8th Grade United States History 2011-2012 CURRICULUM MAP Grade 8 Social Studies Curriculum Map Volusia County Schools United States History & Advanced United States History 2100015/NAD & 2100025/NAE Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP UNDERSTANDING THE CURRICULUM MAPS If you look at the document entitled, “Social Studies Curriculum Mapping – Teaching With a Purpose in Mind,” you will see a chart that shows the basic framework for our 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 concepts, essential questions, skills and vocabulary that you teach should come back to the Organizing Principle in some way. By the end of the unit of instruction, a student should be able to look the Organizing Principle and prove it to you (or perhaps in some instances, disprove it). The words Essential Questions are used in the maps because these are items essential to the coverage area, the things students should absolutely know. The same holds true for the concepts and terms (terms typically involve mostly surface level knowledge). On the back side of the maps, you will find examples of teaching resources and assessment. These are only examples of some of the items you can use to teach the unit. Likewise, the assessment section provides only examples. One thing to keep in mind is that each of our courses are survey-type courses; we cannot possibly teach everything there is to know about geography and history. We are bound to the Sunshine State Standards and have a responsibility to teach the necessary timeline (for instance, in American History teachers should make it to contemporary periods). The maps are designed to help teachers determine areas of coverage and to avoid trying to teaching 34 chapters in a textbook. Instead the maps are designed around the Organizing Principles and teachers are encouraged to use a variety of resources to teach the content and skills. The textbook should be merely one of the resources. 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 about specific teaching units please use the reflection pages to note ideas. Jason Caros Social Studies Curriculum Specialist Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP Social studies curriculum mapping -TEACHING WITH A PURPOSE IN MINDNext Generation Sunshine State Standards Organizing Principle (Thesis) Pedagogy Content / Skills / Attitudes Assessment Revised, June 11 VOLUSIA COUNTY SCHOOLS Teaching Resources 8th Grade United States History 2011-2012 CURRICULUM MAP ADVANCED SOCIAL STUDIES Teacher and Student Expectations – Middle School 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. - 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). - Social Studies Literacy Strategies should be utilized regularly (Cornel Notes or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or G-SPRITE categorization tools). - 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. (read Marzano’s article on homework) o o Previews involve activating prior knowledge, preparing students for the next topic of instruction. Process activities relate to content/skills recently learned where students are involved in metacognition. Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP 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. ORGANIZING PRINCIPLES – 8TH GRADE AMERICAN HISTORY 1. Europeans explored and colonized the Americas in the 15th-16th centuries they encountering multiple Native American societies leading to what historians refer to as the Columbian Exchange. 2. Between 1607 and 1763, the British North American colonies began to develop practices of self-government, religious freedom, and economic independence from Great Britain. 3. Between 1763 and 1777, British attempts to exert control over the colonies led to violent, organized, and successful resistance and revolution. 4. From 1777 to 1783 the American Colonies overcame hardships and numerous disadvantages to win the Revolutionary War. 5. The U.S. experimented first with a weak form of central governance, and then later designed a new written constitution which strengthened the government but limited its power. 6. In the early republic, from 1789 to 1800, political parties emerged in the United States during a time when the nation began to mature politically; the new constitution was put into effect and the new government had to deal with important domestic and foreign affairs. 7. The debate over the role of the federal government would continue with issues related to western expansion, international conflict and economic growth. 8. 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. 9. The desire to expand throughout continental North America resulted in exploration, conflict and settlement of western territory. 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. 11. The Civil War was caused by historic differences between the North and the South (economic, social, political, and sectional) that were emotionalized by the slavery issue. 12. The Civil War was a brutal internal conflict that resulted in tremendous loss of life and property, and major changes in the American way of life. Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP Unit 1: Different Worlds Meet (Beginnings to 1607) Organizing Principle: Europeans explored and colonized the Americas in the 15th-16th centuries encountering multiple Native American societies leading to what historians refer to as the Columbian Exchange. Concepts Essential Questions Estimated Number of Weeks: 2 Pacing: August/September People, Places, Events, Terms History (knowledge, inquiry) Historical Evidence Primary Source Secondary Source Historiography Decade, Century Era, Period What is History? A. How do each of the following explain the main ideas of history? History involves continuity and change over time; Geographic and environmental factors impact historical development; Geographic and environmental factors impact historical development; History provides models of human behavior; The study of history is essential to transmit and preserve civilization. B. How do historians study history? C. How are economics, geography, and government important parts of the study of history? Historian Geographer Economist Political Scientist Theory Pre-Columbian Migration Adaptation Archaeology Culture Civilization Theocracy Federation America Before 1492 1. What theories do historians have about how the first people arrived in the Americas, and what effect their arrival had on the region? 2. What were the major achievements of major Pre-Columbian civilizations in North and South America? 3. What Pre-Columbian societies existed in present day Florida and what were the major economic, social, and political characteristics of these societies? Age of Exploration Circumnavigate Colonization Reformation Religious Freedom Mercantilism Cultural Diffusion Columbian Exchange The New World 5. How did ideas and events in Europe impact exploration of the Americas? 6. How does the phrase “God, Gold, and Glory” help to explain European exploration and settlement in the Americas? 7. What were the successes and failures of early European explorers in South and North America? 8. What were the causes and effects of Spain’s conquest of the Aztec and Inca empires? 9. What was the Spanish Encomienda System and how did it impact Spanish Ice age Nomad Bering Strait Mayans, Inca, Aztec Hieroglyphics Terraces Anasazi, Mound Builders, Hopi Iroquois, Cherokee, Sioux, Nez Perce Pueblo Drought Adobe Timucua, Apalachee, Ais, Calusa Jeagas, Tequesta Renaissance Protestant Reformation Roman Catholic Protestant, Martin Luther, Jean Calvin, Henry VIII Ferdinand Magellan Bartholemeu Dias, Christopher Columbus, Ferdinand & Isabella Conquistador Hernan Cortes, Francisco Pizarro Vasquez de Coronado Revised, June 11 VOLUSIA COUNTY SCHOOLS Benchmarks SS.8.A.2.1 SS.8.A.2.1 SS.8.A.2.5 8th Grade United States History 2011-2012 CURRICULUM MAP colonial settlement? 10. Where in North America did the British, French, Spanish, and Dutch settle and why did they settle in these locations? 11. Why was it important for European kingdoms to gain control of Florida? 12. What was the impact of the Columbian Exchange on both European and Native American civilizations? Activities (Teaching Resources) The American Journey: o o o Assessment American Journey: Exam View Pro (see also TAJ Kit and CD for Quizzes and Tests) o Quizzes and Tests, Chapter 1 The First Americans o Quizzes and Tests, Chapter 2 Exploring the Americas Section 1 Early Florida (pages FL50-57) Chapter 1 The First Americans Chapter 2 Exploring the Americas The American Journey Resource Kit & Teacher Works CD-ROM The American Journey Online Resources www.taj.glencoe.com The American Journey Online (for online quizzes) www.taj.glencoe.com History Alive! United States: Geography of the America American Journey Dinah Zike’s Reading and Study Skills—Foldables o Section 3 Adapting to their Environment: Native Americans History Alive! World History: Europe’s Transition to the Modern World o Section 4 The Age of Exploration History Alive! World History: Civilizations of the Americas o o o o Juan Ponce de Leon Hernando de Soto St. Augustine Northwest Passage, John Cabot Sir Francis Drake, Henry Hudson Jacques Cartier, Samuel de Champlain, Robert La Salle Mission, Pueblo, Presidio Galleon New Spain New France, Quebec New Netherlands/New Amsterdam Section 1 Land and Settlements Section 2 The Classic Maya Period Section 3 The Imperial Maya Period Section 4 The Post Classic and the European Conquest Nystrom United States History Series Teacher’s Guide o o o Native Americans (pages 4-7) Spanish Explorers (pages 8-11) The Great Exchange (pages 16 -19) Nystrom Atlas of United States History Nystrom Mapping United States History o Era 1, Three Worlds Meet Teaching America’s Past: Social Studies Alive http://tutorial.teachtci.com/ o Chapter 2, Native Americans and Their Land o Chapter 3, Native Americans Cultural Regions o Chapter 4, Why Europeans Left for the New World o Chapter 5, Routes of Exploration to the New World History Alive! WH–Civilizations of America, Culminating Project Activity 5.1 Designing Murals to Commemorate Civilizations of the Americas Cicero: Teaching History Beyond the Textbook ttp://www.cicerohistory.com/ o Unit 1: Roots of America/Assessment o Unit 2: The First