8th grade us history - allofecms.allofe.net/gen/ua_generated_bin/documents/basic...8th grade us...

The mission of University Academy is to prepare students to succeed in an institution of higher education and to participate as leaders in society.

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8th Grade US History Description: The 8th Grade US History class is designed to facilitate student leadership and understanding in the history of the United States through Reconstruction. As leaders and lifelong learners, students must become proficient and/or advance in their ability to understand how our great country began and some the people and events most important to the history of the United States.

Rationale:

University Academy promotes the study of history that is vital to students becoming well prepared to succeed in an institution of higher learning

and to participate in society as leaders with the ability to understand themselves and others, to understand the societies, events, movements

and developments that have shaped humanity from earliest times. Also, students will appreciate how the world and its people have changed as

well as the significant continuities that exist to the present day.

Course Text/Materials: McDougal Littell-American History: Beginnings through Reconstruction

McDougal Littell-American History: Beginnings through Reconstruction – Resource Pack

Ed helper History.com Teacher Resources Houghton Mifflin Celebrate America US Book Student Discovery Education National Geographic

8th Grade US History: Curriculum Pacing Guide

Semester 1: The material in this pacing guide is to be covered each quarter. Methods and strategies used, and the order in which it is covered is up to

the teacher.

Quarter 1 Quarter 2

1. Journal Writing 2. Daily Current Events 3. Vocabulary Builder: Develop vocabulary though text, using Glossary and

dictionary (pull vocabulary from novel or reading material). 4. Weekly Constructive Responses (use RASP strategy) 5. The Writing Process: (Choose one writing per semester) *(use rubric for

scoring) 6. Guided Reading: incorporating flexible grouping, meta-cognitive

strategies, and reading strategies: (predict, infer w/evidence, sequence of events, question, text organization, monitor and clarify, and categorize and classify), graphic organizers, discussion, literary: elements, structures, techniques, text features, etc.

7. Units: Themes of Geography

Map Basics, Physical Geography of the United States, and Human Geography of the United States Chapter 1-The World Before 1500

1.1 Societies of the Americas, 1.3 Societies of Africa, and 1.3 Societies of Europe Chapter 2- European Exploration of Americas

2.1 Spain Claims an Empire, 2.2European Competition in North American, 2.3 The Spanish and Native Americans, and 2.4 Beginnings of Slavery in the Americans Chapter 3- The English Establish Colonies

3.1 Early Colonies Have Mixed Success, 3.2 New England Colonies, 3.3 The Southern Colonies, and 3.4 The Middle Colonies Chapter 4-The Colonies Develop

4.1 New England: Commerce and Religion, 4.2 The Southern Colonies: Plantations and Slavery, 4.3 The Middle Colonies: Farms and Cities, and 4.4 The Backcountry Chapter 5-Beginnings of an American Identity

5.1 Early American Culture, 5.2 Roots of American Democracy, and 5.3 The French and Indian War


dictionary (pull vocabulary from novel or reading material). 4. Weekly Constructive Responses (use RASP strategy) 5. The Writing Process: with Language Mini Lessons. * (use rubric for scoring) 6. Guided Reading: incorporating flexible grouping, fluency checks, meta-

cognitive strategies, reading strategies (evaluate, fact and opinion, author’s viewpoint, summarize, story structure, predicting outcomes and infer with evidence, monitor and clarify, topic, main idea, and supporting details), graphic organizers, discussion, literary: elements, structures, techniques, text features, etc.

7. Actively participate in Discussion 8. Units: Chapter 6- The Road to Revolution

6.1 Tighter British Control, 6.2 The Colonial Resistance Grows, 6.3 The Road to Lexington and Concord, and 6.4 Declaring Independence Chapter 7-The American Revolution

7.1 The Early Years of the War, 7.2 The War Expands, 7.3 The Path to Victory, and 7.4 The Legacy of the War Chapter 8- Confederation to Constitution

8.1 The Confederation Era, 8.2 Creating the Constitution, and 8.3 Ratification and the Bill of Rights Chapter 9- Launching a New Republic

9.1 Washington’s Presidency, 9.2 Challenges to the New Government, and 9.3 The Federalists in Charge Chapter 10- The Jefferson Era

10.1 Jeffersonian Democracy, 10.2 The Louisiana Purchase and Exploration, and 10.3 The War of 1812

Assessments: 1. Writing Assessment: Constructive Response and Essay 2. Unit Test

Assessments:

1. Writing Assessment: Constructive Response and Essay 2. Unit Test

8th Grade US History: Curriculum Pacing Guide

Semester 2: The material in this pacing guide is to be covered each quarter. Methods and strategies used, and the order in which it is covered is up to

the teacher.

