Curriculum Framework
Quarter 2
United States History & Geography
Grade 8
Introduction
In 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.
Purpose of the Framework
The 2015-2016 Social Studies Curricula Framework is to be utilized as a resource when planning classroom instruction and projects. Our goal is to ensure our
students graduate ready for college and careers. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become
efficient readers, writers, and communicators. To achieve this, it is essential that literacy strategies be purposefully and appropriately planned and implemented.
There are three instructional shifts that teachers should remember when planning and teaching:
http://www.tncore.org/english_language_arts/standards_and_shifts/instructional_shifts.aspx
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Framework Layout
Each framework is divided into three columns: (1) TN State Social Studies Standards, (2) Guiding Questions & Vocabulary, (3) Suggested Instructional Activities
& Resources and at the end you can find a few Literacy Lessons and Activities that serve as supplementary resources when planning lessons.
Additionally, this framework includes the following:
1. The Common Core English Language Arts Standards for History/Social Studies can be found at: http://www.corestandards.org/ELA-Literacy/RH/introduction/
2. Suggested Primary Source Documents and Supporting Texts are included in the Tennessee State Social Studies standards at: http://tn.gov/education/article/socialstudies-standards
3. “A Word About Vocabulary Instruction” provides tips and strategies for meaningful vocabulary instruction for Tier 2 and Tier 3 words.
Using the Social Studies Curriculum Framework
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The pacing guide suggests time frames for instruction, are flexible, and may vary from classroom to classroom.
The TN State Standards are at the helm of teaching and learning and must be used to guide the lesson.(column 1)
The guiding questions are used to gain student interest in learning and can be written on the board for the class to reference.(column 2)
Key content and academic vocabulary are listed (column 2). To teach content, varied and rigorous instructional activities and resources are included in this framework to
support quality Social Studies lessons.
Lessons, activities and student tasks are in the third column which lists the textbook pages (if applicable) along with links to valuable resources.
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Curriculum Framework
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Quarter 2
United States History & Geography
Grade 8
At the end of each map, there are Literacy Activities, suggested lessons, and additional resources.
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.
Literacy in Social Studies http://www.tncore.org/literacy_in_social_studies.aspx
The Tennessee State Standards for English Language Arts include a subset of literacy standards for teachers of history/social studies, science, and technical
subjects. These literacy standards do not change the subject-area content, which will continue to be governed by Tennessee standards for each subject. Rather, the
literacy standards provide expectations for how students will read and write in those courses. By incorporating more reading of complex informational text, holding
students accountable to that reading through text-based discussion and giving students text-based argumentative and expository writing assignments, teachers will
do the following:
 Support school-wide literacy efforts;
 Help prepare students for the literacy demands they will face in college and career, including the specialized reading and writing procedures of the relevant
discipline; and
 Reinforce students’ learning of subject-area content.
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Curriculum Framework
United States History & Geography
Grade 8
Quarter 2
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.
WIDA
https://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.
Example: 6-8 Speaking
Civil War
Entering:
Identify historical figures or
events of the Civil War period
from photographs or
illustrations in small groups
Example: 6-8 Reading
Civic Rights and
Responsibilities
Entering:
Identify rights or
responsibilities of people in
U.S. or other countries using
illustrations and labels, or
phrases
Beginning:
Describe historical figures or
events of the Civil War period
from photographs, illustrations,
or videos in small groups
Developing:
Role-play scenes from
historical events or lives of
figures of the Civil War period
in small groups
Expanding:
Re-enact historical events or
lives of figures of the Civil
War period from varied
perspectives with peers (e.g.,
Lincoln-Douglas debates)
from varied perspectives in
small groups
Bridging:
Give monologues simulating
historical events or figures
of the Civil War period (e.g.,
scenes in plays)
Beginning:
Sort rights or responsibilities
of people in U.S. or other
countries using illustrations
and written statements
Developing:
Select examples of rights or
responsibilities of people in
U.S. or other countries using
illustrations and written
descriptions
Expanding:
Evaluate rights or
responsibilities of people in
U.S. or other countries using
illustrated text
Bridging:
Infer rights or
responsibilities of people in
U.S. or other countries from
grade level text
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Curriculum Framework
Quarter 2
United States History & Geography
Grade 8
A Word About Vocabulary Instruction
Effective Tier 2 academic vocabulary development necessitates daily direct and explicit instruction in vocabulary that includes systematic practice, review, and deep processing.
Teachers must immerse students in word-rich environments, while teaching and modeling word learning strategies.
In all content areas, academic vocabulary instruction must be cumulative, and the terms should be integrated into increasingly complex tasks. In language arts, more time should be
spent on instruction about the nuance of the word, its origin, root, and/or affixes. Additionally, language arts teachers should use word work strategies such as parts of speech,
semantic word webs, and other evidence-based vocabulary practice. The second column will include words from the unit, other examples of the affixes. Connections to Language
Standards can also be found under the “Morpheme” references in the second column when applicable.
Common Core State Standards: Focus on Tier 2 & Tier 3 Vocabulary
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Tier 1 Basic words commonly appear in spoken language. Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1 words rarely
require explicit instruction. Examples of Tier 1 words are clock, baby, happy and walk.

