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Eighth Grade 2015-2016 Curriculum Guide
Greeley-Evans School District 6 Page 1 2015-2016
Unit1: Colonies to Revolution (8-10 Weeks)
Suggested Big Idea The rights and responsibilities of British subjects living in America were the focus of intensive debate and conflict that lead to revolt resulting in the
establishment of a new nation dedicated to the pursuit of life, liberty, and happiness. Prepared Graduate
Competency H.2: Analyze historical periods and patterns of change over time within and across nations and culture.
G.2: Examine places and regions and the connections among them.
E.1: Understand the allocation of scarce resources in societies through analysis of individual choice, market, interaction, and public policy.
C.1: Analyze and practice rights, roles, and responsibilities of citizens.
End of Unit
Performance Task
Students will be able to explain how the rights and responsibilities of British subjects living in America were the focus of intensive debate and
conflict that lead to revolt resulting in the establishment of a new nation dedicated to the pursuit of life, liberty, and happiness. Students will
demonstrate their grasp of content using and interpreting documents and other relevant primary and secondary sources pertaining to United States history from
multiple perspectives as well as analyzing elements of continuity and change in the United States government and the role of citizens over time.
Colorado Academic
Social Studies
Standards
Colorado Academic
Social Studies
Supporting Standards
Disciplinary Skill
Development Cross-Content
Connections
Complex Texts Vocabulary Writing Focus
H.2.a: Determine and
explain the historical
context of key people and
events from the origins of
the American Revolution
including the examination
of different perspectives.
(DOK 1-2)
G.2.a: Analyze how
economic, political,
cultural, and social
processes interact to
shape patterns of human
population,
interdependence,
cooperation and conflict.
(DOK 1-3)
E.1.c: Explain effects of
domestic policies on
international trade.
C.1.f: Examine ways
citizens may effectively
voice opinions, monitor
government, and bring
about change nationally.
(DOK 1-2)
H.2.b: Evaluate
continuity and change
over the course of United
States history by
examining various eras
and determining major
sources of conflict and
compromise.
(DOK 1-3)
H.2.c: Examine factors
that motivated the
military and economic
expansion.
(DOK 1-2)
H.2.e: Analyze causes
and effects of major
conflicts from the origins
of the American
Revolution.
(DOK 1-3)
H.2.f: Analyze ideas
that are critical to the
understanding of
American history and
give examples of the
ideals involved in major
events and movements.
(DOK 1-3)
G.2.b: Compare how
differing geographic
H.1.a: Use and
interpret documents
and other relevant
primary and
secondary sources
pertaining to United
States history from
multiple
perspectives.
(DOK 1-4)
C.1: analyze
elements of
continuity and
change in the
United States
government and the
role of citizens over
time.
CCSS.ELA-
LITERACY.RH.6-8.3 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).
CCSS.ELA-
LITERACY.RH.6-8.6 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).
CCSS.ELA-
LITERACY.RH.6-8.9 Analyze the
relationship between a
primary and secondary
source on the same
topic.
Declaration of
Independence
Common Sense
The American Crisis
Patrick Henry’s Speech
King George III
Proclamation of
Rebellion 1775
Magna Carta
Mayflower Compact
Colony
Taxation
Representation
Rebellion
Region
Tyranny
tyrant
Economic
Independence
Democracy
Revolution
Monarchy
Self-determination
Civil Liberties
CCSS.ELA-
LITERACY.WHST.6-
8.1.C Use words, phrases, and
clauses to create
cohesion and clarify the
relationships among
claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-
LITERACY.WHST.6-
8.1.D Establish and maintain a
formal style.
CCSS.ELA-
LITERACY.WHST.6-
8.1.E Provide a concluding
statement or section that
follows from and
supports the argument
presented.
CCSS.ELA-
LITERACY.WHST.6-
8.6 Use technology,
including the Internet, to
produce and publish
writing and present the
relationships between
Greeley-Evans School District 6 Page 2 2015-2016
perspectives apply to a
historic issue.
(DOK 1-2)
G.2.c: Interpret from a
geographic perspective
the expansion of the
United States by
addressing issues of land,
security, and sovereignty.
(DOK 1-2)
E.1.a: Give examples of
international differences
in resources,
productivity, and prices
that provide a basis for
international trade.
(DOK 1-2)
C.1.a: Describe
instances in which major
political, social,
economic, or cultural
changes occurred and the
resons for the changes.
(DOK 1-2)
C.1.b: Analyze the
changing definition of
citizenship and give
examples of the
expansion of rights.
(DOK 1-3)
C.1.c: Describe
examples of citizens and
groups who have
influenced change in
United States
government and politics.
(DOK 1-2)
C.1.e: Analyze primary
sources supporting
democratic freedoms and
the founding of our
government. Documents
to include Declaration of
Independence,
Constitution, Bill of
Rights and explain how
information and ideas
clearly and efficiently.
CCSS.ELA-
LITERACY.WHST.6-
8.8 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.
Greeley-Evans School District 6 Page 3 2015-2016
they provide for both
continuity and change.
(DOK 2-3)
Greeley-Evans School District 6 Page 4 2015-2016
Greeley-Evans School District 6 Eighth Grade Social Studies Curriculum Guide
UNIT 1: Colonies to Revolution
Timeline: 8-10 Weeks Chapters: 3-4 and Corresponding On-Line Resources
Essential Question:
How does the interpretation of rights lead to an American
identity, and to conflict with Britain?
