MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Course Code: 2100010ACY
IN HISTORY/SOCIA
COURSE DESCRIPTION:
The eighth grade social studies curriculum consists of the following content area strands: American History, Geography, Economics and Civics. Primary content emphasis for this
course pertains to the study of American history from the Exploration and Colonization period to the Reconstruction Period following the Civil War. Students will be exposed to the
historical, geographic, political, economic, and sociological events which influenced the development of the United States and the resulting impact on world history. So that students
can clearly see the relationship between cause and effect in historical events, students should have the opportunity to explore those fundamental ideas and events which occurred
after Reconstruction.
Honors/Advanced courses offer scaffold learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective
academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the
context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based
writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended researchbased paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other
teacher-directed projects).
Please note the following important general information regarding the Pacing Guides:
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The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.
Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school
levels.
The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.
The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.
The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the
number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given
nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.
NOTE: All benchmarks that are considered essential benchmarks are highlighted in yellow.
Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:
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Grade Level or Course Title - The grade level and course title are listed in the heading of each page.
Course Code - The Florida Department of Education Course Code is listed for the course.
Topic - The general topic for instruction is listed; e.g., Westward Expansion.
Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.
Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.
Nine Week Grading Period - Grading periods (1-4) are identified.
Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.
NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided
into Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.
Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional
practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular
topic), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they
relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Course Code: 2100010ACY
IN HISTORY/SOCIA
Florida Reading and Writing Standards for Literacy in History/Social Studies 6-12:
Florida Reading and Writing Standards for Literacy in History/Social Studies, grades 6-12, can be found at the end of each nine weeks Pacing Guide. When planning lessons for
instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing
development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete
listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx. The specific pages for History/Social Studies 6-12 standards for Literacy and Writing have
been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required 6-12 social studies course.
Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For U.S History, the following themes are identified:
Source: http://apcentral.collegeboard.com/apc/public/repository/ap-us-history-course-description.pdf
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American Diversity- The roles of race, class, ethnicity, and gender in the history of the United States.
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American Identity- Views of the American national character and ideas about American exceptionalism.
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Culture- Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S. history.
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Demographic Changes- Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political
effects of immigration, internal migration, and migration networks.
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Economic Transformations-Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.
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Environment- Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban
expansion.
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Westward Expansion- America's movement westward and its claim on occupied western territories. The formation of states.
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Leadership- Presidents and key individuals with demonstrated leadership abilities: e.g. guide, direct, or influence people.
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Globalization- Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets,
imperialism, cultural exchange.
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Politics and Citizenship- American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.
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Reform- Diverse movements focusing on a broad range of issues including antislavery, education, labor, temperance, women’s rights, civil rights, war, public health, and
government.
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Religion- The influence of religion on culture, politics, economics, and society.
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Slavery- Systems of slave labor and other forms of free labor (e.g., indentured servitude, contract labor) in Native American societies, the Atlantic World, and the American
South and West.
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War and Diplomacy-Armed conflict from the pre-colonial period to the mid nineteenth century. Impact of war on American foreign policy and on politics, economy, and
society.
Financial Literacy:
At the end of each nine weeks’ 8th grade U.S. History Pacing
Guides is an addendum highlighting resources for teachers to use
to infuse the instruction of Financial Literacy in the curriculum
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
History/Social Science Labs
History/Social Science Labs are an engaging and rigorous instructional
approach designed to require in-depth learning and thinking on the part
of the student guided by an essential question, analysis of primary or
secondary source documents, and ending in a rigorous writing
assignment or other rigorous learning task.
Steps to Conduct History/Social Science Labs
1. Identify the NGSSS-SS Benchmark(s) to be addressed.
2. Develop an essential question or use an essential question
already found in the pacing guide.
3. Build background knowledge with students about the topic.
4. FACILITATE students conduct on document/source analysis.
5. Have students report back about their analysis of the source(s).
6. Take the lab to an end and have students Independently
answer, in writing, the essential question
*History/Social Science labs, complete with sources, have been
embedded in to this pacing guide. See next page for History/Social
Science template.
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History/Social Science Lab Template
The History/Social Science lab icon (on your left) has been
included next to benchmarks that have labs already created.
Simply click on the icon and you will be taken to the webpage
on http://socialsciences.dadeschools.net where the labs are
located.
To see a video that provides an overview of the History/Social
Science lab process and benefits, please see:
http://www.umbc.edu/che/historylabs/
IN HISTORY/SOCIA
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Name _____________________________________________
Period _____
IN HISTORY/SOCIA
Date _____________________
[Put benchmark here – numbers and write it out]
Essential Question: [put essential guiding question here]
Source
Main Idea / Message / Important Details
How does this document answer the
essential question?
Source 1
[include source
information as
applicable]
Source 2
Source 3
Source 4
Thesis:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Course Code: 2100010ACY
IN HISTORY/SOCIA
Local History Lessons: Miami-Dade County’s history and its diverse cultures, municipalities, and vibrant communities offer a multitude of
fascinating topics and learning opportunities for students. Stand-alone and rigorous lessons designed around the analysis of primary and
secondary local sources of information have been developed to highlight our rich history. Whenever you see the Local History icon below
embedded in the pacing guide, simply click on the icon and you will be directed to instructional resources where these lessons plans can be
downloaded and used accordingly.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
IN HISTORY/SOCIA
Topic 13: NORTH AND SOUTH
Pacing
Date(s)
Traditional
11 days
4-11-16 to 4-25-16
Block
5.5 days
4-11-16 to 4-25-16
ESSENTIAL QUESTIONS:
How did technology and industry change during the 1800’s? What changes made agriculture
more profitable in the 1830’s? Why did many Americans push for reform in the workplace
during the 1830’s and 40’s? What challenges did European immigrants face in Northern cities?
How were the economies of the South and the North different? Why did industry develop
slowly in the South? To what extent did slave codes limit the freedom of African Americans?
How did African Americans try to cope with their lack of freedom and treatment?
STRAND(S) and STANDARD(S):
AMERICAN HISTORY:
(Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources.)
(Standard 4: Demonstrate and understanding of the domestic and international causes, courses and consequences of westward expansion.)
(Standard 5: Examine the causes, course, and consequence of the Civil War and Reconstruction including its effects on American peoples.)
GEOGRAPHY:
(Standard 1:
(Standard 2:
(Standard 3:
(Standard 4:
(Standard 5:
(Standard 6:
Understand how to use maps and other geographic representations, tools, and technology to report information.)
Understand physical and cultural characteristics of places.)
Understand the relationships between the Earth’s ecosystems and the populations that dwell with them.)
Understand the characteristics, distribution, and migration of human populations.)
Understand how human actions can impact the environment.
Understand how to apply geography to interpret the past and present and plan for the future.)
ECONOMICS:
(Standard 1:
(Standard 2:
(Standard 3:
Understand the fundamental concepts relevant to the development of a market economy.)
Understand the fundamental concepts relevant to the institution, structure, and functions of a national economy.)
Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace.)
CIVICS AND GOVERNMENT:
(Standard 1: The student will evaluate the roles, rights, and responsibilities of the United States citizens and determine methods of active participation in society,
government, and the political system.)
(Standard 2: The student will demonstrate and understanding of the principles, functions, and organization of government.)
Fourth Nine Weeks
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
 Course Themes Addressed
American Diversity; American
Identity; Culture; Demographic
Changes; Economic
Transformations; Globalization;
Politics & Citizenship; Reform;
Religion; Slavery; State’s Rights
v. Federal Rights
NGSSS-SS Benchmarks/Florida Standards State
Standards
Florida Standards Focus Standard:
LAFS.RH.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
Content Benchmarks:
SS.8.A.5.1 Explain the causes, course, and consequence of
the Civil War (sectionalism, slavery, states' rights, balance
of power in the Senate).
 NORTH AND SOUTH
o
o
o
Economy:
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North: Growth of
Industrialization;
Water and Steam
Powered Machinery
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South: Cotton –
Biggest Cash Crop
after the Invention of
the Cotton Gin; Other
Products – Tobacco,
Rice and Sugar Cane;
Limited Industry
Transportation:
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North: Building of
Roads, Canals and
Network of Railroads
(Tom Thumb)
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South: Natural
Waterways - Chief
form of Transportation;
Limited Canals, Roads
and Railroads
Way of Life:
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North: Major Migration
from Farming Towns to
Cities ; Large
Immigration from
Europe (1846 – 1860);
Factory System - Long
Work Hours and
Dangerous Working
SS.8.A.5.2 Analyze the role of slavery in the development of
sectional conflict.
Skill Benchmarks:
SS.8.A.1.1 Provide supporting details for an answer from
text, interview for oral history, check validity of information
from research/text, and identify strong vs. weak
SS.8.A.1.2 Analyze charts, graphs, maps, photographs and
timelines; analyze political cartoons; determine cause and
effect.
SS.8.A.1.3 Analyze current events relevant to American
History topics through a variety of electronic and print media
resources.
SS.8.A.1.4 Differentiate fact from opinion, utilize appropriate
historical research and fiction/nonfiction support materials.
Course Code: 2100010ACY
IN HISTORY/SOCIA
Instructional Tools
Florida Standards Focus Activity:
Instruct students to access the following website at:
http://binghamton.37j32b1.remote.schoolcenter.com/education/page/downl
oad.php?fileinfo=SW5kdXN0cmlhbGl6YXRpb25fR3JhcGhzLnBkZjo6Oi93d3
cvc2Nob29scy9zYy9iaW5naGFtcHRvbi9pbWFnZXMvZG9jbWdyLzk0ZmlsZT
ExMDQucGRm&sectiondetailid=1
This site will direct them to a series of graphs that tracks the growth of railroads,
