St. Lucie County Social Studies Scope & Sequence Documents

St. Lucie Public Schools

St. Lucie County Social Studies Scope & Sequence Documents, Grades 6-12

2100015/25 8th Grade US History and Career Planning 2013-2014

The St. Lucie County Scope & Sequence and Suggested Pacing Guide should be used in concert as a teaching and learning tool in our continuing effort to improve

the rigor of instruction and better prepare our students for future learning (including college and career readiness) and to address skills requirements of the

Common Core State Standards for Literacy in History/Social Studies in Grades 6-12.

Instruction should be based on content / skills from the St. Lucie County Public Schools Scope and Sequence, Suggested Pacing Guides, and the Common Core State Standards Appendix. These documents should serve to guide instruction, rather than a textbook or any other specific resource.

Use the Learning Goal and Scale as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction and a purpose for learning all the related content. The same holds true for the target(s) you are focusing on each day. They should be visible and discussed before and after instruction.

Strategies must include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology affecting the multiple intelligences, and utilizing both individual and cooperative learning (e.g. History Alive/DBQ Project).

Students should be engaged in higher order writing on a regular basis, short and extended responses, more in-depth essays such as Document Based Questions (DBQ’s), and authentic writing. Students must be able to produce historical writing, that is, they must be able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).

Students should conduct extended research projects related to the History Fair (Grades 6, 8, 10, and 11) or Project Citizen (Grade 7).

Social Studies Literacy Strategies should be utilized regularly (Cornell Notes, Dialectical Notes, or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or G-SPRITE categorization tools).

Assessment should include both formative assessments “for learning,” and summative assessments. Questions should follow Webb’s Depth of Knowledge / Cognitive Complexity and include Level 1 items that involve low order, foundational knowledge/skills; Level 2 items that require students to infer or draw conclusions; and Level 3 items that require more abstract thought or an extension of the information at hand.

Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments). Notebooks provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).

Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc. (Read Marzano’s article “The Case For and Against Homework” available on SHARE).

o Previews involve activating prior knowledge, preparing students for the next topic of instruction. o Process activities relate to content/skills recently learned where students are involved in metacognition.

The Common Core State Standards for Literacy in History/Social Studies are integrated with the Scope and Sequence and are also available on the at www.corestandards.org.

http://www.corestandards.org/

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Grade United States History and Career Planning – Suggested Pacing Guide


Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks

5 days August

Rules, Procedures, Pre‐Tests

Establish course content.

Explain class expectations.

Establish rules and procedures.

Conduct pre‐tests and initial evaluations.

Initial Activities

5 Days August

Historical Inquiry: Introduction of annual

History Fair theme

Identify supporting details, audience, purpose, and author from sources

Determine cause and effect

Describe the History Fair theme

Identify History Fair categories

List History Fair Research expectations (rules/deadlines)

Integrate complementary visual and/or audio elements into a project

Identify the four components of a process paper

Assess varying historical interpretations of an individual, a group, an idea, or an event

Differentiate between primary and secondary sources

Evaluate the validity of sources

Organize research for a History Fair topic

Compare interpretations of key events and issues

Form conclusions and sort information for a History Fair topic

History Fair Annual Theme for 2013-2014:

Rights and Responsibilities in History Please refer to published rule information provided by the District or go to www.nhd.org Six most common elements for historical analysis: Social, political, religious, intellectual, technological, economic (SPRITE)

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4 Days September

BACKGROUND REVIEW

Native America and The Age of Exploration

Review: (Covered In 5th

& 6th

Grade) Social Studies:

Native America/Impact of European Settlement

European exploration and discovery.

Compare relationships among the British, French, Spanish and Dutch.

Ice Age, Siberia, Alaska, Bearing Straight, Beringia, Nomads, Migration, Maize, Carbon Dating, Pueblos, Adobe, Mesa Verde, Mound Builders, Apache, Navajo, Iroquois, Renaissance, Technology, Astrolabe, Vikings, Christopher Columbus, Ferdinand Magellan, Conquistadors, Columbian Exchange, Seven Cities of Cibola, Northwest Passage, Giovanni Verrazano, Henry Hudson, Samuel de Champlain, Trading Posts, New Amsterdam

SS.8.A.2.1 SS.8.A.2.5

10 Days September

Colonial Development Identify how the physical characteristics (climate, landforms, vegetation) of the colonial regions affect their development