Grade Level Expectations (GLE): Concept and skills students master: History 1: Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives Geography 2: Conflict and cooperation occur over space and resources Economics 1: Economic freedom, including free trade, is important for economic growth Civics 1: Analyze elements of continuity and change in the United States government and the role of citizens over time
Vocabulary: Magna Carta Mayflower Compact Colony Taxation Representation Rebellion Region Tyranny tyrant Economic Independence Democracy Revolution Monarchy Self-determination Civil Liberties * Additional Chapter Vocabulary in textbook
Academic Vocabulary: Primary Source Secondary Source Cause and Effect Conflict Trade Debt Perspective Oppression
Inquiry Questions:
What circumstances encourage people to challenge power and authority?
How are contemporary ideas of citizenship inspired by the Declaration of Independence?
Why do governments use trade and exchange to control its citizenry?
What would the United States be like if England had won the American Revolution?
CDE Generalizations
Increasingly oppressive forms of governance determine individual and/or group rights, roles, and
responsibilities, which may lead to rebellion.
Colonized subjects’ efforts to increase self-determination often lead ruling powers toward increasingly
oppressive policies and forms of governance.
The strength and stability of a nation depends on the establishment and maintenance of economic independence, cultural traditions, and social institutions.
Greeley-Evans School District 6 Page 5 2015-2016
Assessments Evidence Outcomes
Mini Test 1:
Unit 1 Common Assessment
Optional Assessments include:
Suggested End of the Unit Performance Task
Section and Chapter tests
History 1 a. Use and interpret documents and other relevant primary and secondary sources pertaining to United States history from multiple perspectives. History 1 b. Analyze evidence from multiple sources including those with conflicting accounts about specific events in United States history. History 1 c. Critique data for point of view, historical context, distortion, or propaganda and relevance to historical inquiry. History 2 e. Analyze causes and effects of major conflicts from the origins of the American Revolution through Reconstruction. History 2 f. Analyze ideas that are critical to the understanding of American history and give examples of the ideals involved in major events and movements. Topics to include but not limited to representative democracy, federalism, capitalism, abolition, temperance, nativism, and expansionism. Geography 2 a. Analyze how economic, political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation and conflict. Geography 2 c. Interpret from a geographic perspective the expansion of the United States by addressing issues of land, security, and sovereignty. Economics 1 a. Give examples of international difference in resources, productivity, and prices that provide a basis for international trade. Economics 1 c. Explain effects of domestic policies on international trade. Economics 1 d. Explain why nations often restrict trade by using quota, tariffs, and non-tariff barriers. Civics 1 a. Describe instances in which major political, social, economic, or cultural changes occurred and the reasons for the changes. Civics 1 d. Evaluate the results of various strategies for political change over time. Civics 1 e. Analyze primary sources supporting democratic freedoms and the founding of our government. Documents to include but not limited to Declaration of Independence, Constitution, Bill of Rights and explain how they provide for both continuity and change.
Instruction
Supportive Resources (Reference Side Bars in Teacher’s Edition)
Focus on Writing: Writing an Infomercial pp 68/106
Reading Social Studies: Vocabulary Clues pp 70-71
Primary Source: A Note from Virginia p 74
Primary Source: The Mayflower Compact p 79
Biography: Ann Hutchinson p 82
Interpreting Maps: pp 88-89
Greeley-Evans School District 6 Page 6 2015-2016
Biography: Olaudah Equiano p 93
Primary Source: The Boston Massacre p 101
Social Studies Skills: Interpreting Time Lines p 104
Focus on Speaking: Oral Report pp 108/142
Reading Social Studies: Main Ideas in Social Studies pp 110-111
Biography: George Washington p 117
Primary Source: Choosing Sides p 119
Primary Source: Declaration of Independence pp 122-125
Primary Source: Valley Forge p 132
Primary Source: Sentiments of an American Woman p138
Social Studies Skills: Understanding Historical Interpretation p 140
Multimedia Connections: p143 MC 1-2
Writing Workshop: A Biographical Narrative pp 144-145
Suggested SCR Prompts: How did taxation without representation lead to the colonial struggle for independence? How did British colonists react to the enforcement of England’s policies? What role did England’s debt from the French and Indian War play in taxing the colonists? How do laws reflect beliefs about authority? What circumstances have led to revolutions?
How have some justified civil disobedience? How can a governmental policy be seen as oppressive by some and not by others? How have differing perspectives regarding resource and land use led to cooperative policies or conflicts?
Resources: United States History Beginnings to 1877, Holt McDougal
Greeley-Evans School District 6 Page 7 2015-2016
Unit 2: Creating A Nation (4-6 Weeks)
Suggested Big Idea The establishment of and beliefs about the common good, and an individual’s rights, roles, and responsibilities influence the development of a
national identity. Prepared Graduate
Competency H.2: Analyze key historical periods and patterns of change over time within and across nations and cultures.
G.2: Examine places and regions and the connections among them.
E.1: Understand the allocation of scarce resources in societies through analysis of individual choice.
C.1: Analyze and practice rights, roles, and responsibilities of citizens.
End of Unit
Performance Task
Students will be able to analyze evidence from multiple sources including those with conflicting accounts about the establishment of and beliefs about the
common good, and an individual’s rights, roles, and responsibilities influence on the development of a national identity as well as analyze elements of
continuity and change in the United States government and the role of citizens over time.
