8th Grade Curriculum Guide
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Interactive Guide
2014/2015
Curriculum Development Team
Dione Curry and Stacy Taylor
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Department of Curriculum and Instruction
This curriculum guide is an instructional tool designed to assist teachers in developing and implementing a
quality Social Studies instructional program. This map provides guidance for teachers as lesson plans are
created. We have also included a “Tool Box”, which lists district resources for you. This document contains
live links and will be constantly updated each quarter as new information/strategies/resources become
available. Each time the map is posted, it will be posted in its entirety. The curriculum guide exists to provide
assistance to teachers as they help student develop their understandings of the following essential questions:
• What is good citizenship?
• Why are laws important?
• How does our government make provisions for its citizens?
• What are the patriotic symbols of our country?
• How are different cultures reflected in our society?
• How do you recognize various geographical features on a map?
• Which symbols help us locate places on a map?
• What is the difference between a producer and a consumer?
• What is the difference between an import and an export?
• Who are some of the Americans who have contributed to our country’s history?
2
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Course Overview
Eighth grade students will study the European exploration of North America, along with the geographic features
that influenced early settlements and colonies.
• This course will emphasize the development and maturation of the British colonies, and the political,
cultural, and economic influences that led to the American Revolution.
• The major events and outcomes of the American Revolution will be analyzed, along with the individuals
that played influential roles in the development of the new nation.
• Students will follow the development of the United States and its government, continuing through the
early 19th century.
• The impact of the expansion of the United States will be analyzed, including implications on domestic and
foreign policy.
• Policies that affected the American Indians will also be studied.
• The events leading up to the Civil War will be examined, along with the individuals and events that were
significant during the war.
• The history, people, government, and geography of Tennessee will be emphasized in order to illustrate the
role our state has played in American history.
• Reconstruction and the development of the American West will conclude this course.
• Appropriate primary sources and informational texts will be included in order to enhance understanding of
the content.
3
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Curriculum at a Glance
Pacing Chart
Quarter 1
• Colonialism (1600-1750)
• Development of a New Nation
(1720-1787)
• The Constitution and Foundation of
the American Political System
(1777-1789)
Quarter 3
• The Sectionalism of the American
North, South, and West (1800-1850)
• Slavery in America (1800-1850)
• Civil War (1830-1865)
Quarter 2
• The Constitution and Foundation of
the American Political System
(1777-1789)
• The United States’ Role on the
World Stage (1789-1849)
• The Sectionalism of the American
North, South, and West (1800-1850)
Quarter 4
• Reconstruction (1865-1877)
• Westward Expansion after the Civil
War (1865-1890)
4
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Table of Contents
Quarter One
Quarter Two
Quarter Three
Quarter Four
Appendix
Page 7
Page 17
Page 35
Page 44
Page 48
Tool Box
Resource Websites
Sample Assessments
5
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Era: Colonialism (1600-1750)
ESSENTIAL UNDERSTANDINGS:
- Students will understand the social, political, and economic reasons for the movement of people from Europe to the Americas, and they will
describe the impact of colonization by Europeans on American Indians and on the development of the land that eventually became the
United States of America.
- The English established colonies in North America to enrich England. Colonists came for religious freedom, land, and economic
opportunities. With the help of Native Americans, Jamestown and Plymouth managed to survive. Virginia’s elected lawmaking body marked
the start of representative government in North America.
- In New England, many colonies were established by people who were exiled from existing colonies because of their religious beliefs. The
Puritans established the Massachusetts Bay Colony. Their intolerance for others’ beliefs spurred the creation of colonies in Rhode Island,
Connecticut, and New Hampshire.
- The diverse Middle Colonies were established for religious or political reasons. New York began as the Dutch colony of New Netherland,
but England soon conquered and renamed it. Part of New York split off and became New Jersey. The Quakers founded Pennsylvania as a
place for people of different religions to live together in peace.
- The plantation system, religion, and relations with Native Americans all had a strong influence on the formation of the Southern Colonies.
Maryland was established as a refuge for Catholics, while Georgia was established to keep the Spanish in Florida. Life on plantations
differed greatly from life in the backcountry.
- The Spanish borderland territories—which included Florida, Arizona, New Mexico, and Texas—were established to keep other Europeans
away from Spanish colonies in Mexico. The Spanish colonized the borderlands by establishing missions, presidios, and pueblos
- in North America and aspects of European heritage that formed the basis of life and government in the colonies, and the foundations upon
which were built many institutions of American society.
ESSENTIAL QUESTION:
How did the colonists develop their own way of life with strong roots in the past?
6
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
2014/2015 State Standards
The Colonies
First Quarter
Weeks 1-2
Guiding Questions/Topic
ESSENTIAL QUESTION
How did the English start
colonies with distinct
qualities in North
America?
8.1 Explain the primary
motivations for English
colonization of the New
World.
GUIDING QUESTIONS
-How did the English set
up their first colonies?
8.2 Trace and explain the
founding of Jamestown
GUIDING QUESTIONS
What was the effect of
John Smith’s Leadership
on Jamestown?
8.3 Explain the founding of
the Plymouth Colony.
GUIDING QUESTIONS
How were the Pilgrims’
reasons for coming to
America different from
those of the Jamestown
settlers?
Relevance
Students analyze how
the study of the
Colonialism Era
focuses on the early
civilizations and
cultures of the
Americas, placing
them in a global
historical context. It
examines European
exploration and
colonization of the
Americas, focusing
on the colonies.
Instructional Activities
Instructional Resources
-Create a timeline to trace and
explain the founding of
Jamestown. Include:
-Lost Colony of Roanoke
-Virginia Company
-James River
-John Smith
-Pocahontas
-Powhatan
- John Rolfe
-“starving time”
-Tobacco
-Bacon’s Rebellion
-Indentured servants and
slaves
-The arrival of women
-House of Burgesses
-Students make a twocolumn Reasons / Realities
chart titled "Colonization." of
the settlement of the
Massachusetts Bay Colony
include:
• Non-Separatists/Puritans
•John Winthrop
• theocracy
• Town meetings
-Political Cartoon: The
Mayflower History’s
http://howlandpowpak.neo
min.org/powpak/data/kurt.s
nyder/files/cartoon_2.pdf
Maps Jamestown Colony,
The Southern Colonies,
Plymouth Colony
Plimoth Plantation
Pilgrim Village
http://www.histarch.illinois
.edu/plymouth/maps.html
Colonization in New
England
http://georgetownisd.org/cc
orner/socstudies/8th.asp
-Journey on the Mayflower
-Mayflower Compact
-First Thanksgiving
-Massachusetts Bay Co
-Massachusetts Bay
-Pictures of Colonial
http://www.history.com/to
pics/mayflower-compact
7
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
The Colonies
Weeks 1-2
8.4 Analyze the reasons for
the settlement of the
Massachusetts Bay Colony
and the events and the key
figures of the colonies
8.5 Describe the settlement
of New Netherlands and the
subsequent possession of
the colony by the English
8.6 Analyze the founding of
Pennsylvania as a haven for
Quakers and the tolerance
that drew many different
groups to the colony
ESSENTIAL QUESTION
How did the English start
colonies with distinct
qualities in North
America?
GUIDING QUESTIONS
-How did the diverse
Middle Colonies develop
and thrive?
GUIDING QUESTIONS
What impact did the
establishment of French
and Dutch colonies in
North America have in
Native Americans
GUIDING QUESTIONS
-How did religions
influence the New England
Colonies?
Students analyze how
the study of the
Colonialism Era
focuses on the early
civilizations and
cultures of the
Americas, placing
them in a global
historical context. It
examines European
exploration and
colonization of the
Americas, focusing
on the colonies.
•Anne Hutchinson and Roger
Williams-Rhode Island
• Thomas HookerConnecticut
Boston Unearthing Boston
Online Resources
Virtual Jamestown
http://www.history.org/ind
ex.cfm
http://www.history.com/
8th Grade 100 Facts - doc
Colonial Period
http://georgetownisd.org/cc
orner/socstudies/8th.asp
Pocahontas and John
Smith
http://whatsnew.history.org
/2014/04/pocahontas-andjohn-rolfe-a-match-madein-virginia/
http://www.loc.gov/topics/
americanhistory.php
John Winthrop
http://www.pbs.org/godina
merica/people/johnwinthrop.html
Anne Hutchinson
http://www.history.com/to
pics/anne-hutchinson
8
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
The Colonies
Weeks 1-2
ESSENTIAL QUESTION
How did the English start
colonies with distinct
qualities in North
America?
8.7 Explain the reasons
behind the settlement of the
Georgia Colony, including
the role of John Oglethorpe
and Georgia as a “debtor”
colony and a “buffer”
colony.
GUIDING QUESTIONS
-What factors influenced
the development of the
Southern Colonies?
8.8 Describe the location
and reasons for French
exploration and settlements
in North America, including
the Huguenots.
GUIDING QUESTIONS
What impact did the
establishment of French
and Dutch colonies in
North America have in
Native Americans
Students analyze how
the study of the
Colonialism Era
focuses on the early
civilizations and
cultures of the
Americas, placing
them in a global
historical context. It
examines European
exploration and
colonization of the
Americas, focusing
on the colonies.
Salem Witchcraft Trials
-Complete the 13 Colonies
Webquest
http://www.columbia.k12.
mo.us/mce/jhenry/13coloni
es/The%2013%20Colonies
%20WebQuest.htm
Include the settlement of
New Netherlands/English
possession including:
-Dutch influences
-Peter Stuyvesant
-Patroon System
-Renaming to New York
-Diverse population
Founding of Pennsylvania
as a haven for Quakers and
the tolerance include:
• William Penn
• Philadelphia
• Role of women
• Relationship with Indians
French Settlement
including the Huguenots
Roger Williams
http://www.history.com/to
pics/roger-williams
Thomas Hooker
http://www.ushistory.org/u
s/3f.asp
Salem Witch Trials
http://www.nationalgeogra
phic.com/features/97/salem
/
Colonial Settlement
http://www.loc.gov/teacher
s/classroommaterials/prese
ntationsandactivities/prese
ntations/timeline/colonial/
Powerpoint
Founding of the Southern
Colonies
http://www.painesvilletownship.k12.oh.us/userfile
s/774/Classes/24104/south
ern%20colonies%20ppt.1.ppt
William Penn
http://www.ushistory.org/p
enn/bio.htm
9
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Era: Development of a New Nation (1720-1787)
ESSENTIAL UNDERSTANDINGS:
- Students will understand the major events preceding the founding of the nation and relate their significance to the
development of American Republic.
- The fight for independence from Britain established the United States as the first modern country founded on democratic
principles.
- Countries in many parts of the world have also adopted democratic governments.
- The negotiations over the status of enslaved Africans during the drafting of the Constitution laid the ground work for the
American Civil War nearly 90 years later.