Quarter 3 Quarter 4



scoring) 6. Guided Reading: incorporating flexible grouping, fluency checks, meta-

cognitive strategies, reading strategies: (predict, infer w/evidence, sequence of events, question, text organization, monitor and clarify, and categorize and classify), graphic organizers, discussion, literary: elements, structures, techniques, text features, etc.

7. Apply effective Research Process 8. Units: Chapter 11- National and Regional Growth

11.1 Early Industry and Inventions, 11.2 Plantations and Slavery Spread, and 11.3 Nationalism & Sectionalism Chapter 12-The Age of Jackson

12.1 Jacksonian Democracy & States’ Rights, 12.2 Jackson’s Policy Toward Native

Americans, and 12.3 Prosperity and Panic

Chapter 13- Manifest Destiny

13.1 Trails West, 13.2 The Texas Revolution, 13.3 The War with Mexico, and 13.4

The California Gold Rush

Chapter 14- A New Spirit of Change

14.1 The Hopes of Immigrants, 14.2 Reforming American Society, and 14.3

Abolition and Women’s Rights



scoring) 6. Guided Reading: incorporating flexible grouping, fluency checks, meta-

cognitive strategies, reading strategies: (predict, infer w/evidence, sequence of events, question, text organization, monitor and clarify, and categorize and classify), graphic organizers, discussion, literary: elements, structures, techniques, text features, etc.

7. Actively participate in Discussion 8. Present one 2-3 minute formal presentation that incorporated media and

technology. 9. Identify evidence of understanding of main idea and important details.

(participant) 10. Unit: Chapter 15-The Nation Breaking Apart

15.1 Tensions Rise Between North and South, 15.2 Slavery Dominates Politics, and

15.3 Lincolns Election and Southern Succession

Chapter 16- The Civil War Begins

16.1 War Erupts, 16.2 Life in the Army, and 16.3 No End in Sight

Chapter 17- The Tide of War Turns

17.1 The Emancipation Proclamation, 17.2 War Effects Society, 17.3 The North Wins,

and 17.4 The Legacy of the War

Chapter 18-Reconstruction

18.1 Rebuilding the Union, 18.2 Reconstruction Changes Daily Life, and 18.3 The End

of Reconstruction

Assessments: 1. Writing Assessment: Constructive Response and Essay 2. Unit Test

Assessments

1. Writing Assessment: Constructive Response and Essay 2. SAT10 3. Unit Test

Curriculum Guide: 8th US History Common Core Standards

Objective #1 : Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Standards: By the end of 8th Grade, students will able to:

Objective/Activity

Resources

Cite specific textual evidence to support analysis of primary and secondary sources. McDougal Littell-American History: Beginnings through Reconstruction

Primary Source Handbook

Determine the central ideas or information of a primary or secondary source; provide an accurate

summary of the source distinct from prior knowledge or opinions

McDougal Littell-American History: Beginnings through Reconstruction


Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill

becomes law, how interest rates are raised or lowered).


Think Pair Share

Questioning


Objective #2: Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.


Objective/Activity

Resources

Determine the meaning of words and phrases as they are used in a text, including vocabulary

specific to domains related to history/social studies.


Vocabu-lit

Dictionary

Word Wall

Describe how a text presents information (e.g., sequentially, comparatively, causally). McDougal Littell-American History: Beginnings through Reconstruction

Graphic Organizers

Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded

language, inclusion or avoidance of particular facts).


