8th grade history, society & culture pacing guide

DETROIT PUBLIC SCHOOLSDIVISION OF ACADEMIC AFFAIRS

OFFICE OF HISTORY, SOCIETY AND CULTURE

CURRICULUM INSTRUCTIONAL SEQUENCE AND PACING GUIDE

Grade 8UNITED STATES HISTORY

AND GEOGRAPHY

DETROIT PUBLIC SCHOOLS

Robert C. Bobb Emergency Financial Manager

Barbara Byrd Bennett, EsqChief Academic Auditor

Sherry UleryDeputy Chief of Academic Affairs

Office of History, Society and CultureSheryl Jones

Director

Revised by the Office of History, Society and Culture

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Table of Contents

Introduction to Curriculum Instructional Sequence and Pacing Guide...........................................3

Curriculum Instructional Sequence and Pacing Charts Team.........................................................4

Legend to Pacing Guide...................................................................................................................4

Course Description...........................................................................................................................5

Curriculum at a Glance....................................................................................................................6

A One Year Course

Curriculum Instructional Sequence and Pacing ChartUnit 1: Roots of American History.................................................................................................7

Unit 2: The Revolutionary Era......................................................................................................10

Unit 3: The Early Republic...........................................................................................................13

Unit 4: The Era of Expansion.......................................................................................................20

Unit 5: Division and Reunion.......................................................................................................26


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Introduction to Curriculum Instructional Sequence and Pacing Guide

A Planning ToolThis instructional sequence and pacing guide is a tool to be used in planning and implementing the district's curriculum. Teachers are responsible for developing lesson plans of main concepts. The format makes transparent the connections among curriculum (what to teach), instruction (materials, activities and strategies) and assessment (what was learned). The Curriculum Instructional Sequence and Pacing Guides for all subjects provide the overall curricular framework for what students will know and be able to do when they graduate from Detroit Public Schools. Pacing the sequence of instruction within a subject and a grade level assures that students are provided the opportunity to experience the full scope of a rigorous curriculum

Effective InstructionSpecifically, the pacing guides connect the components of effective instruction by:

1. Showing the alignment of district outcomes with state (including MEAP) and national content standards;

2. Detailing recommend instructional strategies, instructional materials and suggested assessments; and

3. Indicating frequent, common assessments that can be used to monitor student achievement and to provide interventions, as necessary.

A Coherent CurriculumConsistent use of these pacing guides will:

1. Ensure educational equity - all students will have access to the same high quality curriculum;

2. Ensure that there is coherence with regard to what to teach, what instructional materials to use, what research based teaching strategies should be used, and how to assess student attainment;

3. Ensure what students are taught is logically connected to student achievement;4. Make it easier for students who move among schools within a school year to become

acclimated to their new schools and classes;5. Provide the curricular structure which enables teachers to focus on instruction;6. Guide a sequence of instruction within and across grade levels; and7. Ensure the curriculum is aligned and consistent with state and federal standards.

These pacing guides were developed by committees of teachers, administrators and other instructional specialists who were charged to make a user-friendly document that will help teachers design lessons which meet students' needs and lead to high achievement. These guides are works in-progress. Periodically, teachers will assess the impact of these pacing guides on their classroom instruction.

"Curriculum matters: If it is in the curriculum, teachers are likely toteach it; if teachers teach it, students are likely to learn it."

Adapted from: Buehl, Doug. 2001. Classroom Strategies for Interactive Learning


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Asaka, Philander Iroha, Okezie Robinson, JacquelineBennett, Robert Jenkins, Mary Robinson, KennethBusch, Denise Limage, Deborah Rooks, Lorraine

Clemons, Cathleen Lockridge, Rita Scott, DeborahCrowley, Ann McMurtry, Keith Smith-Dawson, DebraCry, Leonard Odom, Donya Spencer, Belinda

Friday, Christina Onwuzurike, Pauline Unaegbu, Peter-ClaverGivan, Jerry Pappas, Geraldine Weir, William

Greene, Sylvia Parker, Norma Wilson, BarbaraHighsaw, Charlene Pruitt, Deborah Wright, BrendaHornbuckle, Pamela Reaves, Edna

Curriculum Instructional Sequenceand Pacing Guide Team

Sheryl Jones, Director

L EGEND TO P ACING G UIDE

CCC = Cross Curricular ConnectionsCCV = Core Cultural ValuesCDV = Core Democratic ValuesELPS = Electronic Library of Primary ResourcesFA = Formal AssessmentIDR = In-Depth ResourcesPE = Pupil EditionPWE = Persuasive Writing EssayTBDBT = To Be Determined by TeacherTE = Teacher’s EditionTRK = Teacher Resource KitSA = Student Activity Section




United States History and Geography Course Description

Eighth grade students continue their study of United States History

form the writing of the Constitution through Reconstruction. Geographic,

Civic/Government, and Economic content is integrated within the historical

context.

Using significant content knowledge, research, and inquiry, the

students analyze an issue and propose a plan for civic action. They develop

reasoned arguments and write a persuasive civic essay addressing issues from

the past within a historical context. Where appropriate, they make

comparisons to relevant contemporary issues.


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Detroit Public SchoolsOffice of History, Society and Culture

United States History and Geography - Grade 8

Curriculum at a Glance

Text: The American Nation: Beginnings through 1877Pearson/Prentice-Hall, © 2005

Pacing Topic Units/ChaptersSemester 1September3 Weeks

Social Studies Review (Economics, Civics, History and Geography)

Unit 1 - 2 andsupplemental activities

Week of September 17 Constitution Day LessonOctober2 weeks The Revolutionary Era Unit 2

Chapter 7October/November3 weeks Launching the New Government Unit 3

Chapter 9November2 weeks The Age of Jefferson Unit 3

Chapter 10December3 weeks The Nation Grows and Prospers Unit 3

Chapter 11January2 weeks The Jacksonian Era Unit 4

Chapter 12January/February4 weeks Westward Expansion Unit 4

Chapter 13

Semester 2February2 weeks North and South Unit 4

Chapter 14March3 weeks

Reform and a New American Culture

Unit 4Chapter 15

March/April3 weeks Slavery Divides the Nation Unit 5

Chapter 16April/May3 weeks The Civil War Unit 5

Chapter 17May/June6 weeks

Reconstruction and the Changing South

Unit 5Chapter 18

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DETROIT PUBLIC SCHOOLSOFFICE OF HISTORY, SOCIETY AND CULTURE

Curriculum Instructional Sequence and Pacing Chart

U.S. HISTORY AND GEOGRAPHY– GRADE 8Unit 1: The Roots of American History

Overarching Question: How can the fundamental themes of geography be used to describe the geography of the United States?Focus Question(s): 1) How has geography influenced the way people live in the United States? 2) What are some different ways the United States can be divided into regions? 3) How have humans used, adapted to, and modified different environments in North America?Objectives/Grade Level Content Expectations (GLCE): Sixth grade GLCE’s are used.6-G1.2.1 Locate the major landforms, rivers (Amazon, Mississippi, Missouri, Colorado), and climate regions of the Western Hemisphere.6-G1.2.3 Use data to create thematic maps and graphs showing patterns of population, physical terrain, rainfall, and vegetation, analyze the patterns and then propose two generalizations about the location and density of the population.6-G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Western Hemisphere.6-G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth. 6-G4.3.1 Identify places in the Western Hemisphere that have been modified to be suitable for settlement by describing the modifications that were necessary (e.g., Vancouver in Canada; irrigated agriculture; or clearing of forests for farmland).6-G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia) Cross Curricular Connections: ELA, Science, Mathematics Technology Integration: www.earth.google.com, classzone.com, Transparencies A-51, A-53, A-55Month - SeptemberWeek(s) 1

Key Concepts/Vocabulary: Geography, latitude, longitude, natural resources, irrigation, cartographer, map projection, thematic mapCDV: Common Good, Diversity CCV: Ujamaa, Nia

Teaching Resources: Textbook: The American Nation: Chapter 1: Geography,

History and the Social Science, pp. 2-19 Computer/projector classzone.com

Bell work/Do Now: Copy and define Key Terms, p. 4 “Engage” p. 4 Graphic Organizer: The Five Themes of Geography, p. 5 Geography Skills: Map Projections, p. 8 Students should use their community to develop a chart

listing the 5 Themes of Geography and how it relates to Detroit.

