WESLACO INDEPENDENT SCHOOL DISTRICT
Scope and Sequence 8th Grade U.S. History – 1st Six Weeks
1st Six Weeks: Week 1-5
Readiness Standard:
Unit 1: Exploration and Colonization
WISD Benchmark date: September 23
Reporting Category 1: History
1(A) identify the major eras and events in U.S. history through 1877, including
colonization, revolution, drafting of the Declaration of Independence, creation
and ratification of the Constitution, religious revivals such as the Second Great
Awakening, early republic, the Age of Jackson, westward expansion, reform
movements, sectionalism, Civil War, and Reconstruction, and describe their
causes and effects
CCRS: I. Interrelated Disciplines and Skills
B. Periodization and chronological reasoning
1. Examine how and why historians divide the past into eras.
a. Describe the rationale for dividing U.S. history before and after particular dates (e.g., from 1865-1914).
b. Evaluate to what extent World War II can be described as a significant turning point in American history, examining such issues as the expansion
of civil rights, the economic influences of the G. I. Bill, and the international role of the United States (examples as posted on CCRS)
Clarification:
Exploration & Colonization
 European exploration of American continents
 Establishment of colonies in America
 Development of regional economies and self-government in those colonies
Road to the Revolution
 British economic policies after The French & Indian War
 Colonial reactions up to their Declaration of Independence
American Revolution
 Battles of Lexington & Concord
 Valley Forge
 Battle of Saratoga
 Battle of Yorktown
 Treaty of Paris of 1783
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3E: Share in
cooperative groups, c3H: Narrate, describe and explain
1
WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 1-5
Supporting Standard :
Unit 1: Exploration and Colonization
WISD Benchmark date: September 23
Reporting Category 1: History
1(B) apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods; and
1(C) explain the significance of the following dates: 1607, founding of
Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower
Compact; 1776, adoption of the Declaration of Independence; 1787, writing of
the U.S. Constitution; 1803, Louisiana Purchase; and 1861–1865, Civil War.
CCRS: I. Interrelated Disciplines and Skills
B. Periodization and chronological reasoning
1. Examine how and why historians divide the past into eras.
a. Describe the rationale for dividing U.S. history before and after particular dates (e.g., from 1865-1914).
b. Evaluate to what extent World War II can be described as a significant turning point in American history, examining such issues as the expansion of
civil rights, the economic influences of the G. I. Bill, and the international role of the United States (examples as posted on CCRS)
Clarification:
Exploration & Colonization
 1607 – Jamestown, first successful English settlement in America
 Development of colonial economies and self-government
 1620 - Arrival of the Pilgrims and signing of the Mayflower Compact
Road to the Revolution
 British policies after The French & Indian War
 Colonial reaction to British policies
 1776 – English colonies declare their independence from Britain
American Revolution
 Battles of Lexington & Concord
 Valley Forge
 Battle of Saratoga
 Battle of Yorktown
 Treaty of Paris of 1783
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3E: Share in
cooperative groups, c3H: Narrate, describe and explain
2
WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 1
Readiness Standard:
Unit 1: Exploration and Colonization
WISD Benchmark date: September 23
Reporting Category 1: History
2(A) identify reasons for European exploration and colonization of North
America; and
CCRS: I. Interrelated Disciplines and Skills
A. Spatial analysis of physical and cultural processes that shape the human experience
4. Identify and evaluate the sources and consequences of social conflict
b. Trace the influence of human migration upon domesticated plant and animal distribution over space and time.
c. Explain how technology and economic forces can influence patterns of migration and population distribution.
I. Interrelated Disciplines and Skills
B. Periodization and chronological reasoning
2. Identify and evaluate sources and patterns of change and continuity across time and place
b. Analyze the impact of immigration on the United States at different times in its history.
I. Interrelated Disciplines and Skills
E. Change and continuity of social groups, civic organizations, institutions, and their interaction
4. Identify and evaluate the sources and consequences of social conflict
a. Identify and analyze how different religious values have led to social conflict in different regions of the world.
II. Diverse Human Perspectives and Experiences
A. Multicultural societies
2. Evaluate the experiences and contributions of diverse groups to multicultural socities
a. Describe the contributions of various immigrant groups to the culture of the United States.
II. Diverse Human Perspectives and Experiences
B.Factors that influence personal and group identities
3. Analyze diverse religious concepts, structures, and institutions around the world
c. Describe the roles that different religious groups played in the founding of the United States. (examples as posted on CCRS)
Clarification:
England established its colonies in the New World to exploit the vast resources of the Americas, compete politically with its rivals in Europe, and help solve
political problems at home. Spain (being the first) looked to increase its wealth and was determined to find a route to India and China. France had an interest in
the fur trade in America.
Source for information: Alief ISD
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using
grade level content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated
3
WESLACO INDEPENDENT SCHOOL DISTRICT
content area materials
1st Six Weeks: Week 1 & 2
Supporting Standard:
Unit 1: Exploration and Colonization
WISD Benchmark date: September 23
Reporting Category 1: History
2(B) compare political, economic, religious, and social reasons for the
establishment of the 13 English colonies.
CCRS: I. Interrelated Disciplines and Skills
A. Spatial analysis of physical and cultural processes that shape the human experience
4. Evaluate the causes and effects of human migration patterns over time.
b. Trace the influence of human migration upon domesticated plant and animal distribution over space and time.
c. Explain how technology and economic forces can influence patterns of migration and population distribution.
I. Interrelated Disciplines and Skills
B. Periodization and chronological reasoning
2. Analyze the interaction between human communities and the environment.
b. Analyze the impact of immigration on the United States at different times in its history.
I. Interrelated Disciplines and Skills
D. Change and continuity of economic systems and processes
1. Interrelated Disciplines and Skills
C. Explain the influence of mercantilism on European colonization practices and analyze its influence on the development of the American
colonies.
Clarification:
 New England – social reasons (religious freedom)
 Middle – economic & social reasons
 Southern – economic reasons
Reasons for Founding the 13 Colonies
 Political Motives
 Economic Motives/Mercantilism (New England & Southern Colonies)
 Social Motives (Religion, Debt)
vocabulary:
mercantilism, colonization, founded, charter, stock, profit, political
Source for Information: Alief ISD
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using
grade level content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated
content area materials
4
WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 2
Unit 1: Exploration and Colonization
WISD Benchmark date: September 23
Readiness Standard: 10B compare places and regions of the United States in Reporting Category 2: Geography and Culture
terms of physical and human characteristics; and
10(C) analyze the effects of physical and human geographic factors on major
historical and contemporary events in the United States.
23(A) identify selected racial, ethnic, and religious groups that settled in the
United States and explain their reasons for immigration;
CCRS: I. Interrelated Disciplines and Skills
A. Spatial analysis of physical and cultural processes that shape the human experience
2. Analyze the interaction between human communities and the environment.
c. Examine the impact of human migration on culture and the environment.
4. Evaluate the causes and effects of human migration patterns over time
a. Identify and explain shifts in urban population centers over time and space.
Clarification:
10B:
Physical Characteristics:
 New England: long, cold winters; thin, rocky soil
 Middle: mild climate, fertile soil
 Southern: warm climate, flat, fertile soil
Human Characteristics:
 New England: Puritans, religious groups
 Middle: diverse cultural, national, religious groups
 Southern: White plantation owners; poor,
white farmers; large African slave population
23A:
 Puritans, Quakers: anti-slavery beliefs
 Quakers: toleration, pacifism
10C:
 Establishment of settlements along rivers and harbors
 Natural resources determined settlement locations and economic
activities: subsistence farming in New England, plantation farming in
the South
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using
grade level content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated
content area materials
5
WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 1 - 5
Supporting Standard:
Unit 1: Exploration and Colonization & Unit 2:
WISD Benchmark date: September 23
Road to the Revolution
Reporting Category 2: Geography and Culture
10(A) locate places and regions of importance in the United States during the
17th, 18th, and 19th centuries;
11(C) describe how different immigrant groups interacted with the
environment in the United States during the 17th, 18th, and 19th centuries.
23(D) analyze the contributions of people of various racial, ethnic, and
religious groups to our national identity;
23(E) identify the political, social, and economic contributions of women to
American society.
24(A) describe the historical development of the abolitionist movement;
25(A) trace the development of religious freedom in the United States;
25(B) describe religious motivation for immigration and influence on social
movements, including the impact of the first and second Great Awakenings;
CCRS: I. Interrelated Disciplines and Skills
A. Spatial analysis of physical and cultural processes that shape the human experience
2. Analyze the interaction between human communities and the environment.
c. Examine the impact of human migration on culture and the environment.
B. Periodization and chronological reasoning
2. Identify and evaluate sources and patterns of change and continuity across time and place.
b. Analyze the impact of immigration on the United States at different times in its history.
II. Diverse Human Perspectives and Experiences
A. Multicultural societies
2. Evaluate the experiences and contributions of diverse groups to multicultural societies.
a. Describe the contributions of various immigrant groups to the culture of the United States.
6
WESLACO INDEPENDENT SCHOOL DISTRICT
Clarification:
10A
 Jamestown
 Boston
 Philadelphia
 13 English Colonies
 New England, Middle, Southern Colonies
 Ohio River Valley
11C/23D/24A/25A/25B
Puritans, Quakers: anti-slavery beliefs
Quakers: toleration, pacifism
Revolutionary Leaders:
 Benjamin Franklin
 Samuel Adams
 Patrick Henry
 Thomas Paine
 Thomas Jefferson
23E
Colonial Period:
 Ann Hutchinson
 Margaret Brent
 Eliza Lucas
American Revolution:
Colonial Founders & Leaders:
 Abigail Adams
 John Smith
 Molly Pitcher
 John Rolfe
 Deborah Sampson
 William Penn
 James Oglethorpe
 William Pitt
 John Winthrop
 Roger Williams
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using
grade level content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated
content area materials
7
WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 2
Supporting Standard:
Unit 1: Exploration and Colonization
WISD Benchmark date: September 23
Reporting Category 4: Economics, Science, Technology and Society
12(A) identify economic differences among different regions of the United
States;
CCRS: I. Interrelated Disciplines and Skills
A. Spatial analysis of physical and cultural processes that shape the human experience
3. Analyze how physical and cultural processes have shaped human communities over time.
a. Explain how climate has influenced human communities over time.
c. Analyze how human activities (e.g., irrigation, land use policies) have altered the Earth’s physical landscape. (examples as posted on CCRS)
Clarification:
New England:
 Shipbuilding, fishing
 Merchant trade, commerce
 Industrial, manufacturing
Middle:
 “Breadbasket Colonies”
 Small farming, ranching, commerce
Southern:
 Agricultural
 Plantation system along the tidewater
 Small farming along the interior
 Use of slave labor
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using
grade level content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated
content area materials
8
WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 2
Readiness Standard:
Unit 1: Exploration and Colonization
WISD Benchmark date: September 23
Reporting Category 4: Economics, Science, Technology and Society
12(B) explain reasons for the development of the plantation system, the
transatlantic slave trade, and the spread of slavery;
12(D) analyze the causes and effects of economic differences among different
regions of the United States at selected times in U.S. history.
CCRS: I. Interrelated Disciplines and Skills
A. Spatial analysis of physical and cultural processes that shape the human experience
3. Analyze how physical and cultural processes have shaped human communities over time.
a. Explain how climate has influenced human communities over time.
c. Analyze how human activities (e.g., irrigation, land use policies) have altered the Earth’s physical landscape.
I. Interrelated Disciplines and Skills
A. Spatial analysis of physical and cultural processes that shape the human experience
4. Evaluate the causes and effects of human migration patterns over time
c. Explain how technology and economic forces can influence patterns of migration and population distribution.
Clarification:
12B
 Rich soil and a long growing season allowed for the growth of cash crops (tobacco, rice, indigo, cotton)
 A large work force was needed and a shortage of labor created a dependency on slaved labor
12D
Universal Generalization: People who live in different locations may have different values or goals, and that can lead to conflict. Geographic differences among
the three regions of Colonial America helped create economic differences that would later develop into serious sectional conflict.
Thematic Connections:
 Industrial Revolution v Plantation Economy
 Nullification Crisis
 Slavery Issue
North Advantages (industry) in the Civil War
Concepts:
region, sectional, geographic factor, geographic impact, economic differences, triangular trade; plantation
Source for Information: Alief ISD
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using
grade level content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated
content area materials
9
WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 2
Readiness Standard:
Unit 1: Exploration and Colonization
WISD Benchmark date: September 23
Reporting Category 1: History
3(A) explain the reasons for the growth of representative government and
institutions during the colonial period
CCRS: II.Diverse Human Perspectives and Experiences
B. Factors that influence personal and group identities
4. Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
b. Identify and explain the founding philosophical concepts of various countries and societies.
Clarification:
 Religion – Separatists encouraged self-government and independent thinking
 Geography – colonies were far from their centralized government
 English Traditions – England had a long tradition of individual rights
Colonial political institutions reflected an English heritage of self government and developed principles that would later guide the founding fathers as they
created the Constitution.
Source for information: Alief ISD
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using
grade level content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated
content area materials
10
WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 2
Supporting Standard:
Unit 1: Exploration and Colonization
WISD Benchmark date: September 23
Reporting Category 1: History
3(B) analyze the importance of the Mayflower Compact, the Fundamental
Orders of Connecticut, and the Virginia House of Burgesses to the growth of
representative government;
3(C) describe how religion and virtue contributed to the growth of
representative government in the American colonies.
CCRS: II. Diverse Human Perspectives and Experiences
B. Factors that influence personal and group identities
3. Analyze diverse religious groups, structures, and instructions around the world.
c. Describe the roles that different religious groups played in the founding of the United States.
4. Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
a. Trace the origins of philosophical concepts such as freedom of religion, inalienable rights, and the pursuit of happiness, and analyze their
influence in the founding of the United States. (examples as posted on CCRS)
Clarification:
3B
Mayflower Compact:
 First governing document created in the American colonies
 Established ideas of self-government, rule of law, majority rules
Fundamental Orders of Connecticut:
 First written constitution in the thirteen colonies.
Virginia House of Burgesses:
 First elected representative body in the American colonies
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using
grade level content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated
content area materials
11
WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 2
Readiness Standard:
Unit 2: Exploration and Colonization
WISD Benchmark date: September 23
Reporting Category 3: Government and Citizenship
15(A) identify the influence of ideas from historic documents, including the
Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist
Papers, and selected Anti-Federalist writings, on the U.S. system of
government;
CCRS: I. Interrelated Disciplines and Skills
C. Periodization and chronological reasoning
3. Explain and analyze the importance of civic engagement
a. Examine the sources of the American Revolution and delineate the cultural and political forces that gave rise to the Declaration of
Independence and the Constitution.
IV. Analysis, Synthesis, and Evaluation of Information
A. Critical examination of texts, images, and other sources of information
4. Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct
arguments
a. Identify and collect credible and high quality primary and secondary sources that are germane to a given topic. (examples as posted on CCRS)
Clarification:




