8th Grade
United States History
2009-2010
CURRICULUM MAP
Unit 1: Different Worlds Meet (Beginnings to 1607)
Organizing Principle: Europeans explored and colonized the Americas in the 15th-16th centuries encountering
multiple Native American societies leading to what historians refer to as the Columbian Exchange.
Concepts
Essential Questions
Estimated Number
of Weeks: 2
People, Places, Events, Terms
History (knowledge ,inquiry)
Historical Evidence
Primary Source
Secondary Source
Historiography
Decade, Century
Era, Period
What is History?
A. Why is the study of history essential to transmit and preserve civilization and
culture? How does it help to provide a map of human character (virtue)?
B. How do historians study history?
C. How are economics, geography, and government important parts of the study of
history?
Historian
Theory
Migration
Adaptation
Archaeology
Culture
Civilization
Theocracy
Federation
Columbian Exchange
America Before 1492
1. What theories do historians have about how the first people arrived in the
Americas, and what effect their arrival had on the region?
2. Compare the Mayan, Inca, and Aztec civilizations and their contributions to the
Western world.
3. Compare and contrast Native Americans’ adaptations in North America.
4. How did the Native Americans adapt to the environments in Florida?
Exploration
Circumnavigate
Colonization
Reformation
Religious Freedom
Mercantilism
Cultural Diffusion
Columbian Exchange
The New World
5. Describe how the development of knowledge and ideas impacted exploration of
the Americas.
6. Evaluate the phrase “God, Gold, and Glory”, after analyzing how the Protestant
Reformation, European economic rivalries, and the belief in a Northwest
Passage affected increased exploration and settlement of North America?
7. Analyze the success and failures of early European explorers the geographic
knowledge and accomplishments of the early European explorers.
8. Describe Spain’s conquest of the Aztec and Inca empires.
9. Describe the Spanish Encomienda System and its impact on Spanish colonial
settlement.
Ice age
Nomad
Bering Strait
Mayans, Inca, Aztec
Hieroglyphics
Terraces
Anasazi, Mound Builders
Iroquois, Cherokee, Sioux, Nez
Perce
Pueblo
Drought
Adobe
Timucua, Apalachee, Ais
Jeagas, Tequesta
Renaissance
Protestant Reformation
Roman Catholic
Protestant
Martin Luther, Jean Calvin
Henry VIII
Northwest Passage
Conquistador
Mission
Pueblo
Presidio
Galleon
Bartholemeu Dias
Christopher Columbus
Revised, July 09
VOLUSIA COUNTY SCHOOLS
Pacing:
August/September
Geographer
Economist
Political Scientist
Benchmarks
SS.A.1.3.1
SS.A.1.3.2
SS.A.1.3.2.8.3
SS.A.4.3.1
SS.A.4.3.2
SS.A.4.3.3
SS.B.1.3.1
SS.B.1.3.3
SS.B.2.3.1
SS.C.1.3.1
SS.C.1.3.2
SS.C.1.3.3
SS.C.1.3.6
SS.C.2.3.1
SS.C.2.3.4
8th Grade
United States History
2009-2010
CURRICULUM MAP
10. Why did Europeans attempt to build colonies in Florida?
11. Evaluate the impact of the Columbian Exchange on both European and Native
American civilizations?
Line of Demarcation
Ferdinand & Isabella
Ferdinand Magellan
Hernan Cortes
Montezuma
Francisco Pizarro
Juan Ponce de Leon
Hernando de Soto
St, Augustine
Vasquez de Coronado
Unit 2: Life in the Colonies
Organizing Principle: Between 1607 and 1763, the British North American colonies began to develop practices of selfEstimated Number
Pacing:
of Weeks: 3 ½
September
government, religious freedom, and economic independence from Great Britain.
Concepts
Essential Questions
People, Places, Events, Terms
Benchmarks
Sir Walter Raleigh
Representative
SS.A.1.3.1
Early British Settlements
Roanoke
Government
SS.A.1.3.2
1. Describe the early failures and successes of British colonial settlement in North
John White
Social Contract
SS.A.4.3.1
America.
John Smith
Colony
SS.A.4.3.2
2. Trace the development of representative government in Jamestown.
Charter, Joint-Stock Company
SS.A.4.3.3
Virginia Company
SS.A.6.3.2
Pocahontas, John Rolfe
SS.A.6.3.3
House of Burgesses
SS.B.1.3.1
Royal Colony
SS.B.1.3.2
Church of England (Anglican)
Protestant Reformation
New England Colonies
Puritan, Separatist, Pilgrim
Religious Freedom
SS.C.1.3.2
3. Explain the Pilgrims and the Puritans reasons for coming to America.
Compact
Protestant Work Ethic
Toleration
Liberty of Conscience
Town Hall Meeting
Proprietary Colony
Diversity
Toleration
4. Discuss the precedent set by the Mayflower Compact for colonial government.
5. In what ways did the Massachusetts Colony become a ‘City on a Hill’ as described
by John Winthrop and in what ways did it not live up to the dream?
6. Compare the way in which government was run in the various New England
colonies, from the structure of each colonial government to the treatment of
dissenters and Native Americans.
Middle Colonies
7. Discuss the development of proprietary colonies in British North America.
8. Explain William Penn’s belief in a ‘Holy Experiment’ and compare Penn’s
experiment to John Winthrop’s Massachusetts Bay Colony.
9. Compare and contrast the ethnic backgrounds of the individual middle colonies,
and evaluate why the region was more diverse than the New England region.
Revised, July 09
VOLUSIA COUNTY SCHOOLS
William Bradford
Mayflower Compact
Great Migration
John Winthrop, City on a Hill
Roger Williams, Anne Hutchinson
Thomas Hooker
Fundamental Orders of Conn.
