Curriculum Framework
Quarter 3
Social Studies
Grade 8
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is
committed to these goals, as further described in our strategic plan, Destination 2025.
By 2025,
 80% of our students will graduate from high school college or career ready
 90% of students will graduate on time
 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
Purpose of the Framework
The 2015-2016 Social Studies Curricula Framework is to be utilized as a resource when planning classroom instruction and projects. Our goal is to ensure our
students graduate ready for college and careers. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become
efficient readers, writers, and communicators. To achieve this, it is essential that literacy strategies be purposefully and appropriately planned and implemented.
There are three instructional shifts that teachers should remember when planning and teaching:
http://www.tncore.org/english_language_arts/standards_and_shifts/instructional_shifts.aspx
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Framework Layout
Each framework is divided into three columns: (1) TN State Social Studies Standards, (2) Guiding Questions & Vocabulary, (3) Suggested Instructional Activities
& Resources and at the end you can find a few Literacy Lessons and Activities that serve as supplementary resources when planning lessons.
(1) This curriculum framework has Social Studies Literacy Activities, suggested lessons and additional resources at the end of the framework.
(2) Suggested Primary Source Documents and Supporting Texts are included in the Tennessee State Social Studies standards at:
http://tn.gov/education/article/social-studies-standards
(3) The Common Core Literacy can be found at: http://www.corestandards.org/ELA-Literacy/RH/introduction/
(4) This framework includes activities at the end of each quarter are examples of how the Literacy Standards are used in Social Studies instruction. These
Sample Lessons and Activities are provided to give teachers ideas about how the Literacy Standards can be used to create activities and to serve as models
for lesson creations.
When planning and teaching, teachers should consider the suggested texts highlighted at the start of all pacing guide topics. The suggested texts include texts
recommended by the Tennessee Department of Education as well as texts needed to complete suggested instructional activities in the third column of the framework.
Text may be read aloud, individually used by students, or referenced during instruction.
Literacy in Social Studies http://www.tncore.org/literacy_in_social_studies.aspx
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Curriculum Framework
Quarter 3
Social Studies
Grade 8
The Tennessee state standards for English Language Arts include a subset of literacy standards for teachers of history/social studies, science, and technical
subjects. These literacy standards do not change the subject-area content, which will continue to be governed by Tennessee standards for each subject. Rather, the
literacy standards provide expectations for how students will read and write in those courses. By incorporating more reading of complex informational text, holding
students accountable to that reading through text-based discussion and giving students text-based argumentative and expository writing assignments, teachers will
do the following:
 Support school-wide literacy efforts;
 Help prepare students for the literacy demands they will face in college and career, including the specialized reading and writing procedures of the relevant
discipline; and
 Reinforce students’ learning of subject-area content.
Using the Social Studies Curriculum Framework

The pacing guide’s suggested time frames for instruction are flexible and may vary from classroom to classroom.

The TN State Standards are at the helm of teaching and learning and must be used to guide the lesson.(column 1)

The guiding questions are used to gain student interest in learning and should be written on the board for the class to reference.(column 2)

Key content and academic vocabulary are listed (column 2).

Lessons, activities and student tasks are in the third column which lists the textbook pages and/or links to valuable resources.

At the end of each framework, the Literacy Activities/Lessons, should lead teachers to create additional activities on their own.

If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a
web browser such as Google Chrome or Mozilla Firefox.
Reference Resources:
Read Works
http://www.readworks.org/
Newsela
https://newsela.com/
Britannica www.school.eb.com Username: Shelby Password: county
Gilder-Lehrman
https://www.gilderlehrman.org/programs-exhibitions/affiliate-school-program
Teacher Tube (Uses your SCS Log-in)
McGraw Hill: Connected.com
(for SCS teachers only- call 1 (800) 437-3715 for Log-in)
These sites can be used as you develop your lesson plans!
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Curriculum Framework
Social Studies
Grade 8
Quarter 3
WIDA
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with
appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set
of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled
for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.
WIDA
https://www.wida.us/standards/ELP_standardlookup.aspx
Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.
Example: 6-8 Reading Economic
Trends
Entering:
Chart economic data based on
phrases or simple statements
with graphic support (e.g.,
changes in crop production)
Beginning:
Classify economic data based on
information in text and charts
(e.g., major crops by states or
regions)
Developing:
Compare economic data based
on information in text and charts
(e.g., Which crop is produced
less today than 5 years ago?)
Expanding:
Predict economic data for
upcoming years based on
information in text and charts
(e.g., Which crop will have less
production in 5 years?)
Bridging:
Interpret economic trend data
based on information from grade
level text and charts (e.g., Why
has there been a decline in
profits from this crop in the past 5
years?)
Example: 6-8 Reading
Civic Rights and Responsibilities
Entering:
Identify rights or responsibilities
of people in U.S. or other
countries using illustrations and
labels, or phrases
Beginning:
Sort rights or responsibilities of
people in U.S. or other countries
using illustrations and written
statements
Developing:
Select examples of rights or
responsibilities of people in U.S.
or other countries using
illustrations and written
descriptions
Expanding:
Evaluate rights or responsibilities
of people in U.S. or other
countries using illustrated text
Bridging:
Infer rights or responsibilities of
people in U.S. or other countries
from grade level text
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Curriculum Framework
Quarter 3
Social Studies
Grade 8
A Word About Vocabulary Instruction
Effective Tier 2 academic vocabulary development necessitates daily direct and explicit instruction in vocabulary that includes systematic practice, review, and deep processing.
Teachers must immerse students in word-rich environments, while teaching and modeling word learning strategies.
In all content areas, academic vocabulary instruction must be cumulative, and the terms should be integrated into increasingly complex tasks. In language arts, more time should be
spent on instruction about the nuance of the word, its origin, root, and/or affixes. Additionally, language arts teachers should use word work strategies such as parts of speech,
semantic word webs, and other evidence-based vocabulary practice
Common Core State Standards: Focus on Tier 2 & Tier 3 Vocabulary



