8th Grade Curriculum
1
CONTENT STATEMENT
1st
2nd
3rd
4th
HISTORY (1) : Primary and secondary sources are used to
examine events from multiple perspectives and to present and
defend a position.
HISTORY (2): North American, originally inhabited by
American Indians, was explored and colonized by Europeans
for economic and religious reasons.
HISTORY (3): Competition for control of territory and
resources in North America led to conflicts among colonizing
powers.
HISTORY (4): The practice of race-based slavery led to the
forced migration of Africans to the American colonies. Their
knowledge and traditions contributed to the development of
those colonies and the United States.
HISTORY (5): The ideas of the Enlightenment and
dissatisfaction with colonial rule led English colonists to write
the Declaration of Independence and launch the American
Revolution.
HISTORY (6): The outcome of the American Revolution was
national independence and new political, social and economic
relationships for the American people.
HISTORY (7): Problems arising under the Articles of
Confederation led to debate over the adoption of the U.S.
Constitution.
HISTORY (8): Actions of early presidential administrations
established a strong federal government, provided peaceful
transitions of power and repelled a foreign invasion.
HISTORY (9): The United States added to its territory
through treaties and purchases.
X
X
X
X
HISTORY (10): Westward expansion contributed to economic
and industrial development, debates over sectional issues, war
with Mexico and the displacement of American Indians.
HISTORY (11): Disputes over the nature of federalism,
complicated by economic developments in the United States,
resulted in sectional issues, including slavery, which led to the
American Civil War.
HISTORY (12): The Reconstruction period resulted in
changes to the U.S. Constitution, an affirmation of federal
authority and lingering social and political differences.
GEOGRAPHY (13): Modern and historical maps and other
geographic tools are used to analyze how historic events are
shaped by geography.
GEOGRAPHY (14): The availability of natural resources
contributed to the geographic and economic expansion of the
United States, sometimes resulting in unintended
environmental consequences.
GEOGRAPHY (15): The movement of people, products and
ideas resulted in new patterns of settlement and land use that
influenced the political and economic development of the
United States.
2
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
GEOGRAPHY (16): Cultural biases, stereotypes and
prejudices had social, political and economic consequences
for minority groups and the population as a whole.
GEOGRAPHY (17): Americans began to develop a common
national identity among its diverse regional and cultural
populations based on democratic ideals.
GOVERNMENT (18): Participation in social and civic
groups can lead to the attainment of individual and public
goals.
GOVERNMENT (19): Informed citizens understand how
media and communication technology influence public
opinion.
GOVERNMENT (20): The U.S. Constitution established a
federal system of government, a representative democracy and
a framework with separation of powers and checks and
balances.
GOVERNMENT (21): The U.S. Constitution protects
citizens’ rights by limiting the powers of government
GOVERNMENT (22): Choices made by individuals,
businesses and governments have both present and future
consequences.
ECONOMICS (23): The Industrial Revolution fundamentally
changed the means of production as a result of improvements
in technology, use of new power resources, the advent of
interchangeable parts and the shift from craftwork to factory
work.
ECONOMICS (24): Governments can impact markets by
means of spending, regulations, taxes and trade barriers.
ECONOMICS (25): The effective management of one’s
personal finances includes using banking services (e.g.,
savings accounts and checking accounts) and credit.
3
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
UNIT ONE
Unit Name: The Bill of Rights
Grade Level/Course Name: 8th SS
Nine Week Period: 1st
Approximate Number of Days: 5-10
Overview: This unit will look at how the Constitution limits the power of government by protecting
the rights of citizens. It will focus on the Bill of Rights (Amendments 1-10), but will also look at the
13th, 14th, 15th, 19th, and 26th Amendments.
Unit Strands/Content Statements/Course Content
1. Government (21): The U.S. Constitution protects citizens’ rights by limiting the power of
government.
Enduring Understanding:
Students will be able to describe and evaluate how the U.S. Constitution protects citizens’ rights by
limiting the powers of government.
Essential Questions
1. What rights do I have as a citizen?
2. Do my constitutional rights stop at the doors of this school?
3. Does the government do a good job of protecting my rights?
Learning Targets “I Can Statements”
(Correspond with Bloom’s Taxonomy)
1. I can describe the rights found in the Bill
of Rights (Amendments 1-10), and
correctly match them with the
corresponding amendment.
2. I can describe other rights found in
additional amendments 13, 14, 15, 19
and 26, and correctly match them with
the corresponding amendment.
3. I can describe limits to the power of
government found in other parts of the
Constitution such as prohibition of bills
of attainder, ex post facto laws, and
suspending habeus corpus.
4. I can evaluate whether the Constitution
adequately protects citizens’ rights.
Level of Bloom’s Taxonomy (Correspond
with Learning Targets)
1. Knowledge
2. Knowledge
3. Knowledge
4. Evaluation
Core Text
1. American Journey: The Quest For Liberty (White Book)
2. The American Republic to 1877 (Red Book)
Suggested Supplemental Texts/Resources
1. Smart Songs “Bill of Rights Rap” http://www.youtube.com/watch?v=tlt6R1KD4E0
4
2.
Unit Diagnostic Assessment (MAP)
1. 1st 9 Weeks Weekly Vocab (See
Appendix A)
2. 1st 9 Weeks Short Cycle Assessment
Formative Assessment
1. Weekly Vocab Test
2. Use Quizlet Online Index Cards:
http://quizlet.com/6471724/constitutio
n-and-the-bill-of-rights13th14th15th19th-26th-amendmentsflash-cards/
3. Exit slips
4. Socratic Method: Question and Answer
5. Question on the Day
Suggested Activities
Vocabulary:
1. Give examples and have students decide
1. 1st Amendment
which amendment is involved, and which
2. 2nd Amendment
rights are being violated. Discuss what is the
3. 3rd Amendment
right thing to do according to the Bill of
4. 4th Amendment
Rights.
5. 5th Amendment
2. Students work by themselves to evaluate
6. 6th Amendment
which amendment is the most important for
7. 7th Amendment
citizens living in this country. Then work in
8. 8th Amendment
a small group of 3 or 4 and compare your
9. 9th Amendment
answers. Try to decide by agreement which
10. 10th Amendment
amendment is the most important to the
11. 13th Amendment
group.