Globalization/Assessment Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History The American Journey Online www.taj.glencoe.com o Ordinary Americans Exploring Florida CD or website http://fcit.usf.edu/florida/lessons/cur.htm o o o o o o o o o o Lesson 1, Cultures Collide (Student Edition pages, 3-12) 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 Pedreo Menendez de Avilla Claims Florida for Spain Biography – Choose any historical figure from this unit and look up their biographical information. After reading their information, make a T-Chart with headings for facts and opinions about the person. Debate – Why might Native Americans disagree with the claim that Columbus “discovered” America? Map – Create a map locating areas of European colonization. Use a map key to color code the regions with their mother country. Cicero: Teaching History Beyond the Textbook http://www.cicerohistory.com/ o o Project Ideas: Chapters 1, 2 2011-2012 CURRICULUM MAP Unit 1: Roots of America Unit 2: The First Globalization Safari Montage (sample list of videos) o Prehistoric America: Edge of the Ice Age (BBC) o Three Worlds Meet (Schlessinger) o Conquest of America: Southeast (A&E) o Conquest of America: Southwest (A&E) o Guns, Germs, and Steel: Conquest (National Geographic) o Conquistadors: The Fall of the Aztecs (PBS) o Secrets of the Aztec Empire (A&E) o Lost Kingdom of the Maya (National Geographic) Settling the New World (Schlessinger) Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP Unit 2: Life in the Colonies Organizing Principle: Between 1607 and 1763, the British North American colonies began to develop practices of selfEstimated Number Pacing: of Weeks: 3 ½ September government, religious freedom, and economic independence from Great Britain. Concepts Essential Questions People, Places, Events, Terms Benchmarks Sir Walter Raleigh Representative SS.8.A.2.2 Early British Settlements Roanoke Government SS.8.A.2.3 1. What were the early failures and successes of British colonial settlement in North John White Social Contract SS.8.A.2.4 America? John Smith Colony SS.8.A.2.5 2. How did representative government develop in Jamestown? Charter, Joint-Stock Company Royal Colony SS.8.A.2.6 Virginia Company SS.8.A.2.7 Pocahontas, John Rolfe SS.8.A.4.2 House of Burgesses Protestant Reformation Religious Freedom Theocracy Compact Protestant Work Ethic Toleration Liberty of Conscience Town Hall Meeting Proprietary Colony Diversity Toleration Pacifism Religious Freedom Penal Colony New England Colonies 3. What were the Pilgrims’ and the Puritans’ reasons for coming to America? 4. What precedents were set by the Mayflower Compact and Fundamental Orders of Connecticut for colonial government? 5. What was John Winthrop’s vision for the Massachusetts Bay Colony as ‘A City on a Hill?’ 6. How did governments in each New England colony develop, from the structure of each colonial government to the treatment of dissenters and relations with American Indians? Middle Colonies 7. How did proprietary colonies develop in British North America? 8. What was William Penn’s ‘Holy Experiment’ and how did it compare to John Winthrop’s Massachusetts Bay Colony? 9. What were the ethnic backgrounds of the individual middle colonies, and why was the region was more diverse than New England? Southern Colonies 10. How successful was Lord Baltimore in establishing a haven for Catholics in Maryland? 11. Why were the colonies of Georgia and the Carolinas established and later settled? 12. How did Florida become a British colony? Revised, June 11 VOLUSIA COUNTY SCHOOLS Church of England (Anglican) Puritan, Separatist, Pilgrim William Bradford Mayflower Compact Great Migration John Winthrop, City on a Hill Roger Williams, Anne Hutchinson Thomas Hooker Fundamental Orders of Connecticut King Philip’s War Salem Witch Trials Proprietary Colony William Penn Quakers Holy Experiment Pacifist Dutch Settlements, New Amsterdam Lord Baltimore Toleration Act of 1649 Bacon’s Rebellion James Oglethorpe Treaty of Paris, 1763 8th Grade United States History Physiography Triangular Trade Mercantilism Indentured Servitude Slavery Private Property Communal Property Religious Revival Literacy Salutary Neglect Self –Government Representative Government Admiralty Court Colonial Identify 2011-2012 CURRICULUM MAP Life in the Colonies – economics/politics 13. What role did geography play in the development of the New England, Middle, and Southern colonies? 14. What were the similarities and differences in the economies of the New England, Middle, and Southern colonies? 15. Why did the American colonists replace the system of indentured servitude with slavery? 16. What was the process of enslavement of Africans by Africans and European captors, from capture to the arrival of slaves in the Americas? 17. What was the economic impact of the Triangular Trade on each colonial region? 18. What was the impact of mercantilism on the colonies and to what extent were the colonies economically independent? 19. How did European colonists and American Indians view land ownership, trade, wealth, and religion differently, and explain how these differences led to conflict? 20. What was the influence of the Anglican Church as the official church in most British colonies? 21. How did the Great Awakening impact colonial life (education, religious practices, and political ideas)? 22. What was the main purpose of education in the colonies and why was there a great disparity in literacy among the colonial regions? 23. What were the key elements of government in the 13 colonies and to what extent could people participate in government? 25. Why did American colonists identify themselves as English or by the name of their colony (i.e. Virginian, New Yorker) and not by the name ‘American?’ Revised, June 11 VOLUSIA COUNTY SCHOOLS Atlantic Coastal Plain Appalachian Mountains Massachusetts & Chesapeake Bay Hudson River and Bay Subsistence Farming Cash Crops Maritime Industries (shipping, ship building, fishing, trade) Olaudah Equiano Middle Passage Fort Mose John Wise Great Awakening Jonathan Edwards George Whitefield Harvard College William and Mary College Boston Latin School Old Deluder Satan Act Royal Governor 8th Grade United States History 2011-2012 CURRICULUM MAP Activities (Teaching Resources) The American Journey: o Section 1 Early Florida (pages FL56-57) o Section 2 Florida Becomes a State (pages FL 58-60) o Chapter 3 Colonial America o Chapter 4 The Colonies Grow The American Journey Resource Kit & Teacher Works CD-ROM The American Journey Online Resources www.taj.glencoe.com The American Journey American Music o Rufty Tufty History Alive! United States: Colonial Life and the American Revolution o Section 1 Examining Colonial Society o Section 2 Slavery in the Colonies Nystrom United States History Series Teacher’s Guide o The Great Exchange (pages 16 -19) o European Settlements (pages 20 - 23) o Thirteen Colonies (pages 24 – 27) o Slavery in the Americas (pages 28 -31) Nystrom Atlas of United States History Nystrom Mapping United States History o Era 2, Colonization and Settlement DBQ in American History o What Caused the Salem Witch Trials Hysteria? Mini Q’s in American History o Early Jamestown: Why Did So Many Colonists Die? Ordinary Americans o Lesson 2, England’s New World (Student Edition pages 13-20) Exploring Florida CD or website http://fcit.usf.edu/florida/lessons/cur.htm o Sir Francis Drake o African Americans Settle in Fort Mose Cicero: Teaching History Beyond the Textbook http://www.cicerohistory.com/ o Unit 3: The North American Colonies Safari Montage (sample list of videos) o Lost Colony of Roanoke (A&E) o Secrets of Jamestown (A&E) o Pocahontas: Ambassador of the New World (A&E) o Plimoth Plantation (Schessinger) o Roger Williams & Rhode Island (Schessinger) o Salem Witch Trials (A&E) o William Penn & Pennsylvania (Schessinger) o Origins of Democracy (Schessinger) Assessment American Journey: Exam View Pro (see also TAJ Kit and CD for Quizzes and Tests) o Quizzes and Tests, Chapter 3 Colonial America o Quizzes and Tests, Chapter 4 The Colonies Grow The American Journey Online (for online quizzes) www.taj.glencoe.com American Journey Dinah Zike’s Reading and Study Skills—Foldables Teaching America’s Past: Social Studies Alive! http://tutorial.teachtci.com/ o Chapter 6, Early English Settlements o Chapter 7, Comparing the Colonies o Chapter 8, Facing Slavery o Chapter 9, Life in Colonial Williamsburg History Alive! WH–Civilizations of America, Culminating Project Activity 5.1 Designing Murals to Commemorate Civilizations of the Americas History Alive! AH–Colonial Life and the American Revolution, Sections 1 Group Mini Dramas (African Americans Resist and Adapt to Slavery)—with student assessment “Matrix for Mini-Dramas”. History Alive! AH–Colonial Life and the American Revolution, Sections 2 A Trip through the Colonies: groups create Colonial Brochures—with student assessment “Matrix of Colonial Features” and journal writing. Cicero: Teaching History Beyond the Textbook http://www.cicerohistory.com/ o Unit 3: The North American Colonies/Assessment Project Ideas: Contemporary Connection – How, if at all, did the qualities & skills needed by the Jamestown settlers differ from those needed by citizens today? Answer in a one-page essay. Biography – Choose any historical figure from this unit and look up their biographical information. After reading their information, make a T-Chart with headings for facts and opinions about the person. 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. Making Predictions – Predict the effect that ‘salutary neglect’ will have on colonial selfgovernment. Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP Unit 3: Road to the Revolution (1763-1777) Organizing Principle: Between 1763 and 1777, British attempts to exert control over the colonies led to violent, organized, successful resistance, and revolution. Concepts Essential Questions Alliance French & Indian War Proclamation 1. What were the causes and effects of the French and Indian War? Militia 2. What was the purpose of the Albany Plan of Union? 3. How did the French and Indian War help lead to a future crisis between the colonists and Great Britain. Rights of Englishman Taxation Revenue “Taxation without Representation” Debt Quartering Propaganda Petition Equality Natural Rights Grievances Petition to Redress Virtual Representation Declaration British Controls & Colonial Reactions 4. What were the major causes (economic, political, social, & religious) of the conflict between the colonists and British authorities after 1763? 