Tier 1 Basic words that commonly appear in spoken language. Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1 words rarely
require explicit instruction. Examples of Tier 1 words are clock, baby, happy and walk.
Tier 2 High frequency words used by mature language users across several content areas. Because of their lack of redundancy in oral language, Tier 2 words present
challenges to students who primarily meet them in print. Examples of Tier 2 words are obvious, complex, establish and verify.
Tier 3 Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the
various academic domains and should be integral to instruction of content. Medical, legal, biology and mathematics terms are all examples of these words.
Explicit instruction of the Tier 2 academic words is required in order for students to know and use the words accurately in reading, writing, and speaking. Multiple exposures and
practice are key characteristics of effective vocabulary instruction. Teachers are expected to use evidence-based vocabulary strategies, such as those found in the SCS curriculum
maps.
Links to Support Vocabulary Instruction & Development
http://www.sde.idaho.gov/site/social_studies/docs/core/Visual%20Evidence.pdf
http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/
https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html
http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf
http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf
http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)
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Curriculum Framework
Quarter 3
Social Studies
Grade 8
8th Grade U.S. History & Geography
Pacing Guide
Time
1st Quarter
Weeks 1-3
Colonialism (1600-1750)
Weeks 3-4
Development of a New Nation (1720-1787)
Weeks 5-9
The Constitution and Foundation of the American Political System (1777-1789)
Time
2nd Quarter
Weeks 1-2
Growth of a Young Nation (1789-1849)
Weeks 3-5
The United States’ Role on the World Stage (1789-1849)
Weeks 6-9
The Sectionalism of the American North, South and West (1800-1850) part 1
Time
Weeks 1
3rd Quarter
The Sectionalism of the American North, South and West (1800-1850) part 2
Weeks 2-5
Slavery in America (1800-1850)
Weeks 6-9
Civil War (1830-1865)
Time
4th Quarter
Weeks 1-4
Reconstruction (1865-1877)
Weeks 5-9
Westward Expansion after the Civil War (1865-1890)
* Please note these time frames are suggested/estimated times. Actual instruction may vary due to schedule complications, remediation efforts or other factors.
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Curriculum Framework
Social Studies
Grade 8
Quarter 3
Guiding Questions/Vocabulary
Tier 2 & 3
State Standards
Instructional Activities & Resources
The Sectionalism of the American North, South and West: Manifest Destiny (part 2)
Weeks: 1-2
Text:
McGraw Hill - Discovering Our Past:
A History of the United States: Early years
TN State recommended Primary Documents and Supporting Readings:
The Declaration of Sentiments (Lexile – 1360L)
Nature By: Ralph Waldo Emerson
Self- Reliance By Walden (Lexile – 1360L)
Civil Disobedience (Lexile –1340L)
Walden By Henry David Thoreau (Lexile – 1420L)
Ain’t I A Woman By McKissack (Lexile – 960))
Eliza Bryan of the New Madrid Earthquakes
http://hsv.com/genlintr/newmadrd/accnt1.htm (Lexile – 1380L)
Roughing It Mark Twain (Lexile – 1270)
A Narrative in the life of David Crockett (Lexile – 1160L)
8.58 Describe the concept of Manifest Destiny
and its impact on the developing character of
the American nation, including the purpose,
challenges and economic incentives for
westward expansion. (C, E, G, H, P)
8.59 Describe American settlements in Texas
after 1821 and the causes for the Texas War
of Independence, including the roles of Davy
Crockett and Sam Houston in the war and the
8.58 What is Manifest Destiny? Was Manifest
Destiny justified? How did Florida become a
state?
8.59 How did Texas become a state? Why is the
Alamo considered a legacy in American History?
Why did it take the United States a long time to
annex Texas? Why was the battle of San Jacinto
so important?
Chapter 13
Text Pp. 346- 372
8.58 Write an informative essay describing the concept of
Manifest Destiny and its impact on the developing
American Nation. Be sure to include its purpose, challenges, and economic
incentives for westward expansion.
Literacy RH.6-8.1
http://www.nps.gov/civilwar/war-and-westward-movement.htm
http://www.history.com/topics/westward-expansion
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Curriculum Framework
State Standards
legacy of the Alamo.
(C, E, P)
Guiding Questions/Vocabulary
Tier 2 & 3
8.60 Who was John C. Frémont? What did John
C. Frémont do that affected California?
8.61 Which argument expresses the modern
views and laws about the ideals expressed in the
Manifest Destiny concept?
8.62 How did the Santa Fe Trail benefit the New
Mexico Territory? How do you think Mexico will
react when Americans begin to claim those
lands? What is the Wilmot Proviso and how did it
affect slavery?
8.60 Analyze the reasons, outcome and legacy
of groups moving west including the mountain
men/trail blazers, Mormons, missionaries and
settlers and the impact of the Oregon Trail and
John C. Fremont.
(C, G, H)
