Volusia District Social Studies Office
2016-2017
Social Studies
Curriculum Map
Volusia County Schools
M/J United States History and Career Planning
M/J United States History Advanced and Career Planning
2100015/NAD & 2100025/NAE
Page 1
8th Grade US History
Volusia District Social Studies Office
2016-2017
UNDERSTANDING THE CURRICULUM MAPS
Everything begins with the purpose, the Organizing Principle. The OP is like a thesis statement in an essay. It provides the direction for an essay and
lets the reader know what the writer is trying to prove. Similarly, an OP provides direction for a unit of study in a classroom. It lets the student know
what you as a teacher are trying to prove. All the measurement topics, curriculum standards and vocabulary that you teach should come back to the
Organizing Principle in some way.
The Measurement Topic reflects the standards created by the Department of Education and the Curriculum Standards reflect the benchmarks created
by the Department of Education.
The Measurement Topics and the Curriculum Standards have been chunked together to allow for a Resource Page to immediately follow the
standards/content. The Resource Page includes textbook alignment, Safari Montage links, websites, Document Based Question (DBQ) lesson plans,
teacher hints, assessment and Activities aligned to the Florida Literacy Standards. These are only examples of some of the items you can use to teach
the unit.
Considering the Next Generation Sunshine State Standards please keep in mind the Department of Education has determined the content that will be
delivered to students. Please find in the curriculum maps the pacing expected when delivering the content. Additionally, the Florida Literacy Standards
are complimentary to the NGSS standards we are expected to teach. Florida Literacy Standards alignment is found on the Resource Page with example
activities.
The maps are designed to help teachers determine areas of coverage and to avoid trying to teach every chapter in a textbook. Instead the maps are
designed around the Organizing Principles and are broken down into Curriculum Standards. Teachers are encouraged to use a variety of resources to
teach the content and skills. The textbook should be merely one of the resources used.
The mapping teams have done a great job on the maps but something important to know is the curriculum maps are not static documents; they are
dynamic and open to revision. If you have questions or suggestions, please contact the Volusia County Social Studies Office.
Robert Milholland
Social Studies Curriculum Specialist
Volusia County Schools
Page 2
Curriculum Map Revision Committee
Fitzgerald Belgrave
Christa Chapple
Linda Colandrea
Stacey DeCamp
Marcus Jordan
Robert Sabatino
8th Grade US History
Volusia District Social Studies Office
2016-2017
Social Studies Curriculum Mapping
-TEACHING WITH A PURPOSE IN MINDNext Generation Sunshine
State Standards
Organizing Principle
(Thesis)
Measurement Topic
Curriculum Standards
(NGSSS)
Academic Language
Teaching Resources
(Florida Literacy Standards)
Assessment
Formative and Summative
Page 3
8th Grade US History
Volusia District Social Studies Office
2016-2017
ADVANCED COURSE - Teacher and Student Expectations
Advanced coursework is offered in middle school to provide a more rigorous course of study for middle school students and to prepare them for advanced work in high school.
After taking advanced courses, an incoming freshman should be prepared to take and be successful in courses such as AP Human Geography and World History, or Pre-IB
Government and Economics. To this end, Advanced Middle School Social Studies teachers are expected to utilize a variety of instructional strategies / activities and students are
expected to participate in more rigorous coursework to include the following:
-
Instruction should be based on content / skills from the Volusia County Schools Curriculum Map. The course curriculum map should serve as the instructional guide, not a
textbook or other resource.
-
Use the unit Organizing Principle as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction
(remember, it’s like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Curriculum Standards you are focusing on each day.
They should be visible and discussed before and after instruction.
-
Social Studies Literacy Strategies should be utilized regularly (Cornel Notes or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or GSPRITE categorization tools).
-
Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology
affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. Geography/History Alive lessons).
-
Students should conduct research projects related to the Social Studies Fair (Geography and History) or portfolios related to Project Citizen (Civics)
-
Assessment should include both formative assessments “for learning” and summative assessments. Questions should include Level 1 items that involve low order,
foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more abstract thought, thinking beyond the
information at hand.
-
Writing for Understanding is not only the name of a TCI strategy but is an essential element in the learning process. Students should be engaged in higher order writing on a
regular basis, short and extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical writing, that is, they must be able to take
a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).
-
Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they provide cohesion and
structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).
-
Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework shouldn’t be
assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc.
o Previews involve activating prior knowledge, preparing students for the next topic of instruction.
o Process activities relate to content/skills recently learned where students are involved in metacognition.
Page 4
8th Grade US History
Volusia District Social Studies Office
2016-2017
THE BIG PICTURE
History involves continuity and change over time.
Geographic and environmental factors impact historical development.
Ideas have consequences.
History provides models of human behavior.
The study of history is essential to transmit and preserve civilization.
Note to teachers: The essential social studies skills and concepts referenced in Organizing
Principle 1 should be taught throughout the curriculum map. These standards should be
weaved into lesson plans and activities repeatedly during the school year.
Standards in bold represent benchmarks identified by the state as being assessed on the EOC.
Page 5
8th Grade US History
Volusia District Social Studies Office
2016-2017
UNITED STATES HISTORY and CAREER PLANNING
Resources
Career and Education Planning is an INTEGRATED unit of study in Volusia County Schools as
part of our MJ United States History and Career Planning course.
Per section 1003.4156, Florida Statutes, the Career and Education Planning course must result in a
completed personalized academic and career plan for the student; must emphasize the importance
of entrepreneurship skills; must emphasize technology or the application of technology in career
fields; and, beginning in the 2014-2015 academic year, must provide information from the
Department of Economic Opportunity’s economic security report as described in section 445.07,
Florida Statutes.
The Career and Education Planning integrated unit must result in a completed personalized
academic and career plan for the student; must emphasize the importance of entrepreneurship
skills, technology, or the application of technology in career fields; and must provide information
from the Department of Economic Opportunity’s economic security report as described in Section
445.07, Florida Statutes.
http://www.fldoe.org/academics/collegecareer-planning/educators-toolkit/
This Toolkit provides easy access to classroom
activities, lesson plans, and related web-based
resources. Each module includes a module
description, lesson plans with student
handouts, recommended websites for
additional information, and a glossary for the
unit. A crosswalk is provided for handy
reference between both the course standards
and lesson plans.

For additional information on the Middle School Career and Education Planning course, go to
http://www.fldoe.org/academics/college-career-planning/educators-toolkit/
CAREER PLANNING COURSE STANDARDS STUDENTS WILL:
1.0 Describe the influences that societal, economic, and technological changes have on
employment trends and future training.
2.0 Develop skills to locate, evaluate, and interpret career information.
3.0 Identify and demonstrate processes for making short and long term goals.
4.0 Demonstrate employability skills such as working in a group, problem-solving and
organizational skills, and the importance of entrepreneurship.
5.0 Understand the relationship between educational achievement and career
choices/postsecondary options.
6.0 Identify a career cluster and related pathways through an interest assessment that match career
and education goals.
7.0 Develop a career and education plan that includes short and long-term goals, high school
program of study, and postsecondary/career goals.
8.0 Demonstrate knowledge of technology and its application in career fields/clusters.
Page 6
Modules
A. Understanding the Workplace
B. Self Awareness
C. Exploring Careers
D. Goal Setting/Decision-Making
E. Workplace Skills
F. Career and Education Planning
G. Job Search




