Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
1
8th Grade U.S. History
Curriculum and Pacing Guide
PSD Social Studies
PSD Course Description
Students examine a variety of historical sources and perspectives to study the period of United States
history from the American Revolution through Reconstruction. Connections to the 20th and 21st
centuries are made throughout the course, bringing relevancy to students’ learning. Civics, economics,
and geography are also key disciplines used to further students’ understanding of important issues in
the United States and the world. This course prioritizes the development of skills for the 21st century,
such as critical thinking and information literacy, encouraging students to actively participate in their
own learning and the world around them.
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
2
Table of Contents
Course Description:…………………………………………………………………………(Page 1)
Table of Contents:…..………………………………………………………………………(Page 2)
Pacing Guide:…………………………………………………………………………......…(Page 3)
PSD Adopted Materials:…………..…..…………………………………………….....…(Page 4)
Suggested Supplemental Resources:…………..…..………………….……..…(Pages 5-10)
Common Assessment Information:………………………………………….……….(Page 11)
Curriculum, Skills, Standards Alignment:………………………………………(Pages 12-19)
2011 Standards Institute Team Information:…………………………….………(Page 20)
2012 Standards Institute Team Information:…………………………….………(Page 21)
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
3
8th Grade U.S. History
Pacing Guide
(assuming 35 usable teaching weeks)
Intro: 3 weeks……………………………….N/A………………………………….…….(Quarter One)……………(Semester One)
Unit One: 3 weeks…………………………chapters 3 and 4
Unit Two: 5 weeks………………………..chapters 5 and 6………………………(Quarter Two)
Unit Three: 4 weeks……………………..chapters 7 and 8
Unit Four: 4 weeks…………………..…..chapters 9 and 10…………………….(Quarter Three)…………(Semester Two)
Unit Five: 4 weeks………………………..chapters 11, 12, and14
Unit Six: 5 weeks………………………....chapters 13, 15, and 16……………(Quarter Four)
Unit Seven: 4 weeks……………………..chapter 17
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
4
8th Grade U.S. History
PSD Adopted Materials
PSD Adopted Text and Teacher Materials
American Journey (with supplemental material)
PSD Adopted Supplemental Resources
- None adopted…see recommended resources and activities beginning on page 5.
- Rob Denise (see for organized CD with supplemental materials for use with textbook)
ELL Resources
(included with textbook supplemental material)
Special Education Resources
(included with textbook supplemental material)
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
5
8th Grade U.S. History
Suggested Supplemental Resources
Suggested Supplemental Resources
(Accessible via Blackboard for PSD 8th Grade U.S. History)
Unit
Primary Sources
Activities
Intro
• Students’ personal
artifacts (family
history or modern-day
artifacts)
• US history map
(physical and political)
(Wymore)
• FAD (Downing)
• Personal Timeline (Wymore)
•20 Important Events (Wymore)
• US history map (Wymore)
• T.O.A.D.S. (Wymore)
• History journal prompts for entire
course (Chaney)
• History A-Z (Wymore)
• Learning Roles for Primary
Sources (Berkner)
• Primary Source Analysis (Berkner)
• Intro to Primary Sources
(Wymore)
Simulations
• Why we need
government
(Berkner)
Reading
Materials
• To Be a Slave
- Julius Lester
(Berkner)
• U.S. History
warm-up
activities: The
Daily Spark
(Sparknotes)
• The Wonder
of America:
Remarkable
Stories
Celebrating
the Spirit of
Our Nation
-Derric
Johnson
Electronic Media
• Interactive Maps
Games (recommended
for the 50
states…many other
possibilities, too)
www.sheppardsoftwar
e.com/web_games.htm
• US citizen quiz (preassessment) (several
versions available
online)
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
6
Suggested Supplemental Resources
(Accessible via Blackboard for PSD 8th Grade U.S. History)
Unit
Primary Sources
Activities
Unit
One
• Mayflower Compact
• Colonist Diary
• John Smith diary
• Mystery of Roanoke
(Downing)
• John White drawings
• Slave ship drawings
• Slave testimonial
• Period world maps
(goes along with
Columbian Exchange
Food Activity –
Berkner)
• Boston Massacre
etching
• Declaration of
Independence
• Join or Die
• Shot Heard Around
the World (Downing)
• Pocahontas movie and comparison
(Downing)
• Columbian Exchange food activity
(Berkner or Chaney)
• Colonial Life Research Project
(Downing)
Unit
Two
• Who will win the War (Berkner)
• Spies of the Revolution (Berkner)
• Capture the flag (Nickel)
• Revolutionary VIP Interview
(Wymore)
Simulations
Reading
Materials
Electronic Media
• “Columbian
Exchange Internet
Activity”
http://daphne.palomar.