8.61 Describe the major events and impact of
the presidency of James K. Polk, including his
“Dark Horse” nomination, the settlements of
the Oregon boundary, the annexation of
Texas, and the acquisition of California
Social Studies
Grade 8
Quarter 3
8.63 How did the culture of California develop?
Content Vocabulary Tier 3: Tejano joint
occupation, mountain men, emigrant, prairie
schooner, Manifest Destiny, decree, rancho,
ranchero, forty-niner, boomtown, vigilante, trade
union, strike, prejudice, discrimination, famine,
nativist
Academic Vocabulary Tier 2: battle, annex,
access, resource, justify constitution,
incorporate, constitute, transformation,
speculation, ban, community, license
Instructional Activities & Resources
8.59 Write an informative essay describing the American
settlements in Texas after 1821 and the causes for the
Texas War of Independence. Be sure to include the
roles of Davy Crockett, Sam Houston, and the legacy
of the Alamo.
Literacy RH.6-8.3
http://www.bing.com/search?q=mexican%20american%20war&pc=cosp&ptag
=N1234D010815A316A5D3C6E&form=CONBDF&conlogo=CT3210127
8.59 Display the interactive map about the war with Mexico from the textbook
again. Have students write an analysis of the map and what was happening?
http://tpwd.texas.gov/state-parks/san-jacinto-battleground
http://www.thealamo.org/
8.60 GRAPHIC ORGANIZER Taking Notes Use an interactive graphic
organizer to list the accomplishments of some of the leaders mentioned in this
lesson.
Writing Students should write an essay incorporating the vocabulary words
and content information. They should cite evidence of where they got their
information. Literacy RI.8.1
http://civilwarhome.com/fremontbio.htm
8.61 Sequencing Display the interactive map about the war with Mexico from
the textbook. Point out the disputed area north of the Rio Grande. Have
students sequence the goals and steps taken by Zachary Taylor to achieve
Polk's war plan.
Text Pp. 360 - 364
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Curriculum Framework
State Standards
Social Studies
Grade 8
Quarter 3
Guiding Questions/Vocabulary
Tier 2 & 3
Instructional Activities & Resources
through the Mexican War. (E, G, H, P)
8.62 Describe the causes, course, and
consequences of the Mexican War, including
the controversy over the Rio Grande boundary,
the roles played by Zachary Taylor and
Winfield Scott, the Mexican Cession and the
Wilmot Proviso. (C, E, G, H, P)
8.62 Mapping Students will map the trails and the way the early explorers
were able to identify the new territories.
Analyzing Visuals Refer students to the interactive map of the Santa Fe Trail
from the textbook again. Text p. 361
http://www.history.com/topics/wilmot-proviso
Literacy RH.6-8.7
8.63 Contrasting Have students contrast Spanish and Mexican relations with
Americans regarding New Mexico.
8.63 Trace the major figures and events in the
discovery of gold in California and its impact
on the economy of the United States, including
John Sutter, and 49’ers. (C, E, G, H)
Text pp. 365- 3667
VIDEO Previewing Show the Learn360 video about California's early history to
give students a brief overview of California from its earliest inhabitants to
about the time of the Gold Rush. Answer any questions students may have.
Discussing Discuss with students the influence of Spanish culture on the
development of California, specifically the missions.
http://www.timetoast.com/timelines/gold-rushes-of-the-1800s
Literacy RH.6-8
http://www.bing.com/search?q=McGraw+Hill+Textbooks+Online+Social+Studi
es&FORM=R5FD6&adlt=strict
Literacy RH.6-8.5
8.72 Identifying- As you read, use a diagram and compare and contrast
geographical changes.
Determining Cause and Effect
As you read, use a diagram like this one to show the reasons cotton
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Curriculum Framework
Social Studies
Grade 8
Quarter 3
Guiding Questions/Vocabulary
Tier 2 & 3
State Standards
Instructional Activities & Resources
production grew but industrial growth was slower in the South.
http://www.civilwar.org/education/history/civil-war-overview/overview.html
http://www.bing.com/search?q=McGraw+Hill+Textbooks+Online+Social+Studi
es&FORM=R5FD6&adlt=strict
Literacy RH.6-8.2
The Lincoln-Douglas Debates Text pg. 436
Slavery in America
Weeks: 3-5
Text
McGraw Hill - Discovering Our Past:
A History of the United States: Early years
TN State recommended Primary Documents and Supporting Readings:
Uncle Tom’s Cabin (Lexile 1050L)
The Lincoln Debates, (Lexile – 890L)
The Dred Scott Decision (Lexile – 950L)
The Autobiography of Frederick Douglass (Lexile – 920L)
8.64 Describe the significance of the
Northwest Ordinance and the banning of
slavery in new states north of the Ohio River.
(C, E, P)
8.64 What did the Northwest Ordinance say
about slavery? In what ways was the
Confederation government weak? How did the
Northwest Ordinance make it possible for a
territory to become a state? What was the major
provision of the Ordinance of 1785?
8.64 What did the Northwest Ordinance say
about slavery? In what ways was the
Confederation government weak? How did the
8.64 MAP Identify the map entitled "The Northwest Territory" from the textbook
to discuss the area of the Northwest Territory.