Magna Carta – rule of law
English Bill of Rights – limited government,
Mayflower Compact – rule of law, majority rule, self-government
Declaration of Independence – unalienable rights, government must have the consent of the governed
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using
grade level content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated
content area materials
12
WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 2
Supporting Standard:
Unit 2: Exploration and Colonization
WISD Benchmark date: September 23
Reporting Category 3: Government and Citizenship
20(A) explain the role of significant individuals such as Thomas Hooker, Charles
de Montesquieu, John Locke, William Blackstone, and William Penn in the
development of self-government in colonial America;
CCRS: N/A
Clarification:
Thomas Hooker – Fundamental Orders of Connecticut
Charles de Montesquieu – French philosopher and author of The Spirit of Laws who influenced the creation of separation of powers and checks and balances
in our government
John Locke – English philosopher who heavily influenced the writing of the Declaration of Independence and the Constitution with the following ideas: the
power to govern was obtained from the permission of the people and the purpose of government was to protect the natural rights of its citizens. Natural
Rights were defined by Locke as life, liberty and property, and that all people automatically earned these simply by being born. When a government did not
protect those rights, the citizen had the right and maybe even the obligation of overthrowing the government.
Source: http://odur.let.rug.nl/~usa/B/locke/locke.htm
William Blackstone – Commentaries on the Laws of England
William Penn - drafted a charter of liberties for the Pennsylvania colony. He guaranteed free and fair trial by jury, freedom of religion, freedom from unjust
imprisonment and free elections. He believed in a limited monarchy and a system of checks and balances, Penn invested much of the power of the
government in the settlers of Pennsylvania, creating a legislative assembly of freely elected representatives. Pennsylvanians enjoyed guaranteed civil rights
and religious freedom from the start.
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using
grade level content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated
content area materials
13
WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 3
Readiness Standard:
Unit 2: Road to the Revolution
WISD Benchmark date: September 23
Reporting Category 1: History
4(A) analyze causes of the American Revolution, including the Proclamation of
1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation
in Parliament, and British economic policies following the French and Indian
War;
CCRS: I. Interrelated Disciplines and Skills
B. Periodization and chronological reasoning
1. Examine how and why historians divide the past into eras.
3. Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
a. Examine the sources of the American Revolution and delineate the cultural and political forces that gave rise to the Declaration of
Independence and the Constitution.
D. Change and continuity of economic systems and processes
2. Analyze the basic functions and structures of international economics.
a. Explain how changes in a country’s economic situation affect its foreign exchange rate and its trade relationships with other countries
Clarification:
 British practices to profit from her American colonies under the economic practice of mercantilism will upset the colonists
 Britain gained an enormous war debt after the French & Indian War and began to tax her American colonies to pay off that war debt, including the Sugar Act,
Stamp Act, Townshend Acts, and Tea Act
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using
grade level content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated
content area materials
14
WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 3
Supporting Standard:
Unit 2: Road to the American Revolution
WISD Benchmark date: September 23
Reporting Category 3: Government and Citizenship
20(C) analyze reasons for and the impact of selected examples of civil
disobedience in U.S. history such as the Boston Tea Party and Henry David
Thoreau’s refusal to pay a tax.
CCRS: I. Interrelated Disciplines and Skills
B. Change and continuity of political ideologies, constitutions, and political behavior
3. Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
c. Examine the emergence and impact of civil disobedience in different societies and different historical moments. (examples as posted on
CCRS)
Clarification:
 The Boston Tea Party -- citizens of the colony of Massachusetts trespassed on a British ship and threw its cargo (tea from England) overboard, rather than
be forced to pay taxes without representation to Britain. This was one of the many acts of civil disobedience leading to the War for Independence,
establishing the United States of America as a sovereign state.
Sources: http://www.civilliberties.org/sum98role.html & http://www.thinkfinity.org/2010-12-16_boston-tea-party
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using
grade level content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated
content area materials
\
15
WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 4 & 5
Supporting Standard:
Unit 2: Road to the American Revolution
WISD Benchmark date: September 23
Reporting Category 1: History
4(B) explain the roles played by significant individuals during the American
Revolution, including Abigail Adams, John Adams, Wentworth Cheswell,
Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin,
Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick
Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George
Washington;
CCRS: II. Diverse Human Perspectives and Experiences
A. Multicultural societies
2. Evaluate the experiences and contributions of diverse groups to multicultural societies.
a. Describe the contributions of various immigrant groups to the culture of the United States (examples as posted on CCRS)
Clarification:








Samuel Adams – organized colonial groups that argued for independence from Britain, including the Sons of Liberty
Thomas Jefferson – principle author of the Declaration of Independence
Thomas Paine – author of Common Sense, a pamphlet that convinced colonists to fight for their independence from Britain
Benjamin Franklin – convinced the French to ally with the Americans in their fight against Britain
King George III – King of England who refused to compromise on his royal authority
the Marquis de Lafayette – one of many foreigners that came to the aid of the American Continental Army
George Washington – Commander of the Continental Army
Abigail Adams – John Adams’s wife wrote to him during the writing of the Declaration of Independence and reminded him to take care of the women, who
would not hold themselves bound by laws in which they had no voice. (Source:
http://score.rims.k12.ca.us/score_lessons/women_american_revolution/adams.html)
 Wentworth Cheswell – African American Patriot
 Mercy Otis Warren – Massachusetts author who wrote the first history of the American Revolution (Source: Library of Congress website)
 James Armistead – African American Revolutionary spy (double agent) (Source: Time.com)
 Bernardo de Galvez – Spanish governor of Louisiana who helped Americans such as helping secure the port of New Orleans for their use only. (Source:
www.tshaonline.org)
 Crispus Attucks – African American who was a casualty in the Boston Massacre
 Haym Salomon - Polish-born Jewish immigrant to America who played an important role in financing the Revolution (Source: nps.gov)
 Patrick Henry – Fierce Patriot known for his “Give Me Liberty or Give Me Death” speech
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using
grade level content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated
content area materials
16
WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 4
Supporting Standard:
Unit 2: Road to the American Revolution
WISD Benchmark date: September 23
Reporting Category 3: Government and Citizenship
22(B) describe the contributions of significant political, social, and military
leaders of the United States such as Frederick Douglass, John Paul Jones, James
Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton.
CCRS: N/A
Clarification:
John Paul Jones – Patriot Naval fighter during the American Revolution; “I have not yet begun to fight!”
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using grade level
content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated content area materials
17
WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 4
Readiness Standard:
Unit 2: Road to the Revolution
WISD Benchmark date: September 23
Reporting Category 3: Government and Citizenship
15(C) identify colonial grievances listed in the Declaration of Independence and
explain how those grievances were addressed in the U.S. Constitution and the
Bill of Rights;
19(A) define and give examples of unalienable rights;
CCRS: I. Interrelated Disciplines and Skills
B. Periodization and chronological reasoning
3. Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
a. Examine the sources of the American Revolution and delineate the cultural and political forces that gave rise to the Declaration of
Independence and the Constitution.
C. Change and continuity of political ideologies, constitutions, and political behavior
1. Evaluate different governmental systems and functions.
a. Explain the key concepts of democracy expressed in the Declaration of Independence and how they shaped the government and culture of the
United States
Clarification:
15C
Identify Grievances (how the grievances were addressed will be covered in the 2nd Six Weeks):
 No taxation without representation
 Forced to quarter soldiers
 No due process
 Abuses of elected officials
19A
 Unalienable – cannot be taken away
 Life, liberty, pursuit of happiness
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using
grade level content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated
content area materials
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WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 5
Readiness Standard:
Unit 2: Road to the Revolution
WISD Benchmark date: September 23
Reporting Category 1: History
4(C) explain the issues surrounding important events of the American
Revolution, including declaring independence; writing the Articles of
Confederation; fighting the battles of Lexington, Concord, Saratoga, and
Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris
of 1783;
CCRS: I. Interrelated Disciplines and Skills
B. Periodization and chronological reasoning
1. Examine how and why historians divide the past into eras.
3. Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
C. Change and continuity of political ideologies, constitutions, and political behavior
2.Evaluate changes in the functions and structures of government across time.
a. Explain how major historical events such as wars and social and political movements have affected the functions and structure of governments.
(examples as posted on CCRS)
Clarification:




Articles of Confederation – first U.S. constitution – created a strong league of friendship among the states
Battles of Lexington & Concord – “shot heard “round the world” first battles of the American Revolution
Saratoga – “turning point of the war” American victory convinced the French to ally with the Americans against Britain
Winter at Valley Forge – tough period for the Continental Army as they suffered a harsh winter with little supplies and led to many deaths
 Yorktown – “surrender of the British” Cornwallis‟ surrender ended the war
 Treaty of Paris, 1783 – American independence was recognized; western border of the U.S. was established at the Mississippi River
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using
grade level content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated
content area materials
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WESLACO INDEPENDENT SCHOOL DISTRICT
1st
Six Weeks: Week 1-5
Unit 1: Exploration and Colonization & Unit 2:
Road to the Revolution
WISD Benchmark date: September 23
8.29A differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies,
interviews, and artifacts to acquire information about the United States;
8.29B analyze information by sequencing, categorizing, identifying cause and-effect relationships, comparing, contrasting, finding the main idea, summarizing,
making generalizations and predictions, and drawing inferences and conclusions;
8.29C organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
8.29D identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants;
8.29E support a point of view on a social studies issue or event;
8.29H use appropriate mathematical skills to interpret social studies information such as maps and graphs;
8.29J pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.
8.30A use social studies terminology correctly.
CCRS: IV. Analysis, Synthesis, and Evaluation of Information
A. Critical examination of texts, images, and other sources of information
1. Identify and analyze the main idea(s) and point(s) of view in sources.
3. Evaluate sources from multiple perspectives.
4. Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct
arguments.
a. Identify and collect credible and high quality primary and secondary sources that are germane to a given topic.
Clarification:
 Provide opportunities for students to practice the skills mentioned above.
ELPS: c2D: Monitor understanding and seek clarification, c2E: Use visual, contextual linguistic support to confirm and enhance understanding, c3D: Speak using
grade level content area vocabulary in context, c3E: Share in cooperative groups, c3H: Narrate, describe and explain, c4E: Read linguistically accommodated
content area materials, c4I: Show comprehension through basic reading skills, c4J: Show comprehension through inferential skills, c4K: Show comprehension
through analytical skills, c5B: Write using newly acquired vocabulary, c5F: Write using variety of sentence structures and words, c5G: Narrate, describe, and
explain in writing
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WESLACO INDEPENDENT SCHOOL DISTRICT
2nd Six Weeks Scope and Sequence 8th Grade U.S. History
2nd Six Weeks: Week 1
Readiness Standard:
Unit 3: U.S. Constitution
Benchmark date: November 4, 2011
Reporting Category 1: History
1(A) Identify the major eras and events in U.S. history through 1877, including,
creation and ratification of the Constitution
4(E) Analyze the arguments for and against ratification.
5(A)describe major domestic problems faced by the leaders of the new
republic such as maintaining national security, building a military, creating a
stable economic system, setting up the court system, and defining the
authority of the central government
6(A) explain how the Northwest Ordinance established principles and
procedures for orderly expansion of the United States
CCRS:
I. Interrelated disciplines and skills
C. Change and continuity of political ideologies, constitutions, and political behavior; 1. Evaluate different governmental systems and functions 2. Evaluate
changes in the functions and structures of government across time
D. Change and continuity of economic systems and processes; 1. identify and evaluate the strengths and weaknesses of different economic systems
IV. Analysis, Synthesis, and Evaluation of Information
A. Critical examination of texts, images, and other sources of information; 3. Evaluate sources of multiple perspectives.
Clarification:
 Explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States
- Provided an orderly method for setting new territories and establishing new states
- Stated that once a territory’s population reached 60,000 inhabitants, that territory could apply to become a state
- Each new state would have the same rights and privileges as the original 13 colonies
 Analyze the issues of the Philadelphia Convention of 1787, including major compromises and arguments for and against ratification
- Should the Articles of Confederation be amended or replaced with a new document?
- How do we keep one branch of government from abusing its power? (Checks and Balances)
- How do we balance the power of the federal government with the power of the individual state governments? (Federalism, 10th amendment)
- How do we protect individual rights from the power of the federal government? (Bill of Rights)
- Should the new Constitution be ratified?
- Federalists – YES. The Constitution created the strong federal government that the U.S. needed
- Anti-Federalists – NO. The Constitution created a federal government that was too strong and might trample on the states’ rights and individual
rights
ELPS:
Listening c2G: Understand general meaning, main points, and details / Reading c4G: Show comprehension of English text individually and in groups
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WESLACO INDEPENDENT SCHOOL DISTRICT
2nd
Six Weeks: Week 1
Unit 3: U.S. Constitution
Benchmark date: November 4, 2011
Supporting Standard:
Reporting Category 1: History
1(B) apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods
4(D) analyze the issues of the Constitutional Convention of 1787, including the
Great Compromise and the Three-Fifths Compromise; and
CCRS:
I. Interrelated disciplines and skills
B. Periodization and chronological reasoning; 1. Examine how and why historians divide the past into eras.
C. Change and continuity of political ideologies, constitutions, and political behavior; 1. Evaluate different governmental systems and functions
Clarification:
 How should representation be determined in Congress? By state (New Jersey Plan)? Or by population (Virginia Plan)?
 Should slaves be counted in a states’ population? (Three Fifths Compromise)
ELPS:
Listening c2G: Understand general meaning, main points, and details
Reading c4G: Show comprehension of English text individually and in groups
22
WESLACO INDEPENDENT SCHOOL DISTRICT
nd
2 Six Weeks: Week (1-2)
Unit 3: U.S. Constitution
Benchmark date: November 4, 2011
Readiness Standard:
Reporting Category 3: Government and Citizenship
15(A) identify the influence of ideas from historic documents, including the
Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalists
Papers, and selected Anti-Federalist writings, on the U.S. system of
government
15(C) identify colonial grievences listed in the Declaration of Independence and
explain how those grievences were addressed in the U.S. Constitution and the
Bill of Rights
CCRS:
I. Interrelated disciplines and skills
C. Change and continuity of political ideologies, constitutions, and political behavior; 1. Evaluate different governmental systems and functions.
2. Evaluate changes in the functions and structures of government across time.
IV. Analysis, Synthesis, and Evaluation of Information
A. Critical examination of texts, images, and other sources of information; 3. Evaluate sources from multiple perspectives
Clarification:
 Identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of
Independence, the Federalist papers, and selected anti-Federalist writings on the U.S. system of government
- Magna Carta: limited government
- English Bill of Rights: protected the rights of individuals in England
- Declaration of Independence: unalienable rights, government must have the consent of the governed
- Federalists papers: individual rights will be protected form a strong federal government with checks and balances
- Anti-federalists writings: pushed for a Bill of Rights
 Identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the
Bill of Rights
- No taxation without representation (Addressed by the Constitution, Article 1 – revenue bills can only originate in the House of Representatives)
- Forced to quarter soldiers( Addressed in the Bill of Rights, 2nd Amendment – no quartering of troops)
- No due process (Addressed in the Bill of Rights, 5th, 6th, and 7th Amendments – Due process and trial by jury)
- Abuses of elected officials (Addressed by the Constitution – separation of powers and checks and balances prevents abuse of power)
ELPS:
Learning Strategies c1F: Use accessible language to learn new language
Listening c2D: Monitor understanding and seek clarification
Reading c4E: Read linguistically accommodated content area materials
23
WESLACO INDEPENDENT SCHOOL DISTRICT
2nd
Six Weeks: Week (1-2)
Unit 3: Government
Benchmark date: November 4, 2011
Supporting Standard:
Reporting Category 3: Government and Citizenship
15(B) summarize the strengths and weaknesses of the Articles of
Confederation
CCRS:
IV. Analysis, Synthesis, and Evaluation of Information
A. Critical examination of texts, images, and other sources of information; 3. Evaluate sources from multiple perspectives
Clarification:

Summarize the strengths and weaknesses of the Articles of Confederation
Strengths:
- Kept the states together during the American Revolution
- Provided an orderly method for settling new territories and establishing new states
Weaknesses:
- Did not have the power to tax
- Did not have the power to enforce laws
- Did not have the power to settle disputes
ELPS:
Listening c2D: Monitor understanding and seek clarification
Reading c4E: Read linguistically accommodated content area materials
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WESLACO INDEPENDENT SCHOOL DISTRICT
nd
2 Six Weeks: Week 3
Unit 3: U.S. Constitution
Benchmark date: November 4, 2011
Readiness Standard:
Reporting Category 3: Government and Citizenship
15(D) analyze how the U.S. Constitution reflects the principles of limited
government, republicanism, checks and balances, federalism, separation of
powers, popular sovereignty, and individual rights.
19(D) identify examples of responsible citizenship, including obeying rules and
laws, staying informed on public issues, voting, and serving on juries
CCRS:
I. Interrelated disciplines and skills
C. Change and continuity of political ideologies, constitutions, and political behavior; 1. Evaluate different governmental systems and functions.
2. Evaluate changes in the functions and structures of government across time.
IV. Analysis, Synthesis, and Evaluation of Information
A. Critical examination of texts, images, and other sources of information; 3. Evaluate sources from multiple perspectives
Clarification:
 Analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers,
popular sovereignty, and individual rights
- Limited Government: government only has powers listed in the Constitution; rule of law
- Republicanism: The Legislative Branch consists of individuals elected by the people to represent their interests in government
- Checks & Balances: Each branch has the power to check the actions of the other two branches (veto, overriding vetoes, judicial review)
- Separation of Powers: Government power is divided into three separate branches
- Federalism: Government power and responsibility is divided between national and state governments
- Popular Sovereignty: Political power rests with the people who can create, alter, and abolish government
- Individual Rights: Original Constitution was opposed by many who believed it gave government too much power and did not protect individual
rights. They demanded that a Bill of Rights be added to ensure the protection of individual rights
ELPS:
Learning Strategies c1F: Use accessible language to learn new language
Listening c2D: Monitor understanding and seek clarification
Reading c4E: Read linguistically accommodated content area materials
25
WESLACO INDEPENDENT SCHOOL DISTRICT
nd
2 Six Weeks: Week 4
Unit 3: U.S. Constitution
Benchmark date: November 4, 2011
Readiness Standard:
Reporting Category 3: Government and Citizenship
16(A) summarize the purposes of and process of amending the U.S.
Constitution
17(A)analyze the arguments of the Federalists and Anti- Federalists, including
those of Alexander Hamilton, Patrick Henry, James Madison, and George
Mason
19(B) summarize righs guaranteed in the Bill of Rights
19(D) identify examples of responsible citizenship, including obeying rules and
laws, staying informed on public issues, voting, and serving on juries
CCRS:
I. Interrelated disciplines and skills
C. Change and continuity of political ideologies, constitutions, and political behavior; 1. Evaluate different governmental systems and functions.
2. Evaluate changes in the functions and structures of government across time.
IV. Analysis, Synthesis, and Evaluation of Information
A. Critical examination of texts, images, and other sources of information; 3. Evaluate sources from multiple perspectives
Clarification:
 Analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason
- Federalists: wanted the Constitution ratified
- Alexander Hamilton, James Madison, John Jay
- Favored a strong central government to maintain order
- Anti-Federalists: did not want the Constitution ratified
- Patrick Henry, George Mason
- Did not want the states to lose political power
- Demanded the addition of a Bill of Rights to limit the power of the central government
 Summarize the purposes for and processes of changing the U.S. Constitution
- The Constitution is a flexible document that can be amended to adjust to changes in the nation
- 2-Step process to add amendments to the Constitution
- Proposed by 2/3 vote in Congress or State Conventions
- Ratified by 3/4 vote of the states
 Summarize the rights guaranteed in the Bill of Rights
- (1) Freedom of speech, religion, press, petition, assembly
- (2) Right to bear arms
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WESLACO INDEPENDENT SCHOOL DISTRICT
- (3) No quartering of soldiers
- (4) Protection from unjustified search and seizure
- (5) Due Process
- (6) Right to a speedy trial
- (7) Right to a trial by jury
- (8) No cruel or unusual punishment
- (9) Protection of rights not listed
- (10) Rights to the states
 Describe the importance of free speech and press in a democratic society
- Free Speech: Government cannot suppress the public’s opinions, ensures that the government is reflecting what the people want/need
- Free Press: Ensures that Americans are informed
ELPS:
Learning Strategies c1A: Use prior knowledge to learn new language
Listening c2G: Understand general meaning, main points, and details
Speaking c3D: Speak using grade level content area vocabulary in context
Writing c5A: Learn relationships between sounds and letters when writing
27
WESLACO INDEPENDENT SCHOOL DISTRICT
nd
2 Six Weeks: Week (5-6)
Unit 3: U.S. Constitution
Readiness Standard:
Reporting Category 1: History
5(A)describe major domestic problems faced by the leaders of the new
republic such as maintaining national security, building a military, creating a
stable economic system, setting up the court system, and defining the
authority of the central government
Benchmark date: November 4, 2011
CCRS:
I. Interrelated disciplines and skills
C. Change and continuity of political ideologies, constitutions, and political behavior; 2. Evaluate changes in the functions and structures of
government across time.
Clarification:
 Early Republic
 Electing a new president (George Washington)
 George Washington – 1st U.S. President, supports Alexander’s Hamilton financial plan
ELPS:
Learning Strategies c1A: Use prior knowledge to learn new language
Reading c4E: Read linguistically accommodated content area materials
28
WESLACO INDEPENDENT SCHOOL DISTRICT
2nd
Six Weeks: Week (5-6)
Supporting Standard:
Unit 3: Government
Benchmark date: November 4, 2011
Reporting Category 1: History
5(B) summarize arguments regarding protective tariffs, taxation, and the
banking system
CCRS:
IV. Analysis, Synthesis, and Evaluation of Information
A. Critical examination of texts, images, and other sources of information; 3. Evaluate sources from multiple perspectives
Clarification:

Summarize arguments regarding protective tariffs, taxation, and the banking system
- Part of Alexander Hamilton’s financial plan was to pay off all national and state debt
- To do so, he increased protective tariffs, taxes and formed a federal banking system
- Protective Tariffs: Made foreign competitor’s manufactured goods more expensive, and raised money for the government to use
- Taxation: Raised money for the government to create more programs and infrastructure that benefited the American economy and its citizens,
created the Banking system, Capital was needed for business and farmers, inflation needed to be curtailed by having one national currency
ELPS:
Learning Strategies c1A: Use prior knowledge to learn new language
Reading c4I: Show comprehension through basic reading skills
29
WESLACO INDEPENDENT SCHOOL DISTRICT
2nd
Six Weeks: Week (5-6)
Supporting Standard:
Unit 3: Government
Benchmark date: November 4, 2011
Reporting Category 4: Economic, Science, Technology and Society
14 (A) explain why a free enterprise system of economics developed in the
new nation, including minimal government intrusion, taxation, and property
rights
CCRS:
IV. Analysis, Synthesis, and Evaluation of Information
A. Critical examination of texts, images, and other sources of information; 3. Evaluate sources from multiple perspectives
Clarification:

Summarize arguments regarding protective tariffs, taxation, and the banking system
- Part of Alexander Hamilton’s financial plan was to pay off all national and state debt
- To do so, he increased protective tariffs, taxes and formed a federal banking system
- Protective Tariffs: Made foreign competitor’s manufactured goods more expensive, and raised money for the government to use
- Taxation: Raised money for the government to create more programs and infrastructure that benefited the American economy and its citizens,
created the Banking system, Capital was needed for business and farmers, inflation needed to be curtailed by having one national currency
ELPS:
Learning Strategies c1A: Use prior knowledge to learn new language
Reading c4I: Show comprehension through basic reading skills
30
WESLACO INDEPENDENT SCHOOL DISTRICT
3rd Six Weeks Scope and Sequence – 8th Grade History
3rd Six Weeks: Week 1
Readiness Standard:
Unit 4: The Early Republic
Reporting Category 1: History
Benchmark Date: December 16, 2011
5(E) identify the foreign policies of presidents Washington through and explain
the impact of Washington’s Farewell Address
CCRS: I. Interrelated Disciplines and Skill
A. Periodization and chronological reasoning.
2. Evaluate changes in the functions and structures of government across time.
b. Analyze the formation and role of key political parties in U.S. history.
Clarification:




Violation of U.S. Neutrality Rights at sea
Impressments of U.S. sailors
Continued British support of Native American opposition to American efforts to settle the western frontier
Failure of the British to honor the Treaty of Paris of 1783
British war with France
 Prior to the War of 1812, the United States received most of its manufactured goods from Britain
 Once war between the two nations began, the United States had to provide its own manufactured goods
Industry developed in the northeastern states where numerous rivers and streams powered mills and factories
 Washington – stay neutral; isolationism
Washington’s Farewell Address: warned the nation to remain neutral and to not pick sides in foreign conflicts