12. 14th Amendment
3. For other ideas, see the Model Curricula
13. 15th Amendment
14. 19th Amendment
15. 26th Amendment
16. Bill of Rights
17. Bills of attainder
18. Ex post facto laws
19. Writs of habeus corpus
End-of-Unit Assessment
Course Final Exam
See Appendix B
1st Nine Weeks Short Cycle Assessment (See
Appendix C)
Differentiated Strategies
Differentiated Assessments
1. Read and highlight important parts of a
1. Use pictures with the Weekly Vocab
section together.
Words.
2. Varied levels of text.
2. Allow drawings for essay questions.
3. Change the number of questions.
3. Have the test read to them.
4. Consult with inclusion teacher
4. Allow for fewer questions.
5. Consult with inclusion teacher
The Ohio Department of Education’s website offers additional ideas on instructional
strategies and resources. Ideas can be found at 111.ode.oh.state.us.
5
UNIT TWO
Unit Name: Principles of the Constitution
Nine Week Period: 1st
th
Grade Level/Course Name: 8 SS
Approximate Number of Days: 15
Overview: This unit will explore how the U.S. Constitution created a federal system of government
with power divided between the national and state government. It will examine the separation of
powers created using 3 branches of government, and the checks and balances that existed so no one
branch becomes too powerful.
Unit Strands/Content Statements/Course Content
1. Government (20): The U.S. Constitution established a federal system of government, a
representative democracy and a framework with separation of powers and checks and balances.
Enduring Understanding:
Students will be able to describe and give examples of how the U.S. Constitution created a federal
system, representative democracy, separation of powers, and checks and balances.
Essential Questions
1. Is the Constitution a living document? How is the Constitution active in your life today?
2. Is a strong federal government the most effective for the United States? Which level of
government, federal, state or local, can best solve the nation’s problems?
3. Do separation of powers and checks and balances make our government work too slowly?
Learning Targets “I Can Statements”
(Correspond with Bloom’s Taxonomy)
1. I can describe and give examples of how
the U.S. Constitution created a federal
system of government with Delegated,
Reserved and Concurrent Powers.
2. I can describe and give examples of how
the U.S. created a representative
democracy.
3. I can describe and give examples of how
the U.S. Constitution separated the
powers of government between 3
branches: Legislative, Executive, and
Judicial.
4. I can describe and give examples of how
the U.S. Constitution created checks and
balances between the 3 branches of
government so no one branch becomes
too powerful.
Level of Bloom’s Taxonomy (Correspond
with Learning Targets)
1. Knowledge and Application
2. Knowledge and Application
3. Knowledge and Application
4.Knowledge and Application
Core Text
1. American Journey: The Quest For Liberty (White Book)
6
2. The American Republic to 1877 (Red Book)
Suggested Supplemental Texts/Resources
1. Smart Songs “Three Branches Rap” http://www.youtube.com/watch?v=ZCB8EOY5d48
2. School House Rock “I’m Just a Bill” http://www.youtube.com/watch?v=tyeJ55o3E10
3. Sheppard Software U.S. Government Games
http://www.sheppardsoftware.com/usa_game/governme
nt/index.htm
4. The Trouble With the Electoral College http://www.youtube.com/watch?v=7wC42HgLA4k
5. How the Electoral College Works http://www.youtube.com/watch?v=OUS9mM8Xbbw
Unit Diagnostic Assessment (MAP)
1. 1st 9 Weeks Weekly Vocab (See
Appendix A)
2. 1st 9 Weeks Short Cycle Assessment
Formative Assessment
1. Weekly Vocab Test
2. Use Quizlet Online Index Cards:
http://quizlet.com/13417792/constituti
on-quiz-flash-cards/
3. Exit slips
4. Socratic Method: Question and Answer
5. Question on the Day
Suggested Activities
Vocabulary:
1. Create a graphic organizer on the principles
1. Constitution
of the Constitution. Use the one located on
2. Preamble
the ODE website.
3. Representative Democracy
2. For other ideas, see the Model Curricula
4. Federalism
5. Separation of Powers
6. Checks and Balances
7. Enumerated (Delegated Powers)
8. Reserved Powers
9. Concurrent Powers
10. Legislative Branch
11. House of Representatives
12. Senate
13. Executive Branch
14. Cabinet
15. Secretary of State
16. Secretary of Defense
17. Secretary of the Treasury
18. Attorney General
19. Electoral College
20. Judicial Branch
21. Speaker of the House
22. Judicial Review
23. Marbury V. Madison
24. Veto
25. Override
26. Impeachment
End-of-Unit Assessment
Course Final Exam
See Appendix D
1st Nine Weeks Short Cycle Assessment (See
Appendix C)
7
Differentiated Strategies
1. Read and highlight important parts of a
section together.
2. Varied levels of text.
3. Change the number of questions.
4. Consult with inclusion teacher
Differentiated Assessments
1. Use pictures with the Weekly Vocab
Words.
2. Allow drawings for essay questions.
3. Have the test read to them.
4. Allow for fewer questions.
5. Consult with inclusion teacher.
The Ohio Department of Education’s website offers additional ideas on instructional
strategies and resources. Ideas can be found at 111.ode.oh.state.us.
8
UNIT THREE
Unit Name: Colonial America
Grade Level/Course Name: 8th SS
Nine Week Period: 1st
Approximate Number of Days: 20
Overview: This unit will look at European colonization in America with a focus on Spain, France,
Great Britain, the Netherlands, and the impact it had on Native Americans and Africans. It will
examine the various economic and religious reasons for the explorations and colonization that
followed. We will briefly look at Portuguese, Spanish and French exploration, before going more in
depth with the British colonization of the 13 colonies.
Unit Strands/Content Statements/Course Content
1. History (2): North America, originally inhabited by American Indians, was explored and
colonized by Europeans for economic and religious reasons.
2. History (4): The practice of race-based slavery led to the forced migration on Africans to
the American colonies. Their knowledge and traditions contributed to the development of
these colonies and the United States.
3. History (1): Primary and secondary sources are used to examine events from multiple
perspectives and to present and defend a position.
4. Geography (13): Modern and historical maps and other geographic tools are used to
analyze how historic events are shaped by geography.