inventions, exports, farms, immigration, and laborers during this time period.
Each graph is accompanied by a series of analysis questions that help students
practice critical thinking skills. Review answers with students for proper
understanding.
Vocabulary/ Identification: clipper ship, telegraph, Morse code, cotton gin,
capital, yeoman, tenant farmer, fixed cost, credit, overseer, spiritual, slave code,
discrimination, famine, nativist
arguments.
Technology:
Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html
PBS “Africans in America” http://www.pbs.org/wgbh/aia/home.html
“The Pre-Civil War South: The Old South – Images and Realities” Digital History
http://www.digitalhistory.uh.edu/
“Beyond Face Value: Depictions of Slavery in Confederate Currency” LSU
Libraries/US Civil War Center
http://www.lib.lsu.edu/cwc/
North American Slave Narratives http://docsouth.unc.edu/neh/texts.html
SS.8.A.1.5 Identify, within both primary and secondary
sources, the author, audience, format, and purpose of
significant historical documents.
Suggested Activities:
Have students analyze primary sources by accessing the worksheets developed
by the Education Staff of the National Archives and Records Administration:
http://www.archives.gov/education/lessons/worksheets/
SS.8.A.1.6 Compare interpretations of key events and
issues throughout American History.
Have students pretend they are a reporter for a newspaper with a mission to
travel to the South and write an editorial for Northern readers.
SS.8.A.1.7 View historic events through the eyes of those
who were there as shown in their art, writings, music, and
artifacts.
SS.8.A.4.1 Examine the causes, course, and consequences
of United States westward expansion and its growing
diplomatic assertiveness (War of 1812, Convention
Convention of 1818, Adams-Onis Treaty, Missouri
Have students create a Venn Diagram to compare and contrast working
conditions of slaves and factory workers.
Have students pretend they are a British investor traveling through America to
investigate possible investment opportunities, and write back to their associates
what they have learned about Northern and Southern business practices.
Have students read slave spirituals (i.e. “Swing Low, Sweet Chariot”) and
of 1818, Adams-Onis Treaty, Missouri Compromise, Monr
analyze the message and then write one of their own.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
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Conditions; Crowded
Cities Leads to Unsafe
and Unhealthy
Conditions
South: Self Sufficient
Plantations; Plantation
Work Force were
Slaves; Majority of
Whites were Yeomen
Inventions and
Inventors
Mandate(s):
Character Education: Fairness
Haitian Heritage Month
African-American Contributions
Hispanic Contributions
Women’s Contributions
Global Perspective/Environmental
Concerns
IN HISTORY/SOCIA
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Instructional Tools
Standards
Compromise, Monroe Doctrine, Trail of Tears, Texas
Have students read slave narratives and compare and contrast the life of a man,
annexation, Manifest Destiny, Oregon Territory, Mexican
woman, child, and grandparent slave.
American War/Mexican Cession, California Gold Rush,
Compromise of 1850, Kansas Nebraska Act, Gadsden
Assessment:
Purchase).
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
SS.8.A.4.3 Examine the experiences and perspectives of
thinking skills. Each project or assignment should be assessed for content
significant individuals and groups during this era of
accuracy and skill development in terms of writing and reading comprehension.
American History.
ELL:
SS.8.A.4.4 Discuss the impact of westward expansion on
Use visual depictions of historical events in order to increase ELL students’
cultural practices and migration patterns of Native American
mastery of related content.
and African slave populations.
Have students create a illustrated geographic dictionary of key terms in English
and their native language using a translation website: e.g.,
SS.8.A.4.5 Explain the causes, course, and consequences
of the 19th century transportation revolution on the growth of http://au.babelfish.yahoo.com/
the nation's economy.
http://wordmonkey.info/
SS.8.A.4.6 Identify technological improvements
(inventions/inventors) that contributed to industrial growth.
SS.8.A.4.7 Explain the causes, course, and consequences
(industrial growth, subsequent effect on children and
women) of New England's textile industry.
SS.8.A.4.8 Describe the influence of individuals on social
and political developments of this era in American History.
SS.8.A.4.9 Analyze the causes, course and consequences
of the Second Great Awakening on social reform
movements.
SS.8.A.4.10 Analyze the impact of technological
advancements on the agricultural economy and slave labor.
SS.8.A.4.11 Examine the aspects of slave culture including
plantation life, resistance efforts, and the role of the slaves'
spiritual system.
SS.8.A.4.13 Explain the consequences of landmark
Supreme Court decisions (McCulloch v. Maryland [1819],
Gibbons v. Odgen [1824], Cherokee Nation v. Georgia
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
State and District Instructional Requirements: Teachers should be aware
that State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic Contributions to the United States, Holocaust Education,
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
IN HISTORY/SOCIA
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Instructional Tools
Standards
[1831], and Worcester v. Georgia [1832]) significant to this
entire scope of a given social studies course, not only during the particular
era of American history.
month or day when a particular cultural group is celebrated or recognized.
SS.8.A.4.14 Examine the causes, course, and
consequences of the women's suffrage movement (1848
Seneca Falls Convention, Declaration of Sentiments).
SS.8.A.4.15 Examine the causes, course, and
consequences of literature movements (Transcendentalism)
significant to this era of American history.
SPED:
Go the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
SS.8.A.4.16 Identify key ideas and influences of Jacksonian
democracy.
SS.8.A.4.17 Examine key events and peoples in Florida
history as each impact this era of American history.
SS.8.A.4.18 Examine the experiences and perspectives of
different ethnic, national, and religious groups in Florida,
explaining their contributions to Florida's
and
SS.8.E.1.1 Examine motivating economic factors that
influenced the development of the United States economy
over time including scarcity, supply and demand,
opportunity costs, incentives, profits, and entrepreneurial a
SS.8.E.2.1 Analyze contributions of entrepreneurs,
inventors, and other key individuals from various gender,
social, and ethnic backgrounds in the development of the
United States economy.
SS.8.E.2.2 Explain the economic impact of government
policies.
SS.8.E.2.3 Assess the role of Africans and other minority
groups in the economic development of the United States.
SS.8.E.3.1 Evaluate domestic and international
interdependence.
SS.8.G.1.1 Use maps to explain physical and cultural
attributes of major regions throughout American history.
SS.8.G.1.2 Use appropriate geographic tools and terms to
identify and describe significant places and regions in
America's society and culture during the Territorial
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
American history.
IN HISTORY/SOCIA
Instructional Tools
SS.8.G.2.1 Identify the physical elements and the human
elements that define and differentiate regions as relevant to
American history.
SS.8.G.2.2 Use geographic terms and tools to analyze case
studies of regional issues in different parts of the United
States that have had critical economic, physical, or political
ramifications.
SS.8.G.2.3 Use geographic terms and tools to analyze case
studies of how selected regions of the United States have
changed over time.
SS.8.G.3.1 Locate and describe in geographic terms the
major ecosystems of the United States.
SS.8.G.3.2 Use geographic terms and tools to explain
differing perspectives on the use of renewable and nonrenewable resources in the United States and Florida
over time.
SS.8.G.4.1 Interpret population growth and other
demographic data for any given place in the United States
throughout its history.
SS.8.G.4.2 Use geographic terms and tools to analyze the
effects throughout American history of migration to and
within the United States, both on the place of
origin and destination.
SS.8.G.4.3 Use geographic terms and tools to explain
cultural diffusion throughout the United States as it
expanded its territory.
SS.8.G.4.4 Interpret databases, case studies, and maps to
describe the role that regions play in influencing trade,
migration patterns, and cultural/political interaction
in
SS.8.G.4.5 Use geographic terms and tools to analyze case
studies of the development, growth, and changing nature of
cities and urban centers in the United
States over
SS.8.G.4.6 Use political maps to describe changes in
the United States throughout time.
time.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
boundaries and governance throughout American history.
SS.8.G.5.1 Describe human dependence on the physical
environment and natural resources to satisfy basic needs
in local environments in the United States.
SS.8.G.5.2 Describe the impact of human modifications on
the physical environment and ecosystems of the United
States throughout history.
SS.8.G.6.1 Use appropriate maps and other graphic
representations to analyze geographic problems and
changes over time throughout American history.
SS.8.G.6.2 Illustrate places and events in U.S. history
through the use of narratives and graphic representations
SS.8.C.1.1 Identify the constitutional provisions for
establishing citizenship.
SS.8.C.1.3 Recognize the role of civic virtue in the lives of
citizens and leaders from the colonial period through
Reconstruction.
SS.8.C.1.4 Identify the evolving forms of civic and political
participation from the colonial period through
Reconstruction.
SS.8.C.1.5 Apply the rights and principles contained in the
Constitution and Bill of Rights to the lives of citizens today.
SS.8.C.1.6 Evaluate how amendments to the Constitution
have expanded voting rights from our nation's early history
to present day.
SS.8.C.2.1 Evaluate and compare the essential ideals and
principles of American constitutional government expressed
in primary sources from the colonial period to
Reconstruction.
Course Code: 2100010ACY
Instructional Tools
IN HISTORY/SOCIA
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Date
April 11, 2016
to April 25,
2016
Pacing Guide
Benchmark(s)
Florida Standards Focus Standard:
LAFS.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital
texts.
Content Benchmarks:
SS.8.A.5.1 Explain the causes, course, and consequence of the Civil War
(sectionalism, slavery, states' rights, balance of power in the Senate).
SS.8.A.5.2 Analyze the role of slavery in the development of sectional
conflict.
Data Driven
Benchmark(s)
Activities
IN HISTORY/SOCIA
Assessment(s) Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
IN HISTORY/SOCIA
Topic 14: ROAD TO THE CIVIL WAR
Pacing
Date(s)
Traditional
7 days
4-26-16 to 5-4-16
Block
4 days
4-26-16 to 5-4-16
ESSENTIAL QUESTIONS:
What was the purpose of the Missouri Compromise? How was a temporary compromise
reached on the issue of slavery? To what extent did the Kansas-Nebraska Act inflame the
tensions over slavery? How did a new political party affect the challenges to slavery? Why
was the Dred Scott case important? How did Abraham Lincoln and Stephen A. Douglas play a
role in the challenges to slavery? How did the Election of 1860 lead to the beginning of the
Civil War? How did the debate over states’ rights lead to secession? How did economic
differences between the North and the South lead to conflict? What did the attack on Fort
Sumter signify?
STRAND(S) and STANDARD(S):
AMERICAN HISTORY:
(Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources.)
(Standard 4: Demonstrate and understanding of the domestic and international causes, courses and consequences of westward expansion.)
(Standard 5: Examine the causes, course, and consequence of the Civil War and Reconstruction including its effects on American peoples.)
GEOGRAPHY:
(Standard 1:
(Standard 2:
(Standard 3:
(Standard 4:
(Standard 5:
(Standard 6:
Understand how to use maps and other geographic representations, tools, and technology to report information.)
Understand physical and cultural characteristics of places.)
Understand the relationships between the Earth’s ecosystems and the populations that dwell with them.)
Understand the characteristics, distribution, and migration of human populations.)
Understand how human actions can impact the environment.
Understand how to apply geography to interpret the past and present and plan for the future.)
ECONOMICS:
(Standard 1:
(Standard 2:
(Standard 3:
Understand the fundamental concepts relevant to the development of a market economy.)
Understand the fundamental concepts relevant to the institution, structure, and functions of a national economy.)
Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace.)
CIVICS AND GOVERNMENT:
(Standard 1: The student will evaluate the roles, rights, and responsibilities of the United States citizens and determine methods of active participation in society,
government, and the political system.)
(Standard 2: The student will demonstrate and understanding of the principles, functions, and organization of government.)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
 Course Themes Addressed:
American Diversity; American
Identity; Culture; Westward
Expansion; Demographic
Changes; Politics & Citizenship;
State’s Rights v. Federal Rights;
Reform; Religion; Slavery; War &
Diplomacy; Leadership
 Road to the Civil War
o Sectionalism:

Mexican War
Strengthened Feelings
of Sectionalism in the
North and South;

Adding States to the
Union Threatened the
Balance of Power in
the Senate;

The Extension of
Slavery into New
Territories Led to a
New Political Party the Free Soil Party;

Fundamental
Economic Differences
between the North and
the South;

Differences over the
Bank, Protective
Tariffs, internal
Improvements, states’
Rights, Nullification,
Secession
o
Missouri Compromise of
1820:

Missouri Applies for
Statehood in 1817 as a
Slave State;

Missouri’s Admission
Course Code: 2100010ACY
IN HISTORY/SOCIA
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Instructional Tools
Standards
Florida Standards Focus Standard:
Florida Standards Focus Activity:
LAFS.RH.6-8.8 Distinguish among fact, opinion, and
Students will practice the skill of discerning between fact and opinion through
reasoned judgment in a text.
this exercise. They will read and evaluate two primary source excerpts to
complete this assignment. Direct the students to create a note taking graphic
LAFS.RH.6-8.1 Cite specific textual evidence to support
with three columns and two rows. Direct the students to assign a row and
analysis of primary and secondary sources.
column to each writer: one for Jefferson Davis and Abraham Lincoln. In the
remaining columns the students will read and note opinions and facts contained
Content Benchmarks:
in the writings of Jefferson and Lincoln. Have the students turn to page 450-51.
SS.8.A.5.1 Explain the causes, course, and consequence of Read both excerpts with the students identifying with them the facts and opinions
the Civil War (sectionalism, slavery, states' rights, balance
contained in the excerpts. Direct the students to note the facts and opinions in
of power in the Senate).
their graphics. As a wrap up, direct the students the answer the 3 document
based questions (DBQs) in the inset titled “What do you think?” In answering
SS.8.A.5.2 Analyze the role of slavery in the development of question 3, direct the students to cite examples from the passages to
sectional conflict.
corroborate their answers.
SS.8.A.5.3 Explain major domestic and international
economic, military, political, and socio-cultural events of
Abraham Lincoln's presidency.
SS.8.A.5.4 Identify the division (Confederate and Union
States, Border states, western territories) of the United
States at the outbreak of the Civil War.
Vocabulary/ Identification: sectionalism, fugitive, secede, abstain, popular
sovereignty, border ruffians, civil war, secession, states' rights, Henry Clay,
Stephen Douglas, John C. Calhoun
Mobile Device Project: Extra Extra! You are the journalist- click on the
icon below
SS.8.A.1.6 Compare interpretations of key events and
issues throughout American History.
SS.8.A.1.7 View historic events through the eyes of those
who were there as shown in their art, writings, music, and
artifacts.
SS.8.A.4.1 Examine the causes, course, and consequences
of United States westward expansion and its growing
diplomatic assertiveness (War of 1812, Convention
Convention of 1818, Adams-Onis Treaty, Missouri
Compromise, Monroe Doctrine, Trail of Tears, Texas
annexation, Manifest Destiny, Oregon Territory, Mexican
American War/Mexican Cession, California Gold Rush,
Compromise of 1850, Kansas Nebraska Act, Gadsden
Purchase).
SS.8.A.4.14 Examine the causes, course, and
consequences of the women's suffrage movement (1848
Mobile Device Project: Slavery in America- click on the icon below
of 1818, Adams-Onis Treaty, Missouri Compromise, Monr
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content

Threatens the Balance
of Power in the Senate;
Henry Clay Provides a
Solution/Compromise
(During the Presidency
of James Monroe)
o
Some States enter the
Union Peacefully between
1821 - 1848: Michigan,
Iowa, Wisconsin, Arkansas,
Florida, Texas
o
Election of 1848: Zachary
Taylor, Mexican War hero,
Opposes Compromise of
1850
o
Compromise of 1850:

California applies for
statehood in 1850 as a
free state;

Balance of power in
Senate is threatened
again;

Henry Clay provides a
compromise;

Death of J.C. Calhoun
and President Taylor
opens possibility of a
compromise;

Stephen Douglas
guides plan through
Congress;

The Compromise
passed as five
separate bills and is
signed by President
Fillmore
o
Kansas-Nebraska Act:

Designed by Senator
Stephen Douglas
IN HISTORY/SOCIA
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Instructional Tools
Standards
Technology:
Seneca Falls Convention, Declaration of Sentiments).
Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html
SS.8.E.2.3 Assess the role of Africans and other minority
The Library of Congress Presents “America’s Story From America’s Library”
groups in the economic development of the United States.
http://www.americaslibrary.gov/
PBS “Africans in America” http://www.pbs.org/wgbh/aia/home.html
Skill Benchmarks:
President Elect 1860 http://www.presidentelect.org
SS.8.A.1.1 Provide supporting details for an answer from
Illinois State Museum “Side by Side: Yankees and Southerners”
text, interview for oral history, check validity of information
http://www.museum.state.il.us/
from research/text, and identify strong vs. weak arguments.
Suggested Activities:
SS.8.A.1.2 Analyze charts, graphs, maps, photographs and
timelines; analyze political cartoons; determine cause and
Have students analyze primary sources by accessing the worksheets developed
effect.
by the Education Staff of the National Archives and Records Administration:
http://www.archives.gov/education/lessons/worksheets/
SS.8.A.1.3 Analyze current events relevant to American
History topics through a variety of electronic and print media Have students trace known Underground Railroad paths on an outlined U.S.
resources.
map.
SS.8.A.1.4 Differentiate fact from opinion; utilize appropriate
historical research and fiction/nonfiction support materials.
SS.8.A.1.5 Identify, within both primary and secondary
sources, the author, audience, format, and purpose of
significant historical documents.
Have students pretend they are a Justice in the Supreme Court and write their
opinion on the Dred Scott case.
Have students create a Venn Diagram comparing and contrasting federal
legislation passed during 1820-1860 that addressed the compromises over the
issue of slavery.
Have students create a timeline of events leading up to the Civil War.
SS.8.A.4.3 Examine the experiences and perspectives of
significant individuals and groups during this era of
American History.
Have students create a Venn Diagram comparing and contrasting the strengths
and weaknesses of the Union and Confederate armies.
SS.8.A.4.4 Discuss the impact of westward expansion on
cultural practices and migration patterns of Native American
and African slave populations.
Have students write a five-paragraph essay to persuade southern planters that
slave labor was dispensable.
SS.8.A.4.5 Explain the causes, course, and consequences
of the 19th century transportation revolution on the growth of
the nation's economy.
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
SS.8.A.4.6 Identify technological improvements
(inventions/inventors) that contributed to industrial growth.
SS.8.A.4.7 Explain the causes, course, and consequences
(industrial growth, subsequent effect on children and
women) of New England's textile industry.
Assessment:
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Have students create a illustrated geographic dictionary of key terms in English
and their native language using a translation website: e.g.,
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content