Connecting with Science and Technology (TRK), p. 207

Student Learning Activities: Target Reading Skill: Reading Process p. 4 6-G1.3.1,

6-G2.1.1, 6-G4.3.1, 6-G5.2.1 Students may use magazines, newspapers or draw pictures

illustrating each of the 5 Themes of Geography. Teacher should draw2-3 feet letters: L (location), R (region), I (interaction), M (movement), P (place). Students will attach their pictures to the corresponding letters.

Comprehension, and Critical Thinking and Writing, p. 9 6-G1.3.1, 6-G2.1.1, 6-G4.3.1, 6-G5.2.1

Target Reading Skill: Cause and Effect p.11 6-G1.2.3, 6-G1.2.5, 6-G1.2.6

Geography Skills, p. 12 Unit 1/Ch.1, Map Mystery (TRK), p.7 Critical Thinking and Writing p. 17 6-G1.2.3, 6-G1.2.5, 6-

G1.2.6 Glossary of Geographic Terms, p. 18-19 6-G1.2.1

Assessment: Reviewing Key Facts #11-13, Critical Thinking and Writing, #18, Connecting with Geography, pp. 32-33 6-G1.2.6, 6-G1.3.1, 6-G2.1.1, 6-G4.3.1, 6-G5.2.1

PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal AssessmentCCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher SA-Student Activity Section AAH-Atlas of American History AfAH-African American History

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U.S. HISTORY AND GEOGRAPHY– GRADE 8Unit 1: The Roots of American History

Overarching Question: How can the fundamental themes of history be used to describe the history of the United States?Focus Question(s): 1) How can the history of the United States influenced the way people live today? 2) What are some tools people can use to learn about U.S. History? 3) How have people used these tools to investigate significant historical topics?Objectives/Grade Level Content Expectations (GLCE): 8-U6.2.1 Use historical perspectives to analyze issues in the United States from the past and the present: conduct research on a historical issue or topic, identify a connection to t contemporary issue, and preset findings (e.g., oral, visual, video, or electronic presentation, persuasive essay, or research paper); include causes and consequences of the historical action and predict possible consequences of the contemporary action.Cross Curricular Connections: ELA, Technology Integration: www.earth.google.com, classzone.com, www.phschool.com, www.constitutionday.cc/, Transparencies H-1Month - SeptemberWeek(s) 1

Key Concepts/Vocabulary: primary source, secondary source, authenticity, bias, artifact, archaeology, culture, chronologyCDV: Common Good, Liberty, Truth CCV: Ujima,

Teaching Resources: Textbook: The American Nation:

Chapter 1:Geography, History and the Social Science, pp. 20-25 Computer/projector classzone.com http:// community.fdlp.gov/gallery.html?groupid=14 archives.gov/education/lessons/constitution-day/game.html

Bell work/Do Now: “Engage” p. 20 Copy and define Key Terms, p. 20 Political Cartoon Skills: Beware the Archaeologist,

p. 22 Journal entry:

1. Primary Source: Preserving Historical Evidence, p. 21 2. Viewing History: Finding Artifacts, p. 23

Student Learning Activities: Constitution Day activity should take place the week of

September 17. See Student Activity Section for the lesson plan. (Note: this is an annual contest. After the year 2010, check website for updated rules and deadlines. www.constitutionday.cc/)

Target Reading Skill: Reading Process p. 20 8-U6.2.1 Political Cartoon: Beware the Archaeologist, p. 22. Students

may select a current public policy issue and draw a political cartoon to illustrate its controversial issue.

See Connecting with Science and Technology (TE), p. 22. Students should work with a partner to discuss how language varies and changes over time. Students may include “inventive” vocabulary or slang. (Example: We use the word “pop” to describe a carbonated beverage, whereas the east coast describes this as “soda”.

Critical Thinking and Writing p. 25 8-U6.2.1 Chart Skills: Eras in American History – also add other

pertinent questions that relate to these eras., p. 24 Select an article about a public policy from a magazine or

newspaper. Students should read the article and write 5 supporting details from the article. Next students should write about their opinion about this article. Students should compare the supporting details from the article to their opinions about this article. On a chart, note comments of observations from both selections.

The Henry Ford Museum offers a variety of primary resources for teachers to use in the classroom. Locate a primary resource. Students should read this resource and summarize the validity and usefulness of its contents to understanding the historical content covered.


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http://www.constitutionday.cc/


http://www.phschool.com/


Curriculum Instructional Sequence and Pacing ChartStudent Learning Activities: (Cont’d.) Exploring Primary Sources, www.phschool.com, Web Code

mfd-0103 8-U6.2.1Voices of Freedom (TRK)

1. A European View of North America, pp. 14-152. An Indian Prayer for the Sun, p. 16

Assessment: Review and Assessment: Analyzing Primary Sources p. 33; Section 4 Quiz, p. 113 8-U6.2.1


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U.S. HISTORY AND GEOGRAPHY– GRADE 8

Unit 2: The Revolutionary Era

Overarching Question: How do people and conditions interact to bring about change? Focus Question(s): 1) How are political and philosophical ideas and the experiences of the colonists and Founders reflected in the Declaration of Independence, Articles of Confederation, United States Constitution, and the Bill of Rights. 2) How did the concept of freedom influence critical issues debated at the Constitutional Convention (e.g., distribution of political power, conduct of foreign affairs, rights of individuals, rights of states, election of the executive, and slavery)? Objectives/Grade Level Content Expectations (GLCE): 8-U3.3.7: Using important documents (e.g., Mayflower, Common Sense, Declaration of Independence, Northwest Ordinance, Federalists Papers), describe the historical and philosophical origins of constitutional government of the United States Using the ideas of social compact, limited government, natural rights, rights of revolution, separation of powers, bicameralism, republicanism, and popular participation in government. Cross Curricular Connections: Science, ELA Technology Integration: classzone.com, Transparencies p. I-9, I-11, www.constitutionday.cc/, www.archives.gov/education/lessons/constitution-day/game.html Month - September Weeks: 2

Key Concepts/Vocabulary: Common Sense, traitor, Declaration of Independence, preamble, natural rightsCDV: Liberty, Popular sovereignty, Patriotism, Representative Government, Rule of Law CCV: Kujichagulia, Ujima, Kuumba

Teaching Resources: Textbook: The American Nation: Chapter 6: The

American Revolution, pp. 94-97, 173-180 Supplemental textbook: Atlas of American History:

Section 3: Forming a New Nation (1175-1800), pp. 50-52

Computer/projector classzone.com

Bell work/Do Now: Identify Points of View p. 172 Journal entry

1. Signing the Declaration, p. 1742. Remember the Ladies, p. 175

Student Learning Activities: Engage (TE), p. 173 Target Reading Skill: Clarify Meaning p. 173 8-U3.3.7 Activity: Guided Instructions, p. 176 www.jphschool.com,

Web Doe3 mfd-0601 (ELPS) 8-U3.3.7 Skills Mini Lesson: Listening to Identify Points of View,

p. 179 8-U3.3.7 The Mayflower Compact, read/discuss pp. 94-97 Viewing History: Signing the Mayflower Compact, p. 95 Section 5 Assessment: Comprehension #4, p. 97 Developing New States (AAH), pp. 50-52

Assessment: Unit 2/Ch. 6 – Section 2 Quiz, p. 26 8-U3.3.7


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http://www.jphschool.com/

http://www.archives.gov/education/lessons/constitution-day/game.html




U.S. HISTORY AND GEOGRAPHY– GRADE 8Unit 2: The Revolutionary Era

Overarching Question: How do people and conditions interact to bring about change? Focus Question(s): 1) How are political and philosophical ideas and the experiences of the colonists and Founders reflected in the Declaration of Independence, Articles of Confederation, United States Constitution, and the Bill of Rights. 2) How did the concept of freedom influence critical issues debated at the Constitutional Convention (e.g., distribution of political power, conduct of foreign affairs, rights of individuals, rights of states, election of the executive, and slavery)? Objectives/Grade Level Content Expectations (GLCE): 8-U3.3.1: Explain the reasons for the adoption and subsequent failure of the Articles of Confederation (e.g., why its drafters created a weak central government, challenges the nation faced under the Articles, Shay’s Rebellion, and disputes over western lands).8-U3.3.2: Identify economic and political questions facing the nation during the period of the Articles of Confederation and the opening of the Constitutional Convention. 8-U3.3.3: Describe the major issues debated at the Constitutional Convention including distribution of political power, conduct of foreign affairs, rights of individuals, rights of states, election of the executive, and slavery.8-U3.3.4: Explain how the new constitution resolved (or compromised) the major issues including sharing, separating, and checking of power among federal government institutions, dual sovereignty (state-federal power), rights of individuals, the Electoral College, the Three-Fifths Compromise, and the Great Compromise.8-U3.3.5: Analyze the debates over the ratification of the Constitution from the perspectives of Federalists and Anti-Federalists and describe how the states ratified the Constitution.8-U3.3.6: Explain how the Bill of Rights reflected the concept of limited government, protections of basic freedoms, and the fear of many Americans of a strong Central government.8-U3.3.7: Using important documents (e.g., Mayflower, Common Sense, Declaration of Independence, Northwest Ordinance, Federalists Papers), describe the historical and philosophical origins of constitutional government of the United States Using the ideas of social compact, limited government, natural rights, rights of revolution, separation of powers, bicameralism, republicanism, and popular participation in government.8-U5.1.2: Describe the role of the Northwest Ordinance and its effect on the banning of slavery (e.g., the establishment of Michigan as a free state).Cross Curricular Connections: Science, ELA Technology Integration: classzone.com, Transparencies p. G-13, p. H-13, www.phschool.com, www.archives.gov/education/lessons/constitution-day/game.html Month - October Weeks: 2