5. Geography (14): The availability of natural resources contributed to the geographic and
economic expansion of the United States, sometimes resulting in unintended environmental
consequences.
6. Geography (15): The movement of people, products, and ideas resulted in new patterns of
settlement and land use that influenced the political and economic development of the
United States.
7. Geography (16): Cultural biases, stereotypes and prejudices had social, political and
economic consequences for minority groups and the population as a whole.
8. Economics (22): Choices made by individuals, businesses and governments have both
present and future consequences.
Enduring Understanding:
Students will be able to explain the economic and religious reasons that Europeans explored and
colonized North America, as well as explain the resulting effects on Native Americans and Africans
due to the slave trade.
Essential Questions
1. Is Christopher Columbus a hero or a villain?
2. How did empires of millions, like the Aztecs and Incas, fall to a few thousand Spanish
Conquistadors?
3. Why would people leave their homes for a strange, dangerous, and unknown country?
4. Who is to blame for the slave trade?
Learning Targets “I Can Statements” Level of Bloom’s Taxonomy (Correspond
(Correspond with Bloom’s Taxonomy)
with Learning Targets)
1. I can explain the economic and religious
1. Comprehension
reasons for Portuguese, Spanish, and
French colonization of North and South
America, as well as the general locations of
9
their settlements.
2. I can explain the economic and religious
reasons for British colonization of North
America, and specifically describe why
each of the 13 colonies were started.
3. I can describe the effect that European
colonization had on Native American
populations.
4. I can describe the beginnings of the
African slave trade, the reasons African
slavery began in the Americas, and
contributions slaves made to the
development of the 13 colonies.
5. I can analyze the way historical events are
shaped by geography.
6. I can use primary and secondary sources to
describe different perspectives, and to
present and defend a position.
2. Comprehension
3. Comprehension
4.Comprehension
5.Analysis
6.Evaluation
Core Text
1. American Journey: The Quest For Liberty (White Book)
2. The American Republic to 1877 (Red Book)
Suggested Supplemental Texts/Resources
1. A Young People’s History of the United States Chapter 1 – Howard Zinn
2. Jamestown Founded in 1607: http://www.history.com/videos/jamestown-founded-in1607#jamestown-founded-in-1607
3. Obama’s African Journey Video: Anderson Cooper 360. President Obama tours the Cape
Coast slave castle in Ghana.
4. Life in Jamestown: http://www.history.com/shows/america-the-story-of-us/videos/life-injamestown#life-in-jamestown
5. The Value of Tobacco: http://www.history.com/shows/america-the-story-ofus/videos/the-value-of-tobacco#the-value-of-tobacco
6. Origins of Slavery in America: http://www.history.com/videos/origins-of-slavery#originsof-slavery
7.
Unit Diagnostic Assessment (MAP)
1. 1st 9 Weeks Weekly Vocab (See
Appendix A)
2. 1st 9 Weeks Short Cycle Assessment
Suggested Activities
1. Use a graphic organizer to compare the
economic and religious reasons for British
exploration of the 13 colonies.
2. Guided Reading
3. Guided Notes
4. Essay: Was Columbus a Hero or Villain?
5. For other ideas, see the Model Curricula
10
Formative Assessment
1. Weekly Vocab Test
2. Use Quizlet Online Index Cards:
3. Exit slips
4. Socratic Method: Question and Answer
5. Question on the Day
Vocabulary:
1. Portugal
2. Prince Henry the Navigator
3. Spain
4. King Ferdinand and Queen Isabella
5. Christopher Columbus
6. Columbian Exchange
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
End-of-Unit Assessment
See Appendix E
Differentiated Strategies
1. Create a Comparison Study Folder to
compare and contrast the 13 colonies
and their regions.
2. Read and highlight important parts of a
11
Conquistadors
Hernan Cortes
Incas
Francisco Pizarro
Middle Passage
Triangular Trade
Quebec
France
Courier de bois
New England Colonies
Massachusetts
Pilgrims
Puritans
Mayflower Compacy
Connecticut
Thomas Hooker
Fundamental Orders of Connecticut
Rhode Island
Roger Williams
Separation of church and state
New York
New Amsterdam
New Jersey
Pennsylvania
William Penn
Quakers
Delaware
Virginia
Jamestown
John Smith
John Rolfe
Tobacco
House of Burgesses
Maryland
Lord Baltimore
Act of Toleration
North Carolina
South Carolina
Georgia
James Oglethorpe
Course Final Exam
1st Nine Weeks Short Cycle Assessment (See
Appendix C)
Differentiated Assessments
6. Use pictures with the Weekly Vocab
Words.
7. Allow drawings for essay questions.
8. Have the test read to them.
section together.
3. Varied levels of text.
4. Change the number of questions.
5. Consult with inclusion teacher
9. Allow for fewer questions.
10. Consult with inclusion teacher.
The Ohio Department of Education’s website offers additional ideas on instructional
strategies and resources. Ideas can be found at 111.ode.oh.state.us.
12
UNIT FOUR
Unit Name: The French and Indian Wars
Nine Week Period: 2nd
Grade Level/Course Name: 8th SS
Approximate Number of Days: 5
Overview: This unit will explore how European rivalries led to wars for control of North American
towns and settlements. These European countries were struggling to control and exploit the vast
resources available in North American to boost their own mercantilist economies. We will look at King
William’s War, Queen Anne’s War and King George’s War. However, we will focus most on the French
and Indian War.
Unit Strands/Content Statements/Course Content
1. History (3): Competition for control of territory and resources in North America led to
conflict among colonizing powers.
2. History (1): Primary and secondary sources are used to examine events from multiple
perspectives and to present and defend a position.
3. Geography (13): Modern and historical maps and other geographic tools are used to
analyze how historic events are shaped by geography.
Enduring Understanding:
Students will be able to explain how competition for territory and resources in North America led
to conflicts among colonizing powers.
Essential Questions
1. Did Great Britain lose more than it gained from its victory in the French and Indian War?
2. Should the American colonists have had their taxes raised for the British actions during the
French and Indian War?
Learning Targets “I Can Statements” Level of Bloom’s Taxonomy (Correspond
(Correspond with Bloom’s Taxonomy)
with Learning Targets)
1. I can explain how European countries
competed with each other for control of
North America’s land and natural
resources.