Summarize the provisions of the Northwest Ordinance. Using a graphic
organizer.
Text pp180-181
Literacy RH.6-8.7
8.65 Making Inferences about why the Missouri Compromise was essential.
Explain how the Land Act of 1800 benefitted settlers and why. Text pp.
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Curriculum Framework
State Standards
8.65 Describe the reasons for and the impact
of the Missouri Compromise of 1820. (G, H, P)
8.66 Analyze the impact of the various leaders
of the abolitionist movement, including John
Brown and armed resistance; Harriet Tubman
and the Underground Railroad; William Lloyd
Garrison and The Liberator; Frederick
Douglass and the Slave Narratives; and
Harriet Beecher Stowe’s Uncle Tom’s Cabin,
Virginia Hill and Free Hill, Tennessee; Francis
Wright and Nashoba Commune; and Elihu
Embree’ s The Emancipator. (C, E, H, P, TN)
8.67 Explain the reasons for and the impact of
the Compromise of 1850, including the roles
played Daniel Webster and John C. Calhoun
and the Fugitive Slave Law. (C, E, G, H, P)
8.68 Explain the motivations behind passage
of the Kansas-Nebraska Act of 1854, including
the rise of the Republican Party, “Bleeding
Kansas,” the Sumner Brooks incident, and the
Social Studies
Grade 8
Quarter 3
Guiding Questions/Vocabulary
Tier 2 & 3
Northwest Ordinance make it possible for a
territory to become a state? What was the major
provision of the Ordinance of 1785?
8.65 Why was it important for Congress to let
new states enter the Union with the same rights
and privileges as the original states?
8.65 Why was it important for Congress to let
new states enter the Union with the same rights
and privileges as the original states?
8.66 What political compromises were made
because of slavery? How did a new political
party affect the challenges to slavery? What do
you know about farm labor in the South? What
do you think life was like for enslaved children?
8.67 What political compromises were made
because of slavery? What successes and
failures did the society experience? For an
enslaved person, what were some advantages
and disadvantages of going to Liberia? How did
the Compromise of 1850 address the question of
slavery?
8.68 What events led to "Bleeding Kansas"?
What was the importance of the election of
1860? Who formed the Free-Soil Party and why?
What is the Kansas-Nebraska Act?
8.69 Why was the Dred Scott case important?
Instructional Activities & Resources
http://www.history.com/topics/wilmot-proviso
Literacy RH.6-8.7
8.65 Making Inferences about why the Missouri Compromise was essential.
Explain how the Land Act of 1800 benefitted settlers and why.
http://www.history.com/topics/wilmot-proviso
Literacy RH.6-8.7
8.66 Discussing Review the use of farm labor in the South. Students will chart
the various techniques used to increase revenue.
Evaluating in a discussion the establishment of the American Colonization
Society. List and illustrate all the events that was leading to the Civil War.
http://www.pbs.org/wgbh/aia/part4/4p2958.html
http://www.ushistory.org/us/28a.asp
http://thedynamite.weebly.com/blog/harriet-beecher-stowe-harriet-tubmanwilliam-lloyd-garrison-frederick-douglass-sarah-and-angelina-grimkesojourner-truth-and-john-brown
Literacy RH.6-8.4
8.67 Organizing Students will volunteer to summarize the three main reasons
for Northern opposition to abolition. Students will illustrate and write a
narrative explaining the system of slavery.
http://americanhistory.about.com/od/beforethewar/g/compromise1850.htm
http://www.biography.com/people/john-c-calhoun-37250
8.68 GRAPHIC ORGANIZER Taking Notes Use the interactive graphic
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Curriculum Framework
State Standards
John Brown raid on Harper’s Ferry. (H, P)
8.69 Analyze the reasons for and applied by
the Supreme Court in the Dred Scott v.
Sandford case and the resulting divisiveness
between the North and South. (C, H, P)
8.70 Examine the arguments presented by
Stephen Douglas and Abraham Lincoln in the
Illinois Senate race debate of 1858. (H, P)
8.71 Identify the conditions of enslavement,
and explain how slaves adapted and resisted
in their daily lives. (C, H)
Quarter 3
Social Studies
Grade 8
Guiding Questions/Vocabulary
Instructional Activities & Resources
Tier 2 & 3
Why did the Dred Scott decision say voters could organizer to describe and review the work that was done on Southern
not ban slavery? Why did John Brown raid the
plantations. Have students use the graphic organizer to compare the tasks
arsenal at Harpers Ferry?
discussed in this section to the tasks performed by African Americans on a
plantation.
http://www.ushistory.org/
Literacy RH.6-8.1
8.69 Making Connections have students write newspaper articles describing
8.70 How did Abraham Lincoln and Stephen A.
Douglas play a role in the challenges to slavery? and analyzing the Dred Scott decision. Identifying Use the interactive image
about Dred Scott's background and discuss with students why he sued for his
How did a new political party affect the
freedom. Be sure to use the information on the slide to discuss key points in
challenges to slavery? Why did the Republican
his life that would be used in the case. Point out how long it took the case to
Party form?
reach the Supreme Court.