- The unresolved tensions between statements of freedom and legal enslavement were exacerbated as the new country
grew and added more states.
- The Constitution remains our governing document today.
ESSENTIAL QUESTION:
How did the colonists break away from Britain and create a republican form of government?
Common Core Lessons and Activities
The sample lessons and assessments include:
. Readings with teacher and student
instructions
. Text dependent questions
The Declaration of Independence
https://www.gilderlehrman.org/history-by-era/roadrevolution/resources/declaration-independence
.
.
.
Student discussion activities\
Annotations for teachers
Vocabulary and syntax tasks for
challenging words and phrases
John Marshall and Roger Tanney
http://ccss6.watchknowlearn.org/Video.aspx?Vi
deoID=14271&CategoryID=4314
.
.
Writing-based formative assessments
Fiction and nonfiction lessons and
assessment questions*
Lewis and Clark Expedition
http://www.nea.org/tools/lessons/lewisand-clark-expedition-grades-6-8.html
10
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
2014/2015 State Standards
Guiding Questions/Topic
Weeks 3-4
Colonial Life
ESSENTIAL QUESTION
How did colonial life take
shape?
Relevance
Students analyze how
the study of the
Colonialism Era
focuses on the early
civilizations and
cultures of the
Americas, placing
GUIDING QUESTIONS
8.9 Cite textual evidence
them in a global
analyzing examples of both -How did the English ideas
historical context. It
about government and
cooperation and conflict
examines European
trade affect the colonies?
between American Indians
exploration and
and colonists.
colonization of the
8.10 Locate and identify the GUIDING QUESTIONS
Americas, focusing
-What were the
first 13 colonies, and
on the colonies.
characteristics of colonial
describe how their location
and geographic features
influenced their
development
8.11 Describe the
significance of and the
leaders of the First Great
Awakening, and the growth
in religious toleration and
free exercise of religion.
society?
GUIDING QUESTIONS
-How did ideas about
religion and government
influence colonial life?
Instructional Activities
Instructional Resources
-Write a short essay
explaining how both the
early colonists and Native
Americans benefited from
each other. Cite textual
evidence of cooperation
and conflict between
American Indians and
colonists, including
agriculture, trade, cultural
exchanges, and military
alliances and conflicts
-Create an advertisement
that would create an
incentive for Europeans to
come to your colony rather
than one of the other
twelve.
-Lead a class discussion
addressing the merits of
Puritan beliefs. Examine
whether the actions of the
colonists were consistent
with these beliefs. Cite
specific evidence to
support claims.
Colonial Williamsburg
http://www.history.org/hist
ory/
Thirteen Colonies
http://www.history.com/to
pics/thirteencolonies/videos
Thanksgiving
http://www.history.com/to
pics/thirteencolonies/videos/kidshistory-the-firstthanksgiving?m=528e394d
a93ae&s=undefined&f=1&
free=false
Great Awakening
http://www.greatawakening.com/
11
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Weeks 3-4
Colonial Life
8.12 Compare and contrast
the day-to-day colonial life
for men, women, and
children in different regions
and of different ethnicities.
8.14 Identify the origins and
development of slavery in
the colonies, overt and
passive resistance to
enslavement, and the
Middle Passage.
8.13 Analyze the ideas that
significantly impacted the
development of colonial
self-government .
ESSENTIAL QUESTION
How did colonial life take
shape?
GUIDING QUESTIONS
-How did slavery develop
in the colonies and affect
colonial life?
GUIDING QUESTIONS
What were the origins of
slavery in the colonies?
GUIDING QUESTIONS
-How did ideas about
religion and government
influence colonial life?
Students analyze how
the study of the
Colonialism Era
focuses on the early
civilizations and
cultures of the
Americas, placing
them in a global
historical context. It
examines European
exploration and
colonization of the
Americas, focusing
on the colonies.
Within small groups, create
a timeline project that
traces the origins and
development of slavery in
the colonies, overt and
passive resistance to
enslavement, and the
Middle Passage.
-Create a Venn diagram the
compares and contrasts
ideas that significantly
impacted the development
of colonial selfgovernment. Include
excerpts from the
following documents:
-The First Virginia Charter,
1606 –The Mayflower
Compact, 1620
-Charter of the
Massachusetts Bay Colony,
1629
-The Fundamental Orders
of Connecticut, 1639
-The New England Articles
of Confederation, 1643
-The Maryland Toleration
Act, 1649
Diversity in the Colonies
https://www.inkling.com/re
ad/give-me-liberty-ericfoner-3rd/chapter-3/thegrowth-of-colonial-america
Slavery
http://www.history.com/to
pics/black-history/slavery
Colonial Slavery
Resistance Lesson
http://civics.sites.unc.edu/fi
les/2012/04/ColonialSlave
Resistance.pdf
Slavery and the Making of
America
http://www.pbs.org/wnet/sl
avery/
The Middle Passage
http://www.pbs.org/wgbh/a
ia/part1/1narr4.html
Colonial Governments
http://www.ushistory.org/g
ov/2a.asp
12
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
2014/2015 State Standards
Weeks 5-6
The Road to Revolution
8.15 Explain how the
practice of salutary neglect,
experience with selfgovernment, and
widespread ownership of
land fostered individualism
and contributed to the
American Revolution.
8.16 Compare the
government structures and
economic base and cultural
traditions of New France
and the English colonies.
8.19 Describe the causes,
course, and outcome of the
French and Indian War,
including the massacre at
Fort Loudoun.
Guiding Questions/Topic
Relevance
Instructional Activities
Instructional Resources
ESSENTIAL QUESTION
How did the relationship
between Britain and
colonies fall apart?
Students analyze the
major events
preceding the
founding of the nation
and relate their
significance to the
development of
American Republic.
Create a foldable analyzing
the social, political and
economic causes of the
American Revolution.
Illustrate the causes of the
American Revolution.
Explain how the French
and Indian War lead to
British Taxation and the
colonists’ response.
Include:
-Mercantilism
- Pontiac’s Rebellion
-The Proclamation of 1763
-The Sugar Act, 1764
-The Quartering Act, 1765
- The Stamp Act, 1765
-The Declaratory Act, 1766
-The Townshend Act, 1767
-The Boston Massacre,
1770
-The Boston Tea Party,
1773
-The Intolerable Acts, 1774
Road to Revolution
http://historyisfun.org/pdf/t
eaoverboard/RoadtoRevoluti
on.pdf
GUIDING QUESTIONS
-How did the British gain
French Territory in North
America?
GUIDING QUESTIONS
-How did the French and
Indian War draw the
colonists closer together
but increase friction with
Britain?
GUIDING QUESTIONS
-How did British tax
policies move the colonists
closer to rebellion?
Causes of the American
Revolution
http://www.revolutionarywar.net/causes-of-theamerican-revolution.html
Causes and Effects of the
American Revolution
http://mrnussbaum.com/arc
e/
Causes of the American
Revolution Test Prep
http://www.studyzone.org/t
estprep/ss5/b/causrev.cfm
13
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Week 6
Tennessee Before the
American Revolution
8.20 Explain the impact of
individuals who created
interest in the land west of
the Appalachian Mountains.
8.21 Summarize the major
events of the Watauga
Settlement
ESSENTIAL QUESTION
What was life like in
Tennessee before the
Revolution?
GUIDING QUESTIONS
What impact did
individuals who created
interest in the land west of
the Appalachian
Mountains have?
GUIDING QUESTIONS
What were the major
events of the Watauga
Settlement?
Students analyze the
major events
preceding the
founding of the nation
and relate their
significance to the
development of
American Republic
Create a foldable
identifying and illustrating
people and events in early
Tennessee History.
Include:
-long hunters
-Wilderness Road
-Daniel Boone
-William Bean
-Thomas Sharpe Spencer
-Dr. Thomas Walker
Create a timeline of the
Watauga Settlement.
Include:
-Battle of Alamance and
Regulators
-Watauga Purchase and
Compact
-James Robertson
-Little Carpenter, Dragging
Canoe
Write a paragraph
explaining how the Battle
of Alamance was similar to
and a precursor for the
American Revolutionary
War
Tennessee Longhunters
http://www.tennesseelonghun
ters.org/uploads/Tennessee_C
onservationist_1979.pdf
Wilderness Road
Dr. Thomas Walker
http://www.history.com/topic
s/wilderness-road
William Bean
http://www.tn4me.org/minor_
cat.cfm/minor_id/82/major_id
/26/era_id/3
Thomas Sharpe Spencer
http://tennesseeencyclopedia.
net/entry.php?rec=1243
Watauga Settlement
http://www.tnhistoryforkids.o
rg/firepoured
Battle of Alamance
http://www.exploresouthernhi
story.com/alamance.html
James Robertson
http://tennesseeencyclopedia.
net/entry.php?rec=1137
Little Carpenter, Dragging
Canoe
http://tennesseeencyclopedia.
net/entry.php?rec=244
14
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Weeks 5-6
The Road to Revolution
ESSENTIAL QUESTION
How did the relationship
between Britain and
colonies fall apart?
8.18 Describe the impact of
the John Peter Zenger trial
on the development of the
principle of a free press.
GUIDING QUESTIONS
-How did the American
Revolution begin?
8.22 Analyze the social,
political and economic
causes of the American
Revolution and the major
battles, leaders, and events,
GUIDING QUESTIONS
Why did many colonists
favor declaring
independence?
8.24 Using Thomas Paine’s
Common Sense and The
Crisis identify aspects of the
texts that reveal the author’s
point of view and purpose
including loaded language
GUIDING QUESTIONS
-Who was Thomas Paine
and what was his role in
the American Revolution?
8.27 Compare the points of
views of the Loyalists and
Patriots.
GUIDING QUESTIONS
-Who were the two groups
in the debate over
independence?
Students analyze the
major events
preceding the
founding of the nation
and relate their
significance to the
development of
American Republic
Create a multimedia
presentation about leaders
of the American
Revolution. Include minibiographies and quotes
from:
• Patrick Henry
• Benjamin Franklin
• John Adams
• Sam Adams
• John Hancock
• Thomas Jefferson
• Sons of Liberty
-Create a concept map
using Thomas Paine’s
Common Sense and The
Crisis to identify the
author’s point of view and
purpose for writing.
- Imagine you were a
colonist in 1776. Would
you side with the colonists
or the British? Write a
paragraph justifying your
position.
Online Resources
John Peter Zenger Trial
http://www.ushistory.org/
us/7c.asp
“Give Me Liberty or Give
Me Death” speech, Patrick
Henry
http://www.history.org/al
manack/life/politics/give
me.cfm
The Declaration of
Independence
http://www.ushistory.org/
declaration/
Excerpts from Thomas
Paine;
“Common Sense”
http://www.ushistory.org/
PAINE/commonsense/ind
ex.htm
“The Crisis,”
http://www.loc.gov/teache
rs/classroommaterials/pr
esentationsandactivities/p
resentations/timeline/amr
ev/north/paine.html
Autobiography of
Benjamin Franklin
15
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
2014/2015 State Standards
Guiding Questions/Topic
Relevance
Instructional Activities
Instructional Resources
Weeks 7-8
The American Revolution
ESSENTIAL QUESTION
How did the American
colonists gain their
independence?