Adams – remained neutral; avoided war with France even after the XYZ Affairs
Jefferson – passed the Embargo and Non-Intercourse Acts to avoid war with France and Britain
Madison – War of 1812 against Britain
Monroe – Kept the nation out of European affairs
Monroe Doctrine: stated that the United States would stay out of European affairs and warned Europe to no longer consider the Americas as a potential for
further European expansion
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WESLACO INDEPENDENT SCHOOL DISTRICT
ELPS: Listening c2G: Understanding general meaning, main points, and details.
Listening c2H: Understand implicit ideas and information.
3rd Six Weeks: Week 1 through 4
Supporting Standard:
Unit 4: The Early Republic
Benchmark Date: December 16, 2011
Reporting Category 3: Government & Citizenship
18(B) summarize the issues, decisions, and significance of landmark Supreme
Court cases, including Marbury v. Madison, McCulloch v. Maryland, and
Gibbons v. Ogden
22(A) analyze the leadership qualities of elected and appointed leaders of the
United States such as George Washington, John Marshall.
CCRS: : I. Interrelated Disciplines and Skills
C. Change and continuity of political ideologies, constitutions, and political behavior.
2. Evaluate changes in the functions and structures of government across time.
c. Delineate and explain several changes to the U.S. Constitution in response to political and social movements.
f. Consider to what extent political events influence Supreme Court appointments and decisions.
Clarification:
Issue:
 Jefferson’s refusal to sign Marbury’s judicial appointment
 Significance: First time judicial review was practiced by the Supreme Court
Marbury v. Madison- 1803
John Marshall, the chief justice of the Supreme Court, used this case to establish the superiority of the Constitution over acts of Congress. The Court stated that
a law that was in conflict with the Constitution was void. It magnified the authority of the Supreme Court by declaring that the Court had the final authority to
interpret the Constitution and to declare acts of Congress null and void. This power to review Congressional legislation came to be known as judicial review. It
was a victory for the Court and for the concept of separation of powers and checks and balances.
ELPS: Listening c2G: Understanding general meaning, main points, and details.
Listening c2H: Understand implicit ideas and information.
32
WESLACO INDEPENDENT SCHOOL DISTRICT
Scope and Sequence – 8th Grade History
3rd Six Weeks: Week 2
Readiness Standard:
Benchmark Date: December 16, 2011
Unit 4: The Early Republic
Reporting Category 3: Government and Citizenship
18(A) identify the origin of judicial review and analyze examples of congressional
and presidential responses;
CCRS: : I. Interrelated Disciplines and Skills
C. Change and continuity of political ideologies, constitutions, and political behavior.
2. Evaluate changes in the functions and structures of government across time.
c. Delineate and explain several changes to the U.S. Constitution in response to political and social movements.
f. Consider to what extent political events influence Supreme Court appointments and decisions.
Clarification:
Issue:
Jefferson’s refusal to sign Marbury’s judicial appointment
Significance:
First time judicial review was practiced by the Supreme Court
ELPS: Listening c2G: Understanding general meaning, main points, and details.
Listening c2H: Understand implicit ideas and information.
33
WESLACO INDEPENDENT SCHOOL DISTRICT
Scope and Sequence – 8th Grade History
3rd Six Weeks: Week2
Unit 4: The Early Republic
Readiness Standard:
Benchmark Date: December 16, 2011
Reporting Category 1: History
6(B) explain the political, economic, and social roots of Manifest Destiny;
CCRS: Interrelated Disciplines and Skills
A. Spatial Analysis of physical and cultural processes that shape the human experience.
2. Analyze the interaction between human communities and the environment.
c. Examine the impact of human migration on culture and the environment.
4. Evaluate the causes and effects of human migration patterns over time.
c. Explain how technology and economic forces can influence patterns of migration and population distribution.
Clarification:
 Manifest Destiny was the belief that it was the nation’s destiny, or fate, to expand west to the Pacific Ocean
Many Americans believed that Manifest Destiny gave them the moral authority to remove Native Americans and attack neighboring countries (Mexico) in order
to achieve this goal
 1803 – Louisiana Purchase
 1818 – Red River Basin
 1819 – Florida
 1845 – Texas Annexation
 1846 – Oregon Territory
 1848 – Mexican Cession
 1853 – Gadsden Purchase
 Dispute over the annexation of Texas
 Border dispute concerning the southern border of Texas
 Regarded as a “War of Aggression” by many Americans, which led to many acts of civil disobedience
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WESLACO INDEPENDENT SCHOOL DISTRICT
Natural resources, the availability of water, river access, soil and climate influence the following:





Northwest – shipbuilding and industrial growth
South – agricultural
West – farming, ranching, grazing
Rivers as major trade routes: Mississippi River, Ohio River Valley, St. Lawrence River
Urban centers – Boston, New York, Washington
ELPS: Listening c2B: Recognize English sound system in new vocabulary.
Listening c4G: Show comprehension of English text individually and in groups.
3rdSix Weeks: Week 2
Unit 4: The Early Republic
Supporting Standard:
Reporting Category 1: History
1(C) explain the significance of the following date: 1803, Louisiana Purchase
6(C) explain the political, economic, and social roots of Manifest Destiny
6(E) identify areas that were acquired to form the United States, including the
Louisiana Purchase.
Benchmark Date: December 16, 2011
CCRS: I. Interrelated Disciplines and Skills
B. Periodization and chronological reasoning
1. Examine how and why historians divide the past into eras.
a. Describe the rationale for dividing history before and after particular dates (e.g., from 1865-1914)
Clarification:


1803 – Louisiana Purchase doubled the size of the nation
Lewis and Clark Expedition – Expansion of United States, Exploration of new territories
ELPS: Speaking c3F: Ask and give information using high-frequency and content area vocabulary.
Speaking c3H: Narrate, describe and explain.
35
WESLACO INDEPENDENT SCHOOL DISTRICT
Scope and Sequence – 8th Grade History
3rd Six Weeks: Week 3
Supporting Standard:
Benchmark Date: December 16, 2011
Unit 4: The Early Republic
Reporting Category 4: Economics, Science, Technology, and Society
13(A) analyze the War of 1812 as a cause of economic changes in the nation
14(A) explain why a free enterprise system of economics developed in the new
nation, including minimal government intrusion, taxation, and property rights
14(B) describe the characteristics and the benefits of the U.S. free enterprise
system during the 18th and 19th centuries
CCRS: : I. Interrelated Disciplines and Skills
C. Change and continuity of political ideologies, constitutions, and political behavior.
2. Evaluate changes in the functions and structures of government across time.
a. Explain how major historical events such as wars and social and political movements have affected the
functions and structure of governments.
D. Change and continuity of economic systems and processes
1. Identify and evaluate the strengths and weaknesses of different economic systems.
a. Examine the role of the free enterprise system in the U.S. economy and its general impact on American
cultural.
Clarification:







Violation of U.S. Neutrality Rights at sea
Impressments of U.S. sailors
Continued British support of Native American opposition to American efforts to settle the western frontier
Failure of the British to honor the Treaty of Paris of 1783
British war with France
Prior to the War of 1812, the United States received most of its manufactured goods from Britain
Once war between the two nations began, the United States had to provide its own manufactured goods
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WESLACO INDEPENDENT SCHOOL DISTRICT










Industry developed in the northeastern states where numerous rivers and streams powered mills and factories
Washington – stay neutral; isolationism
Washington’s Farewell Address: warned the nation to remain neutral and to not pick sides in foreign conflicts
Adams – remained neutral; avoided war with France even after the XYZ Affairs
Jefferson – passed the Embargo and Non-Intercourse Acts to avoid war with France and Britain
Madison – War of 1812 against Britain
Monroe – Kept the nation out of European affairs
Monroe Doctrine: stated that the United States would stay out of European affairs and warned Europe to no longer consider the Americas as a potential
for further European expansion
Make sure students know the difference between primary and secondary sources
Make sure students can interpret information from graphs, charts, and timelines
ELPS: Listening c21: Demonstrate listening comprehension
Speaking c3H: Narrate, describe and explain
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WESLACO INDEPENDENT SCHOOL DISTRICT
Scope and Sequence – 8th Grade History
3rd Six Weeks: Week 4
Supporting Standard:
Unit 4: The Early Republic
Benchmark Date: December 16, 2011
Reporting Category 3: Government and Citizenship
22(B) describe the contributions of significant political, social, and military
leaders of the United States such as James Monroe.
CCRS: II. Diverse Human Perspectives and Experiences
A. Multicultural societies
2. Evaluate the experiences and contributions of diverse groups (or leaders) to multicultural societies.
a. Describe the contributions of various immigrant groups (or leaders) to the culture of the United States
Clarification:

James Monroe- Kept the nation out of European affairs

Monroe Doctrine- stated that the United States would stay out of European affairs and warned Europe to no longer consider the Americas as a potential
for further European expansion
ELPS: Listening c21: Demonstrate listening comprehension
Speaking c3H: Narrate, describe and explain
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WESLACO INDEPENDENT SCHOOL DISTRICT
Scope and Sequence – 8th Grade History
3rd Six Weeks: Week 5
Unit 5: Age of Jackson
Readiness Standard:
Reporting Category 1: History
1(A) identify the major eras and events in U.S. history through 1877, including
the Age of Jackson.
5(C) explain the origin and development of American political parties
5(A) describe major domestic problems faced by the leaders of the new
republic such as creating a stable economic system and defining the authority
of the central government
Benchmark Date: December 16, 2011
CCRS: IV. Analysis, Synthesis, and Evaluation of Information
B. Research and methods
4. Identify and collect sources
a. Collect credible primary and secondary sources that provide various points of view on a selected topic.
Clarification:











Growth of industry
Invention of the cotton gin and its effects
Manifest Destiny
Territorial acquisitions to the Pacific Ocean
Age of Reform – abolitionists, women’s rights, public education, temperance, prison reform
Technological innovations lead to industrialization and urbanization
Election of Andrew Jackson
Growth of Democracy
Indian Removal Act and the Trail of Tears
Manifest Destiny & territorial growth
Age of Reform
ELPS: Listening: c2I: Demonstrate listening comprehension
Speaking: c3F: Ask and give information using high-frequency and content area vocabulary
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WESLACO INDEPENDENT SCHOOL DISTRICT
Scope and Sequence – 8th Grade U.S. History
3rd Six Weeks: Week 5
Unit 5: Age of Jackson
Benchmark Date: December 16, 2011
Readiness Standard:
Reporting Category 3: Government and Citizenship
17(B) explain constitutional issues arising over the issue of the Nullification
Crisis.
CCRS: I. Interrelated Disciplines and Skill
D. Change and continuity of economic systems and processes.
2. Analyze the basic functions and structures of international economics.
a. Explain how changes in a country’s economic situation affect its foreign exchange rate and its trade
relationships with other countries.
Clarification:
Nullification Crisis - In 1828 Tariff of Abominations. Congress passed a lower but still protective tariff. Angered South Carolinians, led by Senator John C.
Calhoun, declared the federal tariff null and void within its borders. Delegates to a special convention urged the state legislature to take military action and to
secede from the union if the federal government demanded the customs duties. Government lowers tariff and backs down.
3rd Six Weeks: Week 5
Unit 5: The Age of Jackson
Supporting Standard :
Reporting Category 1: History
5(B) summarize arguments regarding protective tariffs, taxation, and the
banking system
5(F) explain the impact of the election of Andrew Jackson, including expanded
suffrage
5(G) analyze the reasons for the removal and resettlement of Cherokee Indians
during the Jacksonian era, including the Indian Removal Act, Worcester v.
Georgia, and the Trail of Tears.
7(D) identify the provisions and compare the effects of congressional conflicts
and compromises prior to the Civil War, including the roles of John Quincy
Adams, John C. Calhoun, Henry Clay.
Benchmark Date: December 16, 2011
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WESLACO INDEPENDENT SCHOOL DISTRICT
CCRS: I. Interrelated Disciplines and Skills
4. Evaluate the causes and effects of human migration patterns over time.
b. Trace the influence of human migration upon domesticated plant and animal distribution over space and time.
I. Interrelated Disciplines and Skills
2. Evaluate changes in the functions and structures of government across time.
a. Explain how major historical events such as wars an social and political movements have affected the functions and
structures of governments.
Clarification:
 Growth of Democracy
 Corrupt bargain & spoils system
 Indian Removal Act and the Trail of Tears
 The “common” man gained greater importance and participation in government

