· Web viewOregon: Compromise with Spain, Britain and Russia; Texas: annexation from Mexico; War with Mexico, Gadsden Purchase Students will be able to describe how the annexation

Unit 1: Geography and Map Skills Introduction

Common Core

Power Standar

ds

Common Core State Standards, Content Objectives, and

Vocabulary

Time allotted

and recomme

nded formativ

e assessm

ents

Essential

Question(s)

CC.RH.6-8.7.

CC.RH.6-8.4.

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

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

Students will be able to identify visual displays of information on a map

Students will be able to identify content specific words or phrases

Students will be able to label seven continents and four oceans correctly on a map

Students will be able to label the equator and prime meridian on a map

Students will be able to label the 50 states on a map

Vocabulary: GPS (global positioning system), Equator, Prime Meridian, Hemisphere,

1 week

District Geography Assessment (pre-test)

Vocabulary Quizzes

Map locations

Atlas Activities

Why is geography important to effectively study history?

1

Compass Rose, Legend/Key, Scale, Latitude, Longitude

Unit 2: Colonization of the Western Hemisphere/ Birth of USA

Common Core

Power Standar

ds

Common Core State Standards, Content Objectives, and Vocabulary

Time allotted

and recomme

nded formativ

e assessm

ents

Essential

Question(s)

CC.RH.6-8.2.

CC.RH.6-8.4.

CC.RH.6-8.8.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.


Distinguish among fact, opinion, and reasoned judgment in a text.

Students will be able to identify causes of colonization and exploration

o competition for land, money, and trade, spread Christianity

Students will be able to describe the impact of explorers with an emphasis on: Columbus, DeGama, Cortez, Pizarro, and Magellan.

Students will be able to describe the impact of colonization on native peoples.

Students will be able to describe the similarities and differences of the New England, Middle, and Southern

4 weeks

Vocabulary Quizzes

Chart of Triangular Trade

Compare Explorers

Primary and Secondary Sources **

How did explora

tion lead to the rise

of Europe

an colonies and the decline

of native

peoples?

2

colonies. Students will be able to explain the

development of triangular trade. Students will be able to illustrate life

in the colonies. Students will be able to identify the

cause and effect of the French and Indian War

causes of the French and Indian War: territory

o effect of the French and Indian War: English alliance with Native Americans

Vocabulary:Conquistador, Middle passage, Spanish Armada, Cash crop, Plantation, Indentured servant, Joint-stock company, Triangular trade, Mercantilism, Proclamation of 1763, Racism, Slavery, Alliances, Treaty, Colony, Exploration

Unit 3: Drive Towards Independence

Common Core

Power Standar

ds


Vocabulary

Time allotted

and recomme

nded formativ

e assessm

ents

Essential Question

(s)

CC.RH.6-8.2.

CC.RH.6-8.3.

CC.RH.6-8.4.


Identify steps in a text’s description of a process related to

4 weeks

Vocabulary Quizzes

Read a passage and determine

How did the American colonists win their independence?

3

CC.RH.6-8.8.

history/social studies.



Students will be able to evaluate how colonial rule affected colonists and shaped culture.

o Stamp Act, Sugar Act, Townshend Act, Tea Act

Students will be able to identify the different protests used by the American colonies.

o Boston Tea Party, boycott, tar and feather tax collectors, mass media (pamphlets, Petitioning the King, burned paper, attacked customs agents

Students will be able to summarize the phases of the American Revolution by comparing advantages and disadvantages presented by each side

Students will be able to explain how the Declaration of Independence led to the formation of a national government

Vocabulary: Sons of Liberty, Petition, Writs of Assistance, Boston Massacre, Continental Army, Militia, Minutemen, Loyalist, Patriot, Ally (alliance), Act, Boycott, Protest, Liberty, Revenue, Independence, Propaganda, Revolution, Treaty, Blockade, Tariff

fact and opinion

Steps to Revolution

Unit 4: The U.S. Constitution

4

Common Core

Power Standar

ds


Vocabulary

Time allotted

and recomme

nded formativ

e assessm

ents

Essential

Question(s)

CC.RH.6-8.3.