List of 8 Course Standards (PDF)
Crosswalk of Standards and Lesson
Plans (PDF)
High School Course Plan
Worksheet (PDF)
High School Course Plan
Worksheet (Word)
8th Grade US History
Volusia District Social Studies Office
2016-2017
Important Events Observed by Volusia County Social Studies Courses
Sept 16-22
Constitution Week
All social studies courses will study one of the most important documents in United States history. Constitution Week commemorates the formation and signing of the U.S.
Constitution by thirty-nine brave men on September 17, 1787, recognizing all who, are born in the U.S. or by naturalization, have become citizens.
(Teachers will receive further instruction from content area specialist)
September
Last full week of
the month
Celebrate Freedom Week: FL Statute: 1003.421 Recitation of the Declaration of Independence.—
(1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the last full week of
classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom Week must include at least 3 hours of appropriate instruction in
each social studies class, as determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration
of Independence.
(2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September, public school principals and
teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: “We hold these truths to be self-evident, that all men are
created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these
rights, governments are instituted among men, deriving their just powers from the consent of the governed.”
(3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty
(4) Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence.
History.—s. 1, ch. 2002-213.
September 15October 15
Hispanic Heritage Month
Each year, Americans observe National Hispanic Heritage Month from September 15 to October 15, by celebrating the histories, cultures and contributions of American
citizens whose ancestors came from Spain, Mexico, the Caribbean and Central and South America. The observation started in 1968 as Hispanic Heritage Week under
President Lyndon Johnson and was expanded by President Ronald Reagan in 1988 to cover a 30-day period starting on September 15 and ending on October 15. It was
enacted into law on August 17, 1988, on the approval of Public Law 100-402. The day of September 15 is significant because it is the anniversary of independence for Latin
American countries Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. In addition, Mexico and Chile celebrate their independence days on September 16 and
September 18, respectively. Also, Columbus Day or Día de la Raza, which is October 12, falls within this 30 day period.
November
Native American Heritage Month
What started at the turn of the century as an effort to gain a day of recognition for the significant contributions the first Americans made to the establishment and growth of the
U.S., has resulted in a whole month being designated for that purpose.
February
Black History Month
February is "Black History Month," a time to commemorate African-Americans who have changed the world.
Celebrating Black History began in 1926, when Dr. Carter G. Woodson, a Harvard Ph.D., initiated "Negro History Week." Dr. Woodson, a historian, chose the second week
in February because it included the birthdays of Frederick Douglass and Abraham Lincoln. In 1976, the Bicentennial (200th birthday) of the U.S.A., the week-long observance
was extended to the entire month of February in order to have enough time for celebratory programs and activities.
(Teachers will receive further instruction from content area specialist)
March
Women's History Month
Women’s History Month had its origins as a national celebration in 1981 when Congress passed Pub. L. 97-28 which authorized and requested the President to proclaim the
week beginning March 7, 1982 as “Women’s History Week." Throughout the next five years, Congress continued to pass joint resolutions designating a week in March as
"Women’s History Week." In 1987 after being petitioned by the National Women’s History Project, Congress passed Pub. L. 100-9 which designated the month of March
1987 as “Women’s History Month." Between 1988 and 1994, Congress passed additional resolutions requesting and authorizing the President to proclaim March of each year
as Women’s History Month. Since 1995, Presidents Clinton, Bush and Obama have issued a series of annual proclamations designating the month of March as “Women’s
History Month.”
Page 7
8th Grade US History
Volusia District Social Studies Office
2016-2017
Organizing Principle 1: Historians study about people and events of the past. They use many tools and employ
knowledge of geography, economics, civics, and government to learn about the past.
Measurement Topics
Exploring Social Studies
Resources
Page 8
2 Weeks August/September
Curriculum Standards
Benchmarks
Provide supporting details for an answer from text, interview for oral history, check
validity of information from research/text, and identify strong vs. weak arguments.
Analyze charts, graphs, maps, photographs and timelines; analyze political
cartoons; determine cause and effect.
Analyze current events relevant to American History topics through a variety of
electronic and print media resources.
Differentiate fact from opinion; utilize appropriate historical research and
fiction/nonfiction support materials.
Identify, within both primary & secondary sources, the author, audience, format, &
purpose of significant historical documents.
Compare interpretations of key events and issues throughout American History.
View historic events through the eyes of those who were there as shown in art,
writings, music, and artifacts.
Use appropriate geographic tools and terms to identify and describe significant places
and regions in American History.
Locate and describe in geographic terms the major ecosystems of the United States.
SS.8.A.1.1
Examine motivating economic factors that influenced the development of the United
States economy over time, including scarcity, supply and demand, opportunity cost,
incentives, profits, and entrepreneurial aspects.
Explain the economic impact of government policies.
SS.8.E.1.1
Evaluate domestic and international interdependence.
Identify the constitutional provisions for establishing citizenship.
Apply the rights and principles contained in the Constitution and Bill of Rights to the
lives of citizens today.
SS.8.E.3.1
SS.8.C1.1
SS.8.C.1.5
SS.8.A.1.2
SS.8.A.1.3
SS.8.A.1.4
SS.8.A.1.5
SS.8.A.1.6
SS.8.A.1.7
SS.8.G.1.2
SS.8.G.3.1
Academic Language
Chronology
timeline
globe
landforms
relief
elevation
opportunity cost
capital
entrepreneur
market economy
free enterprise system
tariff
naturalization
due process
federal system
Primary source
Secondary source
SS.8.E.2.2
Exploring Social Studies
8th Grade US History
Volusia District Social Studies Office
2016-2017
Textbook/Workbook
Discovering Our Past CH 1 pgs. 1-38 / My Reflections CH 1 pgs. 1-26
Safari Montage
Maps and Globes (Creation Station) 15:22
Physical and Topographical Maps – QA International 1:38
Thematic Maps – QA International 1:25
Websites
McGraw Hill, Discovering Our Past, Resources:
Available in VPortal
Kahoot: 5 Themes of Geography: https://play.kahoot.it/#/k/431cebca-2b2d-42ed-8d5b-72803213bcfd
Primary/Secondary Source Activity : https://sheg.stanford.edu/lunchroom-fight
Primary Source http://docsteach.org/documents/search?
Virtual interactive history maps http://www.timemaps.com/history
History of our calendar http://www.webexhibits.org/calendars/year-history.html
Videos
Why We Study History intro: https://youtu.be/vgmNkYUL_Cw
US History Class opener: https://www.youtube.com/watch?v=grK8s9qc_VM
Intro to 8th Grade Social Studies https://www.youtube.com/watch?v=I6DlAuGNgkw
Primary/Secondary Sources: https://youtu.be/4fp3FO0fflg
Understanding time https://volusia.instructure.com/courses/171/modules/items/55582
How time works http://science.howstuffworks.com/science-vs-myth/everyday-myths/time7.htm
Teacher Hints
FOCUS: Geography and Map Skills; Access domain knowledge from 7th grade civics.
CPALMS Resources
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click search
4. Click resource attached to standard for further information
SS.8.A.1.1- Lesson Plan
SS.8.A.1.2- Lesson Plans, Teaching Ideas
SS.8.A.1.3- Lesson Plan
SS.8.A.1.4- Lesson Plan
SS.8.A.1.5- Lesson Plans, Teaching Idea
SS.8.A.1.6- Lesson Plans, Teaching Ideas
SS.8.A.1.7- Lesson Plans, Teaching Ideas
McGraw-Hill Chapter Test and Lesson Quizzes:
Ch. 1 Lesson Quizzes pgs. 1-4
Ch. 1 Traditional Test pgs. 5-8
Ch. 1 Test, Document Based pgs. 9-10
Ch. 1 Reading Test pg. 11
Ch. 1 Writing Test pg. 13
Assessment
Florida Literacy
Standards
Page 9
Activities
8th Grade US History
Volusia District Social Studies Office
Reading: 8
(LAFS.68.RH.3.8)
Reading: 7
(LAFS.68.RH.3.7)
Page 10
2016-2017
Map - Students create a map of the school using scale, compass rose and key.
Map – Students complete states and capitals to restore knowledge of US geography
Map – Create a world geography map
Reading- Create a timeline of your life
Reading – using newspapers or magazines for current events
Compare and Contrast – photographs, artwork
Review – Primary and Secondary sources
8th Grade US History
Volusia District Social Studies Office
2016-2017
Organizing Principle 2: Europeans explored and colonized the Americas in the 15th & 16th centuries. They
encountered multiple Native American societies leading to what historians refer to as the Columbian Exchange.
Measurement Topics
Curriculum Standards
2 Weeks September
Constitution Week 9/16-9/23
Celebrate Freedom Week: Last full week in
September
Benchmarks
Compare the relationships among the British, French, Spanish, and Dutch in their
struggle for colonization of North America.
SS.8.A.2.1
Discuss the impact of colonial settlement on Native American populations.
SS.8.A.2.5
Evaluate domestic and international interdependence.
SS.8.E.3.1
Exploring the Americas
Page 11
Academic Language
technology
compass
strait
circumnavigate
Columbian Exchange
conquistador
immunity
mission
pueblo
presidio
plantation
Protestantism
reformation
armada
northwest passage
tenant farmer
8th Grade US History
Volusia District Social Studies Office
Resources
2016-2017
Exploring the Americas
Textbook/Workbook
Discovering Our Past CH 2 pgs. 39-62 / My Reflections CH 2 pgs. 27-42
Safari Montage
History of Exploration (Schlesinger) 25:28
Spanish Explorers (Schlesinger) 21:08
Three Worlds Meet (Schlesinger) 32:20
French Explorers (Schlesinger) 23:07
Secrets of the Aztec Empire (A&E) 45.59
English Explorers (Schlesinger) 21:08
Lost Kingdom of the Maya (National Geographic) 56:25
Settling the New World (Schlesinger) 23:07
Horrible Histories: Extraordinary Explorers (Scholastic) 24:09
The Dutch & New Amsterdam (Schlesinger) 25:01
History Channel: Columbus Uses the Skies to Survive: http://www.history.com/topics/exploration/christophercolumbus/videos/columbus-uses-the-skies-to-survive
Videos
Columbus Controversy: http://www.history.com/topics/exploration/columbus-controversy
Columbian Exchange: https://www.youtube.com/watch?v=HQPA5oNpfM4
Websites
DBQ Binder/History Alive
Teacher Hints
CPALMS Resources
Page 12
McGraw Hill, Discovering Our Past, Resources: Available in VPortal
Gilder Lehrman Institute: Must create account (No fee involved)
o Exploration https://www.gilderlehrman.org/history-by-era/americas-1620/exploration
o America in 1620 https://www.gilderlehrman.org/history-by-era/americas-1620
o Imperial Rivalries https://www.gilderlehrman.org/history-by-era/imperial-rivalries/essays/imperial-rivalries
Exploring Florida CD or website http://fcit.usf.edu/florida/lessons/cur.htm
 The Calusa: “The Shell Indians”
 The Timucua
 The Tocobaga Indians of Tampa Bay
 The Tequesta Indians of Biscayne Bay
 The Apalachee of Tallahassee: “Mission Indians”
 Ponce De Leon: Florida’s First Spanish Explorer
 Hernando de Soto Arrives and Explores Florida
 Jean Ribault Claims Florida for France
 Pedro Menendez de Avilla Claims Florida for Spain
Ordinary Americans Teacher’s Guide:
 Lesson 1, Culture’s Collide
History Alive!
 World History: Europe’s Transition to the Modern World, Section 4 The Age of Exploration
 World History: Civilizations of the Americas
FOCUS: Trade (Columbian Exchange)
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click search
4. Click resource attached to standard for further information
SS.8.A.2.1- N/A
SS.8.A.2.5- N/A
8th Grade US History
Volusia District Social Studies Office
Assessment
Florida Literacy Standards
Reading: 8 (LAFS.68.RH.3.8)
Reading: 5 (LAFS.68.RH.2.5)
Page 13
McGraw-Hill Chapter Test and Lesson Quizzes:
Ch. 2 Lesson Quizzes pgs. 15-17
Ch. 2 Traditional Test pgs. 19-22
2016-2017
Ch. 2 Test, Document Based pgs. 23-24
Ch. 2 Reading Test pgs. 25-26
Ch. 2 Writing Test pg. 27
Activities
Biography – Research a historical explorer from this unit. Create a T-Chart with headings for facts and opinions about the person.
Map – Create a map locating areas of European colonization. Use a map key to color code the regions with their mother country.
Debate – Why might Native Americans disagree with the claim that Columbus “discovered” America?
8th Grade US History
Volusia District Social Studies Office
2016-2017
Organizing Principle 3: Between 1607 and 1763, the British North American colonies began to develop practices
of self-government, religious freedom, and economic independence from Great Britain.
Measurement Topics
Colonial America
Life in the Colonies
The French and
Indian War
Page 14
3.5 Weeks September/October
Celebrate Freedom Week 9/26-9/30
1 Week October DBQ/Remediation
Curriculum Standards
Benchmarks
Compare the characteristics of the New England, Middle, and Southern colonies.
Identify the impact of key colonial figures on the economic, political, and social
development of the colonies.
Discuss the impact of colonial settlement on Native American populations.
Describe the contributions of key groups (Africans, Native Americans, women, and
children) to the society and culture of colonial America.
Use appropriate geographic tools and terms to identify and describe significant places
and regions in American history.
Use geographic terms and tools to analyze case studies of how selected regions of the
United States have changed over time.
SS.8.A.2.2
SS.8.A.2.4
Compare the characteristics of the New England, Middle, and Southern colonies.
Differentiate economic systems of New England, Middle and Southern colonies
including indentured servants and slaves as labor sources.
Describe the contributions of key groups (Africans, Native Americans, women, and
children) to the society and culture of colonial America.
Recognize the role of civic virtue in the lives of citizens and leaders from the colonial
period through Reconstruction.
Explain the economic impact of government policies.
SS.8.A.2.2
SS.8.A.2.3
Assess the role of Africans and other minority groups in the economic development of
the United States.
SS.8.E.2.3
Examine the causes, course, and consequences of the French and Indian War.
_______________________________________________________________________
Explain the consequences of the French and Indian War in British Policies for the
American Colonies from 1763-1774.
SS.8.A.2.6
_______________
SS.8.A.2.5
SS.8.A.2.7
SS.8.G.1.2
SS.8.G.2.3
SS.8.A.2.7
SS.8.C.1.3
SS.8.E.2.2
Academic Language
charter
joint-stock company
royal charter
Headright
Burgess
Puritan
separatist
dissent
persecute
tolerance
patroon
pacifist
indentured servant
constitution
debtor
Catholicism
pilgrim
Quakers
subsistence farming
cash crop
diversity
Triangular Trade
Middle Passage
slave codes
representative government
mercantilism
export
import
immigration
epidemic
apprentice
militia
Iroquois Confederacy
alliance
SS.8.A.3.1
8th Grade US History
Volusia District Social Studies Office
Resources
2016-2017
Colonial America / Life in the Colonies
Textbook/Workbook
Discovering Our Past CH 3 - 4 pgs. 63-114 / My Reflections CH 3 - 4 pgs. 43-82
Safari Montage
Jamestown (Schlesinger) 24:40
New World: The Nightmare in Jamestown (National Geographic) 51:12
Pocahontas Revealed (PBS) 55:22
America: The Story of US: Rebels (A & E) 43:49
Dear America: A Journey to New World (Scholastic) 30:00
Videos
Crash Course: John Green: When is Thanksgiving? Colonizing America.
https://youtu.be/o69TvQqyGdg?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
Jamestown Colony: http://www.history.com/topics/jamestown/videos/mystery-roanoke
Roanoke: The Lost Colony: https://www.youtube.com/watch?v=a68e6UnNhsU
Crash Course: John Green: The Seven Years War and the Great Awakening. https://www.youtube.com/watch?v=5vKGU3aEGss
Crash Course: John Green: The Quakers, the Dutch and the Ladies.
https://youtu.be/p47tZLJbdag?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
Crash Course: John Green: The Natives and the English - Crash Course US History.
https://youtu.be/TTYOQ05oDOI?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
Crash Course: John Green: The Seven Years War and the Great Awakening.
https://youtu.be/5vKGU3aEGss?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
History Channel: Life in Jamestown: http://www.history.com/topics/jamestown/videos/life-in-jamestown
Mr. Zoller’s Social Studies Podcast: Middle Colonies. https://youtu.be/Yw9pw8rIDlU
Mr. Zoller’s Social Studies Podcast: New England Colonies. https://youtu.be/4ScZh2-QLOE
Mr. Zoller’s Social Studies Podcast: Southern Colonies. https://youtu.be/j3KAOWye1AM
Atlantic Slave Trade: https://www.youtube.com/watch?v=znwRJ5K85XI
Tom Richey – Magna Carta, English Bill of Rights: https://www.youtube.com/watch?v=Ca_kI948JUA
Join or Die Political Cartoon: https://www.youtube.com/watch?v=jmMosYyqYDk
Mr. Betts' Class: Jamestown Colony "Shut Up and Dance With Me Parody": https://www.youtube.com/watch?v=sxGvHs9CQkA
Lost Colony of Roanoke (A & E) 43:37
Era of Colonization (Schlesinger) 32:15
Origins of Democracy (Schlesinger) 22:39
16th and 17th Century Turning Points in U.S. History: Program 3
(Ambrose Video) 28:25
Slavery & Freedom (Schlesinger) 31:26
Mr. Betts' Class: Moving To The Colonies "Party In The USA Parody" https://www.youtube.com/watch?v=Cznq6F6y32w
Websites
DBQ Binder/History Alive
Teacher Hints
CPALMS Resources
Page 15
McGraw Hill, Discovering Our Past, Resources: Available in VPortal
Gilder Lehrman Institute: Must create account (no fee involved) - Colonization and Settlement: https://www.gilderlehrman.org/history-byera/colonization-and-settlement-1585-1763
African Americans Settle in Fort Mose - Exploring Florida CD or website: http://fcit.usf.edu/florida/lessons/cur.htm
Jeopardy Labs: Chapter 3- Colonial America: https://jeopardylabs.com/play/chapter-3-colonial-america3
Jeopardy Labs: Chapter 4 – Life In The American Colonies: https://jeopardylabs.com/play/chapter-4-life-in-the-american-colonies-1607-1770
Mini Q – Jamestown: Why did so many colonists die?
Ordinary Americans Teacher’s Guide:

Lesson 2, England’s New World
History Alive!

United States: Colonial Life and the American Revolution
FOCUS: Economic and Religious Differences; Role of Representative Government
URL: http:www.cpalms.org/public/search/Search
Instructions:
8th Grade US History
Volusia District Social Studies Office
1.
2.
3.
4.
2016-2017
Click the live link above (paste into address bar if live link is not available)
Input standard within search field
Click search
Click resource attached to standard for further information
SS.8.A.2.2- N/A
SS.8.A.2.3- N/A
SS.8.A.2.4- Lesson Plans
SS.8.A.2.5- N/A
SS.8.A.2.6- N/A
SS.8.A.2.7- N/A
SS.8.A.3.1- N/A
Assessment
Florida Literacy
Standards
Reading 8
(LAFS.68.RH.3.8)
Writing 2,6
(LAFS.68.WH.1.2)
(LAFS.68.WH.2.6)
Reading 5
(LAFS.68.RH.2.5)
McGraw-Hill Chapter Test and Lesson Quizzes:
Ch. 3 Lesson Quizzes pgs. 29-32
Ch. 3 Traditional Test pgs. 33-36
Ch. 3 Test, Document Based pgs. 37-38
Ch. 3 Reading Test pg. 39
Ch. 3 Writing Test pgs. 41-42
Ch. 4 Lesson Quizzes 1-3 pgs. 43-45
Ch. 4 Traditional Test pgs. 47-50
Ch. 4 Test, Document Based pgs. 51-52
Ch. 4 Reading Test pgs. 53-54
Ch. 4 Writing Test pg. 55
Activities
Biography – Research a historical figure from this unit. Create a T-Chart with headings for facts and opinions about the person.
Colonial Fair – Students present all 13 colonies in a convention type fair to convince the student body to join their colony. Students create a slogan,
banner, songs, dress in character, and provide food items at their booth.
Brochure – You are a British publisher in the Colonial Period who is asked to create an advertising campaign to recruit and attract settlers to a British
North American Colony. Your brochure should include persuasive use pictures, symbols and words to convey your message.
Map – Create a map of the original 13 colonies and label the key physiographic features in each region along with their main resources.
End of First Grading Period
Page 16
8th Grade US History
Volusia District Social Studies Office
2016-2017
Organizing Principle 4: Between 1763 and 1777, British attempts to exert control over the colonies led to
violent, organized, and successful resistance and revolution.
Measurement Topics
British Controls and
Colonial Reactions
Declaring Independence
Page 17
Curriculum Standards
2.5 Weeks October
Benchmarks
Explain American colonial reaction to British policy from 1763-1774.
Recognize the contributions of the Founding Fathers (John Adams, Sam Adams,
Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James
Madison, George Mason, and George Washington) during American Revolutionary
efforts.
Examine the contributions of influential groups to both the American and British
war efforts during the American Revolutionary War and their efforts on the
outcome of the war.
Examine the causes, course, and consequences of the American Revolution.
SS.8.A.3.2
SS.8.A.3.3
Examine individuals and groups that affected political and social motivations during
the American Revolution.
SS.8.A.3.8
Examine key events in Florida history as each impact this era of American History.
SS.8.A.3.16
Recognize the contributions of the Founding Fathers (John Adams, Sam Adams,
Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James
Madison, George Mason, and George Washington) during American Revolutionary
efforts.
Examine the causes, course, and consequences of the American Revolution.
SS.8.A.3.3
Examine the structure, content, and consequences of the Declaration of
Independence.
SS.8.A.3.7
SS.8.A.3.4
SS.8.A.3.6
SS.8.A.3.6
Academic Language
revenue
Writs of Assistance
resolution
effigy
boycott
repeal
rebellion
propaganda
Committee of Correspondence
Minutemen
Loyalists
Tories
Patriots
Sons of Liberty
Stamp Act
Sugar Act
Townshend Act
petition
preamble
grievances
natural rights
unalienable rights
8th Grade US History
Volusia District Social Studies Office
Resources
2016-2017
British Controls and Colonial Reactions/ Declaring Independence
Textbook/Workbook
Discovering Our Past CH 5 pgs. 115-146 / My Reflections CH 5 pgs. 83-98
Safari Montage
Liberty!: The American Revolution: The Reluctant Revolutionaries (PBS)
55:50
Liberty!: The American Revolution: Blows Must Decide (PBS) 56:50
Liberty!: The American Revolution: The Times that Try Men’s Souls(PBS)
56:61
Causes of the Revolution (Schlesinger) 22:40
Paul Revere: The Midnight Rider (A&E) 44:21
Videos
“Too Late to Apologize: A Declaration” Soomo Publishing https://www.youtube.com/watch?v=uZfRaWAtBVg
Crash Course: John Green: Taxes and Smuggling. https://www.youtube.com/watch?v=Eytc9ZaNWyc
Hip Hughes: Boston Massacre: https://www.youtube.com/watch?v=dPiYIiFwXJ4&feature=youtu.be
Halo Teach: Lexington and Concord: https://www.youtube.com/watch?v=XA-S_u9KHak
Mr. Striplin: Loyalist and Patriots: https://www.youtube.com/watch?v=_2p21-soVuA
Thomas Jefferson Videos: http://www.history.com/topics/us-presidents/thomas-jefferson/videos/jefferson-writes-declarationof-independence
Mr. Betts' Class: The Declaration of Independence "I Can't Feel My Face Parody"
https://www.youtube.com/watch?v=shwNBBJj15M
Websites
McGraw Hill, Discovering Our Past, Resources:
Patrick Henry: Voice of Liberty (A&E) 45:50
Abigail Adams (Schlesinger) 26:19
The Declaration of Independence (Schlesinger) 23:00
Freedom A History of Us: Independence (PBS) 26:32
Johnny Tremain (Disney) 1:20:41
Available on VPortal
Virtual Animated Maps http://historyanimated.com/verynewhistorywaranimated/?page_id=17
Gilder Lehrman Institute: Must create account (no fee involved) - Road to Revolution: https://www.gilderlehrman.org/history-by-era/roadrevolution/essays/road-revolution
The War that made America website: http://www.pbs.org/thewarthatmadeamerica/summary.html
Mount Vernon Virtual Field Trip:
DBQ Binder/History Alive
Teacher Hints
CPALMS Resources
Page 18
http://pbseduelectioncentral.com/field-trips
Mission-US.org Mission1:For Crown or Glory: www.mission-us.org
Jeopardy Labs: Chapter 5 - Spirit of Independence https://jeopardylabs.com/play/chapter-5-review78
Ordinary Americans Teacher’s Guide:

Lesson 4, Revolution & Independence
History Alive!