Students analyze the
major events
preceding the
founding of the nation
and relate their
significance to the
development of
American Republic
- Look at a geographic map
of 1776 United States.
How did geography play a
role in the colonists’
victory?
-Create a Revolutionary
War timeline.
-Select the founding father
that you feel risked the
most during the
Revolutionary War and
explain why.
-Examine the major battles
and draw them
-As a member of the
Second Continental
Congress, you have to vote
on whether or not to sign
the Declaration of
Independence. Write a
letter to a family member
or friend explaining why
you will or will not sign
the document. Use
evidence from text to
describe/validate reasons.
Biographies
Sam Adams,
Thomas Paine
Political Cartoons:
“Join or Die”
http://www.history.org/hist
ory/teaching/enewsletter/v
olume5/november06/prims
ource.cfm
Online Resources:
www.pbs.org/ktca/liberty/
Liberty! - PBS Spy Letters
of the American
Revolution
8th Grade 100 Facts - doc
American Revolution web
Liberty's Kids Discovery
Education
Timeline of the American
Revolution
http://www.ushistory.org/d
eclaration/revwartimeline.h
tm
8.23 Determine the central
ideas expressed in the
Declaration of
Independence and write an
expository piece in which
the legacy of these ideas in
today’s world is described
and validated with
supporting evidence from
the text.
GUIDING QUESTIONS
-Why did many colonists
favor declaring
independence?
16
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Weeks 7-8
The American Revolution
8.22 Analyze the social,
political and economic
causes of the American
Revolution and the major
battles, leaders, and events,
ESSENTIAL QUESTION
How did the American
colonists gain their
independence?
GUIDING QUESTIONS
-How were the early years
of the war a critical time?
GUIDING QUESTIONS
-How did the Americans
8.25 Identify and explain
win the war and make
the significance of the major peace?
battles, leaders, and events
of the American Revolution. GUIDING QUESTIONS
-How did the effects of the
war widen?
Students analyze the
major events
preceding the
founding of the nation
and relate their
significance to the
development of
American Republic
-Within small groups,
create a timeline/collage
project in which you
identify and explain the
significance of the major
battles, leaders, and events
of the American
Revolution, including
-Battles of Lexington and
Concord
-Capture of Fort
Ticonderoga
-Battle of Bunker Hill
(Breed's Hill)
-Battle of Trenton and
Princeton
-Battle of Saratoga
-Valley Forge
-Battle of King’s Mountain
-Battle of Yorktown
-George Washington
-Benedict Arnold
-Hessians
-Marquis de La Fayette
-Friedrich von Steuben
-George Rogers Clark
-Francis Marion
Maps and Charts of the
American Revolution
http://www.loc.gov/teacher
s/classroommaterials/conne
ctions/amrevmaps/file.html
Online Resources
http://georgetownisd.org/cc
orner/socstudies/8th.asp
http://www.ouramericanrev
olution.org/index.cfm/medi
a/all
17
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Era: The Constitution and Foundation of the American Political System (1777-1789)
ESSENTIAL UNDERSTANDINGS:
- Students analyze the political principles underlying the Constitution, compare the enumerated and implied powers of the
federal government, and understand the foundation of the American political system and the ways in which citizens
participate
- Under its new Constitution, the United States grew stronger at home while striving to take its place in the world at large.
- The need to draw lines between federal and state power touched off bitter political struggles.
- The Monroe Doctrine of 1823 announced a desire to limit European influences in the new nation.
- The Constitution remains our governing document today.
ESSENTIAL QUESTION: What problems might a new nation face?
Common Core Lessons and Activities
The sample lessons and assessments include:
. Readings with teacher and student
instructions
. Text dependent questions
.
.
.
Student discussion activities\
Annotations for teachers
Vocabulary and syntax tasks for
challenging words and phrases
.
.
Writing-based formative assessments
Fiction and nonfiction lessons and
assessment questions*
Words We Live By: Your Annotated Guide to the
Constitution by Linda R. Monk
http://achievethecore.org/page/33/words-we-live-byyour-annotated-guide-to-the-constitution-by-linda-rmonk-detail-pg
18
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
2014/2015 State Standards
Guiding Questions/Topic
Weeks 9-Week 1
Second Quarter
Creating the Constitution
ESSENTIAL QUESTION
How did the United States
Constitution overcome the
weaknesses of the Articles
of Confederation and
provide for the
organization of the new
government?
8.28 Describe the significance
of the Magna Carta, the
English Bill of Rights, and the
Mayflower Compact in
relation to the development of
government in America.
Relevance
Students analyze the
political principles
underlying the
Constitution, compare
the enumerated and
implied powers of the
federal government,
and understand the
foundation of the
American political
GUIDING QUESTIONS
What role did compromise system and the ways
play in the creation of the in which citizens
United States
participate.
Constitution?
Instructional Activities
Instructional Resources
Analyze Political Cartoon
Giant Steps for Humanity
http://www.jfkcougars.org/
apps/download/CFqMSUg
LdUMmZJ4DSGW7Wm0
3Tfo84QXZXrPqd1qllSw
YaeqS.pdf/District%2010t
h%20Gr_%20Workbook.p
df
Biographies:
Signers of the Constitution
Mercy Otis Warren
George Mason
Federalist Paper "No. 15,"
by Alexander Hamilton
http://thomas.loc.gov/home
/histdox/fedpapers.html
Read Article
The Evolution of
Democratic Ideals; 1215 to
1791
Student Handouts 4&6
Document Comparison
Graphic Organizer
http://www.jfkcougars.org/
apps/download/CFqMSUg
LdUMmZJ4DSGW7Wm0
3Tfo84QXZXrPqd1qllSw
YaeqS.pdf/District%2010t
h%20Gr_%20Workbook.p
df
Primary Source:
Iroquois Great Law of
Peace
http://www.iroquoisdemocr
acy.pdx.edu/
Magna Carta
http://edsitement.neh.gov/l
esson-plan/magna-cartacornerstone-us-constitution
Benjamin Franklin
Addresses the
Constitutional Convention
http://www.usconstitution.
net/franklin.html
19
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Weeks 9-Week 1
Second Quarter
Creating the Constitution
8.29 Analyze the weaknesses
of the Articles of
Confederation.
ESSENTIAL QUESTION
How did the United States
Constitution overcome the
weaknesses of the Articles
of Confederation and
provide for the
organization of the new
government?
Students analyze the
political principles
underlying the
Constitution, compare
the enumerated and
implied powers of the
federal government,
and understand the
GUIDING QUESTIONS
foundation of the
What were the major
American political
successes and failures of
the government under the system and the ways
Articles of Confederation? in which citizens
participate.
GUIDING QUESTIONS
How did congress react to
Shays Rebellion?
8.31 Explain the ratification
process and describe the
conflict between Federalists
and Anti-Federalists
GUIDING QUESTIONS
What was the basic
position of each side?
GUIDING QUESTIONS
Which side made the
strongest arguments and
why?
Create a chart that explains
the weaknesses of the
Articles of Confederation
and how the Constitution
fixed them. Include:
-No executive branch,
-Failure of the Lost State of
Franklin
http://www.pbs.org/progra
m/mysterious-lost-statefranklin/
-Impact of Shays’
Rebellion.
http://www.ushistory.org/g
ov/2b.asp
Political Cartoon:
Ratifying the Constitution
http://necamoreperfectunio
n.com/PDFs/Gigante_To_
Ratify_or_Not_To_Ratify.
pdf
Teaching the Constitution
http://www.annenbergclass
room.org
Power Points:
http://classroom.jcschools.net/collinsj/socia
l%20studies/The%20Con
stitutional%20Conventio
n.ppt.
Online Resources:
Weaknesses of the Articles
of Confederation
http://www.ushistoryscene.
com/uncategorized/articles
ofconfederation/
http://www.ewing.k12.nj.u
s/cms/lib6/NJ01001291/Ce
ntricity/Domain/122/article
s%20of%20conf%20stengt
h%20and%20weaknesses.p
http://classroom.jcdf
schools.net/collinsj/socia
l%20studies/Changing%
20the%20Articles%20of
%20Confederation.ppt.
20
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Weeks 9-Week 1
Second Quarter
Creating the Constitution
8.32 Describe the principles
embedded in the
Constitution, including the
purposes of government
listed in the Preamble,
separation of powers, check
and balances, the
amendment process,
federalism, and recognition
of and protections of
individual rights in the Bill
of Rights.
ESSENTIAL QUESTION
How did the United States
Constitution overcome the
weaknesses of the Articles
of Confederation and
provide for the
organization of the new
government?
GUIDING QUESTIONS
How did those in favor of
the Constitution achieve
its ratification?
Students analyze the
political principles
underlying the
Constitution, compare
the enumerated and
implied powers of the
federal government,
and understand the
foundation of the
American political
system and the ways
in which citizens
participate.
Bill of Rights Worksheet
http://www.eduplace.com/s
s/hmss/7/unit/act8.1blm1.h
tml
Analyzing the Bill of
Rights Worksheet
http://www.eduplace.com/s
s/hmss/7/unit/act8.1blm2.h
tml
-Write an opinion piece
arguing for the importance
of a particular right as it
impacts individuals and/or
groups, using evidence
from the Bill of Rights and
contemporary
informational text
The Great Compromise
http://www.congressforkid
s.net/Constitution_greatco
mpromise.htm
Primary Sources:
Thomas Paine, The Rights
of Man
http://www.let.rug.nl/usa/d
ocuments/17861800/thomas-paine-therights-of-man/
Hortensius [George Hay],
"An Essay on the Liberty
of the Press"
http://www.ezwebsite.org/
Photos/files2617/george%2
0hay%20liberty%20of%20
the%20press.pdf
Political Cartoons:
http://howlandpowpak.neo
min.org/powpak/data/kurt.s
nyder/files/the_bill_of_righ
ts_liberty_vs_order_cartoo
n.pdf
Bill of Rights:
http://www.ushistory.org/u
s/18a.asp
21
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
2014/2015 State Standards
Guiding Questions/Topic
Weeks 2-3
Launching a New
Nation
ESSENTIAL QUESTION
How did Americans
respond to internal and
external challenges?
8.34 Analyze the Land
Ordinance of 1785 and the
Northwest Ordinance of 1787
and their impact on the future
development of western
settlement and the spread of
public education and slavery.