CC.RH.6-8.4.

CC.RH.6-8.8.

CC.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).

CC.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

CC.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

Students will be able to evaluate how the failures of the Articles of Confederation led to the creation of the Constitution (Preamble)

o Weakness of the Articles: lacked power to enforce laws, levy taxes, regulate trade, and required approval by all 13 states

Students will be able to describe the three branches of the federal government and the powers given to each.

o Legislative-makes laws; Executive-enforces laws; Judicial-interprets laws

4 weeks

Create flow charts of steps for a bill becomes law or how to amend the Constitution

Vocabulary Quizzes

Create a chart that applies the concepts of checks and balances

How does the Constitution shape our government and protect our personal rights?

5

Students will be able to explain how checks and balances are applied to each branch of government.

Students will be able to identify the basic rights guaranteed to citizens in the Bill of Rights and show how they are applied to their lives.

Students will be able to identify the key steps in how a bill becomes a law

o Identify key steps in how a bill becomes a law: (pg 236-237 flow chart)

Students will be able to identify the key steps in how the Constitution can be amended

o Identify key steps in how the Constitution can be amended: (pg 247 flow chart)

Vocabulary:Federalism, Separation of powers, Popular sovereignty, Limited government, Individual rights, Enumerated powers, Writ of Habeas Corpus, Bill of Attainder, Ex Post Facto, Electoral college, Extradition, Bill of Rights, Grand jury, Double jeopardy, Self-incrimination, Due process, Bail, Preamble, Republic, Executive branch, Legislative branch, Judicial branch, Checks and balances, Bill, Veto, Naturalization, Impeach, Ratify, Amendment, Slander

Unit 5: Challenges of a Developing Nation

Common Core

Power Standar

ds


Vocabulary

Time allotted

and recomme

nded formativ

Essential

Question(s)

6

e assessm

ents

CC.RH.6-8.3.

CC.RH.6-8.4.

CC.RH.6-8.8.

CC.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).


CC.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

Students will be able to identify the first political parties and describe their beliefs

o Federalists, Democratic-Republicans

Students will be able to analyze how George Washington helped shape the role of the presidency.

Students will be able to evaluate how early presidents shaped foreign policy

o Louisiana Purchase, French Revolution, Lewis and Clark Expedition

Students will be able to summarize the ways in which domestic and foreign policies challenged constitutional law

o Alien and Sedition Act Students will be able to analyze the

importance of the Louisiana Purchase and the challenges it presented

3 weeksComparison chart for different political parties

Steps in a process: How we acquired the Louisiana Territory

Fact and Opinion: Read a passage **

What domestic and foreign issues faced the early republic?

7

Vocabulary: Whiskey Rebellion, Foreign policy, Alien and Sedition Acts, States’ rights, French Revolution, Louisiana Purchase, Lewis and Clark Expedition, Federalist, Democratic-Republican, Neutrality, Policy, Political party, Embargo, Analyze, Evaluate, Domestic, Foreign

Unit 6: Growth of a Nation

Common Core

Power Standar

ds


Vocabulary

Time allotted

and recomme

nded formativ

e assessm

ents

Essential

Question(s)

CC.RH.6-8.2.

CC.RH.6-8.4.

CC.RH.6-8.8.




Students will be able to explain the causes for and effects of the War of 1812.

Causes: Impressments of U.S. citizens, interference in U.S. shipping, British support of Native American

3 weeks

Atlas worksheets (Trail of Tears/War of 1812)

What problems came about as America grew?

8

resistance Effects: Increased American

patriotism, weakening of Native American resistance, growth of American shipping

Students will be able to describe the significance of the Star Spangled Banner.

Who wrote it, why was it written, what inspired the author

Students will be able to evaluate the different perspectives of Andrew Jackson’s presidential policies and procedures.

Perspectives: People’s president, spreading of political power, policy towards Native Americans and its effects, spoils system, difference between Jackson and previous presidents, sectional differences over tariff of abomination, threats of secession, destruction of national bank, Panic of 1837

Students will be able to explain how nationalism and sectionalism developed in the early stages of our nation.