Colorado Academic
Social Studies
Standards
Colorado Academic
Social Studies
Supporting Standards
Disciplinary Skill
Development Cross-Content
Connections
Complex Texts Vocabulary Writing Focus
H.2.a: Determine and
explain the historical
context of key people and
events including the
examination of different
perspectives.
(DOK 1-2)
G.2.d: Analyze how
economic, political,
cultural, and social
processes interact to
shape patterns of human
population,
interdependence,
cooperation and conflict.
(DOK 1-3)
E.1.c: Explain effects of
domestic policies on
international trade.
C.1.f: Examine ways
citizens may effectively
voice opinions, monitor
government, and bring
about change nationally.
(DOK 1-2)
H.2.f: Analyze ideas
that are critical to the
understanding of
American history and
give examples of the
ideals involved in major
events and movements.
Topics to include limited
to representative
democracy, federalism,
capitalism.
(DOK 1-3)
G.2.a: Interpret from a
geographic perspective
the expansion of the
United States by
addressing issues of land,
security, and sovereignty.
(DOK 1-2)
E.1.a: Give examples of
international differences
in resources,
productivity, and prices
that provide a basis for
international trade.
(DOK 1-2)
C.1b: Analyze the
changing definition of
citizenship and give
examples of the
expansion of rights.
H.1.b: Analyze
evidence from
multiple sources
including those
with conflicting
accounts about
specific events in
United States
history.
(DOK 1-3)
C.1: Analyze
elements of
continuity and
change in the
United States
government and the
role of citizens over
time.
CCSS.ELA-
LITERACY.RH.6-8.3
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).
CCSS.ELA-
LITERACY.RH.6-8.6
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).
CCSS.ELA-
LITERACY.RH.6-8.9
Analyze the
relationship between a
primary and secondary
source on the same
topic.
United States
Constitution
Constitution
Suffrage
Articles of
Confederation
Ratification
Tariffs
Interstate Commerce
Inflation
Depression
Constitutional
Convention
Great Compromise
Three-Fifths
Compromise
Popular Sovereignty
Legislative Branch
Executive Branch
Judicial Branch
Checks and Balances
Antifederalists
Amendments
Bill of Rights
Federal System
Impeach
Veto
Executive Order
Pardons
Majority Rule
CCSS.ELA-
LITERACY.WHST.6-
8.1.C Use words, phrases, and
clauses to create
cohesion and clarify the
relationships among
claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-
LITERACY.WHST.6-
8.1.D Establish and maintain a
formal style.
CCSS.ELA-
LITERACY.WHST.6-
8.1.E Provide a concluding
statement or section that
follows from and
supports the argument
presented.
CCSS.ELA-
LITERACY.WHST.6-
8.6 Use technology,
including the Internet, to
produce and publish
writing and present the
relationships between
Greeley-Evans School District 6 Page 8 2015-2016
(DOK 1-3)
C.1.d: Evaluate the
result of various
strategies for political
change over time.
(DOK 1-3)
C.1.e: Analyze primary
sources supporting
democratic freedoms and
the founding of our
government. Documents
to include Constitution,
Bill of Rights and
explain how they provide
for continuity and
change.
(DOK 2-3)
Petition
Search Warrant
Due Process
Indict
Double Jeopardy
Eminent Domain
Naturalized Citizens
Electoral College
Precedent
Loose Construction
Strict Construction
Rule of Law
Responsibility
Common Good
Self-determination
Federalism
Republicanism
Federalists
Citizens
State’s Rights
Rights
Compromise
Natural Rights
Individual Rights
Citizenship Freedom
information and ideas
clearly and efficiently.
CCSS.ELA-
LITERACY.WHST.6-
8.8 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.
Greeley-Evans School District 6 Page 9 2015-2016
Greeley-Evans School District 6 Eighth Grade Social Studies Curriculum Guide
Unit 2: Creating a Nation Timeline: 4-6 Weeks Chapters: 5-7 and Corresponding On-Line Resources
Essential Question: What role did compromise play in the creation of the U.S. government?
Grade Level Expectations (GLE): Concept and skills students master: History 1: Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives History 2: The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through Reconstruction and their relationships with one another Geography 1: Use of geographical tools to analyze patterns in human and physical systems Economics 1: Economic freedom, including free trade, is important for economic growth Civics 1: Analyze elements of continuity and change in the United States government and the role of citizens over time Civics 2: The place of law in a constitutional system
Vocabulary: Rule of Law
Responsibility Common
Good
Self-determination
Democracy
Federalism Republicanism Federalists Citizens Democracy
State’s Rights
* Additional Chapter Vocabulary in textbook
Academic Vocabulary: Rights
Compromise Power
Natural Rights Individual Rights Citizenship Freedom
Identity
Systems
Inquiry Questions:
How is compromise reflected in our foundational documents?
How do differing interpretations affect the meaning of United States' foundational documents?
Does the Declaration of Independence read the same in 2016 as in 1776?
Which is more important for an enduring nation: individual rights or the common good? How has the United States balanced individual rights and the common good?
CDE Generalizations The establishment of and beliefs about the common good, and an individual’s rights, roles, and responsibilities, influences the development of a national identity Ongoing tensions and struggles between individual rights and the common good can redefine a nation’s identity The principles, institutions, and systems of a government reflect beliefs about power and authority
Assessments Evidence Outcomes
Mini Assessment 2 History 1 a. Use and interpret documents and other relevant primary and secondary sources pertaining to United States history from multiple perspectives.