Tier 2 High frequency words are used by mature language users across several content areas. Because of their lack of redundancy in oral language, Tier 2 words present
challenges to students who primarily meet them in print. Examples of Tier 2 words are obvious, complex, establish and verify.

Tier 3 Words are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the
various academic domains and should be integral to instruction of content. Medical, legal, biology and mathematics terms are all examples of these words.
Explicit instruction of the Tier 2 academic words is required in order for students to know and use the words accurately in reading, writing, and speaking. Multiple exposures and
practice are key characteristics of effective vocabulary instruction. Teachers are expected to use evidence-based vocabulary strategies, such as those found in the SCS curriculum
maps.
Links to Support Vocabulary Instruction & Development
http://www.sde.idaho.gov/site/social_studies/docs/core/Visual%20Evidence.pdf
http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/
https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html
http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf
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Curriculum Framework
United States History & Geography
Grade 8
Quarter 2
8th Grade U.S. History & Geography
Pacing Guide
Time
1st Quarter
Weeks 1-2
The Colonies - Era: Colonialism 1600-1750
Weeks 3-4
Colonial Life - Era: Development of a New Nation 1720-1787
Week 5
The Road to Revolution - Era: A New Nation 1720-1787
Week 6
Tennessee Before the American Revolution - Era: Development of a New Nation 1720-1787
Weeks 7-9
The American Revolution - Era: Development of a New Nation 1720-1787
Time
2nd Quarter
Weeks 1-3
Growth of a Young Nation (1720-1787)
Weeks 4-5
The United States’ Role on the World Stage (1789-1849)
Weeks 6-9
The Rise of Sectionalism - Era: The Sectionalism of the American North, South, and West (1800-1850)
Time
3rd Quarter
Weeks 1-2
Westward Expansion
Weeks 3-9
Era: The Sectionalism of the American North, South and West
The Nation Divided/ Slavery in America 1800-1850
Time
4th Quarter
Weeks 1-3
Reconstruction 1865-1877
Weeks 4-9
Westward Expansion
Weeks 6-9
After the Civil War
* Please note that these time frames are suggested/estimated times. Instructional timing may vary due to schedule complications, remediation efforts or other factors.
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Curriculum Framework
State Standards
United States History & Geography
Grade 8
Quarter 2
Guiding Questions/Vocabulary
Tier 2 & 3
Instructional Activities & Resources
Growth of the Young Nation (1789-1849)
(Weeks 1-3)
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 of Rights.
8.33 Is the Constitution the foundation of the
American Political System?
8.33 Why do people form governments?
8.33 How do new ideas change the way people
live?
8.33 Why does conflict develop?
Resources-McGraw Hill 8th SS pages 206-215, video 360, handouts,
prim./sec. readings, art
8.33 Students will work in groups and discuss, list, and infer what challenges
the Framers faced when setting out to write the constitution and how they met
hose challenges.
Students will write an essay that explain measures taken by the framers of the
Constitution and Bill of Rights to prevent the government from becoming too
powerful. (computers, visuals, books, art supplies, cloze reads)
8.33 Students will read “Popular Sovereignty” and “The Nation is a Republic”
and annotate the reading and then diagram each piece by comparing and
contrasting the two pieces. Students will incorporate vocabulary for mastery
usage.
8.33 Students will analyze and interpret information using a graphic organizer
and document details. Students will read pages 210-211 independently and
chart the amendment process and being able to present orally the proposal
and ratification process.
8.33 Students will use maps, graphs, charts, and photos. Students will create
public service announcement that stresses the key role citizens play in our
society.
8.33 Students will view a Learn 360 Video of Checks and Balances, students
for extended practice may interview a family member about changes that have
taken place with the constitution.
8.33 Students analyze the political principles underlying the Constitution,
compare the enumerated and implied powers of the federal government and
understand the foundation of the American political system and the ways in
which citizens participate.
8.33 Graphic Organizers- Venn Diagram comparing and contrasting, charting
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Curriculum Framework
State Standards
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.
United States History & Geography
Grade 8
Quarter 2
Guiding Questions/Vocabulary
Tier 2 & 3
8.34 Why do lawyers have so much influence in
politics and government?
Content Vocabulary (Tier3): Impressment,
partisan, caucus, alien, sedition, nullify, states’
rights, preamble, constitution, impeachment,
president pro tempore
