Social Studies Framework Quarter 1 Grade 8

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan. The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.

Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at the end of this document.) Document–Based Questions (DBQs) and Text

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Social Studies Framework Quarter 1 Grade 8

Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TNCore.orghttp://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

Framework Contents:2

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KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

Social Studies Framework Quarter 1 Grade 8

Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) WIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Lesson Activities – Suggestions for use in planning lessons w/ literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleNote:

What is a DBQ/TDQ?

Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.

DBQS/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.

Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

*If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as Google Chrome or Mozilla Firefox.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By

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Social Studies Framework Quarter 1 Grade 8

referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

WIDA

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Example: 6-8 Listening

Maps

Entering:

Identify locations of land and water masses on maps based on oral statements, and check with a partner

Beginning:

Sort locations on maps by land or water masses based on oral statements, and check with a partner

Developing:

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WIDA Exampleshttps://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

Social Studies Framework Quarter 1 Grade 8

Identify specific geographic locations (e.g., time zones, latitude, longitude) on maps based on oral information, and check with a partner

Expanding:

Compare and contrast locations on maps (e.g., cities in Northern and Southern Hemispheres) from oral descriptions, and check with a partner

Bridging:

Evaluate locations on maps for different purposes from oral descriptions

Example: 6-8 Writing

Ancient/Medieval civilizations

Entering: Identify features of historical periods from illustrations and word/phrase banks and share with a partner in L1 or L2

Beginning:

Describe features of historical periods using notes from graphic organizers and share with a partner in L1 or L2

Developing:

Compare historical periods using sentences from graphic organizers and share with a partner

Expanding:

Produce contrastive summaries of historical periods using information from graphic organizers and share with a partner

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Social Studies Framework Quarter 1 Grade 8

Bridging: Create historical essays descriptive of past civilizations

Common Core State Standards: Focus on Vocabulary

Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts. (Ex: write, read, build)

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. Tier 2 words present challenges to students who primarily meet them in print. (Ex: composed, apply, establish)

Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content. (Ex: reformation, legislation, medieval, and Socialism)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word with the written

word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.

ReferencesMcEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.

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Social Studies Framework Quarter 1 Grade 8

8th Grade - Topics and Big Ideas

Suggested Time

1st Quarter Suggested Time 2nd Quarter

Week 1-3 Topic: Colonialism (1600-1750)Big Ideas: What are the reasons for the movement of people, how were indigenous people impacted by colonization, how was land developed into colonies.

Week 1-2 Topic: Growth of a Young Nation (1789-1849)Big Ideas: Explain the new cultural and political identify of our nation as it establishes itself domestically and internationally. Examine how the United States grows under the presidency of Jefferson.

Week 4-6 Topic: Development of a New Nation (1720-1787)Big Ideas: What leads to the founding of the nation? Understand the conflicts between the loyalists and patriots and the events and/or disagreements that led to the American Revolution.

Week 3-5 Topic: The United States’ Role on the World Stage (1789-1849)Big Ideas: Examine the influence of the United States on foreign relations in the early 1800s. How does the United States continue to grow? What changes in policy does the Monroe Doctrine represent?

Week 7-9 Topic: The Constitution and Foundation of the American Political System (1777-1789)Big Ideas: What are the political principles of the Constitution? Understand the foundation of the American political system and civic participation.

Week 6-9 Topic: The Sectionalism of the American North, South and West (1800-1850) part 1Big Idea: Identify the political and social characteristics of the regions of the United States. How does geography, industry, and ancestry impact cultural development?

Suggested Time

3rd Quarter Suggested Time 4th Quarter

Week 1 Topic: The Sectionalism of the American North, South and West (1800-1850) part 2Big Idea: Identify the political and social characteristics of the regions of the United States. How does geography, industry, and ancestry impact cultural development?

Weeks 1-3 Topic: Reconstruction (1865-1877)Big Ideas: How does a country rebuild itself after war? Examine the policies of reconstruction and the changing political landscape in the United States.

Weeks 2-5 Topic: Slavery in America (1800-1850)Big Idea: How did slavery develop in colonial and post-colonial America? What were the laws governing slavery and major court cases regarding the rights of slaves and freedmen? Examine the many ways slavery was resisted and how it was debated politically.

Weeks 4-5 Topic: Westward Expansion after the Civil War (1865-1890)Big Ideas: How does the United States continue to expand? What is the relationship between geography, industry, and culture? What political and economic changes came to the United States as a result of expansion?

Weeks 6-9 Topic: Civil War (1830-1865)Big Ideas: Examine the causes, key events, and consequences of the Civil War.

Weeks 6-9 Topic: Citizenship UnitBig Ideas: What is citizenship? Examine the civic responsibility of citizens by examining the founding documents of the United States.

* Please note these time frames are suggested/estimated times. Actual class instruction may vary due to schedule complications, remediation efforts or other factors.

Colonialism (1600-1750)Weeks: 1-3

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Social Studies Framework Quarter 1 Grade 8

Textbook & Anchor Text:McGraw-Hill Discovering Our Past: A History of the United States, Early Years (1370L)TN State recommended Primary Documents and Supporting Readings:excerpts from The First Virginia Charter, 1606 (NR-L) http://avalon.law.yale.edu/17th_century/va01.aspThe Mayflower Compact, 1620 (Lexile: 980L ) http://avalon.law.yale.edu/17th_century/mayflower.aspexcerpts from the Charter of Massachusetts Bay Colony, 1629 (870L) http://avalon.law.yale.edu/17th_century/mayflower.aspexcerpts from The Fundamental Orders of Connecticut, 1639 (1030L) http://lonang.com/library/organic/1639-foc/excerpts from The Maryland Toleration Act, 1649 (1460L) http://avalon.law.yale.edu/18th_century/maryland_toleration.aspexcerpts from The New England Articles of Confederation (1350L) http://avalon.law.yale.edu/17th_century/art1613.aspexcerpts from A Historie of Virginia, (“starving time”) John Smith (850L) http://www.americanjourneys.org/pdf/AJ-082.pdfexcerpts from Of Plymouth Plantation, William Bradford (850L) http://mith.umd.edu/eada/html/display.php?docs=bradford_history.xml

TN State Social Studies Standards Big Ideas, Questions and Vocabulary Weeks 1-4 Suggested Activities and Resources

8.1 Explain the primary motivations for English colonization of the New World, including the rise of the middle class, joint stock companies, the need to move surplus population and the search for religious freedom.