Greeley-Evans School District 6 Page 10 2015-2016
Optional Assessments include:
Suggested End of the Unit Performance Task
Section and Chapter tests
History 2 b. Evaluate continuity and change over the course of United States history by examining various eras and determining major sources of conflict and compromise. History 2 f. Analyze ideas that are critical to the understanding of American history and give examples of the ideals involved in major events and movements. Topics to include but not limited to representative democracy, federalism, capitalism, abolition, temperance, nativism, and expansionism. Geography 1 c. Recognize the patterns and networks of economic interdependence. Economics 1 c. Explain effects of domestic policies on international trade. Economics 1 d. Explain why nations often restrict trade by using quota, tariffs, and non-tariff barriers. Civics 1 b. Analyze the changing definition of citizenship and give examples of the expansion of rights. Civics 1 d. Evaluate the results of various strategies for political change over time. Civics 1 e. Analyze primary sources supporting democratic freedoms and the founding of our government. Documents to include but not limited to Declaration of Independence, Constitution, Bill of Rights and explain how they provide for both continuity and change. Civics 1 f. Examine ways citizens may effectively voice opinions, monitor government, and bring about change nationally. Civics 2 a. Discern various types of law. Civics 2 b. Evaluate the strengths and weaknesses of rule of law. Civics 2 d. Explain the role and importance of the Constitution. Civics 2 g. Use a variety of resources to identify and evaluate issues that involve civic responsibility, individual rights, and the common good.
Instruction:
Supportive Resources: (Reference Side Bars in Teacher’s Edition)
Focus on Writing: A Newspaper Editorial pp 148/176
Reading Social Studies: Understanding Chronological pp 150-151
Analyzing Information: Origins of the Constitution pp 156-157
Primary Source: Compromise and the Slave Trade p 166
Biography: Benjamin Franklin p 169
Primary Source: Federalist Paper No. 10 p 172
Social Studies Skills: Determining Different Points of View p 174
Focus on Writing: A Pamphlet pp 178/228
Reading Social Studies: Summarizing Historical Text pp 180-181
Biography: James Madison p 187
Primary Source: The Constitution of the United States pp 188-215
Social Studies Skills: Determining the Context of Statements p 226
Focus on Writing: A Nobel Nomination pp 230/256
Reading Social Studies: Inferences about History pp 232-233
Primary Source: Role of a Citizen p 241
Greeley-Evans School District 6 Page 11 2015-2016
Primary Source: Washington’s Farewell Address p 248
Primary Source: The XYZ Affair p 252
Social Studies Skills: Making Group Decisions p 254 (Can Connect to Reasoning Wheel)
Writing Workshop: Explaining a Political Process pp 258-259
Suggested SCR Prompts: How have the basic values and principles of American democracy changed over time and in what ways have they been preserved?
How did the Founding Fathers compromise on the democratic principles of individual rights and the common good?
How has the common good changed over time? How does the Constitution reflect the beliefs of the Framers in regards to power and authority of the national government?
In what ways does the structure of the U.S. government divide power?
How does the Constitution establish the power and authority by/for the citizens of the United States? What sustains a national identity? When do the rights of the individual trump the common good and vice-versa?
What is the proper balance between the rights and responsibilities of the citizen and the common good? How does a government reflect beliefs about power and authority?
Resources: United States History Beginnings to 1877, Holt McDougal
Greeley-Evans School District 6 Page 12 2015-2016
Unit 3: Growth and Expansion (4-6 Weeks)
Suggested Big Idea The movement of people and ideas influences cultural diffusion by both enriching a culture and increasing social tensions Prepared Graduate
Competency H.2: Analyze key historical periods and patterns of change over time within and across national and cultures.
G.2: Examine places and regions and the connections among them.
E.1: Understand the allocation of scarce resources in societies through analysis of individual choice, market interactions, and public policy.
C.1: Analyze and practice rights, roles, and responsibilities of citizens.
End of Unit
Performance Task
Students will be able to examine how the movement of people and ideas influences cultural diffusion by both enriching a culture and increasing social
tension. Students will look for point of view, historical context, distortion, or propaganda and relevance through critiquing data for point of view,
historical context, distortion, or propaganda and relevance to historical inquiry as well as interpret maps and other geographic tools as a primary
source to analyze a historic issue.
Colorado Academic
Social Studies
Standards
Colorado Academic
Social Studies
Supporting Standards
Disciplinary Skill
Development Cross-Content
Connections
Complex Texts Vocabulary Writing Focus
H.2.a: Determine and
explain the historical
context of key people
and events including
the examination of
different
perspectives.(DOK 1-
2)
G.2.a: Analyze how
economic, political,
cultural, and social
processes interact to
shape patterns of
human population,
interdependence,
cooperation, and
conflict.
(DOK 1-3)
C.1.f: Examine ways
citizens may
effectively voice
opinions, monitor
government, and bring
about change
nationally.
(DOK 1-2)
H.2.b: Evaluate
continuity and change
over the course of
United States history
by examining various
eras and determining
major sources conflict
and compromise
(DOK 1-3)
H.2.c: Examine
factors that motivated
the military and
economic expansion.
(DOK 1-2)
H.2.f: Analyze ideas
that are critical to the
understanding of
American history and
give examples of
ideals involved in
major events and
movements. Topic to
include expansionism.