King Philip’s War
Salem Witch Trials
Proprietary Colony
William Penn
Quakers
Holy Experiment
Pacifist
Dutch Settlements, New Amsterdam
8th Grade
United States History
2009-2010
CURRICULUM MAP
Religious Freedom
Penal Colony
Southern Colonies
10. Trace Lord Baltimore’s goal for Maryland as a haven for Catholics from initial
settlement to later conflicts over religion.
11. Why were the colonies of Georgia and the Carolinas established and later
settled?
12. Describe the conflict that existed between Eastern and Western settlement in
Virginia.
13. How did the Treaty of Paris in 1763 affect the control of Florida?
Lord Baltimore
Toleration Act of 1649
Bacon’s Rebellion
James Oglethorpe
Physiography
Triangular Trade
Mercantilism
Indentured Servitude
Slavery
Private Property
Communal Property
Religious Revival
Literacy
Salutary Neglect
Self –Government
Representative
Government
Colonial Identify
Life in the Colonies – economics/politics
14. What role did geography play in the development of the different colonial
regions (New England, Middle, and Southern colonies)?
15. Compare the economies of the three colonial regions – New England, Middle,
and Southern colonies.
16. Why did the American colonists replace the system of indentured servitude with
slavery?
17. Trace the process of enslavement from African and European captors to the
arrival of slaves in the Americas (and to each colonial region).
18. What was the economic impact of the Triangular Trade on each colonial region?
19. Evaluate the impact of mercantilism on the colonies and to what extent were the
colonies economically independent?
20. Contrast colonial and Native American perspectives about land ownership, trade,
wealth, and religion and explain how this would ultimately lead to conflict between
them.
21. After reviewing the religions in each of the colonial regions describe the
influence of the Anglican Church as the official church in most American colonies.
22. Analyze the impact of the Great Awakening on colonial life (education, religious
practices, and political ideas).
23. Describe the development of education in the colonies from the influence of
religion to the disparity in literacy in the regions.
24. After analyzing the basic principles of British government that began with the
Magna Carta, compare the types of governments that began in colonial America.
25. Why did American colonists identify themselves as English or by the name of
their colony (i.e. Virginian, New Yorker) and not by the name ‘American?’
Atlantic Coastal Plain
Appalachian Mountains
Massachusetts & Chesapeake Bay
Hudson River and Bay
Subsistence Farming
Cash Crops
Maritime Industries (shipping, ship
building, fishing, trade)
Olaudah Equiano
Middle Passage
Great Awakening
Jonathan Edwards
George Whitefield
Harvard College
William and Mary College
Boston Latin School
Old Deluder Satan Act
Revised, July 09
VOLUSIA COUNTY SCHOOLS
8th Grade
United States History
2009-2010
CURRICULUM MAP
Unit 3: Road to the Revolution (1763-1777)
Organizing Principle: Between 1763 and 1777, British attempts to exert control over the colonies led to violent,
organized, successful resistance, and revolution.
Concepts
Essential Questions
Alliance
French & Indian War
Proclamation
1. Analyze the struggle for control over North America between France and Great Britain,
the start of the French & Indian War, and the role of Native Americans in the war.
2. Describe the purpose of the Albany Plan of Union and hypothesize if the plan could
have been an opportunity to avoid a future revolution.
3. Predict how the French and Indian War will help led to a future crisis between the
colonists and Great Britain.
Rights of
Englishman
“Taxation without
Representation”
Debt
Quartering
Propaganda
Petition
British Controls & Colonial Reactions
4. Explain the main reason colonists objected to the new British taxes.
5. Compare each of the control tactics Great Britain exercised to the subsequent colonial
reaction.
6. Justify or criticize how colonial leaders used the Boston Massacre to their advantage.
7. Trace the debate and resolutions of the 1st Continental Congress.
8. Explain the influence of Thomas Paine’s Common Sense and other works of political
discourse during the Revolutionary period or before.
9. Explain why the gunfire at Lexington and Concord is referred to as the “shot heard
around the world” and trace the British reaction and the effect of it on the 1 st
Continental Congress.
10. Analyze the impact of the Battle of Bunker Hill on the war for independence.
Equality
Natural Rights
Grievances
Petition to Redress
Virtual Representation
Declaring Independence
11. Justify or criticize the colonists offer to Great Britain one last chance at peace given
events preceding and following the Olive Branch Petition.
12. Analyze the British position on colonial grievances.
Taxation
Revenue
Revised, July 09
VOLUSIA COUNTY SCHOOLS
Pacing: October
Estimated Number
of Weeks: 3
People, Places, Events, Terms
Benchmarks
Ohio Valley
S.S.A.1.3.1
Iroquois Confederacy
S.S.A.1.3.3
George Washington
S.S.A.2.3.2
Militia
S.S.A.2.3.4
Benjamin Franklin
Albany Plan
S.S.A.3.3.4
Seven Years’ War
S.S.A.4.3.2
Fort Duquesne
S.S.A.4.3.3
1763 Treaty of Paris
S.S.A.4.3.4
Chief Pontiac/ Pontiac’s War
Proclamation of 1763
SS.A.6.3.1
King George III, George Grenville
SS.A.6.3.3
Writs of Assistance, Quartering Act
S.S.B.1.3.1
Sugar Act, Stamp Act
S.S.B.1.3.3
Patriot, Loyalist, Neutralist
Boston Massacre, Samuel Adams
S.S.C.1.3.2
Paul Revere, Crispus Attucks
S.S.C.2.3.1
John Adams, Abigail Adams
S.S.C.2.3.4
Sons of Liberty/Daughters of Liberty
Boycott, Tea Act, Boston Tea Party
Lexington, Concord
Patrick Henry
Peter Salem
Dickinson’s Letters
Thomas Paine, Common Sense
Committee of Correspondence
Charles Townshend, Townshend Acts
Coercive Acts
Militia, Minutemen
William Dawes
Bunker Hill, Breeds Hill
John Locke
Thomas Jefferson
Olive Branch Petition
John Hancock
Benjamin Franklin
8th Grade
United States History
Declaration
2009-2010
CURRICULUM MAP
13. Analyze the Declaration of Independence: from the philosophical principles found in
the beginning of the document to the list of grievances and final declaration of
independence.