o
o
o
o
Created the territories
of Kansas and
Nebraska
Repealed the Missouri
Compromise
Settlers were given
popular sovereignty
over the question of
slavery
Act was passed in
1854
“Bleeding Kansas”
Republican Party:
Antislavery Whigs ,
Antislavery Democrats and
Free Soilers Join in 1854 to
Create a New Political
Party
Election of 1856: James
Buchanan Defeats the
Republican Party
Dred Scott Decision (1857):
Chief Justice Taney’s
Decision Declared the
Missouri Compromise as
Unconstitutional, Allowing
Slavery Everywhere in the
U.S.
Lincoln/Douglas Debates:
Abraham Lincoln and
Stephen Douglas met
seven times to debate the
issue of slavery in the Race
IN HISTORY/SOCIA
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Instructional Tools
Standards
SS.8.A.4.8 Describe the influence of individuals on social
http://au.babelfish.yahoo.com/
and political developments of this era in American History.
http://wordmonkey.info/
SS.8.A.4.9 Analyze the causes, course and consequences
of the Second Great Awakening on social reform
movements.
SS.8.A.4.10 Analyze the impact of technological
advancements on the agricultural economy and slave labor.
SS.8.A.4.11 Examine the aspects of slave culture including
plantation life, resistance efforts, and the role of the slaves'
spiritual system.
SS.8.A.4.13 Explain the consequences of landmark
Supreme Court decisions (McCulloch v. Maryland [1819],
Gibbons v. Odgen [1824], Cherokee Nation v. Georgia
[1831], and Worcester v. Georgia [1832]) significant to this
era of American history.
SS.8.A.4.15 Examine the causes, course, and
consequences of literature movements (Transcendentalism)
significant to this era of American history.
SS.8.A.4.17 Examine key events and peoples in Florida
history as each impacts this era of American history.
SS.8.A.4.18 Examine the experiences and perspectives of
different ethnic, national, and religious groups in Florida,
explaining their contributions to Florida's and America's
society and culture during the Territorial Period.
SS.8.E.1.1 Examine motivating economic factors that
influenced the development of the United States economy
over time including scarcity, supply and demand,
SS.8.E.2.1 Analyze contributions of entrepreneurs,
inventors, and other key individuals from various gender,
social, and ethnic backgrounds in the development of the
SS.8.E.2.2 Explain the economic impact of government
policies.
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
State and District Instructional Requirements: Teachers should be aware
that State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic Contributions to the United States, Holocaust Education,
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
opportunity
costs,
incentives,
profits,the
andPDF
entrepreneurial
a
Next Generation Sunshine State
Standards”
in order
to download
of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
United States economy.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
for Senator of Illinois in
1858
o
o
o
o
o
o
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
SS.8.E.3.1 Evaluate domestic and international
interdependence.
Election of 1860:
Democratic Party Splits;
Republican Candidate,
Abraham Lincoln, Narrowly
Defeats Southern Democrat
John C. Breckinridge
SS.8.G.1.1 Use maps to explain physical and cultural
attributes of major regions throughout American history.
Secession: Southerners
Distrusted the Republican
Party to Protect Their
Rights; On November 10,
1860 South Carolina Held a
Convention and Voted to
Secede from the Union.
SS.8.G.2.1 Identify the physical elements and the human
elements that define and differentiate regions as relevant to
American history.
Map of 1860: Union states,
Confederate States and
Border States
Confederate States of
America: Seven States Met
in Montgomery, Alabama to
Form a New Nation;
Jefferson Davis was
Chosen President
Fort Sumter: Union Forces
Surrenders Fort to
Confederate Forces on
April 14, 1861
Important Legislation Under
Abraham Lincoln: e.g.,
Homestead Act of 1862;
Land Grant Act of 1862;
Pacific Railroad Act of 1862
Course Code: 2100010ACY
Instructional Tools
SS.8.G.1.2 Use appropriate geographic tools and terms to
identify and describe significant places and regions in
American history.
SS.8.G.2.2 Use geographic terms and tools to analyze case
studies of regional issues in different parts of the United
States that have had critical economic, physical, or political
ramifications.
SS.8.G.2.3 Use geographic terms and tools to analyze case
studies of how selected regions of the United States have
changed over time.
SS.8.G.3.1 Locate and describe in geographic terms the
major ecosystems of the United States.
SS.8.G.3.2 Use geographic terms and tools to explain
differing perspectives on the use of renewable and nonrenewable resources in the United States and Florida
over time.
SS.8.G.4.1 Interpret population growth and other
demographic data for any given place in the United States
throughout its history.
SS.8.G.4.2 Use geographic terms and tools to analyze the
effects throughout American history of migration to and
within the United States, both on the place of
SS.8.G.4.3 Use geographic terms and tools to explain
cultural diffusion throughout the United States as it
expanded its territory.
origin and destination.
IN HISTORY/SOCIA
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Mandate(s):
Character Education: Fairness
Haitian Heritage Month
African-American Contributions
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
SS.8.G.4.4 Interpret databases, case studies, and maps to
describe the role that regions play in influencing trade,
migration patterns, and cultural/political interaction
in
SS.8.G.4.5 Use geographic terms and tools to analyze case
studies of the development, growth, and changing nature of
cities and urban centers in the United
States over
Hispanic Contributions
Women’s Contributions
Global Perspective/Environmental
Concerns (May)
SS.8.G.4.6 Use political maps to describe changes in
boundaries and governance throughout American history.
SS.8.G.5.1 Describe human dependence on the physical
environment and natural resources to satisfy basic needs
in local environments in the United States.
SS.8.G.5.2 Describe the impact of human modifications on
the physical environment and ecosystems of the United
States throughout history.
SS.8.G.6.1 Use appropriate maps and other graphic
representations to analyze geographic problems and
changes over time throughout American history.
SS.8.G.6.2 Illustrate places and events in U.S. history
through the use of narratives and graphic representations
SS.8.C.1.1 Identify the constitutional provisions for
establishing citizenship.
SS.8.C.1.3 Recognize the role of civic virtue in the lives of
citizens and leaders from the colonial period through
Reconstruction.
SS.8.C.1.4 Identify the evolving forms of civic and political
participation from the colonial period through
Reconstruction.
SS.8.C.1.5 Apply the rights and principles contained in the
Constitution and Bill of Rights to the lives of citizens today.
SS.8.C.1.6 Evaluate how amendments to the Constitution
have expanded voting rights from our nation's early history
to present day.
IN HISTORY/SOCIA
Instructional Tools
the United States throughout time.
time.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
SS.8.C.2.1 Evaluate and compare the essential ideals and
principles of American constitutional government expressed
in primary sources from the colonial period to
Reconstruction.
Course Code: 2100010ACY
Instructional Tools
IN HISTORY/SOCIA
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Date
Pacing Guide
Benchmark(s)
April 26, 2016
to May 4,
2016
Florida Standards Focus Standard:
LAFS.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a
text.
Data Driven
Benchmark(s)
Activities
IN HISTORY/SOCIA
Assessment(s) Strategies
LAFS.RH.6-8.1 Cite specific textual evidence to support analysis of primary
and secondary sources.
Content Benchmarks:
SS.8.A.5.1 Explain the causes, course, and consequence of the Civil War
(sectionalism, slavery, states' rights, balance of power in the Senate).
SS.8.A.5.2 Analyze the role of slavery in the development of sectional
conflict.
SS.8.A.5.3 Explain major domestic and international economic, military,
political, and socio-cultural events of Abraham Lincoln's presidency.
SS.8.A.5.4 Identify the division (Confederate and Union States, Border
states, western territories) of the United States at the outbreak of the Civil
War.
SS.8.A.1.6 Compare interpretations of key events and issues throughout
American History.
SS.8.A.1.7 View historic events through the eyes of those who were there as
shown in their art, writings, music, and artifacts.
SS.8.A.4.1 Examine the causes, course, and consequences of United
States westward expansion and its growing diplomatic assertiveness (War of
1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise,
Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny,
Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe
Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon
Territory, Mexican American War/Mexican Cession, California Gold Rush,
Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).
Oregon Territory, Mexican
American War/Mexican Cession, California
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Date
Pacing Guide
Benchmark(s)
April 26, 2016
to May 4,
2016
SS.8.A.4.14 Examine the causes, course, and consequences of the
women's suffrage movement (1848 Seneca Falls Convention, Declaration of
Sentiments).
SS.8.E.2.3 Assess the role of Africans and other minority groups in the
economic development of the United States.
Data Driven
Benchmark(s)
Activities
IN HISTORY/SOCIA
Assessment(s) Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
IN HISTORY/SOCIA
Topic 15: CIVIL WAR
Pacing
Date(s)
Traditional
11 days
5-5-16 to 5-19-16
Block
5.5 days
5-5-16 to 5-19-16
ESSENTIAL QUESTIONS for Topic 15:
What were the goals and strategies for the North and the South? What was war like for the
soldiers for the North and the South? What factors contributed to the early success of the
confederate forces? What was significant about the battle between the Merrimack and the
Monitor? What were the strengths and weaknesses of the Union and the Confederacy in the
Civil War? Why was control of the Mississippi River important to the Union? To what extent
did Emancipation Proclamation expand the Union’s goal in the Civil War? What role did African
American play in military efforts? Why is the Battle of Gettysburg considered a turning point of
the war? What factors led to the Union turning the war in their favor?
STRAND(S) and STANDARD(S):
AMERICAN HISTORY:
(Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources.)
(Standard 5: Examine the causes, course, and consequence of the Civil War and Reconstruction including its effects on American peoples.)
GEOGRAPHY:
(Standard 1:
(Standard 2:
(Standard 3:
(Standard 4:
(Standard 5:
(Standard 6:
Understand how to use maps and other geographic representations, tools, and technology to report information.)
Understand physical and cultural characteristics of places.)
Understand the relationships between the Earth’s ecosystems and the populations that dwell with them.)
Understand the characteristics, distribution, and migration of human populations.)
Understand how human actions can impact the environment.
Understand how to apply geography to interpret the past and present and plan for the future.)
ECONOMICS:
(Standard 1:
(Standard 2:
(Standard 3:
Understand the fundamental concepts relevant to the development of a market economy.)
Understand the fundamental concepts relevant to the institution, structure, and functions of a national economy.)
Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace.)
CIVICS AND GOVERNMENT:
(Standard 1: The student will evaluate the roles, rights, and responsibilities of the United States citizens and determine methods of active participation in society,
government, and the political system.)
(Standard 2: The student will demonstrate and understanding of the principles, functions, and organization of government.)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
 Course Themes Addressed:
American Identity; Culture;
Demographic Changes;
Economic Transformations;
Politics & Citizenship; State’s
Rights v. Federal Rights; Reform;
Religion; Slavery; War &
Diplomacy; Leadership
 THE CIVIL WAR
o Union v. Confederate:
Strengths and Weaknesses
of Each Side e.g., Military
Leaders, Larger Population,
Network of Railroads, a
Navy, etc.
o Union Strategies for
Preserving the Union and
Winning the War:
(East) - to Capture and
Seize Richmond the Capital
(West) – to Take Control of
Mississippi River
(Sea)– Blockade Southern
Ports
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
Florida Standards Focus Standard:
LAFS.RH.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
LAFS.RH.6-8.9 Analyze the relationship between a primary
and secondary source on the same topic.
LAFS.RH.6-8.1 Cite specific textual evidence to support
analysis of primary and secondary sources.
LAFS.RH.6-8.8 Distinguish among fact, opinion, and
reasoned judgment in a text.
Content Benchmarks:
SS.8.A.5.1 Explain the causes, course, and consequence of
the Civil War (sectionalism, slavery, states' rights, balance
of power in the Senate).
SS.8.A.5.2 Analyze the role of slavery in the development of
sectional conflict.
SS.8.A.5.3 Explain major domestic and international
economic, military, political, and socio-cultural events of
Abraham Lincoln's presidency.
o Confederate Aim and
Strategy:
Win Recognition as an
SS.8.A.5.4 Identify the division (Confederate and Union
States, Border states, western territories) of the United
States at the outbreak of the Civil War.
Course Code: 2100010ACY
IN HISTORY/SOCIA
Instructional Tools
Florida Standards Focus Activity:
Students will track key Civil War military movements and battles by making
geographical connections and inferences using maps. There are a series of
maps with corresponding questions instructing students to identify information
and make critical inferences based on that information. Students will consider
different geographic themes like place, location and movement in their analysis.
Direct the students to turn to pages 467, 468, 484, 489 and 491 in the textbook
titled Discovering our Past to examine the maps and answer the corresponding
questions in the yellow subsections titled “Geography Connection.” Review the
information and answers with the students to facilitate understanding.
Ask students to visit the following site at: http://www.ioweb.com/civilwar/ On the
left side of this site there is a list of various diary entries from a private Jefferson
Moses, member of Company G, 93rd Illinois Volunteers who served in the Civil