(DOK 1-3)
G.2.c: Interpret from
a geographic
perspective the
expansion of the
H.1.c: Critique
data for point of
view, historical
context,
distortion, or
propaganda and
relevance to
historical inquiry.
(DOK 1-3)
G.1.a: Interpret
maps and other
geographic tools
as a primary
source to analyze
a historic issue.
(DOK 1-3)
CCSS.ELA-
LITERACY.RH.6-8.3
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).
CCSS.ELA-
LITERACY.RH.6-8.6
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).
CCSS.ELA-
LITERACY.RH.6-8.9 Analyze the
relationship between a
primary and secondary
source on the same
topic.
Lewis and Clark diary
entries
Conflict
Trade
Settlement
Interdependence
Policy
Resources Perspectives
Sectionalism
Economic
Interdependence
Commerce
Spatial Distribution
Abolition
Expansion
Diffusion
Ideals
Movement
Allocation
Cooperation
Scarcity
Region
CCSS.ELA-
LITERACY.WHST.6-
8.1.C Use words, phrases, and
clauses to create
cohesion and clarify the
relationships among
claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-
LITERACY.WHST.6-
8.1.D Establish and maintain a
formal style.
CCSS.ELA-
LITERACY.WHST.6-
8.1.E Provide a concluding
statement or section that
follows from and
supports the argument
presented.
CCSS.ELA-
LITERACY.WHST.6-
8.6 Use technology,
including the Internet, to
produce and publish
writing and present the
relationships between
Greeley-Evans School District 6 Page 13 2015-2016
United States by
addressing issues of
land, security, and
sovereignty.
(DOK 1-2)
C.1.a: Describe
instances in which
major political, social,
economic, or cultural
changes occurred and
the reasons for the
changes.
(DOK 1-2)
information and ideas
clearly and efficiently.
CCSS.ELA-
LITERACY.WHST.6-
8.8 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.
Greeley-Evans School District 6 Page 14 2015-2016
Greeley-Evans School District 6 Eighth Grade Social Studies Curriculum Guide
Unit 3: Growth and Expansion
Timeline: 4-6 Weeks Chapters: 8-11 and Corresponding On-Line Resources
Essential Question:
How did geography, resources, and technology shape regional identity?
Grade Level Expectations (GLE): Concept and skills students master: History 1: Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives History 2: The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through Reconstruction and their relationships with one another Geography 1: Use geographic tools to analyze patterns in human and physical systems Geography 2: Conflict and cooperation occur over space and resources Economics 1: Economic freedom, including free trade, is important for economic growth Civics 1: Analyze elements of continuity and change in the United States government and the role of citizens over time
Vocabulary: Conflict Trade Settlement Interdependence Policy Resources Perspectives Sectionalism Economic Interdependence Commerce Spatial Distribution Abolition * Additional Chapter Vocabulary in textbook
Academic Vocabulary: Expansion Diffusion Ideals Movement Allocation Cooperation Scarcity Region
Inquiry Questions:
How did the westward movement of people and resources exacerbate the growing pains of our nation?
How would human settlement patterns be different if people did not trade? What are the benefits and challenges of trade at the international, national, state levels? CDE Generalizations Expansion and human settlement can lead to conflict and/or cooperation over the allocation and use of scarce resources
Successful settlement of varying regions necessitates interdependence and trade The movement of people and ideas influences cultural diffusion by both enriching a culture and increasing social tensions
Assessments Evidence Outcomes
Mini Assessment 3
History 1 a Use and interpret documents and other relevant primary and secondary sources pertaining to United States history from multiple perspectives.
Greeley-Evans School District 6 Page 15 2015-2016
Optional Assessments include:
Suggested End of the Unit Performance Task
Section and Chapter tests
History 2 b. Evaluate continuity and change over the course of United States history by examining various eras and determining major sources of conflict and compromise. History 2 c. Examine factors that motivated the military and economic expansion from the American Revolution through Reconstruction. History 2 d. Evaluate the impact of different factors- on topics to be included but not limited to gender, age, ethnicity, and class- on groups and individuals in the time period and the impact of these groups and individuals on the events of the time period. History 2 e. Analyze causes and effects of major conflicts from the origins of the American Revolution through Reconstruction. History 2 f. Analyze ideas that are critical to the understanding of American history and give examples of the ideals involved in major events and movements. Topics to include but not limited to representative democracy, federalism, capitalism, abolition, temperance, nativism, and expansionism. Geography 1 a. Interpret maps and other geographic tools as a primary source to analyze a historic issue. Geography 1 d. Explain the establishment of human settlements in relationship to physical attributes and important regional connections. Geography 2 a. Analyze how economic, political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation and conflict. Geography 2 b. Compare how differing geographic perspectives apply to a historic issue. Geography 2 c. Interpret from a geographic perspective the expansion of the United States by addressing issues of land, security, and sovereignty. Economics 1 a. Give examples of international difference in resources, productivity, and prices that provide a basis for international trade. Economics 1 c. Explain effects of domestic policies on international trade. Economics 1 d. Explain why nations often restrict trade by using quota, tariffs, and non-tariff barriers. Civics 1 a. Describe instances in which major political, social, economic, or cultural changes occurred and the reasons for the changes. Civics 1 b. Analyze the changing definition of citizenship and give examples of the expansion of rights. Civics 1 c. Describe examples of citizens and groups who have influenced change in United States government and politics. Civics 1 d. Evaluate the results of various strategies for political change over time. Civics 1 f. Examine ways citizens may effectively voice opinions, monitor government, and bring about change nationally.
