Social Studies: 8th grade Units 1-3

Standards

Media Specialist/ Teacher Connection

Journeys Text and/or Exemplary Text

Correlation

Web Resources

The Constitution and Foundation of the American Political System (1777-1789): 6 weeks

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. (C, H, P)

Lead students in a discussion asking: What are ways that a country can gain independence? Brief Mini Lesson on scholarly sites (Ex. World Book, History.com) In groups of 4 have each group research one bill (Magna Carta, Bill of Rights, Mayflower) After research has each group present their findings and each individual student present a paragraph on the leading question.

National Archive (Text of Magna Carta) http://1.usa.gov/1M63w3N

Study Guide http://bit.ly/1Go1Npk EDSITEment Teacher Guide http://1.usa.gov/1DYOgB6

8.29 Analyze the Land Ordinance of 1785 and the Northwest ordinance of 1787 and their impact on future development of western settlement and the spread of public education and slavery. (E, G, P)

Review the slide below on the Land Ordinances http://bit.ly/1DQaIdk Highlight key details learned from slide, have students search for more information. Group students in triads give them 20-25 minutes to create their own slide presentation (talk with classroom teacher about what information should be included on the slide)

Informational Text from Ohio History Central http://bit.ly/1CCrgu1

www.maps101.com log in using your 3 digit school code followed by maps101

8.30 Complete Day One Lesson Library of Congress Teacher Lesson Plan

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, failure of the Lost State of Franklin and the impact of Shays Rebellion. (C, E, H, P, TN)

(MTSU teaching with Primary Sources) in library http://bit.ly/1G2BlxY Assessment: Have students answer in paragraph form: What weakness do you think would be the most frustrating to deal with under the Articles of Confederation? Teacher continues with Lessons 2-3 in classroom

http://1.usa.gov/1AM9PjF Library of Congress http://1.usa.gov/1DQcY47

Guide http://bit.ly/1G2BlxY

8.31 Identify the various leaders of the Constitutional Convention and analyze the major issues they debated, including: (C, E, H) distribution of power between the states and federal government Great Compromise Slavery and the 3/5 Compromise George Washington and James

Review with students the concept of Spark Notes Have them review the following Spark Note site http://bit.ly/1Kt1DA6 with information about the Constitution. Have students work in pairs to create their own spark notes about each topic addressed in the standard. Have peers review another teams notes: **Discuss with teacher creating and assessment that uses information from student notes***

Informational Text http://bit.ly/1BbLnMe

EDSITEment Teacher Guide http://1.usa.gov/1EjugvP

Madison

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 states rights, citing evidence from the Federalist Papers No. 10 and 51 and other primary source texts. (H, P)

Review lesson guide found here: discuss with teacher the lesson activities that should be completed; http://bit.ly/1w7PDx8 Complete lessons one and two in conjunction with the teacher.

History.com http://bit.ly/1Asaxcp Charters of Freedom http://1.usa.gov/1cayhot

Teacher Guide http://bit.ly/1w7PDx8

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

Using VideoNot.es or Educanon help teacher upload the following video http://bit.ly/17W57tc

while watching have students takes notes about pertinent information. When students come to media center have them read the following article: http://bit.ly/1zQhy02 about the seven principles of the constitution. To end lesson have students play the scatter game about the concept found at : http://bit.ly/1wJRdWR

http://bit.ly/1EjxNKH Grolier Online http://bit.ly/1Goegt9

Teacher Guide: ASD http://bit.ly/1EjxY8M

individual rights in the Bill of Rights. (P)

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. (P)

Librarian will do the direct instruction of writing the opinion piece. Work with teacher to discuss source(s) that they can use to do research; have teacher determine the list of rights they want researched from Bill of Rights. When students come to library complete a sample topic with students; using table strategy of writing http://bit.ly/1wYGlyJ Review concepts such as citing sources and proper formatting.

Miller Center for Research http://bit.ly/1vVqGOF Spark Notes http://bit.ly/1zQAStY

Scholastic Guide for writing Opinion Piece http://bit.ly/1wYGlyJ

8.35 Analyze the major events of George Washingtons presidency, including Pinckneys Treaty, Jays Treaty, Whiskey Rebellion, and precedents set in the Farewell Address. (G, P)

Discuss with students the 3 Cs strategy to analysis: causes, courses, and consequence; have them use this strategy to analyze the events of Washingtons presidency. Have students share their findings with a table partner.