Key Concepts/Vocabulary: Constitution, Bill of Rights, Articles of Confederation, cede, currency, Land Ordinance of 1785, Northwest Ordinance, depression, Shays’ Rebellion, Constitution Convention, Virginia Plan, legislative branch, executive branch, judicial branch, New Jersey Plan, compromise, Great Compromise, Three-Fifths Compromise, federalists, antifederalists, The Federalist Papers, amend, Bill of RightsCDV: Liberty, Popular sovereignty, Patriotism, Representative Government, Rule of Law CCV: Kujichagulia, Ujima, Kuumba

Teaching Resources: Textbook: The American Nation: Chapter 7: Creating a

Republic, pp. 200-245 Computer/projector classzone.com

Bell work/Do Now: Voices of Freedom , An Antifederalist Argues His Case,

(TRK) p. 71

Student Learning Activities: Target Reading Skill: Reading Process p. 200 8-U3.3.1, 8-U3.3.2 Engage, p. 200 8-U3.3.6 Geography Skills: Northwest Territory, p. 203 8-U3.3.7 Customize for…: Drawing Political Cartoons (TE) p. 203

8-U3.3.1 Section 1 Assessment: Critical Thinking #4-5, p. 204

8-U3.3.7


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http://www.archives.gov/education/lessons/constitution-day/game.html



Curriculum Instructional Sequence and Pacing ChartBell work/Do Now: (Cont’d.) Identify Points of View p. 172 Ratifying the Constitution, p. 199 Settling the Western Frontier, p. 205 Journal entry:

1. Signing the Constitution, p. 209

Student Learning Activities: (Cont’d.) Go Online, Connecting to Today, www.phschool.com, Web

code: mfd-0701, p. 204 8-U3.3.1, 8-U3.3.2 Engage: Activating Prior Knowledge p. 206 Target Reading Skill: Compare and Contrast, p. 206

8-U3.3.4, U5.1.2 Activity: Connecting with Science and Technology, p. 207 Comprehension (#3-5), and Critical Thinking and Writing p.

210 8-U3.3.4, U5.1.2 Engage: Activating Prior Knowledge, p. 215 Target Reading Skill: Sequence, pp. 215 8-U3.3.5,

8-U3.3.6 Graphic Organizer: Cause and Effect, p. 217 8-U3.3.6 Linking Past and Present: Identifying Constitutional Change

(TE), p. 217 8-U3.3.6 Comprehension, and Critical Thinking and Writing p. 218

8-U3.3.5, 8-U3.3.6, 8-U3.3.7 Customize for Less Proficient Readers: Discuss the Twelfth

Amendment, p. 239 8-U3.3.4Assessment: Unit 2/Ch. 7 –Chapter Tests, pp. 46-51, and Unit Review pp. 220-221 8-U3.3.1, 8-U3.3.2, 8-U3.3.3, 8-U3.3.4, 8-U3.3.5, 8-U3.3.6, 8-U3.3.7, 8-U5.1.2


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U.S. HISTORY AND GEOGRAPHY– GRADE 8Unit 3: The Early Republic

Overarching Question: How successful were political and social leaders in solving domestic and international problems faces by the new nation? Focus Question(s): 1) How did political and social leaders attempt to meet the domestic and foreign challenges facing the new government? 2) How did competing ideas, experiences of political leaders, and fears of the Founders influence the development of political parties? 3) How did the decisions by the President and Congress and decisions of the Supreme Court help to define the authority of the national government? Objectives/Grade Level Content Expectations (GLCE): 8-U4.1.1: Use Washington’s Farewell Address to analyze the most significant challenges the new nation faced and the extent to which subsequent Presidents heeded Washington’s advice.8-U4.1.2: Explain the changes in American’s relationships with other nations by analyzing treaties with American Indian nations, Jay’s Treaty (1795), French Revolution, Pinckney’s Treaty (1795), Louisiana Purchases, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine.8-U4.1.3: Explain how political parties emerges out of the competing ideas, experiences, and fears of Thomas Jefferson and Alexander Hamilton (and their followers), despite the worries the Founders had concerning the dangers of political division, by analyzing disagreements over

relative power of the national government (e.g., Whiskey Rebellion, Alien and Sedition Acts) foreign relations (e.g., French Revolution, relations with Great Britain) economic policy (e.g., the creation of a national bank, assumption of revolutionary debt)

8-U4.2.3 Westward Expansion- Explain the expansion, conquest, and settlement of the west through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny. Cross Curricular Connections: ELA, Art, Technology Integration: classzone.com, www.phschool.com, Transparencies G-17, H-17, and pp.1-17, 1-19Month - October/NovemberWeeks: 3

Key Concepts/Vocabulary: inauguration, precedent, Cabinet, Judiciary Act, national debt, bond, Bank of the United States, tariff, Whiskey Rebellion, French Revolution, foreign policy, Neutrality Proclamation, Jay’s Treaty, faction, unconstitutional Democratic Republican, Federalist, XYZ Affair, Alien and Sedition acts, Kentucky and Virginia resolutions, CDV: Liberty, Popular sovereignty, Patriotism, Equality, Diversity, Common Good, Representative Government, Rule of Law, Justice, Federalism, Checks and Balances, Separation of Powers CCV: Kujichagulia, Ujima, Kuumba, Imani, Umoja ,Nia, Imani

Teaching Resources: Textbook: The American Nation: Chapter 9:Launching

the New Government, pp. 278-295 Supplemental textbook: Atlas of American History:

Section 4: The Nation Expands & Changes (1790-1870), pp. 53-54


Bell work/Do Now: Connecting with Economics: Acting a Scene (TE),

p. 281 Go Online Connecting to Today, www.phschool.com,

Web code: mfd-0902, p. 282 Early American Folk Art, p. 283

Student Learning Activities: Target Reading Skill: Main Idea p. 278 8-U4.1.3 Historical Document: Farewell Address-George Washington,

p. 588 Expanding Through Treaties, Purchase, and War (AAH), pp.