Instruction:
Supportive Resources: (Reference Side Bars in Teacher’s Edition)
Focus on Writing: A Letter of Recommendation pp 262/292
Reading Social Studies: Public Documents in History pp 264-265
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Primary Source: Jefferson’s Inaugural Address p 268
Biography: Thomas Jefferson p 271
Primary Source: September 17, 1804, Great Plains p 276
Primary Source: The Embargo Act p 281
Primary Source: Views or War p 282
Interpreting Maps: America’s Growth 1820 pp 288-289
Social Studies Skills: Working in Groups to Solve Issues p 290
Multimedia Connections: p 293 MC 1-2
Focus on Writing: A Character Sketch pp 294/316
Reading Social Studies: Bias and Historical Events pp 296-297
Primary Source: The Monroe Doctrine p 300
Interpreting Maps: The Erie Canal pp 306-307
Literature in History: The American Frontier pp 312-313
Social Studies Skills: Identifying Central Issues p 314
Focus on Writing: An Interview pp 318/340
Reading Social Studies: Drawing Conclusions About the Past pp 320-321
Biography: Andrew Jackson p 325
Primary Source: States’ Rights vs. The Union p 329
Primary Source: Jackson Against the Bank p 330
Primary Source: Trail of Tears p 334
Interpreting Maps: The Indian Removal Treaties pp 336-337
Social Studies Skills: Solving Problems p 338
Focus on Writing: Outline for a Documentary Film pp342/374
Reading Social Studies: Vocabulary in Context pp 344-345
Biography: Mariano Guadalupe Vallejo p 357
Interpreting Maps: Mexican-American War p 359
Interpreting Maps: America’s Growth 1850 pp 370-371
Social Studies Skills: Interpreting Maps: Expansion p 372
Multimedia Connections: p 375 MC 1-2
Writing Workshop: Cause and Effect in History pp 376-377
Suggested SCR Prompts: Why did the idea of Manifest Destiny lead to conflict?
How did the beliefs about resource ownership and usage shape the idea of Manifest Destiny?
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How did transportation systems such as canals and railroads simultaneously connect regions and increase tensions?
How did a lack of interdependence among regions lead to sectionalism in the United States?
What ideals did the women’s movement and the abolition movement share?
How did tensions over slavery increase conflict across the country?
Under what circumstances do demographic shifts disrupt traditional or prevailing beliefs about human and environmental interactions?
How do human settlement patterns encourage interdependence among regions?
Why do some ideas move between cultures and others are bound in time and place?
Resources: United States History Beginnings to 1877, Holt McDougal
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Unit 4: A Nation Divided (7-9 weeks)
Suggested Big Idea People’s geographic location can influence their perspective on economic, social, and cultural issues Prepared Graduate
Competency H.2: Analyze key historical periods and patterns of change over time within and across national and cultures.
G.2: Examine places and regions and the connections among them.
E.1: Understand the allocation of scarce resources in societies through analysis of individual choice, market interactions, and public policy.
C.1: Analyze and practice rights, roles, and responsibilities of citizens.
End of Unit
Performance Task
Students will be able to construct a written historical argument about how people’s geographic location can influence their perspective on economic,
social, and cultural issues through the use or understanding of primary and secondary sources.
Colorado Academic
Social Studies
Standards
Colorado Academic
Social Studies
Supporting Standards
Disciplinary Skill
Development Cross-Content
Connections
Complex Texts Vocabulary Writing Focus
H.2.a: Determine and
explain the historical
context of key people
and events including
the examination of
different perspectives.
(DOK 1-2)
G.2.a: Analyze how
economic, political,
cultural, and social
processes interact to
shape patterns of
human population,
interdependence,
cooperation, and
conflict.
(DOK 1-3)
C.1.f: Examine ways
citizens may
effectively voice
opinions, monitor
government, and bring
about change
nationally.
(DOK 1-2)
H.2.b: Evaluate
continuity and change
over the course of
United States history
by examining various
eras and determining
major sources of
conflict and
compromise.
(DOK 1-3)
H.2.e: Analyze causes
and effects of major
conflicts.
(DOK 1-3)
G.2.b: Compare how
differing geographic
perspectives apply to a
historic issue.
(DOK 1-2)
C.1.a: Describe
instances in which
major political, social,
economic, or cultural
changes occurred and
the reasons for the
changes.
(DOK 1-2)
C.1.b: Analyze the
changing definition o
citizenship and give
H.1.d: Construct
a written
historical
argument on the
use or
understanding of
primary and
secondary
sources.
CCSS.ELA-
LITERACY.RH.6-8.3
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).
CCSS.ELA-
LITERACY.RH.6-8.6
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).
CCSS.ELA-
LITERACY.RH.6-8.9 Analyze the
relationship between a
primary and secondary
source on the same
topic.
Human Rights
Abolition
Sectionalism
Federalism
State’s Rights
Popular Sovereignty
Abolition
Confederate
Confederacy
Union
Slavery
Sectionalism
Secede
Federalism
Perspective
Oppression
Reconstruction
CCSS.ELA-
LITERACY.WHST.6-
8.1.C Use words, phrases, and
clauses to create
cohesion and clarify the
relationships among
claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-
LITERACY.WHST.6-
8.1.D Establish and maintain a
formal style.