1. Comprehension
Core Text
1. American Journey: The Quest For Liberty (White Book)
2. The American Republic to 1877 (Red Book)
Suggested Supplemental Texts/Resources
Unit Diagnostic Assessment (MAP)
1. 2nd 9 Weeks Weekly Vocab (See
Appendix F)
2. 2nd 9 Weeks Short Cycle Assessment
(See Appendix G)
13
Formative Assessment
1. Weekly Vocab Test
2. Online Quizlet index cards
3. Exit slips
4. Socratic Method: Question and Answer
5. Question on the Day
Suggested Activities
1. Role play an international meeting of the
colonizing powers and American Indians
to negotiate control of territory and
resources.
2. For other ideas, see the Model Curricula
End-of-Unit Assessment
See Appendix H
Differentiated Strategies
1. Read and highlight important parts of a
section together.
2. Varied levels of text.
3. Change the number of questions.
4. Consult with inclusion teacher
Vocabulary:
1. King William’s War
2. Queen Anne’s War
3. King George’s War
4. French and Indian War
5. New France
6. Ohio Valley
7. Iroquois League
8. George Washington
9. Fort Duquesne
10. Fort Necessity
11. Albany Plan of Union
12. William Pitt
13. Quebec
14. James Wolfe
15. Marquis de Montcalm
16. Treaty of Paris 1763
Course Final Exam
2nd Nine Weeks Short Cycle Assessment (See
Appendix G)
Differentiated Assessments
1. Use pictures with the Weekly Vocab
Words.
2. Allow drawings for essay questions.
3. Have the test read to them.
4. Allow for fewer questions.
5. Consult with inclusion teacher
The Ohio Department of Education’s website offers additional ideas on instructional
strategies and resources. Ideas can be found at 111.ode.oh.state.us.
14
UNIT FIVE
Unit Name: The Road to Revolution
Grade Level/Course Name: 8th SS
Nine Week Period: 2nd
Approximate Number of Days: 15
Overview: This unit will focus on how Enlightenment ideas along with economic, political and social
changes helped fuel the British American colonies to declare independence in 1776. It will focus on
British actions following the French and Indian War, and the colonial responses to those actions.
Unit Strands/Content Statements/Course Content
1. History (5): The ideas of the Enlightenment and dissatisfaction with colonial rule led
English colonists to write the Declaration of Independence and launch the American
Revolution.
2. History (1): Primary and secondary sources are used to examine events from multiple
perspectives and to present and defend a position.
3. Geography (13): Modern and historical maps and other geographic tools are used to
analyze how historic events are shaped by geography.
4. Geography (17): Americans began to build a common national identity among its diverse
regional and cultural populations based on democratic ideals.
5. Government (18): Participation in social and civic groups can lead to the attainment of
individual and public goals.
6. Government (19): Informed citizens understand how media and communication
technology influenced public opinion.
7. Economics (22): Choices made by individuals, businesses and governments have both
present and future consequences.
Enduring Understanding:
Students will be able to connect the ideas of the Enlightenment and dissatisfaction with colonial
rule to the writing of the Declaration of Independence.
Essential Questions
1. Were the colonists justified in resisting British policies after the French and Indian War?
2. Were “all men (and women) created equal,” or were some more equal?
3. Was the American Revolution really a revolution?
Learning Targets “I Can Statements” Level of Bloom’s Taxonomy (Correspond
(Correspond with Bloom’s Taxonomy)
with Learning Targets)
1. I can connect the ideas of the
1. Application
Enlightenment and dissatisfaction with
colonial rule to writing the Declaration of
Independence and launching of the
American Revolution.
2. I can explain how participation in social
2. Comprehension
and civic groups, like the Sons of Liberty,
can lead to the attainment of individual and
public goals.
3. I can explain how media and
3. Comprehension
communication technology, like Thomas
Paine’s Common Sense, influence public
15
opinion.
4. I can indentify the developments that
helped bring about a common national
identity for Americans and describe the
democratic ideals around which that
identity is based.
4. Knowledge
Core Text
1. American Journey: The Quest For Liberty (White Book)
2. The American Republic to 1877 (Red Book)
Suggested Supplemental Texts/Resources
1. Declaration of Independence: http://www.history.com/topics/americanrevolution/videos#declaration-of-independence
2. Matt Damon: The Declaration of Independence: http://www.history.com/topics/americanrevolution/videos#the-people-speak-2
3. Boston Massacre: http://www.history.com/topics/american-revolution/videos#bostonmassacre
4. The Sons of Liberty and the Boston Tea Party: http://www.history.com/topics/americanrevolution/videos#the-sons-of-liberty-and-the-boston-tea-party
5. Colonists Protest British Policies: http://www.history.com/topics/americanrevolution/videos#colonists-protest-british-policies
6. First Revolutionary Battle at Lexington and Concord:
http://www.history.com/topics/american-revolution/videos#first-revolutionary-battle-atlexington--concord
7. HBO Series John Adams episode 1 and 2
Unit Diagnostic Assessment (MAP)
1. 2nd 9 Weeks Weekly Vocab (See
Appendix F)
3. 2nd 9 Weeks Short Cycle Assessment
Suggested Activities
1. Have students illustrate colonial
discontent with British policies that led
to the Declaration of Independence.
2. ODE’s Lesson Plan: King George, Give Us
a Break!
3. ODE’s Lesson Plan: Light the Way!
Influences of the Enlightenment on the
American Declaration of Independence
4. For other ideas, see the Model Curricula
16
Formative Assessment
1. Weekly Vocab Test
2. Use Quizlet Online Index Cards: -26thamendments-flash-cards/
3. Exit slips
4. Socratic Method: Question and Answer
5. Question on the Day
Vocabulary:
1. Enlightenment
2. Baron de Montesquieu
3. John Locke
4. Natural Rights
5. Social Contract Theory
6. French and Indian War
7. Proclamation of 1763
8. Navigation Acts
9. Sugar Act
10. Stamp Act
11. Townshend Acts
12. Tea Act
13. Coercive Acts (Intolerable Acts)
14. Quartering Acts
15. Quebec Act
End-of-Unit Assessment
See Appendix I
Differentiated Strategies
1. Read and highlight important parts of a
section together.