United States: Colonial Life and the American Revolution
FOCUS: Examine causes of American resistance/revolution; ; The role of the Founding Fathers during the American Revolutionary efforts; The
content and consequences of the Declaration of Independence; The causes and effects of the American Revolution
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click search
4. Click resource attached to standard for further information
8th Grade US History
Volusia District Social Studies Office
2016-2017
SS.8.A.3.2- Teaching Idea
SS.8.A.3.3- Lesson Plan, Unit/Lesson Sequence
SS.8.A.3.4- N/A
SS.8.A.3.6- Teaching Ideas
SS.8.A.3.7- N/A
SS.8.A.3.8- Teaching Idea, Lesson Plan, Unit/Lesson Sequence
SS.8.A.3.16- N/A
Assessment
Florida Literacy Standards
McGraw-Hill Chapter Test and Lesson Quizzes:
Ch. 5 Traditional Test pgs. 61-64
Ch. 5 Test, Document Based pgs. 65-66
Ch. 5 Reading Test pg. 67
Ch. 5 Writing Test pgs. 69-70
Activities
Reading 8
(LAFS.68.RH.3.8)
News Report - - Imagine you are a newspaper reporter covering the Boston massacre. Your report should focus on differentiating between facts
and propaganda.
Writing 1
(LAFS.68.WH.1.1)
Political Cartoon - - Create a political cartoon in opposition to one of following taxes (Tea Tax, Stamp Act, Sugar Act, etc.)
Reading 1
(LAFS.68.RH.1.1)
Close Read - - Midnight Ride of Paul Reeve – Text Dependent Questions
Page 19
8th Grade US History
Volusia District Social Studies Office
2016-2017
Organizing Principle 5: From 1777 to 1783 the American Colonies overcame hardships and
numerous disadvantages to win the Revolutionary War.
Measurement Topics
The American Revolution
Curriculum Standards
Benchmarks
Recognize the contributions of the Founding Fathers (John Adams, Sam Adams,
Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James
Madison, George Mason, and George Washington) during American Revolutionary
efforts.
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.
Describe the influence of individuals on social and political developments during
the Revolutionary ear.
Examine the causes, course, and consequences of the American Revolution.
SS.8.A.3.3
Examine the causes, course, and consequences of the American Revolution.
SS.8.A.3.6
Examine individuals and groups that affected political and social motivations during
the American Revolutions.
Examine key events in Florida history as each impacts this ear of American History.
SS.8.A.3.8
Examine this time period (1763-1815) from the perspective of historically
underrepresented groups (children, indentured servants, Native Americans, slaves,
women, and working class).
Page 20
3 Weeks End of Oct/November
Native American Heritage Month
SS.8.A.3.4
SS.8.A.3.5
SS.8.A.3.6
Academic Language
mercenary
recruit
desert
inflation
blockade
privateer
siege
ratify
ambush
strategy
guerilla warfare
SS.8.A.3.16
SS.8.A.3.15
8th Grade US History
Volusia District Social Studies Office
Resources
2016-2017
The American Revolution
Textbook/Workbook
Discovering Our Past CH 6 pgs. 147-178 / My Reflections CH 6 pgs. 99-120
Safari Montage
Videos
The Revolutionary War (Schlesinger) 22:56
George Washington: American Revolutionary (A&E) 44:38
Liberty! The American Revolution: “Times that Try Men’s Souls (PBS)
Washington Crosses the Delaware (A&E) 21:52
56:16
Benedict Arnold: Triumph or Treason (A&E) 45:21
Liberty! The American Revolution: “Oh Fatal Ambition” (PBS) 56:24
George Washington: The Man Who Wouldn’t Be King (WGBH) 56:33
Liberty! The American Revolution: “The World Turned Upside
America: The Story of Us: Revolution (A&E) 44:04
Down”(PBS) 56:11
Crash Course: John Green: Who won the American Revolution? https://youtu.be/3EiSymRrKI4?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
Websites
McGraw Hill, Discovering Our Past, Resources:
Available on VPortal
Gilder Lehrman Institute: Must create account (no fee involved) - American Revolution: https://www.gilderlehrman.org/history-by-era/american-revolution1763-1783
DBQ Binder/History Alive
History Channel American Revolution : http://www.history.com/topics/american-revolution
Black Patriots of the American Revolution: http://www.wallbuilders.com/resources/Newsletters/BlackHistory04.pdf
Jeopardy Labs: Chapter 6 - The American Revolution https://jeopardylabs.com/play/chapter-651
DBQ – How Revolutionary was the American Revolution?
Mini Q – Valley Forge “Would you have quit?”
Ordinary Americans Teacher’s Guide:

Lesson 4, Revolution & Independence
History Alive!