14. What did John Adams mean when he said that the Revolution began “in the hearts and
minds of the people” long before the fighting began (Salutary Neglect, Great
Awakening and Enlightenment influences)
Declaration Committee
Preamble, Declaration of Natural Rights
List of Grievances
George Whitefield
The Black Regiment
Unit 4: The American Revolution (1766 to 1783)
Organizing Principle: From 1777 to 1783 the American Colonies overcame hardships and numerous disadvantages to win the
Revolutionary War.
Concepts
Essential Questions
Neutrality
Recruiting
Mercenary
Early Years of War
1. What were the advantages and disadvantages of each side as they entered into war?
2. Describe why some Americans were Loyalists, while others were Patriots.
3. Analyze the British plan to win the war.
4. Illustrate the military events that preceded the Battle of Saratoga in order to infer the
significance of the battle as a turning point in the war.
Alliance
Continental Army
Deserter
Guerilla Warfare
Blockade
Privateers
The War Continues
5. Describe foreign affairs with France and Spain during the war, and the importance of their
active involvement in the war.
6. Illustrate the Continental Army’s condition and perseverance during the winter at Valley
Forge.
7. Compare and contrast the various roles of women, Native Americans, and African
Americans involved in the Revolutionary War and the impact the war had on their lives.
8. Judge the significance of the U.S. strategies, both fighting at sea and in the south, and its
effect on the British.
9. What was the status of the Florida during the Revolutionary War?
Treaty
Ratify
War is Won/Treaty of Paris
10. Trace George Washington’s changes in war strategy in 1781, through its ultimate effect in
Revised, July 09
VOLUSIA COUNTY SCHOOLS
Pacing: October/
Estimated #
of weeks: 2
November
People, Places, Events, Terms
Benchmarks
Loyalist
Patriot
Hessians
Mercenaries
Benedict Arnold
Nathan Hale
General Howe
Horatio Gates
Battle of Saratoga
General Henry Clayton
Battle of Trenton
Bernardo de Galvez
Marquis de Lafayette
James Armistead (Lafayette)
Friedrich von Steuben
George Washington
Valley Forge
John Paul Jones
General Charles Cornwallis
Francis Marion
Nathaniel Greene
Iroquois Confederacy
Phyllis Wheatley
Lemuel Haynes
Mercy Otis Warren
Betsy Ross, Molly Pitcher
Battle of Cowpens
Battle Charles Town
George Washington
Battle of Yorktown
S.S.A.1.3.1
S.S.A.1.3.2.8.3
S.S.A.1.3.3
S.S.A.4.3.3
S.S.B.1.3.1
S.S.B.1.3.3
8th Grade
United States History
Ambush
Liberty
Equality
Fraternity
2009-2010
CURRICULUM MAP
leading to an end to the Revolutionary War?
11. Trace the events of the Treaty of Paris, from creation to ratification, and describe the effect
of the treaty on Great Britain and the colonies?
12. Analyze why the Americans won the Revolutionary War despite many disadvantages?
13. How did the American Revolution influence the world of the 18th and 19th centuries?
Revised, July 09
VOLUSIA COUNTY SCHOOLS
Hessian
General Charles Cornwallis
“Yankee Doodle”
Benjamin Franklin
John Jay
John Adams
Treaty of Paris
French, Haitian, Greek Revolutions
8th Grade
United States History
2009-2010
CURRICULUM MAP
Unit 5: The Constitution (1777 to 1791)
Pacing: November/
Organizing Principle: The U.S. experimented first with a weak form of republican governance, and then later designed a new
ESTIMATED
# OF WEEKS: 3 December
written constitution which strengthened the federal government but limited its power.
Concepts
Essential Questions
People, Places, Events, Terms
Benchmarks
Confederation
Constitution
Federalism
Bicameral
Republic
Depreciation
National Debt
Articles of Confederation
1. Describe the form of government created under the Articles of Confederation and its
limits on the central government.
2. What accomplishments were made under the Articles of Confederation, and what
challenges were left unresolved, both domestically and internationally?
3. Analyze the weaknesses of the Confederation Government, and how those weaknesses
led to an inability to meet the challenges of the time?
Petition
Bicameral Legislature
Articles Of Confederation
Confederation Government
Ordinance Of 1785
Northwest Ordinance
Treaty Of Paris
Robert Morris
John Adams, John Jay
Manumission
Compromise
Proportional
Partisan
Constitutional Republic
Constitutional Convention
4. Trace the events preceding the Constitutional Convention which led some of the
founders to believe the Articles government needed to be replaced.
5. Summarize the compromises made at the Constitutional Convention.
6. How does the Constitution limit the power of government?
7. Compare and contrast the views of Federalists and Anti-federalists.
8. Explain why the Bill of Rights was added to the Constitution and what issues they
address?
E Pluribus Unum
Republic, Democracy
Federalism
Limited Government
Laissez-Faire/Free Enterprise
Separation of Powers
Checks and Balances
Natural Rights
Civil Rights
Popular Sovereignty
Appropriate
Veto, Override
Amend
Judicial Review
The Constitution
9. Summarize the historical roots to the ideas found in our Constitution.
10. Why it is said that the Declaration of Independence and the Constitution are
inextricably linked together?
11. Diagnose the goals outlined at the Preamble of the Constitution.
12. Analyze the basic principles found in the Constitution (federalism, popular
sovereignty, limited government, separation of powers, checks and balances).