5. How did Great Britain respond to colonial reaction to British policy put into place between 1763-74? 6. In what ways did colonial leaders use the Boston Massacre to their advantage? 7. What were the main issues debated at the 1st Continental Congress and how were the resolved? 8. How influential were Thomas Paine’s Common Sense and other works of political discourse during the Revolutionary period? 9. Why was gunfire at Lexington and Concord referred to as the “shot heard around the world” and what impact did it have on the 1st Continental Congress? 10. What was the impact of the Battle of Bunker Hill on the war for independence? Declaring Independence 11. What was the purpose and impact of the Olive Branch Petition? 12. What was the official British response to colonial grievances? 13. What was the meaning and impact of the Declaration of Independence: the philosophical principles in the beginning of the document (preamble), the major grievances, and the final declaration of independence? 14. What did John Adams mean when he said that the Revolution began “in the hearts and minds of the people” long before the fighting began (Salutary Neglect, Great Awakening and Enlightenment influences)? Revised, June 11 VOLUSIA COUNTY SCHOOLS Pacing: October Estimated Number of Weeks: 3 People, Places, Events, Terms Benchmarks Ohio Valley SS.8.A.2.6 Iroquois Confederacy SS.8.A.2.7 George Washington SS.8.A.3.1 Benjamin Franklin SS.8.A.3.2 Albany Plan Seven Years’ War SS.8.A.3.3 Fort Duquesne, Fort Necessity SS.8.A.3.4 1763 Treaty of Paris SS.8.A.3.5 Chief Pontiac/ Pontiac’s War SS.8.A.3.6 Proclamation of 1763 King George III, George Grenville SS.8.A.3.7 Writs of Assistance, Quartering Act SS.8.A.3.8 Sugar Act, Stamp Act SS.8.A.3.15 Patriot, Loyalist, Neutralist Boston Massacre, Samuel Adams Paul Revere, Crispus Attucks John Adams, Abigail Adams Sons of Liberty/Daughters of Liberty Boycott, Tea Act, Boston Tea Party Lexington, Concord Peter Salem, Lemuel Haynes Patrick Henry, George Mason Dickinson’s Letters, Quebec Act Coercive Acts Thomas Paine, Common Sense Committee of Correspondence Charles Townshend, Townshend Acts Militia, Minutemen William Dawes Bunker Hill, Breeds Hill John Locke Thomas Jefferson Olive Branch Petition John Hancock Benjamin Franklin Declaration Committee Preamble, Declaration of Natural Rights List of Grievances George Whitefield The Black (Robed) Regiment 8th Grade United States History 2011-2012 CURRICULUM MAP Activities (Teaching Resources) Assessment American Journey: Exam View Pro (see also TAJ Kit and CD for Quizzes and Tests) o Quizzes and Tests, Chapter 5 The Road to Independence The American Journey: o Chapter 5 The Road to Independence The American Journey Resource Kit & Teacher Works CD-ROM The American Journey Online Resources www.taj.glencoe.com The American Journey American Music o o Join or Die (p.4 and p.39) Ben Franklin’s testimony on the Stamp Act (page 57) Letters & Eyewitness Accounts of events leading to revolution (page 59) Nystrom Atlas of United States History o Section 3 Growing Conflict with England Section 4 Towards Independence Doing History: A Strategic Guide to DBQs o o o American Journey Dinah Zike’s Reading and Study Skills—Foldables General Scott’s March The World Turned Upside Down History Alive! United States: Colonial Life and the American Revolution o o Lesson 16, The French & Indian War Changes America (atlas pages 36-37) Ordinary Americans o o Lesson 3, French & Indian War (Student Edition pages 21-25) “A General Huzza for Griffin’s Wharf” (Boston Tea Party, Student Edition p.27) Cicero: Teaching History Beyond the Textbook http://www.cicerohistory.com/ Safari Montage (sample list of videos) o o o o o o o o o o o o The American Journey Online (for online quizzes) www.taj.glencoe.com Unit 4: The Birth of Liberty Eighteenth Century Turning Points in U.S. History: 1750-1766 (ITV) Eighteenth Century Turning Points in U.S. History: 1767-1776 (ITV) Liberty!: The American Revolution: The Reluctant Revolutionaries (PBS) Liberty!: The American Revolution: Blows Must Decide (PBS) Liberty!: The American Revolution: The Times that Try Men’s Souls (PBS) Freedom: A History of U.S. Independence (PBS) Causes of the Revolution (Schessinger) Paul Revere: The Midnight Rider (A&E) Patrick Henry: Voice of Liberty (A&E) Abigail Adams (Schessinger) The Declaration of Independence (Schessinger) Teaching America’s Past: Social Studies Alive! http://tutorial.teachtci.com/ o Chapter 10, Growing Tensions Between the Colonies and Britain o Chapter 11, To Declare Independence or Not o Chapter 12, The Declaration of Independence History Alive! AH–Colonial Life and the American Revolution, Section 4 Talk It Out (Loyalist or Patriot)—students complete dialogues History Alive! AH–Colonial Life and the American Revolution, Section 4 Analyzing the Declaration—with student assessment “Matrix from the Declaration of Independence”. Cicero: Teaching History Beyond the Textbook ttp://www.cicerohistory.com/ o Unit 4: The Birth of Liberty/Assessments Project Ideas: News Report - - Imagine you are a newspaper reporter covering the Boston massacre. Your report should focus on differentiating between facts and propaganda. Coverage could include the following: A report about how the event came to happen, including eyewitness accounts. An interview with a friend of Crispus Attuck’s. Use of Paul Revere’s engraving of the event. Two editorials – one by a British Officer, the other by Samuel Adams. Cartoon – Draw a cartoon depicting what happened at the Boston Tea Party. You must have at least 4 frames. Essay – What are your basic natural rights as an Americans as described in the Declaration of Independence? Would you be willing to fight for these rights, as well as the grievances listed in the Declaration? Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP Unit 4: The American Revolution (1766 to 1783) Organizing Principle: From 1777 to 1783 the American Colonies overcame hardships and numerous disadvantages to win the Revolutionary War. Concepts Essential Questions Neutrality Recruiting Mercenary Early Years of War 1. What were the colonial and British war plans, and advantages and disadvantages as they entered into war? 2. Why were some Americans Loyalists while others were Patriots? 3. Why were the 1st and 2nd years of the Revolutionary War so challenging for the Americans, and how did the battles of Trenton and Princeton change their fortune? 4. Why do some historians consider the Battle of Saratoga a turning point in the Revolutionary War? Pacing: October/ Estimated # of weeks: 2 November People, Places, Events, Terms Benchmarks Loyalist Patriot Hessians Mercenaries Benedict Arnold, Ethan Allen Nathan Hale General Howe Horatio Gates General Henry Clayton Battles of Trenton, Princeton, Saratoga Washington Crossing The Delaware Alliance Continental Army Deserter Guerilla Warfare Blockade Privateers The War Continues 5. How did France and Spain help colonial efforts during the Revolutionary War? 6. What challenges did the Continental Army face at Valley Forge and how did they overcome the difficulties? 7. What were the various roles of women, American Indians, and African Americans involved in the Revolutionary War and how did the war impact their lives? 8. How successful were colonial war efforts in the west, at sea, and in the south? 9. What role did Florida play during the Revolutionary War? Treaty Ratify Ambush Liberty Equality Fraternity War is Won/Treaty of Paris 10. How did George Washington change his war strategy from 1781 through the end of the Revolutionary War? 11. What were the major provisions and effects of the Treaty of Paris of 1783? 12. How did the Americans win the Revolutionary War despite many disadvantages? 13. How did the American Revolution influence the political world of the 18th and 19th centuries? 14. What were the specific contributions of the founders such as S. Adams, J. Adams, B. Franklin, T. Jefferson, G. Mason, J. Hancock, A. Hamilton, J. Madison? Revised, June 11 VOLUSIA COUNTY SCHOOLS Bernardo de Galvez Marquis de Lafayette James Armistead (Lafayette) Friedrich von Steuben George Washington Valley Forge The Crisis John Paul Jones General Charles Cornwallis Francis Marion, Nathaniel Greene Iroquois Confederacy Lemuel Haynes Phyllis Wheatley, Mercy Otis Warren Betsy Ross, Molly Pitcher Battles Charles Town & Cowpens King’s Mountain George Washington Battle of Yorktown Hessian General Charles Cornwallis “Yankee Doodle” Benjamin Franklin John Jay John Adams Treaty of Paris French, Haitian, Greek Revolutions SS.8.A.3.3 SS.8.A.3.4 SS.8.A.3.5 SS.8.A.3.6 SS.8.A.3.8 SS.8.A.3.15 SS.8.A.3.16 SS.8.C.1.2 8th Grade United States History 2011-2012 CURRICULUM MAP Activities (Teaching Resources) Assessment American Journey: Exam View Pro (see also TAJ Kit and CD for Quizzes and Tests) o Quizzes and Tests, Chapter 6 The American Revolution The American Journey: o o Section 2 Florida Becomes a State (pages FL 60) Chapter 6 The American Revolution The American Journey Resource Kit & Teacher Works CD-ROM The American Journey Online Resources www.taj.glencoe.com The American Journey Florida Preparing for FCAT Reading o “General Bernardo de Galvez: Unsung Hero…” (page 104) Nystrom United States History Series Teacher’s Guide Nystrom Atlas of United States History o Lesson 17, Patriots Fight the Revolutionary War Nystrom Mapping United States History Mini Q’s in American History o o o Revolutionary War (pages 32-35) Valley Forge: Would You Have Quit? Ordinary Americans Doing History: A Strategic Guide to DBQs Wallbuilder Report (African American History) http://www.wallbuilders.com/resources/Newsletters/BlackHistory04.pdf o Black Patriots of the American Revolution Gilder Lehrman Institute of American History http://www.gilderlehrman.org/teachers/modules.php o The Revolutionary War Module Safari Montage (sample list of videos) o o o o o o o o o o o American Journey Dinah Zike’s Reading and Study Skills—Foldables Teaching America’s Past: Social Studies Alive! http://tutorial.teachtci.com/ o Chapter 13, The Revolutionary War Project Ideas: Lesson 