Valid reasons for the movement of people.

Indigenous people were impacted by colonization.

Land developed into colonies.

8.1 Why did colonization happen?

What are the reasons for the movement of people?

Sample Assessment Pg. 78-80 Have students complete this assessment after Week 2 to check for understanding.

Textbook Reference: Chapter 3 - Colonial America pages 57-80 and Chapter 4 – Life in the American Colonies pages 81-108.TBQ: Using the text as your source, write an explanation of the primary motivations for English colonization of the New World, including the rise of the middle class, joint stock companies, the need to move surplus population and the search for religious freedom. What are motivations for venturing out to the “new” world?

The First Virginia Charter, 1606 http://avalon.law.yale.edu/17th_century/va01.asp

Literacy 6-8.1, WHST.6-8.2

8.1, 8.3: Religious freedom - Textbook p. 64-68, read lesson section and answer #4 p. 68.

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Social Studies Framework Quarter 1 Grade 8

8.2 Trace and explain the founding of the Jamestown colony.

8.3 Explain the founding of the Plymouth Colony, including Separatists, William Bradford, the Mayflower, the Mayflower Compact and Squanto.

8.2 How was Jamestown founded?

8.3 How do people agree to set up a new colony together?

8.3 How did Plymouth colony form?

Literacy RH.6-8,1, WHST.6-8.1

8.1: Create an advertisement for a newspaper in England that encourages people to come to America in the 1600s. Advertisements should be multi-paragraph and explain four reasons why people should be motivated to move to the New World. Reference: Textbook Ch. 4 Lesson 1, Tennessee Connection p. 63.Literacy WHST.6-8.18.2: Create a timeline of the founding of the Jamestown colony. It should have at least eight events (ex: crowning of James I, Virginia Company charter, leaving England, arriving in New World, naming of the settlement, appointment of John Smith, starving times, headright, arrival of women at Jamestown, expansion of Virginia, etc.) Timeline should have captions to explain the importance of the dates. Reference: Textbook p. 61-63. Literacy RH.6-8.7

8.2 Students should look through the ‘crime scene documents’ to determine what happened at Jamestown. DBQ - Documents and prompt at: http://hsionline.org/cases/jamestown/jamestown_student.htm Literacy RH.6-8.7, WHST.6-8.2

8.3: Create a four door foldable that explains the founding of the Plymouth Colony. Students should have summary paragraphs for each door, with one door on separatists, the Mayflower, the Mayflower Compact, and Squanto. Reference: Textbook p. 64-66, Reference for four-window foldable: https://cherraolthof.wordpress.com/2012/03/31/foldables-

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Social Studies Framework Quarter 1 Grade 8

8.4 Analyze the reasons for the settlement of the Massachusetts Bay Colony and the events and the key figures of the early colonies. Including: Non-separatists/Puritans, John Winthrop, theocracy, Town meetings, Anne Hutchinson and Roger Williams - Rhode Island, Thomas Hooker – Connecticut, Salem Witchcraft trails.

8.4 Why did the Massachusetts Bay Colony form?

the-four-window/

The Mayflower Compact, http://avalon.law.yale.edu/17th_century/mayflower.asp

Literacy RH.6-8.2, WHST.6-8.1

8.4: Assign students in collaborative groups the eight main topics of the standard (reasons for settlement, non-separatists vs. Puritans, John Winthrop, theocracy, town meetings, Anne Hutchinson, Roger Williams, Thomas Hooker, and the Salem witchcraft trails). They should create a poster-presentation on their topic and its connection to the settlement of and importance within the New England colonies. Students should present their findings to the class. Reference: Ch. 3 Lesson 2.

Literacy RH.6-8.2, WHST.6-8.1

Use these links for additional information.

the Charter of Massachusetts Bay Colony, 1629 http://avalon.law.yale.edu/17th_century/mayflower.aspThe Fundamental Orders of Connecticut, 1639 http://lonang.com/library/organic/1639-foc/The Maryland Toleration Act, 1649 http://avalon.law.yale.edu/18th_century/maryland_toleration.aspThe New England Articles of Confederation http://avalon.law.yale.edu/17th_century/art1613.aspA Historie of Virginia, (“starving time”) John Smith http://www.americanjourneys.org/pdf/AJ-082.pdf

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Social Studies Framework Quarter 1 Grade 8

8.5 Describe the settlement of New Netherlands and the subsequent possession of the colony by the English.

8.6 Analyze the founding of Pennsylvania as a haven for Quakers and the tolerance that drew many different groups to the colony.

8.7 Explain the reasons behind the settlement of the Georgia Colony, including the role of James Oglethorpe and Georgia as a debtor colony and a buffer colony.

8.8 Describe the location and reasons for French exploration and settlements in North America, including the Huguenots.

8.5 How did the English gain control of the New Netherlands?

8.5/8.6 How did European powers maintain control of their colonies and expand?

8.6 Why did religious groups flee Europe?

8.7 What happens when you are indebted to someone?

8.8 Why did the French Explore North America?

excerpts from Of Plymouth Plantation, William Bradford (850L) http://mith.umd.edu/eada/html/display.php?docs=bradford_history.xml

Literacy WHST.6-8.1

8.5/8.6: Students should create two chain reaction graphic organizer that explains the settlement of New Netherlands and Pennsylvania. Reference: Textbook: Ch. 3 Lesson 3. Reference for graphic organizer: http://www.weareteachers.com/blogs/post/2015/03/16/free-printable-of-the-week-chain-reaction-cause-and-effect-graphic-organizer-for-grades-4 Literacy RH.6-8.7, WHST.6-8.2

8.7: Write a letter to the king asking for a charter for a colony. Explain why you are founding Georgia and how it might benefit England. Write from the point of view of James Oglethorpe. Reference: Textbook Ch. 3 Lesson 4. Reference: Answer guidance, teacher’s edition p. 77 answer for #5.

Literacy WHST.6-8.1

8.8 TBQ: Using the reference given and Ch. 4 Lesson 1 in the textbook pp.81-89, students should draft a letter to their family back in France explaining their reasons for

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Social Studies Framework Quarter 1 Grade 8

8.9 Cite textual evidence analyzing examples of both cooperation and conflict between Native Americans and colonists, including agriculture, trade, cultural exchanges and military alliances and/or conflicts.