13. Contrast the roles of the three branches of government outlined in the Constitution, as
well as the power of each branch to check each other’s power.
14. Differentiate between the rights ‘protected by’ the Bill of Rights and the
responsibilities each of us have as citizens.
Shay’s Rebellion
James Madison, Alexander Hamilton
Constitutional Convention
Virginia Plan / New Jersey Plan
3/5th Compromise
Great Compromise
Slave Trade
John Adams
Federalist/ Anti-Federalist
Federalist Papers
George Mason, Patrick Henry
Bill Of Rights
Ben Franklin
Declaration of Independence
Enlightenment
John Locke
Baron De Montesquieu
Adam Smith
William Blackstone
Electoral College
Ratify, Amendment
Magna Carta
English Bill Of Rights
Executive Branch/President/ Cabinet
Legislative Branch/House/ Senate
Judicial Branch/Supreme Court
Precedent
Revised, July 09
VOLUSIA COUNTY SCHOOLS
SS.A.1.3.2.8.3
SS.A.4.3.3
SS.C.1.3.1
SS.C.1.3.2
SS.C.1.3.3
SS.C.1.3.4
SS.C.1.3.6
SS.C.2.3.1
SS.C.2.3.2
SS.C.2.3.3
SS.C.2.3.4
8th Grade
United States History
Citizenship
2009-2010
CURRICULUM MAP
15. Why are ‘order,’ ‘liberty,’ and ‘justice’ considered key principles of the United States’
republic?
Unit 6: The New Nation (1789 to 1800)
Organizing Principle. In the early republic the nation began to mature politically; the new constitution was put into
effect, precedents were set, and the new government had to deal with important domestic and foreign affairs.
Concepts
Essential Questions
Precedent
National Debt
Speculation
Constitutional
Unconstitutional
Compromise
The First President
1. Determine the actions taken by Washington in his first term that set a precedent for
future presidents.
2. What was the importance of the Judiciary Act of 1789?
3. Analyze the causes, compromises, and effects of actions taken to improve the
economy in the Washington administration.
Rebellion
Neutrality
Secession of Power
Public Virtue
Political Factions
Term Limits - President
Early Challenges of the New Government
4. Assess the causes of the Whiskey rebellion and judge the precedents set by
Washington’s actions for all other presidents in the future.
5. Evaluate the positive impact of Washington’s decision to remain neutral in foreign
affairs?
6. Analyze the impact of the Jefferson-Hamilton debates on the decisions of President
Washington and the future path of the country (economics, foreign policy).
7. Analyze the advice given to the nation by Washington in his farewell address
(morality, neutrality, and avoidance of political factions as necessary to the
survival of the republic) then infer the precedent set by his departure.
First Political Parties
8. Contrast the Federalists and Democrat-Republican ideologies regarding the role of
the central government, the economy, and foreign policy.
9. Evaluate President Adams’ foreign policy with France and its effects on national
politics.
10. Critique the Alien & Sedition Acts and judge the validity of the argument made by
the Kentucky and Virginia Resolutions.
Political Parties
Partisanship
Implied Powers
Enumerated Powers
Loose Interpretation
Strict Interpretation
Foreign Affairs
Nullify
States Rights
Revised, July 09
VOLUSIA COUNTY SCHOOLS
Pacing: December/
January
People, Places, Events, Terms
Benchmarks
ESTIMATED #
OF WEEKS: 2
V. President (Adams)
Cabinet
Secretary of State (Jefferson)
Secretary of the Treasury (Hamilton)
Secretary of War (Knox)
Judiciary Act of 1789
John Jay
National debt
Washington, D.C.
Pierre Charles L’enfant
Benjamin Banneker
Whisky Rebellion
Jay’s Treaty
Proclamation of Neutrality
Washington’s Farewell Address
Cinncinatus
Federalist
Democrat-Republican
John Adams
Alexander Hamilton
Thomas Jefferson
French Revolution
XYZ Affair
Quasi War (vs France)
Alien & Sedition Acts
Virginia and Kentucky
Resolutions
SS.A.1.3.1
SS.A.1.3.2.8.1
SS. A .4.3.2
SS.A.4.3.3
SS.B.1.3.1
SS.B.1.3.3
SS.B.2.3.1
SS.C.1.3.2
SS.C.1.3.3
SS.C.2.3.3
SS.C.2.3.4
SS.D.2.3.3
8th Grade
United States History
2009-2010
CURRICULUM MAP
Unit 7: The Jefferson Era (1800 to 1820)
Pacing: January /
ESTIMATED #
Organizing Principle. The debate over the role of the federal government would continue with issues related to
February
western expansion, international conflict and economic growth.
OF WEEKS: 3 ½
Concepts
Essential Questions
People, Places, Events, Terms
Benchmarks
Deadlock
Laissez-faire
Judicial Review
The Republicans Take Power
1. Investigate the presidential politics of the Election of 1800, from the views of each
candidate to the breaking of the deadlock in the election.
2. Examine the precedents set under the Marshall court.
Western Expansion
Secede
The Louisiana Purchase
3. Explain the events related to the Louisiana Purchase and judge the importance of
purchase to the future of the United States.
4. Determine the political consequences of the Louisiana Purchase, from its impact on
the two party system to the conflict for Jefferson regarding his own political ideology.
5. Describe the Lewis & Clark expedition and evaluate the importance of information
gathered by the expedition.
Impressment
Neutral Rights
War Hawk
National Anthem
Patriotism
Nationalism
War of 1812
6. Trace the events that led the United States to war with Great Britain in 1812.
7. Determine the significance of the battle for Baltimore.
8. Analyze the lyrics to the “Star Spangled Banner” and its future adoption as the U.S.
national anthem.