12, Revolutionary War o The American Journey Online (for online quizzes) www.taj.glencoe.com Lesson 4, Revolution and Independence (Student Edition pages 26-37)) Take Notice (p.3 and p.28) News Report - - Imagine you are a newspaper reporter covering the Boston massacre. Your report should focus on differentiating between facts and propaganda. Coverage could include the following: A report about how the event came to happen, including eyewitness accounts. An interview with a friend of Crispus Attuck’s. Use of Paul Revere’s engraving of the event. Two editorials – one by a British Officer, the other by Samuel Adams. Cartoon – Draw a cartoon depicting what happened at the Boston Tea Party. You must have at least 4 frames. Essay – What are your basic natural rights as an Americans as described in the Declaration of Independence? Would you be willing to fight for these rights, as well as the grievances listed in the Declaration?American Journey: Exam View Pro (see also TAJ Kit and CD for Quizzes and Tests The Revolutionary War (Schlessinger) Eighteenth Century Turning Points in U.S. History: 1776-1783 (ITV) Liberty! The American Revolution: “Times that Try Men’s Souls (PBS) Liberty! The American Revolution: “Oh Fatal Ambition” (PBS) Liberty! The American Revolution: “The World Turned Upside Down” (PBS) George Washington: American Revolutionary (A&E) Washington Crosses the Delaware (A&E) Benedict Arnold: Triumph or Treason (A&E) George Washington: The Man Who Wouldn’t Be King (WGBH) Filling the Gap (Phyllis Wheatley clip) Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP Unit 5: The Constitution (1777 to 1791) Organizing Principle: The U.S. experimented first with a weak form of central governance, and then later designed a new written constitution which strengthened the government but limited its power. Concepts Essential Questions Confederation Constitution Federalism Bicameral Republic Depreciation National Debt Articles of Confederation 1. What form of government was created under the Articles of Confederation, and how was the power of the central government limited? 2. What accomplishments were made under the Articles of Confederation? 3. What were the weaknesses and failures of the Confederation Government, and how did those weaknesses lead to an inability to meet the challenges of the time? Manumission Consensus Compromise Proportional Partisan Constitutional Republic Electoral College Bill Of Rights Constitutional Convention 4. What events preceding the Constitutional Convention led some of the founders to believe the Articles government needed to be replaced? 5. How were both consensus and compromise evident at the Constitutional Convention? 6. How does the Constitution limit the power of central government? 7. Compare and contrast the views of Federalists and Anti-federalists. 8. Explain why the Bill of Rights was added to the Constitution and what issues they addressed? E Pluribus Unum Republic, Democracy Federalism Preamble Limited Government Free Enterprise Separation of Powers Checks and Balances Natural Rights Civil Rights Popular Sovereignty Appropriate Veto, Override Amend Judicial Review Citizenship The Constitution 9. What are the historical roots of the ideas found in the U.S. Constitution? 10. Why it is said that the Declaration of Independence and the Constitution are inextricably linked together? 11. What are the purposes of central government as outlined in the Preamble of the Constitution? 12. Why are the principles of federalism, popular sovereignty, limited government, separation of powers, and checks and balances important elements of the Constitution? 13. How are the roles and powers of each of the three branches of government similar and/or different? 14. According to the U.S. Constitution how is citizenship established? 15. What is the difference between the rights ‘protected by’ the Bill of Rights and the responsibilities each of us have as citizens? 16. Why are ‘order,’ ‘liberty,’ and ‘justice’ considered key principles of the United States’ republic? Revised, June 11 VOLUSIA COUNTY SCHOOLS Pacing: November/ ESTIMATED # OF WEEKS: 3 December People, Places, Events, Terms Benchmarks Petition Bicameral Legislature Articles Of Confederation Confederation Government Ordinance Of 1785 Northwest Ordinance Treaty Of Paris Robert Morris John Adams, John Jay Shay’s Rebellion James Madison, Alexander Hamilton Constitutional Convention Virginia Plan / New Jersey Plan Great Compromise, 3/5th Compromise Slave Trade John Adams Federalist/ Anti-Federalist Federalist Papers George Mason, Patrick Henry Ben Franklin Magna Carta English Bill Of Rights Declaration of Independence Enlightenment John Locke Baron De Montesquieu Adam Smith William Blackstone Electoral College Ratify, Amendment Executive Branch/President/ Cabinet Legislative Branch/House/ Senate Judicial Branch/Supreme Court Precedent SS.8.A.3.9 SS.8.A.10 SS.8.A.11 SS.8.A.5.2 SS.8.C.1.1 SS.8.C.1.5 8th Grade United States History 2011-2012 CURRICULUM MAP Activities (Teaching Resources) Assessment The American Journey: o o Chapter 7 The Constitution Civics in Action: A Citizenship Handbook (TAJ pages 216-231) The American Journey Resource Kit & Teacher Works CD-ROM The American Journey Online Resources www.taj.glencoe.com The American Journey Florida Preparing for FCAT Reading o “George Washington’s Legacy” (page 99) o o o “September 17, 1781: The Constitution of the United States” (page 130) “The Northwest Ordinance, 1787” (page 151) “How a Bill Becomes a Law” (page 154) Mini Q’s in American History Bill of Rights Institute http://www.billofrightsinstitute.org/ Gilder Lehrman Institute of American History http://www.gilderlehrman.org/teachers/modules.php o The Constitution Module Cicero: Teaching History Beyond the Textbook http://www.cicerohistory.com/ o o American Journey Dinah Zike’s Reading and Study Skills—Foldables Teaching America’s Past: Social Studies Alive! http://tutorial.teachtci.com/ o Chapter 14, The Constitution o Chapter 15, The Bill of Rights History Alive! AH–The Constitution in a New Nation, Section 6 Activity 6.1 Creating a Parade Float to Commemorate the Constitution. Section 2 The Creation of the Constitution Section 3 The Creation of the Bill of Rights The American Journey Online (for online quizzes) www.taj.glencoe.com History Alive! United States: The Constitution in a New Nation o o American Journey: Exam View Pro (see also TAJ Kit and CD for Quizzes/Tests) o Quizzes and Tests, Chapter 7 The Constitution How Did the Constitution Guard Against Tyranny? Unit 5: American Government Safari Montage (sample list of videos) o o o o o o o o Eighteenth Century Turning Points in U.S. History: 1783-1790 (ITV) Creating a New Nation (Schlessinger) Liberty! The American Revolution: “Are We to Be a Nation” (PBS) Pocahontas: Ambassador of the New World (A&E) The Legislative Branch (Schessinger) The Executive Branch (Schessinger) The Judicial Branch (Schessinger) The U.S. Constitution an & Bill of Rights (Schessinger) Cicero: Teaching History Beyond the Textbook ttp://www.cicerohistory.com/ o Unit 5: American Government/Assessments Project Ideas: Poster - - Create an organizational chart of the 3 Branches of the government (a Constitution Tree) Recitations – Recite a portion from the Declaration of Independence and the Preamble to the Constitution Paper– History Alive! United States: The Constitution in a New Nation. Section 3 Write a story about a middle school student whose rights have been violated. Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP Unit 6: The New Nation (1789 to 1800) Organizing Principle. In the early republic the nation began to mature politically; the new constitution was put into effect, precedents were set, and the new government had to deal with important domestic and foreign affairs. Concepts Essential Questions Precedent National Debt Speculation Constitutional Unconstitutional Compromise The First President 1. Which actions taken by Washington in his first term set a precedent for future presidents? 2. What was the importance of the Judiciary Act of 1789? 3. What were the causes, compromises, and effects of the actions taken to improve the economy in the Washington administration? Rebellion Neutrality Secession of Power Public Virtue Political Factions Term Limits - President Early Challenges of the New Government 4. What were the causes of the Whiskey rebellion and what precedents were set by Washington for future presidents? 5. How important was Washington’s decision to remain neutral in foreign affairs in his time and what impact did it have on future U.S. foreign policy? 6. What impact did the Jefferson-Hamilton debates have on the decisions of President Washington and the future path of the country (economics, foreign policy)? 7. What advice did Washington give to the young nation in his farewell address (morality, neutrality, and avoidance of political factions as necessary to the survival of the republic) why did he believe these were important for the nation? First Political Parties 8. How were the Federalists’ and Democrat-Republican ideologies regarding the role of the central government, the economy, and foreign policy different? 9. How effective was President Adams’ foreign policy with France and what were its effects on national politics? 