Examine the reasons for the development of different regional economic systems in the colonies

Describe how the economic interests of colonial settlers affected the use of slaves and indentured servants

Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America

Identify key figures in colonial development and their impact on the economic, political, and social development of the colonies

Compare the characteristics of the New England, Middle, and Southern colonies

Trace the development of slavery in the colonies Assess the impact of key figures on the

development of colonial economic, political, and social systems

Roanoke, Jamestown, The Virginia Company, John Smith, Pocahontas, House of Burgesses, Plymouth Plantation, Pilgrims, Puritans, Mayflower Compact, Roger Williams, Anne Hutchinson, William Penn, Quakers, Bacon’s Rebellion, Jonathan Edwards, William Bradford, Nathaniel Bacon, Lord Calvert

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1 Day September 17

Constitution Day The federal government requires that we provide “an educational program pertaining to the United States Constitution” on this day. (If Constitution Day falls on a Saturday or Sunday, activities shall be conducted on the preceding Friday).

Preamble, Popular Sovereignty, Natural Rights, Federalism, Legislative Branch, Executive Branch, Judicial Branch, The Constitution of the United States of America, Checks and Balances, Bill of Rights, Articles

FEDERAL STATUTE

2 Days September 24-25

History Fair Explain categories

Define research expectations

Model checking validity of sources

Requires documented primary and secondary sources using MLA style.


8 Days September –

October

The French and Indian War

Identify the causes of the French and Indian War

Identify the possessions France lost to Great Britain

Explain the key events and milestones of the French and Indian War

Describe the alliances among the combatants

Analyze the causes and effects of the French and Indian War

Evaluate the motives of the British Government declaring the Proclamation of 1763 and its effects on the colonists

Iroquois Confederacy, George Washington, General Edward Braddock, Fort Duquesne, Seven Years’ War, Marquis de Montcalm, Louisbourg, William Pitt, James Wolfe, Battle of Quebec, Treaty of Paris, Pontiac’s Rebellion, Proclamation of 1763

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3 Days October

Career Planning/ History Fair

Educator’s Toolkit is available with lesson plans and organizers at www.fldoe.org/workforce/ced Students may create an account at Florida Choices


End of Q1

http://www.fldoe.org/workforce/ced

https://access.bridges.com/auth/login.do?sponsor=7

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10 Days October

Dissent and Independence

DBQ: The Ideals of the Declaration: Which Is

Most Important?

Identify the British policies in response to the French and Indian War

Describe how the colonists reacted to British policies

Explain the British response to American colonists’ protests

Summarize American colonists’ views of self-government and the rights and responsibilities of citizens

Recognize the contributions of the Founding Fathers in drafting the Declaration of Independence

Summarize the content of the Declaration of Independence

Describe the structure of the Declaration of Independence

Identify the consequences of the Declaration of Independence

Trace the development of colonial resistance leading to the American Revolution

Compare the views of Patriots, Loyalists, and other colonists on self-government and the rights and responsibilities of citizens

Analyze the ideas contained in the Declaration of Independence

Evaluate the consequences of the Declaration of Independence

Writs of Assistance, Sugar Act, Stamp Act, Quartering Act, Patrick Henry, Sam Adams, Sons of Liberty, Boycott, Boston Massacre, Crispus Attucks, Propaganda, John Adams, Tea Act, Boston Tea Party, Intolerable Acts (Coercive Acts), Battle of Lexington and Concord, Loyalist, Patriot, Second Continental Congress, Thomas Jefferson, Olive Branch Petition, John Hancock, Thomas Paine, Common Sense, Declaration of Independence, Enlightenment

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10 Days October – November

War and Independence Summarize the contributions of the Founding fathers during the Revolutionary War

Identify the contributions of key individuals during the American Revolutionary period (ex. Marquis de Lafayette, von Steuben, Francis Marion, Nathanial Greene)

Explain the ways in which influential groups (freedmen, Native Americans, slaves, women, Hessians) contributed to both the American and British war efforts and their effect on the outcome of the war

Describe the influence of individuals (James Otis, Mercy Otis Warren, Abigail Adams, Benjamin Banneker, Lemuel Haynes, Phyllis Wheatley) on social and political developments during the Revolutionary era