edu/scrout/colexc.htm
• Locating a Colony
(several versions
available online)
http://www.esd.k12.ca.
us/matsumoto/TM28/p
df/colonydir.pdf
• Tyranny Week
(Berkner)
• Steps to
Revolution
(Wymore)
• Paper bag
trading (Berkner)
• Liberty!
http://www.pbs.org/ktc
a/liberty/
• John Adams HBO
Series (Boston
Massacre scene…also
accessible on youtube)
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
7
Suggested Supplemental Resources
(Accessible via Blackboard for PSD 8th Grade U.S. History)
Unit
Primary Sources
Unit
Three
• Articles of
Confederation
• Bill of Rights
• Constitution
Unit
Four
• Louisiana Purchase
• Lewis and Clark
journals
• Pike’s journals
(Google books)
• Spanish, French,
English maps
• “Star Spangled
Banner”
Activities
• Bill of Rights and Me (Wymore)
• Bill of Rights Hand Signals
(Berkner)
• Amendment Visuals Project
(Downing…will need to contact for
more info)
• Newspaper and Bill of Rights
Connections (Downing…will need
to contact for more info)
• Federalist/ Antifederalist bumper
stickers (Wymore)
• Do I have a Right (Berkner)
• Presidential Dilemmas (Chaney)
• Practice with US maps put in
rivers, mountains, and state borders
(Downing…will need to contact for
more info)
• Symbols that come from The War
of 1812
• Symbols on currency
• Battle of New Orleans Video
Project (Nickel)
Simulations
• Which
government is
the best
(Berkner)
• Constitutional
Convention
(Wymore)
• Personal
Finance
(Wymore)
Reading
Materials
• “The One
Man Army”
• You Are the
President
(Downing)
Electronic Media
• Do I have a Right?
http://www.icivics.org/
games/do-i-have-right
• Presidents DVD
Series
• IOUSA Movie
(Berkner) (youtube)
• Stock market game
http://vse.marketwatch
.com/Game/Homepage
.aspx (Chaney...will
need to contact for
more info)
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
8
Suggested Supplemental Resources
(Accessible via Blackboard for PSD 8th Grade U.S. History)
Unit
Primary Sources
Activities
Simulations
Unit
Five
• Manifest Destiny
painting
• John O’Sullivan
(Manifest Destiny)
• Should we go to war
with Mexico or not
(Downing)
• Oregon trail – List of Supplies
(Downing)
• Slavery and Japanese internment
camps (Berkner)
• Colorado Historical Society
Mining Kit (Wymore)
• Create trail of tears stamp, diary, or
poem (Wymore)
• Create reform movement poster
(Wymore)
• Trail of Tears testimonials, images,
stations (Berkner)
• Reform and Rights Research
Project (Berkner)
• Western
expansion roles
(Wymore…will
need to contact
Wymore for
more info)
Reading
Materials
Electronic Media
• Five Hundred
Nations
• Gold Rush
• The Frontier House
• How the States Got
their Shapes
(HULU.com)
• Oregon Trail
Computer game
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
9
Suggested Supplemental Resources
(Accessible via Blackboard for PSD 8th Grade U.S. History)
Unit
Primary Sources
Unit
Six
• Emancipation
Proclamation
• Slave auction notice
• Civil War diaries,
letters, photos
• Anaconda Plan
Activities
• John Brown Writing Activity
(Berkner)
• Create Civil War diary (Berkner)
• Emancipation Proclamation
Analysis (Berkner)
Simulations
• Kurt Knierim
Lobo Mess from
Rocky Mountain
High School –
Civil War
Reenactment/Pre
sentation
(available
beginning
2012/13 school
year)
Reading
Materials
• Across Five
Aprils
(Chaney)
Electronic Media
• Civil War Interactive
Map
http://www.mrnussbau
m.com/civilwarpage.ht
m
• Civil War Interactive
Map
http://ngm.nationalgeo
graphic.com/ngm/0504
/feature5/zoomify/
• Civil War Interactive
Map
http://www.civilwar.or
g/battlefields/chancell
orsville/maps/firstday-atchancellorsville.html
• Gone with the Wind
• Glory (School
version)
• Ken Burns The Civil
War
• Gettysburg
• The Civil War in four
mins (youtube)
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
10
Suggested Supplemental Resources
(Accessible via Blackboard for PSD 8th Grade U.S. History)
Unit
Unit
Seven
Primary Sources
• Civil Rights images
• Political cartoons
• Black codes
• Poll taxes
• Confederate flag
Activities
• Reconstruction Pair-Share Activity
(Berkner)
• Decades Project (Berkner)
Simulations
• Ellis Island
(Downing)
Reading
Materials
• Articles
about
confederate
flag
•Modern
race/gender
issues
• Confederates
in the Attic
Electronic Media
•Ellis Island national
park website
www.nps.gov/elis/
Notes/Suggestions from Standards Institute Team:
- Next to each activity/resource is the last name of the PSD teacher who contributed this idea, you may email this person
(contact information is found on page 20) for assistance/explanation.