Nullification Crisis
 South Carolina’s John C. Calhoun argued against the federal tariffs of 1828 and 1832
 He argued that states had the right to nullify federal laws that did not benefit their state
 To uphold federal supremacy over the states, President Jackson sent federal troops to enforce the tariffs
 Hostilities were avoided because of a compromise proposed by Henry Clay in 1833
Veto of the National Bank – will lead to an economic panic and depression during Van Buren’s Presidency
Increase in tariffs creates sectional tension
Worcester v. Georgia – Supreme Court upheld the Cherokee appeal against Jackson’s support of the Indian Removal Act
 Jackson ignored the Supreme Court decision and sent federal troops to force the Native Americans to relocate west of the Mississippi River
 Trail of Tears – removal of the Cherokee from their homes, at gunpoint, during the winter. Many of the Cherokee died on the difficult journey.
 Native Americans forced to relocate farther West.
ELPS: Speaking c3F: Ask and give information using high-frequency and content area vocabulary.
Listening c2H: Understand implicit ideas and information.
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WESLACO INDEPENDENT SCHOOL DISTRICT
rd
3 Six Weeks: Week 5
Unit 5: The Age of Jackson
Benchmark Date: December 16, 2011
Supporting Standard:
Reporting Category 2: Geography and Culture
23(C) identify ways conflicts between people from various racial, ethnic, and
religious groups were resolved
CCRS: I. Interrelated Disciplines and Skills
E. Change and continuity of social groups (e.g., clubs, religious organizations) and examine how they form and
how and why they sustain themselves.
3. Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of
society.
b. Compare and contrast the present-day functions of religious institutions in the United States with those in other
parts of the world.
Clarification:

Conflict over land between the Native Americans and settlers was resolved with the establishment of the land that was reserved for Native Americans in
the Oklahoma Territory.
ELPS: Listening c2D: Monitor understanding and seek clarification.
Listening c2G: Understanding general meaning, main points, and details.
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WESLACO INDEPENDENT SCHOOL DISTRICT
4th Six Weeks Scope and Sequence 8TH Grade U.S. History
4 Six Weeks: Week 1
Unit 6 : Growth & Expansion
WISD Benchmark date: February 17
Readiness Standard:
Reporting Category 4
13 (B) identify the economic factors that brought about rapid industrialization
and urbanization.
27 (A )explain the effects of technological and scientific innovations such as the
steamboat, the cotton gin, and interchangeable parts
CCRS:
I. Interrelated Disciplines and Skill
A. Spatial analysis of physical and cultural processes that shape the human experiences
2. Analyze the interaction between human communities and the environment.
b. Explain the Industrial Revolution and analyze its impact on human societies and the growth cities.
Clarification:
 Steam power – allowed factories to produce large amounts of goods quickly and cheaply, which lead to urbanization
 Machines – replaced workers and increased the amount of goods produced
 Improved transportation system – allowed goods to be shipped quickly and cheaply, made traveling and transporting good faster and cheaper
 Interchangeable parts – developed by Eli Whitney. Transformed the way goods were made. Machines made identical parts that could be interchanged
 Improvements in transportation (steamboat, steam locomotives, canals, railroads, roads, turnpikes) – enabled the movement of goods to and from factories
and markets
 Cotton gin – invented by Eli Whitney. It cleaned cotton and Increased cotton production in the South
 Steamboat – invented by Robert Fulton
 Made transportation much quicker (especially upstream)
 Goods could then be shipped much quicker and much cheaper
 Cotton Gin – Invented by Eli Whitney
 Dramatically decreased the amount of time and labor needed to clean cotton, made cotton the leading southern crop, increased slavery
 Innovations, such as the cotton gin, the mechanical reaper and the steel plow transformed agriculture
 Industrialization led to urbanization which changed the way people worked (in factories) and lived (in cities)
 Rivers enabled settlers to ship their goods quickly by water
 Roads enabled settlers to travel and move goods across land
 The building of canals and improvements in roads facilitated quicker and cheaper travel and transportation of goods and materials
ELPS:
Listening c2B: Recognize English sound system in new vocabulary
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WESLACO INDEPENDENT SCHOOL DISTRICT
4 Six Weeks: Week 2
Unit 6 : Growth & Expansion
Reporting Category 1
WISD Benchmark date: February 17
Readiness Standard:
6(A) explain how the Northwest Ordinance established principles and
procedures for orderly expansion of the United States;
6(B) explain the political, economic, and social roots of Manifest Destiny
6(D) explain the causes and effects of the U.S.-Mexican War and their impact
on the United States
CCRS:
I. Interrelated Disciplines and Skill
A. Spatial analysis of physical and cultural processes that shape the human experience
4. Evaluate the causes and effects of human migration patterns over time.
a. Identify and explain shifts in urban population centers over time and space.
Clarification:
Economic:
 New land for farming
 New trade routes and markets
 New business opportunities
 Search for natural resources
Social:
 Relocation of Native Americans
 Religious refuge (Mormons)
Political:
 Expansion of nation’s borders
 Potential expansion of slavery
 54”40 or fight!
 Manifest Destiny was the belief that it was the nation’s destiny, or fate, to expand west to the Pacific Ocean
 Many Americans believed that Manifest Destiny gave them the moral authority to remove Native Americans and attack neighboring countries (Mexico) in
order to achieve this goal
ELPS:
Reading c4F: Use visual and contextual supports to read text
Reading c4G: Show comprehension of English text individually and in groups
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WESLACO INDEPENDENT SCHOOL DISTRICT
4 Six Weeks: Week 2
Supporting Standard:
Unit 6 : Growth & Expansion
Reporting Category 1
WISD Benchmark date: February 17
6(C) analyze the relationship between the concept of Manifest Destiny and the
westward growth of the nation
6(E) identify areas that were acquired to form the United States, including the
Louisiana Purchase
CCRS:
I. Interrelated Disciplines and Skill
A. Spatial analysis of physical and cultural processes that shape the human experience.
4. Evaluate the causes and effects of human migration patterns over time.
a. Identify and explain shifts in urban population centers over time and space.
Clarification:
 1803 – Louisiana Purchase
 1818 – Red River Basin
 1819 – Florida
 1845 – Texas Annexation
 1846 – Oregon Territory
 1848 – Mexican Cession
 1853 – Gadsden Purchase
 Dispute over the annexation of Texas
 Border dispute concerning the southern border of Texas
 Regarded as a “War of Aggression” by many Americans, which led to many acts of civil disobedience
ELPS:
Speaking c3H: Narrate, describe and explain
Listening c2I: Demonstrate listening comprehension
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WESLACO INDEPENDENT SCHOOL DISTRICT
4 Six Weeks: Week 3
Unit 6 : Growth & Expansion
Reporting Category 2
WISD Benchmark date: February 17
Readiness Standard:
24(B) evaluate the impact of reform movements, including educational reform,
temperance, the women’s rights movement, prison reform, abolition, the labor
reform movement, and care of the disabled
CCRS:
I. Interrelated Disciplines and Skill
F. Problem-solving and decision-making skills
2. Analyze ethical issues in historical, cultural, and social contexts.
a. Examine changes over time in American ethical conventions regarding the expression of views on race, ethnicity, and gender.
Clarification:
Public education
 Horace Mann
 Wanted better quality instruction and free public schools
 Impact: many of the first free public schools opened as a result of this movement
Temperance
 Church leaders and congregations
 Wanted to ban the sale and consumption of alcohol
 Impact: many communities succeeded in banning the sale of alcohol for a period of time
Women’s Rights
 Susan B. Anthony, Elizabeth Cady Stanton
 Wanted equal rights and suffrage
 Impact: women made gains in educational access and limited property rights
Prison Reform and Care of the Disabled
 Dorothea Dix
 Wanted conditions improved for prisoners so they would not come out of prison worse than when they entered
 Wanted the mentally ill to be treated in hospitals, not like criminals in prisons
 Impact: many mental hospitals were opened for the mentally ill
ELPS:
Listening c2H: Understand implicit ideas and information
Speaking c3G: Express opinions, ideas and feelings
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WESLACO INDEPENDENT SCHOOL DISTRICT
4 Six Weeks: Week 3
Supporting Standard:
Unit 6 : Growth & Expansion
Reporting Category 2
WISD Benchmark date: February 17
24(A) describe the historical development of the abolitionist movement
CCRS:
I. Interrelated Disciplines and Skill
E. Change and continuity of social groups, civic organizations, institutions, and their interaction
4. Identify and evaluate the sources and consequences of social conflict.
a. Identify and analyze how different religious values have led to social conflict in different regions of the world.
Clarification:


Colonial Period – Puritans and Quakers believed in the evils of slavery and did not believe in the practice
18th Century – Abolitionist movement advanced with the works of William Lloyd Garrison (The Liberator), Frederick Douglass (The North Star), Harriet
Tubman and the Underground Railroad, and Harriet Beecher Stowe’s Uncle Tom’s Cabin
ELPS:
Speaking c3J: Respond orally to information from a variety of media sources
Reading c4I: Show comprehension through basic reading skills
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WESLACO INDEPENDENT SCHOOL DISTRICT
4 Six Weeks: Week 4
Unit 7 : Road to the Civil War
Reporting Category 1
WISD Benchmark date: February 17
Readiness Standard:
7(C) analyze the impact of slavery on different sections of the United States
CCRS:
I. Interrelated Disciplines and Skill
E. Problem-solving and decision-making skills
2. Analyze ethical issues in historical, cultural, and social contexts.
a. Examine changes over time in American ethical conventions regarding the expression of views on race, ethnicity, and gender.
Clarification:
North
 Illegal after the Revolution
 Abolitionist societies and publications fought for the abolition of slavery in the United States
 The Underground Railroad assisted many slaves escape from the South into free states and territories
 Uncle Tom’s Cabin made many aware of the plight of the American slaves
South
 Slaves were the main source of labor
 Because of the role of slavery in the South’s economy, slavery was considered a states’ rights issue
West
Became the battle ground for the prevention or extension of slavery by abolitionist and pro-slavery advocates
ELPS:
Listening c2B: Recognize English sound system in new vocabulary
Listening c2C: Learn new language heard in classroom interactions and instruction
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WESLACO INDEPENDENT SCHOOL DISTRICT
4 Six Weeks: Week 4
Supporting Standard:
Unit 7 : Road to the Civil War
Reporting Category 1
WISD Benchmark date: February 17
7(B) compare the effects of political, economic, and social factors on slaves
and free blacks
CCRS: N/A
Clarification:
Free Blacks:
 Political – no political voice; limited, restricted rights
 Economic – limited job selection; lower wages
 Social – lowest social class; limited access to education; socially isolated
Slaves:
 Political – no political voice; no rights; they were only significant politically in terms of population (for every 5, 3 could be added to a state’s population)
 Economic – provided the labor needed in the South; considered property, including the children which could be sold individually
 Social – not considered part of the American social structure; no social rights
ELPS:
Reading c4B: Recognize directionality of English text
Reading c4C: Develop sight vocabulary and language structures
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WESLACO INDEPENDENT SCHOOL DISTRICT
4 Six Weeks: Week 4
Unit 7 : Road to the Civil War
WISD Benchmark date: February 17
Supporting Standard:
Reporting Category 3: Government and Citizenship
18 (C) evaluate the impact of selected landmark Supreme Court decisions,
including Dred Scott v. Sandford, on life in the United States.
CCRS:
I. Interrelated disciplines and skills
C. Change and continuity of political ideologies, constitutions, and political behavior; 1. Evaluate different governmental systems and functions.
2. Evaluate changes in the functions and structures of government across time
Clarification:

Analyze the impact of slavery on different sections of the United States
- Dred Scott v. Sandford Supreme Court ruling
ELPS:
Learning Strategies c1A: Use prior knowledge to learn new language
Reading c4I: Show comprehension through basic reading skills
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WESLACO INDEPENDENT SCHOOL DISTRICT
4 Six Weeks: Week 5 & 6
Supporting Standard:
Unit 7 : Road to the Civil War
Reporting Category 1
WISD Benchmark date: February 17
7(A) analyze the impact of tariff policies on sections of the United States
before the Civil War
7(D) identify the provisions and compare the effects of congressional conflicts
and compromises prior to the Civil War, including the roles of John Quincy
Adams, John C. Calhoun, Henry Clay, and Daniel Webster
CCRS:
I. Interrelated Disciplines and Skill
F. Problem-solving and decision-making skills.
1. Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
b. Use both primary and secondary sources to develop a group presentation that analyzes the causes of the U.S. Civil War from the
perspectives of residents of both the North and the South.
Clarification:
 Missouri Compromise – maintained the balance of free and slave states by admitting Missouri as a slave state and Maine as a free state
 Compromise of 1850 – California admitted as a free state; slavery in the territories left up to the residents of the territory
 Kansas-Nebraska Act – divided Kansas Territory into two – left the decision of slavery up to the residents
John C. Calhoun
 Senator from South Carolina
 Argued for states’ rights
 Fought for the expansion of slavery in the West
Henry Clay – “The Great Compromiser”
 Senator from Kentucky
 Fought for the expansion of the U.S. economy and infrastructure (The American System)
 Introduced many congressional compromises between free and slave states
Daniel Webster
 Senator from Massachusetts
 Argued to preserve the Union
 Fought to keep the United States intact and avoid secession and war
ELPS:
Speaking c3J: Respond orally to information from a variety of media sources
Writing c5G: Narrate, describe, and explain in writing
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WESLACO INDEPENDENT SCHOOL DISTRICT
5th Six Weeks Scope and Sequence 8th Grade U.S. History
5th Six Weeks: Week 1 & 2
Unit 8: The Civil War
TAKS Test Date: April 27, 2012
Readiness Standard:
Reporting Category 1: History
1(A) identify the major eras and events in U.S. history through 1877, including
the Civil War, and its causes and effects;
8(B) explain significant events of the Civil War, including the firing on Fort
Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the
announcement of the Emancipation Proclamation; Lee’s surrender at
Appomattox Court House; and the assassination of Abraham Lincoln;
CCRS: I. Interrelated Disciplines and Skills
B. Periodization and Chronological reasoning
3. Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
a. Examine the sources of the Civil War and delineate the cultural and political forces that gave rise to the
Emancipation Proclamation. (example)
Clarification:
List statement(s) here that clarify what should be taught to fully teach the Student Expectation listed above.
Civil War
 Firing at Fort Sumter - The “Lexington & Concord” of the Civil War started the Civil War
 Battle of Gettysburg -Only battle on Northern soil
 Battle of Vicksburg -The North gained control of the Mississippi River with victory at Vicksburg
 Emancipation Proclamation-Changed the nature of the war from that of preserving the Union to freeing the slaves freed only the slaves in the “rebelling”
states
 Lee’s Surrender at Appomattox Courthouse -Ended the Civil War
 Lincoln’s Assassination- Foiled Lincoln’s reconstruction plans
ELPS: Learning Strategies: c1C: Use techniques to learn new vocabulary
Writing: c5B: Write using newly acquired vocabulary
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WESLACO INDEPENDENT SCHOOL DISTRICT
Scope and Sequence 8th Grade U.S. History
5th Six Weeks: Week 1 & 2
Unit 8: The Civil War
TAKS Test Date: April 27, 2012
Readiness Standard:
Reporting Category 3: Government and Citizenship
17(B) explain constitutional issues arising over the issue of states’ rights,
including the Civil War.
CCRS: I. Interrelated Disciplines and Skills
F. Problem-solving and decision-making skills
1. Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
a. Design a research project that analyzes various points of view on a current controversial issue, such as global climate change.
Clarification:
Northern states – Economy was based on industry, generally supported high tariffs to protect their products
Southern states – Agriculturally based economy, generally opposed tariffs because of the rise in cost of imported goods they were forced to purchase using
revenue from foreign cotton sales
Disagreement over the tariff issue caused unrest between the Northern and Southern states in Congress
ELPS: Listening: c2D: Monitor understanding and seek clarification
Reading: C4I: Show comprehension through basic reading skills
5th Six Weeks: Weeks 1 & 2
Supporting Standards:
Unit 8: The Civil War
Reporting Category 1: History
TAKS Test Date: April 27, 2012
1(C) explain the significance of the following date: 1861–1865, Civil War.
8(A) explain the roles played by significant individuals during the Civil War,
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WESLACO INDEPENDENT SCHOOL DISTRICT
including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln,
and heroes such as Congressional Medal of Honor recipients William Carney
and Philip Bazaar;
8(C) analyze Abraham Lincoln’s ideas about liberty, equality, union, and
government as contained in his first and second inaugural addresses and the
Gettysburg Address and contrast them with the ideas contained in Jefferson
Davis’s inaugural address.
CCRS: I. Interrelated Disciplines and Skills
F. Problem solving and decision-making skills
1. Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
c. Use both primary and secondary sources to analyze the action of Abraham Lincoln to end the Civil War and
restore national unity.
Clarification:
Abraham Lincoln
 President of the United States
 Declared war on the seceding states in order to preserve the Union
Jefferson Davis
 Elected as the President of the Confederate States of America comprised of the states that seceded from the United States after the election of
President Lincoln
Ulysses S. Grant
 Chosen as the Commander of the Union forces
 Led the Union to victory
Robert E. Lee
 Chosen as the Commander of the Confederate forces
 Surrendered to Ulysses S. Grant at Appomattox Courthouse
William Carney
 African-American who served with the 54th Regiment and received the Medal of Honor for his actions during the Battle of Fort Wagner.
Philip Bazaar
 Chilean immigrant who joined the U.S. Navy and was awarded the Medal of Honor for his actions during the Battle of Fort Fisher.
Union – Lincoln believed that the Union should be preserved at any cost and that the South should not be allowed to secede
Government – A Democratic republic was the ideal form of government and it was worth defending with one’s life
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WESLACO INDEPENDENT SCHOOL DISTRICT
Liberty – It is the government’s duty to defend an individual’s freedom
Equality – He believed in the proposition that “all men were created equal”
First Inaugural Address - 1861
Southerners and Northerners were friends and brothers, not enemies
He did not want to abolish slavery
Gettysburg Address – 1863
The Civil War was necessary to preserve the Union and preserving the Union was a cause worth dying for
The country was founded on the ideas of freedom and equality “All men are created equal”
Second Inaugural Address – 1865
Stated the Civil War was about ending slavery and ensuring freedom and equality for all men
Jefferson Davis’ Inaugural Address- 1861
According to his inaugural address, Davis believed separation was a "necessity, not a choice." Southerners were not given the "inalienable rights" promised to all
American people and sought to fix that, just as the colonists had before them.
ELPS: Listening: c2G: Understand general meaning, main points and details
Reading: c4K: Show comprehension through analytical skills
5th Six Weeks: Week 1 & 2
Supporting Standards:
Unit 8: The Civil War
TAKS Test Date: April 27, 2012
Reporting Category 3: Government and Citizenship
22(A) Analyze the leadership qualities of elected and appointed leaders of the
United States such as Abraham Lincoln.
22 (B) Describe the contributions of significant political, social, and military
leaders of the United States such as Stonewall Jackson.
CCRS: I. Interrelated Disciplines and Skills
C. Change and continuity of political ideologies, constitutions, and political behavior
3. Explain and analyze the importance of civic engagement.
b. Explain why high levels of civic participation are essential in democratic societies.
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WESLACO INDEPENDENT SCHOOL DISTRICT
Clarification:
Abraham Lincoln – led the United States as President during the American Civil War. Through his leadership the Union was preserved and slavery eventually
abolished after his assassination in 1865.
Thomas Jonathan "Stonewall" Jackson- During the Battle of Bull Run Jackson assumed his nickname. Amidst the tumult of battle, Brigadeer-General Barnard E.
Bee stated, "There is Jackson standing like a stone wall." As the war continued, Jackson continually impressed his Confederate compatriots with his skill on
the battlefield and in planning conferences. He distinguished himself in the Valley campaign of early 1862, the Battle of second Manassas in August 1862,
and the Battle of Fredericksburg in December 1862. Jackson was a Southern hero, and in spite of his eccentricities, he was loved and respected by his
soldiers.
ELPS: Speaking: c3G: Express opinions, ideas and feelings
Reading: c4G: Show comprehension of English text individually and in text
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WESLACO INDEPENDENT SCHOOL DISTRICT
Scope and Sequence 8th Grade U.S. History
5th Six Weeks: Week 3 & 4
Unit 9: Reconstruction
Readiness Standard:
Reporting Category 1: History
1(A) identify the major eras and events in U.S. history through 1877, including
the Civil War, and its causes and effects;
TAKS Test Date: April 27, 2012
9(C) explain the economic, political, and social problems during Reconstruction
and evaluate their impact on different groups;
CCRS: I. Interrelated Disciplines and Skills
B. Periodization and chronological reasoning
3. Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
c. Examine how the abolishment of slavery in the United States has effected economic, political and cultural change.
Clarification:
Freedmen’s Bureau – Lincoln established this bureau for the task of feeding clothing war refugees in the South using army supplies, also helped former slaves
Scalawags – Southerners who worked with the Republicans
Carpetbaggers – Northerners who went south and became involved in the new states politics. They were called this because of the luggage they carried.
Radical Republicans – Congressmen who resisted Lincoln’s plan to help the South
Ku Klux Klan – Secret society to undermine Republican rule and terrorize African Americans, white Republicans, carpetbaggers, teachers in African American
schools and others who supported the Republican rule
Sharecroppers – Farmers who paid for the rent of their land, use of tools, and seeds with a share of their crops
Black Codes – passed by southern states to limit the rights of African Americans
ELPS: Listening: c2L: Demonstrate listening comprehension
Speaking: c3D: Speak using grade level content area vocabulary in context.
5th Six Weeks: Week 3 & 4
Unit 9: Reconstruction
Supporting Standards:
Reporting Category 1: History
9(A) evaluate legislative reform programs of the Radical Reconstruction
Congress and reconstructed state governments;
9(B) evaluate the impact of the election of Hiram Rhodes Revels
TAKS Test Date: April 27, 2012
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WESLACO INDEPENDENT SCHOOL DISTRICT
9(D) identify the effects of legislative acts such as the Homestead Act, the
Dawes Act, and the Morrill Act.
CCRS: I. Interrelated Disciplines and Skills
C. Change and continuity of political ideologies, constitutions, and political behavior
2. Evaluate changes in the functions and structures of government across time.
c. Delineate and explain several changes to the U.S. Constitution in response to political and social movements.
Clarification:
13th Amendment – permanently ended slavery in the United States
14th Amendment – granted full citizenship and equal protection to all newly freed slaves and anyone born in the United States
15th Amendment – granted suffrage to all males, regardless of race
Hiram Rhodes Revels- First African-American to serve in the U.S. Congress as a Senator representing the state of Mississippi in 1870 and 1871 during
reconstruction
Homestead Act- Passed on May 20, 1862, the act accelerated the settlement of the western territory by granting adult heads of families 160 acres of surveyed
public land for a minimal filing fee and 5 years of continuous residence on that land.
Dawes Act- Approved on February 8, 1887, "An Act to Provide for the Allotment of Lands in Severalty to Indians on the Various Reservations," known as the
Dawes Act, emphasized severalty, the treatment of Native Americans as individuals rather than as members of tribes. The result of the act "was the culmination
of American attempts to destroy tribes and their governments and to open Indian lands to settlement by non-Indians and to development by railroads."
Morrill Act- Passed on July 2, 1862, this act made it possible for new western states to establish colleges for their citizens. The new land-grant institutions, which
emphasized agriculture and mechanic arts, opened opportunities to thousands of farmers and working people previously excluded from higher education.
ELPS: Learning Strategies: c1C: Use techniques to learn new vocabulary
Writing: c5G: Narrate, describe, and explain in writing
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Scope and Sequence 8th Grade U.S. History
1st-5th Six Weeks: Ongoing Throughout the Year
8th Grade: Units 1-9
TAKS Test Date: April 27, 2012
Student Expectations:
29(A) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies,
interviews, and artifacts to acquire information about the United States;
29(B) analyze information by sequencing, categorizing, identifying cause and effect relationships, comparing, contrasting, finding the main idea, summarizing,
making generalizations and predictions, and drawing inferences and conclusions;
29(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
29(D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants;
29(E) support a point of view on a social studies issue or event;
29(H) use appropriate mathematical skills to interpret social studies information such as maps and graphs;
29(J) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.
30(A) use social studies terminology correctly
CCRS: I. Interrelated Disciplines and Skills
A. Spatial analysis of physical and cultural processes that shape the human experience
1. Use tools and concepts of geography appropriately and accurately.
2. Analyze the interaction between human communities and the environment.
F. Problem-solving and decision making-skills
1. Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
IV. Analysis, Synthesis and Evaluation of Information
A. Critical examination of texts, images, and other sources of information
1. Identify and analyze the main idea(s) and point(s) of view in sources.
2. Situate an information source in its appropriate contexts (contemporary, historical, cultural).
3. Evaluate sources from multiple perspectives
4. Understand the difference between a primary and secondary source and use each appropriately to condect research and construct
arguments.
5. Read narrative texts critically
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Clarification:
Social Studies skills will be imbedded in the curriculum throughout the year.
ELPS: ELPS standards will be imbedded in the curriculum throughout the year.
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6th Six Weeks Scope and Sequence 8th Grade U.S. History
6th Six Weeks: Weeks 4-8
Unit 10: World Geography
Insert Readiness Standard Student Expectation here
4(A) explain how elevation, latitude, wind systems, ocean currents, position on
a continent, and mountain barriers influence temperature, precipitation, and
distribution of climate regions
5(A) analyze how the character of a place is related to its political, economic,
social, and cultural elements;
6(B) explain the processes that have caused changes in settlement patterns,
including urbanization, transportation, access to and availability of resources,
and economic activities.
7(B) explain how political, economic, social, and environmental push and pull
factors and physical geography affect the routes and flows of human migration
8(A) compare ways that humans depend on, adapt to, and modify the physical
environment, including the influences of culture and technology
8(B) describe the interaction between humans and the physical environment
and analyze the consequences of extreme weather and other natural disasters
such as El Niño, floods, tsunamis, and volcanoes; and Readiness Standard
9(A) identify physical and/or human factors such as climate, vegetation,
language, trade networks, political units, river systems, and religion that
constitute a region
Benchmark date: Week of May 14-18, 2012
(tentative)
Reporting Category 2: Geography
CCRS: I. Interrelated Disciplines and Skills
A. Spatial analysis of physical and cultural processes that shape the human experience
1. Use the tools and concepts of geography
a. Identify features of the Earth’s physical and cultural regions
2. Analyze the interaction between human communities and the environment
c. Examine the impact of human migration on culture and the environment
Clarification:
Location
 Where is a place located?
 What is it near?
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WESLACO INDEPENDENT SCHOOL DISTRICT


