Hearne ISD
Social Studies
Course: United States History – 8th Grade
Unit 1: Colonization
Unit 2: American Revolution (Road to Revolution)
TEKS
Guiding Questions &
Specificity
Assessment
Designated Six Weeks: 1st Six Weeks
Days to teach: Unit 1: 4 weeks
Unit 2: 2 week
Vocabulary
Instructional
Strategies
Resources/
Weblinks
Founding of the Thirteen Colonies
(2) History. The student understands the causes of exploration and colonization eras. (25) Culture. The student understands the impact of religion on the
American way of life. (1) History. The student understands traditional historical points of reference in U.S. history through 1877. (23) Culture. The student
understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th
centuries.
Glencoe Ch. 2 Sec. 2
(2A) identify reasons for European Guiding Question:
Identify reasons
Colonization
Visuals/video
Why did Europeans explore
&4
Exploration
Cornell notes
exploration and colonization of
Europeans explored
and colonize in North
Glencoe Ch. 3
Columbian
Word walls
North America
North America.
America?
History Alive!
Exchange
Question/answer
Specificity:
Colonial Life and the
Mercantilism
READINESS
Reference Teacher Notes in
American
ELPS: 2F, 4I
Unit 1 Shared Folder
Revolution, 1.1 - An
Introduction to
Colonial Society
HA! Sunken Ship
Specificity:
(2B) compare political, economic,
Compare/contrast the Immigration
Visuals/video
Glencoe Ch. 3
religious, and social reasons for the Reference Teacher Notes in
reasons for the
Persecution
Cornell notes
History Alive Unit 1 Shared Folder
establishment of the 13 English
founding of the
Charter
Word walls
Colonial Life & the
colonies.
colonies.
Joint Stock
Question/answer
American
Company
Graphic Organizer
Revolution 1.2
Debtor
Understanding the
SUPPORTING
ELPS: 4F, 3E
Differing Colonial
Societies
Chapter 3: The
English Colonies in
America
(25A) trace the development of
Guiding Question:
Visuals/video
How did religious freedom
religious freedom in the United
Cornell Notes
develop in the United States?
States. SUPPORTING
Timeline
(25B) describe religious
Created April 2011
What motivated religious
What was the impact
First Great
ELPS: 4F,4J
Visuals/video
Glencoe Ch.4 Sec. 2
Hearne ISD
Social Studies
Course: United States History – 8th Grade
Unit 1: Colonization
Unit 2: American Revolution (Road to Revolution)
TEKS
Guiding Questions &
Specificity
motivation for immigration and
influence on social movements,
including the impact of the first
and second Great Awakenings
SUPPORTING
(1A) identify the major eras and
events in U.S. history through
1877, including colonization and
describe their causes and effects
READINESS
(1C) explain the significance of the
following dates: 1607, founding
of Jamestown; 1620, arrival of the
Pilgrims and signing of the
Mayflower Compact
SUPPORTING
(23A) identify selected racial,
ethnic, and religious groups that
settled in the United States and
explain their reasons for
immigration;
READINESS
(23C) identify ways conflicts
between people from various
racial, ethnic, and religious groups
were resolved SUPPORTING
Created April 2011
groups to move to the New
World?
Specificity:
Religious Motivations and
Influence:
First Great Awakening
Specificity:
Colonization Era –
Political, Social, Economic
reasons for founding the
English colonies
Specificity:
Important Dates:
1607 – Founding of
Jamestown, the first
permanent English colony
1620 – Arrival of the
Pilgrims
Guiding Questions:
Which racial, ethnic, and
religious groups settled in the
colonies and why did they
come?
Specificity:
Reference Teacher Notes in
Unit 1 Shared Folder
Guiding Question:
Identify how the Puritans
resolved disputes with
dissenters?
Assessment
Designated Six Weeks: 1st Six Weeks
Days to teach: Unit 1: 4 weeks
Unit 2: 2 week
Vocabulary
Instructional
Strategies
Resources/
Weblinks
of the First Great
Awakening on
colonial life?
Awakening
Toleration
Cornell notes
Word walls
Question/answer
ELPS: 1C, 5G
Describe what life
was like in the New
England, Middle, and
Southern Colonies.
Burgess
Pilgrim
(Separatist)
Compact
Visuals/video
Cornell notes
Word walls
Question/answer
ELPS: 2D
Visuals/video
Cornell notes
Word walls
Question/answer
timeline
ELPS: 2D
Glencoe Ch. 4
Ethnic
Quaker
Dutch
Visuals/video
Cornell notes
Word walls
Question/answer
Glencoe Ch 3 Sec 1
Glencoe Ch 3 Sec 2
What significant
events occurred in
1607 & 1620?
Why did the Dutch
settle New York?
Which racial, ethnic,
and religious groups
settled in the colonies
and why did they
come?
Example: Pilgrims,
Puritans, Quakers,
Catholics, Africans
ELPS: 2D, 3H, 3I
Visuals/video
Cornell Notes
Hearne ISD
Social Studies
Course: United States History – 8th Grade
Unit 1: Colonization
Unit 2: American Revolution (Road to Revolution)
TEKS
Guiding Questions &
Specificity
(23D) analyze the contributions of
people of various racial, ethnic, and
religious groups to our national
identity
SUPPORTING
How did the contributions of
people of various racial,
ethnic and religious groups
establish our national
identity?