10. What were the causes and effects of the Alien & Sedition Acts, and how valid were the arguments made against them by Jefferson and Madison in the Kentucky and Virginia Resolution? Political Parties Partisanship Implied Powers Enumerated Powers Loose Interpretation Strict Interpretation Foreign Affairs Nullify States Rights Revised, June 11 VOLUSIA COUNTY SCHOOLS ESTIMATED # OF WEEKS: 2 Pacing: December/ January People, Places, Events, Terms Benchmarks V. President (Adams) Cabinet Secretary of State (Jefferson) Secretary of the Treasury (Hamilton) Secretary of War (Knox) Judiciary Act of 1789 John Jay National debt Washington, D.C. Pierre Charles L’enfant Benjamin Banneker Whisky Rebellion Jay’s Treaty Proclamation of Neutrality Washington’s Farewell Address Cincinnatus Federalist Democrat-Republican John Adams Alexander Hamilton Thomas Jefferson French Revolution XYZ Affair Quasi War (vs. France) Alien & Sedition Acts Virginia and Kentucky Resolutions Land Act of 1800 SS.8.A.3.12 SS.8.A.3.13 SS.8.A.4.8 8th Grade United States History 2011-2012 CURRICULUM MAP Activities (Teaching Resources) Assessment American Journey: Exam View Pro (see also TAJ Kit and CD for Quizzes and Tests) o Quizzes and Tests, Chapter 8 A New Nation The American Journey: o Chapter 8 A New Nation The American Journey Resource Kit & Teacher Works CD-ROM The American Journey Online Resources www.taj.glencoe.com The American Journey Florida Preparing for FCAT Reading o o “The Alien & Sedition Acts” (page 46) “Democracy in America” (page 52) Nystrom Atlas of United States History o Lesson 18, A New Nation: The United States of America Nystrom Mapping United States History o o Lesson 13, Ohio River Valley Lesson 14, A New Nation History Alive! United States: The Constitution in a New Nation Moments in Time Ordinary Americans o o o o Section 4 The Constitution in Action Unit 1 George Washington: At Valley Forge/Monarch or President? “What Then Is an American” (Student Edition, p.41) “The Great Men Are Going to Get All We Have” (Student Edition, p.42) Cicero: Teaching History Beyond the Textbook http://www.cicerohistory.com/ Gilder Lehrman Institute of American History http://www.gilderlehrman.org/teachers/modules.php o The New Nation module Safari Montage (sample list of videos) o o o o Unit 5: American Government The American Journey Online (for online quizzes) www.taj.glencoe.com American Journey Dinah Zike’s Reading and Study Skills—Foldables History Alive! AH–The Constitution in a New Nation, Section 4 Illustrating Hamilton and Jefferson. Students create visual representations of differing views (Hamilton & Jefferson) Cicero: Teaching History Beyond the Textbook ttp://www.cicerohistory.com/ o Unit 5: American Government/Assessments Project Ideas: 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? Eighteenth Century Turning Points in U.S. History: 1792-1800 (ITV) George Washington: Founding Father (A&E) Filling the Gap (Benjamin Banneker clip) Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP Unit 7: The Jeffersonian Era (1800 to 1820) Pacing: January / Organizing Principle. The debate over the role of the federal government would continue with issues related to ESTIMATED # February western expansion, international conflict and economic growth. OF WEEKS: 3 ½ Concepts Essential Questions People, Places, Events, Terms Benchmarks Deadlock Judicial Review Contacts Free Enterprise The Republicans Take Power 1. What were the key events surrounding the Election of 1800, and why is the election known as “Another Revolution?” 2. What important precedents were set by the Marshall court? Western Expansion Expedition The Louisiana Purchase 3. What were the causes, course, and consequences of the Louisiana Purchase? 4. What were the achievements of Lewis and Clark Expedition, and to what degree were the Lewis and Clark expedition and other westward expeditions important to U.S. growth and development? Impressment Neutral Rights War Hawk Anthem Patriotism Nationalism Secession War of 1812 6. What were the causes of the War of 1812 between Great Britain and U.S.? 7. How significant were the battles at Baltimore and New Orleans? 8. What is the meaning of the lyrics to the “Star Spangled Banner” and why did it eventually become the national anthem? 9. What was accomplished by the United States by fighting the War of 1812, both directly as a result of the Treaty of Ghent and indirectly in our future foreign policy? 10. What economic and political effects did the War of 1812 have on the U.S? Revised, June 11 VOLUSIA COUNTY SCHOOLS John Adams, Thomas Jefferson “Another Revolution” (Election of 1800) Laissez-faire Judiciary Act of 1789 Judiciary Act of 1801 Midnight Judges Supreme Court John Marshall Marbury v. Madison McCulloch v. Maryland Gibbons v. Ogden Western Territory Napoleon Bonaparte Haitian Revolution Louisiana Purchase Meriwether Lewis and William Clark Sacagawea, York Pike’s Expedition Conestoga Wagon Aaron Burr, Alexander Hamilton Embargo Act, Non-intercourse Act James Madison H. Clay, J.C. Calhoun, Daniel Webster Frigate , Privateer Oliver Hazard Perry Attack on Washington D.C. Fort McHenry Francis Scott Key “Star Spangled Banner” Andrew Jackson Treaty of Ghent Uncle Sam Democratic-Republicans Federalists Hartford Convention SS.8.A.3.14 SS.8.A.4.1 SS.8.A.4.2 SS.8.A.4.3 SS.8.A.4.4 SS.8.A.4.5 SS.8.A.4.6 SS.8.A.4.7 SS.8.A.4.8 SS.8.A.4.12 SS.8.A.4.13 SS.8.A.5.2 8th Grade United States History Industrial Revolution Capitalism Patent Census National Good Internal Improvements Commerce Unity Sectionalism State Sovereignty Compromise American System Disarmament Demilitarization 2011-2012 CURRICULUM MAP Westward Bound 11. How did the Industrial Revolution begin in the United States? 12. How did the cotton gin affect cotton production and the economies of both the northern and the southern regions of the United States? 13. What impact did technology have on westward expansion and commerce? Unity & Sectionalism 14. What factors led to the “Era of Good Feelings?” 15. How did sectional differences lead to the Missouri Compromise, and what was the impact of the compromise? Revised, June 11 VOLUSIA COUNTY SCHOOLS James Watt, Samuel Slater Textiles The Lowell Girls Eli Whitney Interchangeable parts Turnpikes Canal locks Erie Canal Robert Fulton Missouri Compromise Tariff of 1816 Daniel Webster Henry Clay John Quincy Adams 8th Grade United States History 2011-2012 CURRICULUM MAP Activities (Teaching Resources) Assessment American Journey: Exam View Pro (see also TAJ Kit and CD for Quizzes/Tests) o Quizzes and Tests, Chapter 9 The Jefferson Era The American Journey: o Chapter 9 Jefferson Era The American Journey Resource Kit & Teacher Works CD-ROM The American Journey Online Resources www.taj.glencoe.com The American Journey Florida Preparing for FCAT Reading o o “Tecumseh” (page 235) “Life in the Everglades” (page 266) Lesson 19, A Growing Population Spreads West Lesson 21, Growing with the Louisiana Territory Lesson 22, War of 1812 and Indian Resettlement Cicero: Teaching History Beyond the Textbook ttp://www.cicerohistory.com/ o Unit 6: The Early Republic/Assessments Nystrom Mapping United States History o Project Ideas: Journal Writing - - Assume the role of William Clark to create your own account of life on the new frontier. “Her Baby Strapped to Her Back” (Student Edition, p.42) “With the Smoke of That Town” (Student Edition, p.53) “To Surrender to a Private” (Student Edition, p.46) Cicero: Teaching History Beyond the Textbook http://www.cicerohistory.com/ o Section 1.2 Exploring Manifest Destiny: Heading West with Lewis & Clark Ordinary Americans o o o Lesson 16, Getting Around History Alive! United States: Manifest Destiny in a Growing Nation o American Journey Dinah Zike’s Reading and Study Skills—Foldables History Alive! AH–Manifest Destiny in a Growing Nation, Section 1.2 Assume the role of William Clark to create your own account of life on the new frontier. Nystrom Atlas of United States History o o o The American Journey Online (for online quizzes) www.taj.glencoe.com Unit 6: The Early Republic Gilder Lehrman Institute of American History http://www.gilderlehrman.org/teachers/modules.php o The Jefferson Era module Safari Montage (sample list of videos) o o o o o o o o o Thomas Jefferson: Philosopher of Freedom (A&E) Nineteenth Century Turning Points in U.S. History: 1800-1813 (ITV) Nineteenth Century Turning Points in U.S. History: 1814-1826 (ITV) The Louisiana Purchase (A&E) Lewis & Clark (Schlessinger) Lewis & Clark: The Journey of the Corps of Discovery (PBS) Lewis & Clark: Explorers of the New Frontier (PBS) First Invasion: The War of 1812 (A&E) Star Spangled Banner Becomes a National Anthem (Almanac Newsreel) Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP Unit 8: The Age of Jackson (1816 to 1853) Pacing: February/ Organizing Principle. Success in developing territorial agreements with Europe would usher in a populist period ESTIMATED # OF WEEKS: 2 March known as the Age of Jackson resulting in an expansion of democracy, but not without domestic conflict. Concepts Essential Questions People, Places, Events, Terms Benchmarks Disarmament Demilitarization Joint Occupation Treaty Annexation Treaty U.S. Territory Doctrine Relations with Europe 1. What were the causes and course of events of the 1st Seminole War, and what role did Andrew Jackson play in the war (including the call for his court-martial)? 2. To what degree was progress made in foreign affairs during the “Era of Good Feelings” with Great Britain and Spain? 3. What areas did the United States obtain from Spain in the Adams-Onís Treaty, and when did Florida become a state? 4. What was the intent of the Monroe Doctrine and what were its short and long term effects? Favorite Son Majority Plurality State’s Rights Mudslinging Landslide Suffrage Caucus Nominating Convention Bureaucracy Spoils System Jackson’s Democracy 5. What was the function of the 12th Amendment relative to the events of the 1824 presidential election? 6. To what extent was Jackson’s claim of a “corrupt bargain” justified when speaking of the Election of 1824? 7. What was significant about the methods Andrew Jackson used to win the 1828 presidential election? 8. How did democratic participation in government increase during the Age of Jackson and to what extent was Jackson responsible for increased participation? 9. In what ways did Andrew Jackson set precedents for the executive branch in terms of corruption and bureaucracy? Conflicts in the Jackson Era 10. What ways did the new tariff of 1828 divide the nation by region? 11. How did Andrew Jackson handle the nullification crisis over tariffs, and how did the crisis foreshadow a future civil war? 12. What were the causes, course, and effects of the U.S. government’s removal of American Indians from their homelands during the Age of Jackson? 13. How differently did the Cherokee and FL Seminoles respond to the Indian Removal Act? Were there other American Indians who acted similarly to the Seminoles? 