United States: Colonial Life and the American Revolution
Teacher Hints
FOCUS: Turning points in the war: Saratoga, gaining foreign allies, advantages and disadvantages; the role of the Founding Fathers during the American
Revolution; examine the motivations of individuals and groups during the American Revolution.
CPALMS Resources
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click search
4. Click resource attached to standard for further information
SS.8.A.3.3- Lesson Plan, Unit/Lesson Sequence
SS.8.A.3.4- N/A
SS.8.A.3.5- Teaching Idea, Lesson Plans, Unit/Lesson Sequence
SS.8.A.3.6- Teaching Ideas
SS.8.A.3.8- Teaching Idea, Lesson Plan, Unit/Lesson Sequence
SS.8.A.3.15- Lesson Plan
SS.8.A.3.16- N/A
Page 21
8th Grade US History
Volusia District Social Studies Office
Assessment
Ch. 6 Lesson Quizzes pgs. 71-74
Ch. 6 Traditional Test pgs. 75-78
Florida Literacy Standards
2016-2017
McGraw-Hill Chapter Test and Lesson Quizzes:
Ch. 6 Test, Document Based Questions pgs. 79-80
Ch. 6 Reading Test pg. 81
Ch. 6 Writing Test pgs. 83-84
Activities
Reading 1
(LAFS.68.RH.1.1)
Editorial – Write an editorial response to the creation of the Declaration of Independence from the viewpoint of either a Loyalist or a Patriot.
Reading 7
(LAFS.68.RH.3.7)
T-Chart – Compare Reeve’s cartoon of the “Boston Massacre” to the reading. Identify similarities and differences. Students may also create a cartoon from the
viewpoint of a British supporter.
Page 22
8th Grade US History
Volusia District Social Studies Office
2016-2017
Organizing Principle 6: The U.S. experimented first with a weak form of central government, and then
later designed a new written constitution that strengthened the government but limited its power.
Measurement Topics
The Constitutional
Convention
The U.S. Constitution
Curriculum Standards
Page 23
Benchmarks
Evaluate the structure, strengths, and weaknesses of the Articles of Confederation
and its aspects that led to the Constitutional Convention.
SS.8.A.3.9
Examine the course and consequences of the Constitutional Convention:
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
SS.8.A.3.10
Analyze support and opposition (Federalists, Federalist Papers, Anti-Federalists, Bill
of Rights) to ratification of the U.S. Constitution.
SS.8.A.3.11
Apply the rights and principles contained in the Constitution and Bill of Rights to the
lives of citizens today.
SS.8.C.1.5
Evaluate how amendments to the Constitution have expanded voting rights from our
nation’s early history to present day.
Evaluate and compare the essential ideals and principles of American constitutional
government expressed in primary sources from the colonial period to Reconstruction.
SS.8.C.1.6
Identify the constitutional provisions for establishing citizenship.
SS.8.C.1.1
Examine the influences of George Washington’s presidency in the formation of the
new nation.
The Federalist Era
2 Weeks End of Nov/December
1 Week DBQ/Remediation
SS.8.C.2.1
SS.8.A.3.12
Academic Language
bicameral
republic
ordinance
depreciate
clause
depression
legislative branch
judicial branch
executive branch
manumission
proportional
compromise
convention
amend
federalism
popular sovereignty
limited government
enumerated power
reserved power
concurrent power
separation of powers
implied power
judicial review
due process
equal protection
naturalization
precedent
cabinet
bond
impressment
partisan
caucus
alien
sedition
nullify
states’ rights
Resolve
Inauguration
8th Grade US History
Volusia District Social Studies Office
Resources
2016-2017
The Constitutional Convention/ The U.S. Constitution
Textbook/Workbook
Discovering Our Past CH 7-8-9 pgs. 179-270 / My Reflections CH 7-8-9 pgs. 121-164
Safari Montage
George Washington: American Revolutionary (A&E) 44:38
Creating a New Nation (Schlesinger) 22:50
Liberty! The American Revolution: “Are We to Be a Nation” (PBS) 56:09
The Legislative Branch (Schlesinger) 23:04
Videos
Rights Rights Baby: Youtube: https://www.youtube.com/watch?v=rjvo6yrrA5A
Crash Course: John Green: The Constitution, the Articles and Federalism.
https://youtu.be/bO7FQsCcbD8?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
Crash Course: John Green: Where U.S. Politics Came From. https://youtu.be/r161cLYzuDI?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
The Executive Branch (Schlesinger) 25:39
The Judicial Branch (Schlesinger) 23:11
The U.S. Constitution an & Bill of Rights (Schlesinger) 22:32
A New Nation (Schlesinger) 32:12
Hip Hughes: Articles of Confederation: https://www.youtube.com/watch?v=QQtJNK5_8Ukip
Hip Hughes: Constitutional Convention: https://www.youtube.com/watch?v=xXA4Ob3s-V0
Hip Hughes: Feds vs Anti Feds: https://www.youtube.com/watch?v=DnDh9-X12Gc
Mr. Betts' Class: Royals "George Washington's Farewell Address Parody": https://www.youtube.com/watch?v=TSzroxUZSyw
Websites
McGraw Hill, Discovering Our Past, Resources:
Available on VPortal
Gilder Lehrman: Must create user account (no fee involved) - Creating a New Government: https://www.gilderlehrman.org/history-by-era/newnation-1783-1815/creating-new-government
DBQ Binder/History Alive
Bill of Rights Institute: http://www.billofrightsinstitute.org/
Jeopardy Labs: Chapter 7 - A More Perfect Union https://jeopardylabs.com/play/chapter-7-a-more-perfect-union9
Jeopardy Labs: Chapter 8 - The Constitution https://jeopardylabs.com/play/chapter-8-creating-the-constitution4
The Federalist Era website: http://federalistera.weebly.com/index.html
Mini Q – How Did The Constitution Guard Against Tyranny?
History Alive!
o United States: The Constitution in a New Nation
Teacher Hints
FOCUS: Federalism, separation of powers, compromise, checks and balances, relate the U.S. Constitution and Bill of Rights to the lives of citizens
today, Washington’s precedence; Washington’s Farewell Address; the domestic and international events of John Adams’s presidency.
CPALMS Resources
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click search
4. Click resource attached to standard for further information
SS.8.A.3.9- N/A
SS.8.A.3.10- N/A
SS.8.A.3.11- N/A
SS.8.A.3.12- Lesson Plan, Unit/Lesson Sequence
Page 24
8th Grade US History
Volusia District Social Studies Office
Assessment
2016-2017
McGraw-Hill Chapter Test and Lesson Quizzes:
Ch. 7 Lesson Quizzes pgs. 85-87
Ch. 7 Traditional Test pgs. 89-92
Ch. 7 Test, Document Based pgs. 93-94
Ch. 7 Reading Test pg. 95
Ch. 7 Writing Test pg. 97
Ch. 8 Lesson Quizzes pgs. 99-100
Ch. 8 Traditional Test pgs. 101-104
Florida Literacy Standards
Reading 1
(LAFS.68.RH.1.1)
Reading 4
(LAFS.68.RH.2.4)
Writing 1,2
(LAFS.68.WH.1.1)
(LAFS.68.WH.1.2)
Ch. 8 Test, Document Based pgs. 105-106
Ch. 8 Reading Test pg. 107
Ch. 8 Writing Test pgs. 109-110
Ch. 9 Test, Document Based pgs. 119-120
Ch. 9 Reading Test pg. 121
Ch. 9 Writing Testing pgs. 123-124 Ch. 9 Lesson Quizzes pgs. 111-113
Ch. 9 Traditional Test pgs. 115-118
Activities
Close Read: Washington’s Farewell Address
Chart: Create a chart showing the highlights of the new government. Divide into Economic Affairs / Political Affairs / Foreign Affairs
Persuasive Essay: Strong Federal government or Limited Federal Government. Whose opinion (Hamilton or Jefferson) is more relevant today?
Mini Q: How Did The Constitution Guard Against Tyranny?
End of Second Grading Period
Page 25
8th Grade US History
Volusia District Social Studies Office
2016-2017
Organizing Principle 7: The debate over the role of the federal government would continue
with issues related to western expansion, international conflict and economic growth.
Measurement Topics
The Jeffersonian Era
Page 26
3 Weeks January
Curriculum Standards
Benchmarks
Explain major domestic and international economic, military, political, and sociocultural events of Thomas Jefferson’s presidency.
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).
Examine the experiences and perspectives of significant individuals and groups
during this era of American History.
Discuss the impact of westward expansion on cultural practices and migration
patterns of Native American and African slave populations.
Describe the influence of individuals on social and political developments of this era
in American History.
Examine the effects of the 1804 Haitian Revolution on the United States acquisition
of the Louisiana Territory.
Explain the consequences of landmark Supreme Court decisions significant to this
era of American History – McCulloch v. Maryland (1819), Gibbons v. Ogden (1824),
Cherokee Nation v. Georgia (1831), Worcester v. Georgia (1832).
Examine key events and peoples in Florida history as each impact this era of
American History.
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.
Locate and describe in geographic terms the major ecosystems of the United States.
Describe human dependence on the physical environment and natural resources to
satisfy basic needs in local environments in the United States.
SS.8.A.3.14
SS.8.A.4.1
SS.8.A.4.3
SS.8.A.4.4
SS.8.A.4.8
Academic Language
customs duty
jurisdiction
secede
tribute
neutral rights
embargo
nationalism
frigate
principle
authority
purchase
restriction
sectionalism
SS.8.A.4.12
SS.8.A.4.13
SS.8.A.4.17
SS.8.A.4.18
SS.8.G.3.1
SS.8.G.5.1
8th Grade US History
Volusia District Social Studies Office
2016-2017
Resources
The Jeffersonian Era
Textbook
Discovering Our Past CH 10 pgs. 271-298 / My Reflections CH 10 pgs. 165-184
Safari Montage
Lewis & Clark (Schlesinger) 27:22
Lewis & Clark: Explorers of the New Frontier (PBS) 44:41
The Journey of Sacagawea (PBS) 56:45
Videos
Crash Course: John Green: Thomas Jefferson & His Democracy. https://youtu.be/_3Ox6vGteek?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
Crash Course: John Green: The War of 1812. https://youtu.be/qMXqg2PKJZU?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
Tom Richey: Election of 1800: https://www.youtube.com/watch?v=kIgyxFZBRsI
Tom Richey: Louisiana Purchases: https://www.youtube.com/watch?v=l3ULuNACmyA
PBS: War of 1812: https://www.youtube.com/watch?v=ibvUUnFzAFg
Bio.com: Alexander Hamilton: https://www.youtube.com/watch?v=NP2a1xkbLgU
Websites
McGraw Hill, Discovering Our Past, Resources:
Available on VPortal
Gilder Lehrman Institute: Must create account (no fee involved) - Age of Jefferson and Madison: https://www.gilderlehrman.org/history-by-era/newnation-1783-1815/age-jefferson-and-madison
DBQ Binder/History Alive
Thomas Jefferson and westward expansion website: http://www.loc.gov/exhibits/jefferson/jeffwest.html
Jeopardy Labs: Chapter 10 - The Jefferson Era https://jeopardylabs.com/play/chapter-10-the-jefferson-era
Ordinary Americans Teacher’s Guide:

Lesson 5, Building a Nation
Teacher Hints
FOCUS: Jefferson reduces the role of the federal government; westward expansion / Louisiana Purchase; examining the causes and effects of the
Louisiana Purchase; Examining the causes and effects of the War of 1812; examining the causes and effects of Westward Expansion
CPALMS Resources
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click search
4. Click resource attached to standard for further information
Assessment
Page 27
SS.8.A.3.14- Lesson Plan
SS.8.A.4.1- Lesson Plan
SS.8.A.4.3- Lesson Plans
SS.8.A.4.4- Lesson Plan
SS.8.A.4.8- Lesson Plans
SS.8.A.4.12- N/A
SS.8.A.4.13- N/A
SS.8.A.4.17- N/A
SS.8.A.4.18- N/A
McGraw-Hill Chapter Tests and Lesson Quizzes:
Ch. 10 Lesson Quizzes pgs. 125-128,
8th Grade US History
Volusia District Social Studies Office
2016-2017
Ch. 10 Test Traditional pgs. 129-132,
Ch. 10 Document Based Questions pgs. 133-134
Ch. 10 Reading Test pgs. 135-136
Ch. 10 Writing Test pg. 137
Florida Literacy Standards
Writing 1
(LAFS.68.WH.1.1)
Reading 1,2,6
(LAFS.68.RH.1.1)
(LAFS.68.RH.1.2)
(LAFS.68.RH.2.6)
Page 28
Activities
Journal Writing – Assume the role of William Clark to create your own account of life on the new frontier.
Close Reading – Marshall’s opinion on Marbury v. Madison
8th Grade US History
Volusia District Social Studies Office
2016-2017
Organizing Principle 8: The desire to expand throughout continental North America resulted
in exploration, conflict and settlement of western territory.
Measurement Topics
Growth and Expansion
Manifest Destiny
Continued on next page. .
Page 29
3 Weeks January/February
Black History Month
Curriculum Standards
Benchmarks
Explain the causes, course, and consequences of the 19th century transportation
revolution on the growth of the nation’s economy.
Identify technological improvements (inventions/inventors) that contributed to
industrial growth.
Explain the causes, course, and consequences (industrial growth, subsequent effect
on children and women) of New England’s textile industry.
Analyze the impact of technological advancements on the agricultural economy and
slave labor.
Examine motivating economic factors that influenced the development of the United
States economy over time including scarcity, supply and demand, opportunity costs,
incentives, profits, and entrepreneurial aspects.
Analyze contributions of entrepreneurs, inventors, and other key individuals from
various gender, social, and ethnic backgrounds in the development of the United
States economy.
Assess the role of Africans and other minority groups in the economic development
of the United States.
Interpret population growth and other demographic data for any given place in the
United States throughout its history.
Use geographic terms and tools to analyze case studies of the development, growth,
and changing nature of cities and urban centers in the United States.
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).
Describe the debate surrounding the spread of slavery into western territories and
Florida.
Examine the experiences and perspectives of significant individuals and groups
during this period of American History.
Describe the influence of individuals on social and political developments of this era
in American History.
Examine key events and peoples in Florida history as each impact this era of
American History.
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.8.A.4.5
SS.8.A.4.6
SS.8.A.4.7
SS.8.A.4.10
SS.8.E.1.1
Academic Language
cotton gin
interchangeable parts
patent
capitalism
capital
free enterprise
census
turnpike
canal
lock
region
SS.8.E.2.1
SS.8.E.2.3
SS.8.G.4.1
SS.8.G.4.5
SS.8.A.4.1
SS.8.A.4.2
SS.8.A.4.3
SS.8.A.4.8
SS.8.A.4.17
SS.8.E.2.1
joint occupation
mountain men
emigrant
immigrant
prairie schooner
Manifest Destiny
tejano
decree
barricade
annex
rancho
ranchero
forty-niner
boomtown
vigilante
incorporate
8th Grade US History
Volusia District Social Studies Office
Assess the role of Africans and other minority groups in the economic development
of the United States.
Use geographic terms and tools to analyze the effects throughout American history of
migration to and within the United States, both on the place of origin and destination.
Use geographic terms and tools to explain cultural diffusion throughout the United
States as it expanded its territory.
Describe human dependence on the physical environment and natural resources to
satisfy basic needs in local environments in the United States.
Describe the impact of human modifications on the physical environment and
ecosystems of the United States throughout history.
Page 30
2016-2017
SS.8.E.2.3
SS.8.G.4.2
SS.8.G.4.3
SS.8.G.5.1
SS.8.G.5.2
8th Grade US History
Volusia District Social Studies Office
Resources
2016-2017
Growth and Expansion/Manifest Destiny
Textbook
Discovering Our Past CH 11 pgs. 299-326, CH 13 pgs. 351-378 / My Reflections CH 11 pgs. 185-198, CH 13 pgs. 215-230
Safari Montage
Freedom A History of Us: Wake Up America! (PBS) 26:31
U.S. Mexican War: The Hour of Sacrifice (PBS) 1:51:00
Trailblazers & Scouts (A&E) 44:15
Remember the Alamo (PBS) 54:17
Westward Ho: The Wagon Trains (A&E) 47:17
Battle of the Alamo (A&E) 46:50
Expansionism (Schlesinger) 32:06
Freedom A History of Us: Liberty for All? (PBS) 26:33
U.S. Mexican War: Neighbors and Strangers (PBS) 1:50:00
Horrible Histories: Wild West (Scholastic) 24:10
Crash Course: John Green: Westward Expansion https://www.youtube.com/watch?v=tkdF8pOFUfI
https
How the Cotton Gin Changed America: https://www.youtube.com/watch?v=bns6aKfrIjA
PBS: Gold Rush: https://www.youtube.com/watch?v=r03DKbVhfvU
America the Story of US: Oregon Country: https://www.youtube.com/watch?v=xkFBJJp_xNE
Hip Hughes: Manifest Destiny: https://www.youtube.com/watch?v=japRb6U_FuQ
Videos
Websites
McGraw Hill, Discovering Our Past, Resources: Available on VPortal
Jeopardy Labs: Chapter 11 - Growth and Expansion https://jeopardylabs.com/play/chapter-11-us-growth-and-expansion-part-ii
DBQ Binder/History Alive
Mini-Q: Was the United States Justified in Going to War with Mexico?
DBQ: The California Gold Rush – A Personal Journal
Ordinary Americans Teacher’s Guide