8.35 Analyze the major events
of George Washington’s
presidency, including
Pinckney’s Treaty, Jay’s
Treaty, Whiskey Rebellion,
and precedents set in the
Farewell Address.
Relevance
Students analyze how
the federal system of
government created
under the U.S.
Constitution raised
questions during the
first half of the 19th
century over the
power of the federal
government versus the
GUIDING QUESTIONS
What values did the Land powers reserved to the
Ordinance of 1785 and the states.
Instructional Activities
-Chart the perspectives of
various cultural groups in
American History
regarding social, economic,
and political ideas.
-Develop a policy
statement that shows the
relationship between
citizen behaviors and the
stated American ideals of a
democratic form of
government.
Instructional Resources
Fighting in the Northwest
Territory
http://classroom.jcschools.net/collinsj/socia
l%20studies/Shay%E2%
80%99s%20Rebellion.pp
t
The Northwest Territory
Ohio Valley, 1750-1811
National Debt
http://www.brillig.com/deb
t_clock/
Northwest Ordinance
express?
GUIDING QUESTIONS
-How did President
Washington set the course
for the new nation?
-Create a timeline that
analyzes the major events
of George Washington’s
presidency, including
Pinckney’s Treaty, Jay’s
Treaty, Whiskey Rebellion,
and precedents set in the
Farewell Address.
Primary Source:
President George
Washington's Farewell
Address
http://www.ushistory.org/u
s/17d.asp
22
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Weeks 2-3
Launching a New
Nation
ESSENTIAL QUESTION
How did Americans
respond to internal and
external challenges?
8.36 Explain the strict versus
loose interpretation of the
Constitution and how the
conflicts between Thomas
Jefferson and Alexander
Hamilton resulted in the
emergence of two political
parties.
GUIDING QUESTIONS
-How did problems with
France intensify the split
between the Federalists
and Republicans?
GUIDING QUESTIONS
-How did two political
parties emerge?
8.37 Explain the controversies
that plagued the administration
of John Adams, including the
conflicts with England and
France and the Alien and
Sedition Acts.
GUIDING QUESTIONS
-How did the actions of
Britain and France affect
the United States?
Students analyze how
the federal system of
government created
under the U.S.
Constitution raised
questions during the
first half of the 19th
century over the
power of the federal
government versus the
powers reserved to the
states.
Create a chart comparing
the strict versus loose
interpretation of the
Constitution and how the
conflicts between Thomas
Jefferson and Alexander
Hamilton resulted in the
emergence of two political
parties include their views
of foreign policy,
economic policy (including
the National Bank),
funding, and assumption of
the revolutionary debt.
-Complete activities that
explain the controversies
that plagued the
administration of John
Adams, including the
conflicts with England and
France and the Alien and
Sedition Acts.
http://edsitement.neh.gov/l
esson-plan/presidents-lipsconcerns-led-sedition-andalien-act
Federalists vs.
Antifederalists
http://www.pbs.org/tpt/con
stitution-usa-petersagal/classroom/episode-1federalism/federalismadditional-resources/
-Jefferson and Hamilton
Disagree
http://teachinghistory.org/h
istory-content/ask-ahistorian/24094
Biographies
-Aaron Burr
-Dolley Madison
-John Marshall
-Alexander Hamilton,
-Martha Washington
-Abigail Adams
Primary Source:
-Jefferson's
Inaugural Address
http://www.gutenberg.org/
files/925/925-h/925-h.htm
23
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
2014/2015 State Standards
Guiding Questions/Topic
Relevance
Instructional Activities
Week 4
Growth of a Young
Nation
ESSENTIAL QUESTION
How did American
literature and art have an
impact on American life?
Students analyze that
while sectionalism and
slavery divided the
nation, other ideas
united the nation.
There was, during this
era, a shared belief in
optimism and
nationalism. American
writers and artists
began to develop
styles that reflected
this sense of optimism
in uniquely American
ways.
-Make a three-tab book to
describe daily life
including traditions in art,
music, and literature of
early national America
from the stories of
Washington Irving and
James Fenimore Cooper.
-Complete background
information and quizzes for
the booklet Fire poured
into our very faces: The
Volunteer State through
Reconstruction
http://www.tnhistoryforkid
s.org/firepouredguide
-Create a foldable
analyzing major Supreme
Court decision and the
people specially involved
in the cases including the
key decisions of the
Supreme Court - Marbury
v. Madison, Gibbons v.
Ogden, and McCulloch v.
Maryland.
8.38 Describe daily life
including traditions in art,
music, and literature of early
national America by
examining excerpts from the
stories of Washington Irving
and James Fenimore Cooper.
GUIDING QUESTIONS
-What did the works
Washington Irving and
James Fenimore Cooper
have in common?
8.39 Identify the leaders and
events and analyze the impact
of western expansion to the
development of Tennessee
statehood,
GUIDING QUESTIONS
-Who were some of the
leaders and what were
some the events that lead
to Tennessee statehood?
8.40 Analyze the role played
by John Marshall in
strengthening the central
government,
GUIDING QUESTIONS
-How did John Marshall’s
Supreme Court decision
strengthen the central
government?
Instructional Resources
Literature:
"Rip Van Winkle" by
Washington Irving
http://mrgunnar.net/english
.cfm?subpage=349357
James Fenimore Cooper
http://external.oneonta.edu/
cooper/texts.html
Tennessee History
http://www.tnhistoryforki
ds.org/firepoured
John Marshall and the
Supreme Court
http://www.ushistory.org/
us/20e.asp
24
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Week 5
The Jeffersonian Era
8.41 Explain the major events
of Thomas Jefferson’s
presidency, including his
election in 1800, Louisiana
Purchase, the defeat of the
Barbary pirates, and the
Embargo Act.
8.42 Analyze the impact of the
Lewis and Clark Expedition by
identifying the routes on a
map, citing evidence from
their journals.
ESSENTIAL QUESTION
How did Jefferson and
Madison deal with
unresolved problems?
Students analyze how
with the election of
Thomas Jefferson, a
new system on
governance was
ushered in. The
Republican
administration of
Jefferson reversed
many of the
GUIDING QUESTIONS
-How did Jefferson chart a federalists’ policies.
new course for the
government?
GUIDING QUESTIONS
-What was the importance
of the purchase and
exploration of the
Louisiana Territory?
-Create a comic which
documents the major
events of Thomas
Jefferson’s presidency,
including his election in
1800, Louisiana Purchase,
the defeat of the Barbary
pirates, and the Embargo
Act.
-Create a descriptive report
that might be presented to
President Jefferson upon
the return of Lewis and
Clark in which students
analyze the impact of the
Lewis and Clark
Expedition by identifying
the routes on a map, citing
evidence from their
journals.
-Biographical Cover Story
Students identify people
who influenced American
government and expansion
during the Jefferson era by
writing a magazine cover
story about Jefferson,
Madison, Fulton, Lewis,
Clark, or Tecumseh.
The Election of 1800
-The Jefferson Era
http://www.ushistory.org/
us/20a.asp
Biographies
-Sacagawea
http://www.biography.co
m/people/sacagawea9468731#awesm=~oBqeO
3LCKbnVvY
-A Shawnee Leader Seeks
http://www.history.com/to
pics/native-americanhistory/tecumseh
Literature: "A Warrior's
Speech" by Chief
Tecumseh
http://kentschools.net/bha
ggerty/files/2010/08/Tecu
mseh-Packet.pdf
-The Louisiana Purchase
and Western Expeditions
http://www.loc.gov/index.
html
25
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Weeks 6-7
The Jeffersonian Era
8.43 Explain the causes,
course, and consequences of
the War of 1812, including the
major battles, leaders, events,
and role of Tennessee
ESSENTIAL QUESTION
-How did Jefferson and
Madison deal with
unresolved problems?
GUIDING QUESTIONS
-How did Jefferson
respond to threats to the
security of the nation?
GUIDING QUESTIONS
-What were the causes and
effects of the War of 1812?
Students analyze how
with the election of
Thomas Jefferson, a
new system on
governance was
ushered in. The
Republican
administration of
Jefferson reversed
many of the
federalists’ policies.
-Explain the causes,
course, and consequences
of the War of 1812,
including the major battles,
leaders, events and role of
Tennessee:
-Impressment
-War Hawks
-Henry Clay
-Burning of Washington
-Fort McHenry
-William Henry Harrison
-Tecumseh
-Andrew Jackson
-Battle of Horseshoe Bend
-Battle of New Orleans
Read Lesson on War of
1812 and take quiz
http://educationportal.com/academy/lesson
/war-of-1812-causeseffects.html#lesson
War of 1812
http://www.history.com/to
pics/war-of-1812
PBS Online
http://www.pbs.org/wned/
war-of-1812/home/
War of 1812 Timeline
http://www.warof1812.net
/
War of 1812 Battles
http://www.warof1812.ca/
battles.htm
War of 1812 Primary
Source Lesson
http://www.friendsoffortm
chenry.org/_assets/PDF/1
6-Should-America-Go-toWar-8.pdf
26
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Era: The United States’ Role on the World Stage (1789-1849)
ESSENTIAL UNDERSTANDINGS:
- Students analyze United States foreign policy in the early Republic.
ESSENTIAL QUESTION:
How did Jefferson and Madison deal with unresolved problems?
Common Core Lessons and Activities
The sample lessons and assessments include:
. Readings with teacher and student
instructions
. Text dependent questions
The Declaration of Independence
https://www.gilderlehrman.org/history-byera/road-revolution/resources/declarationindependence
. Student discussion activities\
. Annotations for teachers
. Vocabulary and syntax tasks for
challenging words and phrases
John Marshall and Roger Tanney
http://ccss6.watchknowlearn.org/Video.aspx?Vi
deoID=14271&CategoryID=4314
. Writing-based formative
assessments
. Fiction and nonfiction lessons and
assessment questions*
Lewis and Clark Expedition
http://www.nea.org/tools/lessons/lewisand-clark-expedition-grades-6-8.html
27
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
2014/2015 State Standards
Guiding Questions/Topic
Relevance
Instructional Activities
Instructional Resources
Weeks 6-7
Rise of Nationalism
ESSENTIAL QUESTION
-How did the nation
reflect a growing sense of
national pride and
identity?
Students analyze the
development of a
unified sense of
goals and purpose as
a sense of national
pride and identity
grew in the United
States. As this sense
of nationalism grew
stronger during the
War of 1812, the
United States entered
a period a period
known as the Era of
Good Feelings. This
attitude affected the
foreign and domestic
policies of the time.