Determine the consequences of the American Revolution for Florida

Trace the development of major events during the American Revolution

Evaluate the contributions of influential individual and groups during the Revolutionary era

Assess the help provided by France and Spain on the outcome of the American Revolution

Draw conclusions about the effects of the war on the United States, Britain, France, and Spain

Continental Army, Sir William Howe, Mercenary, Hessians, General Horatio Gates, General Benedict Arnold, Battle of Saratoga, Marquis de Lafayette, Valley Forge, Friedrich von Steuben, Battle of Trenton, Lord Cornwallis, Guerilla Warfare, Francis Marion, Battle of Cowpens, Nathaniel Green, Battle of Yorktown, Admiral Francois de Grasse, Ben Franklin, John Jay, John Adams, Treaty of Paris

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10 Days November - December

Confederation to Constitution

Identify the structure, strengths, and weaknesses of the Articles of Confederation

Describe the course and consequences of the Constitutional Convention

List the reasons Americans supported and opposed the Constitution

Explain the ways the Bill of Rights protects citizens

Identify constitutional provisions for US Citizenship

Summarize the major Issues of the Constitutional Convention (ex.3/5 compromise, the Virginia plan, New Jersey plan)

Compare and contrast the Articles of Confederation and the Constitution

Compare and contrast the views of the Federalists and Anti-Federalists

Analyze the ratification process that led to the adoption of the United States Constitution

Draw conclusions about how the rights and principles contained in the Constitution and Bill of Rights affect lives of citizens today

Trace the development of the Constitutional expansion of voting rights

Bicameral, Articles of Confederation, Northwest Ordinance, Shay’s Rebellion, Three-Fifths Compromise, Ratify, Federalists, Anti-Federalists, Federalist Papers, Constitutional Convention, Virginia Plan, New Jersey Plan, Great Compromise

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2 Days November

History Fair Review source validity

Gather primary source material (photos, maps)

Develop timelines

Organize facts/data

Review MLA style for annotated bibliography


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3 Days December

Career Planning/ History Fair

• Monitor progress • Provide feedback


End of First Semester


8 Days January

A New Nation Identify George Washington’s contributions to the presidency

Identify the major treaties signed during Washington’s presidency

Identify why Washington wanted to avoid foreign entanglements

Determine how the Alien and Sedition Act affected the presidency of John Adams

Describe the growing partisanship during Adams’ term as president

Explain the Midnight Appointments

Assess the presidencies of George Washington and John Adams

Evaluate the influence of Washington’s Farewell Address

Evaluate the reasons for the Alien and Sedition Acts

Critique the practice of presidential appointments during Adams’ presidency

Inauguration, Precedents, Cabinet, John Jay, Judiciary Act of 1789, Tariffs, Taxes, Debt, Whiskey Rebellion, Western Territory, Proclamation of Neutrality, Jay’s Treaty, Pinckney’s Treaty, Washington’s Farewell, XYZ Affair, Alien and Sedition Acts, Alexander Hamilton, Treaty of Greenville, Midnight Appointments

SS.8.A.3.12 SS.8.A.3.13

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5 Days January

History Fair / Career Planning

Educator’s Toolkit is available with lesson plans and organizers at www.fldoe.org/workforce/ced Students may create an account at Florida Choices


6 Days January

Jeffersonian Democracy • Examine the regional shift that was reflected in the Election of 1800

• Explain why Marbury v. Madison (1803) is one of the most important Supreme Court cases in the nation's history

• Identify the motives for people to migrate west of the Appalachians

• Identify the reasons Jefferson was interested in obtaining the Louisiana Territory

• Examine the effects of the Haitian Revolution on the US acquisition of the Louisiana Territory

• Assess Jefferson’s views on the role government • Identify how Jefferson's actions when he first

became president reflected his philosophy • Assess the importance of the Election of 1800 • Critique the ideals expressed in Jefferson’s 1st

Inaugural Address • Evaluate how the Louisiana Purchase and the

Lewis and Clark Expedition changed the U. S. • Evaluate the impact of the Embargo Act of 1807

on the American economy

Marbury v. Madison, judicial review, Judiciary Act of 1801, Louisiana Purchase, Barbary War, Lewis and Clark Expedition, Sacagawea, Hamilton and Burr conflict/duel, Embargo Act of 1807, impressment