53-54 Time Line Activity (TE), p. 276 Skills Mini Lesson: Analyzing an Argument (TE) p. 281

8-U4.1.3 Prentice Hall United States History Video Collection,

“Liberty, Fraternity, Equality” (TRK), Vol. 5, Ch. 28 Comprehension, and Critical Thinking and Writing p. 282

8-U4.1.3 Target Reading Skill: Clarifying Meaning p. 284 8-U4.1.2 Prentice Hall United States History Video Collection,

“Liberty, Fraternity, Equality, Vol. 5, Ch. 31PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal AssessmentCCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher SA-Student Activity Section AAH-Atlas of American History AfAH-African American History

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Curriculum Instructional Sequence and Pacing ChartBell work/Do Now: (Cont’d.) Activity- “Giving an Introduction”, p. 286 Activity- “Writing Newspaper Headlines”, p. 290 Drawing Inferences, p. 295

Student Learning Activities: (Cont’d.) Activity (TE), p. 286 Activity: Giving an Introduction, p. 286 8-U4.1.2 Target Reading Skill: Compare and Contrast p. 287 8-U4.1.2, 8-U4.1.3

Engage, p. 287 8-U4.1.3 Graphic Organizer Skills: Federalist vs. Republicans, p. 289

8-U4.1.3 Prentice Hall United States History Video Collection,

“Liberty, Fraternity, Equality (TRK), Vol. 5, Ch. 34 Activity: Connecting with Government and Citizenship (TE),

p. 289 Comprehension, and Critical Thinking and Writing p. 290

8-U4.1.2, 8-U4.1.3 Target Reading Skill: Sequencing p. 291 8-U4.1.2 Prentice Hall United States History Video Collection,

“Liberty, Fraternity, Equality (TRK), Vol. 5, Ch. 37 Cooperative Learning in the Middle Grades (TRK) Section 3

Quiz, p. 12 8-U4.2.3, 8-U4.1.3Assessment: Unit 3/Ch. 9 –Chapter Tests, pp. 14-19, and Review and Assessment, pp. 296-297 8-U4.1.1, 8-U4.1.2, 8-U4.1.3, 8-U4.2.3


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Overarching Question: How successful were political and social leaders in solving domestic and international problems faces by the new nation? Focus Question(s): 1) How did political and social leaders attempt to meet the domestic and foreign challenges facing the new government? 2) How did competing ideas, experiences of political leaders, and fears of the Founders influence the development of political parties? 3) How did the decisions by the President and Congress and decisions of the Supreme Court help to define the authority of the national government? Objectives/Grade Level Content Expectations (GLCE): 8-U4.1.2: Explain the changes in American’s relationships with other nations by analyzing treaties with American Indian nations, Jay’s Treaty (1795), French Revolution, Pinckney’s Treaty (1795), Louisiana Purchases, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine.8-U4.1.4: Explain the development of the power of the Supreme Court through the doctrine of judicial review as manifested in Marbury v. Madison (1803) and the role of Chief Justice John Marshall and the Supreme Court in interpreting the power of the national government (e.g., McCullouch v. Maryland, Dartmouth College v. Woodward, Gibbons v. Ogden)8-U4.2.3 Westward Expansion- Explain the expansion, conquest, and settlement of the west through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny. Cross Curricular Connections: ELA, Art Education, Technology Integration: classzone.com, Transparencies G-19, A-9, A-11, A-13, A-23, A-25, A-27 Month - NovemberWeeks: 2

Key Concepts/Vocabulary: inauguration, precedent, Cabinet, Judiciary Act, national debt, bond, Bank of the United States, tariff, Whiskey Rebellion, French Revolution, foreign policy, Neutrality Proclamation, Jay’s Treaty, faction, unconstitutional Democratic Republican, Federalist, XYZ Affair, Alien and Sedition acts, Kentucky and Virginia resolutions, democratic, laissez faire, free market, Marbury v. Madison, judicial review, Pinckney Treaty, Louisiana Purchase, continental divideCDV: Liberty, Popular sovereignty, Patriotism, Equality, Diversity, Common Good, Representative Government, Rule of Law, Justice, Federalism, Checks and Balances, Separation of Powers CCV: Kujichagulia, Ujima, Kuumba, Imani, Umoja ,Nia, Imani

Teaching Resources: Textbook: The American Nation: Chapter 10: The Age

of Jefferson, pp. 302-325 Supplemental textbook: Atlas of American History:

Section 4: The Nation Expands and Changes (1790-1870), pp. 55-56


Bell work/Do Now: Engage, p. 302 Connecting to Today: The Supreme Court, p. 305 Journal entry:

1. Celebrating the Louisiana Purchase, p. 3072. An American Profile, p. 309

Activity- “Writing a Journal, p. 310 American Wildlife, p. 311 Explore (TE), p. 312 Synthesizing Information, p. 315

Student Learning Activities: Target Reading Skill: Compare and Contrast, p. 302

8-U4.1.4 Graphic Organizer: Goals and Policies of Jefferson. 303 Critical Thinking and Writing p. 305 8-U4.1.4 Target Reading Skill: Sequencing p. 306

8-U4.1.2, 8-U4.2.3 Prentice Hall United States History Video Collection Vol.

5, Ch. 40 Critical Thinking and Writing: Making a Decision, p. 310

8-U4.2.3 Target Reading Skill: Cause and Effect p. 316 8-U4.1.2 Critical Thinking and Writing p. 319 8-U4.2.3 Target Reading Skill: Reading Process p. 320 8-U4.1.2 Voices of Freedom (TRK), Sympathy for Oppressed

Americans, pp. 80-81 Critical Thinking and Writing: Exploring the Main Idea,

p. 325 8-U4.1.2 Expanding Through Treaties, Purchase, and War (AAH), pp.


16


Curriculum Instructional Sequence and Pacing Chart55-56

Assessment: Unit 3/ Ch. 10- Chapter Tests, pp. 31-32, 34-36, and Review and Assessment, pp. 326-327 8-U4.1.2, 8-U4.1.4, 8-U4.2.3


17




Overarching Question: How did people respond to the challenges presented by regional and economic growth? Focus Question(s): 1) How did territorial, demographic, and economic growth affect regional differences in the nation? 2) How did the political, social, and economic consequences of westward expansion complicate national issues? 3) How does historical evidence support the claim that the Age of Jackson was a period of contradictions?Objectives/Grade Level Content Expectations (GLCE): 8-U4.1.4: Explain the development of the power of the Supreme Court through the doctrine of judicial review as manifested in Marbury v. Madison (1803) and the role of Chief Justice John Marshall and the Supreme Court in interpreting the power of the national government (e.g., Mc Cullouch v. Maryland, Dartmouth College v. Woodward, Gibbons v. Ogden)8-U4.2.1 Comparing Northeast and the South- Compare and contrast the social and economic systems of the Northeast and the South with respect to geography and climate and the development of:

agriculture, including changes in productivity, technology, supply and demand, and price. industry, including entrepreneurial development of new industries, such as textiles the labor force including labor incentives and changes in labor forces transportation, including changes in transportation (steamboats and canal barges) and impact on economic markets and

prices. immigration and the growth of nativism race relations class relations

8-U5.1.3 Describe the competing views of Calhoun, Webster, and Clay on the nature of the Union among the states (e.g., sectionalism, nationalism, federalism, state rights)8-U6.1.1 America at Century’s End – Compare and contrast the United States in 1800 with the United States in 1898 focusing on similarities and differences in:

territory, including the size of the unites States and land use. Population, including immigration, reactions to immigrants, and the changing demographic structure of rural and urban

America Systems of transportation (canals and railroads, including the Transcontinental Railroad), the their impact on the economy

and society Governmental policies promoting economic development (e.g., tariffs, banking, land grants and mineral rights, the

Homestead Act) Economic change, including industrialization, increased global competition, and their impact on conditions of farmers and

industrial workers The treatment of African Americans, including the rise of segregation in the South as endorsed by the Supreme Court’s

decision in Plessy v. Ferguson, and the response of African Americans The policies toward American Indians, including removal, reservations, the Dawes Act of 1887, and the response of

American IndiansCross Curricular Connections: ELA, Science, Mathematics Technology Integration: classzone.com, Transparencies G-21,G-23,H-21, H-23Months - DecemberWeeks: 3

Key Concepts/Vocabulary: Industrial Revolution, spinning jenny, capital, capitalist, factory system, interchangeable parts, urbanization, flat boat, turnpike, National Road, steam transportation, Erie Canal, sectionalism, McCullouch v. Maryland, Gibbons v. Ogden, interstate commerce, states’ rights, Nullification Act, Trail of Tears, Indian Removal Act, Seminole War, depressionCDV: Liberty, Popular sovereignty, Representative Government, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality,Diversity, Justice, Life CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia, Umoja, Nia

Teaching Resources: Student Learning Activities: PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal AssessmentCCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher SA-Student Activity Section AAH-Atlas of American History AfAH-African American History

18


Curriculum Instructional Sequence and Pacing Chart Textbook: The American Nation: Chapter 11: The

Nation Grows and Prospers, pp. 330-347 Computer/projector classzone.com

Bell work/Do Now: The American Nation

Journal entry:1. Inside a Textile Mill, p. 3332. Circuses Then and Now, p. 3343. An English Traveler’s View of American

Travel, p. 3394. An American Profile, p. 3435. Comparing and Contrasting, p. 3476. Distinguishing Facts From Opinion, p. 3697. The Log Cabin Campaign, p. 375

How a Textile Mill Worked, p. 336 Activity- “Writing a Newspaper Story”, p. 341

African American History Free Africans, p. 169

Target Reading Skill: Sequence p. 330 (Note: Students should keep notes from this chapter to use for chapters 14 and 18) 8-U4.2.1