-Create a map the showing
the changing boundaries of
the United States,
including the Convention
of 1818 and Adams-Onis
Treaty.
https://www.gilderlehrman.
org/history-by-era/jacksonlincoln/timelineterms/convention-1818
Biography: Noah Webster,
Thomas Cole
Catherine Maria Sedgwick
Literature: The Prairie by
James Fenimore Cooper
https://www.youtube.com/
watch?v=lFqamg-RDgM
Primary Source:
-Alexis de Toqueville's,
Democracy in America
http://edsitement.neh.gov/f
eature/democracy-americaalexis-de-tocquevillesintroduction
-John Quincy Adam's,
Fourth of July 1821
Address
http://teachingamericanhist
ory.org/library/document/s
peech-on-independenceday/
Political Cartoons: The
Monroe Doctrine
http://www.slideshare.net/n
tyrrell/monroe-doctrinepolitical-cartoon-analysis
8.44 Identify on a map the
changing boundaries of the
United States, including the
Convention of 1818 and
Adams-Onis Treaty.
GUIDING QUESTIONS
-How was the power of the
federal government
strengthened during the
Era of Good Feelings?
8.45 Analyze the relationship
the United States had with
Europe, including the
influence of the Monroe
Doctrine.
GUIDING QUESTIONS
-How did U.S. foreign
affairs reflect new national
confidence?
-Complete the Era of Good
Feelings Study Guide
http://teachers.hfcsd.org/w
ebpages/tnassivera/resourc
es.cfm?subpage=2484
-Use documents from the
Era of Good Feelings to
Complete Document
Analysis Sheet
http://teachers.hfcsd.org/w
ebpages/tnassivera/resourc
es.cfm?subpage=2484
28
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Era: The Sectionalism of the American North, South, and West (1800-1850)
ESSENTIAL UNDERSTANDINGS:
-
Students analyze the paths of the American people in the three regions of the United States from 1800 to the mid-1800s and the challenges
they faced as they became increasingly sectionalized.
The Industrial Revolution set in motion several changes.
As the 1800s progressed, the North built up industry.
The North’s farming, fishing, and trading economy became one characterized by mill, factories, manufacturing and a large workforce
outside of the home.
Mass production brought a mass of unskilled laborers such as women, children, and immigrants.
The Industrial Revolution also transformed the South. Increased industrial capacity in the North and better transportation led to dramatic
demand for cotton which could be produced quickly using the cotton gin.
The rural south developed its system of slavery.
ESSENTIAL QUESTION:
What forces unite and divide a nation?
Common Core Lessons and Activities
The sample lessons and assessments include:
. Readings with teacher and student
instructions
. Text dependent questions
.
.
.
Student discussion activities\
Annotations for teachers
Vocabulary and syntax tasks for
challenging words and phrases
Narrative on the Life of Frederick Douglass
The Gettysburg Address by Abraham Lincoln
http://achievethecore.org/page/32/narrative-of-the-lifeof-frederick-douglass-by-frederick-douglass-detail-pg
http://achievethecore.org/page/35/the-gettysburg-addressby-abraham-lincoln-detail-pg
.
.
Writing-based formative assessments
Fiction and nonfiction lessons and
assessment questions*
The Gettysburg Address
https://www.gilderlehrman.org/history-byera/american-civil-war/resources/gettysburg-addres
29
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
2014/2015 State Standards
Week 7
The Rise of Sectionalism
8.46 Describe the influence of
industrialization and
technological developments of
the regions, including human
modification of the landscape
and how physical geography
shaped human actions-growth
of cities, deforestation,
farming, and mineral
extraction
8.48 Explain the causes and
effects of the wave of
immigration from Northern
Europe to the United States,
and describe the growth in the
number, size, and spatial
arrangements of cities as a
result of events such as the
Great Potato Famine
Guiding Questions/Topic
Relevance
ESSENTIAL QUESTION Students analyze how
-Why did Americans take
the Industrial
different paths in the early
Revolution began in
1800s?
the British textile
industry in the 1700s
and then spread to
America. People who
had been farmers
GUIDING QUESTIONS
began working in
-How did the new
factories. New
technology of the
Industrial Revolution
inventions changed
change the way Americans agriculture,
lived?
manufacturing,
GUIDING QUESTIONS
communications, and
-How did urbanization,
transportation. In the
technology, and social
1840s, millions of
change affect the North?
GUIDING QUESTIONS
immigrants from
-How did cotton affect the Western Europe came
social and economic life of to the United States,
the South?
and many moved west
GUIDING QUESTIONS
-How did Americans move to escape crowded
cities.
west, and how did this
intensify the debate over
slavery?
Instructional Activities
Instructional Resources
-Create a media
presentation that illustrates
through simulation or
experimentation how
topographical features may
have influenced settlement
and expansion in the
United States.
Boundary Changes, 1818–
1819 U.S. Roads and
Canals, 1850,
The Missouri Compromise
http://www.loc.gov/index.h
tml
PBS Online
http://www.history.com
History By Era
http://www.gilderlehrman.o
-Write a short analysis
rg
essay that shows how rights
Biography:
can come in conflict (e.g.
John C. Calhoun
between settlers) May
http://www.pbs.org/kcet/an
include:
drewjackson/people/calhou
-Surviving the Oregon
Trail Essay and Illustration n.html
Sequoya
-Manifest Destiny Art
Analysis
Daniel Webster
-Tejanos v. Texans
Literature: Surrender
Speech by Chief Black
Hawk
http://www.history.com/top
ics/native-americanhistory/tecumseh/videos/bl
ack-hawk-surrender-speech
30
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Week 8
An Age of Reform
8.49 Analyze the 19th century
reforms influenced by the 2nd
Great Awakening,
8.50 Analyze the women’s
suffrage movement and its
major proponents including
Elizabeth Cady Stanton,
Lucretia Mott, Susan B.
Anthony. Examine excerpts
from the writings of Stanton,
Anthony, and Sojourner Truth.
8.51 Identify common themes
in American art and literature,
including transcendentalism
and individualism by analyzing
essays and stories by Ralph
Waldo Emerson, Henry David
Thoreau, Louisa May Alcott,
Nathaniel Hawthorne and
Henry Wadsworth Longfellow.
ESSENTIAL QUESTION
-How did reformers and
writers inspire change and
spark controversy?
Students analyze how
driven by religious
fervor and high
morals, reformers
tried to improve
society. Reformers
wanted to end alcohol
abuse and improve
GUIDING QUESTIONS
conditions in prisons
-How did key people bring
about reform in education and hospitals, while
other fought for the
and society?
abolition of slavery
and women’s rights.
GUIDING QUESTIONS
-How did the women’s
suffrage movement begin?
GUIDING QUESTIONS
-How did American
literature and art have an
impact on American life?
-Create an annotated
timeline of the major
reform movements in early
American History. Include
entries on:
-Temperance Movement
-Prison Reform
-Mental Health Reform
-Education
-Tent Meetings,
-Establishment of new
churches
-Horace Mann
-Dorothea Dix
-Temperance societies
-Create a multimedia
presentation of the major
proponents of the women’s
suffrage movement.
Include:
-Elizabeth Cady Stanton
-Lucretia Mott
-Susan B. Anthony. Include
excerpts from the writings
of Stanton, Anthony, and
Sojourner Truth.
-Abolition, Women's
Rights, and Temperance
Movements
http://www.nps.gov/wori/hist
oryculture/abolition-womensrights-and-temperancemovements.htm
-Dorothea Dix
http://www.history.com/topic
s/womens-history/dorothealynde-dix
-Women’s Suffrage
Timeline
http://memory.loc.gov/amme
m/naw/nawstime.html
-Fight for Women’s
Suffrage
http://www.history.com/topic
s/womens-history/the-fightfor-womens-suffrage
-Woman's Rights to the
Suffrage by Susan B.
Anthony (1820-1906)
http://www.nationalcenter.org
/AnthonySuffrage.html
-Sojourner Truth
https://www.dosomething.org
/blog/chatterbox/changemaker-womens-historysojourner-truth
31
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Week 8-9
A Changing Nation
8.52 Trace the development of
the agrarian economy in the
South, the locations of the
cotton-producing states, and
the significance of cotton, the
cotton gin and the role of
Memphis as the Cotton Capital
of the South.
8.53 Analyze the
characteristics of white
Southern society and how the
physical environment
influenced events and
conditions prior to the Civil
War.
8.54 Write a narrative with
supporting text describing the
effects of the New Madrid
Earthquakes of 1811-12 on the
land and people of Tennessee
ESSENTIAL QUESTION Students analyze how
-How did the nation reflect the Industrial
a growing sense of national
Revolution began in
pride and identity?
GUIDING QUESTIONS
-How did cotton affect the
social and economic life of
the South?
GUIDING QUESTIONS
-Why did cotton
production and the
number of slaves in the
United States both
increase at the same time?
GUIDING QUESTIONS
-How did abolitionists try
to end slavery?
GUIDING QUESTIONS
What were the effects of
the New Madrid
Earthquakes on the people
of Tennessee?
the British textile
industry in the 1700s
and then spread to
America. People who
had been farmers
began working in
factories. New
inventions changed
agriculture,
manufacturing,
communications, and
transportation. In the
1840s, millions of
immigrants from
Western Europe came
to the United States,
and many moved west
to escape crowded
cities.
-Research and create a
graph of cotton production
before and after the
invention of the cotton gin
(1800-1860) including how
this impacted the growth of
slavery
-Create a Venn diagram
which compares and
contrasts the lives of
plantation owners and
slaves on Southern
plantations.
Research and write a
narrative with supporting
text describing the effects
of the New Madrid
Earthquakes of 1811-12 on
the land and people of
Tennessee
-Cotton and AfricanAmerican Life
http://www.ushistory.org/u
s/22b.asp
-Tennessee History Blue
Book
http://www.tn.gov/sos/blue
book/07-08/41A%20History%20of%20Te
nnessee.pdf
-A History of Tennessee
Agriculture
http://www.state.tn.us/agric
ulture/publications/history.
pdf
Abolitionist movement
before the civil war
http://www.historynet.com/
abolitionist-movement
Disasters in Tennessee
http://www.tennessee.gov/t
sla/exhibits/disasters/newm
adrid.htm
32
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Week 8-9
A Changing Nation
8.55 Explain the events and
impact of the presidency of
Andrew Jackson including the
“corrupt bargain,” the advent
of Jacksonian Democracy, his
use of the spoils system and
the veto, his battle with the
Bank of the United States, the
Nullification Crisis and the
Indian removal
8.56 Analyze the contributions
of Sequoyah to the Cherokee.
8.57 Write a narrative piece
that describes the impact of the
Indian Removal Act of 1830
and the struggle between the
Cherokee Nation and the
United States government and
cites evidence from primary
source accounts of the Trail of
Tears.
ESSENTIAL QUESTION Students analyze how
-How did the nation reflect the Age of Jackson
a growing sense of national
was a time of
pride and identity?
expanding democracy
in the United States.
