st. lucie county social studies scope & sequence documents
TRANSCRIPT
St. Lucie Public Schools
St. Lucie County Social Studies Scope & Sequence Documents, Grades 6-12
2100015/25 8th Grade US History and Career Planning 2013-2014
The St. Lucie County Scope & Sequence and Suggested Pacing Guide should be used in concert as a teaching and learning tool in our continuing effort to improve
the rigor of instruction and better prepare our students for future learning (including college and career readiness) and to address skills requirements of the
Common Core State Standards for Literacy in History/Social Studies in Grades 6-12.
Instruction should be based on content / skills from the St. Lucie County Public Schools Scope and Sequence, Suggested Pacing Guides, and the Common Core State Standards Appendix. These documents should serve to guide instruction, rather than a textbook or any other specific resource.
Use the Learning Goal and Scale as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction and a purpose for learning all the related content. The same holds true for the target(s) you are focusing on each day. They should be visible and discussed before and after instruction.
Strategies must include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology affecting the multiple intelligences, and utilizing both individual and cooperative learning (e.g. History Alive/DBQ Project).
Students should be engaged in higher order writing on a regular basis, short and extended responses, more in-depth essays such as Document Based Questions (DBQ’s), and authentic writing. Students must be able to produce historical writing, that is, they must be able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).
Students should conduct extended research projects related to the History Fair (Grades 6, 8, 10, and 11) or Project Citizen (Grade 7).
Social Studies Literacy Strategies should be utilized regularly (Cornell Notes, Dialectical Notes, or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or G-SPRITE categorization tools).
Assessment should include both formative assessments “for learning,” and summative assessments. Questions should follow Webb’s Depth of Knowledge / Cognitive Complexity and include Level 1 items that involve low order, foundational knowledge/skills; Level 2 items that require students to infer or draw conclusions; and Level 3 items that require more abstract thought or an extension of the information at hand.
Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments). Notebooks provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).
Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc. (Read Marzano’s article “The Case For and Against Homework” available on SHARE).
o Previews involve activating prior knowledge, preparing students for the next topic of instruction. o Process activities relate to content/skills recently learned where students are involved in metacognition.
The Common Core State Standards for Literacy in History/Social Studies are integrated with the Scope and Sequence and are also available on the at www.corestandards.org.
2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
5 days August
Rules, Procedures, Pre‐Tests
Establish course content.
Explain class expectations.
Establish rules and procedures.
Conduct pre‐tests and initial evaluations.
Initial Activities
5 Days August
Historical Inquiry: Introduction of annual
History Fair theme
Identify supporting details, audience, purpose, and author from sources
Determine cause and effect
Describe the History Fair theme
Identify History Fair categories
List History Fair Research expectations (rules/deadlines)
Integrate complementary visual and/or audio elements into a project
Identify the four components of a process paper
Assess varying historical interpretations of an individual, a group, an idea, or an event
Differentiate between primary and secondary sources
Evaluate the validity of sources
Organize research for a History Fair topic
Compare interpretations of key events and issues
Form conclusions and sort information for a History Fair topic
History Fair Annual Theme for 2013-2014:
Rights and Responsibilities in History Please refer to published rule information provided by the District or go to www.nhd.org Six most common elements for historical analysis: Social, political, religious, intellectual, technological, economic (SPRITE)
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2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
4 Days September
BACKGROUND REVIEW
Native America and The Age of Exploration
Review: (Covered In 5th
& 6th
Grade) Social Studies:
Native America/Impact of European Settlement
European exploration and discovery.
Compare relationships among the British, French, Spanish and Dutch.