Timeline Activity, pp. 328-329 Investigating the Industrial Revolution (TE), p. 328D Critical Thinking and Writing: Drawing Conclusions, p. 335

8-U4.2.1 Target Reading Skill: Reading Process p. 337 8-U6.1.1 Voices of Freedom: Mark Twain on the Lure of Steamboats

(TRK), p. 85 Geography Skills: Major Canals, p. 340 Critical Thinking and Writing: Identify Alternatives, p. 341

8-U4.2.1 Activity: Writing a Newspaper Story, p. 341 8-U4.2.1 Target Reading Skill: Main Idea p. 342 8-U4.1.4, 8-U4.2.1,

8-U5.1.3 Voices of Freedom (TRK), A Southerner Objects to the

Tariff, p.p. 86-87 Graphic Organizer, p. 345 Chairing a Debate, p. 346 8-U4.1.4, 8-U5.1.3

Assessment: Unit 3/Ch. 11 Chapter Tests, pp. 47-51, and Review and Assessment, pp. 352-353; 8-U4.1.4, 8-U4.2.1, 8-U4.2.2, 8-U5.1.3, 8-U6.1.1


19




Overarching Question: How did people respond to the challenges presented by regional and economic growth? Focus Question(s): 1) How did territorial, demographic, and economic growth affect regional differences in the nation? 2) How did the political, social, and economic consequences of westward expansion complicate national issues? 3) How does historical evidence support the claim that the Age of Jackson was a period of contradictions?Objectives/Grade Level Content Expectations (GLCE): 8-U4.2.3 Westward Expansion- Explain the expansion, conquest, and settlement of the West through the Loiusiana Purchase, the removal of American Indians (Trail of Tears) from the their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny.8-U4.2.4 Consequences of Expansion-Develop an argument based on evidence about the positive and negative consequences of territorial and economic expansion on American Indians, the institution of slavery, and the relations between free and slaveholding states.8-U5.1.3 Describe the competing views of Calhoun, Webster, and Clay on the nature of the Union among the states (e.g., sectionalism, nationalism, federalism, state rights).Cross Curricular Connections: ELA, Science, Mathematics Technology Integration: classzone.com, Transparencies G-23, H-23Months - JanuaryWeeks: 2

Key Concepts/Vocabulary: states’ rights, Nullification Act, Trail of Tears, Indian Removal Act, Seminole War, depressionCDV: Liberty, Popular sovereignty, Representative Government, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality,Diversity, Justice, Life CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia, Umoja, Nia

Teaching Resources: Textbook: The American Nation: Chapter 12: The

Jacksonian Era, pp. 370-375 Supplemental Textbook: Atlas of American History:

Section 4: The Nation Expands & Changes, pp. 57-58 Computer/projector classzone.com

Bell work/Do Now: The American Nation Engage: Warm-up, p. 370 Journal entry

1. Sequoyah, p. 3712. Van Buren Opposes Handouts, p. 373

The Log Cabin Campaign, p. 375

Student Learning Activities: Target Reading Skill: Sequencing p. 370 8-U4.2.3, 8-U5.1.3 Historical Outline Map Book (TRK) Indian Removal, 1830-

1842, p. 37 Prentice Hall United States History Video Collection Vol. 6,

Ch. 19 Comprehension, p. 374: 8-U5.1.3 Critical Thinking and Writing, p. 374 8-U4.2.3

1. Exploring the Main Idea2. Solving Problems

Changes in the West and the East (AAH), pp. 57-58 8-U4.2.4

.

Assessment: Unit 4/Ch. 12 –Section Quizzes, p. 12, Chapter Tests, pp. 17-18, Review and Assessment, pp. 376-377 , 8-U4.2.4, 8-U5.1.3


20



U.S. HISTORY AND GEOGRAPHY– GRADE 8Unit 4: An Era of Expansion

Overarching Question: How did people respond to the challenges presented by regional and economic growth? Focus Question(s): 1) How did territorial, demographic, and economic growth affect regional differences in the nation? 2) How did the political, social, and economic consequences of westward expansion complicate national issues? 3) How does historical evidence support the claim that the Age of Jackson was a period of contradictions?Objectives/Grade Level Content Expectations (GLCE): 8-P3.1.1 Identify, research, analyze, discuss, and defend a position on a national public policy issue.

Identify a national public policy issue. Use inquiry methods to trace the origins of the issue and to acquire data about the issue.

Identify and apply core democratic value or constitutional principles.8-U4.1.2: Explain the changes in American’s relationships with other nations by analyzing treaties with American Indian nations, Jay’s Treaty (1795), French Revolution, Pinckney’s Treaty (1795), Louisiana Purchases, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine.8-U4.2.2 The Institution of Slavery – Explain the ideology of the Institution of Slavery, its policies, and consequences.8-U4.2.3 Westward Expansion-Explain the expansion, conquest, and settlement of the West through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny.8-U4.2.4 Consequences of Expansion-Develop an argument based on evidence about the positive and negative consequences of territorial and economic expansion on American Indians, the institution of slavery, and the relations between free and slaveholding states.Cross Curricular Connections: ELA, Science, Mathematics Technology Integration: classzone.com, www.phschool.com, Transparencies A-11, A-13, G-25Months - January-FebruaryWeeks: 3

Key Concepts/Vocabulary: Oregon Country, mountain man, Oregon Trail, dictator, Tejano, Alamo, Battle of San Jacinto, Lone Star Republic, annex, Santa Fe Trail, Manifest Destiny, Treaty of Guadalupe-Hidalgo, cede, Mexican Cession, Gadsden PurchaseCDV: Liberty, Popular sovereignty, Representative Government, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality,Diversity, Justice, Life CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia, Umoja, Nia

Teaching Resources:Textbook: The American Nation: Chapter 13: Westward Expansion, pp. 380-397Supplemental Textbook: African American History: Unit 7: Contesting Enslavement, Ch. 20, pp. 190-197 and Ch. 23, pp. 216-221 Supplemental Textbook: Atlas of American History:

Section 4: The Nation Expands & Changes, pp. 59-61 Computer/projector classzone.com

Bell work/Do Now: The American Nation “Traveling Along the Oregon Trail” (TE), p. 378D Journal entry:

1. Narcissa Whitman, p. 3822. On the Trail, p. 383

Student Learning Activities:“A Public Policy Issue” (Second Semester) Students will begin a project that should span over several weeks. Classroom presentations should take place during March-April. See Student Activity Section for the lesson plan. 8-P3.1.1 Time Line Activity, p. 378-379 Target Reading Skill: Sequencing p. 8-U4.2.3 Historical Outline Map Book: Oregon Country (TRK), p. 48 Go Online: Writing a Diary, www.phschool.com, web code:

mfd-1301 (TE), p. 384 Recall, Comprehension, and Critical Thinking and Writing p.

384 8-U4.2.3 Target Reading Skill: Sequencing p. 385 8-U4.2.2,

8-U4.2.3 Critical Thinking and Writing p. 389 8-U4.2.2, 8-U4.2.3 Acquiring New Territories (AAH), pp. 59-61 Engage (TE), p. 391 Target Reading Skill: Sequencing p. 391 8-U4.2.3


21




Curriculum Instructional Sequence and Pacing ChartBell work/Do Now: (Cont’d.) Determining Patterns and Distributions on Maps, p. 390 Women and the California Gold Rush, p. 403

African American History Free Africans: Before You Read (TE), p. 169

Student Learning Activities: (Cont’d.) Activity: Drawing a Political Cartoon (TE) also see

“Activity”(PE), p. 393 8-U4.2.3 Critical Thinking and Writing: Supporting a Point of View,

p. 393 8-U4.2.3 Target Reading Skill: Sequencing p. 394 8-U4.1.2,

8-U4.2.3 Prentice Hall United States History Video (TRK), Vol.6,

Ch.31 Comprehension, and Critical Thinking and Writing p. 397

8-U4.1.2, 8-U4.2.3 Unit 7/Ch. 20, “Colonization” (AfAH), pp. 190-197

1. Global Connection, p. 197 Unit 7/Ch. 23, “Manifest Destiny”, pp. 216-221 (AFAH)

8-U4.2.31. Multiple Perspectives, p. 221

Assessment: Unit 4/ Ch. 13. –Chapter Tests, pp. 30-34, Review and Assessment, pp. 404-405 8-U4.1.2, 8-U4.2.2, 8-U4.2.3