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
11
8th Grade U.S. History
Common Assessment Information
Common Assessment Information
Type of
Assessment
Quarter One
Quarter Two
Semester One
Quarter Three
Quarter Four
Semester Two
Site-Based
Common
Formative
Site-Based
Common
Summative
N/A
N/A
N/A
N/A
MayPSD Common
Assessment
N/A
N/A
N/A
N/A
N/A
District
Common
Summative
State
N/A
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
12
8th Grade U.S. History
Curriculum, Skills, Standards
Alignment
Introduction and Review (Suggested prior to Unit One)
(First Quarter)
Pacing
Text
Essential
Question
3
Weeks
N/A
Where would
our society be
if people did
not learn from
history?
Skills (Aligned with Evidence Outcomes or
Skills)
History:
-Organize events chronologically (Nature of History)
Geography:
- Interpret maps (1A, 1E)
21st
Century
Topics
- Nature of
history
- Thinking like
an historian
- Geographic
tools and
patterns
Colorado
Grade Level
Expectations
& Evidence
Outcomes
History:
Nature of History
(Standard 2, 21st
Century Skills,
Nature of History
3)
Geography:
EO 1A, 1E
- Cooperation
and conflict
over space
Notes/Suggestions from Standards Institute Team:
- These are suggested activities; however, this portion of the course was intentionally left open-ended so that teachers
may have discretion for how to introduce the course.
- We would like to see the introduction of chronological thinking in this portion as well as a focus on the geography of
the United States.
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
13
Unit One: Colonization
(First Quarter)
Pacing
Text
Essential
Question
3
Weeks
Ch.
Three
and
Four
How was the
“New World”
transformed
with the
introduction
of new
people?
Skills (Aligned with Evidence Outcomes)
History:
- Interpret and analyze primary and secondary sources (1A)
- Critique data (1C)
- Examine and evaluate different perspectives (2A)
- Analyze major events, ideals and movements (2D, 2F)
Geography:
- Describe cultural patterns (1B)
- Recognize economic interdependence (1C)
- Explain human, economic, and geographic interdependence (1D)
- Analyze patterns of cooperation and conflict (2A)
- Examine and evaluate different perspectives (2B, 2C)
Economics:
- Understand and draw conclusions about international trade (1A, 1B)
- Analyze benefits and costs of credit and debt (2A, 2B, 2C)
Civics:
- Describe socioeconomic changes (1A)
- Identify means of conflict management (2C)
Topics
- Review precolonial
America
- Colonial
America
- Growth of the
13 colonies
- European and
African
influences in
America
Colorado
Grade Level
Expectations
& Evidence
Outcomes
History:
EO 1A, 1C, 2A,
2D, 2F
Geography:
EO 1B, 1C, 1D,
2A, 2B, 2C
Geography 2:
conflict and
cooperation
occur over
space and
resources
Economics:
EO 1A, 1B, 2A,
2B, 2C
Civics:
EO 1A, 2C
Notes/Suggestions from Standards Institute Team:
- The highlighted GLE and associated skills are the ones on which to focus for this unit. There is one/two per unit from
this point on and these are highlighted for each unit. These were decided based on appropriateness per the content of
the course.
- See suggested supplemental resources for ideas on how to achieve the focused skills and GLE.
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
14
Unit Two: Revolutionary War
(Second Quarter)
Pacing
Text
Essential
Question
5
Weeks
Ch.
Five
and
Six
What
challenges lead
to declaring
independence?