14. Why was Andrew Jackson against the National Bank and the Maysville Road Bill and how did he succeed in defeating his opponents (e.g. ending the bank’s charter)? Tarrif Nullify Secede Relocation Reservation Guerilla Tactics Indian Territories Charter Deposits Depression/Panic Revised, June 11 VOLUSIA COUNTY SCHOOLS Eastern Florida, Western Florida General Andrew Jackson 1st Seminole War Micanopy Oregon Country Adams-Onís Treaty Temporary & Territorial Governors William P. Duval John Quincy Adams Rush-Bagot Treaty Convention Of 1818 Monroe Doctrine Andrew Jackson John Quincy Adams Henry Clay 12th Amendment “Corrupt Bargain” Democrat-Republicans National Republicans National Party Convention Webster-Hayne Debate John C. Calhoun Nullification Crisis/ Act Force Bill 5 Civilized Tribes Indian Removal Act Cherokee Nation v. Georgia Worchester v. Georgia Trail Of Tears Chief Black Hawk Seminole Indians Black Seminole Chief Osceola, Chief Micanopy SS.8.A.3.16 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 SS.8.A.4.18 8th Grade United States History 2011-2012 CURRICULUM MAP 15. What were the effects of President Jackson’s Bank War? Revised, June 11 VOLUSIA COUNTY SCHOOLS 2nd Seminole War Treaty of Moultrie Creek Billy Bowlegs Seminole Relocation McCullough v. Maryland National Bank, State Banks Maysville Road Bill Martin Van Buren Panic Of 1837 Whig Party 8th Grade United States History 2011-2012 CURRICULUM MAP Activities (Teaching Resources) The American Journey: o o Chapter FL, Section 2 Florida Becomes a State (pages FL 60-63) Chapter 11 The Jackson Era The American Journey Resource Kit & Teacher Works CD-ROM The American Journey Online Resources www.taj.glencoe.com Ordinary Americans o o o American Journey Dinah Zike’s Reading and Study Skills—Foldables Tribal Dual Warriors from Bondage o o o Americans at Barranacas Eyes to Okeechobee The Captive Osceola Exploring Florida CD or website http://fcit.usf.edu/florida/lessons/cur.htm o o Transfer of Florida Seminole Wars Seminole Tribe of Florida http://www.semtribe.com/History/IndianRemoval.aspx o Indian Resistance and Removal o Osceola and Abiaka Safari Montage (sample list of videos) o o o o o o The American Journey Online (for online quizzes) www.taj.glencoe.com “It Was the People’s Day” (Student Edition, p.49) “Forced to Return to the Savage Life” (Student Edition, p.50) “We are a Separate People” (Student Edition, p.52) Gilder Lehrman Institute http://www.gilderlehrman.org/teachers/modules.php o The Jackson Era module Legendary Florida (paintings by Jackson Walker) http://www.museumoffloridaart.org/legendaryflorida/index.html o o Assessment American Journey: Exam View Pro (see also TAJ Kit/CD for Quizzes/Tests) o Quizzes and Tests, Chapter 11 The Jackson Era o Chapter FL Section 2 Assessemnt Project Ideas: Timeline - - Create an illustrated time line describing key political and social events during the Jackson Era Chart - - Create an illustrated t-chart describing the ways in which Andrew Jackson was democratic and undemocratic. Map- - Create a map outlining the United States states and territories before and after the Adams-Onis Treaty. Editorial-Write an editorial about the treatment of the Florida Seminoles under Andrew Jackson from 1816 through the 1830s. Was the United States justified in fighting and relocating the Seminoles during those years? The American President: The World Stage (PBS) video segment, President James Monroe (12 minutes) Democracy & Reform (Schlessinger) video segment, The Age of Andrew Jackson (6 min) The American President: Expanding Power (PBS) video segment, Andrew Jackson (12 min) Freedom, A History of Us: Liberty for All? (PBS) video segment, Old Hickory: Plight of Native Am.(5 min) The Seminole (Schlessinger) The Trail of Tears (A&E) Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP Unit 9 Manifest Destiny (1818 to 1853) Organizing Principle. The desire to expand throughout continental North America resulted in exploration, conflict and settlement of western territory. Concepts Essential Questions ESTIMATED Pacing: # OF WEEKS: 2 March People, Places, Events, Terms Benchmarks Manifest Destiny Migration Joint Occupation Annexation Introduction/ Oregon Country 1. What did John Quincy Adams’s mean when he said American expansion to the Pacific was a “law of nature,” and what were the origins and meaning of the term ‘Manifest Destiny?’ 2. How did Manifest Destiny help Americans justify their desire to extend the U.S. to the Pacific? 3. Why did Americans migrate to the Oregon Country and what impact did they have on future settlement? 4. What was the meaning of the phrase “Fifty-Four Forty or Fight” and what was its impact on both domestic and foreign affairs? John Quincy Adams John O’ Sullivan Oregon Country Mountain Man Rendezvous South Pass Whitman Mission Emigrant Oregon Trail Prairie Schooner “Fifty-Four Forty or Fight” Treaty Decree Reconciliation Annex Texas Independence 5. How did the Adams-Onís Treaty impact Texas? 6. What problems arose between U.S. settlers in Texas and Mexico that led to armed conflict between them? 7. How did the fall of the Alamo help the cause of Texas Independence even though it was a defeat for the Texans? 8. What were the causes and effects of the failure of The United States to annex Texas? Adam’s Onis Treaty Davey Crockett Tejanos Empresarios Stephen F. Austin General Santa Anna San Antonio The Alamo Sam Houston Andrew Jackson Lone Star Republic John Tyler James K. Polk Cede/ Cession Mexican-American War 9. What were the reasons for U.S. settlement in the Southwest, including California, from 1820-1845, as well as the conflicts with Mexico over settlement? 10. What were the causes, course, and effects of the United States’ war with Mexico? New Mexico Santa Fe Trail John C. Frémont Ranchos, Rancheros General Zachary Taylor Bear Flag Republic Mexican Cession Treaty of Guadalupe Hidalgo Gadsden Purchase Revised, June 11 VOLUSIA COUNTY SCHOOLS SS.8.A.4.1 SS.8.A.4.5 SS.8.A.4.8 8th Grade United States History Gold Rush/Gold Fever Migration 2011-2012 CURRICULUM MAP California and Utah 12. What factors drove thousands of people to settle in California after the Mexican-American War, and what types of towns did settlers create? 13. How did the search for religious freedom lead to the settlement of Utah, and what enabled successful settlement in the desert? Activities (Teaching Resources) The American Journey: o o Ch FL, Section 2 Florida Becomes a State (pages FL 62-63) Chapter 12 Manifest Destiny The American Journey Resource Kit & Teacher Works CD-ROM The American Journey Online Resources www.taj.glencoe.com The American Journey Florida Preparing for FCAT Reading o o o The American Journey Online (for online quizzes) www.taj.glencoe.com American Journey Dinah Zike’s Reading and Study Skills—Foldables Teaching America’s Past: Social Studies Alive! http://tutorial.teachtci.com/ o Chapter 16, Manifest Destiny and Settling the West Section 3 Many Paths to the West Sections 4.1 Manifest Destiny from a Native American Perspective Section 4.2 Cultures in Conflict History Alive! AH–Manifest Destiny in a Growing Nation, Section 3 Students bring to life scenes depicting the lives of different groups of people in the West. Individually students complete a matrix of each mini-drama. Nystrom United States History Series Teacher’s Guide o o o o o America’s Expansion (pages 36-39) Explorations West (pages 36-39) America’s Expansion (pages 40, 42-43) Trails West (pages 44-46) War with Mexico (pages 48-51) Nystrom Atlas of United States History o Lesson 23, Exploration Opens West o Lesson 24, Travel in a Growing Nation o Lesson 25, America Expands to the Pacific o Lesson 26, West Across the Rockies Nystrom Mapping United States History o o Assessment American Journey: Exam View Pro (see also TAJ Kit and CD for Quizzes/Tests) o Quizzes and Tests, Chapter 12 Manifest Destiny History Alive! United States: Manifest Destiny in a Growing Nation o o o “They Went West”( page 18) “Prairie Schooner: This Ship of the Plains….” (page 48) “The Oregon Territory” (page 70) Forty-Niners Boomtown, Ghost Town Vigilantes President Zachary Taylor Levi Strauss, Jacob Davis Mormons, Joseph Smith Brigham Young Lesson 17, The Expanding Nation Lesson 18, The Oregon Trail DBQ in American History o The California Gold Rush: A Personal Journal? History Alive! AH–Manifest Destiny in a Growing Nation Activity 6.1 Creating an Annotated Scrapbook About Manifest Destiny Project Ideas: Timeline - - Create an illustrated time line describing the different groups of people who moved Westward. Editorial-Write an editorial about the War with Mexico. Was the United States justified in going to war with Mexico? Map– Create a map outlining the territorial expansion of the United States during the period of Manifest Destiny. Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP Mini Q’s in American History Moments in Time Ordinary Americans Gilder Lehrman Institute http://www.gilderlehrman.org/teachers/modules.php o Westward Expansion module Legendary Florida (paintings by Jackson Walker) http://www.museumoffloridaart.org/legendaryflorida/index.html Exploring Florida CD or website http://fcit.usf.edu/florida/lessons/cur.htm Seminole Tribe of Florida http://www.semtribe.com/History/IndianRemoval.aspx o Indian Resistance and Removal o Osceola and Abiaka Safari Montage (sample list of videos) o o o o o o o o o o o o o o o Was the United States Justified in Going to War with Mexico? Unit 2 Territorial Expansion Lesson 9, Westward Expansion (Student Edition, p.74-81) Eyes to the Okeechobee o The Captive Osceola Seminole Wars Trailblazers & Scouts (A&E) Westward Ho: The Wagon Trains (A&E) Expansionism (Schlessinger) The West: Empire Upon the Trails (PBS) U.S. Mexican War: Neighbors and Strangers (PBS) U.S. Mexican War: The Hour of Sacrifice (PBS) Remember the Alamo (PBS) Battle of the Alamo (A&E) Davey Crockett: American Frontier Legend (A&E) The West: Speck of the Future (PBS) Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP Unit 10: Economic Changes and Social Reforms (1820 to 1860) Pacing: March Organizing Principle. As regional economies helped shape the growing nation a national desire to improve society ESTIMATED # OF WEEKS: 2 and the lives of Americans grew during the first half of the 1800s. Benchmarks Concepts Essential Questions People, Places, Events, Terms Industrialization Invention Strike Immigration Nativism Famine Prejudice Discrimination Settlement Export Economic Growth Antebellum Capital Tennant Farming Plantation Farming Slave Codes Religious Revival Reform Temperance ‘Public’ School Abolition Suffrage Equality Transcendentalism Civil Disobedience SS.8.A.3.15 SS.8.A.4.3 SS.8.A.4.7 SS.8.A.4.8 SS.8.A.4.9 SS.8.A.4.10 SS.8.A.4.11 SS.8.A.4.14 SS.8.A.5.2 The Economy of the North 1. In what ways did advances in technology, transportation, and communication shape the economy of the north? 