CCSS.ELA-
LITERACY.WHST.6-
8.1.E Provide a concluding
statement or section that
follows from and
supports the argument
presented.
CCSS.ELA-
LITERACY.WHST.6-
8.6 Use technology,
including the Internet, to
produce and publish
writing and present the
relationships between
information and ideas
clearly and efficiently.
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examples of the
expansion of rights.
(DOK 1-3)
C.1.c: Describe
examples of citizens
and groups how have
influenced change in
United States
government and
politics.
(DOK 1-2)
CCSS.ELA-
LITERACY.WHST.6-
8.8 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.
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Greeley-Evans School District 6 Eighth Grade Social Studies Curriculum Guide
Unit 4: A Nation Divided
Timeline: 7-9 Weeks Chapters: 12-17 and Corresponding On-Line Resources
Essential Question:
How does the differing interpretation of rights lead to regional identity and conflict between the North and the South?
Grade Level Expectations (GLE): Concept and skills students master: History 1: Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives History 2: The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through Reconstruction and their relationships with one another Geography 1: Use Geographic tools to analyze patterns in human and physical systems Geography 2: Conflict and cooperation occur over space and resources Economics 1: Economic freedom, including free trade, is important for economic growth Civics 1: Analyze elements of continuity and change in the United States government and the role of citizens over time Civics 2: The place of law in a constitutional systems
Vocabulary: Human Rights Abolition Sectionalism Federalism State’s Rights Popular Sovereignty Abolition Confederate Confederacy Union Slavery Sectionalism Secede Federalism * Additional Chapter Vocabulary in textbook
Academic Vocabulary: Perspective Oppression Reconstruction
Inquiry Questions:
To what extent was the Civil War an extension of the American Revolution?
How do groups of people demand equal opportunity and freedom?
How have various people throughout U.S. History promoted change in the face of oppression?
Is the struggle for personal rights ever over?
CDE Generalizations Different perspectives that challenge prevailing traditions can create conflict and bring about societal change Civil wars typically disrupt the patterns and networks of economic interdependence both intra-nationally and internationally People’s geographic location can influence their perspective on economic, social, and cultural issues Constitutional challenges and/or changes arise as a result of differing definitions of human right
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Assessments Evidence Outcomes
Common Assessment 2 Optional Assessments include:
Suggested End of the Unit Performance Task
Section and Chapter tests
History 1 d. Construct a written historical argument on the use of understanding primary and secondary sources. History 2 b. Evaluate continuity and change over the course of United States history by examining various eras and determining major sources of conflict and compromise. History 2 c. Examine factors that motivated the military and economic expansion from the American Revolution through Reconstruction. History 2 d. Evaluate the impact of different factors- on topics to be included but not limited to gender, age, ethnicity, and class- on groups and individuals in the time period and the impact of these groups and individuals on the events of the time period. History 2 e. Analyze causes and effects of major conflicts from the origins of the American Revolution through Reconstruction History 2 f. Analyze ideas that are critical to the understanding of American history and give examples of the ideals involved in major events and movements. Topics to include but not limited to representative democracy, federalism, capitalism, abolition, temperance, nativism, and expansionism. Geography 1 a. Interpret maps and other geographic tools as a primary source to analyze a historic issue. Geography 1 c. Recognize the patterns and networks of economic interdependence. Geography 1 e. Calculate and analyze population trends. Geography 2 a. Analyze how economic, political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation and conflict. Geography 2 b. Compare how differing geographic perspectives apply to a historic issue. Geography 2 c. Interpret from a geographic perspective the expansion of the United States by addressing issues of land, security, and sovereignty. Economics 1 a. Give examples of international difference in resources, productivity, and prices that provide a basis for international trade. Economics 1 c. Explain effects of domestic policies on international trade. Economics 1 d. Explain why nations often restrict trade by using quota, tariffs, and non-tariff barriers. Civics 1 a. Describe instances in which major political, social, economic, or cultural changes occurred and the reasons for the changes. Civics 1 b. Analyze the changing definition of citizenship and give examples of the expansion of rights. Civics 1 c. Describe examples of citizens and groups who have influenced change in United States government and politics. Civics 1 d. Evaluate the results of various strategies for political change over time. Civics 1 e. Analyze primary sources supporting democratic freedoms and the founding of our government. Documents to include but not limited to Declaration of Independence, Constitution, Bill of Rights and explain how they provide for both continuity and change. Civics 1 f. Examine ways citizens may effectively voice opinions, monitor government, and bring about change nationally. Civics 2 a. Discern various types of law.
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Civics 2 c. Describe and engage in various means of conflict management. Civics 2 d. Explain the role and importance of the Constitution. Civics 2 f. Explain how state and federal court power of judicial review is reflected in the United States form of constitutional government.