Skills (Aligned with Evidence Outcomes)
History:
- Interpret and analyze primary and secondary sources (1A)
- Analyze multiple sources (1B)
- Critique data (1C)
- Examine and evaluate different perspectives (2A)
- Determine major sources of conflict and compromise (2B)
- Examine military and economic expansion (2C)
- Analyze the cause and effect of major conflicts (2E)
Topics
- Seeds of
revolution
- Declaring
independence
- Revolution
Geography:
- Interpret maps (1A, 1E)
- Analyze patterns of cooperation and conflict (2A)
Economics:
- Understand and draw conclusions about international trade (1A, 1B)
- Explain the effects of domestic policies on international trade (1C, 1D)
- Analyze benefits and costs of credit and debt (2A, 2B, 2C)
Civics:
- Describe socioeconomic changes (1A)
- Analyze the expansion of rights and citizenship (1B)
- Explain the process of civic engagement (1D, 1F)
- Identify means of conflict management (2C)
Colorado
Grade Level
Expectations
& Evidence
Outcomes
History:
EO 1A 1B, 1C,
2A, 2B 2C, 2E
Geography:
EO 1A, 1E, 2A
Economics:
EO 1A, 1B, 1C,
1D, 2A, 2B, 2C
Economics 1:
Economic
freedom,
including free
trade, is
important for
economic
growth
Civics:
EO 1A, 1B, 1D,
1F, 2C
Notes/Suggestions from Standards Institute Team:
- The highlighted GLE and associated skills are the ones on which to focus for this unit.
- See suggested supplemental resources for ideas on how to achieve the focused skills and GLE.
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
15
Unit Three: Establishing a Government
(Second Quarter)
Pacing
Text
4
Ch.
Weeks Seven
and
Eight
Essential
Question
Why do
people create
laws and
governments?
Skills (Aligned with Evidence Outcomes)
History:
- Interpret and analyze primary and secondary sources (1A)
- Using a primary source, construct a written historical argument (1D)
- Examine and evaluate different perspectives (2A)
- Determine major sources of conflict and compromise (2B)
- Examine military and economic expansion (2C)
- Analyze the cause and effect of major conflicts (2E)
- Analyze major events, ideals and movements (2D, 2F)
Geography:
- Examine and evaluate different perspectives (2B, 2C)
Topics
- Articles of
Confederation
- The
Constitution
- Bill of Rights
- The Federalist
Era
Economics:
- Explain the effects of domestic policies on international trade (1C, 1D)
Civics:
- Describe socioeconomic changes (1A)
- Analyze the expansion of rights and citizenship (1B)
- Describe the influence citizens have in changing government (1C)
- Explain the process of civic engagement (1D, 1F)
- Discern various types of law (2A)
- Evaluate the strength and weaknesses of rule of law (2B)
- Identify means of conflict management (2C)
- Evaluate the role and importance of the Constitution (2D)
- Discuss the tensions between individual rights, state law, and national
law (2E)
- Explain the power of judicial review (2F)
- Research and evaluate civic issues (2G)
Notes/Suggestions from Standards Institute Team:
- The highlighted GLE and associated skills are the ones on which to focus for this unit.
- See suggested supplemental resources for ideas on how to achieve the focused skills and GLE.
Colorado
Grade Level
Expectations
& Evidence
Outcomes
History:
EO 1A, 1D, 2A,
2B, 2C, 2D, 2E, 2F
Geography:
EO 2B, 2C
Economics:
EO 1C, 1D
Civics:
EO 1A, 1B, 1C,
1D, 1E, 1F, 2A,
2B , 2C, 2D, 2E,
2F, 2G
Civics 1: analyze
elements of continuity
and change in the US
government and the role
of citizens over time
Civics 2: the
place of law in
a constitutional
system
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
16
Unit Four: Launching the Republic
(Third Quarter)
Pacing
Text
Essential
Question
4
Weeks
Ch.
Nine
and
Ten
How is a
national
identity
developed?
Skills (Aligned with Evidence Outcomes)
History:
- Interpret and analyze primary and secondary sources (1A)
- Examine and evaluate different perspectives (2A)
- Examine military and economic expansion (2C)
- Analyze the cause and effect of major conflicts (2E)
- Analyze major events, ideals and movements (2D, 2F)
Geography:
- Interpret maps (1A, 1E)
- Explain human, economic, and geographic interdependence (1D)
- Examine and evaluate different perspectives (2B, 2C)
Economics:
- Explain the effects of domestic policies on international trade (1C, 1D)
- Analyze benefits and costs of credit and debt (2A, 2B, 2C)
- Describe components of credit history (2D)
Civics:
- Describe socioeconomic changes (1A)
- Identify means of conflict management (2C)
- Evaluate the role and importance of the Constitution (2D)
Topics
- Louisiana
Purchase
- War of 1812
- Industrial
Revolution
- National Bank
- Components
of Credit
History
- Currency as
national identity
Notes/Suggestions from Standards Institute Team:
- The highlighted GLE and associated skills are the ones on which to focus for this unit.