8.71 How did enslaved African Americans try to
http://www.bing.com/search?q=McGraw+Hill+Textbooks+Online+Social+Studi
cope with their lack of freedom? How did the
es&FORM=R5FD6&adlt=strict
African American spirituals develop?
8.70 Making Connections -Students will create a case and offer their theories,
Content Vocabulary Tier 3 (Chapter 7):
then review background: they will share with the class and debate. Analyzing
bicameral, republic, impact yeoman, overseer,
Review the details of enslavement and summarize Chief Justice Roger
spiritual, slave code, Underground Railroad,
Taney's comments about Scott, Congress, the Missouri Compromise, and
literacy, regulate, fugitive, seceding, ordinance,
popular sovereignty. Point out how serious it was that Taney's decision meant
depreciate, depression, proportional,
that the Constitution protected slavery.
manumission, abolitionist
Content Vocabulary Tier 2 (Chapter 7): evaluate, Discussing reactions from both the North and the South with regard to the
methods the slaves used to survive and stay strong.
legal, brief, clause, convention, amend, route,
compromise, impact, revere, relinquish,
reformation, concurrence, traditions, impact
8.71 Making Connections Have students complete the Primary Source Activity
Content Vocabulary Tier 3 (Chapter 16):
for this chapter, "A Life in Slavery," as homework. After students read and
Fugitive, secede, border ruffian, civil war,
discuss both primary sources, have them answer the questions on the second
arsenal, martyr, secession, states’ rights,
page.
Content Vocabulary Tier 2 (Chapter 16):
regulate, network, rigid, topic, rejected, justify,
ordained, administer, unimpaired,
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Curriculum Framework
State Standards
Social Studies
Grade 8
Quarter 3
Guiding Questions/Vocabulary
Tier 2 & 3
Instructional Activities & Resources
The Civil War
Weeks: 6-9
Text
McGraw Hill - Discovering Our Past:
A History of the United States: Early years
TN State recommended Primary Documents and Supporting Readings:
House Divided, 1858 Lincoln’s Speech (Lexile- 1000L)
Gettysburg Address 1863 (Lexile – 900L)
Inaugural Address 1861, 1865 (Lexile – 1030L)
The Respective of Co. Aytch, Sam Watkins (Lexile – 1330L)
8.72 Identify on a map the boundaries
constituting the North and the South and
delineate and evaluate the geographical
differences between the two regions, including
the differences between agrarians and
industrialists.
8.73 Describe the influence of industrialization
and technological developments of the
regions, including human modification of the
landscape and how physical geography
shaped human actions-growth of cities,
deforestation, farming and mineral extraction.
8.74 Evaluate each candidate and the election
of 1860 and analyze how that campaign
reflected the sectional turmoil in the country.
8.75 Explain the geographical division of
Tennessee over the issue of slavery and
secession, including Governor Harris, the
8.72 What group made up the largest number of
whites in the South? What are the differences
between the North and the South
geographically? How do the changes
geographically affect economics?
8.73 How was the Civil War a political, social,
and economic turning point?
8.75 Why did the election of Lincoln spark the
secession of southern states? Why was
Tennessee apprehensive to secede from the
union?
Students will research and share their insights from The Union's "Grand
Strategy" and open the classroom for discussion. Literacy SL 8.2
8.72-8.73 Identify on a map the boundaries constituting the North and the
South and delineate and evaluate the geographical differences between the
two regions, including the differences between agrarians and industrialists.
Text pg.471 or
http://etc.usf.edu/maps/galleries/us/complete/index.php?pagenum_reco
rdset1=2
8.74 Create a graphic the compares the four candidates in the 1860
election.
http://www.ushistory.org/us/32d.asp
8.76 How did geography, economics, and land
boundaries in the North and South of the Civil
War lead to over-rated confidence in
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Curriculum Framework
State Standards
secession convention vote of 1861, antisecession efforts, and Scott County.
8.76 Describe Abraham Lincoln’s presidency
and his significant writings and speeches,
including his House Divided speech in 1858,
Gettysburg Address in 1863, Emancipation
Proclamation in 1863 and inaugural addresses
in 1861 and 1865.
8.77 Explain the roles of leaders during the
Civil War, including Ulysses S. Grant,
Jefferson Davis, Robert E. Lee, Stonewall
Jackson and soldiers on both sides of the war,
including Tennesseans David Farragut,
Nathan Bedford Forrest and William Brownlow.
8.78 Describe African-American involvement in
the Union army, including the Massachusetts
54th Regiment and the 13th U.S. Colored
Troops in the Battle of Nashville.
Social Studies
Grade 8
Quarter 3
Guiding Questions/Vocabulary
Tier 2 & 3
Instructional Activities & Resources
perceptions of victory?
8.75 Explain in graphic form what was Tennessee’s actions and your view on
if the South had the right to secede from the Union.
Text pp.443-445
8.77 What problems, roles, and outcomes of
leadership from both sides have on the