Instruction:
Supportive Resources (Reference Side Bars in Teacher’s Edition)
Focus on Writing: Newspaper Advertisement pp 380/408
Reading Social Studies: Causes and Effects in History 382-383
Primary Source: Family Wanted p 391
Analyzing Visuals: Life of a Mill Girl p 393
Primary Source: Sarah G. Bagely p 394
Biography: Samuel Morse p 403
Social Studies Skills: Personal Conviction and Bias p 406
Focus on Writing: A Biographical Sketch pp 410/432
Reading Social Studies: Online Research pp 412-413
Primary Source: Nat Turner’s Rebellion p 429
Social Studies Skills: Interpreting Graphs p 430
Focus on Writing: Persuasive Letter pp 434/470
Reading Social Studies: Information and Propaganda pp 436-437
Analyzing Visuals: New York City Mid-1800s p 441
Literature in History: Romanticism and Realism pp 446-447
Primary Source: Horace Mann to the Board of Education p 451
Primary Source: Anti-abolitionist Rally p 458
Biography: Frederick Douglas p 460
Primary Source: Declaration of Sentiments p 464
Biography: Elizabeth Cady Stanton p 467
Social Studies Skills: Accepting Social Responsibility p 468
Focus on Writing: Writing an Autobiographical Sketch pp 472/500
Reading Social Studies: Facts, Opinions, and the Past pp 474-475
Primary Source: The Seventh of March Speech p 478
Primary Source: Southern View of the Compromise of 1850 p 479
Primary Source: A fugitive Slave Convention p 480
Literature in History: Antislavery Literature p 482-483
Primary Source: A House Divided p 491
Primary Source: John Brown’s Last Speech p 494
Social Studies Skills: Assessing Primary and Secondary Sources p 498
Writing Workshop: Comparing People and Events pp 502-503
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Focus on Writing: Newspaper Article pp 506/546
Reading Social Studies: Supporting Facts and Details pp 508-509
Primary Source: Anaconda Plan p 520
Primary Source: Response to Farragut p 524
Interpreting Maps: The Vicksburg Strategy pp 526-527
Primary Source: June 23, 1863 p 531
Biography: Abraham Lincoln p 535
Interactive Map: Pickett’s Charge p 539
Social Studies Skills: Interpreting Political Cartoons p 544
Multimedia Connections p 547 MC1-MC2
Focus on Writing: Job History pp 548/574
Reading Social Studies: Analyzing Historical Information pp 550-551
Primary Source: Supporting Radical Republican Ideas p 559
Primary Source: Johnson vs. Stevens p 560
Social Studies Skills: Chance, Oversight, and Error in History p 572
Writing Workshop: A Social Studies Report pp 576-579
Suggested SCR Prompts: What examples of dominant/prevailing cultural, social, and economic traditions characterized life in the North, South, and the West?
Which differing perspectives created conflict among the North, the South, and the West?
How did the geography of the North and South effect the economic development of both societies?
How did the geography and economic development of both the North and South lead to social oppression in the South?
How was the Union able to prevent the Confederacy from obtaining the aid of the British during the Civil War?
Which individuals and events challenged the status quo in the North and South, and toward what end?
How did a person’s geographic location influence their perspective on slavery and abolition? How did the concept of popular sovereignty influence people’s perspective on federal territorial lands in the mid-1800’s? What changes were made to the U.S. Constitution in the 19th century that reflected the changing views of “human property” and human rights?
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How are traditions reflective of beliefs and ideals? How does geography impact the economic prosperity and social values of a region? How do sectionalism and regionalism impact perspective? How do continuity and change maintain a free and democratic society as reflected in governmental policy?
Resources: United States History Beginnings to 1877, Holt McDougal
Complex Texts located in Holt McDougal textbook and online resources. Read Like a Historian • Holt McDougal Online Resource – United States History: Beginnings to 1877 Reading Social Studies • Holt McDougal Online Resource – United States History: Beginnings to 1877 Geography and Map Skills • Holt McDougal Online Resource – United States History: Beginnings to 1877 Historical Documents • Holt McDougal Online Resource – United States History: Beginnings to 1877 The Magna Carta • Holt McDougal Online Resource – United States History: Beginnings to 1877 The English Bill of Rights • Holt McDougal Online Resource – United States History: Beginnings to 1877 The Mayflower Compact • Holt McDougal Online Resource – United States History: Beginnings to 1877 Patrick Henry’s Speech – Give Me Liberty or Give Me Death • Holt McDougal Online Resource – United States History: Beginnings to 1877 The Declaration of Independence
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• Holt McDougal Online Resource – United States History: Beginnings to 1877 The Federalist Papers • Holt McDougal Online Resource – United States History: Beginnings to 1877 The Articles of Confederation • Holt McDougal Online Resource – United States History: Beginnings to 1877 The Constitution of the United States of America • Holt McDougal Online Resource – United States History: Beginnings to 1877 Thomas Paine’s - Common Sense • Holt McDougal Textbook – United States History: Beginnings to 1877 “[There] is something very absurd in supporting a continent to be perpetually [forever] governed by an island.” This plainspoken argument against British rule over America appeared in Common Sense, a 47-page pamphlet that was distributed in Philadelphia in January 1776. Common Sense was published anonymously that is, without the author’s name. The author, Thomas Paine, argued that citizens, not kings and queens, should make laws. At a time when monarchs ruled much of the world, this was a bold idea. News of the work spread throughout the colonies, eventually selling some 500,000 copies. Paine reached a wide audience by writing as a common person speaking to common people. Common Sense changed the way many colonists viewed their king. It made a strong case for economic freedom and for the right to military self-defense. It cried out against tyranny that is, the abuse of government power. Thomas Paine’s words rang out in his time, and they have echoed throughout American history. READING CHECK Supporting a Point of View Would you have agreed with Thomas Paine? Explain. The Gettysburg Address • Holt McDougal Online Resource – United States History: Beginnings to 1877