Ice Age, Siberia, Alaska, Bearing Straight, Beringia, Nomads, Migration, Maize, Carbon Dating, Pueblos, Adobe, Mesa Verde, Mound Builders, Apache, Navajo, Iroquois, Renaissance, Technology, Astrolabe, Vikings, Christopher Columbus, Ferdinand Magellan, Conquistadors, Columbian Exchange, Seven Cities of Cibola, Northwest Passage, Giovanni Verrazano, Henry Hudson, Samuel de Champlain, Trading Posts, New Amsterdam
SS.8.A.2.1 SS.8.A.2.5
10 Days September
Colonial Development Identify how the physical characteristics (climate, landforms, vegetation) of the colonial regions affect their development
Examine the reasons for the development of different regional economic systems in the colonies
Describe how the economic interests of colonial settlers affected the use of slaves and indentured servants
Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America
Identify key figures in colonial development and their impact on the economic, political, and social development of the colonies
Compare the characteristics of the New England, Middle, and Southern colonies
Trace the development of slavery in the colonies Assess the impact of key figures on the
development of colonial economic, political, and social systems
Roanoke, Jamestown, The Virginia Company, John Smith, Pocahontas, House of Burgesses, Plymouth Plantation, Pilgrims, Puritans, Mayflower Compact, Roger Williams, Anne Hutchinson, William Penn, Quakers, Bacon’s Rebellion, Jonathan Edwards, William Bradford, Nathaniel Bacon, Lord Calvert
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2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
1 Day September 17
Constitution Day The federal government requires that we provide “an educational program pertaining to the United States Constitution” on this day. (If Constitution Day falls on a Saturday or Sunday, activities shall be conducted on the preceding Friday).
Preamble, Popular Sovereignty, Natural Rights, Federalism, Legislative Branch, Executive Branch, Judicial Branch, The Constitution of the United States of America, Checks and Balances, Bill of Rights, Articles
FEDERAL STATUTE
2 Days September 24-25
History Fair Explain categories
Define research expectations
Model checking validity of sources
Requires documented primary and secondary sources using MLA style.
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8 Days September –
October
The French and Indian War
Identify the causes of the French and Indian War
Identify the possessions France lost to Great Britain
Explain the key events and milestones of the French and Indian War
Describe the alliances among the combatants
Analyze the causes and effects of the French and Indian War
Evaluate the motives of the British Government declaring the Proclamation of 1763 and its effects on the colonists
Iroquois Confederacy, George Washington, General Edward Braddock, Fort Duquesne, Seven Years’ War, Marquis de Montcalm, Louisbourg, William Pitt, James Wolfe, Battle of Quebec, Treaty of Paris, Pontiac’s Rebellion, Proclamation of 1763
SS.8.A.2.6
2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
3 Days October
Career Planning/ History Fair
Educator’s Toolkit is available with lesson plans and organizers at www.fldoe.org/workforce/ced Students may create an account at Florida Choices
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End of Q1
2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
10 Days October
Dissent and Independence
DBQ: The Ideals of the Declaration: Which Is
Most Important?
Identify the British policies in response to the French and Indian War
Describe how the colonists reacted to British policies
Explain the British response to American colonists’ protests
Summarize American colonists’ views of self-government and the rights and responsibilities of citizens
Recognize the contributions of the Founding Fathers in drafting the Declaration of Independence
Summarize the content of the Declaration of Independence
Describe the structure of the Declaration of Independence
Identify the consequences of the Declaration of Independence
Trace the development of colonial resistance leading to the American Revolution
Compare the views of Patriots, Loyalists, and other colonists on self-government and the rights and responsibilities of citizens
Analyze the ideas contained in the Declaration of Independence
Evaluate the consequences of the Declaration of Independence
Writs of Assistance, Sugar Act, Stamp Act, Quartering Act, Patrick Henry, Sam Adams, Sons of Liberty, Boycott, Boston Massacre, Crispus Attucks, Propaganda, John Adams, Tea Act, Boston Tea Party, Intolerable Acts (Coercive Acts), Battle of Lexington and Concord, Loyalist, Patriot, Second Continental Congress, Thomas Jefferson, Olive Branch Petition, John Hancock, Thomas Paine, Common Sense, Declaration of Independence, Enlightenment
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2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
10 Days October – November
War and Independence Summarize the contributions of the Founding fathers during the Revolutionary War
Identify the contributions of key individuals during the American Revolutionary period (ex. Marquis de Lafayette, von Steuben, Francis Marion, Nathanial Greene)