This democratic
GUIDING QUESTIONS
-How did the people gain
spirit, combined with
power during the Age of
religious ideas,
Jackson?
inspired people to
improve American
GUIDING QUESTIONS
society. As President,
-How did old issues take
shape in the conflict over a Jackson support the
national bank and tariffs? rights of ordinary
people, but this
support left out many
people including
GUIDING QUESTIONS
Native Americans,
What were the
contributions of Sequoyah Women, and African
to the Cherokee?
Americans.
GUIDING QUESTIONS
-Why did Jackson use
force to remove Native
Americans from the
Southeast?
-Complete a Jackson
Webquest
http://www.pbs.org/kcet/an
drewjackson/edu/webquest
1task.html
http://www.pbs.org/kcet/an
drewjackson/edu/webquest
2process.html
-Write a Persuasive
Speech
Without the modern
technologies politicians in
early America relied upon
speeches and letters to
convey their ideas and
messages. Students write a
persuasive speech from the
perspective of Jackson or
one of his rivals about any
of the controversies of the
time, including
nullification, Indian
removal, the Bank War, or
the increased power of the
president.
-The 1824 Election and the
"Corrupt Bargain"
http://www.ushistory.org/u
s/23d.asp
-Jacksonian Democracy
http://www.history.com/top
ics/jacksonian-democracy
-Spoils System
-Veto
-The Bank War of 1832
-Nullification
http://www.pbs.org/kcet/an
drewjackson/features/the_s
poils_system.html
-Primary Source:
-Political Cartoons:
Jackson
-Indian Removal Act
http://www.history.com/top
ics/native-americanhistory/trail-of-tears
-Trail of Tears
http://www.pbslearningme
dia.org/resource/akh10.socs
t.ush.exp.trail/trail-of-tears/
33
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
2014/2015 State Standards
Guiding Questions/Topic
Quarter 3, Week 1-2
Westward Expansion
ESSENTIAL QUESTION
-How did western
expansion change the
geography of a nation and
demonstrate the
determination of its
people?
8.58 Describe the concept of
Manifest Destiny and its
impact on the developing
character of the American
nation, including the purpose,
challenges and economic
incentives for westward
expansion.
8.59 Describe American
settlements in Texas after 1821
and the causes for the Texas
War of Independence,
including the roles of David
Crockett and Sam Houston in
the war and the legacy of the
Alamo.
8.60 Analyze the reasons,
outcome and legacy of groups
moving west including the
mountain men/trail blazers,
Mormons, missionaries,
settlers, and the impact of the
Oregon Trail and John C.
Frémont.
GUIDING QUESTIONS
-Why did people go west
and what challenges did
they face?
GUIDING QUESTIONS
-What about Manifest
Destiny?
GUIDING QUESTIONS
-What were the causes and
affects of the Texas War
for independence and the
Mexican American War?
GUIDING QUESTIONS
-How did Mormon
settlement and the gold
rush lead to changes in the
West?
Relevance
Students analyze how
the country’s
expansion helped it
develop sections with
distinct economic
characteristics. The
sections took different
positions on key
political issues of the
day (e.g., tariff policy,
the national bank,
internal improvements,
sales of public lands,
slavery).
Instructional Activities
- Students will examine
historical documents
related to Manifest
Destiny and compare and
contrast the different
perspectives on the
movement.
Find the entire lesson on
the Web site:
http://www.huntington.or
g/Education/GoldRush
/Lessons/upper.lesson
.1.pdf-Students will become
familiar with the
experiences of African
Americans who
participated in the
westward movement,
-Learn how the selection
of evidence by historians
influences perceptions of
later generations.
Instructional Resources
New Perspectives on The
West
http://www.pbs.org/weta/th
ewest/lesson_plans/
Manifest Destiny
http://museumca.org/goldr
ush/curriculum/8g/811040
17.html
Manifest Destiny and its
influence on the California
Gold Rush. The economic
impact of Manifest Destiny
and how it led to the
displacement of American
Indians.
Resource: videoFolksongs of the Western
Movement (1787-1853)
Use to show how
folksongs of the westward
movement reflect our
national heritage. 14
minutes.
34
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Quarter 3, Week 1-2
Westward Expansion
8.61 Describe the major events
and impact of the presidency
of James K. Polk, including his
“Dark Horse” nomination, the
settlements of the Oregon
boundary, the annexation of
Texas, and the acquisition of
California through the
Mexican War.
8.62 Describe the causes,
course, and consequences of
the Mexican War, including
the controversy over the Rio
Grande boundary, the roles
played by Zachary Taylor and
Winfield Scott, the Mexican
Cession and the Wilmot
Proviso.
8.63 Trace the major figures
and events in the discovery of
gold in California and its
impact on the economy of the
United States, including John
Sutter, and 49’ers.
ESSENTIAL QUESTION
How did western expansion
change the geography of a
nation and demonstrate the
determination of its
people?
GUIDING QUESTIONS
In what ways did James K.
Polk impacts the
settlements of the western
territories of America?
GUIDING QUESTIONS
Why did Americans
admire the defenders of the
Alamo?
GUIDING QUESTIONS
Why did people go West
and what challenges did
they face?
Students analyze how
the country’s
expansion helped it
develop sections with
distinct economic
characteristics. The
sections took different
positions on key
political issues of the
day (e.g., tariff policy,
the national bank,
internal improvements,
sales of public lands,
slavery).
-Create a Venn Diagram
to Compare and contrast
treatment of African
Americans and Native
Americans as territorial
expansion became
intertwined with official
government policies.
-Students should prepare
to hold a press
conference on the
Mexican War. Assign
one student to each of
these roles: James Polk,
Zachary Taylor, Winfield
Scott, Steven Kearny,
John Fremont, General
Santa Anna, a Mexican
American, and a Native
American. The rest of the
class can be reporters
who will ask the rest of
the characters questions
about the war.
-Students contrast the
emigrant experience with
that of the 49ers who
followed the Oregon
Trail on their way to the
goldfields of California
Teaching With
Documents: The Treaty of
Guadalupe Hidalgo
http://www.archives.gov/e
ducation/lessons/guadalupe
-hidalgo/
This National Archives
website contains
documents and teaching
activities on the Treaty of
Guadalupe Hidalgo and
how it expanded the
United States.
PBS - The Gold Rush Web
Sites: • The Gold Rush
http://www.pbs.org/goldru
sh/
Reminiscences of Gold
rush Days
http://www.pbs.org/weta/th
ewest/program/episodes/th
ree/daysof49.htm
http://memorv.loc.gov/am
mem/cbhtml/cbhome.html
http://www.museumca.org/
goldrus
35
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Quarter 3, Week 3-6
The Nation Divided
8.64 Describe the significance
of the Northwest Ordinance
and the banning of slavery in
new states north of the Ohio
River.
8.65 Describe the reasons for
and the impact of the Missouri
Compromise of 1820.
ESSENTIAL QUESTION
How did the nation try but
fail to deal with growing
sectional differences?
GUIDING QUESTIONS
What influence did the
Northwest Ordinance have
on the future of states
rights?
GUIDING QUESTIONS
Was there really a
compromise or just a
political strategy driven by
power struggles?
Students analyze
slavery as an institution
based on a relationship
of dominance and
submission, whereby
one person owns
another and can exact
from that person labor
or other services.
Slavery proved
unprofitable in the
Northern states and by
the early 19th century
had disappeared. In the
South, however, where
African slaves arrived
in the tens of thousands
from the late 17th
through the early 18th
century slavery came
to be an integral part of
the plantation system
(especially after the
introduction of the
cotton gin in 1793).
Students analyze the
growth of slavery and the
resulting controversies.
Students will write and
researching some of the
following reference
materials.
Biography Quest Why
was Abraham Lincoln
voted out of Congress
after one term?
Links Across Time:
Elections and the Media
Today
Blank U.S. States Map
http://www.50states.com/t
ools/usamap.htm
This site features a
downloadable and
reproducible blank map of
the United States.
Free States and Slave
States Before the Civil
War
http://www.learner.org/bio
graphyofamerica/prog10/m
aps/
This site features a colorcoded map detailing slave
states and free states in the
United States in 1860.
The Thirteen Colonies
Map
http://www2.worldbook.co
m/assets/
handson_help_gfx/activityi
mages/colmap.gif
This site features a blank
map of the thirteen original
colonies.
Status of Slavery in the
Thirteen Original States
36
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Quarter 3, Week 3-6
Slavery in America
8.66 Analyze the impact of the
ESSENTIAL QUESTION
How did the nation try but
fail to deal with growing
sectional differences?
various leaders of the
abolitionist movement,
including John Brown and
armed resistance; Harriet
Tubman and the Underground
Railroad; William Lloyd
Garrison and The Liberator;
Frederick Douglass and the
Slave Narratives; and Harriet
Beecher Stowe’s Uncle Tom’s
Cabin, Virginia Hill and Free
Hill, Tennessee; Francis
Wright and Nashoba
Commune.
GUIDING QUESTIONS
Who were the leaders of
the abolitionist movement?
8.67 Explain the reasons for
and the impact of the
Compromise of 1850,
including the roles played
Daniel Webster and John C.
Calhoun and the Fugitive
Slave Law.
GUIDING QUESTIONS
In examining the
Compromise of 1850, and
the leaders influencing the
act, why did it fail?
Students analyze
slavery as an institution
based on a relationship
of dominance and
submission, whereby
one person owns
another and can exact
from that person labor
or other services.
Slavery proved
unprofitable in the
Northern states and by
the early 19th century
had disappeared. In the
South, however, where
African slaves arrived
in the tens of thousands
from the late 17th
through the early 18th
century slavery came
to be an integral part of
the plantation system
(especially after the
introduction of the
cotton gin in 1793).
Write a Letter to
Frederick Douglass
asking about his life
experiences and ideas.
In a group, create a mock
newspaper with stories
about various
abolitionists and there
contributions to ending
slavery.
http://darkwing.uoregon.ed
u/~atlas/america/interactiv
e/map18.html
This interactive site
features a map of the
thirteen original states.
Nashoba Commune
http://brblarchive.library.yale.edu/ex
hibitions/utopia/uc06.html
Francis Wright and the
Nashoba Commune
http://www.ucs.louisiana.e
du/~lxm8207/FannyWright
.html
PBS Video
The Abolitionists
http://video.pbs.org/video/
2274405136/
Write a Newspaper
Editorial Opposing the
Fugitive Slave Law
Timeline of Slavery
http://www.nationalgeographi
37
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Quarter 3, Week 3-6
Slavery in America
8.68 Explain the motivations
behind passage of the KansasNebraska Act of 1854,
including the rise of the
Republican Party, “Bleeding
Kansas,” the Sumner Brooks
incident, and the John Brown
raid on Harper’s Ferry.
8.69 Analyze the reasons for
and applied by the Supreme
Court in the Dred Scott v.
Sandford case and the resulting
divisiveness between the North
and South.
