dear seventh grade social studies teachers, -...

August 3, 2009 Dear Eighth Grade Social Studies Teachers, Over the summer, a committee of social studies teachers has worked diligently to revise the eighth grade pacing guide. We used the results of the survey given to all teachers to aid our revisions and tried to make the pacing guides uniform across grade levels. This year, eighth graders will continue to take quarterly assessments for first through third quarters. We hope that the eighth grade pacing guide is now easier to interpret and therefore will be used as a curriculum guide by every teacher. You will notice significant, and hopefully helpful, changes to the format and content of the pacing guide. As always, these pacing guides are aligned to Ohio’s Eighth Grade Academic Content Standards. Teaching the Content Standards is imperative for our students’ success. As teachers, it is our professional responsibility to insure that all students receive an education that hallmarks the minimum that the State of Ohio requires. The philosophy of Toledo Public Schools is that the textbooks are issued as a resource to assist in instruction and are not the definitive curriculum. The Eighth Grade Pacing Guide is now aligned as follows:

FIRST QUARTER

CHAPTER 2: EUROPEAN EXPLORATIONS OF THE AMERICAS CHAPTER 3: THE ENGLISH ESTABLISH 13 COLONIES

CHAPTER 4: THE COLONIES DEVELOP CHAPTER 5: BEGINNINGS OF AMERICAN IDENTITY

SECOND QUARTER

CHAPTER 6: THE ROAD TO REVOLUTION

CHAPTER 7: THE AMERICAN REVOLUTION CHAPTER 8: CONDEDERATION TO CONSTITUTION

CHAPTER 9: LAUNCHING A NEW REPUBLIC

THIRD QUARTER

CHAPTER 10: THE JEFFERSON ERA CHAPTER 11: NATIONAL AND REGIONAL GROWTH

CHAPTER 12: THE AGE OF JACKSON CHAPTER 13: MANIFEST DESTINY

CHAPTER 14: A NEW SPIRIT OF CHANGE CHAPTER 15: THE NATION BREAKING APART

CHAPTER 16: THE CIVIL WAR BEGINS

OAT REVIEW

FOURTH QUARTER

OAT REVIEW

CHAPTER 17: THE CIVIL WAR

CHAPTER 18: RECONSTRUCTION CHAPTER 19: THE UNITED STATES 1860-1920

*** The pacing guide is aligned with the Ohio Academic Content Standards, therefore every page and/or section of a chapter may not be included. *** This alignment reflects a 3 week review period at the end of quarter 3 and beginning of quarter 4 in order to prepare for the Ohio Achievement Test.

ABBREVIATION KEY FOR SUPPLEMENTAL MATERIALS:

HM America's History Makers OM Outline Map Activities CT Citizenship Today RS Reading Study Guide WB Workbook ID In-Depth Resources GT Geography Transparencies 5M 5 Minute Warm-Up Transparencies WM Why it Matters Now CR Critical Thinking Transparencies

Standards Abbreviations: H – History

Geo – Geography

CRR – Citizenship Rights and Responsibilities

Gov – Government

PS – People in Societies

Econ – Economics

SSSM – Social Studies Skills and Methods

What has changed? Since the actual pacing of instruction has not changed from last year, the most significant changes are in the layout of the pacing guide and a new column called Interventions. Changes in the Layout The standard, indicator, and description of the indicator are now all in one column. Abbreviations for the standards are listed on the previous page. The Pacing Guide is no longer divided by chapter. In order to make the pacing guides uniform across grade levels (especially valuable for teachers who teach more than one subject or grade level), we changed the organization to units. The unit title, along with the chapters contained in that unit, is noted right above the beginning of the section. The chapter is now in the same column as the page numbers from the textbook. The supplemental material remains the same. The assessment column has changed a little, also. Two types of questions are referenced in the column: Open-Ended Assessment Questions, or OE and Assessment Test Questions, or AT. The Open-Ended Assessment Questions are the same questions that have been at the end of the Pacing Guide for the last several years. The number next to the OE tells you what question goes with that Indicator. The Assessment Test Questions have not been attached to the Pacing Guide before, although the number has been there. We are now attaching the Assessment Test to the Pacing Guide and the number next to the AT tells you what question goes with that Indicator. Both of these sets of questions are valuable as an instructional tool and they are aligned to the Standards. Interventions There is one brand new column called Interventions. This includes strategies and resources that can be used to reteach or reinforce a given Indicator. Included in this column are resources that are available to you or are easily accessible, such as:

• History Alive! – The binders are available in your school’s Media Center. In the Pacing Guide, the title of the binder as well as the lesson number and name are included.