Explain the ways in which influential groups (freedmen, Native Americans, slaves, women, Hessians) contributed to both the American and British war efforts and their effect on the outcome of the war
Describe the influence of individuals (James Otis, Mercy Otis Warren, Abigail Adams, Benjamin Banneker, Lemuel Haynes, Phyllis Wheatley) on social and political developments during the Revolutionary era
Determine the consequences of the American Revolution for Florida
Trace the development of major events during the American Revolution
Evaluate the contributions of influential individual and groups during the Revolutionary era
Assess the help provided by France and Spain on the outcome of the American Revolution
Draw conclusions about the effects of the war on the United States, Britain, France, and Spain
Continental Army, Sir William Howe, Mercenary, Hessians, General Horatio Gates, General Benedict Arnold, Battle of Saratoga, Marquis de Lafayette, Valley Forge, Friedrich von Steuben, Battle of Trenton, Lord Cornwallis, Guerilla Warfare, Francis Marion, Battle of Cowpens, Nathaniel Green, Battle of Yorktown, Admiral Francois de Grasse, Ben Franklin, John Jay, John Adams, Treaty of Paris
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SS.8.A.3.16
2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
10 Days November - December
Confederation to Constitution
Identify the structure, strengths, and weaknesses of the Articles of Confederation
Describe the course and consequences of the Constitutional Convention
List the reasons Americans supported and opposed the Constitution
Explain the ways the Bill of Rights protects citizens
Identify constitutional provisions for US Citizenship
Summarize the major Issues of the Constitutional Convention (ex.3/5 compromise, the Virginia plan, New Jersey plan)
Compare and contrast the Articles of Confederation and the Constitution
Compare and contrast the views of the Federalists and Anti-Federalists
Analyze the ratification process that led to the adoption of the United States Constitution
Draw conclusions about how the rights and principles contained in the Constitution and Bill of Rights affect lives of citizens today
Trace the development of the Constitutional expansion of voting rights
Bicameral, Articles of Confederation, Northwest Ordinance, Shay’s Rebellion, Three-Fifths Compromise, Ratify, Federalists, Anti-Federalists, Federalist Papers, Constitutional Convention, Virginia Plan, New Jersey Plan, Great Compromise
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SS.8.C.1.1 SS.8.C.1.5 SS.8.C.1.6
2 Days November
History Fair Review source validity
Gather primary source material (photos, maps)
Develop timelines
Organize facts/data
Review MLA style for annotated bibliography
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2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
3 Days December
Career Planning/ History Fair
• Monitor progress • Provide feedback
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End of First Semester
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
8 Days January
A New Nation Identify George Washington’s contributions to the presidency
Identify the major treaties signed during Washington’s presidency
Identify why Washington wanted to avoid foreign entanglements
Determine how the Alien and Sedition Act affected the presidency of John Adams
Describe the growing partisanship during Adams’ term as president
Explain the Midnight Appointments
Assess the presidencies of George Washington and John Adams
Evaluate the influence of Washington’s Farewell Address
Evaluate the reasons for the Alien and Sedition Acts
Critique the practice of presidential appointments during Adams’ presidency
Inauguration, Precedents, Cabinet, John Jay, Judiciary Act of 1789, Tariffs, Taxes, Debt, Whiskey Rebellion, Western Territory, Proclamation of Neutrality, Jay’s Treaty, Pinckney’s Treaty, Washington’s Farewell, XYZ Affair, Alien and Sedition Acts, Alexander Hamilton, Treaty of Greenville, Midnight Appointments
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2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
5 Days January
History Fair / Career Planning
Educator’s Toolkit is available with lesson plans and organizers at www.fldoe.org/workforce/ced Students may create an account at Florida Choices
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6 Days January
Jeffersonian Democracy • Examine the regional shift that was reflected in the Election of 1800
• Explain why Marbury v. Madison (1803) is one of the most important Supreme Court cases in the nation's history
• Identify the motives for people to migrate west of the Appalachians
• Identify the reasons Jefferson was interested in obtaining the Louisiana Territory
• Examine the effects of the Haitian Revolution on the US acquisition of the Louisiana Territory
• Assess Jefferson’s views on the role government • Identify how Jefferson's actions when he first
became president reflected his philosophy • Assess the importance of the Election of 1800 • Critique the ideals expressed in Jefferson’s 1st
Inaugural Address • Evaluate how the Louisiana Purchase and the