9. What was accomplished by the United States by fighting the War of 1812, both
directly as a result of the Treaty of Ghent and indirectly in our future foreign policy?
10. Analyze the effect of the War of 1812 on national politics.
Revised, July 09
VOLUSIA COUNTY SCHOOLS
John Adams
Thomas Jefferson
“Another Revolution” (Election of 1800)
Laissez-faire
Judiciary Act of 1789
Judiciary Act of 1801
Supreme Court
John Marshall
Marbury v. Madison
McCulloch v. Maryland
Gibbons v. Ogden
Western Territory
Napoleon Bonaparte
Louisiana Purchase
Pike’s Expedition
Meriwether Lewis and William Clark
Conestoga Wagon
Sacagawea, York
Aaron Burr
Alexander Hamilton
Embargo Act
Non-intercourse Act
James Madison
Frigate , Privateer
Oliver Hazard Perry
Attack on Washington, D.C.
Fort McHenry
Francis Scott Key
“Star Spangled Banner”
Andrew Jackson
SS.A.1.3.1
SS.A.1.3.2.8.3
SS.A.1.3.3
SS.A.4.3.1
SS.A.4.3.2
SS.A.4.3.3
SS.B.1.3.3
SS.B.2.3.1
SS.B.2.3.4
SS.C.1.3.3
SS.C.1.3.4
SS.D.2.3.1
8th Grade
United States History
2009-2010
CURRICULUM MAP
Industrial
Revolution
Capitalism
Westward
Expansion
Westward Bound
11. Explain how the industrial revolution began in the United States?
12. Explain how did the cotton gin affected cotton production and the economies of
both the northern and the southern regions of the United States?
13. Evaluate the effects of westward expansion on improvements in technology in the
United States.
Unity
Sectionalism
State Sovereignty
Compromise
American System
Disarmament
Demilitarization
Treaty
Unity & Sectionalism
14. Analyze the factors that created an “Era of Good Feelings.”
15. Diagnose the factors that created sectional differences in the 1820s.
16. Explain the Missouri Compromise and support or defend the compromise as a long
term solution for keeping domestic tranquility and unity in the United States.
17. Evaluate the judicial precedents that united the nation by the McCulloch v.
Maryland and Gibbons v. Ogden decisions.
Revised, July 09
VOLUSIA COUNTY SCHOOLS
Treaty of Ghent
Uncle Sam
Democrat-Republicans
Federalists
Hartford Convention
Republicans
Samuel Slater
Textiles
The Lowell Girls
Eli Whitney
Patent
Interchangeable parts
Census
Turnpikes
Canal locks
Robert Fulton
Internal Improvements
James Monroe
Missouri Compromise
Tariff of 1816
Daniel Webster
Henry Clay
John Marshall
McCulloch v. Maryland
Gibbons v. Ogden
John Quincy Adams
8th Grade
United States History
2009-2010
CURRICULUM MAP
Unit 8: The Jackson Era (1816 to 1853)
Pacing: February/
ESTIMATED
Organizing Principle. Success in developing territorial agreements with Europe would usher in a populist period
# OF WEEKS: 2
March
known as the Age of Jackson resulting in an expansion of democracy, but not without domestic conflict.
Concepts
Essential Questions
People, Places, Events, Terms
Benchmarks
Disarmament
Demilitarization
Joint Occupation
Treaty
Annexation
Treaty
U.S. Territory
Doctrine
Relations with Europe
1. Trace the causes and course of events of the 1st Seminole War and the role of Andrew
Jackson (including the call for his court-martial).
2. Compare the progress made in foreign affairs during the “Era of Good Feelings” with
Great Britain and Spain, explaining how the United States became more secure as a
nation.
3. What areas did the United States obtain from Spain in the Adams-Onis Treaty?
4. Explain the Monroe Doctrine foreign policy and predict the effect the new policy
would have on the future role of the United States in the Western Hemisphere.
Favorite Son
Majority
Plurality
State’s Rights
Mudslinging
Landslide
Suffrage
Caucus
Nominating
Convention
Bureaucracy
Spoils System
Jackson’s Democracy
5. Compare and contrast the 1824 presidential candidates Jackson and Adams both in
their political views and their supporters.
6. Assess the function of the 12th Amendment relative to the events of the 1824
presidential election.
7. Justify or criticize Jackson’s claim of a “corrupt bargain” when speaking of the
Adam’s presidency?
8. Compare and contrast the 1828 presidential candidates Jackson and Adams both in
their political beliefs and the tactics used by each to win the election.
9. Summarize democratic participation increased during the Age of Jackson and analyze
the extent to which Jackson was responsible for this increase.
10. In the spirit of democracy, evaluate the ways Jackson set new precedents for the
executive branch in dealing with corruption and bureaucracy.
Conflicts in the Jackson Era
11. What ways did the new tariff of 1828 divide the nation by region?
12. Assess the actions of Andrew Jackson in handling the nullification crisis over tariffs.
How did the crisis foreshadow a future civil war?
13. After analyzing the Supreme Court ruling in Worcester v Georgia, evaluate Andrew
Jackson’s response to the ruling.