8.10 Locate and identify the first 13 colonies describing how their location and geographic features influenced their development.

8.11 Describe the significance of and the leaders of the First Great Awakening, the growth in religious toleration and the free exercise of religion.

How were indigenous people impacted by colonization?

8.9 What was the relationship between Native Americans and colonists?

8.10 How does geography impact the way we live?

8.11 What is freedom of religion?

coming to North America. They should also let their family know how and where they are living. Reference: http://huguenotsocietyofamerica.org/?page=Huguenot-History

Literacy WHST.6-8.1,2

The Maryland Toleration Act, 1649 (1460L) http://avalon.law.yale.edu/18th_century/maryland_toleration.asp

8.9: Students should create a four tab foldable on Native American cooperation and conflict. Labels for the doors: 1) agriculture and trade, 2) cultural exchange, 3) military alliances and 4) conflicts. Students should cite examples from their textbook, utilizing Ch. 3 and Ch. 4.

Literacy WHST.6-8.1

8.10: Create a map of the thirteen colonies (p. 83). Students should create a 3-4 sentence summary for each colony explaining the connection between their location and their eventual development (agriculture produced there, how it was colonized, professions, etc.) Literacy RH.6-8.7, WHST.6-8.1

A Historie of Virginia, (“starving time”) John Smith (850L) http://www.americanjourneys.org/pdf/AJ-082.pdf

8.11: Utilizing the online resource, have students make a brochure on the Great Awakening. Sections include: the basics of the Great Awakening, its origins, key figures,

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Social Studies Framework Quarter 1 Grade 8

8.12 Compare and contrast the day to day colonial life for men, women and children in different regions and of different ethnicities, including the systems of indentured servitude, as well as their connection to the land.

8.12 What was life like in the colonies?

and its significance. Reference: Textbook p. 98-99, http://www.great-awakening.com/the-great-awakening-2/roots-of-revolution/

Literacy RH.6-8.7, WHST.6-8.1

8.12 Compare and contrast the day to day colonial life for men, women and children in different regions and of different ethnicities, including the systems of indentured servitude, as well as their connection to the land. p. 64-68

Literacy RH.6-8.7 , WHST.6-8.2

A Historie of Virginia, (“starving time”) John Smith (850L) http://www.americanjourneys.org/pdf/AJ-082.pdf

8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, and 8.10: Assign students different colonies and have them create a recruitment poster to be used in Europe that would attract new people to the colonies. Express as many positive motivations as possible. On the back, create a list of all of the negative factors that would discourage someone from coming to the same location. Have students present their posters to the class. Reference: Textbook, Chapter 3.

Plymouth Plantation, William Bradford (850L) http://mith.umd.edu/eada/html/display.php?

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Social Studies Framework Quarter 1 Grade 8

8.13 Analyze the ideas that significantly impacted the development of colonial self-government by citing textual evidence and examining multiple perspectives.

8.28 Describe the significance of the Magna Carta, the English Bill of Rights and the Mayflower Compact in relation to the development of government in America.

8.14 Identify the origins and development of slavery in the colonies, overt and passive resistance to enslavement and the Middle Passage.

8.13 What does it mean to govern oneself?

8.28 How did the Magna Carta, English Bill of Rights, Mayflower and Compact impact the development of American government?

8.14 Why did slavery happen in the Americas?

Content Vocabulary (Tier 3): Burgess, head right, joint-stock company, mercantilism, import, subsistence farming, indentured servant, debtor, constitution, estates, indigo, representative government, immigration, epidemic, Iroquois Confederacy, patron, pacifist, ethnic, export, militia, cash crop, triangular trade, slave code, principal victual.

Academic Vocabulary (Tier 2): Charter, investigate, expand, dissent, allay, civic, virtue, convert, dominate, persecute, tolerance, enforce, policy, suspend, impose, neutral, diversity, adapt, apprentice, alliance, emphasis, function.

docs=bradford_history.xml

Literacy RH.6-8.7, WHST.6-8.2

8.12: Using textbook p. 64-68, 68-72 & 73-77 and 84-86 (all) as a reference, assume the role of someone from the New England, Middle or Southern Colonies. Create a journal written in the voice of the colonist describing everyday life discuss items that may include geographic, societal/cultural, political and economic factors. Describe the typical living conditions for their colony including tools used and possessions owned.

Literacy WHST.6-8.1

8.13/8.28: Write an essay explaining the development of self-rule in the colonies, utilizing citations from the Magna Carta, English Bill of Rights, and other sources. References: Textbook, Ch. 4 Lesson 2. Magna Carta - http://media2.k12.mhedu.com/repository/private_data/DOC/50000094/25/ 50.pdf The English Bill of Rights - http://avalon.law.yale.edu/17th_century/england.asp

Literacy WHST.6-8.1

8.14: Primary Source - Narrative of Olaudah Equiano who was kidnapped in Africa and sold into slavery - Textbook p. 90-91. Read as class. Answer #1-3 in Analyzing Literature DBQs. Students should cite evidence from the text in their answers. Students should also write a paragraph explaining how they think Equiano’s book might have helped the antislavery movement in the colonies. Literacy WHST.6-8.1

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Social Studies Framework Quarter 1 Grade 8

See pg. 5 for Vocabulary Instructions 8.14: Middle Passage graphic novel – Read graphic novel to learn about the experiences of enslaved individuals as they were headed to the American Colonies. Students can create their own graphic novels about the capture and travel of Olaudah Equiano.

http://media2.k12.mhedu.com/repository/private_data/DOC/50000232/44/98.pdf Literacy RH.6-8.7

Assessment: See Chapter/Workbook assessments for

Ch. 3 and 4.