Lewis and Clark Expedition changed the U. S. • Evaluate the impact of the Embargo Act of 1807
on the American economy
Marbury v. Madison, judicial review, Judiciary Act of 1801, Louisiana Purchase, Barbary War, Lewis and Clark Expedition, Sacagawea, Hamilton and Burr conflict/duel, Embargo Act of 1807, impressment
SS.8.A.3.14 SS.8.A.4.12
2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
8 Days February
Emergence of the American Identity
• Describe the influence of significant individuals on social, political, and economic developments
• Describe the impact of industrialization on the growth of America and its economy
• Identify the impact of technological improvements on the nation and on specific populations, i.e. Native Americans, African-Americans, and women
• Explain the issues that led to the Missouri Compromise
• Identify the working conditions in New England mills
• Identify issues related to the changing cultural and migration patterns of Native Americans
• Assess the War of 1812 in terms of cause-effect • Compare and contrast the benefits and
consequences of industrialization • Evaluate the rationale for the Missouri
Compromise • Assess the overall outcome of America’s
diplomatic assertiveness
Tecumseh, William Henry Harrison, Battle of Tippecanoe, Nationalism, Henry Clay, John Calhoun, War of 1812, Oliver Hazard Perry, Battle of Lake Erie, Battle of the Thames, Battle of Plattsburgh, Francis Scott Key, Star Spangled Banner, Treaty of Ghent, Battle of New Orleans, Andrew Jackson, Hartford Convention, Industrial Revolution, Cotton Gin, Eli Whitney, Factory System, Samuel Slater, Lowell Girls, Interchangeable Parts, Turnpikes, National Road, Fulton’s Folly, Erie Canal, Adams‐Onis Treaty, Missouri Compromise, Monroe Doctrine
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SS.8.A.4.17 SS.8.A.4.18
2 Days February
Career Planning Educator’s Toolkit is available with lesson plans and organizers at www.fldoe.org/workforce/ced Students may create an account at Florida Choices
2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
10 Days February
Jacksonian Democracy
DBQ: “How Democratic Was
Andrew Jackson?”
• Identify issues related to the Election of 1828 • Examine the growth of populism in American
politics • Identify the consequences of Jackson’s policies as
they relate to Native Americans • Identify the issues related to the landmark
Supreme Court cases: Worcester v. Georgia, Cherokee Nation v. Georgia, Gibbons v. Ogden
• Identify Jackson’s reasons for vetoing the renewal of charter of the Bank of the United States
• Assess the claims that Jackson was undemocratic • Compare and contrast Jeffersonian Democracy
with Jacksonian Democracy • Evaluate Jackson’s influence on the United
States’ political system • Draw conclusions about Jackson’s treatment of
Native Americans • Assess the impact of the closure of the Bank of
the United States • Differentiate between a bureaucracy and the
spoils system
Mudslinging, Landslide, Old Hickory, Suffrage, Spoils System, Bureaucracy, Cherokee Indians, Indian Removal Act, Indian Territory, Worcester v. Georgia, Cherokee Nation v. Georgia, Gibbons v. Ogden, Trail of Tears, Seminole Indians, Chief Osceola, Bank of The United States, Daniel Webster, Populism
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2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
14 Days March
Western Expansion
DBQ: Was the United States Justified in Going to War with
Mexico?
• List the reasons why people supported or opposed slavery in the western territories and Florida
• Describe the influence of significant individuals on political developments (James Polk, Henry Clay, Stephen Douglas, Sam Houston)
• Identify the cultural practices and migration patterns of Native American and African slave populations that were affected by western expansion
• List the events leading up to the Mexican-American War
• Describe how the United States took control of so much Mexican territory
• Identify events related to the California Gold Rush
• Identify the four parts of the Compromise of 1850 and why the compromise was necessary
• Evaluate the extent that cultural practices and migration patterns of Native American and African slave populations were affected by western expansion
• Analyze the role of slavery in the development of sectional conflict before and after the Mexican War
• Classify the events leading up to the Mexican-American War into social or political categories
• Assess the significance of the annexation of Texas as a cause of the Mexican-American War
• Draw conclusions about the impact of the California Gold Rush on western expansion
• Compare and contrast the Missouri Compromise and the Compromise of 1850
Tejanos, Empresarios, Stephen Austin, Antonio Lopez de Santa Anna, The Alamo, Sam Houston, Lone Star Republic, Annexation, Californios, Rancheros, James Polk, Rio Grande River, Gen. Zachary Taylor, Monterrey, Bear Flag Republic, Veracruz, Mexican Cession, Treaty of Guadalupe-Hidalgo, Gadsden Purchase, California Gold Rush, Forty‐Niners, Boomtowns, Vigilantes, Henry Clay, John Calhoun, Fugitive Slaves, Compromise of 1850, Stephen Douglas, Manifest Destiny, Thornton Affair, John Slidell