Lesson 9, Westward Expansion
History Alive!

United States: Manifest Destiny in a Growing Nation (Lesson 2: Heading West with Lewis & Clark)
Teacher Hints
FOCUS: Advances in travel (technology); Manifest Destiny; explaining the causes and effects of 19th century industrialism on the US economy, geographical
regions, and its various citizens; discussing the spread of slavery into the western territories.
CPALMS Resources
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click search
4. Click resource attached to standard for further information
SS.8.A.4.1- Lesson Plan
SS.8.A.4.2- N/A
SS.8.A.4.3- Lesson Plans
SS.8.A.4.5- N/A
SS.8.A.4.6- Lesson Plan
SS.8.A.4.7- N/A
SS.8.A.4.8- Lesson Plans
Page 31
8th Grade US History
Volusia District Social Studies Office
2016-2017
SS.8.A.4.10- N/A
SS.8.A.4.17- N/A
Assessment
McGraw-Hill Chapter Tests and Lesson Quizzes:
Ch. 11 Lesson Quizzes pgs.139-141
Ch. 11 Test pgs.143-146
Ch. 11 Document Based Questions pgs. 147-148
Ch. 11 Reading Test pgs. 149-150
Ch. 11 Writing Test pg. 151
Ch. 13 Lesson Quizzes pgs. 167-170
Ch. 13 Test Traditional pgs. 171-174,
Ch. 13 Document Based Questions pgs. 175-176
Ch. 13 Reading Test pgs. 177-178
Ch. 13 Writing Test pg. 179-180
Florida Literacy Standards
Activities
Reading 7
(LAFS.68.RH.3.7)
Map – Create a map outlining the territorial expansion of the United States during the period of Manifest Destiny
Writing 1,2
(LAFS.68.WH.1.1)
(LAFS.68.WH.1.2)
Mini-Q: Was the United States Justified in Going to War with Mexico?
DBQ: The California Gold Rush – A Personal Journal
Page 32
8th Grade US History
Volusia District Social Studies Office
2016-2017
Organizing Principle 9: Success in developing territorial agreements with Europe would usher
in a populist period known as the Age of Jackson resulting in an expansion of democracy, but
not without domestic conflict.
Measurement Topics
The Jackson Era
Page 33
2 Weeks February
Black History Month
Curriculum Standards
Benchmarks
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).
Examine the experiences and perspectives of significant individuals and groups
during this era of American History.
Discuss the impact of westward expansion on cultural practices and migration
patterns of Native American and African slave populations.
Describe the influence of individuals on social and political developments of this era
in American History.
Explain the consequences of landmark Supreme Court decisions significant to this
era of American History – McCulloch v. Maryland (1819), Gibbons v. Ogden (1824),
Cherokee Nation v. Georgia (1831), and Worcester v. Georgia (1832).
Identify key ideas and influences of Jacksonian democracy.
Examine key events and peoples in Florida history as each impact this era of
American History.
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.
Identify the evolving forms of civic and political participation from the colonial period
through Reconstruction.
Use political maps to describe changes in boundaries and governance throughout
American History.
Explain the economic impact of government policies.
SS.8.A.4.1
SS.8.A.4.3
SS.8.A.4.4
SS.8.A.4.8
SS.8.A.4.13
SS.8.A.4.16
SS.8.A.4.17
Academic Language
favorite son
plurality
majority
mudslinging
bureaucracy
spoils system
nominating convention
relocate
veto
institution
Symbol
Indian Removal Act
Five Civilized Tribes
Seminole Wars
Chief Osceola
Trail of Tears
SS.8.A.4.18
SS.8.C.1.4
SS.8.G.4.6
SS.8.E.2.2
8th Grade US History
Volusia District Social Studies Office
Resources
2016-2017
The Jackson Era
Textbook
Safari Montage
Discovering Our Past CH 12 pgs. 327-350 / My Reflections CH 12 pgs. 199-214
Andrew Jackson (A&E) 1:29:00
The American President: Expanding Power (PBS) Chapter 2, 55:09
Democracy & Reform (Schlesinger) 32:01
Freedom, A History of Us: Liberty for All? (PBS) 26:33

video segment, The Age of Andrew Jackson, Chapter 6 (6 min) The Seminole (Schlesinger) 29:46
The Trail of Tears (A&E) 41:27
Videos
Crash Course: John Green: Age of Jackson
https://youtu.be/beN4qE-e5O8?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
Websites
McGraw Hill, Discovering Our Past, Resources :
Available on VPortal
Gilder Lehrman Institute: Must create account (no fee involved) - Age of Jackson: https://www.gilderlehrman.org/history-by-era/nationalexpansion-and-reform-1815-1860/age-jackson
Andrew Jackson Era website: http://www.digitalhistory.uh.edu/teachers/modules/jacksonian/
Exploring Florida CD or website: http://fcit.usf.edu/florida/lessons/cur.htm

Transfer of Florida

Seminole Wars
Seminole Tribe of Florida: http://www.semtribe.com/History/IndianRemoval.aspx

Indian Resistance and Removal

Osceola and Abiaka
Kahoot: Chapter 12 Age of Jackson: https://play.kahoot.it/#/k/14b8ed26-3e87-453c-9067-d6b4c9714250
Jeopardy Labs: Chapter 12 - The Jackson Era https://jeopardylabs.com/play/chapter-12-the-jacksonian-era
DBQ Binder/History Alive
Teacher Hints
CPALMS Resources
Page 34
DBQ – How Democratic was Andrew Jackson?
Ordinary Americans Teacher’s Guide:
Lesson 6, Democracy & Reform
FOCUS: modern political practices – The spoils system, patronage; Indian Removal Act – The Trail of Tears; examining the causes and effects of the
Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Texas Annexation, Manifest Destiny, Mexican American War,
Compromise of 1850, and the Kansas-Nebraska Act; Examining key events and people in Florida during this era
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click search
4. Click resource attached to standard for further information
SS.8.A.4.1- Lesson Plan
SS.8.A.4.3- Lesson Plans
SS.8.A.4.4- Lesson Plan
SS.8.A.4.8- Lesson Plans
8th Grade US History
Volusia District Social Studies Office
2016-2017
SS.8.A.4.13- N/A
SS.8.A.4.16- N/A
SS.8.A.4.17- N/A
SS.8.A.4.18- N/A
Assessment
McGraw-Hill Chapter Tests and Lesson Quizzes:
Ch. 12 Lesson Quizzes pgs. 153-155
Ch. 12 Test, Traditional pgs. 157-160
Ch. 12 Document Based Questions pgs.161-162
Florida Literacy Standards
Reading 7
(LAFS.68.RH.3.7)
Reading 8
(LAFS.68.RH.3.8)
Writing 1
(LAFS.68.WH.1.1)
Page 35
Ch. 12 Reading Test pgs. 163-164
Ch. 12 Writing Test pgs. 165-166
Activities
Political Cartoon – Analyze the political cartoon “King Andrew”
Chart – Create a T-chart describing the ways in which Andrew Jackson was democratic and undemocratic.
Editorial – Write an editorial about the treatment of Native Americans who were forced from their homeland and marched the “Trail of Tears”.
8th Grade US History
Volusia District Social Studies Office
2016-2017
Organizing Principle 10: As regional economies helped shape the growing nation, a national desire to
improve society and the lives of Americans grew during the first half of the 1800s.
Measurement
Topics
Economic and Social
Differences of the
North and South
Era of Reform
Page 36
3 Weeks March
Women’s History Month
Curriculum Standards
Benchmarks
Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and
effect.
View historic events through the eyes of those who were there as shown in their art, writings, music, and
artifacts.
Explain the causes, course, and consequences of the 19th century transportation revolution on the
growth of the nation's economy.
Explain the causes, course, and consequences (industrial growth, subsequent effect on children and
women) of New England's textile industry.
Describe the influence of individuals on social and political developments of this era in American History.
Analyze the impact of technological advancements on the agricultural economy and slave labor.
Examine the aspects of slave culture including plantation life, resistance efforts, and the role of the
slaves' spiritual system.
Analyze the role of slavery in the development of sectional conflict.
Examine motivating economic factors that influenced the development of the United States economy over
time including scarcity, supply and demand, opportunity costs, incentives, profits, and entrepreneurial
aspects.
Assess the role of Africans and other minority groups in the economic development of the United States.
Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social,
and ethnic backgrounds in the development of the United States economy.
Use geographic terms and tools to analyze case studies of regional issues in different parts of the United
States that have had critical economic, physical, or political ramifications.
Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and
effect.
Describe the influence of individuals on social and political developments of this era in American History.
Analyze the causes, course and consequences of the Second Great Awakening on social reform
movements.
Examine the aspects of slave culture including plantation life, resistance efforts, and the role of the
slaves' spiritual system.
Examine the causes, course, and consequences of the women's suffrage movement (1848 Seneca Falls
Convention, Declaration of Sentiments).
Analyze the role of slavery in the development of sectional conflict.
Identify the evolving forms of civic and political participation from the colonial period through
Reconstruction.
Evaluate how amendments to the Constitution have expanded voting rights from our nation's early history
to present day.
Examine the causes, course, and consequences of literature movements (Transcendentalism) significant
to this era of American history.
SS.8.A.1.2
SS.8.A.1.7
SS.8.A.4.5
SS.8.A.4.7
SS.8.A.4.8
SS.8.A.4.10
SS.8.A.4.11
SS.8.A.5.2
SS.8.E.1.1
SS.8.E2.3
SS.8.E.2.1
Academic Language
clipper ship
Telegraph
McCormick's reaper
Morse code
innovation
transform
trade union
strike
prejudice
discrimination
famine
nativist
productivity
domestic slave trade
yeoman
overseer
spiritual
slave code
Underground Railroad
literacy
SS.8.G.2.2
SS.8.A.1.2
SS.8.A.4.8
SS.8.A.4.9
SS.8.A.4.11
SS.8.A.4.14
SS.8.A.5.2
SS.8.C.1.4
revival
utopia
Temperance
transcendentalism
normal school
civil disobedience
abolitionist
suffrage
coeducation
ministry
SS.8.C.1.6
SS.8.A.4.15
8th Grade US History
Volusia District Social Studies Office
Resources
Textbook
Safari Montage
Videos
Websites
2016-2017
Economic and Social Differences of the North and South/ Era of Reform
Discovering our Past CH 14-15 pgs. 379-430 / My Reflections CH 14-15 pgs. 231-266
Mill Times (PBS) 56:56
Textiles: Birth of an American Industry (A&E) 48:00
Eli Whitney (Schlesinger) 24:22
Democracy and Reform (Schlesinger) 32:01
Susan B. Anthony (Schlesinger) (7-Adult) 28:37
Sojourner Truth (Schlesinger) 29:39
Steal Away: The Harriet Tubman Story (National Geographic) 29:32
Harriet Tubman (Schlesinger) (5-Adult) 25:32
Frederick Douglass (A&E) 43:09
The National Underground Freedom Center Presents (Freedom
Center) A Question of Freedom 21:44
Crash Course: John Green: 19th Century Reforms. https://youtu.be/t62fUZJvjOs?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
Crash Course: John Green: The Election of 1860 & The Road to Disunion
https://youtu.be/roNmeOOJCDY?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
McGraw Hill, Discovering Our Past, Resources: Available on VPortal
Gilder Lehrman Institute: Must create account (no fee involved)