SS.8.A.3.14 SS.8.A.4.12



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8 Days February

Emergence of the American Identity

• Describe the influence of significant individuals on social, political, and economic developments

• Describe the impact of industrialization on the growth of America and its economy

• Identify the impact of technological improvements on the nation and on specific populations, i.e. Native Americans, African-Americans, and women

• Explain the issues that led to the Missouri Compromise

• Identify the working conditions in New England mills

• Identify issues related to the changing cultural and migration patterns of Native Americans

• Assess the War of 1812 in terms of cause-effect • Compare and contrast the benefits and

consequences of industrialization • Evaluate the rationale for the Missouri

Compromise • Assess the overall outcome of America’s

diplomatic assertiveness

Tecumseh, William Henry Harrison, Battle of Tippecanoe, Nationalism, Henry Clay, John Calhoun, War of 1812, Oliver Hazard Perry, Battle of Lake Erie, Battle of the Thames, Battle of Plattsburgh, Francis Scott Key, Star Spangled Banner, Treaty of Ghent, Battle of New Orleans, Andrew Jackson, Hartford Convention, Industrial Revolution, Cotton Gin, Eli Whitney, Factory System, Samuel Slater, Lowell Girls, Interchangeable Parts, Turnpikes, National Road, Fulton’s Folly, Erie Canal, Adams‐Onis Treaty, Missouri Compromise, Monroe Doctrine

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2 Days February

Career Planning Educator’s Toolkit is available with lesson plans and organizers at www.fldoe.org/workforce/ced Students may create an account at Florida Choices



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10 Days February

Jacksonian Democracy

DBQ: “How Democratic Was

Andrew Jackson?”

• Identify issues related to the Election of 1828 • Examine the growth of populism in American

politics • Identify the consequences of Jackson’s policies as

they relate to Native Americans • Identify the issues related to the landmark

Supreme Court cases: Worcester v. Georgia, Cherokee Nation v. Georgia, Gibbons v. Ogden

• Identify Jackson’s reasons for vetoing the renewal of charter of the Bank of the United States

• Assess the claims that Jackson was undemocratic • Compare and contrast Jeffersonian Democracy

with Jacksonian Democracy • Evaluate Jackson’s influence on the United

States’ political system • Draw conclusions about Jackson’s treatment of

Native Americans • Assess the impact of the closure of the Bank of

the United States • Differentiate between a bureaucracy and the

spoils system

Mudslinging, Landslide, Old Hickory, Suffrage, Spoils System, Bureaucracy, Cherokee Indians, Indian Removal Act, Indian Territory, Worcester v. Georgia, Cherokee Nation v. Georgia, Gibbons v. Ogden, Trail of Tears, Seminole Indians, Chief Osceola, Bank of The United States, Daniel Webster, Populism

SS.8.A.4.1 SS.8.A.4.3 SS.8.A.4.4 SS.8.A.4.8

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14 Days March

Western Expansion

DBQ: Was the United States Justified in Going to War with

Mexico?

• List the reasons why people supported or opposed slavery in the western territories and Florida

• Describe the influence of significant individuals on political developments (James Polk, Henry Clay, Stephen Douglas, Sam Houston)

• Identify the cultural practices and migration patterns of Native American and African slave populations that were affected by western expansion

• List the events leading up to the Mexican-American War

• Describe how the United States took control of so much Mexican territory

• Identify events related to the California Gold Rush

• Identify the four parts of the Compromise of 1850 and why the compromise was necessary

• Evaluate the extent that cultural practices and migration patterns of Native American and African slave populations were affected by western expansion

• Analyze the role of slavery in the development of sectional conflict before and after the Mexican War

• Classify the events leading up to the Mexican-American War into social or political categories

• Assess the significance of the annexation of Texas as a cause of the Mexican-American War

• Draw conclusions about the impact of the California Gold Rush on western expansion

• Compare and contrast the Missouri Compromise and the Compromise of 1850

Tejanos, Empresarios, Stephen Austin, Antonio Lopez de Santa Anna, The Alamo, Sam Houston, Lone Star Republic, Annexation, Californios, Rancheros, James Polk, Rio Grande River, Gen. Zachary Taylor, Monterrey, Bear Flag Republic, Veracruz, Mexican Cession, Treaty of Guadalupe-Hidalgo, Gadsden Purchase, California Gold Rush, Forty‐Niners, Boomtowns, Vigilantes, Henry Clay, John Calhoun, Fugitive Slaves, Compromise of 1850, Stephen Douglas, Manifest Destiny, Thornton Affair, John Slidell