• Nystrom Atlas of United States History (NAUSH) – The pull-down maps, desk maps, and atlases should be in your classrooms. In the Pacing Guide, the lesson number from the Teacher’s Guide binder is included.

• Ohio Department of Education lessons (ODE) – There are very few of these, but they are available online at the ODE website. In the Pacing Guide, the title of the lesson is included.

• We the People – This resource is a class set and teacher’s guide focusing on the early years of the United States and the development of our system of government. If you do not have a set, they are available

free from the Center for Civic Education. In the Pacing Guide, the number and name of the lesson (in the form of a question) are included.

• Graphic Organizers – Although there are limitless ways to use graphic organizers in social studies, we have included a few ideas just to get you started. In the Pacing Guide, there is just a short description of the possible way to incorporate a graphic organizer.

• Foldable – A foldable is kind of an extension of a graphic organizer; they could be described as three-dimensional graphic organizers. Each Media Center will have a copy of two of Dinah Zike’s books on using foldables in the classroom. As with graphic organizers, there is an infinite number of ways to use foldables. In the Pacing Guide, we have included just a couple ways that you could get started using foldables in your social studies instruction.

Recommendations: Please use History Alive whenever possible. The Social Studies teacher with the highest OAT success rate in the state uses History Alive exclusively. History Alive binders are located in your school’s library.

HISTORY ALIVE LESSON PLAN BINDERS:

Geography of America from Past to Present Colonial Life and the American Revolution

The Constitution in a New Nation Manifest Destiny in a Growing Nation

The Civil War and Reconstruction

According to research vocabulary development is very important for every grade level and in every subject area. Marzano’s six-step process for teaching academic vocabulary includes:

1. Providing a description, explanation or example of the new term. 2. Ask students to restate the description, explanation or example in their own

words. 3. Ask students to construct a picture, symbol or graphic representing the term. 4. Periodically engaging students in activities that help them add to their

knowledge of terms in their notebooks. 5. Frequently ask students to discuss the terms with one another. 6. Regularly involve students in games that allow them to play the terms.

*** Please note that Marzano’s list does not include having students write the word and definition multiple times. We know that our students have a difficult time remembering what they are taught from one day to the next, let alone for one year or three years (the grade span for the OAT). However, research tells us that we must review, review, review in order for students to retain what they have learned. This means relating a concept back to a prior learning whenever we can, asking questions about prior units, chapters or sections taught, having “questions of the day” be review questions and including a few review questions on every test or quiz given. One suggestion is to begin the year with a book scavenger hunt to help familiarize students with the textbook and how it is organized. We hope the pacing guide becomes the skeleton from which you design your lessons and by incorporating the above recommendations into your lessons your students will have the advantage they need to succeed. If you have questions, concerns or are in need of assistance, please contact Jennifer Lawless, the Director of Social Studies and Foreign Language, at 419-671-8235, or [email protected].

mailto:[email protected]

SOCIAL STUDIESGRADE 8

ALL QUARTERS

Quarter 1

Colonization & Slavery - Unit 1, Chapters 2-5

H 2: Describe the political, religious and economic aspects of North American

colonization including: f) Conflicts among colonial powers for control of North America.

2; p. 51, 56-58

GT 8, 9, 10 NAUSH 19: The Ohio River Valley OE 6; AT 36


colonization including: b) Key differences among the Spanish, French and British

colonies;

2; p. 58-60

History Alive Colonial Life 1.2: Understanding the Differing Colonial Societies; 1.3: A Trip Through the Colonies: Journal Writing NAUSH 10:

Intro Era 2; 12: The Thirteen Colonies; 15: Spanish Settlements; 21: Spain'sEmpire We the People 1: What were the British Colonies like in the

1770s? Graphic Organizer Have students create a three-circle Venn diagram to illustrate the differences and similarities among the colonies.

OE 2; AT 33


colonization including: c) Interactions betweenAmerican Indians and European settlers,

including the agricultural and cultural exchanges, alliances and conflicts;

2; p. 62-63ID (1) 27-28, 29, 37, 47; ID (1) 86,

87-89

History Alive Geography of America 4.1 Examining Colonial Adaptations tothe Land, 4.2 Comparing Native Americans NAUSH 9: Three Worlds

Meet; 11: Native Americans Foldable Create an Accordian Book to show the chronology of interactions between American Indians and European

settlers.