Development of a New Nation (1720-1787)Weeks: 4-6

Text: McGraw-Hill Discovering Our Past: A History of the United States, Early Years (1370L)TN State recommended Primary Documents and Supporting Readings:excerpts from Andrew Hamilton’s closing argument in the trial of John Peter Zenger (1370L) http://law2.umkc.edu/faculty/projects/ftrials/zenger/zengeraccount.htmlexcerpts from John Donelson’s journal (1070L) https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0ahUKEwitkPGprrHMAhWJs4MKHSQKDkQQFghKMAY&url=http%3A%2F%2Fwww.teachtnhistory.org%2Ffile%2FExcerpts

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Social Studies Framework Quarter 1 Grade 8

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TN State Social Studies Standards Big Ideas, Questions and Vocabulary Suggested Activities and Resources

8.15 Compare the government structures and economic base and cultural traditions of New France and the English colonies.

8.16 Explain how the practice of salutary neglect, experience with self-government and wide spread ownership of land-fostered individualism and contributed to the American Revolution.

8.17 Evaluate the contributions of Benjamin Franklin to American society in the areas of science, writing and literature, and politics, including analysis of excerpts from Poor Richard’s Almanac, The Autobiography of Benjamin Franklin, and the Albany Plan of Union and the "Join or Die" cartoon.

8.18 Describe the impact of the John Peter Zenger trial on the development of the principle of a free press.

8.19 Describe the causes, course, and outcome of the

What leads to the founding of the nation?

Understanding the conflicts between the loyalists and patriots and the events and/or disagreements that led

to the American Revolution.

8.15 Interactions that the colonists experienced lead to the desires for a new government.

8.16 How did land ownership impact individuals and the style of government in the colonies?

Big Ideas: What leads to the founding of the nation? Understand the conflicts between the loyalists and patriots and the events and/or disagreements that led to the American Revolution.

8.17 How did Benjamin Franklin impact the American colonies?

8.18 What is a free press? How does it protect citizenry?

Textbook Reference: Chapter 5: The Spirit of Independence, pages 109-140 and Chapter 6: Revolutionary America p. 141-172.

8.15, 8.16: Read pages 94-95 in the textbook and answer questions 1-5 on p. 95.

Literacy RH.6-8.2

8.17: Visual Skills (V) - Textbook p. 103 - Interpret Franklin's 'Unite or Die' image – How does the phrase ‘Unite or Die’ relate to the segmented snake? What do the letters represent? Read all of this lesson section (101-105) and write a summary of your interpretation of the cartoon. Literacy RH.6-8.7

8.18: Primary Source - Peter Zenger - Textbook Ideas of Freedom p. 99-100. Students should create arguments for and against having a free press and debate these during a class discussion.

Andrew Hamilton’s closing argument in the trial of John Peter Zenger (1370L) http://law2.umkc.edu/faculty/projects/ftrials/zenger/zengeraccount.htmlexcerpts from John Donelson’s journal (1070L)

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Social Studies Framework Quarter 1 Grade 8

French and Indian War, including the massacre at Fort Loudoun.

8.20 Explain the impact of individuals who created interest in exploring and colonizing the land west of the Appalachian Mountains.

8.21 Summarize the major events of the Watauga Settlement.

8.26 Summarize the effect of the Revolution on the Wataugans and the reasons, plans and struggles in creating the Cumberland Settlement.

8.22 Analyze the social, political and economic causes of the American Revolution and the major battles, leaders and events.

8.23 Determine the central ideas expressed in the Declaration of Independence and write an expository

8.19 What led to the French and Indian War? What were the outcomes?

8.20 Why does exploration happen?

8.21 What led to the Watauga Settlement?

8.26 How was the Cumberland Settlement created?

Literacy RH.6-8.7, SL6-8.1.B

8.19: Read the following: Textbook 101-105, Tennessee Connection, Textbook p. 102 and http://tnstateparks.com/parks/about/fort-loudoun Summarize what happened at Fort Loudoun and answer #1-6 p. 105. Literacy RH.6-8.2

8.20/8.21/8.26: Create a timeline of westward expansion past the Appalachians and the Watauga Settlement. Five markers on the timeline should be of major individuals and five markers should be on major events, and five markers should be related to the American Revolution. Each marker should have a short summary explaining its importance. Reference: Textbook and following websites:

http://ncpedia.org/watauga-settlement http://www.anamericanfamilyhistory.com/TennesseeFamilies&Places/Boone's%20Creek.html

http://www.tn4me.org/era.cfm/era_id/3

Literacy RH.6-8.7

8.22: Assume the role of either prosecuting or defending attorney looking into the Boston Massacre. Write an argument for the case citing evidence for innocence or guilt of the soldiers. Do the same examining the Boston Tea Party and writing for or against the colonists who

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Social Studies Framework Quarter 1 Grade 8

piece in which the legacy of these ideas in today’s world is described and validated with supporting evidence from the text.

8.24 Using Thomas Paine’s Common Sense and The Crisis identify aspects of the texts that reveal the author’s point of view and purpose including loaded language.

8.25 Identify and explain the significance of the major battles, leaders and events of the American Revolution.

8.27 Compare the points of views of the Loyalists and Patriots by integrating visual information through charts,

8.22/8.25 What led to the Revolutionary War? What were the outcomes of the war?

8.22/8.25 What colonists helped lead the formation of a new government?

8.23 What were the major concepts behind the Declaration of Independence?

8.24 How did Thomas Paine’s writing impact his purpose and point of view?

8.25 What effect did the American Revolution have on Native Americans?

dumped the tea into the harbor. Textbook p. 116-118 & http://www.eyewitnesstohistory.com/teaparty.htm and http://www.eyewitnesstohistory.com/bostonmassacre.htm Literacy WHST.6-8.1

8.22: Write the informative essay for #1 p. 134. Use Ch. 5 for reference. Literacy WHST.6-8.1

8.23: Write the informative report for #3 on p.134. Literacy WHST.6-8.1

8.22, 8.23, 8.24, and 8.27: Primary Source - Should the Colonies Declare Independence? - Textbook p. 126-127. Answer 1-3 What Do You Think? DBQ questions. Students should make short one minute speeches in support of Paine or Inglis’s points of view and give them to the class. Literacy WHST.6-8.1

8.23: Primary Source - Declaration of Independence - Textbook p. 132-133 & 137-140. Students should summarize each of the four sections of the Declaration of Independence. Answer #1-2 and #4-5 p. 133. Literacy RH.6-8.2

8.25: Create a timeline of the events leading up to and during the American Revolution. The timeline should have at least TEN events on it, each with a summary caption to explain the importance of that event to the revolution. Reference: Ch. 6 Literacy RH.6-8.7

8.25: Map & Timeline - Revolutionary War Battles - 18

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Social Studies Framework Quarter 1 Grade 8

graphs or images with print texts. 8.25 What were the major outcomes of the American Revolution?