2. How did working conditions change in the north over the first half of the 19th century? 3. How were men and women, immigrants and African Americans in Northern factories treated? 4. How did changing immigration patterns during industrialization impact social and political life in the North? The Economy of the South 5. How did economic growth change settlement in the South? 6. What impact did inventions such as the cotton gin and steel plow have on the South’s economy? 7. To what degree was the South industrialized during the Antebellum period, and what kept it from industrializing as much as the northern states? 8. What classes of people comprised the South’s culture? 9. Despite their life under slavery, how did African American slaves maintain strong family and cultural ties with one another? 10. What was the cause of growing resistance to slavery, including revolts, and in what ways did slave owners and other government authorities react? Clipper Ship Robert Fulton Railroad Lowell Girls Telegraph Morse Code Trade Union Irish Potato Famine Nativist “Real” American American (Know-Nothing) Party Upper South Deep South Eli Whitney Cotton Gin Steel Plow Florida Cracker Planter Yeoman Tennant Farmer Overseer Black Church, Spirituals Nat Turner (rebellion) Underground Railroad Age of Reform 11. How did religious leaders/ideas inspire various social reform movements during the early 1800s? 12. What impact did the following reform movements have on American society in the 19th century: temperance, abolition, women’s rights, education, and the movement to help the mentally ill and handicapped? 13. How did transcendentalist writers impact the American spirit of reform? 14. What factors help account for the fact that women initiated and made up a majority of the numbers of social reformers during the Age of Reform? 2nd Great Awakening Charles Finney, Lyman Beecher, Richard Allen, Phoebe Palmer, Absalom Jones Temperance Movement, Frances Willard William Lloyd Garrison, The Liberator Frederick Douglass, Sojourner Truth, Grimke Sisters Harriet Tubman American Colonization Society Lucretia Mott, Elizabeth Cady Stanton, Susan B. Anthony Seneca Fall Convention Horace Mann, Normal School Dorothea Dix, Samuel Gridley Howe Henry David Thoreau, Ralph Waldo Emerson Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP Activities (Teaching Resources) Assessment American Journey: Exam View Pro (see also TAJ Kit and CD for Quizzes/Tests) o Chapter 13 North and South o Chapter 14 The Age of Reform The American Journey: o o Chapter 13 North and South Chapter 14 The Age of Reform The American Journey Resource Kit & Teacher Works CD-ROM The American Journey Online Resources www.taj.glencoe.com The American Journey Florida Preparing for FCAT Reading o o o o American Journey Dinah Zike’s Reading and Study Skills—Foldables “The Runaway Salve” (page 260) “Women Demand Rights” (page 271) “A Quarrel Breaks out over Slavery” (page 279) “Early Schools in America” (page 290) History Alive! AH–Civil War and Reconstruction, Section Students bring to life historical figures from the era of slavery-ranging from strong supporter of slavery to abolitionist. Individually students complete a matrix of each minidrama. The American Journey American Music o o o “Welcome Gospel Kindred” “Joshua Fit the Battle of Jerico” “De Boatmen’s Dance” History Alive! United States: Civil War and Reconstruction History Alive! United States: Manifest Destiny in a Growing Nation Nystrom United States History Series Teacher’s Guide o o o o Section 1 Contrasting North and South Slavery Divides the Nation (pages 53-55) Slavery and the Economy (pages 56-59) Project Ideas: What was Harriet Tubman’s Greatest Achievement? Ordinary Americans o o o Lesson 6, Democracy and Reform (Student Edition, p.53-58) Lesson 7, The Industrial North (Student Edition, p.59-64) Lesson 8, The Plantation South (Student Edition, p.65-73) Cicero: Teaching History Beyond the Textbook http://www.cicerohistory.com/ Gilder Lehrman Institute http://www.gilderlehrman.org/teachers/modules.php o Pre-Civil War Reform module o Slavery module Safari Montage (sample list of videos) o o o History Alive! AH–Manifest Destiny in a Growing Nation Activity 5 Compare and Contrast the rights called for in the Declaration of Sentiments (Seneca Falls Convention) to the rights of women today. Cicero: Teaching History Beyond the Textbook ttp://www.cicerohistory.com/ o Unit 7: Antebellum America/Assessments Section 5 A Case Study of Reform Nystrom Atlas of United States History o Lesson 24, The United States Before the Civil War Mini Q’s in American History o The American Journey Online (for online quizzes) www.taj.glencoe.com Unit 7: Antebellum America 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. Posters-Place students into cooperative groups and have each group create a poster size graphic organizer that illustrates, in color, one of each of the reform movements: temperance, education, abolition, women’s rights, care for the mentally ill and handicapped. Filling the Gap (Pre-Civil War contributions of Black Americans) Mill Times (PBS) Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History o o o o o o o o o o o o o o o 2011-2012 CURRICULUM MAP Freedom, A History of US: Wake Up America (PBS) Textiles: Birth of an American Industry (A&E) Eli Whitney (Schlessinger) Democracy and Reform (Schlessinger) Susan B. Anthony (Schlessinger) Not for Ourselves Alone: The Story of Elizabeth Cady Stanton…. (PBS) Africans in America: Brotherly Love (PBS) Africans in America: Judgment Day (PBS) Sojourner Truth (Schlessinger) Steal Away: The Harriet Tubman Story (National Geographic) Harriet Tubman (Schlessinger) Frederick Douglass (A&E) Frederick Douglass (Schlessinger) Roots of Resistance: A Story of the Underground Railroad (PBS) The National Underground Freedom Center Presents (Freedom Center) Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP Unit 11: The Road to Civil War Organizing Principle. The Civil War was caused by historic differences between the North and the South (economic, social, political, and sectional) that were emotionalized by the slavery issue. Concepts Essential Questions Sectionalism Secede Dividing Nation—Slavery in the West 1. 2. 3. State’s Rights Popular Sovereignty Unconstitutional Martyr Challenges to Slavery—Escalating Conflict 4. 5. 6. 7. Majority Electoral Map State’s Rights Secession Border State Civil War War Between the States War of Secession Offensive Blockade How did the North and the South compare in terms of population, economics, and resources and how did these factors help cause a future war? How did the ongoing debate over slavery and admission of new states into the Union cause significant tension between the North and South? What were the causes, course, and effects of “Bleeding Kansas?” How did writings such as Uncle Tom’s Cabin affect the conflict over slavery in national politics? Why did the Republican Party form and what did the presidential election of 1856 reveal regarding sectionalism in the nation? What impact did the decision in the Dred Scott case have in the North and South? In what ways did the Lincoln-Douglass Debates of 1858 and John Brown’s raid at Harper’s Ferry motivate proslavery and antislavery forces, subsequently making a national compromise less likely? Election, Secession, and War 8. 9. 10. 11. 12. 13. How did the Election of 1860 clearly divide the nation along sectional lines, both the electoral results and the immediate response in the South? What were the Confederate States’ justifications for breaking from the Union and how effective were Buchanan’s and Lincoln’s immediate responses in trying to keep the nation together? What was the cause and effect of Lincoln’s decision to attack Fort Sumter? What were Border States and how did they impacted President Lincoln’s decisions during the war? What were the advantages and disadvantages of the North and South going into the Civil War (man power, leadership, industry, resources, terrain, alliances)? What were the war aims and strategies of the Union and the Confederacy entering the war? Revised, June 11 VOLUSIA COUNTY SCHOOLS Pacing: March/ Estimated # of Weeks: 3 ½ April Benchmarks People, Places, Events, Terms Missouri Compromise Free Soil Party California, New Mexico Territory Henry Clay, John C. Calhoun Wilmot Proviso Zachary Taylor Daniel Webster Millard Fillmore Stephen Douglass Compromise of 1850 Slave Code, Fugitive Slave Act Border Ruffians Kansas-Nebraska Act John Brown, Bleeding Kansas Republican Party Harriet Beecher Stowe Uncle Tom’s Cabin Dred Scott, Roger B. Taney Abraham Lincoln Stephen Douglas Freeport Doctrine John Brown Arsenal, Harper’s Ferry Fire-eaters Abraham Lincoln Election of 1860 Secede Fort Sumter Abraham Lincoln Confederate States of America Jefferson Davis Rebel Yankee Anaconda Plan SS.8.A.4.1 SS.8.A.4.2 SS.8.A.4.4 SS.8.A.5.1 SS.8.A.5.2 SS.8.A.5.3 SS.8.A.5.4 SS.8.A.5.5 8th Grade United States History 2011-2012 CURRICULUM MAP Activities (Teaching Resources) The American Journey: o Chapter 15 Road to Civil War The American Journey Resource Kit & Teacher Works CD-ROM The American Journey Online Resources www.taj.glencoe.com The American Journey American Music o Section 2 The Coming of the Civil War The Union and Confederacy (pages 60-63) History Alive! United States: Manifest Destiny in a Growing Nation o o o Section 3 Many Paths to the West Sections 4.1 Manifest Destiny from a Native American Perspective Section 4.2 Cultures in Conflict Slavery Divides the Nation (pages 53-55) Slavery and the Economy (pages 56-59) America’s Expansion (pages 40, 42-43) Trails West (pages 44-46) War with Mexico (pages 48-51) Nystrom Atlas of United States History o Lesson 28, Slavery Divides the Nation o Lesson 24, The United States Before the Civil War DBQ in American History Moments in Time Ordinary Americans o o o Cicero: Teaching History Beyond the Textbook ttp://www.cicerohistory.com/ o Unit 8: Civil War/Assessments Teaching America’s Past: Social Studies Alive! http://tutorial.teachtci.com/ o Chapter 18, The Causes of the Civil War What Caused the Civil War? Unit 3 The Road to