outcome of the Civil War?
8.76 Students will write a critique of Lincoln’s Speeches.
http://www.abrahamlincolnonline.org/lincoln/speeches/speeches.htm
8.78 Why did African Americans get involved in
the war against slavery?
8.79 Cite textual evidence analyzing the life of
the common soldier in the Civil War, including
Sam Watkins and Sam Davis.
8.79 How did geography, economics, and
land boundaries in the North and South of
the Civil War lead to over-rated confidence
in perceptions of victory?
8.80 Trace the critical developments and
events in the war, including geographical
advantages and economic advantages of both
sides, technological advances and the location
and significance of the following battles:•
Anaconda Plan
• First Battle of Bull Run
•
Fort Henry and Fort Donelson • Shiloh
•
8.80 What really brought an end to the Civil
War? Who and how did the soldiers live and
what legacy did they leave behind? Did the
Gettysburg address give comfort to
8.77 Students will make a graph which analyzes the roles, and
outcomes of leadership from both sides have on the outcome of the
Civil War?
http://www2.lhric.org/pocantico/civilwar/leaders.htm
8.78 -8.79 Student will write an essay about their opinion of African
American fighting in the war. Students will describe the advantages/
disadvantages of each side.
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Curriculum Framework
State Standards
Antietam• Stones River
• Fredericksburg
•
Chancellorsville
• Gettysburg
• Vicksburg
•
Chickamauga
• Lookout Mountain
• Franklin
• Nashville
• Sherman’s “March to the Sea” •
Appomattox Court House
8.81 Assess the impact of the assassination of
President Abraham Lincoln on both the North
and the South.
Social Studies
Grade 8
Quarter 3
Guiding Questions/Vocabulary
Tier 2 & 3
Instructional Activities & Resources
Northerners?
8.81 Reconstruction? What-Lincoln got
assassinated.
Content Vocabulary Tier 3 : border state, enlist,
tributary, Emancipation Proclamation, ironclad,
casualty, habeas corpus, draft, bounty, agrarian,
greenback, industrialist, blockade, “dressin
down”(intentional incorrect spelling of dressing
down), entrench, flank, total war,
Academic Vocabulary Tier 2: strategy, abandon,
distributed, substitute, stock, encountered,
reverse, series, interpreted, compassion,
resistance
8.80 Have each student pick two of the bulleted battles and give an oral
report after completing research using at least five sources. Students
should highlight the important points and trace the critical developments
and events in the war, including geographical advantages and economic
advantages of both sides, technological advances and the location and
significance of the following battles. Report should also maps that show the
location of the key battles. Literacy SL8.3
8.81 Write an announcement that informs U S Citizens that president
Lincoln was assassinated. Literacy SL.8.3
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Curriculum Framework
Social Studies
Grade 8
Quarter 3
Literacy Lessons & Activities
Manifest Destiny
RH8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
Write an essay that answers:
How did the “Manifest Destiny” attitude impact
American settlers?
What was behind the plan?
Was America justified in their invasion and how did
they use it?
The PBS site has Pictures videos, maps and text.
Also use Textbook reference Pp. 362- 364
http://www.pbs.org/kera/usmexicanwar/prelude/ma
nifest_destiny_overview.html
http://www.pbs.org/kera/usmexicanwar/prelude/jp_j
p_and_the_mexican_war.html
Reading: go to:
• www.history.com
•
www.sandfordhistory.com
and read about Manifest Destiny
Slavery
RH8.8. Distinguish among facts, reasoned
judgment in a text.
Civil War
WHST 8.9. Draw evidence from informational texts to support analysis
reflection, and research.
What conflicts do people of different cultures and
backgrounds experience and how can they be
solved?
Textbook Reference Pp. 393-396
After doing research on the weather conditions and environmental
status, create about ten Journal entries as if you were on the battle field
as a soldier.
http://www.accuweather.com/en/weather-news/battle-of-gettysburg150th-ann/14824506
Create a chart to categorize the various aspects
of the treatment of American slaves during 1th
1800s. Research the lack of freedoms guaranteed
to the slaves. Why did the U.S. Constitution fail
them? Respond in essay format
http://www.heartcom.org/FiveCoreFreedoms.htm
http://www.weatherbook.com/early.html
Textbook Reference Pp 452-487
WHST6.1. Write arguments focused on discipline-specific content. 1.
Introduce claim(s) about a topic or issue, acknowledge and distinguish
the claim(s) from alternate or opposing claims, and organize the reasons
and evidence logically. 2. Support claim(s) with logical reasoning and
relevant, accurate data and evidence that demonstrate an understanding
of the topic or text, using credible sources.
Possible topics: Does America have a responsibility to African
Americans and to Native Americans? How about to other nationalities
who want to live here?
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Curriculum Framework
Quarter 3
Social Studies
Grade 8
Additional Resources
The Fourteenth Amendment: Part I
Sparknotes: Westward Expansion