- See suggested supplemental resources for ideas on how to achieve the focused skills and GLE.
Colorado
Grade Level
Expectations
& Evidence
Outcomes
History:
EO 1A, 2A, 2C,
2D, 2E, 2F
Geography:
EO 1A, 1D, 1E,
2B, 2C
Economics:
EO 1C, 1D, 2A,
2B, 2C, 2D
Economics 2:
manage
personal credit
and debt
Civics:
EO 1A, 2C, 2D
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
17
Unit Five: Nationalism and Sectionalism
(Third Quarter)
Pacing
4
Weeks
Text
Essential
Question
Ch.
How does the
physical and
cultural
expansion
affect the
development
of a nation?
Eleven,
Twelve,
and
Fourteen
Skills (Aligned with Evidence Outcomes)
History:
- Interpret and analyze primary and secondary sources (1A) (Civics 1E)
- Analyze multiple sources (1B)
- Examine and evaluate different perspectives (2A)
- Determine major sources of conflict and compromise (2B)
- Examine military and economic expansion (2C)
- Analyze the cause and effect of major conflicts (2E)
- Analyze major events, ideals and movements (2D, 2F)
Topics
- Manifest
Destiny
- Jackson Era
- Age of
Reform
Geography:
- Interpret maps (1A, 1E)
- Describe cultural patterns (1B)
- Recognize economic interdependence (1C)
- Explain human, economic, and geographic interdependence (1D)
- Examine and evaluate different perspectives (2B, 2C)
Civics:
- Describe socioeconomic changes (1A)
- Analyze the expansion of rights and citizenship (1B)
- Describe the influence citizens have in changing government (1C)
- Explain the process of civic engagement (1D, 1F)
- Identify means of conflict management (2C)
- Evaluate the role and importance of the Constitution (2D)
- Discuss the tensions between individual rights, state law, and national
law (2E)
- Explain the power of judicial review (2F)
- Research and evaluate civic issues (2G)
Notes/Suggestions from Standards Institute Team:
- The highlighted GLE and associated skills are the ones on which to focus for this unit.
- See suggested supplemental resources for ideas on how to achieve the focused skills and GLE.
Colorado
Grade Level
Expectations
& Evidence
Outcomes
History:
EO 1A, 1B, 2A,
2C, 2E, 2B, 2D, 2F
Geography:
EO 1A, 1B, 1C,
1D, 1E, 2B, 2C
Geography 1:
use geographic
tools to analyze
patterns in
human and
physical
systems
Civics:
EO 1A,1B, 1C,
1D, 1E, 1F, 2C,
2D, 2E, 2F, 2G
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
18
Unit Six: Civil War
(Fourth Quarter)
Pacing
5
Weeks
Text
Essential
Question
Ch.
How does a
nation deal
with complex
social issues?
Thirteen,
Fifteen,
and
Sixteen
Skills (Aligned with Evidence Outcomes)
History:
- Interpret and analyze primary and secondary sources (1A)
- Analyze multiple sources (1B)
- Critique data (1C)
- Using a primary source, construct a written historical argument (1D)
- Examine and evaluate different perspectives (2A)
- Determine major sources of conflict and compromise (2B)
- Examine military and economic expansion (2C)
- Analyze the cause and effect of major conflicts (2E)
Geography:
- Interpret maps (1A, 1E)
- Recognize economic interdependence (1C)
- Analyze patterns of cooperation and conflict (2A)
Topics
- Causes of the
Civil War
- Comparing
North and
South
- Attempts at
compromise
- The Civil War
Economics:
Colorado
Grade Level
Expectations
& Evidence
Outcomes
History:
EO 1A , 1B, 1C, 1D,
2A, 2B, 2C, 2E
History 1:
formulating
appropriate
hypotheses
about US
history based
on a variety of
historical
sources and
perspectives
- Understand and draw conclusions about international trade (1A, 1B)
Civics:
- Describe socioeconomic changes (1A)
- Analyze the expansion of rights and citizenship (1B)
- Describe the influence citizens have in changing government (1C)
- Explain the process of civic engagement (1D, 1F)
- Identify means of conflict management (2C)
- Evaluate the role and importance of the Constitution (2D)
- Discuss the tensions between individual rights, state law, and national
law (2E)
Notes/Suggestions from Standards Institute Team:
- The highlighted GLE and associated skills are the ones on which to focus for this unit.