Civil War Lesson 10, Sectional Crisis and Civil War (Student Edition, p.82-87) Cicero: Teaching History Beyond the Textbook http://www.cicerohistory.com/ Gilder Lehrman Institute http://www.gilderlehrman.org/teachers/modules.php o The Coming of the Civil War module Safari Montage (sample list of videos) o o o o o o o History Alive! AH–Civil War and Reconstruction, Section Students bring to life historical figures from the era of slavery-ranging from strong supporter of slavery to abolitionist. Individually students complete a matrix of each mini-drama. History Alive! AH–Manifest Destiny in a Growing Nation Activity 5 Compare and Contrast the rights called for in the Declaration of Sentiments (Seneca Falls Convention) to the rights of women today. Nystrom United States History Series Teacher’s Guide o o o o o The American Journey Online (for online quizzes) www.taj.glencoe.com American Journey Dinah Zike’s Reading and Study Skills—Foldables History Alive! United States: Civil War and Reconstruction o o “John Brown’s Dream” Assessment American Journey: Exam View Pro (see also TAJ Kit and CD for Quizzes/Tests) o Chapter 13 North and South o Chapter 14 The Age of Reform Unit 8: Civil War Project Ideas: 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. Political Cartoon- Draw a political cartoon that illustrates Lincoln’s statement: “A house divided against itself cannot stand,” Persuasive Essay- Defend the institution of slavery from the South’s point of view. Causes of the Civil War (Schlessinger) / The Civil War: The Cause (PBS) The West: Death Runs Riot (PBS) John Brown’s Holy War (PBS) Civil War Journal: The Conflict Begins-John Brown’s War (A&E) Civil War Journal: Destiny at Ft. Sumter (A&E) Filling the Gap (contributions of Black Americans during the war) Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP Unit 12: The Civil War and Reconstruction Organizing Principle. The Civil War was a brutal conflict that resulted in tremendous loss of life and property, and major changes in the American way of life. Concepts Essential Questions Civil War Volunteer Draft Habeas Corpus Blockade Inflation American People at War Victory Defeat Casualties Blockade Emancipate Civil War Total War Civil War Ends 1. 2. 3. 4. 5. What was the average age and background of soldiers fighting in the Civil War? How did the lives of civilians change because of the war? What type of medical treatment was provided to soldiers during the Civil War? What role did women and African Americans play during the Civil War? How did the war affect the economies of the North and the South? 6. To what degree were the North and the South armies successful during the early years of the war, from the 1st Battle of Bull Run to the Battle of Antietam? 7. What was the purpose of the Emancipation Proclamation and what did it accomplish? 8. How did the tide of war turn in 1863, from the Southern victories at Fredericksburg to the Union victory at Gettysburg? 9. What was President Lincoln’s message at Gettysburg and what was its future impact? 10. Why was the Victory at Vicksburg so important to the Union? 11. What roles did Florida play in the Civil War? 12. How was Sherman’s March to the Sea an example of ‘total war’ and how did it contribute to the defeat of the Confederacy? 13. What were the “costs of war” (human and economic)? Reconstruction Radical Reconstruction 14. How did Abraham Lincoln’s 10% Plan compare to the Radical Republicans’ Plan for Reconstruction? Amnesty 15. What was the impact of President Lincoln’s assassination? 16. What difficulties did Andrew Johnson face during his presidency and what were the causes of his impeachment? Revised, June 11 VOLUSIA COUNTY SCHOOLS Estimated # of Weeks: 3 ½ Pacing: May People, Places, Events, Terms Rebels, Yankees Spies, Draft Riots American Red Cross Clara Barton, Rose Greenhow Belle Boyd, Dorothea Dix Sally Tompkins Contrabands 54th Massachusetts 1st Battle Of Bull Run Robert E. Lee “Stonewall” Jackson Blockade Runners , Ironclad George B. McClellan Army Of The Potomac Monitor Vs. Merrimack Battle Of Shiloh, Battle Of Antietam Emancipation Proclamation Vicksburg Campaign Battle Of Gettysburg George Pickett, George Meade Gettysburg Address General Ulysses S. Grant Battles of Olustee, Natural Bridge Gen. Tecumseh Sherman Sherman’s March To The Sea Appomattox Court House Wade-Davis Bill Freedmen’s Bureau Ford’s Theater, John Wilkes Booth Andrew Johnson Restoration Plan Benchmarks SS.8.A.4.3 SS.8.A.5.3 SS.8.A.5.8 SS.8.C.1.6 8th Grade United States History Sharecropping Impeachment Civil Rights Black Codes Segregation Sharecropping Lynching Jim Crow Law Poll Tax Literacy Test Grandfather Clause 2011-2012 CURRICULUM MAP 17. How was the southern economy and way of life impacted by the Civil War? 18. How did Florida’s government change during Reconstruction? Military Districts Reconstruction Ends 13th, 14th , 15th Amendments Reconstruction Acts Of 1867 Scalawag, Carpetbagger Freedmen’s Bureau Civil Rights Act Of 1866 Hiram Revels, Blanche Bruce Jonathan Gibbs, Josiah Walls Ku Klux Klan Compromise of 1877 Plessy v Ferguson 19. How did some Southerners deprive freed people of their rights, and what was the response of Congress? 20. How did Constitutional amendments and national laws from the war and postwar period impact African Americans? 21. What is the meaning of the following quote as it applies to Reconstruction: “The slave went free; stood a brief moment in the sun, then moved back again toward slavery.” 22. What effect did the Compromise of 1877 have on Reconstruction, and why did many northerners ignore the plight of blacks in the southern states? 23. To what degree do historians say Reconstruction was successful? Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History 2011-2012 CURRICULUM MAP Activities (Teaching Resources) Assessment American Journey: Exam View Pro (see also TAJ Kit /CD for Quizzes/Tests) o Chapter 16 The Civil War o Chapter 17 Reconstruction & The Civil War The American Journey: o o Chapter 16 The Civil War Chapter 17 Reconstruction & The Civil War The American Journey Resource Kit & Teacher Works CD-ROM The American Journey Online Resources www.taj.glencoe.com The American Journey American Music o Section 3 A Family Divided Section 4 Reconstructing the Union The Union and Confederacy (pages 60-63) Civil War (pages 64-67) Nystrom Atlas of United States History o Lesson 30, Civil War Begins o Lesson 31, Civil War Continues o Lesson 32, The War Ends, Reconstruction Follows Nystrom Mapping United States History o Lesson 20, Civil War Scorecard o Lesson 21, Wartime Resources o Lesson 22, Civil War Battles Mini-Qs in American History o o Moments in Time Ordinary Americans o o o Cicero: Teaching History Beyond the Textbook ttp://www.cicerohistory.com/ o Unit 8: Civil War/Assessments Teaching America’s Past: Social Studies Alive! http://tutorial.teachtci.com/ o Chapter 19, The Civil War Unit 4 The Division Within Lesson 10, Sectional Crisis and Civil War (Student Edition, p.88-108) Lesson 11, Reconstruction (Student Edition, p.111-118) Cicero: Teaching History Beyond the Textbook http://www.cicerohistory.com/ o History Alive! AH–Manifest Destiny in a Growing Nation Section 5 Students create three panel visual metaphors that answer the question: To what degree did the Civil War create a more perfect union? The Battle of Gettysburg: What was the Turning Point? Who Killed Reconstruction, the North or the South? Unit 8: Civil War Gilder Lehrman Institute http://www.gilderlehrman.org/teachers/modules.php o The Civil War module o Reconstruction module Safari Montage (sample list of videos) o o History Alive! AH–Civil War and Reconstruction, Activity 3.3 Analyze Civil War Songs. History Alive! AH–Manifest Destiny in a Growing Nation Activity 4.3 Students bring to life scenes by conducting dramatic presentations of the struggle for equality between 1887 and the 1950s. Individually students complete a matrix of each mini-drama. Nystrom United States History Series Teacher’s Guide o o American Journey Dinah Zike’s Reading and Study Skills—Foldables “Battle Hymn of the Republic” History Alive! United States: Civil War and Reconstruction o o The American Journey Online (for online quizzes) www.taj.glencoe.com The Civil War (Schlessinger) Civil War Journal, Commanders: West Point Classmates; Civil War Enemies (A&E) Project Ideas: Graphic Organizer – Compare and contrast the three plans for Reconstruction. Political Cartoon – Draw a political cartoon that illustrates Lincoln’s statement: “A house divided against itself cannot stand. Political Cartoons – Analyze political cartoons relating to Reconstruction and then create your own using your background knowledge on the time period. Enrichment – Read and analyze majority and dissenting opinions from Plessy v. Ferguson to determine merits of both sides. Music – Listen to and analyze the lyrics and tone of Civil War era song (e.g. Revised, June 11 VOLUSIA COUNTY SCHOOLS 8th Grade United States History o o o o o o o o o o o o o o o 2011-2012 CURRICULUM MAP Civil War Journal, Commanders: Robert E. Lee (A&E) Civil War Journal: The Conflict Begins—Battle of 1st Bull Run (A&E) Civil War Journal, Commanders: Stonewall Jackson (A&E) Civil War Journal: The Conflict Begins—the 54th Massachusetts (A&E) Filling the Gap (contributions of Black Americans during the war) Civil War Journal, Commanders: Sherman and the March to the Sea (A&E) The Civil War: War is All Hell (PBS) The Civil War: The Better Angels of Our Nature (PBS) The Civil War: Simply Murder (PBS) The Civil War: Valley of the Shadow of Death (PBS) The Civil War: Most Hallowed Ground (PBS) The Civil War: The Universe of Battle (PBS) The Civil War: A Bloody Affair (PBS) Reconstruction: The Second Civil War (PBS) Reconstruction & Segregation (Schlessinger) Bonnie Blue Flag, Dixie, Battle Hymn of the Republic). Writing – Some historians refer to the Civil War as “The Second American Revolution.” Assess the validity of this title in terms of the effects of the war on the United States (consider liberty, labor, federal power, and American unity). Another possible writing assignment = What if – If the Confederacy was victorious in the Civil War how would the Union and Confederacy have developed? Revised, June 11 VOLUSIA COUNTY SCHOOLS
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