22




Overarching Question: How did people respond to the challenges presented by regional and economic growth? Focus Question(s): 1) How did territorial, demographic, and economic growth affect regional differences in the nation? 2) How did the political, social, and economic consequences of westward expansion complicate national issues? 3) How does historical evidence support the claim that the Age of Jackson was a period of contradictions?Objectives/Grade Level Content Expectations (GLCE): 8-U5.1.1 Explain the differences in the lives of free blacks (including those who escaped from slavery) with the lives of free whites and enslaved peoples.8-U6.1.1 America at Century’s End – Compare and contrast the United States in 1800 with the United States in 1898 focusing on similarities and differences in:






decision in Plessy v. Ferguson, and the response of African Americans The policies toward American Indians, including removal, reservations, the Dawes Act of 1887, and the response of

American IndiansCross Curricular Connections: ELA, Science, Mathematics Technology Integration: classzone.com, Transparencies E-3, E-5, E-7, E-9, G-27Months - FebruaryWeeks: 2

Key Concepts/Vocabulary: telegraph, locomotive, clipper ship, boom, cultivate, cottonocracy, slave codes, extended familyCDV: Liberty, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality,Diversity, Justice, Life CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia, Umoja, Nia

Teaching Resources: Computer/projector classzone.com Textbook: The American Nation: Chapter 14: North and

South, pp. 408-426

Bell work/Do Now: The American Nation Creating an Advertisement also see “Activity” (TE), p.

411 The Telegraph, p. 412 Connecting with Economics: Examining a Business

Boon (TE) p. 410 Graph Skills: Cotton Production and Slavery, p. 420 Making Generalizations, p. 427

Bell work/Do Now: (Cont’d.)

Student Learning Activities: Prentice Hall United States History Video (TRK), Vol.8,

Ch.4 Historical Outline Map Book (TRK), p. 43 Target Reading Skill: Cause and Effect, p. 408 (Note:

Students should keep notes from this chapter and from chapter 11 for use with chapter 18) 8-U6.1.1

Critical Thinking and Writing p. 411 8-U6.1.1 Geography Skills: United States Railroads, p. 410

8-U6.1.1 Target Reading Skill: Clarify Meaning, p. 418 8-U5.1.1 Historical Outline Map Book: (TRK) The Southern States, p.

44 Voices of Freedom (TRK) Inventing the Cotton Gin, pp.

104-105 Skills Mini Lesson, pp. 419 Critical Thinking and Writing p. 421 8-U5.1.1 Target Reading Skill: Cause and Effect, p. 422 8-U5.1.1


23


Curriculum Instructional Sequence and Pacing ChartJournal entry:

1. Viewing History: Elias Howe and the Sewing Machine, p. 409

2. The Cotton Gin, p. 4193. Norbert Rillieux, p. 4234. Two Ways of Life, p. 424

Student Learning Activities: (Cont’d.) Engage, p. 422 Recall, Comprehension, and Critical Thinking and Writing

p. 421 8-U5.1.1 Target Reading Skill: Comparison and Contrast, p. 422

8-U5.1.1 Prentice Hall United States History Video (TRK), Vol. 8,

Ch. 13 Graphic Skills: Southern Society in 1860, p. 425 8-U5.1.1 Comprehension, p. 426 8-U5.1.1

Assessment: Unit 4/ Ch. 14 Chapter Tests, pp. 46, 47, 49-51, Review and Assessment, pp. 428-429 8-U5.1.1, 8-U6.1.1


24




Overarching Question: How did changes caused by economic and territorial growth and the actions of reformers lead to growing sectionalism? Focus Question(s): 1) How successful were reformers of the mid-1800s in reducing the disparities between American ideals and reality? 2) How did religion and democratic ideals influence reform movements? 3) In what ways do current public issues have their roots in antebellum reform movements?Objectives/Grade Level Content Expectations (GLCE): 8-U4.3.1 Explain the origins of the American education system and Horace Mann’s campaign fro free compulsory public education.8-U4.3.2 Describe the formation and development of the abolitionist movement by considering the roles of key abolitionist leaders (e.g., John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Sojourner Truth, William Lloyd Garrison, and Frederick Douglass), and the response of southerners and northerners to the abolitionist movement.8-U4.3.3 Analyze the antebellum women’s rights (and suffrage) movement by discussing the goals of its leaders (e.g., Susan B. Anthony and Elizabeth Cady Stanton) and comparing the Seneca Falls Resolution with the Declaration of Independence.8-U4.3.4 Analyze the goals and effects of the antebellum temperance movement.8-U4.3.5 Evaluate the role of religion in shaping antebellum reform movements.8-U5.1.5 Describe the resistance of enslaved people (e.g., Nat Turner, Harriet Tubman and the Underground Railroad, John Brown, Michigan’s role in the Underground Railroad) and effects of their actions before and during the Civil War.Cross Curricular Connections: ELA, Art, Music, Mathematics Technology Integration: classzone.com, www.phschool.com, Transparencies G-29, I-37, I-39Months - MarchWeeks: 3

Key Concepts/Vocabulary: Social reform, predestination, Second Great Awakening, revival, debtor, temperance movement, American Colonization Society, abolitionist, The Liberator, Underground Railroad, Seneca Falls Convention, women’s rights movementCDV: Liberty, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality, Diversity CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia

Teaching Resources: Textbook: The American Nation: Chapter 15: Reform

and a New American Culture, pp. 434-447 Supplemental Textbook: African American History:

Unit 7: Contesting Enslavement, Ch. 21, pp. 198-207 and Ch. 22, pp, 208-215


Bell work/Do Now: History Through Literature: “Incidents in the Life of a

Slave Girl, p. 430-Interdisciplinary Activities: Traveling on the underground Railroad”, p. 432D

An American Classroom, p. 438 Making Decisions, p. 443 Journal entries:

1. Roots of Reform, p. 435 8-U4.3.5

Student Learning Activities: Time Line Activity (TE), pp. 432-433 Prentice Hall United States History Video Collections, Vol 7,

Ch. 16, 25 Engage (TE), p. 434 Target Reading Skill: Cause and Effect p. 434 8-U4.3.1,

8-U4.3.4, 8-U4.3.5 Political Cartoon, p. 436 Critical Thinking and Writing p. 437 8-U4.3.1, 8-U4.3.4,

8-U4.3.5 Target Reading Skill: Reading Process p. 439 8-U4.3.2, 8-U5.1.5 Activity: Connecting with Culture (TE), p. 441 Critical Thinking and Writing: Identifying Alternatives,

p. 442 8-U4.3.2, 8-U5.1.5 Activity: Sending a Secret Message, p. 442 8-U4.3.2 Unit 7/Ch. 21, “The Abolitionist Movement” (AfAH), pp.

198-207 8-U4.3.21. Center Your Writing, p. 207


25



Curriculum Instructional Sequence and Pacing Chart2. Frederick Douglass, p. 440 8-U5.1.5

Bell work/Do Now: (Cont’d.)3. Elizabeth Cady Stanton, p. 445 8-U4.3.34. Reforming Fashions, p. 446

Student Learning Activities: (Cont’d.) Unit 7/Ch. 22, “The Underground Railroad ” (AfAH), pp.

208-215 8-U4.3.21. Multiple Perspectives, p. 215

Target Reading Skill: Sequence p. 445 8-U4.3.3 Prentice Hall United States History Video (TRK), Vol. 7, Ch.