What direction is it from another place?
Why are certain features or places located where they are?
Place
 What is it like there?
 What physical and human features does it have?
Human-Environment Interactions
 How are people’s lives shaped by the place?
 How has the place been shaped by people?
Movement
 How did people, products, and ideas get from one place to another?
 Why do they make these movements?
Regions
 How is this place like other places?
 What features set this place apart from other places?
ELPS: Learning Strategies c1F: Use accessible language to learn new language
Listening c2G: Understand general meaning, main points, and details
Supporting Standard:
Reporting Category 2: Geography
4(C) explain the influence of climate on the distribution of biomes in different
regions. Supporting Standard
6(A) locate and describe human and physical features that influence the size
and distribution of settlements
9(B) describe different types of regions, including formal, functional, and
perceptual regions.
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CCRS: I. Interrelated Disciplines and Skills
B. Spatial analysis of physical and cultural processes that shape the human experience
3. Use the tools and concepts of geography
b. Identify features of the Earth’s physical and cultural regions
4. Analyze the interaction between human communities and the environment
Examine the impact of human migration on culture and the environment
Clarification:
Location
 Where is a place located?
 What is it near?
 What direction is it from another place?
 Why are certain features or places located where they are?
Place
 What is it like there?
 What physical and human features does it have?
Human-Environment Interactions
 How are people’s lives shaped by the place?
 How has the place been shaped by people?
Movement
 How did people, products, and ideas get from one place to another?
 Why do they make these movements?
Regions
 How is this place like other places?
 What features set this place apart from other places?
ELPS: Learning Strategies c1F: Use accessible language to learn new language
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Listening c2G: Understand general meaning, main points, and details
If applicable and necessary, insert Student Expectations that are not assessed on STAAR but that are part of the required curriculum for the grade/course.
13(A) interpret maps to explain the division of land, including man-made and natural borders, into separate political units such as cities, states, or countries.
22(A) design and draw appropriate graphics such as maps, diagrams, tables, and graphs to geographic features, distributions and relationships
22(C) use geographic terminology correctly
CCRS: I. Interrelated Disciplines and Skills
C. Spatial analysis of physical and cultural processes that shape the human experience
5. Use the tools and concepts of geography
c. Identify features of the Earth’s physical and cultural regions
6. Analyze the interaction between human communities and the environment
Examine the impact of human migration on culture and the environment
Clarification:
Location
 Where is a place located?
 What is it near?
 What direction is it from another place?
 Why are certain features or places located where they are?
Place
 What is it like there?
 What physical and human features does it have?
Human-Environment Interactions
 How are people’s lives shaped by the place?
 How has the place been shaped by people?
Movement
 How did people, products, and ideas get from one place to another?
 Why do they make these movements?
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Regions
 How is this place like other places?
 What features set this place apart from other places?
ELPS: Learning Strategies c1F: Use accessible language to learn new language
Listening c2G: Understand general meaning, main points, and details
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