8.70 Examine the arguments
presented by Stephen Douglas
and Abraham Lincoln in the
Illinois Senate race debate of
1858.
8.71 Identify the conditions of
enslavement, and explain how
slaves adapted and resisted in
their daily lives.
ESSENTIAL QUESTION
How did the nation try but
fail to deal with growing
sectional differences?
GUIDING QUESTIONS
How did the KansasNebraska Act upset the
balance between free and
slave territories?
GUIDING QUESTIONS
What made Dred Scott
quite a dread for the proslavery advocates?
GUIDING QUESTIONS
Why did the debates
between two candidates for
Illinois senator affect the
whole country?
Students analyze how
with the addition of
new western land,
debate over the spread
of slavery increased.
After all efforts at
compromise failed,
violent fighting broke
out in the Kansas
Territory. As tensions
increased, a new
antislavery political
party emerged.
Abraham Lincoln's
election eventually led
seven southern states to
leave the Union.
Create a Timeline of the
Battle Over Slavery
Write an Obituary About
John Brown
Create an Editorial
Cartoon for a Candidate
in the Election of 1860
Create a foldable
analyzing the social,
political and economic
causes of the Civil War
c.com/features/99/
railroad/tl.html
This site features a gradelevel appropriate timeline of
slavery's history in the United
States.
Runaway Ad for Titus
http://www.pbs.org/wgbh/aia/
part2/2h1.html
This site, which accompanies
PBS' AFRICANS IN
AMERICA series, features an
online primary source
document from 1775.
"Titus at the Market"
http://www.pbs.org/slavery/te
achers/readings.html
This site, part of the
SLAVERY AND THE
MAKING OF AMERICA
Web site, features a slave
Titus, who lived in New
Jersey in the mid-1700s.
The Underground Railroad
http://www.nationalgeographi
c.com/features/99/railroad/
This site, from National
Geographic, allows
Students will create a war students to take an online
portfolio with maps,
interactive journey on the
flags, dates/timelines,
Underground Railroad.
uniforms, etc.
38
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Civil War
Quarter 3, Weeks 7-9
8.72 Identify on a map the
boundaries constituting the
North and the South and
delineate and evaluate the
geographical differences
between the two regions,
including the differences
between agrarians and
industrialists.
8.73 Describe the influence of
industrialization and
technological developments of
the regions, including human
modification of the landscape
and how physical geography
shaped human actions-growth
of cities, deforestation, farming
and mineral extraction.
ESSENTIAL QUESTION
How did the nation try but
fail to deal with growing
sectional differences?
GUIDING QUESTIONS
How was the Civil War a
political, social, and
economic turning point?
GUIDING QUESTIONS
How did the daily life of
slaves harden the hearts of
slaves and slaveholders?
GUIDING QUESTIONS
Why would the greater
number of factories be an
advantage to the North?
Students analyze how
from the late 18th
century to the eve of
the Civil War, more
than a million slaves
were moved from the
Eastern Seaboard to the
Deep South, where
many labored in the
sugar and cotton fields.
This vast internal slave
trade, which often tore
slave families apart,
was the South's second
largest enterprise; only
the plantation system
itself surpassed it in
size.
Students will research
and share their insights
from The Union's "Grand
Strategy" and open the
classroom for discussion.
Factory vs. Plantation in
the North and South
http://edsitement.neh.gov/l
esson-plan/factory-vsplantation-north-and-south
This website contains
interesting sites, including
maps, pictures and
authentic papers from the
1700s and 1800s.
-Students will listen and
share how Civil War
Music uplifted the
American spirits.
Glossary of Civil War
Terms »Primary Sources »
Teaching Civics Through
Preservation »
The Traveling Trunk »
Civil War Maps »
39
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Civil War
Quarter 3, Weeks 7-9
8.74 Evaluate each candidate
and the election of 1860 and
analyze how that campaign
reflected the sectional turmoil
in the country.
8.75 Explain the geographical
division of Tennessee over the
issue of slavery and secession,
including Governor Harris, the
secession convention vote of
1861, anti-secession efforts,
and Scott County.
ESSENTIAL QUESTION
How did geography,
economics, and land
boundaries in the North
and South of the Civil War
lead to over-rated
confidence in perceptions
of victory?
Students analyze how
from the late 18th
century to the eve of
the Civil War, more
than a million slaves
were moved from the
Eastern Seaboard to the
Deep South, where
many labored in the
sugar and cotton fields.
GUIDING QUESTIONS
This vast internal slave
Why did the election of
Lincoln spark the secession trade, which often tore
of southern states?
slave families apart,
was the South's second
largest enterprise; only
the plantation system
GUIDING QUESTIONS
itself surpassed it in
Why was Tennessee
size.
apprehensive to secede
-Students will role play
Lee and Grant at
Appomattox Court House
-Students will make a
graph which analyzes
Sherman's March to the
The Gathering Storm: The
Sea
Coming of the Civil War
Lesson Plan » Battlefield
Preservation Lesson Plan:
A Guided Understanding
of Civil War Battlefield
Preservation » Civil War
Literature Circle Lesson
Plan » Civil War
Newspaper Lesson Plan »
Civil War Personalities
Lesson Plan » Civil War
Photography Lesson Plan:
Photography as a Primary
Source »
from the union?
Civil War Reader's Theater
Lesson Plan »
40
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Civil War
Quarter 3, Weeks 7-9
8.76 Describe Abraham
Lincoln’s presidency and his
significant writings and
speeches, including his House
Divided speech in 1858,
Gettysburg Address in 1863,
Emancipation Proclamation in
1863 and inaugural addresses
in 1861 and 1865.
8.77 Explain the roles of
leaders during the Civil War,
including Ulysses S. Grant,
Jefferson Davis, Robert E. Lee,
Stonewall Jackson and soldiers
on both sides of the war,
including Tennesseans David
Farragut, Nathan Bedford
Forrest and William
Brownlow.
8.78 Describe AfricanAmerican involvement in the
Union army, including the
Massachusetts 54th Regiment
and the 13th U.S. Colored
Troops in the Battle of
Nashville.
ESSENTIAL QUESTION
How did geography,
economics, and land
boundaries in the North
and South of the Civil War
lead to over-rated
confidence in perceptions
of victory?
GUIDING QUESTIONS
What influenced the
Emancipation
Proclamation?
GUIDING QUESTIONS
What problems, roles, and
outcomes of leadership
from both sides have on the
outcome of the Civil War?
GUIDING QUESTIONS
Why did African
Americans get involved in
the war against slavery?
Students analyze how
the conclusion of the
American Civil War
brought victory for the
federal union over the
secessionist states,
emancipated slaves,
and began the period of
Reconstruction for the
South.
-Compare the basic
tenets of major American
documents with
conditions of life at
various points in the
nation's history (e.g.
Emancipation
Proclamation, Gettysburg
Address)
Interpret a historical
event from multiple
perspectives.
-Construct a model
showing the causes of
conflict (Jim Crow
Laws).
-Students will write an
essay and determine the
relevance of Robert
Gould Shaw and the 54th
Massachusetts
Genealogy Lesson Plan »
Gettysburg Address
Lesson Plan » Map the
Civil War Lesson Plan »
Uncle Tom’s Cabin Lesson
Plan »
Civil War Facts
http://www.pbs.org/civilwa
r/war/facts.html
Surprising Civil War Facts
http://www.history.com/ne
ws/10-surprising-civil-warfacts
Civil War Battles, People,
Facts, and Pictures
http://www.history.com/to
pics/american-civil-war
41
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Civil War
Quarter 3, Weeks 7-9
8.79 Cite textual evidence
analyzing the life of the
common soldier in the Civil
War, including Sam Watkins
and Sam Davis.
8.80 Trace the critical
developments and events in the
war, including geographical
advantages and economic
advantages of both sides,
technological advances and the
location and significance of the
following battles:• Anaconda
Plan • First Battle of Bull
Run • Fort Henry and Fort
Donelson • Shiloh • Antietam•
Stones River •
Fredericksburg •
Chancellorsville • Gettysburg •
Vicksburg • Chickamauga •
Lookout Mountain • Franklin •
Nashville • Sherman’s “March
to the Sea” • Appomattox
Court House
8.81 Assess the impact of the
assassination of President
Abraham Lincoln on both the
North and the South.
ESSENTIAL QUESTION
How did geography,
economics, and land
boundaries in the North
and South of the Civil War
lead to over-rated
confidence in perceptions
of victory?
GUIDING QUESTIONS
Who and how did the
soldiers live and what
legacy did they leave
behind?
GUIDING QUESTIONS
Did the Gettysburg address
give comfort to
Northerners?
GUIDING QUESTIONS
What really brought an
end to the Civil War?
GUIDING QUESTIONS
Did the war really end?
Students analyze how
the conclusion of the
American Civil War
brought victory for the
federal union over the
secessionist states,
emancipated slaves,
and began the period of
Reconstruction for the
South.
-Students will describe
the advantages/
disadvantages of each
side.
-Locate the key battles
Overview of the Civil War
http://www.civilwar.com/
The Civil War Homepage
http://www.civil-war.net/
-Discuss the influences
of key leaders.
-Analyze how the Civil
War began between the
North and South.
--Describe the battles on
land and sea.
-Trace the spread of the
Civil War into the
western states.
-Compare and Contrast
how American lives were
affected by the Civil
War.
GUIDING QUESTIONS
Reconstruction? WhatLincoln got assassinated.
Explain
42
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Reconstruction
Quarter 4, Week 1-3
8.82 Explain the significance
of 13th, 14th and 15th
Amendments to the U.S.
Constitution.
8.83 Analyze the choice of
Andrew Johnson as VicePresident, his succession to the
Presidency, his plan for
Reconstruction and his conflict
with the Radical Republicans.
8.84 Compare the 10 Percent
Plan to the Radical Republican
Plan for Reconstruction.
8.85 Explain the effects of the
Freedmen’s Bureau and the
restrictions placed on the rights
and opportunities of freedmen,
including racial segregation
and Jim Crow laws.
8.86 Trace the rise of the Ku
Klux Klan and vigilante
justice, including its role in
Tennessee.
ESSENTIAL QUESTION
What were the short term
and long-term effects of the
Civil War?
Students analyze how
nationally,
Reconstruction took
place in part with the
passage of the 13th,
14th and 15th
GUIDING QUESTIONS
Amendments to the
How did the government
U.S. Constitution.
try to solve and address
These amendments
key problems facing the
nation after the Civil War? ended slavery and
attempted to protect the
rights of freedmen.
GUIDING QUESTIONS
How did disagreements
Reconstruction had a
over Reconstruction lead to particular impact on
conflict in government and
the Southern states, as
in the South?
they were required to
implement a series of
GUIDING QUESTIONS
actions before being
What were the effects of
Reconstructions’ goals and readmitted to the
the plans to pursue unity.