22 Critical Thinking and Writing: Exploring the Main Idea, p.

447 8-U4.3.3 Designing a Banner, p. 447 8-U4.3.3

Assessment: Unit 4 /Ch. 15 Chapter Tests, pp.62-65, and Review and Assessment, pp. 452-453, Test Preparation, pp. 454-455. 8-U4.3.1, 8-U4.3.2, 8-U4.3.3, 8-U4.3.4, 8-U4.3.5, 8-U5.1.5


26



U.S. HISTORY AND GEOGRAPHY– GRADE 8Unit 5: Division and Reunion

Overarching Question: How did the Civil War reflect American society’s move toward or away from its core ideal of freedom as found in the Declaration of Independence and the Constitution?Focus Question(s): 1) How did slavery and abolitionism reflect issues involving majority rule and individual liberty? 2) How did the reasons for secession reflect unresolved political, social, and economic tensions? 3) How did questions of race manifest themselves in antebellum American?Objectives/Grade Level Content Expectations (GLCE): 8-U5.1.4 Describe how the following increased sectional tensions

the Missouri Compromise (1820) the Wilmot Proviso (1846) the Compromise of 1850 including the Fugitive Slave Act the Kansas-Nebraska Act (1854) and subsequent conflict in Kansas the Dred-Scott v. Sandford decision (1857) changes in the party system (e.g., the death of the Whig party, rise of the Republican part, and division of the Democratic

party)8-U5.1.6 Describe how major issues debated at the Constitutional Convention such as disagreements over the distribution of political power, rights of individuals (liberty and property), rights of states, election of the executive, and slavery help explain the Civil War.8-U5.2.1 Explain the reasons (political, economic, and social) why Southern states seceded and explain the differences in the timing of secession in the Upper and Lower South.8-U5.2.3 Examine Abraham Lincoln’s presidency with respect to

his military and political leadership the evolution of his emancipation policy (including the Emancipation Proclamation) the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of

IndependenceCross Curricular Connections: ELA, Art, Mathematics Technology Integration: classzone.com, www.phschool.com, Transparencies G-31, H-31, I-29, I-31Months - March-AprilWeeks: 3

Key Concepts/Vocabulary: Missouri Compromise, Wilmot Proviso, popular sovereignty, Free-Soil party, secede, fugitive, civil war, Compromise of 1850, Fugitive Slave Act, Uncle Tom’s Cabin, Kansas-Nebraska Act, Border Ruffians, guerrilla warfare, Dred Scott v. Sanford, Republican party, treason, unamendableCDV: Liberty, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality, Diversity, Popular sovereignty, Representative Government CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia

Teaching Resources: Textbook: The American Nation: Chapter 16: Slavery Divides the Nation, pp. 460-481 Supplemental Textbook: African American History:

Unit 8: Striking for Liberty Again, Ch. 24, pp. 226-235 and Ch. 25, pp. 236-241

Supplemental Textbook: Atlas of American History: Section 5: The Nation Divided, pp. 63-64, 65-66


Bell work/Do Now:

Student Learning Activities: Target Reading Skill: Reading Process, p. 460 8-U5.1.4 Historical Outline Map Book (TRK) The Missouri

Compromise, 1820, p. 45 Critical Thinking and Writing p. 462 8-U5.1.4 Target Reading Skill: Cause and Effect, p. 463 8-U5.1.4 Engage (TE), p. 463 Graphic Organizer: Compromise of 1850, p. 465 Critical Thinking and Writing, p. 466 8-U5.1.4 Activity: Making a Decision, p. 466 8-U5.1.4 Unit 8/Ch. 24, “The Seeds of War (AfAH), pp. 226-234 8-

U5.1.61. Reading a Timeline, p. 234

Target Reading Skill: Cause and Effect, p. 468 8-U5.1.4


27


Curriculum Instructional Sequence and Pacing Chart Debating Slavery in the Western Territories, p. 458D Uncle Tom’s Cabin, p. 467 Activity: Making a Decision, p. 466 Identifying Bias, p. 477

Journal entry:1. A Family for Sale, p. 4612. Crisis in the Senate, p. 4643. Primary Source, p. 4664. Stopping the Violence, p. 470

Student Learning Activities: (Cont’d.) The Slavery Issue (AAH -TE), pp. 63-64 8-U5.1.6 Geography Skills: Slavery After the Kansas-Nebraska Act, p. 469 Prentice Hall United States History Video Collection (TRK),

Vol. 8, Ch. 31 Skills Mini Lesson: Recognizing Points of View (TE), p. 471

8-U5.1.4 Target Reading Skill: Comparison and Contrast, p. 473

8-U5.1.6 Political Cartoon: The Election of 1856, p. 474 8-U5.1.4 Primary Source: Douglas Debates Lincoln, p. 475 8-U5.1.4 Go Online: Writing a Profile, www.phschool.com, Web

code: mfd-1602, 8-U5.1.6 The Slavery Issue (AAH), p. 65-66 8-U5.1.6 Unit 8/Ch. 24, “The Seeds of War (AfAH), pp. 226-235

8-U5.1.6 1. Multiple Perspectives, p. 235 Target Reading Skill: Main Idea, p. 478 8-U5.1.6, 8-

U5.2.1, 8-U5.2.3 Geography Skills, p. 479 Prentice Hall United States History Video Collection (TRK),

A House Divided, Vol. 8, Ch. 34 Critical Thinking and Writing p. 481 8-U5.1.6, 8-U5.2.1,

8-U5.2.3 Unit 8/Ch. 25, “The Southern States Secede” (AfAH), pp.

236-241 8-U5.2.11. Multiple Perspectives, p. 241

Assessment: Unit 5 /Ch. 16 Chapter Tests, pp.15-20, 8-U5.1.4, 8-U5.1.6, 8-5.2.1, 8-U5.2.3


28



U.S. HISTORY AND GEOGRAPHY– GRADE 8Unit 5: Division and Reunion

Overarching Question: How did the Civil War reflect American society’s move toward or away from its core ideal of freedom as found in the Declaration of Independence and the Constitution?Focus Question(s): 1) How did slavery and abolitionism reflect issues involving majority rule and individual liberty? 2) How did the reasons for secession reflect unresolved political, social, and economic tensions? 3) How did questions of race manifest themselves in antebellum American?Objectives/Grade Level Content Expectations (GLCE): 8-U5.2.1 Explain the reasons (political, economic, and social) why Southern sates seceded and explain the differences in the timing of secession in the Upper and Lower South.8-U5.2.3 Examine Abraham Lincoln’s presidency with respect to

his military and political leadership the evolution of his emancipation policy (including the Emancipation Proclamation) the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of

Independence8-U5.2.4 Describe the role of African-Americans in the war, including black soldiers and regiment, and the increased resistance of enslaved people.Cross Curricular Connections: ELA, Art, Mathematics Technology Integration: classzone.com, Prentice Hall United States History Video Collection Vol. 9, Ch. 10, Ch. 13, Ch. 16, Ch. 19, Ch. 22, www.phschool.com, Transparencies A-15, A-17, A-19, A-21, G-33, H-33Months - April-MayWeeks: 3

Key Concepts/Vocabulary: border state, martial law, emancipate, Emancipation Proclamation, 54th Massachusetts Regiment, Fort Wagner, Copperhead, draft, habeas corpus, income tax, inflation, profiteer, siege, Battle of Gettysburg, Pickett’s Charge, Gettysburg Address, total war, Appomattox Court HouseCDV: Liberty, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality, Diversity, Popular sovereignty, Representative Government CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia

Teaching Resources: Textbook: The American Nation: Chapter 17: The Civil

War, pp. 486-511 Supplemental Textbook: African American History:

Unit 8: Striking for Liberty Again, Ch. 26, pp. 242-251 Supplemental Textbook: Atlas of American History: Section 5: The Nation Divided (1850-1865), pp. 67-70


Bell work/Do Now: Fighting with the Blue and Gray, p. 484D The Battle of Fredericksburg, p. 495 Graphic Organizer Skills: Cause and Effect, p. 503 Geography Skills: Union Advances in the South, p. 507 Geography Skills: The Final Battles, p. 509 Analyzing Photographs, p. 511Journal entry:

1. Primary Source: The Emancipation Proclamation, p. 497

Bell work/Do Now: (Cont’d.)

Student Learning Activities: Engage: Activating Prior Knowledge (TE), p. Target Reading Skill: Compare and Contrast, p. 486 8-

U5.2.3 Resources of the North and South, 1861, p. 487 (Also see

Activity: Analyzing a Chart, p. 489) 8-U5.2.1 Activity (TE), p. 489 8-U5.2.3 Target Reading Skill: Cause and Effect, p. 496 8-U5.2.4 Prentice Hall United States History Video Collection (TRK)

“Oh, Freedom!” Vol. 9, Ch. 16 Critical Thinking and Writing, p. 499 8-U5.2.3, 8-U5.2.4 The Civil War (AAH), pp. 67-70 8-U5.2.3, 8-U5.2.4 Unit 8/Ch. 26, “Africans in the Civil War” (AfAH), pp. 242-

251 8-U5.2.41. Global Connection, p. 251

Engage: Activating Prior Knowledge, p. 500 Target Reading Skill: Compare and Contrast, p. 500

8-U5.2.1 Prentice Hall United States History Video Collection (TRK)

“1863 at Home” Vol. 9, Ch. 19 Graphic Organizer: Cause and Effect, (Also see Skills Mini

Lesson: Reading a Graphic Organizer (TE) p. 503 8-U5.2.1


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Curriculum Instructional Sequence and Pacing Chart2. Viewing History: Battlefield Medicine, p.