Sectionalism: tariffs Nationalism: War of 1812

Vocabulary: Jacksonian democracy, spoils system, Trail of Tears, Indian Removal Act, Panic of 1837, Blockade, Sectionalism, Nationalism, Economy, Political cartoon, Nullification, Secession, Inflation, Depression, Tariff

Unit 7: Manifest Destiny

Common Common Core State Standards, Time Essenti

9

Core Power

Standards

Content Objectives, and Vocabulary

allotted and

recommended

formative

assessments

al Questio

n(s)

CC.RH.6-8.2.

CC.RH.6-8.3.

CC.RH.6-8.4.


CC.RH.6-8.3 Identify steps in a text’s description of a process related to history/social studies.


Students will be able to apply map skills to better understand how conflict resulted in changing boundaries.

o Maps in Nystrom Atlas to compare & contrast how the Western boundaries changed.

Students will be able to explain how Manifest Destiny was used as a rationale for westward expansion.

o Definition of Manifest Destiny, Polk’s ideas that allowed westward expansion that resulted in Oregon and the War with Mexico

Students will be able to describe

3 weeks

Nystrom Atlas worksheets

DBQ: “Was the United States Justified in going to War with Mexico?”

Why did we feel the need to expand at the cost of others? How will this affect our relationship with other countries and Native Americans?

10

why certain groups wanted to move West and the problems they faced.

o Mountain men, pioneers, Mormons, African-Americans, Forty-niners, Californios (What were the problems faced by each group?)

Students will be able to analyze the impact of western expansion on Native American peoples.

o As groups migrated west, this began the decline that would result in the destruction of the Native American culture.

Students will be able to compare and contrast how the U.S. gained land from Spain, Mexico, Britain, & Russia.

o Oregon: Compromise with Spain, Britain and Russia; Texas: annexation from Mexico; War with Mexico, Gadsden Purchase

Students will be able to describe how the annexation of Texas caused controversy.

o Texas annexation: led to the debate between free & slave states being unbalanced

Vocabulary:Manifest Destiny, Forty-niners, Oregon Trail, Tejano, Californio, Mountain man, Gadsden Purchase, Annexation, Expansion, Controversy, Conflict, Rationale

Unit 8: North and South

Common Core


Time allotted

Essential

11

Power Standar

ds

Vocabulary and recomme

nded formativ

e assessm

ents

Question(s)

CC.RH.6-8.3.

CC.RH.6-8.4.

CC.RH.6-8.8.

CC.RH.6-8.9.

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).



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

Students will be able to compare and contrast the economic, social, political, geographic, and technological differences between North & South.

o Economic: industrial vs. agricultural; Social: working class vs. slave system; Political: Republican vs. Democrat; Geographical: Climate, landforms; Technological: factory system vs. manual labor

Students will be able to describe the impact of the cotton gin on Southern economy.

o Cotton gin led to an increase in the need for

6 weeks

Quizzes

How did social, political, and economic differences lead to conflict between the North and South?

12

slave labor, westward movement, impact on Native Americans, investment into slaves and land

Students will be able to analyze how new technologies and farming revolutions led to enhanced industrial practices in the North.

o Technologies: Lowell Mills, interchangeable parts, steamboat, telegraph, steel plow, reaper, threshing machine IMPACT: expansion of factory system and Northern agriculture

Students will be able to justify why there was a need for reform movements.

o Reform movements: Education, Abolition, Women’s rights, Worker’s rights, Needy

Students will be able to identify leaders in the reform movements and describe their accomplishments.

o Horace Mann (education); Dorothea Dix (needy); Frederick Douglass, Sojourner Truth, Harriet Tubman (abolition); Elizabeth Cady Stanton (women’s rights); Labor Unions (workers)

Students will be able to evaluate the attempts of political solutions to sectional controversies (Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act,)

o Missouri Compromise: outlawed slavery above

13

southern Missouri border in an attempt to balance number of free and slave states, resulted in Supreme Court’s overturning the compromise

o Compromise of 1850: Fugitive Slave Acts, 2nd attempt to balance free & slave states, resulted in backlash throughout the nation

o Kansas-Nebraska Act: voting for slavery in territories, resulted in Bleeding Kansas