Union. Federal
authority was affirmed,
GUIDING QUESTIONS
as most Southern states
What is meant by
had to complete these
reconstruction and what
misunderstandings mislead actions under Military
healing.
Reconstruction.
-Locate primary and
Biography: Thaddeus
secondary sources related Stevens: Blanche K. Bruce
to Reconstruction.
Andrew Johnson
Literature: The Jim Crow
-Create a newspaper in
Laws from Martin Luther
which you assume the
King, Jr. Primary Source:
point of view of someone Plessy v. Ferguson
living during the time
Primary Source:
period.
Reconstruction and the Ku
Klux Klan Political
Cartoon: Lincoln
Repairing the Union Video
Program: The Impact of
Reconstruction
Transparency The
Reconstruction , Hopes
Raised
http://edsitement.neh.gov/c
urriculum-unit/battle-overreconstruction#sect-theunit
Opposing Views on
Reconstruction
http://odur.let.rug.nl/~usa/
H/1990/ch5_p11.htm
43
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Reconstruction
Quarter 4, Week 1-3
8.87 Explain the movement of
both white and black Northern
entrepreneurs (carpetbaggers)
from the North to the South.
8.88 Explain the controversy
of the 1876 presidential
election and the subsequent
removal of federal troops from
the South.
8.89 Describe the push-pull
effect in the movement of
former slaves to the North and
West, including the Exodusters
and Pap Singleton.
8.90 Describe the major
developments in Tennessee
during the Reconstruction Era,
including the Constitutional
Convention of 1870, the
yellow fever epidemic of 1878
and the election of AfricanAmericans to the General
Assembly.
ESSENTIAL QUESTION
What were the short term
and long term effects of the
Civil War?
Students analyze how
reconstruction resulted
in resentments and new
issues. White
Southerners resented
the new status afforded
GUIDING QUESTIONS
Is another Civil War going to blacks. They
to happen with the forming responded by enacting
of vigilante groups?
black codes and
forming organizations
GUIDING QUESTIONS
such as the Ku Klux
Is it time for Hope and
Klan. Southern
Advancement
economically?
Democrats resented the
Republican
carpetbagger
GUIDING QUESTIONS
governments imposed
What event marked the
on the South and
end of Reconstruction?
restored Democrats to
GUIDING QUESTIONS
power as Military
What is meant by modern- Reconstruction came to
day Exodusters?
an end. Congress and
the presidency engaged
GUIDING QUESTIONS
in a struggle to control
What about Tennessee
Reconstruction, which
through the storm and the
construction of
threatened the balance
reparations?
of power between the
branches.
-Students will explain in
a outline the damage
from the Civil War –
Include
-Physical Damage
-Psychological Damage
Confederate (Behind the
stone wall of Marye's
Heights, Fredericksburg,
Virginia, killed during
the Battle of
Chancellorsville, May
1863 Civil War Refugee)
-Economic Damage
Black Codes: A Lesson on
Reconstruction Legislation
and Amendments
http://www.teachingushist
ory.org/lessons/reconlegisl
ation.html This lesson can
be adapted for Content
Statement 12.
Lesson Plan: Louisiana
Black Code
http://college.cengage.com
/history/us/resources/stude
nts/primary/blackcode.htm
This lesson uses primary
sources to help students
understand the historical
context of black codes in
the South.
44
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Westward Expansion after ESSENTIAL QUESTION
the Civil War
How did the growth of big
Quarter 4, 4-6
business affect the
development of the West?
8.91 Explain patterns of
agricultural and industrial
development after the Civil
War as they relate to climate,
use of natural resources,
markets and trade and the
location of such development
on a map.
8.92 Trace the evolution of
federal policies toward
American Indians, including
movement to reservations;
assimilation, boarding schools,
wars with Indians (Little Big
Horn and Wounded Knee), and
the impact of the railroad and
settlement patterns of pioneers,
Buffalo Soldiers (George
Jordan), and the Dawes Act.
8.93 Explain the significance
of various American Indian
leaders, including: (H) • Crazy
Horse • Geronimo • Sitting
Bull• Chief Joseph
Students analyze how
settlers were
encouraged to move
westward after the
Civil War by federal
legislation such as the
Homestead Act. . This
GUIDING QUESTIONS
westward expansion
How did mining and
greatly affected the
railroads draw people to
lives of Native
the West and how did it
Americans, who were
shape the economy?
removed to Oklahoma
and South Dakota. The
1893 Turner Thesis (a
well-known theory
GUIDING QUESTIONS
promulgated by a
What were the
consequences of the conflict distinguished historian)
proposed the idea that
between the Native
Americans and the white
settlers had to become
settlers?
more adaptable and
innovative as they
moved westward and
that these
characteristics slowly
GUIDING QUESTIONS
What factors led to the
became ingrained into
boom and bust in the cattle the very fabric of
industry?
American society.
-Students will work in
groups and create a mock
town reflecting a scene
from the .
Industrialization
Technological
Revolution.
-Create a graph
explaining the Bessemer
Process.
Baicker, Karen. Primary
Sources Teaching Kit: The
Westward Movement. New
York: Scholastic
Professional Books, 2002.
Davidson, James West &
Stoff, Michael B. The
American Nation. Upper
Saddle River, NJ: Prentice
Hall, 1998.
Hoose, Phillip. We Were
There Too! Young People
in U.S. History. New
York: Melanie Kroupa
Books Farrar Straus
Giroux, 2001.American.net
1997-2005, Native
Americans: History and
Culture of a Proud People
National Indian Law
Library, 1522 Broadway,
Boulder, CO 80302,
http://www.narf.org/nill/r
esearch/primarylaw.htm
45
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Westward Expansion after ESSENTIAL QUESTION
the Civil War
How did the growth of big
Quarter 4, 4-6
business affect the
development of the West?
8.95 Analyze how significant
inventors and their inventions,
including barbed wire, the six
shooter, windmills, sod
housing, and the steel plow
changed life in the West.
8.96 Trace the expansion and
development of the
Transcontinental Railroad,
including the Golden Spike
event (1869), and the role that
Chinese immigrant laborers
(Central Pacific track) and
Irish immigrant laborers
(Union Pacific track) played in
its construction.
8.97 Examine the development
and life of the iconic American
cowboy, including his skills,
clothes and daily life and
work.
8.98 Explain the concepts of
the Open Range, Long Drive
and cow towns in the
development of the American
ranching industry.
Students analyze how
settlers were
encouraged to move
westward after the
Civil War by federal
legislation such as the
GUIDING QUESTIONS
Homestead Act. . This
How did farmers on the
westward expansion
Plains struggle to make a
greatly affected the
living?
lives of Native
Americans, who were
GUIDING QUESTIONS
removed to Oklahoma
What is meant by the
transportation Revolution? and South Dakota. The
1893 Turner Thesis (a
GUIDING QUESTIONS
well-known theory
“Did someone say Free
promulgated by a
Land? What effect did the
distinguished historian)
Homesteaders Act have
proposed the idea that
increase population in the
Plains.
settlers had to become
GUIDING QUESTIONS
more adaptable and
What economic
innovative as they
transformation did
moved westward and
ranching have on the new
that these
America?
characteristics slowly
became ingrained into
the very fabric of
American society.
Students will research,
write, and share the idea
of “Birth of Big Business
Robber Barons vs.
Captains of Industry John
D. Rockefeller Standard
Oil Company
philanthropist Andrew
Carnegie (photo)
Carnegie
The student will use
maps, globes,
photographs, pictures,
and tables for explaining
how physical features
and climate influenced
the movement of people
westward; explaining
relationships among
natural resources,
transportation, and
industrial development
after 1877 and locating
the 50 states and the
cities most significant to
the historical
development of the
United States.
Native American Law
Collection, Oklahoma
State University,
www.odl.state.ok.us/usinf
o/pubs/ghost_dance.pdf
Oklahoma State University
Library, Oklahoma State
University,
URL:http://digital.library.o
kstate.edu/kappler/
Selden, David, National
Indian Law Library, 1522
Broadway, Boulder, CO
80302,
http://narf.org/nill/index.
htm
Stevens, Isaac, Washington
State History Museum,
“The Treaty Trails: Isaac
Stevens Treat Councils
150 Years Later,”
http://www.wshs.org/wsh
m/education/prototype/ov
erview.htm
The Native American Rights
Fund (NARF),
http://narf.org/index.html
46
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Appendix
Tool Box
Primary Source
Library
http://www.history.com/
http://tnhistoryforkids.org
http://www.gilderlehrman.org
47
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Foldable Graphic Organizers FREE Internet Resources
•
•
•
•
•
•
•
•
http://www.homeschoolshare.com/lapbooking_resources.php
This site was designed for homeschoolers, but it’s free and has tons of templates and directions for foldable graphic organizers.
http://printcutfold.com/activities.html
Print, Cut & Fold books utilize technology, typically PowerPoint, to make foldable graphic organizers. The books are content specific
and include activities, directions, and templates. Use this link to download FREE early templates and examples.
http://www.vickiblackwell.com/makingbooks/
26 examples and templates for using technology to make foldable graphic organizers.
http://foldables.wikispaces.com/Math
Contains some content specific examples and directions from Dinah Zike’s books.
48
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
Common Formative Assessment #1
CAUSES OF THE AMERICAN REVOLUTION
ü FILL IN THE BLANK
NAME:
WORD BANK
DATE:
ü FILL IN THE BLANK
1.The British prime minister asked Parliament to
6. The_____________ required colonists to pay
tax the American colonists to help pay for
for an official stamp, or seal, whenever they
______________.
bought paper items.
2. In 1764 Parliament passed the_______which set 7. Colonists formed a secret society known as the
taxes on molasses and sugar imported by colonists.
___________________
that used violence to
frighten tax collectors.
3. Many colonists believed that Great Britain had
FRENCH AND INDIAN WAR
TAX
SAMUEL ADAMS
SONS OF LIBERTY
INTOLERABLE ACTS
SUGAR ACT
BOYCOTT
STAMP ACT
BOSTON TEA PARTY
BOSTON MASSACRE
8. The “Bloody Massacre perpetrated in King
no right to________ them without their permission Street” is also known as the _______________ .
.
4. ____________
9. In response to the Tea Act, the Sons of Liberty
helped found the
organized the_____________ to protest the
Committees of Correspondence to share ideas and
British law.
information about challenging the British laws.
10. The______________
5. A popular method of protesting British laws
Harbor, cancelled Massachusetts’s charter, and
was to_____________ , or refuse to buy British
forced colonists to house and supply British
goods.
troops.
closed Boston
SPI. 8.22 Analyze the social,
political and economic causes of
the American Revolution and
the major battles, leaders, and
events,
49
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
50
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
51
Curriculum Guide
Social Studies Eighth Grade
United States History and Geography: Colonization of North America
to Reconstruction and the American West
52