2. Varied levels of text.
3. Change the number of questions.
4. Consult with inclusion teacher
16. Sons of Liberty
17. Boston Tea Party
18. Committees of Correspondence
19. Thomas Jefferson
20. Battles of Lexnigton and Concord
21. Declaration of Independence
22. Common Sense
23. Second Continental Congress
24. First Continental Congress
Course Final Exam
2nd Nine Weeks Short Cycle Assessment (See
Appendix F)
Differentiated Assessments
1. Use pictures with the Weekly Vocab
Words.
2. Allow drawings for essay questions.
3. Have the test read to them.
4. Allow for fewer questions.
5. Consult with inclusion teacher
The Ohio Department of Education’s website offers additional ideas on instructional
strategies and resources. Ideas can be found at 111.ode.oh.state.us.
17
UNIT SIX
Unit Name: From Confederation to Constitution
Nine Week Period:
2nd
Grade Level/Course Name: 8th SS
Approximate Number of Days: 20
Overview: This unit will explore how Americans developed new political, social, and economic
relationships that resulted from the American Revolution. It will look at the successes and weaknesses
of the Articles of Confederation, and how those weaknesses lead to the formation of the US
Constitution. One of the success was the creation of the Northwest Ordinance, which set the stage for
westward growth and expansion. We will also explore the debates which took place during the
Constitutional Convention
Unit Strands/Content Statements/Course Content
1. History (6): The outcome of the American Revolution was national independence and new
political, social and economic relationships for the American people.
2. History (7): Problems arising under the Articles of Confederation led to debate over the
adoption of the U.S. Constitution.
4. History (1): Primary and secondary sources are used to examine events from multiple
perspectives and to present and defend a position.
5. Geography (15): The movement of people, products and ideas resulted in new patterns of
settlement and land use that influenced the political and economic development of the
United States.
Enduring Understanding:
Students will be able to explain how the problems arising under the Articles of Confederation led to
debate over the adoption of the U.S. Constitution
Essential Questions
1. Did the Articles of Confederation provide the United States with an effective government?
2. Could the Constitution be written without compromise?
Learning Targets “I Can Statements”
(Correspond with Bloom’s Taxonomy)
1. I can identify the importance of the
Northwest Ordinance and how it set the
stage for national growth and protected
individual rights.
2. I can explain the problems that developed
under the Articles of Confederation, and
how it led to debate over the adoption of
the U.S. Constitution.
Level of Bloom’s Taxonomy (Correspond
with Learning Targets)
1. Knowledge
2. Comprehension
Core Text
1. American Journey: The Quest For Liberty (White Book)
2. The American Republic to 1877 (Red Book)
Suggested Supplemental Texts/Resources
Unit Diagnostic Assessment (MAP)
Formative Assessment
18
1. 9 Weeks Weekly Vocab (See Appendix F)
2. 2nd 9 Weeks Short Cycle Assessment
1. Weekly Vocab Test
2. Use Quizlet Online Index Cards:
3. Exit slips
4. Socratic Method: Question and Answer
5. Question on the Day
Suggested Activities
Vocabulary:
1. Have students compare rights found in
1. Articles of Confederation
the Northwest Ordinance with the rights
2. Northwest Ordinance
found in the Bill of Rights.
3. James Madison
2. Examine the US Constitution, and how it
4. Federalists
resolved the problems under the Articles
5. Anti-Federalists
of Confederation.
6. Three-Fifths Compromise
3. Have students role play the debate
7. Virginia Plan
between Federalists and Anti-Federalists
8. New Jersey Plan
9. Great Compromise
10. Bicameralism
11. Shays’ Rebellion
12. U.S. Constitution
13. Land Ordinance of 1785
14. Separation of Powers
15. Checks and Balances
16. Federalism
End-of-Unit Assessment
Course Final Exam
See Appendix J
2nd Nine Weeks Short Cycle Assessment (See
Appendix G)
Differentiated Strategies
Differentiated Assessments
1. Read and highlight important parts of a
1. Use pictures with the Weekly Vocab
section together.
Words.
2. Varied levels of text.
2. Allow drawings for essay questions.
3. Change the number of questions.
3. Have the test read to them.
4. Consult with inclusion teacher
4. Allow for fewer questions.
5. Consult with inclusion teacher
The Ohio Department of Education’s website offers additional ideas on instructional
strategies and resources. Ideas can be found at 111.ode.oh.state.us.
19
UNIT SEVEN
Unit Name: From A New Nation
Grade Level/Course Name: 8th SS
Nine Week Period: 3rd
Approximate Number of Days: 10-15
Overview: This unit will look at how early presidential administrations, including George
Washington, John Adams, Thomas Jefferson, James Madison and James Monroe, worked to create a
strong national government, passed power peacefully in 1800 and 1824, and defeated a British
invasion during the War of 1812.
Unit Strands/Content Statements/Course Content
1. History (8): Actions of early presidential administrations established a strong federal
government, provided peaceful transitions of power and repelled a foreign invasion.
2. History (1): Primary and secondary sources are used to examine events from multiple
perspectives and to present and defend a position.
3. Geography (13): Modern and historical maps and other geographic tools are used to
analyze how historic events are shaped by geography.
4. Economics (22): Choices made by individuals, businesses and governments have both
present and future consequences.
Enduring Understanding:
Students will be able to explain how the actions of early presidential administrations established a
strong federal government, provided peaceful transitions of power and repelled a foreign invasion.
Essential Questions
1. Was George Washington’s leadership necessary for successfully launching the new federal
government?
2. Should the United States fear a national debt?
3. Whose ideas were best for the new nation, Hamilton’s or Jefferson’s?
Learning Targets “I Can Statements” Level of Bloom’s Taxonomy (Correspond
(Correspond with Bloom’s Taxonomy)
with Learning Targets)
1. I can explain how early presidents
1. Comprehension
established a strong federal government.
2. I can explain how power was transferred
2. Comprehension
peacefully despite disputes in the election
of 1800 and 1824,
3. I can explain how the Madison
3. Comprehension
administration repelled a foreign invasion
against the British in the War of 1812.