501Student Learning Activities: (Cont’d.) Critical Thinking and Writing: Exploring the Main Idea,

p. 504 8-U5.2.1 Target Reading Skill: Sequence, p. 505 8-U5.2.1 Geography and History: The Vicksburg Campaign, p. 506

8-U5.2.1 Geography Skills: Union Advances in the South, p. 507 Geography Skills: The Final Battles, p. 509 Writing a Speech, p. 476 8-U5.2.3

Assessment: Unit 5 /Ch. 17 Chapter Tests, pp.32, 34-37, Fighting with the Blue and the Gray (TE) 8-U5.2.1, 8-U5.2.3, 8-U5.2.4


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U.S. HISTORY AND GEOGRAPHY– GRADE- 8Unit 5: Division and Reunion

Overarching Question: Why was the Civil War and Reconstruction Era considered a critical period in American history?Focus Question(s): 1) How did government reconstruction policies affect race relations? 2) How did the Reconstruction era reflect America’s movement toward and/or away from its core ideals found in the Declaration of Independence and Constitution? 3) How did issues concerning the rule of law, limited government, and individual rights affect Americans during the Reconstruction era?Objectives/Grade Level Content Expectations (GLCE): 8-U5.2.5 Construct generalizations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future of warfare, including technological developments. 8-U5.3.2 Describe the early responses to the end of the Civil War by describing the

policies of the Freedmen’s Bureau restrictions placed on the rights and opportunities of freedmen, including racial segregation and Black Codes

8-U5.3.3 Describe the new role of African-Americans in local, state and federal government in the years after the Civil War and the resistance of Southern whites to this change, including the Ku Klux Klan.8-U5.3.4 Analyze the intent and the effect of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution.8-U5.3.5 Explain the decision to remove Union troops in 1877 and describe its impact on Americans.8-U6.1.1 America at Century’s End – Compare and contrast the United States in 1800 with the United States in 1898 focusing on similarities and differences in:






decision in Plessy v. Ferguson, and the response of African AmericansThe policies toward American Indians, including removal, reservations, the Dawes Act of 1887, and the response of American Indians8-P3.1.1 Identify, research, analyze, discuss, and defend a position on a national public policy issue.

Identify a national public policy issue. Use inquiry methods to trace the origins of the issue and to acquire data about the issue. Identify an d apply core democratic value or constitutional principles.

Cross Curricular Connections: ELA, ArtTechnology Integration: classzone.com, www.phschool.com, Transparencies G-35, H-35, I-37, I-39Months - May-JuneWeeks: 6

Key Concepts/Vocabulary: Freedmen Bureau, Reconstruction, Ten Percent Plan, amnesty Wade-Davis Bill, Thirteenth Amendment, black codes, Radical Republican, Fourteenth Amendment, Radical Reconstruction, Reconstruction Act, impeach, Fifteenth Amendment, scalawag, carpetbagger, Conservatives, Ku Klux Klan, sharecropper, poll tax, literacy test, grandfather clause, segregation, Jim Crow laws, Plessy v. Ferguson, “New South”, CDV: Liberty, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality, Diversity, Popular sovereignty, Representative Government CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia

Teaching Resources: Student Learning Activities:PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal AssessmentCCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher SA-Student Activity Section AAH-Atlas of American History AfAH-African American History

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Curriculum Instructional Sequence and Pacing Chart Textbook: The American Nation: Chapter 18:

Reconstruction and the Changing South, pp. 516-533 (Supplemental) African American History: Unit 8:

Striking for Liberty Again, Ch. 27, pp. 256-260, Ch. 28, pp. 262-269. Ch. 29, pp. 270-277 and Ch. 30, pp. 278-284

Supplemental Textbook: Atlas of American History: Section 6: Emerging as a Modern Nation (1860-1920)), pp. 71-72


Bell work/Do Now: “Looking Back at Reconstruction”, p. 514 Solving Problems, p. 520 Power of the Fourteenth Amendment, p. 525

Journal Entry:1. Viewing History: Richmond in Ruins, p.

5172. Connecting to Today: Involuntary

Servitude, p. 5193. Primary Source: The Impeachment of

Andrew Johnson, p. 5234. An American Profile: Hiram Revels, p. 5275. Viewing History: A Port in the New South,

p. 532

Students will present their projects during these last weeks of instruction. (8-P3.1.1)

Engage (TE), p. 516 Target Reading Skill: Sequence, p. 516 8-U5.3.2, 8-U5.3.4 Prentice Hall United States History Video Collection (TRK),

Presidential Reconstruction, Vol. 10, Ch. 7 Activity Connecting with Economics: Writing a Speech

(TE), p 518 Go Online: Conducting an Interview, www.phschool.com

Web code: mfd-1802, p 519 Critical Thinking and Writing p. 519 8-U5.3.2, 8-U5.3.4 Target Reading Skill: Cause and Effect, p. 521 8-U5.3.2,

8-U5.3.4 Graphic Organizer: Rival Plans for Reconstruction, p. 522 Critical Thinking and Writing: Supporting a Point of View,

p. 499 8-U5.3.2, 8-U5.3.4 Target Reading Skill: Compare and Contrast, p. 526

8-U5.3.2, 8-U5.3.3 Engage: Activating Prior Knowledge (TE), p. 526 Political Cartoon, p. 528 Activity: Writing a Welcoming Speech, p. 529 8-U5.3.2,

8-U5.3.3 Critical Thinking and Writing p. 529 8-U5.3.2, 8-U5.3.3 Target Reading Skill: Sequence, p. 505 8-U5.3.5,

8-U6.1.1 Engage (TE) Activating Prior Knowledge, p. 530 Geography Skills: Election of 1876, p. 531 Critical Thinking and Writing p. 476 8-U5.3.5, 8-U6.1.1 Go Online: Connecting to Today, www.phschool.com Web

code: mfd-1803, p 533 TABLE: This is a culmination from chapters 11, 14 and 18.

Students should have their notes (as noted in this pacing chart each chapter) from these chapters to complete the comparison table below.

SAMPLE TABLE: Students should complete the table below to note the similarities and differences in the U.S. from the years 1800-1880 8-U6.1.1

Year: 1800 Year: 1880Size of the U.S.PopulationTransportationGovernment policies: economyGovernment policies: African-Americans and Native Americans

Student Learning Activities: (Cont’d.)


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Curriculum Instructional Sequence and Pacing Chart Unit 8/Ch. 27, “Expanding Civil Rights” (AfAH), pp.

256-260 8-U5.3.41. Vocabulary and Concept Development, p. 260

Unit 8/Ch. 28, “Reconstruction” (AfAH), pp. 262-269 8-U5.3.2, 8-U5.3.3

1. Multiple Perspectives, p. 269 Unit 8/Ch. 29, “Reconstruction” (AfAH), pp. 270-277

8-U5.3.3, 8-U5.3.51. Center Your Writing, p. 277

Unit 8/Ch. 30, “African American Workers Organize” (AfAH), pp.278-284 8-U5.3.3

1. Reading a Timeline, p. 284 Expansion and involvement Beyond the Mainland

(AAH), p. 71-72 8-U5.2.5Assessment: Unit 5 /Ch. 18 – Section Quizzes, p. 44-47; Chapter Tests, pp.48-53, and Review and Assessment, pp. 534-535 8-U5.3.2, 8-U5.3.3, 8-U5.3.4, 8-U5.3.5, 8-U6.1.1

Revised by Office of History, Society and Culture6-18-09; updated 8/2010


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DETROIT BOARD OF EDUCATION

Anthony Adams, President, District 5

Honorable Tyrone Winfrey, Vice President, District 4

Honorable Reverend David Murray, At-Large

Honorable Ida Short, At-Large

Honorable LaMar Lemmons, At-Large

Honorable Carol Banks, At-Large

Honorable Carla D. Scott, M.D., District 1

Honorable Elena M. Herrada, District 2

Honorable Annie Carter, District 3

Honorable Terry Catchings, District 6

Honorable Ron Cleveland, District 7

DETROIT PUBLIC SCHOOLS

Robert C. Bobb Emergency Financial Manager

Barbara Byrd BennettChief Academic Auditor


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8th grade history, society & culture pacing guide

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