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SS.8.A.4.17 SS.8.A.4.18
End of Q3
2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
4 Days April
Reform Movements
• Identify the causes, goals, and impact of the 2nd Great Awakening
• Describe the ideals expressed in the Declaration of Sentiments
• Examine the goals of the women’s suffrage movement
• Identify the goals of the Seneca Falls Convention • Identify the connections between the social
reform movements: revivalism, abolition, education, women’s suffrage
• Describe the significant concepts of transcendentalism
• Examine the influence of Transcendentalists on American literature
• Summarize the benefits of education • Explain the reasons African-Americans were
often denied an education • Assess the impact of the social reform
movements on American society • Evaluate the goals of the transcendentalist
movement • Compare and contrast the major social issues of
the reform movement to major social issues of today
Second Great Awakening, Temperance, Horace Mann, Normal School, Elizabeth Cady Stanton, Seneca Falls Convention, Suffrage, Women’s Rights Movement, Transcendentalism, Ralph Waldo Emerson, Henry David Thoreau, Washington Irving, Underground Railroad, Harriet Tubman, Frederick Douglass, Sojourner Truth
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2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
6 Days April
North & South Grow Apart
Describes the social structure in the North and the South
Identifies the characteristics of the economies of the North and the South
Describes the reasons for western expansion (push-pull factors)
Identify the goals of the Kansas-Nebraska Act
Identify the ways slaves resisted oppression
Examines the effects of the Dred Scott decision
Identify the issues in the Lincoln-Douglas debates
Compares the economies of the North and South
Analyze the effects of legislation on the issue of regional power and slavery
Differentiate the political goals of the North and South
Compare and contrast the positions of Steven Douglas and Abraham Lincoln during the Lincoln-Douglas debates
Bleeding Kansas, Border Ruffians, Charles Sumner, Democratic Party, Dred Scott decision, Freeport Doctrine, John Brown, Lincoln – Douglas Debates, Kansas-Nebraska Act, Popular Sovereignty, Preston Brooks, Republican Party, sectionalism, Steven Douglas, Uncle Tom’s Cabin, Whig Party
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2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
14 Days April May
The American Civil War
DBQ: The Battle of
Gettysburg: Why Was It a Turning Point?
or What Caused the Civil
War?
• Identify the sections of the United States at the outbreak of war (CSA, Union states, border states, western territories)
• Describe how sectionalism, slavery, states’ rights, and balance of power in the Senate contributed to the outbreak of the war
• Examine the role that technology played in warfare
• Identify the major battles and military campaigns of the Civil War
• Examine the major developments/ decisions made during the presidency of Abraham Lincoln
• Identify the reasons for Lincoln’s issuance of the Emancipation Proclamation
• Identify the major themes in Lincoln’s 2nd Inaugural Address
• Identify key activities in Florida during the Civil War, such as salt production, cattle ranching, and blockade smuggling
• Compare the resources available to each side to fight the war
• Assess the strengths and weaknesses of the Union and the Confederacy
• Evaluate the impact of the Emancipation Proclamation
• Evaluate the outcomes of the major battles and military campaigns of the Civil War
• Assess the impact of the war on civilian populations
• Compare the Emancipation Proclamation to the 13th Amendment
Abraham Lincoln, Arsenal, Harper’s Ferry, Martyr, Election of 1860, Secession, Confederate States of America, Jefferson Davis, State’s Rights, Fort Sumter, Confederacy, Border States, Rebels, Yankees, First Battle of Bull Run, Stonewall Jackson, Blockade Runner/ Blockade Smuggling, Ironclads, Merrimack, Monitor, Ulysses S. Grant, Robert E. Lee, Battle of Shiloh, Battle of Antietam, Emancipation Proclamation, 13th Amendment, Habeas Corpus, Draft Law, Enlistment Bounty, Battle of Gettysburg, Pickett’s Charge, Gettysburg Address, Sherman’s March To The Sea, Appomattox Courthouse
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2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
10 Days May
Reconstruction • Identify the goals of the groups that played a key role in Reconstruction (freedmen, carpetbaggers, scalawags, Radical Republicans, Ku Klux Klan)
• Identify the amendments passed to ensure equality for former slaves
• Summarize the gains made by blacks in the early years of Reconstruction
• Describe the types of people targeted by the KKK • Determine the consequences of a financial panic • Identify the methods used by Southern states to
deny rights to former slaves • Describe how people’s opinions toward
Reconstruction changed over time • Summarize the problems facing US Grant’s
administration • Explain why Northerners lost interest in
Reconstruction • Examine the circumstances of the Compromise
of 1877