Core Text
1. American Journey: The Quest For Liberty (White Book)
2. The American Republic to 1877 (Red Book)
Suggested Supplemental Texts/Resources
1. History Channel’s The President’s Episode 1
2. Thomas Jefferson and Alexander Hamilton debate:
http://www.youtube.com/watch?v=notJuFGXQ9w
3. Election of 1800 Attack Ads:
20
http://www.youtube.com/watch?v=Y_zTN4BXvYI&noredirect=1
4. Americans and British Face Off in the War of 1812:
http://www.history.com/videos/americans-and-british-face-off-in-war-of1812#americans-and-british-face-off-in-war-of-1812
5. Andrew Jackson Defends New Orleans: http://www.history.com/videos/andrew-jacksonhero-of-new-orleans#andrew-jackson-hero-of-new-orleans
6. Louisiana Purchase Doubles the US: http://www.history.com/videos/louisiana-purchasedoubles-size-of-america#louisiana-purchase-doubles-size-of-america
7. Thomas Jefferson Expands Presidential Power: http://www.history.com/shows/thepresidents/videos/jefferson-expands-executive-power#jefferson-expands-executive-power
8. Lewis and Clark Expedition: http://www.history.com/videos/lewis--clark-expeditioncharts-new-territory#lewis--clark-expedition-charts-new-territory
Unit Diagnostic Assessment (MAP)
Formative Assessment
1. 9 Weeks Weekly Vocab (See Appendix K)
1. Weekly Vocab Test
2. 3rd 9 Weeks Short Cycle Assessment (L)
2. Use Quizlet Online Index Cards:
3. Exit slips
4. Socratic Method: Question and Answer
5. Question on the Day
Suggested Activities
1. Have students create a pamphlet or
presentation on an administration’s
accomplishments. Have them focus
particularly on actions that correspond
with the learning targets.
2. Guided Reading Selections
3. Guided Notes
4. For other ideas, see the Model Curricula
End-of-Unit Assessment
See Appendix M
21
Vocabulary:
1. Alexander Hamilton
2. National Bank
3. Precedents of George Washington
4. Cabinet
5. Secretary of State
6. Secretary of the Treasury
7. Secretary of Defense (War)
8. Attorney General
9. John Adams
10. Louisiana Purchase
11. Lewis and Clark Expedition
12. Thomas Jefferson
13. War of 1812
14. Battle of New Orleans
15. Oliver Hazard Perry
16. Monroe Doctrine
17. McCullough v. Maryland
18. Whiskey Rebellion
19. Washington D.C.
20. Jay Treaty
21. Election of 1800
22. Election of 1824
Course Final Exam
3rd Nine Weeks Short Cycle Assessment (See
Appendix L)
Differentiated Strategies
1. Read and highlight important parts of a
section together.
2. Varied levels of text.
3. Change the number of questions.
4. Consult with inclusion teacher
Differentiated Assessments
1. Use pictures with the Weekly Vocab
Words.
2. Allow drawings for essay questions.
3. Have the test read to them.
4. Allow for fewer questions.
5. Consult with inclusion teacher
The Ohio Department of Education’s website offers additional ideas on instructional
strategies and resources. Ideas can be found at 111.ode.oh.state.us.
22
UNIT EIGHT
Unit Name: Westward Expansion
Grade Level/Course Name: 8th SS
Nine Week Period: 3rd
Approximate Number of Days: 20
Overview: The United States added large amounts of territory in the 19th century through treaties,
purchases, and conquests. This unit will explore how the United States completed its “Manifest Destiny”
by going through the various land acquisitions from the Louisiana Purchase to the Gadsden Purchase
and beyond.
Unit Strands/Content Statements/Course Content
1. History (9): The United States added territory through treaties and purchases.
2. History (10): Westward expansion contributed to economic and industrial development,
debates over sectional issues, war with Mexico and the displacement of American Indians.
3. History (1): Primary and secondary sources are used to examine events from multiple
perspectives and to present and defend a position.
4. Geography (13): Modern and historical maps and other geographic tools are used to
analyze how historic events are shaped by geography.
5. Economics (22): Choices made by individuals, businesses and governments have both
present and future consequences.
6. Economics (24): Governments can impact markets by means of spending, regulations,
taxes and trade barriers.
Enduring Understanding:
1. Students will be able to describe how the United States added to its territory through treaties and
purchases.
2. Students will be able to explain how westward expansion contributed to war with Mexico and the
displacement of American Indians.
Essential Questions
1. Was westward expansion really America’s “destiny?”
Learning Targets “I Can Statements” Level of Bloom’s Taxonomy (Correspond
(Correspond with Bloom’s Taxonomy)
with Learning Targets)
1. I can describe how the United States added
1. Comprehension
to its territory through treaties and
purchases.
2. I can describe how westward expansion led
2. Comprehension
to war with Mexico.
3. I can describe how westward expansion led
3. Comprehension
to the displacement of Native Americans
4. I can analyze the economic decisions that
4. Analysis
led to the decision to purchase the
Louisiana Territory from France.
5. I can explain the impact on the economy
5. Evaluation
the government has by purchaseing land
for later development using the example of
the Gadsden Purchase
23
Core Text
1. American Journey: The Quest For Liberty (White Book)
2. The American Republic to 1877 (Red Book)
Suggested Supplemental Texts/Resources
1. The Alamo: http://www.history.com/shows/america-the-story-of-us/videos/thealamo#the-alamo
2. Andrew Jackson’s Controversial Decisions: http://www.history.com/videos/jacksoncherokees-tariffs-and-nullification#jackson-cherokees-tariffs-and-nullification
Unit Diagnostic Assessment (MAP)
Formative Assessment
1. 9 Weeks Weekly Vocab (See Appendix K)
1. Weekly Vocab Test
2. 3rd 9 Weeks Short Cycle Assessment (L)
2. Use Quizlet Online Index Cards:
3. Exit slips
4. Socratic Method: Question and Answer
5. Question on the Day
Suggested Activities
1. Jigsaw lesson on the territorial
additions.