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SS.8.A.4.17 SS.8.A.4.18

End of Q3

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4 Days April

Reform Movements

• Identify the causes, goals, and impact of the 2nd Great Awakening

• Describe the ideals expressed in the Declaration of Sentiments

• Examine the goals of the women’s suffrage movement

• Identify the goals of the Seneca Falls Convention • Identify the connections between the social

reform movements: revivalism, abolition, education, women’s suffrage

• Describe the significant concepts of transcendentalism

• Examine the influence of Transcendentalists on American literature

• Summarize the benefits of education • Explain the reasons African-Americans were

often denied an education • Assess the impact of the social reform

movements on American society • Evaluate the goals of the transcendentalist

movement • Compare and contrast the major social issues of

the reform movement to major social issues of today

Second Great Awakening, Temperance, Horace Mann, Normal School, Elizabeth Cady Stanton, Seneca Falls Convention, Suffrage, Women’s Rights Movement, Transcendentalism, Ralph Waldo Emerson, Henry David Thoreau, Washington Irving, Underground Railroad, Harriet Tubman, Frederick Douglass, Sojourner Truth

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6 Days April

North & South Grow Apart

Describes the social structure in the North and the South

Identifies the characteristics of the economies of the North and the South

Describes the reasons for western expansion (push-pull factors)

Identify the goals of the Kansas-Nebraska Act

Identify the ways slaves resisted oppression

Examines the effects of the Dred Scott decision

Identify the issues in the Lincoln-Douglas debates

Compares the economies of the North and South

Analyze the effects of legislation on the issue of regional power and slavery

Differentiate the political goals of the North and South

Compare and contrast the positions of Steven Douglas and Abraham Lincoln during the Lincoln-Douglas debates

Bleeding Kansas, Border Ruffians, Charles Sumner, Democratic Party, Dred Scott decision, Freeport Doctrine, John Brown, Lincoln – Douglas Debates, Kansas-Nebraska Act, Popular Sovereignty, Preston Brooks, Republican Party, sectionalism, Steven Douglas, Uncle Tom’s Cabin, Whig Party

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14 Days April May

The American Civil War

DBQ: The Battle of

Gettysburg: Why Was It a Turning Point?

or What Caused the Civil

War?

• Identify the sections of the United States at the outbreak of war (CSA, Union states, border states, western territories)

• Describe how sectionalism, slavery, states’ rights, and balance of power in the Senate contributed to the outbreak of the war

• Examine the role that technology played in warfare

• Identify the major battles and military campaigns of the Civil War

• Examine the major developments/ decisions made during the presidency of Abraham Lincoln

• Identify the reasons for Lincoln’s issuance of the Emancipation Proclamation

• Identify the major themes in Lincoln’s 2nd Inaugural Address

• Identify key activities in Florida during the Civil War, such as salt production, cattle ranching, and blockade smuggling

• Compare the resources available to each side to fight the war

• Assess the strengths and weaknesses of the Union and the Confederacy

• Evaluate the impact of the Emancipation Proclamation

• Evaluate the outcomes of the major battles and military campaigns of the Civil War

• Assess the impact of the war on civilian populations

• Compare the Emancipation Proclamation to the 13th Amendment

Abraham Lincoln, Arsenal, Harper’s Ferry, Martyr, Election of 1860, Secession, Confederate States of America, Jefferson Davis, State’s Rights, Fort Sumter, Confederacy, Border States, Rebels, Yankees, First Battle of Bull Run, Stonewall Jackson, Blockade Runner/ Blockade Smuggling, Ironclads, Merrimack, Monitor, Ulysses S. Grant, Robert E. Lee, Battle of Shiloh, Battle of Antietam, Emancipation Proclamation, 13th Amendment, Habeas Corpus, Draft Law, Enlistment Bounty, Battle of Gettysburg, Pickett’s Charge, Gettysburg Address, Sherman’s March To The Sea, Appomattox Courthouse

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10 Days May

Reconstruction • Identify the goals of the groups that played a key role in Reconstruction (freedmen, carpetbaggers, scalawags, Radical Republicans, Ku Klux Klan)