Academic Vocabulary (Tier 3): Uniform,
accumulate, compromise, maintain, issue,
distinct, resolve, indictment
(For Vocabulary Strategies - See page 5)
Connection to Language Standards
Greek & Latin Roots and Affixes
-ment - an action or resulting state
Examples from the unit: impressment,
indictment, settlement, emolument,
impeachment
Other examples: fragment, refreshment,
ornament
Instructional Activities & Resources
the significance of the tier 3 vocabulary terms: Map & Timeline - Textbook
p.204-205 & Step Into the Time activity, CCSS RH.6-8.7TH - Textbook p.206215 Enrichment: Interview a lawyer and get their perspective on the
constitution.
Textbook. p. 246-249 - Washington Takes Office - C p.247, Court System - R
p. 247, The Bill of Rights - R p.248
8.34 Resources-McGraw Hill 8th SS pages 221-242,
8.34 Students will make connections and concentrate on the preamble. For
extra credit, have the students memorize it and then write the preamble in their
own words making sure they are incorporating some of the Tier 3 words.
8.34 Students will read the constitution in its original language and interpret
the meaning in 21st century words. Primary sources of the document can be
found in chapter resources.
8.34 Students will analyze and interpret information using a graphic organizer
and document details. Students will identify the central ideas and examine
what the framers of the Articles of the Confederation were trying to solve when
they used the term uniform.
8.34 Students will work in pairs to create a flow chart or sequence diagram of
how a bill becomes a law. Students will watch a short session of congress
about passing a law using “yeas” and “nays”. Students will discuss and create
their own bill to pass modeling the same procedures.
8.34 Graphic Organizers- 3 D Venn Diagram-Students will choose any article
to study (for ex. Page 228-229 Article III) Students will compare and contrast
all three sections. They will then create a visual chart, color it, and identify the
major objective of the Article III. They will finally write a one-page explanation
arguing a point for their peers to examine.
Connection to Language Standards
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Curriculum Framework
State Standards
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.
Guiding Questions/Vocabulary
Tier 2 & 3
Language Standards
L. 8.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
L.8.4.b Use common, grade-appropriate Greek
or Latin affixes and roots as clues to the
meaning of a word (e.g., belligerent, bellicose,
rebel).
8.35 What was the impact of George
Washington’s Presidency?
8.36 Explain the loose versus strict
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, funding, and
the assumption of the revolutionary debt.
United States History & Geography
Grade 8
Quarter 2
Content Vocabulary (Tier 3): Precedent, cabinet,
bond, tariff, Impressment, quorum, adjourn,
emoluments, bill, revenue, resolution. Impost,
naturalization, tribunal. insurrection
Academic Vocabulary (Tier 2): uniform,
accumulate, compromise, maintain, issue
(For Vocabulary Strategies - See page 4)
Instructional Activities & Resources
http://www.cognatarium.com/cognatarium/
Textbook Reference McGraw Hill 8th SS pages 246-255
8.35 Students will collaboratively write a newspaper article about the
presidency of George Washington. They will include his most influential
contributions. They will cite references and illustrate.
8.35 Students will do a cloze read on the first presidency from the British point
of view and the Colonists point of view. Students will annotate and infer.
8.35 Discuss the fact that Congress was divided on how much power the
president should have over the cabinet. (It allowed the president the authority
to dismiss cabinet officers without Senate approval, strengthening the
president's position with authority over the executive branch.) Be sure that
students understand the meaning of the term precedent.
8.35 - Making Connections Use the interactive image to discuss the first
cabinet. Ask volunteers to name the cabinet members and any current cabinet
members they know. (Students may say that patience, an ability to listen and
compromise, strength, and courage are some of the qualities that cabinet
members should have.)
Graphic Organizers- Taking Notes Use the interactive graphic organizer to
identify important figures in the early years of the United States.
Textbook Resources-McGraw Hill 8th SS pages 246-251
8.36 Students will make connections and concentrate on the preamble. For
extra credit have the students memorize it and then write the preamble in their
own words.
8.36 Students will read the constitution in its original language and interpret
the meaning in 21st century words. Primary sources of the document can be
found in chapter resources.
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Curriculum Framework
State Standards
United States History & Geography
Grade 8
Quarter 2
Guiding Questions/Vocabulary
Tier 2 & 3
8.35 Senators were equally divided over whether