Tarrif
Nullify
Secede
Relocation
Reservation
Guerilla Tactics
Indian Territories
Charter
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VOLUSIA COUNTY SCHOOLS
Eastern Florida, Western Florida
General Andrew Jackson
1st Seminole War
Micanopy
Oregon Country
Adams-Onis Treaty
Temporary & Territorial Governors
William P. Duval
John Quincy Adams
Rush-Bagot Treaty
Convention Of 1818
Monroe Doctrine
Andrew Jackson
John Quincy Adams
Henry Clay
12th Amendment
“Corrupt Bargain”
Democrat-Republicans
National Republicans
National Party Convention
Webster-Hayne Debate
John C. Calhoun
Nullification Crisis/ Act
Force Bill
5 Civilized Tribes
Indian Removal Act
Cherokee Nation
Worchester v. Georgia
SS.A.1.3.1
SS.A.1.3.3
SS.A.4.3.1
SS.A.4.3.4
SS.A.6.3.1
SS.A.6.3.1
SS.B.1.3.1
SS.B.1.3.3
SS.B.2.3.1
SS.C.1.3.1
SS.C.2.3.1
SS.D.2.3.2
8th Grade
United States History
Deposits
Laissez-Faire
Depression/Panic
2009-2010
CURRICULUM MAP
14. Compare the response to the Indian Removal Act by the Florida Seminoles and the
Cherokees. Were there other native groups who acted similarly to the Seminoles?
15. Identify the location of the Indian Territories of Oklahoma and Florida, and the
corresponding forced migration routes.
16. Explain why Andrew Jackson was against a National Bank and the Maysville Road
Bill and how he succeeded in defeating his opponents (e.g. ending the bank’s charter)?
17. In what ways would the actions of Jackson ending the National Bank prove
problematic for the next president?
Trail Of Tears
Chief Black Hawk
Seminole Indians
Chief Osceola, Chief Micanopy
2nd Seminole War
McCullough v. Maryland
National Bank, State Banks
Maysville Road Bill
Martin Van Buren
Panic Of 1837
Unit 9 Manifest Destiny (1818 to 1853)
Organizing Principle. The desire to expand throughout continental North America resulted in exploration,
conflict and settlement of western territory.
Concepts
Essential Questions
ESTIMATED
Pacing:
# OF WEEKS: 2
March
People, Places, Events, Terms
Benchmarks
Manifest Destiny
Migration
Joint Occupation
Annexation
Introduction/ Oregon Country
1. Evaluate John Quincy Adams’s statement that American expansion to the
Pacific was a “law of nature,” and the origins and meaning of the term Manifest
Destiny.
2. How did Manifest Destiny help Americans justify their desire to extend the
U.S. to the Pacific?
3. Trace the life of the first Americans to reach the Oregon Country, from the
reasons for migration to their impact on future settlement.
4. Evaluate the phrase “Fifty-Four Forty or Fight” and its impact on both
domestic and foreign affairs.
John Quincy Adams
John O’ Sullivan
Oregon Country
Mountain Man
Rendezvous
South Pass
Whitman Mission
Emigrant
Oregon Trail
Prairie Schooner
“Fifty-Four Forty or Fight”
Treaty
Decree
Reconciliation
Annex
Texas Independence
5. Describe the Adams-Onis Treaty and its impact over the region of Texas.
6. Trace the problems that arose between the U.S. settlers and Mexico in Texas,
from the causes that changed the population in the region to the actions of
Mexico that would lead U.S. settlers to armed conflict.
7. Describe the events of the Alamo and explain how the fall of the Alamo
helped the cause of Texas Independence even though it was a defeat for the
Texans.
8. Analyze the causes of the United States failure to annex Texas, and
subsequent meaning of the name ‘Lone Star Republic’.
Adam’s Onis Treaty
Davey Crockett
Tejanos
Empresarios
Stephen F. Austin
General Santa Anna
San Antonio
The Alamo
Sam Houston
Andrew Jackson
Lone Star Republic
John Tyler
Revised, July 09
VOLUSIA COUNTY SCHOOLS
SS.A.1.3.1
SS.A.1.3.3
SS.A.4.3.1
SS.A.4.3.4
SS.A.6.3.1
SS.A.6.3.1
SS.B.1.3.1
SS.B.1.3.3
SS.B.2.3.1
SS.C.1.3.1
SS.C.2.3.1
SS.D.2.3.2
8th Grade
United States History
2009-2010
CURRICULUM MAP
James K. Polk
Cede/ Cession
Mexican-American War
9. Illustrate the causes of U.S. settlement in the Southwest and California from
1820-1845, as well as the conflicts with Mexico caused by settlement.
10. Describe the causes and effects of the United States’ war with Mexico.
11. Trace the events of the Mexican-American War and illustrate the territory
gained by the United States.
New Mexico
Santa Fe Trail
John C. Freemont
Ranchos, Rancheros
General Zachary Taylor
Bear Flag Republic
Mexican Cession
Treaty of Guadalupe Hidalgo
Gadsden Purchase
Gold Rush/Gold Fever
Migration
California and Utah
12. Illustrate how the hope of getting rich drew thousands of people to settle in
California after the Mexican American War and the types of towns the settlers
created.
13. Explain how the search for religious freedom led to the settlement of Utah
and the reasons for successful settlement in the desert.
Nat Love
Forty-Niners
Boomtown
Vigilantes
President Zachary Taylor
Levi Strauss, Jacob Davis
Mormons, Joseph Smith
Brigham Young
Unit 10: Economic Changes and Social Reforms (1820 to 1860)
Pacing: March
Organizing Principle. As regional economies helped shape the growing nation a national desire to improve society ESTIMATED #
OF WEEKS: 2
and the lives of Americans grew during the first half of the 1800s.
Benchmarks
Concepts
Essential Questions
People, Places, Events, Terms
Industrialization
Invention
Strike
Immigration
Nativism
Famine
Prejudice
Discrimination
Settlement
Export
Economic Growth
Capital
Tennant Farming
Plantation Farming
The Economy of the North
1. Illustrate how the advances in technology, transportation, and communication
shaped the economy of the north.
2. Describe how the working conditions changed in the north over the first half of
the 19th century.
3. Describe the treatment of men and women, immigrants and African Americans
in Northern factories.
4. Evaluate the changes in immigration patterns of the north during
industrialization and its impact the cultural and political life in the North?
The Economy of the South
5. Describe the changes in settlement in the South caused by growth.
6. After describing the invention of the cotton gin and analyze its effect on the
South’s economy.