2. Guided Reading Selections
3. Guided Notes
4. For more ideas, see Model Curricula
Vocabulary:
1. Manifest Destiny
2. Mexican-American War
3. Zebulon Pike’s Explorations
4. Andrew Jackson
5. Annexation of Texas
6. Tecumseh
7. Treaty of Greenville
8. Indian Removal Act
9. Trail of Tears
10. Louisiana Purchase
11. Lewis and Clark Expedition
12. Mexican Cession
13. Gadsden Purchase
14. Alaska Purchase
15. Adams-Onis Treaty
16. Webster-Ashburn Treaty
17. Oregon Treaty
18. Treaty of Guadalupe-Hidalgo
19. Mormons
End-of-Unit Assessment
See Appendix N
Course Final Exam
3rd Nine Weeks Short Cycle Assessment (See
Appendix L)
Differentiated Assessments
1. Use pictures with the Weekly Vocab
Words.
2. Allow drawings for essay questions.
3. Have the test read to them.
4. Allow for fewer questions.
5. Consult with inclusion teacher
Differentiated Strategies
1. Read and highlight important parts of a
section together.
2. Varied levels of text.
3. Change the number of questions.
4. Consult with inclusion teacher
24
The Ohio Department of Education’s website offers additional ideas on instructional
strategies and resources. Ideas can be found at 111.ode.oh.state.us.
25
UNIT NINE
Unit Name: The Road to Civil War
Grade Level/Course Name: 8th SS
Nine Week Period: 4th
Approximate Number of Days: 20
Overview: The United States territorial growth and differing economic characteristics leads to an
increase of sectionalism in the country that ends in Civil War. This unit explores the growth of factories
in Northern cities, the plantation economy of the southern states, and the differing views over
federalism, economies and slavery that causes the Civil War.
Unit Strands/Content Statements/Course Content
1. History (11): Disputes over the nature of federalism, complicated by economic
developments in the United States, resulted in sectional issues, including slavery, which led
to the American Civil War
2. History (1): Primary and secondary sources are used to examine events from multiple
perspectives and to present and defend a position.
3. Geography (13): Modern and historical maps and other geographic tools are used to
analyze how historic events are shaped by geography.
4. Geography (14): The availability of natural resources contributed to the geographic and
economic expansion of the United States, sometimes resulting in unintended environmental
consequences.
5. Geography (15): The movement of people, products and ideas resulted in new patterns of
settlement and land use that influenced the political and economic development of the United
States.
6. Geography (16): Cultural biases, stereotypes and prejudices had social, political and economic
consequences for minority groups and the population as a whole.
7. Government (18): Participation in social and civic groups can lead to the attainment of
individual and public goals.
8. Government (19): Informed citizens understand how media and communication technology
influence public opinion.
9. Economics (23): The Industrial Revolution fundamentally changed the means of production as
a result of improvements in technology, use of new power sources, the advent of interchangeable
parts and the shift from craftwork to factory work
Enduring Understanding:
1. Students will be able to distinguish between the positions of the sections of the United
States on sectional issues of the 1820s through the 1850s.
2. Students will be able to describe how the nature of federalism fed into sectional issues that
helped lead to the American Civil War.
3. Students will be able to analyze how the Industrial Revolution in the late 18th and early 19th
centuries changed the means of production.
Essential Questions
1. Was slavery the cause of the civil war?
2. How did the availability of natural resources lead to sectionalism in the US?
Learning Targets “I Can Statements” Level of Bloom’s Taxonomy (Correspond
(Correspond with Bloom’s Taxonomy)
with Learning Targets)
1. I can distinguish between the positions of
1. Knowledge
sections of the United States on sectional
issues of the 1820s through the 1850s.
26
2.
3.
4.
5.
(Sectional issues include: Tariff of
Abominations, Webster-Haynes debate of
1830, the Nullification Crisis, the Wilmot
Proviso, Compromise of 1850, KansasNebraska Act)
I can illustrate how disputes over the nature
of federalism fed into sectional issues that
helped lead to the American Civil War
I can analyze how the Industrial Revolution
in the late 18th and early 19th centuries
changed the means of production.
I can explain how participation in social
and civic groups like the American
Temperance Society, National Trades
Union, and the American Antislavery
Society, can lead to the attainment of
individual and public goals.
I can explain how media and technology,
like Uncle Tom’s Cabin, influence public
opinion.
2. Comprehension
3. Analysis
4. Comprehension
5. Comprehension
Core Text
1. American Journey: The Quest For Liberty (White Book)
2. The American Republic to 1877 (Red Book)
Suggested Supplemental Texts/Resources
1. History Channel’s “American: The Story of Us” Episodes 4 and 5
2. John Brown: http://www.history.com/topics/american-civil-war/videos#john-brown
3. Harriet Tubman and the Underground Railroad: http://www.history.com/topics/americancivil-war/videos#harriet-tubman-and-the-underground-railroad
4. Frederick Douglass: http://www.history.com/topics/american-civil-war/videos#frederickdouglas
Unit Diagnostic Assessment (MAP)
1. 4th 9 Weeks Weekly Vocab (See
Appendix O)
2. 4th 9 Weeks Short Cycle Assessment (P)
Formative Assessment
1. Weekly Vocab Test
2. Use Quizlet Online Index Cards:
3. Exit slips
4. Socratic Method: Question and Answer
5. Question on the Day
Suggested Activities
1. Create a graphic organizer about the
differences between the north, south, and
west
2. Guided Notes
3. Guided Reading selections
4. For more ideas, see the Model Curricula
Vocabulary:
1. Industrial Revolution
2. Canals
3. Interchangeable parts
4. American Temperance Union
5. National Trades Union
6. American Antislavery Society
27
End-of-Unit Assessment
See Appendix Q
Differentiated Strategies
1. Read and highlight important parts of a
section together.
2. Varied levels of text.
3. Change the number of questions.
4. Consult with inclusion teacher
7. Know-Nothing Party
8. Nativists
9. Steam Engine
10. Cotton gin
11. Mechanical reaper
12. Sewing machine
13. Tariffs
14. Virginia and Kentucky Resolutions
15. Secession
16. Frederick Douglass
17. Abolitionists
18. John Brown
19. Election of 1860
20. Abraham Lincoln
21. Republican Party
22. Popular Sovereignty
23. Dred-Scott Decision
24. Compromise of 1850
25. Missouri Compromise
26. Kansas-Nebraska Act
27. Bleeding Kansas
28. Lincoln-Douglas Debates
29. Uncle Tom’s Cabin
30. Underground Railroad
Course Final Exam
4th Nine Weeks Short Cycle Assessment (See
Appendix O)
Differentiated Assessments
1. Use pictures with the Weekly Vocab
Words.