• Identify the amendments passed to ensure equality for former slaves

• Summarize the gains made by blacks in the early years of Reconstruction

• Describe the types of people targeted by the KKK • Determine the consequences of a financial panic • Identify the methods used by Southern states to

deny rights to former slaves • Describe how people’s opinions toward

Reconstruction changed over time • Summarize the problems facing US Grant’s

administration • Explain why Northerners lost interest in

Reconstruction • Examine the circumstances of the Compromise

of 1877

Andrew Johnson, Black Codes, Carpetbaggers, Civil Rights Act of 1866, Compromise of 1877, Corruption, Fifteenth Amendment, Fourteenth Amendment, Freedmen, Freedmen’s Bureau, Grandfather Clause, Hiram Revels, Impeach, Jim Crow Laws, Ku Klux Klan (KKK), Literacy Test, Lynching, Poll Tax, Radical Republicans, Reconciliation, Reconstruction, Rutherford B. Hayes, Scalawags, Scandal, Segregation, Ten Percent Plan, Thirteenth Amendment, U.S. Grant, W.E.B. Du Bois

SS.8.A.5.7 SS.8.A.5.8

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4 Days May

Holocaust Studies • Recognize the characteristics of genocide • Describe why genocides occur • Identify examples of modern-day genocides

(Cambodia, Darfur, Bosnia, Rwanda) • Identify the reasons why the Nazis selected

certain groups to persecute • Summarize the role of anti-Semitism in Jews

being targeted • Examine the ideology behind the Dachau

concentration camp of 1933 • Explain the significance of Theresienstadt,

Auschwitz, Chelmno, Treblinka, Buchenwald • Compare and contrast the Holocaust with

modern-day genocides • Trace the development of anti-Jewish laws in

Germany • Differentiate the methods used to intimidate

target groups (violence, loss of civil rights, etc.) • Assess the mistreatment of concentration camp

victims • Critique the role of bystanders in the Holocaust

and other genocides • Identify issues of displaced persons following

liberation • Evaluate the consequences of the Holocaust as

seen in our society today • Identify the lessons learned from the Holocaust

Holocaust, Adolf Hitler, anti-Semitism, Nazi, Jew, Star of David, propaganda, censorship, Nuremberg Laws, Kristallnacht, concentration camp, ghetto, Transport, World War II, genocide, extermination camp, crematorium, Auschwitz, Final Solution, Liberation, Darfur, Bosnia, Rwanda, Cambodia, bystander

STATE STATUTE

8 Days May June

Review Final Exams

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Cross Curricular or Skills Standards – To be embedded in teaching and learning throughout the year as appropriate


Year Math • Interpret and compare ratios and rates. • Write and evaluate mathematical expressions

that correspond to given situations.

MA.8.A.1.3 MA.8.A.1.6

Year Economics • Examine motivating economic factors that influenced the development of the United States economy over time including scarcity, supply and demand, opportunity costs, incentives, profits, and entrepreneurial aspects.

• Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic backgrounds in the development of the United States economy.

• Explain the economic impact of government policies.

• Assess the role of Africans and other minority groups in the economic development of the United States.

• Evaluate domestic and international interdependence.

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Year Civics • Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction.

• Identify the evolving forms of civic and political participation from the colonial period through Reconstruction.

SS.8.C.1.3 SS.8.C.1.4

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Cross Curricular or Skills Standards – To be embedded in teaching and learning throughout the year as appropriate Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks

Year Geography • Use maps to explain physical and cultural attributes of major regions throughout American history.

• Use appropriate geographic tools and terms to identify and describe significant places and regions in American history.

• Identify the physical elements and the human elements that define and differentiate regions as relevant to American history.

• Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications.

• Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time.

• Locate and describe in geographic terms the major ecosystems of the United States.

• Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in the United States and Florida over time.

• Interpret population growth and other demographic data for any given place in the United States throughout its history.

• Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination.

• Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory.

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Cross Curricular or Skills Standards – To be embedded in teaching and learning throughout the year as appropriate Timeframe Topic of Study Targets Key Terms, People, Places, Events Benchmarks

Year Geography • Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout time.

• Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States over time.

• Use political maps to describe changes in boundaries and governance throughout American history.

• Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.

• Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.

• Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout American history.

• Illustrate places and events in U.S. history through the use of narratives and graphic representations.

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