 http://www.sparknotes.com/history/american/westwardexpansion/section11.rhtml
The Battle of the Little Bighorn
http://www.pbslearningmedia.org/resource/vtl07.la.ws.style.fourameni/the-fourteenthamendment-part-i/
The Fourteenth Amendment: Part II

http://www.pbslearningmedia.org/resource/vtl07.la.ws.style.fouramenii/the-fourteenthamendment-part-ii/
Freedom’s Bureau

http://betterlesson.com/community/lesson/19586/lesson-2-freedmen-s-bureau
Slavery In America


http://www.history.com/topics/black-history/slavery
https://www.gilderlehrman.org/history-by-era/slavery-and-antislavery/resources/facts-about-slave-trade-and-slavery

 http://www.eyewitnesstohistory.com/custer.htm.
Images of the West
 http://www.pbs.org/weta/thewest/lesson_plans/lesson05.htm
George Jordan
 http://www.blackpast.org/aaw/jordan-george-1849-1904
Prairie Settlement
 http://www.loc.gov/teachers/classroommaterials/connections/prairie-settlement/history6.html
Circle of Stories
 http://www.pbs.org/circleofstories/educators/lesson2.html
Buffalo Soldiers
 http://www.schooltube.com/video/75888ce022b24d968ac1/Freedman'sBureau
The Road to Impeachment

http://education.texashistory.unt.edu/lessons/psa/Buffalo_Soldiers/

http://www.scholastic.com/teachdearamerica/westward.htm
 http://civclients.com/nehint/impeach/
Andrew Johnson
 http://www.tn4me.org/sapage.cfm/sa_id/96/era_id/6/major_id/20/minor_id/56/a_id/135
The Gilded Age

http://tn.pbslearningmedia.org/resource/3340f0ba-8fce-4990-9ab7-350c915414d1/andrewjohnson-60-second-presidents/
Civil War Reconstruction


http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/1385/5_HealingWounds.
pdf


http://www.teachingushistory.org/pdfs/Flip-FlapBooklet.pdf

http://www.pbslearningmedia.org/resource/bf09.socst.us.const.backlash/reconstructionbrings-white-resistance/
 http://www.pbs.org/wgbh/americanexperience/films/triangle/player/
Fruits of Thy Labor

http://www.hmhco.com/country/us/tennessee/social-studies/the-americans-reconstruction-tothe-present

http://www.tngenweb.org/law/constitution1870.html
https://www.gilderlehrman.org/history-by-era/rise-industrial-america-1877-1900/gildedage/teaching-resources
Women and Children in the Workforce
http://tn.pbslearningmedia.org/resource/076b6f88-c368-46f8-b1fb-ce04d087e73e/johnsonwomen-children-in-the-workforce-segment-1/

http://tn.pbslearningmedia.org/resource/a6b6df48-7063-4ff5-a8d5-b96263817a6e/fruits-ofthy-labor/

http://www.havefunwithhistory.com/HistorySubjects/index.html
 http://edsitement.neh.gov/lesson-plan/battle-over-reconstruction-aftermath-war
Yellow Fever
Industrial Revolution


http://teva.contentdm.oclc.org/cdm/landingpage/collection/Centennial

http://www.socialstudiesforkids.com/subjects/spanishamericanwar.htm
http://historic-memphis.com/memphis-historic/yellow-fever/yellow-fever.html
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Curriculum Framework
Quarter 3
Social Studies
Grade 8
Additional Resources
 http://www.pbs.org/wgbh/amex/fever/peopleevents/e_1878.html
Jim Crow


 http://www.owlteacher.com/the-progressive-era.html
Amendments
http://tn.pbslearningmedia.org/resource/bf10.socst.us.indust.whowasjim/who-was-jim-crow/
 http://www.ferris.edu/jimcrow/links/courses/thunder.pdf
English
 http://www.webenglishteacher.com/mtaylor.html
Coca-Cola
http://tn.pbslearningmedia.org/resource/e750af9d-28e8-4912-9ce3-3cc9b22d10c2/spanishamerican-war/
 http://kids.laws.com/
Ida B. Wells

http://www.pbslearningmedia.org/resource/bf09.socst.us.const.antilynch/ida-b-wells-alifetime-of-activism/

http://tn.pbslearningmedia.org/resource/bf10.socst.us.indust.whowasjim/who-was-jim-crow/

http://people.duke.edu/~ldbaker/classes/AAIH/caaih/ibwells/ibwbkgrd.html
 http://cocacolaunited.com/locations/chattanooga/
The Gilded Age