2. Allow drawings for essay questions.
3. Have the test read to them.
4. Allow for fewer questions.
5. Consult with inclusion teacher
The Ohio Department of Education’s website offers additional ideas on instructional
strategies and resources. Ideas can be found at 111.ode.oh.state.us.
28
UNIT TEN
Unit Name: Reconstruction
Grade Level/Course Name: 8th SS
Nine Week Period: 4th
Approximate Number of Days: 5
Overview: This unit studies the various number of questions that followed the Union victory over the
southern states that seceded. It will look at the differing ideas over what should happen to those states
that seceded, what rights should African-Americans be granted following the war, and how social and
political differences lingered on.
Unit Strands/Content Statements/Course Content
1. History (12): The Reconstruction period resulted in changes to the U.S. Constitution, an
affirmation of federal authority and lingering social and political differences.
2. History (1): Primary and secondary sources are used to examine events from multiple
perspectives and to present and defend a position.
3. Geography (16): Cultural biases, stereotypes and prejudices had social, political and
economic consequences for minority groups and the population as a whole.
Enduring Understanding:
Students will be able to describe how the Reconstruction period resulted in changes to the U.S.
Constitution, an affirmation of federal authority, and lingering social and political differences.
Essential Questions
1. Was Reconstruction successful?
2. Should the south have been treated as a defeated nation or as rebellious states?
3. When should a president be impeached?
Learning Targets “I Can Statements” Level of Bloom’s Taxonomy (Correspond
(Correspond with Bloom’s Taxonomy)
with Learning Targets)
1. I can describe how Reconstruction resulted
1. Knowledge
in changes to the U.S. Constitution with the
addition of the 13th, 14th, and 15th
Amendments.
2. I can describe the lingering social and
2. Knowledge
political differences caused by
Reconstruction.
Core Text
1. American Journey: The Quest For Liberty (White Book)
2. The American Republic to 1877 (Red Book)
Suggested Supplemental Texts/Resources
Unit Diagnostic Assessment (MAP)
1. 4th 9 Weeks Weekly Vocab (See
Appendix O)
2. 4th 9 Weeks Short Cycle Assessment (P)
29
Formative Assessment
1. Weekly Vocab Test
2. Use Quizlet Online Index Cards:
3. Exit slips
4. Socratic Method: Question and Answer
5. Question on the Day
Suggested Activities
1. Role play Andrew Jackson’s impeachment
trial.
2. Guided Reading Selections
3. Guided Notes
4. For more ideas, see the Model Curricula
End-of-Unit Assessment
See Appendix R
Differentiated Strategies
1. Read and highlight important parts of a
section together.
2. Varied levels of text.
3. Change the number of questions.
4. Consult with inclusion teacher
Vocabulary:
1. Reconstruction
2. Ten Percent Plan
3. Amnesty
4. Radical Republicans
5. Abraham Lincoln
6. Andrew Johnson
7. Wade-Davis Bill
8. Freedman’s Bureau
9. 13th Amendment
10. 14th Amendment
11. 15th Amendment
12. Black Codes
13. Civil Rights Act of 1866
14. Impeachment
15. Carbetbaggers
16. Ku Klux Klan
17. Sharecropping
18. Segregation
19. Poll Tax
20. Literacy Test
21. Grandfather Clauses
22. Plessy v. Ferguson
23. Jim Crow Laws
Course Final Exam
4th Nine Weeks Short Cycle Assessment (See
Appendix O)
Differentiated Assessments
1. Use pictures with the Weekly Vocab
Words.
2. Allow drawings for essay questions.
3. Have the test read to them.
4. Allow for fewer questions.
5. Consult with inclusion teacher
The Ohio Department of Education’s website offers additional ideas on instructional
strategies and resources. Ideas can be found at 111.ode.oh.state.us.
30
UNIT ELEVEN
Unit Name: Financial Literacy
Grade Level/Course Name: 8th SS
Nine Week Period: 4th
Approximate Number of Days: 5
Overview: This unit will be taught over the course of the 4th Nine Weeks using the name “Financial
Friday.” It will show students effective management skills of personal finances using basic banking
systems.
Unit Strands/Content Statements/Course Content
1. Economics (25): The effective management of one’s personal finances includes using
basic banking services (e.g., savings accounts and checking accounts) and credit.
Enduring Understanding:
Students will be able to demonstrate how effective management of one’s personal finances includes
using basic banking services such as savings accounts, checking accounts, and credit.
Essential Questions
1. How do I use a bank to manage my finances?
Learning Targets “I Can Statements” Level of Bloom’s Taxonomy (Correspond
(Correspond with Bloom’s Taxonomy)
with Learning Targets)
1. I can demonstrate the effective
1. Application
management of accounts using savings
accounts, checking accounts, and credit
Core Text
We have no textbook for this unit.
Suggested Supplemental Texts/Resources
Unit Diagnostic Assessment (MAP)
1. 4th 9 Weeks Weekly Vocab (See
Appendix O)
2. 4th 9 Weeks Short Cycle Assessment (P)
Formative Assessment
1. Weekly Vocab Test
2. Exit slips
3. Socratic Method: Question and Answer
4. Question on the Day
Suggested Activities
1. This unit can be timed to be taught along
with the Mathematics Life Project and
with ELA’s Job’s Unit.
Vocabulary:
1. Savings account
2. Checking account
3. Credit
End-of-Unit Assessment
See Appendix R
Course Final Exam
4th Nine Weeks Short Cycle Assessment (See
Appendix O)
Differentiated Assessments
1. Use pictures with the Weekly Vocab
Words.
2. Allow drawings for essay questions.
3. Have the test read to them.
4. Allow for fewer questions.
Differentiated Strategies
1. Read and highlight important parts of a
section together.
2. Varied levels of text.
3. Change the number of questions.
4. Consult with inclusion teacher
31
5. Consult with inclusion teacher
The Ohio Department of Education’s website offers additional ideas on instructional
strategies and resources. Ideas can be found at 111.ode.oh.state.us.
32
33