the president should be able to dismiss cabinet
officers without Senate approval. Vice President
John Adams broke the tie. Ask: What precedent
did this vote set?
Instructional Activities & Resources
8.36 Students will analyze and interpret information using a graphic organizer
and document details. Students will identify the central ideas and examine
what the framers of the Articles of the Confederation were trying to solve when
they used the term uniform.
8.36 Students review a political cartoon and draws conclusions about the
differences in opinion in the country.
https://search.yahoo.com/yhs/search?p=political+cartoons+on+Jefferson&ei=
UTF-8&hspart=mozilla&hsimp=yhs-004
8.36 What qualities would make a good cabinet
member?
Content Vocabulary (Tier 3): appropriations,
tribunal, insurrection appropriations, original
jurisdiction, appellate jurisdiction, amendment
ratification, quarter, warrant, probable cause,
common law, bail, majority, devolve,
emancipation, president elect,
8.37 Explain the controversies that plagued the
administration of John Adams, including the
Academic Vocabulary (Tier 2): distinct, resolve,
conflicts with England and France and the
specify
Alien and Sedition Acts.
(For Vocabulary Strategies - See page 4)
8.36 Students will work in pairs to create a flow chart or sequence diagram of
how a bill becomes a law. Students will watch a short session of congress
about passing a law using “yeas” and “neas”. Students will discuss and create
their own bill to pass modeling the same procedures. Students will utilize
maps, timelines, and the world atlas.
https://search.yahoo.com/yhs/search?p=how+a+bill+becomes+a+law&ei=UTF
-8&hspart=mozilla&hsimp=yhs-001
and
http://www.c-span.org/video/?58004-1/bill-becomes-law
Textbook Reference Pp. 257-261
8.37 Students work in teams to write sentences that show the differences in
the interpretation of the constitution between the two parties.
8.37 Students will identify the leaders whose supporters formed the first two
political parties.
http://www.c-span.org/video/?305705-1/political-party-system-reform
8.37 Students will research with a partner each taking on a different point of
view relating to the two party system. They will listen, view, summarize,
categorize, and rotate around the classroom sharing their ideas.
https://search.yahoo.com/yhs/search?p=political+cartoon+two+party+system&
ei=UTF-8&hspart=mozilla&hsimp=yhs-004
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Curriculum Framework
State Standards
United States History & Geography
Grade 8
Quarter 2
Guiding Questions/Vocabulary
Tier 2 & 3
Instructional Activities & Resources
8.37 Graphic Organizers student will graph the impact of the alien Sedition Act
of John Adams.
https://search.yahoo.com/yhs/search?p=alien+sedition+ac6t&ei=UTF8&hspart=mozilla&hsimp=yhs-004
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.
8.39 Identify the leaders and vents and
analyze the impact of western expansion to
and to the development of Tennessee
statehood.
8.37 How can a controversy plague an
administration?
8.39 Students will detail the leaders and events leading to statehood.
Textbook Reference Pg. 306
8.38 What was daily life like in early America?
8.39 What leaders and events helped
Tennessee become a state?
8.40 Students will write summaries for
Marbury v. Madison
http://www.history.com/topics/marbury-v-madison/videos
Gibbons v. Ogden
http://www.lawnix.com/cases/gibbons-ogden.html
And
McCulloch v. Maryland
http://www.history.com/topics/mcculloch-v-maryland
8.40 Analyze the role played by John Marshall
in strengthening the central government.
8.41 Explain the major events of Jefferson’s
Presidency.
8.38 Students will read excerpts from Washington Irving and James Fenimore
Cooper.
http://www.online-literature.com/irving/2053/
and
http://external.oneonta.edu/cooper/
8.40 Why were the decisions of the Supreme
8.41 Student will create a chart the details the Election of 1800, the Louisiana
Purchase, the defeat of the Barbary Pirates and the Embargo Act.
The Election of 1800
http://www.ushistory.org/us/20a.asp
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Curriculum Framework
State Standards
United States History & Geography
Grade 8
Quarter 2
Guiding Questions/Vocabulary
Tier 2 & 3
Instructional Activities & Resources
court significant?
The Louisiana Purchase
http://www.history.com/topics/louisiana-purchase
8.41 Why was the election in 1800, the Louisiana the Barbary Pirates
Purchase, the defeat of the Barbary Pirates and http://www.socialstudiesforkids.com/wwww/us/barbarypiratesdef.htm
The Embargo Act
the Embargo Act important?
http://www.u-s-history.com/pages/h2621.html
8.42 Students will read and highlight the details of the expedition of Lewis and
Clark.
Textbook Reference Pp. 274-276.
http://lewisclark.net/journals
8.42 Analyze the impact of the Lewis and Clark
expedition.
http://www.nationalgeographic.com/lewisandclark/
http://lewisandclarkjournals.unl.edu/read/?_xmlsrc=lc.img.corpus.01.xml&_xsls
rc=LCstyles.xsl
8.42 What did the Lewis and Clark Expedition
Achieve?