Questioning

Think Pair Share

Flexible Reading Group


Objective #3 : Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


Objective/Activity

Resources

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other

information in print and digital texts


Graphic Organizers

Online activity @ classzone.com

Maps

Atlas

Distinguish among fact, opinion, and reasoned judgment in a text. McDougal Littell-American History: Beginnings through Reconstruction

Graphic Organizers

Analyze the relationship between a primary and secondary source on the same topic. Analyze

the relationship between a primary and secondary source on the same topic.



Objective #4 : Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

Standard: By the end of 8th Grade, students will able to:

Objective/Activity

Resources

By the end of grade 8, read and comprehend history/social studies texts in the grades 8 text

complexity band independently and proficiently


Jigsaw

Think Pair Share

Flexible Reading Groups

Curriculum Guide: Writing Standards for Literacy in History/Social Studies

Objective #1 : Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.


Objective/Activity

Resources

1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows

The Writing Process Traits Writing

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.


Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.



Objective #2: Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.


Objective/Activity

Resources

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.


Peer Editing

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.


Objective #3 : Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.


Objective/Activity

Resources

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration


Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.


Draw evidence from informational texts to support analysis reflection, and research. The Writing Process Traits Writing


Objective #4 : Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Standard: By the end of 8th Grade, students will able to:

Objective/Activity

Resources

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Writing and Reading Strategies

Strategies: For: Concept

Constructive Response RASP R: Restate the question in your answer

A: Answer in complete sentences

S: Support your answer with details

P: Pronouns are not allowed

UNWRAP U: Underline the important words

N: Number the parts to the question (to show where kids found answers in the text)

P: Plan out your answer (also for correct sentence structure/grammar)

A: Answer the question

C: Check your work

K: Keep up the great work!

Reading Comprehension Guided Reading Pre-Reading Apply pre-reading strategies to aid comprehension:

a. access prior knowledge

b. preview

c. predict with evidence

d. set a purpose for reading

During Reading During reading, utilize strategies to:

a. determine meaning of unknown words

b. self-monitor comprehension

c. question the text

d. infere. visualize

f. paraphrase

g. summarize

Post Reading Apply post-reading skills to demonstrate comprehension of text:

a. identify and explain the relationship between the main idea and

supporting details

b. make predictions

c. question to clarify

d. reflect

e. draw conclusions

f. analyze

g. paraphrase

h. summarize

Writing and Reading Strategies

Concept Strategy

Decoding FAST

Writing The Writing Process a. Prewriting (Brainstorm) b. Draft (Outline and Write) c. Revising (Improve writing with word choice, etc.) d. Proofreading (Correct) e. Publishing (Finish Product)

Writing Traits Scoring

Rubric

Evaluating Writing a. Content: Well developed details b. Organization: The order and structure move the reader through the text easily. c. Voice: The writer speaks directly to the reader in a way that is individual, compelling

and engaging. d. Word Choice: It means being able to choose just the right words to make the e. Sentence Fluency f. Conventions g. Presentation

Fluency

Vocabulary Vocabu-Lit a. Meaningful learning occurs when learners relate new words to prior knowledge. b. Instruction should provide both definitional and contextual meaning for new words.

c. Learners need multiple exposures to a new word to truly know it. d. Learners are engaged in active learning.

Comprehension Marking the Text a. Number the paragraphs. b. Circle Key Terms, Names of People, Names of Places, and Dates c. Underline an Author’s Claims d. Underline Relevant Information

Comprehension Make Connection Comparisons Compare vs. Contract

Connections connections between:

a. text to text (information and relationships in various fiction

and non-fiction works)

b. text to self (text ideas and own experiences)

c. text to US (text ideas and the US by responding to literature

that reflects a culture and historic time frame)

Marking the Text1

Number the Paragraphs Before you read, take a moment and number the paragraphs in the section you are planning to read. Start with the number one and

continue numbering sequentially until you reach the end of the text or reading assignment. Write the number near the paragraph

indention and circle the number; write it small enough so that you have room to write in the margin. Like page numbers, paragraph

numbers will act as a reference so you can easily refer to specific sections of the text.