7. Compare and contrast industrialization in the North and South, identifying the
Revised, July 09
VOLUSIA COUNTY SCHOOLS
Clipper Ship
Robert Fulton
Lowell Girls
Telegraph
Morse code
Trade Union
Nativist
“Real” American
American (Know-Nothing) Party
Upper South
Deep South
Eli Whitney
Cotton Gin
Yeoman
Tennant Farmer
SS.A.1.3.1
SS.A.1.3.2.8.3
SS.A.4.3.1
SS.A.4.3.2
SS.A.4.3.3
SS.B.1.3.1
SS.B.2.3.1
SS.B.2.3.2
SS.B.2.3.4
SS.C.2.3.4
8th Grade
United States History
Slave Codes
2009-2010
CURRICULUM MAP
barriers that inhibited the South from industrializing like the North.
8. Categorize the different classes of people that made up the South’s culture.
9. Investigate life on a plantation farm, from the economic goals of the business
operation, to daily life for the owners, workers, and slaves.
10. Despite their life under slavery, how did African Americans slaves maintain
strong family and cultural ties with one another?
11. Contrast the developing resistance to slavery that was developed in the South
and southern reaction (slave codes).
Age of Reform
12. Examine how religious ideas inspired various social reform movements during
the early 1800s?
13. Analyze the impact of the following reform movements on American society in
the 19th century: temperance, abolition, women’s rights, education, and the
movement to help the mentally ill and handicapped.
14. How did the American spirit of reform influence transcendentalists?
15. Account for the fact that women initiated and made up a majority of the numbers
of social reformers?
Religious Revival
Reform
Temperance
‘Public’ School
Abolition
Suffrage
Equality
Transcendentalism
Civil Disobedience
Overseer
Black Church, Spirituals
Nat Turner (rebellion)
Underground Railroad
Harriet Tubman
Frederick Douglass
2nd Great Awakening
Charles Finney, Lyman Beecher, Phoebe Palmer
Temperance Movement, Frances Willard
William Lloyd Garrison, The Liberator
Frederick Douglass, Sojourner Truth, Grimke Sisters
Harriet Tubman, Underground Railroad
American Colonization Society
Lucretia Mott, Elizabeth Cady Stanton, Susan B. Anthony
Seneca Fall Convention
Horace Mann, Normal School
Dorothea Dix, Samuel Gridley Howe
Henry David Thoreau, Ralph Waldo Emerson
Unit 11: The Road to Civil War
Organizing Principle. The Civil War was caused by historic differences between the North and the South (economic,
social, political, and sectional) that were emotionalized by the slavery issue.
Concepts
Essential Questions
Sectionalism
Dividing Nation—Slavery in the West
1.
Secede
2.
3.
Evaluate how the North and the South compare in terms of population, economy, and resources and
predict how these factors could help cause a future Civil War.
Trace the changes in the debate over slavery and admission of new states, from the Missouri
Compromise to the Compromise of 1850 (and the significance of the Fugitive Slave Act).
Explaining the events that led to civil conflict in Kansas and determine if the concept of ‘popular
sovereignty’ outlined by Congress in the Kansas-Nebraska Act was the cause of ‘Bleeding Kansas”
and later violence in the Senate.
Revised, July 09
VOLUSIA COUNTY SCHOOLS
Pacing: March/
Estimated #
of Weeks: 3 ½
April
Benchmarks
People, Places, Events, Terms
Missouri Compromise
Free Soil Party
California, New Mexico Territory
Henry Clay, John C. Calhoun
Wilmot Proviso
Zachary Taylor
Daniel Webster
Millard Fillmore
Stephen Douglass
Compromise of 1850
Slave Code, Fugitive Slave Act
Border Ruffians
Kansas-Nebraska Act
John Brown, Bleeding Kansas
SS.A.1.3.2.8.1
SS.A.1.3.2.8.3
SS.A.1.3.1
SS.A.4.3.2
SS.A.4.3.3
SS.A.5.3.1
SS.A.6.3.2.8.1
SS.A.6.3.3
SS.B.1.3.1
SS.B.1.3.3
SS.C.2.3.1
SS.C.2.3.3
SS.C.2.3.4
SS.D.2.3.2
8th Grade
United States History
State’s Rights
Popular Sovereignty
Unconstitutional
Martyr
Challenges to Slavery—Escalating Conflict
4.
5.
6.
7.
Majority
Electoral Map
State’s Rights
Secession
Border State
Civil War
How did writings such as Uncle Tom’s Cabin affect the conflict over slavery in national politics?
Why was the Republican Party formed and what did the presidential election of 1856 reveal regarding
sectionalism in the nation?
Review the facts of the Dred Scott case, analyze the written decision by Roger Taney and determine its impact
on creating conflict in the nation.
In what ways did the Lincoln Douglass Debates of 1858 and John Brown’s raid at Harper’s Ferry motivate
proslavery southerners and also antislavery southerners, subsequently making a national compromise less
likely?
Election, Secession, and War
8.
9.
War Between the States
Offensive
Blockade
2009-2010
CURRICULUM MAP
10.
11.
12.
13.
Explain the way in which the Election of 1860 clearly divided the nation along sectional lines, both
the electoral results and the immediate response in the South.
Trace the events of secession and explain the Confederate States’ justification for breaking from the
Union; how effective were Buchanan’s and Lincoln’s immediate responses in trying to keep the
nation together?
Sequence the events of the attack at Fort Sumter and explain Lincoln’s subsequent response/actions
to the attack.
Explain the importance of the Border States and how they impacted Lincoln’s decisions.
Compare and contrast the advantages and disadvantages of the North and South going into the Civil
War (people, industry, resources, terrain)
What were the war aims and strategies of the Union and the Confederacy entering the war?