Andrew Johnson, Black Codes, Carpetbaggers, Civil Rights Act of 1866, Compromise of 1877, Corruption, Fifteenth Amendment, Fourteenth Amendment, Freedmen, Freedmen’s Bureau, Grandfather Clause, Hiram Revels, Impeach, Jim Crow Laws, Ku Klux Klan (KKK), Literacy Test, Lynching, Poll Tax, Radical Republicans, Reconciliation, Reconstruction, Rutherford B. Hayes, Scalawags, Scandal, Segregation, Ten Percent Plan, Thirteenth Amendment, U.S. Grant, W.E.B. Du Bois
SS.8.A.5.7 SS.8.A.5.8
2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
4 Days May
Holocaust Studies • Recognize the characteristics of genocide • Describe why genocides occur • Identify examples of modern-day genocides
(Cambodia, Darfur, Bosnia, Rwanda) • Identify the reasons why the Nazis selected
certain groups to persecute • Summarize the role of anti-Semitism in Jews
being targeted • Examine the ideology behind the Dachau
concentration camp of 1933 • Explain the significance of Theresienstadt,
Auschwitz, Chelmno, Treblinka, Buchenwald • Compare and contrast the Holocaust with
modern-day genocides • Trace the development of anti-Jewish laws in
Germany • Differentiate the methods used to intimidate
target groups (violence, loss of civil rights, etc.) • Assess the mistreatment of concentration camp
victims • Critique the role of bystanders in the Holocaust
and other genocides • Identify issues of displaced persons following
liberation • Evaluate the consequences of the Holocaust as
seen in our society today • Identify the lessons learned from the Holocaust
Holocaust, Adolf Hitler, anti-Semitism, Nazi, Jew, Star of David, propaganda, censorship, Nuremberg Laws, Kristallnacht, concentration camp, ghetto, Transport, World War II, genocide, extermination camp, crematorium, Auschwitz, Final Solution, Liberation, Darfur, Bosnia, Rwanda, Cambodia, bystander
STATE STATUTE
8 Days May June
Review Final Exams
2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Cross Curricular or Skills Standards – To be embedded in teaching and learning throughout the year as appropriate
Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
Year Math • Interpret and compare ratios and rates. • Write and evaluate mathematical expressions
that correspond to given situations.
MA.8.A.1.3 MA.8.A.1.6
Year Economics • Examine motivating economic factors that influenced the development of the United States economy over time including scarcity, supply and demand, opportunity costs, incentives, profits, and entrepreneurial aspects.
• Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic backgrounds in the development of the United States economy.
• Explain the economic impact of government policies.
• Assess the role of Africans and other minority groups in the economic development of the United States.
• Evaluate domestic and international interdependence.
SS.8.E.1.1 SS.8.E.2.1 SS.8.E.2.2 SS.8.E.2.3 SS.8.E.3.1
Year Civics • Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction.
• Identify the evolving forms of civic and political participation from the colonial period through Reconstruction.
SS.8.C.1.3 SS.8.C.1.4
2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Cross Curricular or Skills Standards – To be embedded in teaching and learning throughout the year as appropriate Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
Year Geography • Use maps to explain physical and cultural attributes of major regions throughout American history.
• Use appropriate geographic tools and terms to identify and describe significant places and regions in American history.
• Identify the physical elements and the human elements that define and differentiate regions as relevant to American history.
• Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications.
• Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time.
• Locate and describe in geographic terms the major ecosystems of the United States.
• Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in the United States and Florida over time.
• Interpret population growth and other demographic data for any given place in the United States throughout its history.
• Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination.
• Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory.
SS.8.G.1.1 SS.8.G.1.2 SS.8.G.2.1 SS.8.G.2.2 SS.8.G.2.3 SS.8.G.3.1 SS.8.G.3.2 SS.8.G.4.1 SS.8.G.4.2 SS.8.G.4.3
2100015/25 8th
Grade United States History and Career Planning – Suggested Pacing Guide
St. Lucie Public Schools
Cross Curricular or Skills Standards – To be embedded in teaching and learning throughout the year as appropriate Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks
Year Geography • Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout time.
• Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States over time.
• Use political maps to describe changes in boundaries and governance throughout American history.
• Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.
• Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.
• Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout American history.
• Illustrate places and events in U.S. history through the use of narratives and graphic representations.
SS.8.G.4.4 SS.8.G.4.5 SS.8.G.4.6 SS.8.G.5.1 SS.8.G.5.2 SS.8.G.6.1 SS.8.G.6.2