Circle Key Terms, Names of People, Names of Places, and Dates In order to identify a key term, consider if the word or phrase is…

repeated

defined by the author

used to explain or represent an idea

used in an original (unique) way

a central concept or idea

relevant to one’s reading purpose

Underline an Author’s Claims A claim is an arguable statement or assertion made by the author. Data, facts, or other backing should support an author’s

assertion.

Consider the following statements:

A claim may appear anywhere in the text (beginning, middle, or end)

A claim may not appear explicitly in the argument, so the reader must infer it

from the evidence presented in the text

Often, an author will make several claims throughout his/ her argument

An author may signal his/her claim, letting you know that this is his/her position

Underline Relevant Information While reading informational texts (i.e., textbooks, reference books, etc.) read carefully to identify information that is relevant to the

reading task. Relevant information might include:

A process Definitions Descriptions Evidence Explanations Data/ statistics

Text Features What are text features? Text features are parts of your textbook that have been created to help you locate and learn information. Text features are used in designing and organizing the pages of your textbook. The title page and table of contents are text features you can find at the beginning of books. Headings, graphics, main idea boxes, and bolded words are some of the text features you will find in the middle of your book. Reference pages like glossaries, indexes, and atlases are some text features you might find at the end of your book. Below is a list of text features. How many can you find in your book?

Why should you look at the text features? Looking at text features will help you know what is most important in a lesson and help you locate information quickly. Looking at the titles in the table of contents or on a page can quickly tell you what information you will learn about. Reference pages such as the glossary can help you find out more about a certain topic or word.

How do you use text features? Knowing which text features to use and when to use them is important. The chart below can help you decide which text features to look at when you want to understand your book better.

title page main idea boxes review questions

headings glossaries index

bolded or highlighted words graphics (pictures, graphs, charts, etc.) atlas

vocabulary boxes table of contents chapter titles

To understand words and vocabulary use:

glossary vocabulary boxes Bolded or highlighted words

To find main ideas and topics use:

table of contents index review questions

headings main idea boxes

To find data or places use:

maps charts

atlas tables

FLEXIBLE GROUPING Instructional Contexts for Teaching Reading

Context Instructional

Components

Texts Instructional Goals

Whole-Class Instruction Interactive Read-Aloud

Phonics, Spelling, and

Language Instruction

Literature: novels, short

stories, poetry, etc.

Build A community of learners Build a collection of shared text Provide age-appropriate reading materials Teach comprehension Teach language skills Develop the ability to talk about text

Small-group Instruction

(heterogeneous groups)

Books Clubs Literature (selected by

students with teacher

guidance)

Provide age-appropriate material Develop the ability to talk about texts Deepen Comprehension

Small-group Instruction

(homogenous)

Guided Reading High-quality fiction and

nonfiction leveled texts

(selected by the teacher with

specific instruction in mind)

Differentiate instruction Teach all aspects of reading explicitly-

comprehension, fluency, vocabulary, and word-solving strategies

Deepen comprehension through discussion of a text that is more challenging than independent level

Develop the ability to talk about texts

Individual Instruction Independent Reading

Conferring

Wide range of texts for

student choice (selected by

students from a classroom

collection)

Differentiate instruction Teach any aspect of reading individually Read a large quantity of fiction and nonfiction

texts Assess reading fluency, accuracy, and

comprehension

EDITING CHART

Symbol Meaning Symbol Meaning

spelling error

capitalize

new paragraph

make lower case letter

not needed

reverse order

insert

run-on sentence

insert a comma

fragment

insert quotation marks

confusing or unclear

insert a period

take out or delete

What Makes a Great Story?

A story is an original narrative made up by the author.

a. Develop a clear plot with a beginning, a middle, and end

b. Introduce the main characters, the setting, and the problem at the beginning.

c. Show how characters deal with problem in the middle of the story.

d. Use color details and meaningful dialogue to make the story real for readers.

e. Tell only the important events. Present them in an order that makes sense.

f. Write a satisfying ending that shows how the story’s problem is resolved.

Sequence

Beginning

Main Event:

Details:

Middle:

Main Event (s):

Details:

Middle:

Main Event (s):

Details:

References

http://webserver.wsd.k12.ca.us/websites/hp_images/692/D3039-Marking%20Texts.%20LeMaster.pdf

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