and USE
valid primary and secondary sources
• such as computer software
• databases
• media
• news services
• biographies
• interviews
• artifacts
TO ACQUIRE information about the United States;
8.29B analyze information by
sequencing, categorizing, identifying
cause-and-effect relationships,
comparing, contrasting, finding the
main idea, summarizing, making
generalizations and predictions, and
drawing inferences and conclusions;
ANALYZE
8.29C organize and interpret
information from outlines, reports,
databases, and visuals, including
graphs, charts, timelines, and maps;
ORGANIZE and INTERPRET
8.29D identify points of view from the
historical context surrounding an event
and the frame of reference which
influenced the participants;
IDENTIFY
• points of view from the historical context surrounding an event and the frame of reference which
influenced the participants;
8.29E support a point of view on a
social studies issue or event;
SUPPORT
• a point of view on a social studies issue or event
8.29F identify bias in written, oral, and
visual material;
IDENTIFY
8th Grade Social Studies, Bundle 1, Unit 1
Information by
• sequencing
• categorizing
• identifying cause-and-effect relationships
• comparing
• contrasting
• finding the main idea
• summarizing
• making generalizations and predictions
• drawing inferences and conclusions;
information from:
• outlines
• reports
• databases
• visuals including: graphs, charts, timelines, and maps;
bias in
• written, oral, and visual material
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Social Studies Skills TEKS
Humble ISD
8.29G evaluate the validity of a source
based on language, corroboration with
other sources, and information about
the author;
EVALUATE
8.29H use appropriate mathematical
skills to interpret social studies
information such as maps and graphs;
USE
8.29I create thematic maps, graphs,
charts, models, and databases
representing various aspects of the
United States; and
CREATE
• thematic maps, graphs, charts, models, and databases representing various aspects of the United States
the validity of a source based on:
• language
• corroboration with other sources
• information about the author
appropriate mathematical skills to interpret social studies information:
• maps
• graphs
8.29J pose and answer questions about
POSE and ANSWER
• questions about geographic distributions and patterns shown on maps, graphs, charts, models, and
geographic distributions and patterns
databases.
shown on maps, graphs, charts, models,
and databases.
8.30 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
8.30A use social studies terminology
correctly;
USE
8.30B use standard grammar, spelling,
sentence structure, punctuation, and
proper citation of sources;
USE
• standard grammar
• spelling
• sentence structure
• punctuation
• proper citation of sources;
8.30C transfer information from one
medium to another, including written to
visual and statistical to written or
visual, using computer software as
appropriate; and
TRANSFER
8.30D create written, oral, and visual
presentations of social studies
information.
CREATE
• written, oral, and visual presentations of social studies information.
8th Grade Social Studies, Bundle 1, Unit 1
social studies terminology correctly
information from one medium to another including:
• written to visual
• statistical to written or visual
USING computer software as appropriate
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Misconceptions
Clarifications
Humble ISD
1. Pocahontas married John Smith.
1. Pocahontas married John Rolfe.
2. The French and Indian War was fought between the French and the
Indians.
2. The French and Indian War was fought between the French with the
Indians versus the British with her colonies.
3. Pilgrims and Puritans were just different names for the same group.
3. Pilgrims wanted to separate from the Church of England while Puritans
wanted to purify the Church of England.
4. Jamestown was a colony.
4. Jamestown is a settlement in the colony of Virginia.
TEKS Suggested
Technology Standards
Specificity / Examples
8.4 CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING - The student makes informed decisions by applying critical-thinking and problemsolving skills. The student is expected to:
8.4C collect and analyze data to
identify solutions and make
informed decisions;
Performance: collect and analyze
Content: data
8.4D use multiple processes and
diverse perspectives to explore
alternative solutions;
Performance: use
What do these student expectations look like during instruction?
Students can use digital tools to complete the research plan and use their results to propose a course of action. They
can use data to develop reasonable solutions and complete projects
What do these student expectations look like during instruction?
Students should be able to use digital tools to analyze the same data to gain different perspectives and use different
technology sources to gain multiple perspectives.
Content: processes and perspectives
8.5 DIGITAL CITIZENSHIP - The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is
expected to:
8.5A understand, explain and
practice copyright principles,
including current laws, fair use
guidelines, creative commons,
open source, and public domain;
Performance: understand, practice
and explain
Content: copyright, fair use, etc.
8.5B practice and explain ethical
acquisition of information and
standard methods for citing
sources;
What do these student expectations look like during instruction?
Middle school students are able to adhere to acceptable use policies and copyright principles. They can follow Fair Use
Guidelines portion limits and give proper credit to all of their sources.
They should also be able to explain these concepts to others. Students could create a brochure or PSA about
copyright and fair use or one of their subtopics.
What do these student expectations look like during instruction?
Students know how to and are expected to behave safely and ethically online.
They should also be able to explain these concepts to others through a product they create.
Performance: practice and explain
Content: ethical acquisition
8th Grade Social Studies, Bundle 1, Unit 1
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8.5D understand the negative
impact of inappropriate
technology use, including online
bullying and harassment, hacking,
intentional virus setting, invasion
of privacy, and piracy such as
software, music, video, and other
media.
What do these student expectations look like during instruction?
Humble ISD
Students understand the impact of negative online behaviors, use appropriate online manners and appropriate social
networking behavior, and report situations to an adult that involve cyberbullying.
Performance: understand
Content: the negative impact of
inappropriate technology use
Professional
Resources
Additional
Resources
Textbook
Instructional Resources
United States History to 1877 (McGraw-Hill, 2016)
• Chapter 3: Exploring the Americas, p. 75 – 103
• Chapter 4: Colonial America, p. 107 -127
• Chapter 5: Life in the American Colonies, p. 131 - 155
• Mini-Qs in American History
• America: The Story of Us
• Reading Like a Historian:
o Passenger Lists
o First Great Awakening
o King Phillip’s War
o Puritans
o Salem Witch Trials
•
•
•
•
Volume 1: Early Jamestown: Why Did So Many Colonists Die?
Lead4ward STAAR Field Guides
Social Studies PLC for PLC Strategies
AVID Instructional Strategies
ICLE Quad D Moments
8th Grade Social Studies, Bundle 1, Unit 1
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Humble ISD
• Google Earth
• www.stratelogica.com
Technology
Digital Citizenship Lesson:
Copyright/Information Literacy: “A Creator’s Responsibilities” - Students reflect on their responsibilities as creators and users of
creative work.
Lesson Plan – http://hisd-ftp.humble.k12.tx.us/DigitalCitizenship/8-3-Copyright&InfoLit-ACreatorsResponsibilities-combined.pdf
Video Link - http://hisd-ftp.humble.k12.tx.us/DigitalCitizenship/8-3Henry'sStory.mp4
TA TEKS -
8.4C, 8.4D, 8.5A, 8.5B, 8.5D
Literary
Connections
Teacher Note: During the 2015-2016 school year, the manner in which the three Digital Citizenship Lessons per grade level are
implemented is at campus discretion. Please check with your administration to ascertain how the Digital Citizenship Lessons will
be implemented at your campus.
8th Grade Social Studies, Bundle 1, Unit 1
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Rev. 7/14/2015