Slavery & Anti-Slavery
https://www.gilderlehrman.org/history-by-era/national-expansion-and-reform-1815-1860/slavery-and-anti-slavery

First Age of Reform
https://www.gilderlehrman.org/history-by-era/first-age-reform/essays/first-age-reform
Kahoot: Era of Reform: https://play.kahoot.it/#/k/f6ff2ea7-bee2-49e5-a725-56155ea570bf
Mission-us.org Mission 2: Flight to Freedom www.mission-us.org
Jeopardy Labs: Chapter 14 - North and South https://jeopardylabs.com/play/chapter-14-north-south-1820-1860
Jeopardy Labs: Chapter 15 - The Spirit of Reform https://jeopardylabs.com/play/chapter-15-the-spirit-of-reform
DBQ Binder/History Alive
Teacher Hints
CPALMS Resources
Page 37
Mini-Q: What was Harriet Tubman’s Greatest Achievement?
Ordinary Americans Teacher’s Guide:

Lesson 7, The Industrial North

Lesson 8, The Plantation South

Lesson 6, Democracy & Reform
History Alive!

United States: Civil War and Reconstruction (Section 1 Contrasting North and South)

United States: Manifest Destiny in a Growing Nation (Section 5 A Case Study of Reform)
FOCUS: Reforms: worker’s rights, temperance, abolition, suffrage; analyzing the role of slavery in the development of sectional conflict; examining the
economic factors that influenced the development of the United States economy in this era; analyzing contributions by various ethnic groups in the
economic development of the United States
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click search
4. Click resource attached to standard for further information
8th Grade US History
Volusia District Social Studies Office
2016-2017
SS.8.A.4.5- N/A
SS.8.A.4.7- N/A
SS.8.A.4.8- Lesson Plans
SS.8.A.4.9- N/A
SS.8.A.4.11- Lesson Plans
SS.8.A.4.14- N/A
SS.8.A.4.15- N/A
SS.8.A.5.2- Lesson Plans
Assessment
Florida Literacy
Standards
Writing 1
(LAFS.68.WH.1.1)
Writing 4
(LAFS.68.WH.4.10)
McGraw-Hill Chapter Tests and Lesson Quizzes:
Ch. 14 Lesson Quizzes Pgs. 181-184
Ch. 14 Test, Traditional Pgs. 185-188
Ch. 14Document-Based Questions Pgs. 189-190
Ch. 14 Reading Test Pgs. 191-192
Ch. 14 Writing Test Pgs. 193-194
Ch. 15 Lesson Quizzes Pgs. 195-197
Ch. 15 Test, Traditional Pgs. 199-202,
Ch. 15 Document-Based Questions Pgs. 203-204
Ch. 15 Reading Test Pgs. 205-206
Ch. 15 Writing Test Pgs. 207-208
Activities
Mini-Q: What was Harriet Tubman’s Greatest Achievement?
Script: Create a conversation between a Southerner and a Northerner who meet on a train in the mid-1800s. Have them talk about the differences
between their lives.
End of Third Grading Period
Page 38
8th Grade US History
Volusia District Social Studies Office
2016-2017
Organizing Principle 11: The Civil War was caused by historic differences between the North
and South (economic, social, political, and sectional) that were emotionalized by the slavery
issue.
Measurement Topics
Road to Civil War
Page 39
3 Weeks April
1 Week School Wide Testing
Curriculum Standards
Benchmarks
Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons;
determine cause and effect.
View historic events through the eyes of those who were there as shown in their art,
writings, music, and artifacts.
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).
Describe the debate surrounding the spread of slavery into western territories and
Florida.
Describe the influence of individuals on social and political developments of this era
in American History.
Examine the aspects of slave culture including plantation life, resistance efforts, and
the role of the slaves' spiritual system.
Explain the causes, course, and consequence of the Civil War (sectionalism, slavery,
states' rights, balance of power in the Senate).
Analyze the role of slavery in the development of sectional conflict.
Explain major domestic and international economic, military, political, and sociocultural events of Abraham Lincoln's presidency.
Identify the division (Confederate and Union States, Border states, western
territories) of the United States at the outbreak of the Civil War.
Examine key events and peoples in Florida history as each impact this era of
American history.
SS.8.A.1.2
SS.8.A.1.7
SS.8.A.4.1
SS.8.A.4.2
SS.8.A.4.8
Academic Language
fugitive
secede
border ruffian
Bleeding Kansas
Dred Scott Decision
Civil War
regulate
arsenal
martyr
secession
states’ rights
Justify
Fugitive Slave Act
SS.8.A.4.11
SS.8.A.5.1
SS.8.A.5.2
SS.8.A.5.3
SS.8.A.5.4
SS.8.A.5.7
8th Grade US History
Volusia District Social Studies Office
Resources
Textbook
Safari Montage
Videos
Websites
2016-2017
Road to Civil War
Discovering Our Past CH 16 pgs. 431-454 / My Reflections CH 16 pgs. 267-280
Causes of the Civil War (Schlesinger) 32:04
John Brown’s Holy War (PBS) 1:22:00
The Civil War: The Cause (PBS) 1:40:00
Civil War Journal: The Conflict Begins-John Brown’s War (A&E) 45:43
The West: Death Runs Riot (PBS) 1:26:00
Civil War Journal: The Conflict Begins-Destiny at Fort Sumter(A&E) 45:45
America: The Story of Us: Division (A&E) 43:58
History Channel: The Path to Civil War: http://www.history.com/topics/american-civil-war/american-civil-war-history/videos/us-inches-closerto-war
McGraw Hill, Discovering Our Past, Resources:
Available on VPortal
Gilder Lehrman Institute: Must create account (no fee involved) - Failure to Compromise: https://www.gilderlehrman.org/history-by-era/civilwar-and-reconstruction-1861-1877/failure-compromise
Kahoot: Road to Civil War: https://play.kahoot.it/#/k/ddc692e6-66c0-46a1-8d1d-97b53a1f38ae
Jeopardy Labs: Chapter 16 - Towards Civil War https://jeopardylabs.com/play/chapter-16-jeopardy-upper-school-us-history
DBQ Binder/History Alive
DBQ: What Caused the Civil War?
Ordinary Americans Teacher’s Guide:

Lesson 3, Sectional Crisis & Civil War
History Alive!

United States: Civil War and Reconstruction (Section 1 Contrasting North and South)

