Asbury Park
School District
Name of Unit: This is how we roll!
Unit #/Duration: Unit 1 Marking Period 1
Content Area: Social Studies
Grade Level: 8
Big Idea:
● Students will be introduced to Thomas Jefferson and Laissez-Faire philosophy of government through classroom activity
and discussion. From 1818 to 1853 America matures into a transcontinental nation.
Essential Questions:
I Can Statements:
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In what ways did Thomas Jefferson and the
Republicans limit the powers of government?
How did the Louisiana Purchase affect the Nation’s
economy and politics?
What were the challenges to the nation’s stability
during the late 1700’s and early 1800’s?
Describe how the United States benefited from its
victory in the War of 1812?
What effects did the Industrial Revolution have on
the U.S. economy.
How did land and water transportation affect
westward expansion?
How were nation-building issues resolved in the
1800’s?
How did political beliefs and events shape Andrew
Jackson’s presidency?
How did Andrew Jackson’s presidency affect Native
Americans?
How do economic issues affect the president and
presidential elections?
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I can illustrate how Thomas Jefferson and the Republicans
limited the powers of government.
I can explain how the Louisiana Purchase affected the
nation’s economy and politics.
I can describe the challenges in the nation’s stability during
the late 1700’s and early 1800’s.
I can explain how the U.S. benefited from the War of 1812.
I can describe how the Industrial Revolution effected to U.S.
economy.
I can diagram how the land and water transportation affected
westward expansion.
I can describe how the nations-building issues in the early
1800’s were resolved.
I can explain how political beliefs and events shaped
Andrew Jackson’s presidency.
I can chart how Andrew Jackson’s presidency affected
Native Americans.
I can chart the economic issues that affected the president
and presidential elections.
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past
and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable
students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local,
national, and global communities.
A. Civics, Government, and Human Rights
6.1.8.A.4.a Explain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and
agreements.
6.1.8.A.4.b Analyze how the concept of Manifest Destiny influenced the acquisition of land through annexation, diplomacy, and
war.
6.1.8.A.4.c Assess the extent to which voting rights were expanded during the Jacksonian period.
Geography, People, and the Environment
6.1.8.B.4.a Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of
the United States.
6.1.8.B.4.b Map territorial expansion and settlement, as well as the locations of conflicts with and resettlement of Native
Americans.
Economics, Innovation, and Technology
6.1.8.C.4.a Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which
each of these economic tools met the economic challenges facing the new nation.
6.1.8.C.4.b Explain how major technological developments revolutionized land and water transportation, as well as the economy,
in New Jersey and the nation.
6.1.8.C.4.c Analyze how technological innovations affected the status and social class of different groups of people, and explain
the outcomes that resulted.
History, Culture, and Perspectives
6.1.8.D.4.a Analyze the push-pull factors that led to increases in immigration, and explain why ethnic and cultural conflicts
resulted.
6.1.8.D.4.b Describe efforts to reform education, women’s rights, slavery, and other issues during the Antebellum period.
6.1.8.D.4.c Explain the growing resistance to slavery and New Jersey’s role in the Underground Railroad.
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies
(e.g., how a bill becomes law, how interest rates are raised or lowered).
Craft and Structure
CCSS.ELA-Literacy.RH.6-8.4 – Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades
6–8 text complexity band independently and proficiently.
● NJSLSA. W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
● NJSLSA.W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Practice Standards:
● W.8.2a- Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition,
classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia).
● W.8.2b-Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples.
● W.8.2c-Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
● W.8.2d-Use precise language and domain-specific vocabulary to inform him about or explain the topic.
● W.8.2e-Establish and maintain a formal style/ academic style, approach, and form.
● W.8.2f-Provide a concluding statement or section that follows from and supports the information or explanation
presented.
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SL.8.2-Analyze the purposes of
information presented in diverse media and formats (e.g. visually, quantitatively, orally) and evaluate the motives (e.g.,
social, commercial, political) behind its presentation.
Texts
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Primary Text:
The American Journey – The Early Years
Secondary/Supplemental Texts:
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The American Journey- The Early Years, Study GuideSupplemental Text
Suggested Instructional Activities/Strategies
Independent Reading - novel based on Unit
Technology group - Power Point, Brochure, Poster, Research paper
Students use Guiding and Analyzing Questions to gain knowledge of text, pictures, maps, charts and graphs.
Types of writing: persuasive, expository, descriptive
Writing Activities: letter (to the voters, president, family, friends), one paragraph diary entry, persuasive paragraph,
questions you would ask the president, campaign slogan
● Reading strategies: determining importance, summarizing, previewing, questioning, identifying, outlining, visualizing,
note taking, scanning, making connections, activating prior knowledge, using context clues, sequencing information
● Review preceding events.
● Tap students background knowledge with video clips
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Teacher Resources
Teacher’s Edition – Chapters 9-10-11
Student text
Reading Essentials and Notetaking Guide
Unit resources and activities for The American Journey – the Early Years
Document Based Questions (DBQs)
historical readings: http://iipdigital.usembassy.gov/
Vocabulary
Domain Specific Academic Vocabulary (Tier 3)
General Academic Vocabulary (Tier 2)
Laissez-faire
judicial review
customs duties
Conestoga wagon secede
tribute
embargo neutral
rights nationalism
impressment
frigate
privateer
cotton gin
capitalism
capital
interchangeable parts
patent factory system
free enterprise
census
canal
turnpike
lock
sectionalism
state sovereignty
American system
majority
plurality
spoils systems
caucus
nominating convention
tariff
nullify
relocate
guerilla tactics
veto
depression
Formative Assessments:
● Exit questions
● Checks for understanding
● SCR writings
● On-demand writings- section review #6
● PCR
● Section questions
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Type
Similar
conflict
purchase
authority react
restriction
underestimate
goal
contribute
element
reveal
region
intense
internal
select
participate
federal survive institution
symbol
Assessments
Summative Assessment:
● Performance Writing Task
● Collaborate and Present Task
● Writing Assignments
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Differentiation/Scaffolding
(for example ELL, students who are classified, struggling learners, etc.)
Visual
Auditory
Kinesthetic
Language
Development
Appendix 1
(graphic organizers, rubrics, websites, activities, manipulatives, sample assessments, etc.)
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Frayer model
http://www.educationoasis.com/curriculum/graphic_organizers.htm
https://www.teachervision.com/graphic-organizers/printable/6293.html
http://www.eduplace.com/kids/hme/k_5/graphorg/index.html
http://www.readwritethink.org/files/resources/interactives/timeline_2/ - creating timelines
http://www.graphic.org/goindex.html
http://www.exploratree.org.uk/ - Exploratree is a free web resource where you can access a library of ready-made
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interactive thinking guides, print them, edit them or make your own
http://www.educationoasis.com/curriculum/graphic_organizers.htm -Education Oasis offers a collection of
graphic organizers to help students organize and retain knowledge - cause and effect, character
and story, compare and contrast, and more!
http://rubistar.4teachers.org/index.php This site allows teachers to create, save, and print rubrics for their
classes. Models and prompts are available as well as online tutorials. Check out the option to make interactive
rubrics!
Appendix 2
(Quad D Exemplar Lesson Plan)