8.27 Why did Loyalists support the British cause?

Content Vocabulary (Tier 3): Write of assistance, effigy, boycott, transfer issue, siege, committee of correspondence, minuteman, loyalist, patriot, mercenary, aid, privateer, ratify, repeal, propaganda, blockage, preamble, deserter, inflation.

Academic Vocabulary (Tier 2): Prohibit, revenue, advantage, pursue, intolerable, approach, retreat, violate, occupy, rebellion, encounter, previous, recruit, strategy, conspiracy, petition, discipline, debate, status, impact, sustain, ambush.

See pg. 5 for Vocabulary Instructions

Textbook p. 142-143. Answer the Step into the Place questions #1-3. Literacy RH.6-8.7

8.27: Complete #1 and 3 on p. 170. Students will be creating an informative essay and creating graphic organizers on the points of view of Loyalists and Patriots. Literacy RH.6-8.7

8.27: Look at the poster for Activity #2 on p. 134. Create an alternative poster from the British point of View and write a summary of how and why the point of view of your poster is different from the Loyalist vs. Patriot perspective. Literacy RH.6-8.7

Assessment: See Chapter/Workbook assessments for

Ch. 5 and 6.

The Constitution and Foundation of the American Political System (1777-1789)Weeks: 7-9

Text: McGraw-Hill Discovering Our Past: A History of the United States, Early Years (1370L)TN State recommended Primary Documents and Supporting Readings:excerpts from The Articles of Confederation (NR-L) http://avalon.law.yale.edu/18th_century/artconf.aspthe U.S. Constitution Textbook (1340L): pp. 220-242The Federalist Paper # 10 and #51 (NR-L):Federalist #10 - http://www.constitution.org/fed/federa10.htm Federalist #51 - http://www.constitution.org/fed/federa51.htm

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The Bill of Rights (NR-L): Textbook, pp. 232-233Washington’s Farewell Address (1490L) http://avalon.law.yale.edu/18th_century/washing.aspexcerpts from The Kentucky and Virginia Resolutions, Thomas Jefferson and James Madison (NR-L)http://billofrightsinstitute.org/founding-documents/primary-source-documents/virginia-and-kentucky-resolutions/Patrick Henry’s arguments against ratification (1480L) http://avalon.law.yale.edu/18th_century/patrick.asp

TN State Social Studies Standards Big Ideas, Questions and Vocabulary Suggested Activities and Resources

8.29 Analyze the Land Ordinance of 1785 and the Northwest Ordinance of 1787 and their impact on the future development of western settlement and the spread of public education and slavery.

8.30 Analyze the weaknesses of the Articles of Confederation, including no power to tax, no common currency, no control of interstate commerce and no executive branch; also the failure of the Lost State of Franklin and the impact of Shays’ Rebellion.

8.31 Identify the various leaders of the Constitutional Convention and analyze the major issues they debated.

8.32 Explain the ratification process and describe the conflict between Federalists and Anti- Federalists over ratification, including the need for a Bill of Rights and concern for state’s rights, citing evidence from the Federalist Papers No. 10, 51 and other primary source texts.

What are the political principles of the Constitution and founding political documents

of the United States?

Understanding the foundation of the American political system and civic

participation.

8.29 How did slavery spread in the United States?

8.30 What were the weaknesses of the Articles of Confederation and why did it ultimately fail to hold the country together?

8.31 What were the major issues of the Constitutional Convention and who supported those issues?

8.32 What was the ratification process for the Constitution?

Textbook Reference: Chapters 7 (173-202), 8 (173-202), and 9 (243-263).

8.29: Map & Timeline - Textbook p.174-175 & “Step Into the Place” activity

8.30: Articles of Confederation - Textbook p. 178-179. Students

should summarize the powers that Congress had and the

weaknesses of the Articles. Answer #1-2 under Chart Skills on p.

179. Literacy RH.6-8.2

U.S. Constitution in the Textbook (1340L): pp. 220-242

8.30/8.31: Complete the informative essay (#1), letter on Shay’s

Rebellion (#2) and chart analysis (#3) on p. 200. Literacy RH.6-8.2

DBQ - Analyze Patrick Henry’s arguments against ratification

(1480L) http://avalon.law.yale.edu/18th_century/patrick.asp

8.32 Review Chapter 7 Lesson 3, focusing on the section ‘A Bill of Rights’. DBQ - Explain the ratification process and describe the conflict between Federalists and Anti- Federalists over ratification, including the need for a Bill of Rights and concern for state’s rights, citing evidence from the Federalist Papers No. 10, 51 and other primary source texts. Literacy RH.6-8.1

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Social Studies Framework Quarter 1 Grade 8

8.33 Describe the principles embedded in the Constitution, including the purposes of government listed in the Preamble, separation of powers, check and balances, the amendment process, federalism and recognition of and protections of individual rights in the Bill

8.32 What were the major arguments of the Federalists and Anti-Federalists?

8.33/8.34 What principles underlie the Constitution?

8.33/8.34 How does the Constitution reflect the values and concerns of the men who wrote it?

The Federalist Paper # 10 and #51 (NR-L):Federalist #10 - http://www.constitution.org/fed/federa10.htm Federalist #51 - http://www.constitution.org/fed/federa51.htmThe Bill of Rights (NR-L): Textbook, pp. 232-233

Write a letter to the Framers of the Constitution, and justify why

the Bill of Rights is a necessary set of amendments to the

Constitution. Draw on sources from the textbook and: excerpts

from The Articles of Confederation. Literacy WHST.6-8.2.A

http://avalon.law.yale.edu/18th_century/artconf.asp

the U.S. Constitution Textbook: P. 220-242, The Federalist Paper # 10 and #51:Federalist #10 - http://www.constitution.org/fed/federa10.htm Federalist #51 - http://www.constitution.org/fed/federa51.htmAnd The Bill of Rights: Textbook, P. 232-233

Literacy RH.6-8.1

8.33 Create the informative essay (#1) on p. 216. Literacy RH.6-8.2

8.33 Write a persuasive essay on the argument issued in #11 on

p. 218. Literacy RH.6-8.2

8.34 Read the Bill of Rights (p. 232-233) and choose one of the

first ten amendments that you think is the most important. Write

an essay arguing your position on why that particular right is

essential. Cite evidence from the Bill of Rights and one outside

source. Literacy RH.6-8.1

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Social Studies Framework Quarter 1 Grade 8

of Rights.