United States: Manifest Destiny in a Growing Nation (Section 5 A Case Study of Reform)
Teacher Hints
FOCUS: state’s rights; Emancipation Proclamation; Gettysburg Address; describing the debate surrounding the spread of slavery into western
territories; explaining the causes and effects of the Civil War; identifying the division of the United States at the outbreak of the Civil War
CPALMS Resources
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click search
4. Click resource attached to standard for further information
SS.8.A.4.1- Lesson Plan
SS.8.A.4.2- N/A
SS.8.A.4.8- Lesson Plans
SS.8.A.4.11- Lesson Plans
SS.8.A.5.1- Lesson Plans, Teaching Idea, tutorial
SS.8.A.5.2- Lesson Plans
SS.8.A.5.3- Lesson Plan, tutorial
SS.8.A.5.4- Lesson Plans
SS.8.A.5.7- N/A
Page 40
8th Grade US History
Volusia District Social Studies Office
Assessment
2016-2017
McGraw-Hill Chapter Tests and Lesson Quizzes:
Ch. 16 Lesson Quizzes pgs. 209-211
Ch. 16 Test, Traditional pgs. 213-216
Ch. 16 Document-Based Questions pgs. 217-218
Ch. 16 Reading Test pgs. 219-220
Ch. 16 Writing Test pgs. 221-222
Florida Literacy Standards
Activities
Reading 7
(LAFS.68.RH.3.7)
Political Cartoon – Draw a political cartoon that illustrates Lincoln’s statement: “A house divided against itself cannot stand.”
DBQ: What Caused the Civil War?
Mini DBQ: Gettysburg Address
Writing 1
(LAFS.68.WH.1.1)
Defend slavery from the Southern point of view
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8th Grade US History
Volusia District Social Studies Office
2016-2017
Organizing Principle 12: The Civil War was a brutal conflict that resulted in tremendous loss of
life and property and led to major changes in the American way of life.
4 Weeks April/May
1 Week DBQ/Remediation
Measurement Topics
Curriculum Standards
Benchmarks
SS.8.A.1.2
The Civil War
Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons;
determine cause and effect.
Explain major domestic and international economic, military, political, and sociocultural events of Abraham Lincoln's presidency.
Identify the division (Confederate and Union States, Border states, western
territories) of the United States at the outbreak of the Civil War.
Compare Union and Confederate strengths and weaknesses.
Compare significant Civil War battles and events and their effects on civilian
populations.
Examine key events and peoples in Florida history as each impacts this era of
American history.
Illustrate places and events in U.S. history through the use of narratives and graphic
representations.
Use appropriate geographic tools and terms to identify and describe significant places
and regions in American history.
Reconstruction
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Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons;
determine cause and effect.
View historic events through the eyes of those who were there as shown in their art,
writings, music, and artifacts.
Examine the experiences and perspectives of significant individuals and groups
during this era of American History.
Examine key events and peoples in Florida history as each impacts this era of
American history.
Explain and evaluate the policies, practices, and consequences of Reconstruction
(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, end of Reconstruction, rise of Jim Crow laws, rise of
Ku Klux Klan).
Identify the evolving forms of civic and political participation from the colonial period
through Reconstruction.
Evaluate how amendments to the Constitution have expanded voting rights from our
nation's early history to present day.
SS.8.A.5.3
SS.8.A.5.4
SS.8.A.5.5
SS.8.A.5.6
SS.8.A.5.7
SS.8.G.6.2
SS.8.G.1.2
SS.8.A.1.2
SS.8.A.1.7
SS.8.A.4.3
SS.8.A.5.7
SS.8.A.5.8
SS.8.C.1.4
Academic Language
border state
enlist
strategy
ironclad
casualty
Emancipation Proclamation
abandon
reinforce
habeas corpus
greenback
flank
resistance
draft
bounty
entrench
total war
Reconstruction
amnesty
radical
black codes
override
impeach
scalawag
corruption
integrate
sharecropping
poll tax
literacy test
grandfather clause
segregation
lynching
commission
SS.8.C.1.6
8th Grade US History
Volusia District Social Studies Office
Resources
2016-2017
The Civil War/ Reconstruction
Textbook
Discovering Our Past CH 17 and 18 pgs. 455-522 / My Reflections CH 17 and 18 pgs. 281-322
Safari Montage
The Civil War (Schlesinger) 32:20
The Civil War: The Better Angels of Our Nature (PBS) 1:17:00
Civil War Journal, Commanders: West Point Classmates; Civil War
The Civil War: Simply Murder (PBS) 1:02:00
Enemies (A&E) 46:44
The Civil War: Valley of the Shadow of Death (PBS) 1:09:00
Civil War Journal, Commanders: Robert E. Lee (A&E) 46:06
The Civil War: Most Hallowed Ground (PBS) 1:12:00
Civil War Journal: The Conflict Begins—Battle of 1st Bull Run (A&E)
The Civil War: The Universe of Battle (PBS) 1:35:00
45:45
The Civil War: A Bloody Affair (PBS) 1:08:00
Civil War Journal: The Conflict Begins—the 54th Massachusetts (A&E)
Reconstruction: The Second Civil War-Revolution (PBS) 1:27:00
45:48
Reconstruction: The Second Civil War-Retreat (PBS) 1:27:00
Civil War Journal, Commanders: Sherman and the March to the Sea(A&E) Reconstruction & Segregation (Schlesinger) 32:00
46:37
America: The Story of Us: Civil War
The Civil War: War is All Hell (PBS) 1:09:00
History Channel: America and the Civil War: http://www.history.com/topics/american-civil-war/american-civil-war-history/videos/civil-war
Crash Course: John Green: Battles of the Civil War. https://youtu.be/25HHVDOaGeE?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
Crash Course: John Green: https://youtu.be/GzTrKccmj_I?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
Crash Course: John Green: Reconstruction and 1876. https://youtu.be/nowsS7pMApI?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
Videos
Websites
DBQ Binder/History Alive
Teacher Hints
CPALMS Resources
Page 43
McGraw Hill, Discovering Our Past, Resources: Available on VPortal
Gilder Lehrman Institute: Must create account (no fee involved)

American Civil War: https://www.gilderlehrman.org/history-by-era/civil-war-and-reconstruction-1861-1877/american-civil-war

African Americans & Emancipation: https://www.gilderlehrman.org/history-by-era/civil-war-and-reconstruction-1861-1877/africanamericans-and-emancipation

Reconstruction:https://www.gilderlehrman.org/history-by-era/civil-war-and-reconstruction-1861-1877/reconstruction
The Civil War website: http://www.civilwar.com/
National Park Service: The Civil War: https://www.nps.gov/civilwar/index.htm
Reconstruction website: http://www.history.com/topics/reconstruction
Civil War battlefield virtual tours: http://www.virtualgettysburg.com
Kahoot: Reconstruction: https://play.kahoot.it/#/k/742ca09a-77c1-4a99-a826-9f53d6ed902c
Documents Teach (Reconstruction) http://docsteach.org/activities/8773
Florida in the Civil War https://www.floridamemory.com/onlineclassroom/floridacivilwar/
Jeopardy Labs: Chapter 17 - The Civil War https://jeopardylabs.com/play/the-civil-war-chapter-17-review
Jeopardy Labs: Chapter 18 - The Reconstruction Era https://jeopardylabs.com/play/chapter-18-the-reconstruction-era
Mini-Q: North or South: Who Killed Reconstruction
Mini-Q: Why was the Battle of Gettysburg a Turning Point
Ordinary Americans Teacher’s Guide:

Lesson 10, Sectional Crisis & Civil War

Lesson 11, Reconstruction
History Alive!

United States: Civil War and Reconstruction
FOCUS: Jim Crow Laws; 13th, 14th, & 15th Amendments; Comparing the Union and Confederate strengths and weaknesses; Comparing significant
Civil War battles and events and their effects on the civilian populations; Explaining and evaluating the policies, practices, and consequences of
Reconstruction
URL: http:www.cpalms.org/public/search/Search
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
8th Grade US History
Volusia District Social Studies Office
3.
4.
Assessment
Florida Literacy Standards
Writing 1 (LAFS.68.WH.1.1)
Reading 1 (LAFS.68.RH.1.1)
Reading 1 (LAFS.68.RH.1.1)
Page 44
2016-2017
Click search
Click resource attached to standard for further information
SS.8.A.4.3- Lesson Plans
SS.8.A.5.3- Lesson Plan
SS.8.A.5.4- Lesson Plans
SS.8.A.5.5- N/A
SS.8.A.5.6- Lesson Plan
SS.8.A.5.7- N/A
SS.8.A.5.8- N/A
McGraw-Hill Chapter Tests and Lesson Quizzes:
Ch. 17 Lesson Quizzes pgs. 223-227
Ch. 17 Test, Traditional pgs. 229-232
Ch. 17 Document-Based Questions pgs. 233-234
Ch. 17 Reading Test pgs. 235
Ch. 17Writing Test Pg. 237
Ch. 18 Lesson Quizzes pgs. 239-242
Ch. 18 Test, Traditional pgs. 243-246
Ch. 18 Document-Based Questions pgs247-248,
Ch. 18 Reading Test pgs. 249
Ch. 18 Writing Test pgs. 251-252
Activities
Mini-Q: North or South: Who Killed Reconstruction
Plessy v. Ferguson – Read and analyze the majority and dissenting opinions
Close Reading: Gettysburg Address
8th Grade US History
Volusia District Social Studies Office
2016-2017
Addendum
Important Events Observed by Volusia County Social Studies Courses
Sept 16-22
Constitution Week
All social studies courses will study one of the most important documents in United States history. Constitution Week commemorates the formation and
signing of the U.S. Constitution by thirty-nine brave men on September 17, 1787, recognizing all who, are born in the U.S. or by naturalization, have
become citizens.
(Teachers will receive further instruction from content area specialist)
September
Last full week of
the month
Celebrate Freedom Week
Per Florida Statute
September 15October 15
Hispanic Heritage Month
Each year, Americans observe National Hispanic Heritage Month from September 15 to October 15, by celebrating the histories, cultures and contributions
of American citizens whose ancestors came from Spain, Mexico, the Caribbean and Central and South America. The observation started in 1968 as
Hispanic Heritage Week under President Lyndon Johnson and was expanded by President Ronald Reagan in 1988 to cover a 30-day period starting on
September 15 and ending on October 15. It was enacted into law on August 17, 1988, on the approval of Public Law 100-402. The day of September 15 is
significant because it is the anniversary of independence for Latin American countries Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. In
addition, Mexico and Chile celebrate their independence days on September 16 and September 18, respectively. Also, Columbus Day or Día de la Raza,
which is October 12, falls within this 30 day period.
November
Native American Heritage Month
What started at the turn of the century as an effort to gain a day of recognition for the significant contributions the first Americans made to the
establishment and growth of the U.S., has resulted in a whole month being designated for that purpose.
February
Black History Month
February is "Black History Month," a time to commemorate African-Americans who have changed the world.
Celebrating Black History began in 1926, when Dr. Carter G. Woodson, a Harvard Ph.D., initiated "Negro History Week." Dr. Woodson, a historian, chose
the second week in February because it included the birthdays of Frederick Douglass and Abraham Lincoln. In 1976, the Bicentennial (200th birthday) of
the U.S.A., the week-long observance was extended to the entire month of February in order to have enough time for celebratory programs and activities.
(Teachers will receive further instruction from content area specialist)
March
Women's History Month
Women’s History Month had its origins as a national celebration in 1981 when Congress passed Pub. L. 97-28 which authorized and requested the
President to proclaim the week beginning March 7, 1982 as “Women’s History Week." Throughout the next five years, Congress continued to pass joint
resolutions designating a week in March as "Women’s History Week." In 1987 after being petitioned by the National Women’s History Project, Congress
passed Pub. L. 100-9 which designated the month of March 1987 as “Women’s History Month." Between 1988 and 1994, Congress passed additional
resolutions requesting and authorizing the President to proclaim March of each year as Women’s History Month. Since 1995, Presidents Clinton, Bush and
Obama have issued a series of annual proclamations designating the month of March as “Women’s History Month.”
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8th Grade US History