War. Have students select 2 or 3 diary entries to read over and then have them
read the American literature piece entitled Across Five Aprils written by Irene
Hunt on p.463/464 and have them answer the DBQ questions on p. 464. Once
they have done this have them compare these two accounts of what a soldier’s
life was like during the war and write a one page analysis where they discuss the
similarities and differences of these two accounts. Remind students to cite
specific textual evidence to support analysis whenever possible.
Have students access the following website:
http://students.southmountaincc.edu/NR/rdonlyres/EA0B031B-B38C-4867A31F-7E85CC5391AC/5037/fact_vs_opnionamyedit.pdf Assign students to
do exercise # 3. Students are to read the short paragraph description about the
Civil War. The sentences in the paragraph have been numbered and those
numbers correspond to the chart included in the activity. After students have
read and determine what each sentence is either fact or opinions have them plug
in their answers in the chart.
Vocabulary/ Identification: border state, blockade, offensive, Rebel, Yankee,
blockade runner, ironclad, casualty, emancipate, ratify , habeas corpus, draft,
bounty, greenback, inflation, entrenched, total war, George McClellan, Robert E.
Lee, Ulysses S. Grant
Technology:
Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html
National Park Service U.S. Department of the Interior- “Key to the Battlefield”
http://www.nps.gov/
PBS’s “The Civil War” http://www.pbs.org/civilwar/
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Independent Nation;
Fight a Defensive War and
Wear Down the Union
o
o
SS.8.A.5.5 Compare Union and Confederate strengths and
weaknesses.
o Union Military Leaders:
e.g., George McClellan,
Ulysses S. Grant, George
Meade, William Sherman,
Joseph Hooker
SS.8.A.5.6 Compare significant Civil War battles and events
and their effects on civilian populations.
o Confederate Military
Leaders: e.g., Robert E.
Lee, Thomas Jackson,
James Longstreet, P.G.T.
Beauregard
Skill Benchmarks:
SS.8.A.1.1 Provide supporting details for an answer from
text, interview for oral history, check validity of information
from research/text, and identify strong vs. weak
o Role of Women, AfricanAmericans, and Other
Minorities: e.g., Clara
Barton, Harriet Tubman,
54th Massachusetts
Regiment
o
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
Major Battles and Events:
e.g., Battle of Bull Run,
Monitor v Merrimack, Battle
of Shiloh, Battle of
Antietam, New York Draft
Riots, Battle of Gettysburg,
the Gettysburg Address
Emancipation Proclamation
(1863): After a Decisive
Union Victory at the Battle
of Antietam, Lincoln
Announces Plan to Free All
Enslaved People in the
Confederacy
Turning Point in the Civil
War: Union victories at
Gettysburg and Vicksburg
in 1863
SS.8.A.5.7 Examine key events and peoples in Florida
history as each impacts this era of American history.
SS.8.A.1.2 Analyze charts, graphs, maps, photographs and
timelines; analyze political cartoons; determine cause and
effect.
SS.8.A.1.3 Analyze current events relevant to American
History topics through a variety of electronic and print media
resources.
SS.8.A.1.4 Differentiate fact from opinion, utilize appropriate
historical research and fiction/nonfiction support materials.
SS.8.A.1.5 Identify, within both primary and secondary
sources, the author, audience, format, and purpose of
significant historical documents.
SS.8.A.1.6 Compare interpretations of key events and
issues throughout American History.
SS.8.A.1.7 View historic events through the eyes of those
who were there as shown in their art, writings, music, and
artifacts.
SS.8.E.1.1 Examine motivating economic factors that
influenced the development of the United States economy
over time including scarcity, supply and demand,
SS.8.E.2.1 Analyze contributions of entrepreneurs,
inventors, and other key individuals from various gender,
social, and ethnic backgrounds in the development of the
IN HISTORY/SOCIA
Instructional Tools
Lincoln’s Bicentennial 1809-1909 http://www.abrahamlincoln200.org
Women In Military Service For America Memorial Foundation
http://www.womensmemorial.org/
Harper’s Weekly http://www.sonofthesouth.net/
Suggested Activities:
Have students analyze primary sources by accessing the worksheets developed
by the Education Staff of the National Archives and Records Administration:
http://www.archives.gov/education/lessons/worksheets/
Have students create a Civil War timeline.
Have students analyze Mathew Brady’s pictures.
arguments.
Have students write a review of the gallery of Brady’s pictures.
Have students analyze a map of the U.S. during the Civil War. Determine what
geographical factors would be an asset. Hold a mock military strategy planning
meeting for the North and the South and explain strategies based on
geographical features.
Have students create a Civil War newspaper from either the Confederate or
Union point of view.
Have students write a five-paragraph essay explaining the cause and effect of
the Emancipation Proclamation.
Have students read and analyze the “Gettysburg Address.”
Have students keep a journal on the hardships of war as a soldier, woman, child,
or minority.
Have students choose one event, battle, or individual and create a powerpoint
presentation. Students will present educate the class on their chosen topic.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
opportunity costs, incentives, profits, and entrepreneurial a
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
United States economy.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
o
o
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
IN HISTORY/SOCIA
Instructional Tools
Surrender at Appomattox
Court House (1865):
General Lee Surrenders to
General Grant in Small
Village in Virginia
SS.8.E.2.2 Explain the economic impact of government
policies.
Have students create a illustrated geographic dictionary of key terms in English
and their native language using a translation website: e.g.,
http://au.babelfish.yahoo.com/
SS.8.E.2.3 Assess the role of Africans and other minority
groups in the economic development of the United States.
http://wordmonkey.info/
Result and Consequences
of the War: e.g., Northern
and Southern Economies
are Strained, Billions of
Dollars in Damage, 600,000
Soldiers Died
SS.8.E.3.1 Evaluate domestic and international
interdependence.
Mandate(s):
SS.8.G.1.1 Use maps to explain physical and cultural
attributes of major regions throughout American history.
SS.8.G.1.2 Use appropriate geographic tools and terms to
identify and describe significant places and regions in
American history.
Character Education: Fairness
Haitian Heritage Month
African-American Contributions
Hispanic Contributions
Women’s Contributions
Global Perspective/Environmental
Concerns (May)
SS.8.G.2.1 Identify the physical elements and the human
elements that define and differentiate regions as relevant to
American history.
SS.8.G.2.2 Use geographic terms and tools to analyze case
studies of regional issues in different parts of the United
States that have had critical economic, physical, or political
ramifications.
SS.8.G.2.3 Use geographic terms and tools to analyze case
studies of how selected regions of the United States have
changed over time.
SS.8.G.3.1 Locate and describe in geographic terms the
major ecosystems of the United States.
SS.8.G.3.2 Use geographic terms and tools to explain
differing perspectives on the use of renewable and nonrenewable resources in the United States and Florida
SS.8.G.4.1 Interpret population growth and other
demographic data for any given place in the United States
throughout its history.
SS.8.G.4.2 Use geographic terms and tools to analyze the
effects throughout American history of migration to and
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
http://www.literacyconnections.com/InTheirOwnWords.php
State and District Instructional Requirements: Teachers should be aware
that State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic Contributions to the United States, Holocaust Education,
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
over time.
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
within the United States, both on the place of
IN HISTORY/SOCIA
Instructional Tools
origin and destination.
SS.8.G.4.3 Use geographic terms and tools to explain
cultural diffusion throughout the United States as it
expanded its territory.
SS.8.G.4.4 Interpret databases, case studies, and maps to
describe the role that regions play in influencing trade,
migration patterns, and cultural/political interaction
in
SS.8.G.4.5 Use geographic terms and tools to analyze case
studies of the development, growth, and changing nature of
cities and urban centers in the United
States over
SS.8.G.4.6 Use political maps to describe changes in
boundaries and governance throughout American history.
SS.8.G.5.1 Describe human dependence on the physical
environment and natural resources to satisfy basic needs
in local environments in the United States.
SS.8.G.5.2 Describe the impact of human modifications on
the physical environment and ecosystems of the United
States throughout history.
SS.8.G.6.1 Use appropriate maps and other graphic
representations to analyze geographic problems and
changes over time throughout American history.
SS.8.G.6.2 Illustrate places and events in U.S. history
through the use of narratives and graphic representations
SS.8.C.1.1 Identify the constitutional provisions for
establishing citizenship.
SS.8.C.1.3 Recognize the role of civic virtue in the lives of
citizens and leaders from the colonial period through
Reconstruction.
SS.8.C.1.4 Identify the evolving forms of civic and political
participation from the colonial period through
Reconstruction.
SS.8.C.1.5 Apply the rights and principles contained in the
the United States throughout time.
time.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
Constitution and Bill of Rights to the lives of citizens today.
SS.8.C.1.6 Evaluate how amendments to the Constitution
have expanded voting rights from our nation's early history
to present day.
SS.8.C.2.1 Evaluate and compare the essential ideals and
principles of American constitutional government expressed
in primary sources from the colonial period to
Reconstruction.
Course Code: 2100010ACY
Instructional Tools
IN HISTORY/SOCIA
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Date
May 5, 2016
to May 19,
2016
Pacing Guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
IN HISTORY/SOCIA
Assessment(s) Strategies
Florida Standards Focus Standard:
LAFS.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital
texts.
LAFS.RH.6-8.9 Analyze the relationship between a primary and secondary
source on the same topic.
LAFS.RH.6-8.1 Cite specific textual evidence to support analysis of primary
and secondary sources.
LAFS.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a
text.
Content Benchmarks:
SS.8.A.5.1 Explain the causes, course, and consequence of the Civil War
(sectionalism, slavery, states' rights, balance of power in the Senate).
SS.8.A.5.2 Analyze the role of slavery in the development of sectional
conflict.
SS.8.A.5.3 Explain major domestic and international economic, military,
political, and socio-cultural events of Abraham Lincoln's presidency.
SS.8.A.5.4 Identify the division (Confederate and Union States, Border
states, western territories) of the United States at the outbreak of the Civil
War.
SS.8.A.5.5 Compare Union and Confederate strengths and weaknesses.
SS.8.A.5.6 Compare significant Civil War battles and events and their
effects on civilian populations.
SS.8.A.5.7 Examine key events and peoples in Florida history as each
impacts this era of American history.
RAND(S) and STANDARD(S): AMERICAN HISTORY: (Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources.)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE
LEVEL
OR COURSE TITLE: Eighth Grade- U.S. History
Topic
16:
RECONSTRUCTION
Pacing
Date(s)
Traditional
14 days
5-20-16 to 6-9-16
Block
7 days
5-20-16 to 6-9-16
Course Code: 2100010ACY
IN HISTORY/SOCIA
ESSENTIAL QUESTIONS for Topic 16:
How and why did leaders disagree about the south rejoining the Union? How did Lincoln’s
assassination change the plans for the South rejoining the Union? How did the north attempt
to assist African American in the south? What elements were included in the Radical
Republican idea of Reconstruction? How were African Americans discouraged from
participating in civic life in the south? How did the 13th , 14th, and 15th amendments affect
African Americans? What were some improvements and some limitations for African
Americans? How did Democrats regain control in southern governments? Why did freedom
for African Americans become a distant dream after Reconstruction ended? Did the overall
impact of the Reconstruction move America closer or further from the founding ideals?
(Standard 5: Examine the causes, course, and consequence of the Civil War and Reconstruction including its effects on American peoples.)
GEOGRAPHY: (Standard 1:
Understand how to use maps and other geographic representations, tools, and technology to report information.)
(Standard 2: Understand physical and cultural characteristics of places.)
(Standard 3: Understand the relationships between the Earth’s ecosystems and the populations that dwell with them.)
(Standard 4: Understand the characteristics, distribution, and migration of human populations.)
(Standard 5: Understand how human actions can impact the environment.
(Standard 6: Understand how to apply geography to interpret the past and present and plan for the future.)
ECONOMICS: (Standard 1:
Understand the fundamental concepts relevant to the development of a market economy.)
(Standard 2: Understand the fundamental concepts relevant to the institution, structure, and functions of a national economy.)
(Standard 3: Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace.)
CIVICS AND GOVERNMNET: (Standard 1: The student will evaluate the roles, rights, and responsibilities of the United States citizens and determine methods of active
participation in society, government, and the political system.)
(Standard 2: The student will demonstrate and understanding of the principles, functions, and organization of government.)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
 Course Themes Addressed:
American Identity; Culture;
Demographic Changes;
Economic Transformations;
Politics & Citizenship; State’s
Rights v. Federal Rights; Reform;
Slavery; War & Diplomacy;
Leadership
 RECONSTRUCTION
o
Reconstruction Plans:
Lincoln’s Plan, Wade-Davis
Plan, Johnson’s Plan for
Rebuilding the South
o
Freedmen’s Bureau:
Government Agency Part of
the War Department Aimed
at Helping African American
Make the Transition to
Freedom
o
o
Election of 1864:

Took Place During War

No Confederate States
Participated

War Democrats and
Republicans Join to
form National Union
Party

Lincoln Runs as
Candidate for the
National Union Party

Abraham Lincoln
Defeats George
McClellan of the
Democratic party
Lincoln's Assassination
(1865):

Assassinated by Actor
Course Code: 2100010ACY
IN HISTORY/SOCIA
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Instructional Tools
Standards
Florida Standards Focus Standard:
Florida Standards Focus Activity:
LAFS.RH.6-8.5 Describe how a text presents information
Students will learn to discern how informational text is organized by completing
this activity. On page 500 in the textbook titled Discovering Our Past, there is a
(e.g., sequentially, comparatively, causally).
Summarizing exercise at the bottom of the page. Copy the graphic organizer on
Content Benchmarks:
the board and direct the students to copy a replica in their notebooks. Fill in only
SS.8.A.5.8 Explain and evaluate the policies, practices, and
the middle box with the word “Reconstruction.” Point out to the students that the
consequences of Reconstruction (presidential and
title of the book section is “Planning Reconstruction” and that the section deals
congressional reconstruction, Johnson's impeachment, Civil
with the various Reconstruction plans being considered and debated at the time.
Rights Act of 1866, the 13th, 14th, and 15th Amendments,
Ask the students to look through the lesson and predict what the names of the
opposition of Southern whites to Reconstruction,
plans might be and fill in the boxes accordingly. Tell the students that one or two
accomplishments and failures of Radical Reconstruction,
aspects of those plans will be written in each of the corresponding boxes. Next
presidential election of 1876, end of Reconstruction, rise of
read with and have students pick the aspects of each plan to be written in the
Jim Crow laws, rise of Ku Klux Klan).
corresponding boxes. Have a discussion comparing the different plans with the
students. Wrap up the exercise with the students by asking the students why the
Skill Benchmarks:
author made the choice to arrange the book section in this way.
SS.8.A.1.1 Provide supporting details for an answer from
Vocabulary/ Identification: Reconstruction, amnesty, radical, freedmen, black
text, interview for oral history, check validity of information
codes, override, impeach, scalawag,
carpetbagger, corruption, integrate,
from research/text, and identify strong vs. weak
arguments.
sharecropping, reconciliation, commission, cash crop, poll tax, literacy test,
grandfather clause, segregation, lynching
SS.8.A.1.2 Analyze charts, graphs, maps, photographs and
timelines; analyze political cartoons; determine cause and
effect.
SS.8.A.1.3 Analyze current events relevant to American
History topics through a variety of electronic and print media
resources.
Technology:
Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html
Our Documents from the National Archives http://www.ourdocuments.gov/
PBS’s “The Rise and Fall of Jim Crow”
http://www.pbs.org/wnet/jimcrow/index.html
SS.8.A.1.4 Differentiate fact from opinion, utilize appropriate
historical research and fiction/nonfiction support materials.
Library of Congress “Reconstruction and Its Aftermath” http://memory.loc.gov/
SS.8.A.1.5 Identify, within both primary and secondary
sources, the author, audience, format, and purpose of
significant historical documents.
Library of Congress “Report of the Board of Education for Freedmen: Daniel A.
P. Murray Pamphlet Collection” http://memory.loc.gov
SS.8.A.1.6 Compare interpretations of key events and
issues throughout American History.
Suggested Activities:
Have students analyze primary sources by accessing the worksheets developed
by the Education Staff of the National Archives and Records Administration:
http://www.archives.gov/education/lessons/worksheets/
SS.8.A.1.7 View historic events through the eyes of those
who were there as shown in their art, writings, music, and
artifacts.
SS.8.E.1.1 Examine motivating economic factors that
Have students select a Reconstruction Era political cartoon and draw a
conclusion on the intent.
Have students create a Venn Diagram comparing and contrasting the
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content