8.34 Write an opinion piece arguing for the importance of a particular right as it impacts individuals and/or groups, using evidence from the Bill of Rights and contemporary informational text.

8.35 Analyze the major events of George Washington’s presidency, including Pinckney’s Treaty, Jay’s Treaty, the Whiskey Rebellion, and precedents set in his Farewell Address.

8.33/8.34 Why was the Bill of Rights necessary?

8.33/8.34 What is the relationship between the rights and responsibilities of citizens of the United States?

8.35 How did the United States form a two party system?

8.36 How were the ideas of Thomas Jefferson

8.35 Explain the ratification process and describe the conflict between Federalists and Anti- Federalists over ratification, including the need for a Bill of Rights and concern for state’s rights, citing evidence from the Federalist Papers No. 10, 51 and other primary source texts. http://faculty.polytechnic.org/gfeldmeth/chart.fed.pdf

Create a brochure of George Washington’s presidency, with sections summarizing Pickney’s Treaty, Jay’s Treaty, the Whiskey Rebellion, and his Farewell Address. Use the following as references: Chapter 9 – p.255 - Washington’s Farewell Address http://avalon.law.yale.edu/18th_century/washing.aspPickney’s Treatyhttps://history.state.gov/milestones/1784-1800/pickney-treatyJay’s Treatyhttps://www.loc.gov/rr/program/bib/ourdocs/jay.htmlThe Whiskey Rebellionhttp://www.pbs.org/wgbh/amex/duel/peopleevents/pande22.html

Washington’s Farewell Address (1490L) http://avalon.law.yale.edu/18th_century/washing.asp

Literacy RH.6-8.2; WHST.6-8.28.36 Complete the compare/contrast activity (#2) and essay (#3)

on p. 262 and the narrative (#11) on p. 264). Literacy RH.6-8.1, WHST.6-8.2

8.37 Read Ch. 9 Lesson 3. Students should write a summary of

the XYZ affair and explain what happened and what the impact

(the Alien and Sedition Acts) of this was. Students should then

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8.36 Explain the ratification process and describe the conflict between Federalists and Anti- Federalists over ratification, including the need for a Bill of Rights and concern for state’s rights, citing evidence from the Federalist Papers No. 10, 51 and other primary source texts.

8.37 Explain the controversies that plagued the administration of John Adams, including the conflicts with England and France and the Alien and Sedition Acts.

and Alexander Hamilton different?

8.37 How were the presidencies of Washington and Adams different?

Content Vocabulary (Tier 3): Checks and balances, federalism, legislative branch, executive branch, judicial branch, impressment, caucus, states’ rights, bicameral, republic, confederation, cabinet, bond, partisan, sedition, Electoral College, ratify, precedent, manumission, convention

Academic Vocabulary (Tier 2): Compromise, issued, ordinance, depreciate, abandon, tradition, uniform, oath, alien, resolve, clause, depression, amend, proportional, accumulate, maintain, distinct, nullify

See pg. 5 for Vocabulary Instructions

answer #1-5 on p. 261. Literacy RH.6-8.1

Assessment: See Chapter/Workbook assessments for Ch. 7, 8,

and 9.

ADDITIONAL RESOURCES

TN Social Studies Practice Testshttp://www.tennessee.gov/education/topic/social-studies-assessmentHistory Atlas: Primary documents, Short Passages, Photos, Timelineshttp://www.ushistoryatlas.com/site/members_homepage.htmlLibrary of Congress: Lesson Plans, Photos, Primary Documentshttp://www.loc.gov/teachers/National Archives: Lesson Plans, Photos, Primary Documents, Analysis Worksheets

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Social Studies Framework Quarter 1 Grade 8

ADDITIONAL RESOURCEShttp://www.archives.gov/education/lessons/Britannica Digital Learning (Username: Shelby/ Password: County)http://school.eb.com/levels

Britannica: Resource Packs (Username: Shelby/ Password: Countyhttp://packs.eb.com/resourcepacks#/Read Works: Social Studies Reading Passageshttp://www.readworks.org/social-studies-reading-passagesSocial Studies Text Book Resources (800) 437-3715http://connected.mcgraw-hill.com/A GUIDE TO WRITING A DBQhttp://www.thecaveonline.com/APEH/dbqhowto.htmlDocument Based Questions and Constructed Response Questionshttp://www.edteck.com/dbq/basic/lesson.htmThe Gilder Lehrman Institute of American History: The Gilder Lehrman Collection (Primary Documents)https://www.gilderlehrman.org/collectionsTexas: Released Test Questions (All Content Areas)http://tea.texas.gov/Student_Testing_and_Accountability/Testing/State_of_Texas_Assessments_of_Academic_Readiness_%28STAAR%29/STAAR_Released_Test_Questions/The History Project: Lesson and Primary Documentshttp://historyproject.ucdavis.edu/lessons/Online Practice Testshttps://login1.cloud2.tds.airast.org/student/V139/Pages/LoginShell.aspx?a=Student&c=Ohio_PT&logout=trueLouisiana: Released and Sample Test Itemshttps://www.louisianabelieves.com/resources/library/released-and-sample-test-itemsTexas: Released Test Questions (All Content Areas)http://tea.texas.gov/Student_Testing_and_Accountability/Testing/State_of_Texas_Assessments_of_Academic_Readiness_%28STAAR%29/STAAR_Released_Test_Questions/

Available Databases for All Schools: Britannica Online and Britannica ImageQuestTo Log on to Britannica School:Go to: http://school.eb.co.uk/Username – shelbyPassword – county To Log on to ImageQuestGo to: quest.eb.com

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Social Studies Framework Quarter 1 Grade 8

ADDITIONAL RESOURCESUsername – shelbyPassword - county World Almanac OnlineWorld Almanac Online (for middle and high schools) World Almanac for Kids: Includes Unlimited Usage; Onsite and Remote AccessThe World Almanac Online (for middle and high)Go to: http://online.infobaselearning.com/Direct.aspx?aid=237361&pid=WE29Access Credentials: for middle and highUsername: shelbycty-2nd Password: digital