Revised, July 09
VOLUSIA COUNTY SCHOOLS
Republican Party
Harriet Beecher Stowe
Uncle Tom’s Cabin
Dred Scott, Roger B. Taney
Abraham Lincoln
Stephen Douglas
Freeport Doctrine
John Brown
Arsenal, Harper’s Ferry
Abraham Lincoln
Election of 1860
Secede
Fort Sumter
Abraham Lincoln
Confederate States of America
Jefferson Davis
Rebel
Yankee
8th Grade
United States History
2009-2010
CURRICULUM MAP
Unit 12: The Civil War and Reconstruction
Organizing Principle. The Civil War was a brutal conflict that resulted in tremendous loss of life and property,
and major changes in the American way of life.
Concepts
Essential Questions
Civil War
Volunteer
Draft
Habeas
Corpus
Blockade
Inflation
American People at War
Victory
Defeat
Casualties
Blockade
Emancipate
Civil War
Total War
1.
2.
3.
4.
5.
Describe the average age and background of soldiers fighting in the Civil War.
How did the lives of civilians change because of the war?
Describe the medical treatment provided to soldiers during the Civil War.
Describe the role of women and African Americans during the Civil War.
How did the war affect the economies of the North and the South?
6.
Trace the successes and failures of the North and the South during the early years of the
war, from the 1st Battle of Bull Run to the Battle of Antietam.
7. Explain the purpose of the Emancipation Proclamation and analyze what it
accomplished.
8. Trace the tide of war turning in 1863, from the Southern victories at Fredericksburg to
the Union victory at Gettysburg.
9. Analyze Lincoln’s Gettysburg Address and its future impact.
10. Why was the Victory at Vicksburg so important to the Union?
Civil War Ends
11. Trace Sherman’s March to the Sea; analyze how it was an example of ‘total war’ and
how it contributed to the defeat of the Confederacy.
12. What were the “costs of war” (human and economic)?
Reconstruction
Radical
Reconstruction 13. Compare and Contrast Abraham Lincoln’s 10% Plan with the Radical Republicans
Plan for Reconstruction.
14. Describe the events surrounding Lincoln’s assassination and how his assassination
affected southern reconstruction.
Revised, July 09
VOLUSIA COUNTY SCHOOLS
Estimated # of Weeks: 3 ½
Pacing: May
People, Places, Events, Terms
Rebels, Yankees
Spies
American Red Cross
Clara Barton, Rose Greenhow
Belle Boyd, Dorothea Dix
Sally Tompkins
Contrabands
54th Massachusetts
1st Battle Of Bull Run
Gen. Robert E. Lee
Gen. “Stonewall” Jackson
Blockade Runners , Ironclad
Gen. George B. McClellan
Army Of The Potomac
Monitor Vs. Merrimack
Battle Of Shiloh, Battle Of Antietam
Emancipation Proclamation
Battle Of Gettysburg
Gen. George Pickett Gen. George
Meade
Gettysburg Address
General Ulysses S. Grant
Gen. Tecumseh Sherman
Sherman’s March To The Sea
Appomattox Court House
Wade-Davis Bill
Freedmen’s Bureau
Ford’s Theater, John Wilkes Booth
Amnesty
Andrew Johnson
Benchmarks
SS.A.1.3.2.8.1
SS.A.1.3.2.8.3
SS.A.1.3.1
SS.A.4.3.2
SS.A.4.3.3
SS.A.5.3.1
SS.A.6.3.2.8.1
SS.A.6.3.3
SS.B.1.3.1
SS.B.1.3.3
SS.C.2.3.1
SS.C.2.3.3
SS.C.2.3.4
SS.D.2.3.2
8th Grade
United States History
Impeachment
Civil Rights
Segregation
Sharecropping
2009-2010
CURRICULUM MAP
15. Evaluate Johnson’s presidency and decide if his impeachment was just.
16. How was the southern economy affected by the war?
17. How did Florida’s Government Change during Reconstruction?
Restoration Plan
Sharecropping
Reconstruction Ends
13th, 14th , 15th Amendments
Reconstruction Acts Of 1867
Scalawag, Carpetbagger
Black Codes
Freedmen’s Bureau
Civil Rights Act Of 1866
Hiram Revels, Blanche Bruce
Jonathan Gibbs
Ku Klux Klan
Lynching
Poll Tax
Literacy Test
Grandfather Clause
Plessy v Ferguson
W.E.B. Dubois
Compromise of 1877
18. Compare Abraham Lincoln’s 10% Plan with the Radical Republicans Plan for
Reconstruction.
19. How did some Southerners deprive freed people of their rights and how did Congress
respond?
20. Describe how the Constitutional amendments of the period affected African
Americans.
21. How did Southern life change during Reconstruction?
22. Explain the following quote as it applies to Reconstruction: “The slave went free; stood
a brief moment in the sun, then moved back again toward slavery.”
23. What effect did the Compromise of 1877 have on Reconstruction?
24. Evaluate the overall success of Reconstruction.
25. Some historians refer to the Civil War as “The Second American Revolution.” Assess
the validity of this title in terms of the effects of the war on the United States (consider
liberty, labor, federal power, and American unity).
Revised, July 09
VOLUSIA COUNTY SCHOOLS
SS.A.1.3.2.8.1
SS.A.1.3.2.8.3
SS.A.1.3.1
SS.A.4.3.2
SS.A.4.3.3
SS.A.5.3.1
SS.A.6.3.2.8.1
SS.A.6.3.3
SS.B.1.3.1
SS.B.1.3.3
SS.C.2.3.1
SS.C.2.3.3
SS.C.2.3.4
SS.D.2.3.2
8th Grade
United States History
2009-2010
CURRICULUM MAP
Revised, July 09
VOLUSIA COUNTY SCHOOLS