Content Vocabulary (Tier 2): Frigate, secede,
customs duty, jurisdiction
Academic Vocabulary (Tier 3): Underestimate,
restriction, authority, purchase
(For Vocabulary Strategies - See page 4)
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Curriculum Framework
State Standards
United States History & Geography
Grade 8
Quarter 2
Guiding Questions/Vocabulary
Tier 2 & 3
Instructional Activities & Resources
The United States’ Role on the World Stage (1789-1849)
(Weeks 4-5)
8.43 Explain the causes, course and
consequences of the war of 1812, including
the major battles, leaders, event and role of
Tennessee.
 Impressment
 War hawks
 Henry Clay
 Burning of Washington
 Fort McHenry
 William Henry Harrison
 Tecumseh
 Andrew Jackson
 Battle of Horseshoe Bend
 Battle of New Orleans
8.44 Identify on a map the changing
boundaries of the United States including the
convention of 1818 and Adams-Onis Treaty.
8.45 Analyze the relationship the United States
had with Europe including the influence of the
Monroe Doctrine.
8.43 What was the cause of the War of 1812?
8.44 Why did the boarders change?
8.43 Student will prepare for a debate. They with argue either pro/con: the
War of 1812.
Textbook reference Pp. 285-286.
http://militaryhistory.about.com/od/warof1812/tp/war-of-1812-overview.htm
and for images
https://search.yahoo.com/yhs/search?p=war+of+1812&ei=UTF8&hspart=mozilla&hsimp=yhs-001
8.45 How complicated was the relationship
between the United States and Europe including
the influence of the Monroe Doctrine?
8.44 On an Outline map use the links listed to show the boarder changes in
different colors and write an explanation.
https://search.yahoo.com/yhs/search?p=outline+u+s+map&ei=UTF8&hspart=mozilla&hsimp=yhs-001
Boundary change shown here…
https://search.yahoo.com/yhs/search?p=conventin+of+1818&ei=UTF8&hspart=mozilla&hsimp=yhs-001
Adams-Onis Treaty
http://www.u-s-history.com/pages/h3985.html
8.45 Student will create a cause/effect graph that show the relationship of
other countries with America. Textbook reference Pg. 315
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Curriculum Framework
State Standards
United States History & Geography
Grade 8
Quarter 2
Guiding Questions/Vocabulary
Tier 2 & 3
Instructional Activities & Resources
The Sectionalism of the American North, South and West (1800-1850)
(Weeks 6-9)
8.46 Analyze the physical obstacles to and the
economic and political factors involved in
building a network of roads, canals and
railroads, including Henry Clay’s "American
System".
8.46 How does movement influence an economy
and society? *What was the purpose of the
American System that Henry Clay proposed?
8.46 Students analyze the paths of the American people in the three regions of
the United States from 1800 to the mid-1800s and the challenges they faced
as they became increasingly sectionalized.
http://www.u-s-history.com/pages/h258.html
Content Vocabulary (Tier 3): sectionalism,
nationalism, unity, patent, interchangeable part,
cotton gin, capitalism, capital, free enterprise
Academic Vocabulary (Tier 2): intense, internal,
goal, technology
(For Vocabulary Strategies - See page 4)
8.47 Explain the causes and effects of the
wave of immigration from Northern Europe to
the United States, and describe the growth in
the number, size and spatial arrangements of
cities as a result of events such as the Great
Potato Famine.
Connection to Language Standards
Greek & Latin Roots and Affixes
-ism - a distinctive theory or practice (Greek)
Examples from the unit: Sectionalism,
nationalism, capitalism
Other examples; journalism, optimism, organism
Language Standards
L. 8.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary
knowledge when considering a word or phrase
Connection to Language Standards
http://www.cognatarium.com/cognatarium/
Textbook Reference Pp. 296
8.48-8.51 Discuss with students how the Industrial Revolution reached the
United States. List the three reasons that New England became the central
area for the start of the Industrial Revolution.
8.48-8.51 Writing Summarizing Ask students to summarize the Industrial
Revolution in the United States. Video, Informational Article, Pictures…
http://www.history.com/topics/industrial-revolution
8.48-8.51 Use the primary source excerpt of the Lowell Offering to discuss the
young factory workers called Lowell Girls. Explain to students that this was a
monthly magazine of poetry and fiction written by female textile workers. Have
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Curriculum Framework
State Standards
United States History & Geography
Grade 8
Quarter 2
Guiding Questions/Vocabulary
Tier 2 & 3
8.48 Analyze the 19th century reforms
influenced by the 2nd Great Awakening such
as the Temperance Movement, Prison Reform,
Mental Health Reform and education, including
tent meetings, establishment of new churches,
Horace Mann, Dorothea Dix and temperance
Societies.
important to comprehension or expression.
8.51 Trace the development of the agrarian
economy in the South, the locations of the
cotton producing states, and the significance of