Additional References for Social Studies Curricula:https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework

http://www.rcschools.net/education/page/download.php?fileinfo=NXRoX0dyYWRlX0VMQV8xc3RfTmluZV9XZWVrc19DdXJyaWN1bHVtX0d1aWRlLnBkZjo6Oi93d3c1L3NjaG9vbHMvdG4vcnV0aGVyZm9yZGNvdW50eS9pbWFnZXMvZGVza3RvcF9maWxlcy82ZmlsZTI0My5wZGY=

Links to Support Vocabulary Instruction & Developmenthttp://www.sde.idaho.gov/site/social_studies/docs/core/Visual%20Evidence.pdfhttp://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/https://wvde.state.wv.us/strategybank/VocabularyStrategies.htmlhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.htmlhttp://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdfhttp://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdfhttp://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Nystrom Atlases Era 2, Section 1 - A New World to the Era 2, Section 2 - Early Claims, Early Conflicts - Era 1, Section 1 - The Long Journey to the - Era 1, Section 2 - The World of the First Era 1, Section 4 - The World of Europe- Era 1, Section 6 - Europeans Explore the New Era 1, Section 7 - Exploitation Era 2, Section 3 - European Settlements in Era 2, Section 4 - The Thirteen British- Era 2, Section 5 - Slavery in the Americas Era 3, Section 1 - The French and Indian War Changes AmericaNystrom Atlas - Era 3, Section 2 - Patriots Fight the Revolutionary War Era 3, Section 18 - A New Nation: The United States of AmericaNystrom Atlas - Era 3, Section 19 - A Growing Population Spreads West Era 3, Section 20 - Neighbors Gain Their Independence

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ADDITIONAL RESOURCESSupporting primary source documents and additional texts to consider - Thomas Paine’s Common Sense - http://www.calhum.org/files/uploads/program_related/TD-How- Patriots-Justify-Separation-Lesson.pdfThomas Paine's The Crisis - http://www.ushistory.org/paine/crisis/Autobiography of Benjamin Franklin - https://www.gutenberg.org/files/20203/20203-h/20203-h.htmThe Northwest Ordinance - http://avalon.law.yale.edu/18th_century/nworder.asp

The Fourteenth Amendment: Part I http://www.pbslearningmedia.org/resource/vtl07.la.ws.style.fourameni/the-fourteenth-amendment-part-i/ The Fourteenth Amendment: Part II http://www.pbslearningmedia.org/resource/vtl07.la.ws.style.fouramenii/the-fourteenth-amendment-part-ii/ Freedom’s Bureau http://betterlesson.com/community/lesson/19586/lesson-2-freedmen-s-bureau http://www.schooltube.com/video/75888ce022b24d968ac1/Freedman'sBureau The Road to Impeachment http://civclients.com/nehint/impeach/ Andrew Johnson http://tn.pbslearningmedia.org/resource/3340f0ba-8fce-4990-9ab7-350c915414d1/andrew-johnson-60-second-presidents/ Civil War Reconstruction http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/1385/5_HealingWounds.pdf http://www.teachingushistory.org/pdfs/Flip-FlapBooklet.pdf http://www.pbslearningmedia.org/resource/bf09.socst.us.const.backlash/reconstruction-brings-white-resistance/ http://www.hmhco.com/country/us/tennessee/social-studies/the-americans-reconstruction-to-the-present http://www.tngenweb.org/law/constitution1870.html http://edsitement.neh.gov/lesson-plan/battle-over-reconstruction-aftermath-war Yellow Fever http://historic-memphis.com/memphis-historic/yellow-fever/yellow-fever.html http://www.pbs.org/wgbh/amex/fever/peopleevents/e_1878.html Jim Crow http://tn.pbslearningmedia.org/resource/bf10.socst.us.indust.whowasjim/who-was-jim-crow/ http://www.ferris.edu/jimcrow/links/courses/thunder.pdf English http://www.webenglishteacher.com/mtaylor.html

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ADDITIONAL RESOURCESCoca-Cola http://www.chattanoogacocacola.com/history.asp http://cocacolaunited.com/wp-content/uploads/2012/03/HISTORY-OF-CHATTANOOGA-COCA-COLA-WORLDS-FIRST-BOTTLING-COMPANY.pdf http://cocacolaunited.com/locations/chattanooga/ The Gilded Age http://www.learnnc.org/lp/editions/nchist-newsouth/5489 Tennessee History http://www.tnhistoryforkids.org/geography/a_6 http://www.tnhistoryforkids.org/places/cowan_rr_museum The Chinese in America http://www.pbslearningmedia.org/resource/akh10.socst.ush.now.trchinese/transcontinental-railroad-recruits-chinese-laborers/ http://cprr.org/Museum/Chinese.html Westward Expansion http://www.pbslearningmedia.org/resource/akh10.socst.ush.now.westexpans/westward-expansion-18601890/ http://tn.pbslearningmedia.org/resource/e9c31779-948d-4a12-8dc8-5c6a9f5fc9a5/homesteading-railroad-land-grants/ http://tn.pbslearningmedia.org/resource/79feef6b-984c-4029-b322-585c79080d81/the-civil-war-and-the-transcontinental-railroad/ https://www.gilderlehrman.org/history-by-era/development-west/resources/transcontinental-railroad-images-and-poetry https://www.gilderlehrman.org/history-by-era/development-west/resources/all-aboard-making-connections-with-transcontinental-railro http://www.pbs.org/weta/thewest/lesson_plans/lesson01.htm Ellis Island http://www.history.com/topics/ellis-island/videos/arrival-at-ellis-island http://www.history.com/topics/ellis-island/videos/ellis-island-in-pictures?m=528e394da93ae&s=undefined&f=1&free=falsehttp://www.history.com/topics/ellis-island/videos/arrival-at-ellis-island Tennessee PBS Stations: America, The Melting Pot http://tn.pbslearningmedia.org/resource/fyr14.socst.us.colicchio/20th-century-italian-immigration-america-the-melting-pot-or-not/ A Very Sad Period in Irish History http://tn.pbslearningmedia.org/resource/foa10.soc.k-6.histus.verysadper/a-very-sad-period-in-irish-history/ http://tn.pbslearningmedia.org/resource/foa10.soc.k-6.histus.tenantfarm/tenant-farmers/ http://tn.pbslearningmedia.org/resource/f9f21149-5f5a-415d-b00f-33da0157f512/birds-of-passage/