- See suggested supplemental resources for ideas on how to achieve the focused skills and GLE.
Geography:
EO 1A, 1C, 1E, 2A
Economics:
EO 1A, 1B
Civics:
EO 1A,1B, 1C, 1D, 1E,
1F, 2C, 2D, 2E
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
19
Unit Seven: Reconstruction and Modern Connections
(Fourth Quarter)
Pacing
4
Weeks
Text
Essential
Question
Ch.
How does a
society’s
ability or
inability to
recognize and
appreciate
differences
impact
history?
Seventeen
Skills (Aligned with Evidence Outcomes)
History:
- Interpret and analyze primary and secondary sources (1A) (Civics 1E)
- Using a primary source, construct a written historical argument (1D)
- Examine and evaluate different perspectives (2A)
- Determine major sources of conflict and compromise (2B)
- Examine military and economic expansion (2C)
- Analyze the cause and effect of major conflicts (2E)
- Analyze major events, ideals and movements (2D, 2F)
Geography:
- Examine and evaluate different perspectives (2B, 2C)
Economics:
Topics
- Reconstruction
- The New South
Colorado
Grade Level
Expectations &
Evidence
Outcomes
History:
EO 1A, 1D, 2A, 2B,
2C, 2D, 2E, 2F
History 2: the
- Connections to
20th- and 21stcentury
America
historical eras,
individuals, groups,
ideas and themes from
the origins of the
American Revolution
through Reconstruction
and their relationships
with one another
- Analyze benefits and costs of credit and debt (2A, 2B, 2C)
Geography:
Civics:
Economics:
- Describe socioeconomic changes (1A)
- Analyze the expansion of rights and citizenship (1B)
- Describe the influence citizens have in changing government (1C)
- Explain the process of civic engagement (1D, 1F)
- Discern various types of law (2A)
- Evaluate the strength and weaknesses of rule of law (2B)
- Identify means of conflict management (2C)
- Evaluate the role and importance of the Constitution (2D)
- Discuss the tensions between individual rights, state law, and national law (2E)
- Explain the power of judicial review (2F)
- Research and evaluate civic issues (2G)
2B, 2C
EO 2A, 2B, 2C
Civics:
EO 1A, 1B, 1C, 1D, 1E,
1F, 2A , 2B, 2C, 2D,
2E, 2F, 2G
2C, 2D, 2E
Civics 1: analyze
elements of continuity
and change in the US
government and the role
of citizens over time
Notes/Suggestions from Standards Institute Team:
- The highlighted GLE and associated skills are the ones on which to focus for this unit.
- See suggested supplemental resources for ideas on how to achieve the focused skills and GLE.
- The team left the end of this unit open-ended for teacher discretion. We would like to see connections made during this unit to the 20 th- and
21st-centuries.
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
20
Members of the 2011 Standards Institute Team for 8th Grade U.S. History:
Amy Berkner (Wellington Middle School)………………….…………....…[email protected]
Maura Chaney (Preston Middle School)………………………………….…[email protected]
Dan Downing (Lesher IB World Middle School)……………….………..…[email protected]
Mary Nickel (Webber Middle School)………………………………….…[email protected]
Holly Walker (Webber Middle School)……………………………………[email protected]
Kyla Walker (Lincoln Middle School, an IB World School)…...………...…[email protected]
Gabby Wymore (Blevins Middle School)……………………………….…[email protected]
We hope that you find the curriculum guide and supplemental materials useful; please don’t hesitate to contact any members of the
team for more information, explanation, or suggestions.
We would like to keep building our library of supplemental materials and resources on the blackboard site for this course. If you have
suggestions or contributions, please contact your department chair or Andrea Delorey ([email protected]).
Curriculum for 8th Grade U.S. History
Guide adopted on: Draft 6/2012
21
Members of the 2012 Standards Institute Team for 8th Grade U.S. History:
Dan Downing (Lesher IB World Middle School)……………….………..…[email protected]
Chris Lake (Wellington Middle School)…..................................………...…[email protected]
Gabby Wymore (Blevins Middle School)……………………………….…[email protected]
We hope that you find the curriculum guide and supplemental materials useful; please don’t hesitate to contact any members of the
team for more information, explanation, or suggestions.
We would like to keep building our library of supplemental materials and resources on the blackboard site for this course. If you have
suggestions or contributions, please contact your department chair or Andrea Delorey ([email protected]).