cotton, the cotton gin and the role of Memphis
as the Cotton Capital of the South.
.
8.47 What are effects that geography has on a
society and a nation?*How did improvements in
transportation and technology influence
America?* What were the impacts of American
expansion on the country, its citizens, Native
Americans, enslaved persons and national
neighbors?
L.8.4.b Use common, grade-appropriate Greek
or Latin affixes and roots as clues to the
meaning of a word (e.g., belligerent, bellicose,
rebel).
8.48 What problems might a new country
face?*How did America respond to internal and
external changes?*How did the nation reflect a
growing sense of national pride and identity.
*Why did Americans take different paths in the
1800sWhat conflicts do people of different
cultures and backgrounds experience and how
are they solved?
8.55 Explain the events and impact of the
presidency of Andrew Jackson.
Content Vocabulary (Tier 3):
temperance movement, abolitionist,
Amendment, barricade, turnpike, authority,
Census, civil disobedience, relocate,
consequence, secession, Favorite son, plurality,
Instructional Activities & Resources
students discuss what life was probably like for the Lowell Girls. Textbook
reference pp .297-298 and use…
http://courses.wcupa.edu/johnson/Low-offr1.html
8.47-8.51 Use the interactive graphic organizer to analyze the major elements
of the free enterprise system. Have students create and complete their own
Activity worksheet as homework. To extend the lesson, have students
consider what plays a role in the economy of a town or city.
8.55 Resources-McGraw Hill 8th SS pages 324-329
Use the interactive graphic organizer to compare the political parties
discussed in this lesson.
8.55 Explain to students that there was only one major political party in the
early 1820s. Call on a volunteer to identify it. Use the interactive map of the
1824 election to discuss the results of this election.
8.55 Make sure students understand that if no candidate wins a majority of the
electoral votes, the Constitution empowers the House of Representatives—
with each state casting one vote—to choose the president.
8.55 Use the interactive image about the corrupt bargain to discuss Henry
Clay throwing his support to John Quincy Adams and using his influence to
help Adams be selected president.
Language Skill: “Comparing and Contrasting” Display the interactive map of
the election of 1828. Compare it with the 1824 map.
1828
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Curriculum Framework
State Standards
United States History & Geography
Grade 8
Quarter 2
Guiding Questions/Vocabulary
Tier 2 & 3
majority, mudslinging, bureaucracy, spoils
system, nominating, convention, veto
Academic Vocabulary (Tier 2): facilitate,
participate, legacy, settlements, reveal, region,
federal, survive, institution, symbol
Instructional Activities & Resources
https://search.yahoo.com/yhs/search?p=MAP+OF+1828&ei=UTF8&hspart=mozilla&hsimp=yhs-001
1824
https://search.yahoo.com/yhs/search?p=MAP+OF+1824&ei=UTF8&hspart=mozilla&hsimp=yhs-001
(For Vocabulary Strategies - See page 4)
8.56 Analyze the contributions of Sequoyah to
the Cherokee.
8.57 Write a narrative piece that describes the
impact of the Indian Removal Act of 1830 and
the struggle between the Cherokee Nation and
the United States government citing evidence
from primary source accounts of the Trail of
Tears.
Connection to the Language Standards
Greek & Latin Roots and Affixes
-ance – brilliance or appearance (Latin)
-ence - an action state, condition or quality
(Latin)
Examples from this unit: temperance,
consequence, disobedience
Other examples; experience, guidance,
maintenance, appearance
8.58 Describe the concept of Manifest Destiny
and its impact on the developing character of
the American nation, including the purpose,
challenges and economic incentives for
westward expansion.
Language Standards
L. 8.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
8.59 Describe American settlements in Texas
after 1821 and the causes for the Texas War
of Independence, including the roles of David
Crockett and Sam Houston in the war and the
legacy of the Alamo.
L.8.4.b Use common, grade-appropriate Greek
or Latin affixes and roots as clues to the
meaning of a word (e.g., belligerent, bellicose,
rebel).
8.56-5.57 Have students compare the circle graphs about the popular vote in
the elections of 1824 and 1828 from the textbook. Comparing Have students
compare innovations of the 1828 campaign, such as slogans, buttons, and
rallies to election campaigns today.
Connection to Language Standards
http://www.cognatarium.com/cognatarium/
8.56-8.57 Resources-McGraw Hill 8th SS pages 408-415
Use the interactive graphic organizer to describe how Native American groups
resisted removal.
8.56-8.57 Remind the class that as the nation expanded, many Native
Americans moved West and South of the newly formed states, but others
remained to live among the white settlers. Other Americans referred to these
Native American groups as the "Five Civilized Tribes." Identifying Call on