Sparknotes: Westward Expansion http://www.sparknotes.com/history/american/westwardexpansion/section11.rhtml The Battle of the Little Bighorn

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ADDITIONAL RESOURCES http://www.eyewitnesstohistory.com/custer.htm .Images of the West http://www.pbs.org/weta/thewest/lesson_plans/lesson05.htm George Jordan http://www.blackpast.org/aaw/jordan-george-1849-1904 Prairie Settlement http://www.loc.gov/teachers/classroommaterials/connections/prairie-settlement/history6.html Circle of Stories http://www.pbs.org/circleofstories/educators/lesson2.html Buffalo Soldiers http://education.texashistory.unt.edu/lessons/psa/Buffalo_Soldiers/ http://www.scholastic.com/teachdearamerica/westward.htm http://www.tn4me.org/sapage.cfm/sa_id/96/era_id/6/major_id/20/minor_id/56/a_id/135 The Gilded Age https://www.gilderlehrman.org/history-by-era/rise-industrial-america-1877-1900/gilded-age/teaching-resources Women and Children in the Workforce http://tn.pbslearningmedia.org/resource/076b6f88-c368-46f8-b1fb-ce04d087e73e/johnson-women-children-in-the-workforce-segment-1/ http://www.pbs.org/wgbh/americanexperience/films/triangle/player/ Fruits of Thy Labor http://tn.pbslearningmedia.org/resource/a6b6df48-7063-4ff5-a8d5-b96263817a6e/fruits-of-thy-labor/ http://www.havefunwithhistory.com/HistorySubjects/index.html

Industrial Revolution http://teva.contentdm.oclc.org/cdm/landingpage/collection/Centennial http://www.socialstudiesforkids.com/subjects/spanishamericanwar.htm http://tn.pbslearningmedia.org/resource/e750af9d-28e8-4912-9ce3-3cc9b22d10c2/spanish-american-war/ http://www.owlteacher.com/the-progressive-era.html Amendments http://kids.laws.com/ Ida B. Wells http://www.pbslearningmedia.org/resource/bf09.socst.us.const.antilynch/ida-b-wells-a-lifetime-of-activism/

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Social Studies Framework Quarter 1 Grade 8

ADDITIONAL RESOURCES http://tn.pbslearningmedia.org/resource/bf10.socst.us.indust.whowasjim/who-was-jim-crow/ http://people.duke.edu/~ldbaker/classes/AAIH/caaih/ibwells/ibwbkgrd.html http://www.history.com/shows/men-who-built-america http://www.scholastic.com/teachers/article/history-child-labor http://www.historyplace.com/unitedstates/childlabor/ http://teachersites.schoolworld.com/webpages/BRELibrary/scssscurriculumresou.cfm

www.history.com

www.sanfordhistory.com

Library of Congress is an outstanding and invaluable site for American history and general studies. It contains primary and secondary documents, exhibits, map collections, prints and photographs, sound recordings and motion pictures. The Library of Congress American Memory Historical Collections, a must-see, contains the bulk of digitalized materials, but the Exhibitions Gallery is enticing and informative as well. The Library of Congress also offers a Learning Page that provides activities, tools, ideas, and features for educators and students.

The Library of Congress American Memory in particular is an outstanding resource for American history and general studies. Included are multimedia collections of photographs, recorded sound, moving pictures, and digitized text. Use the Teachers section to explore primary set collections and themed resources. Teachers can get updates on new tools, professional development opportunities, and Library programs, events and services.

The Library of Congress: Teachers The new Library of Congress Teachers page provides tools and resources for using Library of Congress primary source documents in the classroom and include excellent lesson plans, document analysis tools, online and offline activities, timelines, presentations and professional development resources.

Center for History and New Media: History Matters is production of the American Social History Project/Center of Media and Learning, City of University New York, and the Center for History and New Media, George Mason University, History Matters is a wonderful online resource for history teachers and students. Among the many digital resources are lesson plans, syllabi, links, and exhibits. The Center for History and New Media’s resources include a list of “best” web sites, links to syllabi and lesson plans, essays on history and new media, a link to their excellent History Matters web site for U.S. History, and more. The CHNM History News Network is a weekly web-based magazine that features

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Social Studies Framework Quarter 1 Grade 8

ADDITIONAL RESOURCES

articles by various historians. Resources are designed to benefit professional historians, high school teachers, and students of history.

Teaching American History is a wonderful collection of thoughtful and thorough lesson plans and other resources on teaching American history. Each project was created by teachers in Virginia at a Center for History and New Media workshop. All projects include a variety of lesson plans and resources, and some even offer instructional videos on source analysis.  The lesson plans cover a range of topics in American history and utilize interesting and engaging sources, activities,

discussion questions, and assessments. Take your time browsing—there are many to choose from.

These sites can be used to enhance your lesson plans!

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Ever Fi (Economics, Financial Literacy & African American History)www.everfi.com/loginLiteracy Design Collaborative- Curricular Libraryhttps://coretools.ldc.org/ Read Works (Informational Passages/Articles including Paired Texts)http://www.readworks.org/Newsela (Informational topics)https://newsela.com/Britannica www.school.eb.com Username: shelby Password: countyTo Log on to ImageQuestGo to: quest.eb.com Username – shelby Password - countyThe World Almanac Online (for middle and high)http://online.infobaselearning.com/Direct.aspx?aid=237361&pid=WE29Access Credentials: for middle and highUsername: shelbycty-2nd Password: digital Engage New Yorkhttps://www.engageny.org/resource/new-york-state-k-12-social-studies-frameworkAchieve The Core http://achievethecore.org/Gilder-Lehrmanhttps://www.gilderlehrman.org/programs-exhibitions/affiliate-school-programTeacher Tube (Uses your SCS Log-in)McGraw Hill: http://connected.mcgraw-hill.com

(for SCS teachers only- call 1 (800) 437-3715 for Log-in)

Social Studies Framework Quarter 1 Grade 8

ADDITIONAL RESOURCES

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