o
o
o
o
and Confederate
Sympathizer John
Wilkes Booth
Vice – President
Johnson Succeeds
Lincoln as President
Formation of Radical
Republicans: Fought for the
Protection of Rights of
“Freedmen”
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Instructional Tools
Standards
influenced the development of the United States economy
reconstruction plans for the South.
over time including scarcity, supply and demand,
opportunity costs, incentives, profits, and entrepreneurial a
Have students write a letter to the Freedmen’s Bureau from a newly
emancipated slave’s perspective explaining what their needs are.
SS.8.E.2.1 Analyze contributions of entrepreneurs,
inventors, and other key individuals from various gender,
social, and ethnic backgrounds in the development of the
SS.8.E.2.2 Explain the economic impact of government
policies.
SS.8.E.2.3 Assess the role of Africans and other minority
groups in the economic development of the United States.
Civil Rights Amendments:
13th,14th ,15th
SS.8.E.3.1 Evaluate domestic and international
interdependence.
First and Second
Reconstruction Act of 1867:
Divides 10 Southern States
into 5 Military Districts
SS.8.G.1.1 Use maps to explain physical and cultural
attributes of major regions throughout American history.
Johnson’s Impeachment
1868: House Accused
Johnson of Misconduct and
Sent Case to the Senate for
Trial; Senate Fails to
Impeach
o
Southern Resistances
Tactics e.g., Black Codes,
Ku Klux Klan
o
End of Reconstruction:
During the 1876 Election
the Congressional
Commission Votes for
Rutherford B. Hayes;
Compromise of 1877
Withdraws Troops from
Southern States
IN HISTORY/SOCIA
Have students create a timeline of the events of Reconstruction.
United States economy.
Have students read the Reconstruction amendments, analyze their intent, and
evaluate their success.
Have students write a newspaper article capturing the events or reaction of the
nation about the assassination of Lincoln.
Have students research and then compare and contrast the impeachment of
Andrew Johnson and William (Bill) Clinton.
Have students analyze the poem “O Captain, My Captain.” How does the
author’s point of view support Lincoln’s lore?
Assessment:
SS.8.G.1.2 Use appropriate geographic tools and terms to
identify and describe significant places and regions in
American history.
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
SS.8.G.2.1 Identify the physical elements and the human
elements that define and differentiate regions as relevant to
American history.
ELL:
SS.8.G.2.2 Use geographic terms and tools to analyze case
studies of regional issues in different parts of the United
States that have had critical economic, physical, or political
ramifications.
Have students create a illustrated geographic dictionary of key terms in English
and their native language using a translation website: e.g.,
http://translate.google.com/
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
http://wordmonkey.info/
o
Southern Government
Restrictions on African
Americans: Poll Tax,
SS.8.G.2.3 Use geographic terms and tools to analyze case
studies of how selected regions of the United States have
changed over time.
SS.8.G.3.1 Locate and describe in geographic terms the
major ecosystems of the United States.
SS.8.G.3.2 Use geographic terms and tools to explain
differing perspectives on the use of renewable and nonrenewable resources in the United States and Florida
SS.8.G.4.1 Interpret population growth and other
Additional ELL Strategies:
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
Provide students with the use of manipulative items (i.e.,3-D objects)
over time.
Provide students with cooperative learning activities (small/large group settings)
Provide students with structured paragraphs for writing assignments
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Literacy Test, Grandfather
Clause, Jim Crow Laws
Mandate(s):
Character Education: Fairness
Haitian Heritage Month
African-American Contributions
Hispanic Contributions
Women’s Contributions
Global Perspective/Environmental
Concerns (May)
Course Code: 2100010ACY
IN HISTORY/SOCIA
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Instructional Tools
Standards
demographic data for any given place in the United States
Provide students with the use of simplified/shortened reading text
throughout its history.
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
SS.8.G.4.2 Use geographic terms and tools to analyze the
http://www.literacyconnections.com/InTheirOwnWords.php
effects throughout American history of migration to and
State and District Instructional
Requirements:
within the United States, both on the place of
origin
and destination.
Teachers should be aware that State and District policy requires that all teachers
SS.8.G.4.3 Use geographic terms and tools to explain
K-12 provide instruction to students in the following content areas: Africancultural diffusion throughout the United States as it
American History, Character Education, Hispanic Contributions to the United
expanded its territory.
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
lesson plans can be downloaded from the Department of Social Sciences
SS.8.G.4.4 Interpret databases, case studies, and maps to
website, http://socialsciences.dadeschools.net/, under the headings “Character
describe the role that regions play in influencing trade,
Education” and “Multicultural Support Documents.” Please note that instruction
migration patterns, and cultural/political interaction
regarding the aforementionedinrequirements
the United
should
States
take
throughout
place throughout
time. the
entire scope of a given social studies course, not only during the particular
SS.8.G.4.5 Use geographic terms and tools to analyze case
month or day when a particular cultural group is celebrated or recognized.
SPED:
studies of the development, growth, and changing nature of
cities and urban centers in the United
States over
time.
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
SS.8.G.4.6 Use political maps to describe changes in
Next Generation Sunshine State Standards” in order to download the PDF of
boundaries and governance throughout American history.
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
SS.8.G.5.1 Describe human dependence on the physical
environment and natural resources to satisfy basic needs
in local environments in the United States.
SS.8.G.5.2 Describe the impact of human modifications on
the physical environment and ecosystems of the United
States throughout history.
SS.8.G.6.1 Use appropriate maps and other graphic
representations to analyze geographic problems and
changes over time throughout American history.
SS.8.G.6.2 Illustrate places and events in U.S. history
through the use of narratives and graphic representations
SS.8.C.1.1 Identify the constitutional provisions for
establishing citizenship.
SS.8.C.1.3 Recognize the role of civic virtue in the lives of
citizens and leaders from the colonial period through
Reconstruction.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Fourth Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
SS.8.C.1.4 Identify the evolving forms of civic and political
participation from the colonial period through
Reconstruction.
SS.8.C.1.5 Apply the rights and principles contained in the
Constitution and Bill of Rights to the lives of citizens today.
SS.8.C.1.6 Evaluate how amendments to the Constitution
have expanded voting rights from our nation's early history
to present day.
SS.8.C.2.1 Evaluate and compare the essential ideals and
principles of American constitutional government expressed
in primary sources from the colonial period to
Reconstruction.
Course Code: 2100010ACY
Instructional Tools
IN HISTORY/SOCIA
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
Course Code: 2100010ACY
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Date
Pacing Guide
Benchmark(s)
May 20, 2016
to June 9,
2016
Florida Standards Focus Standard:
LAFS.RH.6-8.5 Describe how a text presents information (e.g., sequentially,
comparatively, causally).
Content Benchmarks:
SS.8.A.5.8 Explain and evaluate the policies, practices, and consequences
of Reconstruction (presidential and congressional reconstruction, Johnson's
impeachment, Civil Rights Act of 1866, the 13th, 14th, and 15th
Amendments, opposition of Southern whites to Reconstruction,
accomplishments and failures of Radical Reconstruction, presidential
election of 1876, end of Reconstruction, rise of Jim Crow laws, rise of Ku
Klux Klan).
Data Driven
Benchmark(s)
Activities
IN HISTORY/SOCIA
Assessment(s) Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Course Code: 2100010
Everfi Program Overview
EverFi Financial Literacy™
Student Length: 6 hours (approximate)
Meets 53 of the 107 Florida Standards for economics.
Topics Covered: •Credit scores, •consumer fraud and protection, •budgeting, •insurance, •credit cards, •student loans, •1040’s, •FAFSA,
•mortgages, •taxes, •stocks, •savings, •401k’s
EverFi™ - Assist students in learning critical financial literacy skills. The web based program is plug and play ready and assists teachers in efficiently
providing critical need financial skills in a fun and engaging digital environment. The system automatically records student progress and reports the
unique score of each user back to the teacher. The program is engaging, easy to use, and provides students with a wonderful background on the
essential skills that are critical for their future financial success. The resource contains 10 modules covering over 600 topics including banking,
credit scores, insurance, credit cards, student loans, mortgages, taxes, stocks, savings, 401k’s and other critical concepts. Video, animations, 3-D
gaming, avatars, and social networking – bring complex financial concepts to life for today’s digital generation. Students who successfully complete
the course earn certification in financial literacy, which can be a powerful tool for job applications, college search, and internships.
Steps to Access
I. Activating Administrative Account
• Go to http://www.everfi.com/login • Click “sign up” on the top right of the screen. • Type in your school site registration site code (see list) and click “I’m a teacher”. • Complete the fields, enter your email address, create a • password and fill remaining fields. Click finished!
II. Creating Classes and Class Codes
1. Once logged in, select the “classes” tab from the top navigation bar.
2. On the dropdown and select “create class”.
3. Select the appropriate curriculum (if applicable). Name the class the and click “add class”. (This will automatically generate a class registration
code that will be stored on your dashboard. Students will use this class code in the same manner in which you registered.)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
III. Activating and Registering for Student Accounts
1. Go to www.everfi.com/login
2. Select “sign up” at the top right of the screen.
3. Enter the class registration code for YOUR class.
4. Select “I’m a student Student”
5. Fill in all the required fields.-You DO NOT have to enter an email address.
Course Code: 2100010
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Course Code: 2100010
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Course Code: 2100010
Additional Useful Online Resources for Financial Literacy Instruction:
Financial Literacy from Florida’s Chief Financial Officer:
 The Department of Social Sciences is pleased to provide information regarding Mr. Jeff Atwater, Florida’s Chief Financial Officer, FREE online
-DCPS employees can access this FREE online financial
literacy learning resource by clicking on the following link: http://www.myfloridacfo.com/YMM/default.aspx.
 Valuable information is available from this website regarding understanding credit and debt, saving and spending, planning for life’s events,
such as saving for college, buying a car, and a
resources are also available in Spanish by clicking on the “Spanish” tab at the bottom of the page.
H & R Block’s Budget Challenge:
 http://www.hrblockdollarsandsense.com/
 Everyone knows money doesn't grow on trees. At least they will if H&R Block has any say in it. By learning strong budgeting skills and fiscal
discipline early, kids can gain the knowledge and confidence to manage their own financial future. Our free H&R Block Budget Challenge
encourages students to learn personal finance in a fun, engaging way while competing against other classrooms and students for $3 million
in classroom grants and student scholarships.
National Education Association’s Warehouse on Teaching Financial Literacy:
 http://www.nea.org/tools/lessons/resources-for-teaching-financial-literacy.html
 Use these resources to supplement your curriculum and help students gain the financial literacy skills they’ll need to manage their financial
resources effectively throughout their lives.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
TOPIC 14: NORTH AND SOUTH
Video:
Northern & Southern Economies
Urban Centers
American Society & Early Industrialization
Immigrants: Factory Work
Poor Factory Conditions
The United States in the Mid-1800s
The South before the War: Cotton Is King: Slavery Expands in the 19th Century
Life on Southern Plantations
The South before the War: The Rural Way of Life
Political Power Shifts
Image:
"Life in Eastern Virginia, Home of a Planter"
Audio:
The Civil War: Two Views: The Export-centered Southern Economy
Article:
United States of America: History--Sectional Rivalries
Skill Builder:
Cotton Production and the Slave Population
TOPIC 15: ROAD TO THE CIVIL WAR
Video:
The United States in the Mid-1800s
Dred Scott Decision Helps Trigger The Civil War
The Debates, The Missouri Compromise, and the Kansas-Nebraska Act
The North before the War: Sectionalism
The North before the War: Bleeding Kansas & the Dred Scott Decision
The North before the War: The Lincoln-Douglas Debates: Abraham Lincoln Gains National Attention
The North before the War: States Secede and the Union Is Shattered
The South before the War: Resentment Grows against the North
Florida Becomes a State
The South before the War: The 1860 Election Causes Secession
The Emergence of the Republican Party
The Election of 1860 and Secession
Fort Sumter
Course Code: 2100010
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
The Confederate States of America
The Homestead Act
Image:
Map, Compromise of 1850 and Kansas-Nebraska Act.
A Map of Secession
Article:
Dred Scott Case
United States of America: History--The Preservation of the Union
Skill Builder:
The 1860 Presidential Election
TOPIC 16: THE CIVIL WAR
Video:
April 12, 1861: The First Shots are Fired
The North and South Compared
The War Years: 1861-1862
July 21. 1861: Battle of Bull Run
The Battle of Shiloh
General Lee's Invasion of the North: Battle of Antietam, Sharpsburg, Maryland (September 17, 1862)
The Emancipation Proclamation
Gettysburg: The Turning Point of the Civil War
Holding Vicksburg
The Gettysburg Address
Confederate and Union Strategies
Life on the Home Front
The Civil War
Clara Barton Founds Red Cross
The Surrender at Appomattox
Losses v. Gains of the War
Lincoln's Reelection
Image:
A map of secession.
Map of Sherman's march to the sea.
Monument to 54th Massachusetts Regiment
Battle of the Monitor and the Merrimac.
Audio:
Course Code: 2100010
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
The Civil War: Two Views: Northern Strategy Meets Southern Strengths
The Civil War: Two Views: A Bloody War
Article:
Civil War, American
Skill Builder:
The Confederacy
TOPIC 17: RECONSTRUCTION
Video:
Reconstructing the South
The Reconstruction Era
Reconstruction: The President's Plan
Congress and the Reconstruction Plan
Lincoln is Assassinated: Conspirators Punished: A Country Mourns
The Reconstruction Amendments
The Ku Klux Klan is Formed
Reconstruction and Military Rule
The End of Reconstruction
The Compromise of 1877
African Americans in the Gilded Age
Plessy vs. Ferguson and Declaring "Separate but Equal"
Image:
A map of the South under Military Reconstruction.
Thaddeus Stevens (1792-1868).
Issuing rations at a Freedmen's Bureau.
Audio:
Florida: Economy
Course Code: 2100010