students to identify the Five Civilized Tribes. (Creek, Cherokee, Choctaw,
Chickasaw, and Seminoles)
http://www.legendsofamerica.com/na-fivecivilizedtribes.html
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Curriculum Framework
State Standards
).
United States History & Geography
Grade 8
Quarter 2
Guiding Questions/Vocabulary
Tier 2 & 3
8.55 How did the people gain power during the
Age of Jackson?
8.56 What were the contributions of Sequoyah to
the Cherokee?
8.56 How do you think the Native Americans felt
about making this journey?
8.56-8.57 Why did Jackson use force to remove
Native Americans from the Southeast?
Content Vocabulary (Tier 3):
Barricade, Cede, Authority, Census, Civil
disobedience, Legacy settlements, revival,
normal school, civil disobedience, utopia,
suffrage, coeducation, prairie schooner,
emigrant, Manifest Destiny
Instructional Activities & Resources
8.58-8.60 Resources-McGraw Hill 8th SS pages 345, 351-352, 357
Write an informative essay describing the concept of
Manifest Destiny and its impact on the developing
American Nation. Be sure to include its purpose, challenges, and economic
incentives for westward expansion.
http://www.u-s-history.com/pages/h337.html
8.59 se the interactive graphic organizer to list the accomplishments of some
of the leaders mentioned in this lesson.
Contrasting Have students contrast Spanish and Mexican relations with
Americans regarding New Mexico.
Refer students to the interactive map of the Santa Fe Trail from the textbook
again. Pp. 360-361.
8.57 Discuss Jackson's push for the Indian Removal Act and how its passage
affected Native Americans.
Academic Vocabulary (Tier 2): Lecture, route,
capable, ministry, hinder, tidings, plus, access,
hinder, tidings
(For Vocabulary Strategies - See page 4)
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Shelby County Schools 2015/2016
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Curriculum Framework
State Standards
United States History & Geography
Grade 8
Quarter 2
Guiding Questions/Vocabulary
Tier 2 & 3
Connection to the Language Standards
Greek & Latin Roots and Affixes
-ment -the mind, or state (Latin)
Examples from the unit: Movement, Amendment
Instructional Activities & Resources
Connection to Language Standards
http://www.cognatarium.com/cognatarium/
Other examples;
Achievement, management, improvement
Language Standards
L. 8.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary
knowledge when considering a word or phrase
important to comprehension or expression.
L.8.4.b Use common, grade-appropriate Greek
or Latin affixes and roots as clues to the
meaning of a word (e.g., belligerent, bellicose,
rebel).
Literacy Lessons and Activities/Samples Tasks
RH8.7 Integrate visual information (e.g., in
charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
Write an essay that answers:
How was the Mexican attitude toward
American settlers different from the Spanish
attitude?
What was behind Polk’s plan?
Was America justified in their invasion used
the Santa Fe Trail and why did they use it?
RH8.8. Distinguish among facts, reasoned
judgment in a text.
WHST 8.9. Draw evidence from informational texts to support analysis
reflection, and research.
What conflicts do people of different cultures and
backgrounds experience and how can they be
solved?
Textbook Reference Pp. 332-333
After doing research on the weather conditions and environmental status,
create about ten Journal entries as if you were on the journey with Lewis and
Clark
http://www.nationalgeographic.com/lewisandclark/
http://www.history.com/topics/native-americanhistory/trail-of-tears
Textbook Reference Pp 275-276.
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Curriculum Framework
State Standards
The PBS site has Pictures videos, maps and
text.
Also use Textbook reference Pp. 362- 364
http://www.pbs.org/kera/usmexicanwar/prelude
/jp_jp_and_the_mexican_war.html
United States History & Geography
Grade 8
Quarter 2
Guiding Questions/Vocabulary
Tier 2 & 3
Create a chart to categorize the various aspects
of the treatment of Native Americans during
Jackson’s Presidency from the studied text.
Research the lack of freedoms guaranteed to
Native Americans. Why did the U.S. Constitution
fail them? Respond in essay format
http://www.heartcom.org/FiveCoreFreedoms.htm
Instructional Activities & Resources
WHST6.1. Write arguments focused on discipline-specific content. 1.
Introduce claim(s) about a topic or issue, acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically. 2. Support claim(s) with logical reasoning and relevant,
accurate data and evidence that demonstrate an understanding of the topic or
text, using credible sources.
Possible topics: Does Britain or America have a responsibility to each other?
Or Did Napoleon Benefit from the sale of Louisiana?
Students’ choice assignment:
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Curriculum Framework
United States History & Geography
Grade 8
Quarter 2
Additional Resources
The Fourteenth Amendment: Part I
Sparknotes: Westward Expansion