Specificity:
Reference Teacher Notes in
Unit 1 Shared Folder
Assessment
What were the
contributions of
Designated Six Weeks: 1st Six Weeks
Days to teach: Unit 1: 4 weeks
Unit 2: 2 week
Vocabulary
Instructional
Strategies
debtors
to our national
identity?
Visuals/video
Cornell notes
Word walls
Question/answer
Resources/
Weblinks
Free response journal
entry
ELPS: 1A, 5F
Geographic Influences
(10) Economics. The student understands the location and characteristics of places and regions of the United States, past and present (11) Geography. The
student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century.
(12) Economics. The student understands why various sections of the United States developed different patterns of economic activity. (23) Culture. The student
understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th
centuries.
Guiding Questions:
(10A) locate places and regions of
Identify colonial
Visuals/video
Adventure Tales –
Where are the locations of
importance in the United States
regions on a map.
Graphic organizer
Colonial Map
each colony and region they
during the 17th, 18th, and 19th
Cornell notes
are associated with?
centuries
Word wall
Specificity:
Reference Teacher Notes in
SUPPORTING
Unit 1 Shared Folder
ELPS: 4F
(10B) compare places and regions
of the United States in terms of
physical and human characteristics
READINESS
(11A) analyze how physical
characteristics of the environment
influenced population distribution,
settlement patterns, and economic
activities in the United States
during the 17th, 18th, and 19th
Created April 2011
Visuals/video
Cornell notes
ELPS: 4F
Guiding Questions:
How did the physical
environments of the colonies
determine population growth
and economic activities?
Specificity:
How did the
climate/geography
impact the economic
development of the
13 colonies?
Atlantic Ocean
Appalachian
Mountains
Tidewater
Plantation
Back Country
Visuals/video
Graphic organizer
Cornell notes
Word wall
Hearne ISD
Social Studies
Course: United States History – 8th Grade
Unit 1: Colonization
Unit 2: American Revolution (Road to Revolution)
TEKS
Guiding Questions &
Specificity
centuries
SUPPORTING
Assessment
Reference Teacher Notes in
Unit 1 Shared Folder
Designated Six Weeks: 1st Six Weeks
Days to teach: Unit 1: 4 weeks
Unit 2: 2 week
Vocabulary
Instructional
Strategies
Farm
Cash Crop
Merchant
Resources/
Weblinks
ELPS: 4F, 4J
(11B) describe the positive and
negative consequences of human
modification of the physical
environment of the United States.
SUPPORTING
(11C) describe how different
immigrant groups interacted with
the environment in the United
States during the 17th, 18th and 19th
centuries.
SUPPORTING
(12B) explain reasons for the
development of the plantation
system, the transatlantic slave
trade, and the spread of slavery
READINESS
(12A) identify economic
differences among different regions
of the United States.
Created April 2011
Guiding Questions:
How did the growth of
plantations influence the
slave trade in the Southern
Colonies?
Specificity:
Increased slave labor
demands for raising cash
crops contributed to the
transatlantic slave trade.
Guiding Question:
How did the physical
geography lead to economic
What was the impact
of climate/geography
on the economic
development of the
southern colonies?
Why did the south
rather than the north
have a need for
slavery?
What role did the
New England,
Middle, and Southern
colonies play in the
transatlantic slave
trade?
Visuals/video
Graphic organizer
Cornell notes
Word wall
ELPS: 4F, 4J
Visuals/video
Graphic organizer
Cornell notes
Glencoe – Ch. 4 Sec
1
Safari Montage Slave Trade and the
Plantation System –
Ch. 3-7
Hearne ISD
Social Studies
Course: United States History – 8th Grade
Unit 1: Colonization
Unit 2: American Revolution (Road to Revolution)
TEKS
Guiding Questions &
Specificity
SUPPORTING
differences among the
colonies? What else
contributed to different
economic development?
Assessment
Designated Six Weeks: 1st Six Weeks
Days to teach: Unit 1: 4 weeks
Unit 2: 2 week
Vocabulary
Instructional
Strategies
Resources/
Weblinks
Maps of Region
(12D) analyze the causes and
ELPS: 4F
effects of economic differences
among different regions of the
United States at selected times in
U.S. history.
SUPPORTING
Representative Government
(1) History. The student understands traditional historical points of reference in U.S. history through 1877. (2) History. The student understands the causes of
exploration and colonization eras. (3) History. The student understands the foundations of representative government in the United States. (20) Citizenship. The
student understands the importance of voluntary individual participation in the democratic process. (23) Culture. The student understands the relationships
between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. (25) Culture. The
student understands the impact of religion on the American way of life.
(1C) explain the significance of the Specificity:
What is the first
Visuals/video
following dates: 1607, founding
Jamestown- House of
representative
Graphic organizer
of Jamestown; 1620, arrival of the
Burgesses (representative
legislature in the
Cornell notes
Pilgrims and signing of the
government)
colonies?