8.36 Explain the strict versus loose interpretation of the Constitution and how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties by analyzing their views of foreign policy, economic policy (including the National Bank), funding, and assumption of the revolutionary debt. (C, E, G, H, P)

Define the terms loose interpretation and strict interpretation Begin a Venn diagram with one side labeled: loose other strict using teacher selected key details as a class complete Venn Diagram (see standard to make sure all key concepts are addressed)

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. (H, P)

Review slide for information about topic http://bit.ly/1B8tXl4 Divide class into Federalist and Democratic-Republicans under John Adams; Have each student create a bumper sticker based on that chosen party.

www.limitlesslibaries.org

Growth of a New Nation (Unit 2) 2 weeks

8.38 Describe daily life including traditions in art, music, and literature of early national America by examining excerpts from the stories of Washington Irving and James Fenimore Cooper. (C, H, P)

Using an online database (World Book, Encyclopedia Britannia, American History, etc.) have students research the traditions of national America. Have students choose a medium to share their findings in 2-3 minutes (slideshow, Voki, glogster, etc.)

American Literature http://bit.ly/1B8tXl4 The Literature Network http://bit.ly/1H1xsuf

8.64 Describe the significance of the Northwest Ordinance and the banning of slavery in new states north of the Ohio River. (C, E, P)

Break students into quads to read text: Northwest Ordinance http://bit.ly/1G3ijaO Banning of Slavery in Ohio http://bit.ly/1EreQEb After readings; have them create a group poster that outlines what they learned.

Yale Law School http://bit.ly/1FfGuCC Our Government http://1.usa.gov/1BckCqU

Teacher Guide http://bit.ly/1CDkWCt

8.39 Identify the leaders and events and analyze the impact of western expansion to the development of Tennessee statehood, including: (G, H, P, TN) William Blount John Sevier

Using an online database (World Book, Encyclopedia Britannia, American History, etc.) have pairs of students research the topics listed in the standard. Lead student in a mini-lesson on how to create a comic strip (pixton, bits strip, makebeliefs, etc.). Have them create a comic that describes key event in the Western Expansion. **Discuss with teacher rubric creation, what should each comic have**

Rocky Mount Treaty of Holston Cumberland Gap River systems Natchez Trace Jackson Purchase

8.40 Analyze the role played by John Marshall in strengthening the central government, including the key decisions of the Supreme Court - Marbury v. Madison, Gibbons v. Ogden, and McCulloch v. Maryland.

Have each students choose a court case to review. Marbury http://bit.ly/1rpAiA3 Gibbons http://bit.ly/1ERqbhw McCulloch http://bit.ly/1CDschI Have students cite evidence on the power of the federal government in each case. Create a blog post where student list any influence of John Marshall in their researched court case

Nashville Public Television http://to.pbs.org/17Wy5Jn

8.41 Explain the major events of Thomas Jeffersons presidency, including his election in 1800, Louisiana Purchase, the

Have triads or quads read each article (see standard for key details) http://1.usa.gov/1bPtoj8 http://bit.ly/1bW8VEM http://1.usa.gov/18pOQNq After reading of the articles have students create timeline (digital or paper) that highlights key events.

National Archives http://1.usa.gov/1bPtoj8 USA gov. historian http://1.usa.gov/18pOQNq

defeat of the Barbary pirates, and the Embargo Act. (E, G, H)

8.42 Analyze the impact of the Lewis and Clark Expedition by identifying the routes on a map, citing evidence from their journals. (C, E, G, H)

Have students work in pairs to go through the virtual expedition of Lewis and Clark http://on.natgeo.com/1k0YqIG Have students create a dual scrapbook where pairs of students take each persons perspective students are to include journal entries, pictures, and other artifacts **work with teacher to create rubric; which details key entries that must be included in journal/scrapbook.

Bartleby http://bit.ly/1AE21nS

The United States Role on the World Stage (1789-1849) ( Unit 3) 1 week

8.43 Explain the causes, course, and consequences of the War of 1812, including the major battles, leaders, events and role of Tennessee: (E, H, P, TN) Impressment War Hawks Henry Clay Burning of Washington Fort McHenry William Henry Harrison

Begin lesson with video which provides information about the start of the War of 1812 http://bit.ly/MEQobL Have students complete a research guide (which has the key events on one side and the cause(s) on other) Next, have students summarize the information to answer the question: What problems might a new nation face?

History.com http://bit.ly/MEQobL

Tecumseh Andrew Jackson Battle of Horseshoe Bend Battle of

New Orleans

Additional Notes/Explanations: Please check links before completion of a lesson. Also remember that these are idea starters and to modify to the needs of your population. Also remember to check the MNPS Guides that have links to Informational Text and Primary Source Documents.