Students will be able to analyze the effects on regional tensions of events such as: Uncle Tom’s Cabin, Dred Scott case, Lincoln-Douglas debates, John Brown’s raid on Harper’s Ferry, and the election of 1860.

o Uncle Tom’s Cabin: popular in North, South feels it criticizes their society

o Dred Scott case: Slaves are property and not U.S. citizens; nullifies Missouri Compromise; Case states Congress cannot ban slavery in the territories.

o Lincoln-Douglas debates: presents Lincoln as a national figure; poses threat to South given his platform on slavery.

o Harper’s Ferry: creates tension because of glorified violence towards John Brown as an abolitionist.

o Election of 1860: Lincoln’s election results in the secession of the Southern

14

states and the formation of the Confederate States of America.

Vocabulary:Popular sovereignty, Interchangeable parts, Cotton gin, Kansas-Nebraska Act, Missouri Compromise, Compromise of 1850, Underground Railroad, Dred Scott, John Brown, Lincoln-Douglas debates, Fugitive Slave Act, Confederate States of America, Social, Economic, Political, Geographic, Technological, Industrial Revolution, Factory system, Textiles, Strike, Labor union, Abolitionist, Suffrage, Secede, Racism, Republican party, Platform, Democratic party

Unit 9: Civil War

Common Core

Power Standar

ds


Vocabulary

Time allotted

and recomme

nded formativ

e assessm

ents

Essential

Question(s)

CC.RH.6-8.3.

CC.RH.6-8.4.

CC.RH.6-8.9.

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).


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

Students will be able to compare

4 weeks

Quizzes

Unit 9: Civil War

How did the Civil War affect specific groups and the nation as a whole?

15

and contrast the Union and Confederate armies.

o Union: more men, more resources, strong leader in Lincoln

o Confederates: defensive war, strong military leader in Lee, home court advantage, motivation

Students will be able to distinguish the significance of Civil War battles: Fort Sumter, First Bull Run, Antietam, Gettysburg, Vicksburg, and Sherman’s March to the Sea.

o Fort Sumter (first shots fired); First Bull Run (first battle where Union forces realized war would not be easy or short); Antietam (bloodiest battle); Gettysburg (turning point of the war); Vicksburg (cuts control of Mississippi River); and Sherman’s March to the Sea (total destruction of the South).

Students will be able to identify how new technology changed tactics of war: ironclads, Minnie ball, rifled musket and trenches.

o Ironclads (first metal ships); Minnie ball and rifled musket (accuracy in shots fired) and trenches (developed in response to new technology).

Students will be able to illustrate hardships endured by Civil War soldiers.

o Training, hygiene, lack of medical knowledge, prisons

Students will be able to describe the role of women and African-Americans during the Civil War.

16

o Women (took place of men in fields and factories, nursing (Clara Barton), romantic spies); African-Americans (North joined Army {54th Regiment}, South had runaway slaves sabotaging battles)

Students will be able to evaluate the impact of the Emancipation Proclamation.

o Emancipation Proclamation freed slaves only in the South, could not be enforced, symbolic, Lincoln had no jurisdiction in the Confederate States of America.

Students will be able to analyze the events that led to the end of the Civil War.

o Gettysburg, Vicksburg, March to the Sea, Surrender at Appomattox Court House

Students will be able to assess the effect of the war on both North and South.

o North: 13th Amendment, Lincoln’s assassination, expansion of national government, growth of industry, casualties; South: economic disaster, loss of labor system, land and railroad destruction, casualties

Vocabulary:Border state, Cavalry, Emancipation Proclamation, Greenback, Conscription, Gettysburg Address,Blockade, Distinguish, Significance, Analyze, Assess, Income tax, Draft, 13th

Amendment, Assassination

17

18

Documents

· Web viewOregon: Compromise with Spain, Britain and Russia; Texas: annexation from Mexico; War with Mexico, Gadsden Purchase Students will be able to describe how the annexation