Word wall
Mayflower Compact;
-Why was the
timeline
Mayflower Compact- self
Mayflower Compact
government.
ELPS: 4F, 1E
an example of self
SUPPORTING
government?
Specificity:
Glencoe - Ch 3 Sec 2
(3A) explain the reasons for the
Why was it necessary
Representative
Visuals/video
Distances between
Ch 4 Sec 2
growth of representative
for self government to
Government
Graphic organizer
settlements within the
Signature Lesson
government and institutions during
develop in the
Parliament
Cornell notes
Virginia colony and from
Cy-Fair Seeds of self
the colonial period;
colonies?
Colonial
Word wall
England necessitated the
Government
Assembly
need
for
local
Fundamental
ELPS:
4F,
IE
READINESS
representation.
Safari Montage –
Orders of
Liberty for All? Ch 1
Connecticut
Democracy
(3B) analyze the importance of the Specificity:
What was the impact
Visuals/video
Glencoe – Ch 3 Sec 2
Self government and
Ch 4 Sec 2
Mayflower Compact, the
of the Mayflower
Graphic organizer
Created April 2011
Hearne ISD
Social Studies
Course: United States History – 8th Grade
Unit 1: Colonization
Unit 2: American Revolution (Road to Revolution)
TEKS
Guiding Questions &
Specificity
Fundamental Orders of
Connecticut, and the Virginia
House of Burgesses to the growth
of representative government
SUPPORTING
representation within the
colonies served as examples
to the founding fathers
during the creation of the
Constitution.
(3C) describe how religion and
virtue contributed to the growth of
representative government in the
American colonies.
SUPPORTING
Specificity:
Religious groups within the
New England colonies
elected leaders from within
congregations.
Assessment
Compact, the
Fundamental Orders
of Connecticut, and
the House of
Burgesses on the
development of self
government?
What role did religion
play in the growth of
representative
government?
Designated Six Weeks: 1st Six Weeks
Days to teach: Unit 1: 4 weeks
Unit 2: 2 week
Vocabulary
Instructional
Strategies
Resources/
Weblinks
Cornell notes
Word wall
ELPS: 4F, IE, 1G
Visuals/video
Graphic organizer
Cornell notes
Word wall
ELPS: 4F, 1E, 2D
Specificity:
What was the
Visuals/video
-Thomas Hooker- fled
significance of
Graphic organizer
Puritan controlled
in the
Cornell notes
Massachusetts to establish
development of selfWord wall
political equality in
government?
Connecticut.
ELPS: 4I
-William
Pennestablished
SUPPORTING
local representative
governments in
Pennsylvania settlements.
Unit 2: American Revolution -Road to Revolution
(1) History. The student understands traditional historical points of reference in U.S. history through 1877. (4) History. The student understands significant
political and economic issues of the revolutionary era. (12) Economics. The student understands why various sections of the United States developed different
patterns of economic activity. (14) Economics. The student understands the origins and development of the free enterprise system in the United States.
(20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process.
Guiding Questions:
Glencoe
1(A) identify the major eras and
Identify the key
Proclamation of Visuals/video
What are the causes and
Ch 4 Sec 3 - 4
Graphic organizers
events in U.S. history through
factors that led to the
1763
effects of the Revolution?
1877, including revolution, and
American
mercantilism
Question Answer
Specificity:
Ch 5 Sec 1 - 3
Cloze sentences
describe their causes and effects;
Revolution.
Parliament
Reference Teacher Notes in
Cornell Notes
Stamp Act
READINESS
(20A) explain the role of
significant individuals such as
Thomas Hooker, and William Penn
in the development of selfgovernment in colonial America;
Created April 2011
Hearne ISD
Social Studies
Course: United States History – 8th Grade
Unit 1: Colonization
Unit 2: American Revolution (Road to Revolution)
TEKS
Guiding Questions &
Specificity
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;
READINESS
14 (B)describe the characteristics
and the benefits of the U.S. free
enterprise system during the 18th
and 19th centuries
SUPPORTING
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.
SUPPORTING
Created April 2011
Unit 1 Shared Folder
Assessment
Designated Six Weeks: 1st Six Weeks
Days to teach: Unit 1: 4 weeks
Unit 2: 2 week
Vocabulary
Instructional
Strategies
Intolerable Acts
French &
Indian War
Taxation
without
representation
Quartering
Massacre
Propaganda
Writs of
assistance
Committees of
correspondence
Declaration of
Independence
Debt
Tea Act
Sugar Act
Stamp Act
Coercive Act
Free enterprise
Navigation Acts
Boston Tea
Party
Boston
Massacre
ELPS: 4F, 3H, 2D,
2G
Resources/
Weblinks
History Alive! Colonial Life and the
American
Revolution: 3.1 From
Comfort to
Discontent; 3.2
Taxation Without
Representation: A
Classroom Parallel;
3.3 Understanding
Colonial Unrest; 3.4
Perspectives on
Rebellion; 3.5
Editorializing on
Rebellion; 4.1
Making Sense of
Common Sense;;
School House Rocks!
- No More Kings
Video: PBS Liberty!