http://www.history.com/shows/men-who-built-america

http://www.scholastic.com/teachers/article/history-child-labor
 http://www.learnnc.org/lp/editions/nchist-newsouth/5489
Tennessee History

http://www.historyplace.com/unitedstates/childlabor/

http://teachersites.schoolworld.com/webpages/BRELibrary/scssscurriculumresou.cfm

http://www.chattanoogacocacola.com/history.asp

http://cocacolaunited.com/wp-content/uploads/2012/03/HISTORY-OF-CHATTANOOGACOCA-COLA-WORLDS-FIRST-BOTTLING-COMPANY.pdf

http://www.tnhistoryforkids.org/geography/a_6
 http://www.tnhistoryforkids.org/places/cowan_rr_museum
The Chinese in America

http://www.pbslearningmedia.org/resource/akh10.socst.ush.now.trchinese/transcontinentalrailroad-recruits-chinese-laborers/
 http://cprr.org/Museum/Chinese.html
Westward Expansion

http://www.pbslearningmedia.org/resource/akh10.socst.ush.now.westexpans/westwardexpansion-18601890/

http://tn.pbslearningmedia.org/resource/e9c31779-948d-4a12-8dc85c6a9f5fc9a5/homesteading-railroad-land-grants/

http://tn.pbslearningmedia.org/resource/79feef6b-984c-4029-b322-585c79080d81/the-civilwar-and-the-transcontinental-railroad/

https://www.gilderlehrman.org/history-by-era/development-west/resources/transcontinentalrailroad-images-and-poetry

https://www.gilderlehrman.org/history-by-era/development-west/resources/all-aboardmaking-connections-with-transcontinental-railro

http://www.pbs.org/weta/thewest/lesson_plans/lesson01.htm
Technology in the U.S. History Classroom
http://besthistorysites.net/american-history/
Teaching with Primary Sources
http://library.mtsu.edu/tps/lessons_6-8.php
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Curriculum Framework
Quarter 3
Social Studies
Grade 8
Additional Resources
Ellis Island

http://www.history.com/topics/ellis-island/videos/arrival-at-ellis-island

http://www.history.com/topics/ellis-island/videos/ellis-island-inpictures?m=528e394da93ae&s=undefined&f=1&free=falsehttp://www.history.com/topics/ellis
-island/videos/arrival-at-ellis-island
Tennessee PBS Stations: America, The Melting Pot

http://tn.pbslearningmedia.org/resource/fyr14.socst.us.colicchio/20th-century-italianimmigration-america-the-melting-pot-or-not/
A Very Sad Period in Irish History

http://tn.pbslearningmedia.org/resource/foa10.soc.k-6.histus.verysadper/a-very-sad-periodin-irish-history/

http://tn.pbslearningmedia.org/resource/foa10.soc.k-6.histus.tenantfarm/tenant-farmers/

http://tn.pbslearningmedia.org/resource/f9f21149-5f5a-415d-b00f-33da0157f512/birds-ofpassage/
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Shelby County Schools 2015/2016
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Curriculum Framework
Quarter 3
Social Studies
Grade 8
Additional Resources
Best U.S. History Web Sites
Library of Congress
An outstanding and invaluable site for American history and general studies. Contains primary and secondary documents, exhibits, map collections, prints and photographs, sound
recordings and motion pictures. The Library of Congress American Memory Historical Collections, a must-see, contains the bulk of digitalized materials, but the Exhibitions Gallery
is enticing and informative as well. The Library of Congress also offers a Learning Page that provides activities, tools, ideas, and features for educators and students.


The Library of Congress American Memory in particular is an outstanding resource for American history and general studies. Included are multimedia collections of
photographs, recorded sound, moving pictures, and digitized text. Use the Teachers section to explore primary set collections and themed resources. Teachers can get
updates on new tools, professional development opportunities, and Library programs, events and services.
The Library of Congress: Teachers
The new Library of Congress Teachers page provides tools and resources for using Library of Congress primary source documents in the classroom and include excellent
lesson plans, document analysis tools, online and offline activities, timelines, presentations and professional development resources.
Center for History and New Media: History Matters
A production of the American Social History Project/Center of Media and Learning, City of University New York, and the Center for History and New Media, George Mason
University, History Matters is a wonderful online resource for history teachers and students. Among the many digital resources are lesson plans, syllabi, links, and exhibits. The
Center for History and New Media’s resources include a list of “best” web sites, links to syllabi and lesson plans, essays on history and new media, a link to their excellent History
Matters web site for U.S. History, and more. The CHNM History News Network is a weekly web-based magazine that features articles by various historians. Resources are
designed to benefit professional historians, high school teachers, and students of history.
Teaching American History
This is a wonderful collection of thoughtful and thorough lesson plans and other resources on teaching American history. Each project was created by teachers in Virginia at a
Center for History and New Media workshop. All projects include a variety of lesson plans and resources, and some even offer instructional videos on source analysis. The lesson
plans cover a range of topics in American history and utilize interesting and engaging sources, activities, discussion questions, and assessments. Take your time browsing—there
are many to choose from.
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