 http://www.sparknotes.com/history/american/westwardexpansion/section11.rhtml
The Battle of the Little Bighorn
http://www.pbslearningmedia.org/resource/vtl07.la.ws.style.fourameni/the-fourteenthamendment-part-i/
The Fourteenth Amendment: Part II

http://www.pbslearningmedia.org/resource/vtl07.la.ws.style.fouramenii/the-fourteenthamendment-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/andrewjohnson-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/reconstructionbrings-white-resistance/

http://www.hmhco.com/country/us/tennessee/social-studies/the-americans-reconstruction-tothe-present

http://www.tngenweb.org/law/constitution1870.html
 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/gildedage/teaching-resources
Women and Children in the Workforce

http://tn.pbslearningmedia.org/resource/076b6f88-c368-46f8-b1fb-ce04d087e73e/johnsonwomen-children-in-the-workforce-segment-1/
 http://edsitement.neh.gov/lesson-plan/battle-over-reconstruction-aftermath-war
Yellow Fever
 http://www.pbs.org/wgbh/americanexperience/films/triangle/player/
Fruits of Thy Labor


http://tn.pbslearningmedia.org/resource/a6b6df48-7063-4ff5-a8d5-b96263817a6e/fruits-ofthy-labor/

http://www.havefunwithhistory.com/HistorySubjects/index.html
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
Industrial Revolution

http://teva.contentdm.oclc.org/cdm/landingpage/collection/Centennial

http://www.socialstudiesforkids.com/subjects/spanishamericanwar.htm
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Curriculum Framework
United States History & Geography
Grade 8
Quarter 2
Additional Resources
 http://www.webenglishteacher.com/mtaylor.html
Coca-Cola


http://www.chattanoogacocacola.com/history.asp

http://cocacolaunited.com/wp-content/uploads/2012/03/HISTORY-OF-CHATTANOOGACOCA-COLA-WORLDS-FIRST-BOTTLING-COMPANY.pdf
 http://www.owlteacher.com/the-progressive-era.html
Amendments
 http://cocacolaunited.com/locations/chattanooga/
The Gilded Age
http://tn.pbslearningmedia.org/resource/e750af9d-28e8-4912-9ce3-3cc9b22d10c2/spanishamerican-war/
 http://kids.laws.com/
Ida B. Wells

 http://www.learnnc.org/lp/editions/nchist-newsouth/5489
Tennessee History
http://www.pbslearningmedia.org/resource/bf09.socst.us.const.antilynch/ida-b-wells-alifetime-of-activism/

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.tnhistoryforkids.org/places/cowan_rr_museum
The Chinese in America

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
http://www.tnhistoryforkids.org/geography/a_6
http://www.pbslearningmedia.org/resource/akh10.socst.ush.now.trchinese/transcontinentalrailroad-recruits-chinese-laborers/
 http://cprr.org/Museum/Chinese.html
Westward Expansion

http://www.pbslearningmedia.org/resource/akh10.socst.ush.now.westexpans/westwardexpansion-18601890/

http://tn.pbslearningmedia.org/resource/e9c31779-948d-4a12-8dc85c6a9f5fc9a5/homesteading-railroad-land-grants/

http://tn.pbslearningmedia.org/resource/79feef6b-984c-4029-b322-585c79080d81/the-civilwar-and-the-transcontinental-railroad/

https://www.gilderlehrman.org/history-by-era/development-west/resources/transcontinentalrailroad-images-and-poetry

https://www.gilderlehrman.org/history-by-era/development-west/resources/all-aboardmaking-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-inpictures?m=528e394da93ae&s=undefined&f=1&free=falsehttp://www.history.com/topics/ellis
-island/videos/arrival-at-ellis-island
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Curriculum Framework
Quarter 2
United States History & Geography
Grade 8
Additional Resources
Tennessee PBS Stations: America, The Melting Pot

http://tn.pbslearningmedia.org/resource/fyr14.socst.us.colicchio/20th-century-italianimmigration-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-periodin-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-ofpassage/
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