OE 3; AT 34

Econ 2: Discuss how mercantilism and the establishment of colonies led to increased

global trading during the 17th and 18th centuries.

2; p. 52, 60-63

GT 4; CR 5 History Alive Colonial Life 1.2: Understanding the Differing Colonial

Societies Graphic Organizer Have students label a map or diagram showing trade routes and relationships.

OE 18; AT 68

PS 2: Analyze the economic, geographic, religious and political factors that contributed to: a) The enslavement of Africans in North

America;

2; p. 60-62 NAUSH 14: Slavery in the Americas OE 15; AT 65

Geo 3: Explain how colonization, westward expansion, immigration and advances in

transportation and communication changed geographic patterns in the United States.

3; p. 71, 79, 86,

OM 6, 9, 10, 12, 13, 14; GT 11History Alive Colonial Life 1.2: Understanding the Differing Colonial

Societies ODE: Geography 2OE 14

Chapter; Pages

Supplemental Material Open-Ended Assessment Question (OE); Assessment Test Question (AT)Standard, Indicator: Definition Interventions

2009-10, Toledo Public Schools, Office of Curriculum 1


ALL QUARTERS

Chapter; Pages


H 2: Describe the political, religious and economic aspects of North American colonization including: d) Indentured servitude and the introduction and

institutionalization of slavery;

3; p. 72 ID (1) 30, 68-70, 85; CR 11

History Alive Colonial Life 2.3: Imagining the Horrors of Enslavement; 2.4: Mini-Dramas: Africans Resist and Adapt to Enslavement; Constitution 2.2:

The Compromises of the Constitution; Civil War 1.1: Diagraming Differences Between the North and the South NAUSH 4: Intro Era 1; 9:

Three Worlds Meet; 14: Slavery in the Americas

OE 4; AT 35

H 2: Describe the political, religious and economic aspects of North American colonization including: a) Reasons for

colonization, including religion, desire for landand economic opportunity;

3; p. 70, 76-78, 84-87

CR4

History Alive Colonial Life 1.1: An Introduction to Colonial Society NAUSH 6: Three Worlds; 7: To the Indies; 8: To the Indies-Again

Graphic Organizer Have students create a simple sketch or symbol for each of four motives for colonization. Foldable Have students create a Four-Door Book with the sketch/symbol on the outside of the door and a

more detailed explanation or example underneath.

OE 1; AT 1



including the agricultural and cultural exchanges, alliances and conflicts ;

3; p. 72-73, 76-78

ID (1) 27-28, 29, 37, 47; ID (1) 86, 87-89

History Alive Geography of America 4.1 Examining Colonial Adaptations tothe Land, 4.2 Comparing Native American and Colonial Land Adaptations NAUSH 9: Three Worlds Meet; 11: Native Americans Foldable Create

an Accordian Book to show the chronology of interactions between American Indians and European settlers.

OE 3; AT 34


colonization including: e) Early representative governments and

democratic practices that emerged , including town meetings and colonial assemblies

3; p. 72-73, 77-79, 82-

83WM 13-14

History Alive Colonial Life 4.2: A Town Meeting: To Declare Independence or Not We the People 7: To the Indies

OE 5; AT 25



colonies

3; p. 76-80


Intro Era 2; 12: The Thirteen Colonies; 15: Spanish Settlements; 21: Spain'sEmpire We the People 1 What were the British Colonies like in the


OE 2; AT 33


America

3; p. 86-87

History Alive: Colonial Life 1.2: Understanding the Differing Colonial Societies; 1.3: A Trip Through the Colonies: Journal Writing; 2.1: An

Overview of West African Culture; 2.3: Imagining the Horrors of Enslavement

OE 15; AT 65

SSSM 2: Construct a historical narrative usingprimary and socondary sources.

3; p. 89 ID (4) 40



ALL QUARTERS

Chapter; Pages


Geo 2: Analyze how physical characteristics of the environment influenced population

distribution, settlement patterns and economicactivities in the United States during the 18th

and 19th centuries.

4; p. 111OM 3, 4, 5, 11, 16; GT 5; ID (1) 8-

9, 45-46; CR 10, 12History Alive Geography of America 2.2 A Nation of Water, 2.4 The Land

NAUSH 19: The Ohio River Valley

Geo 1: Compare places and regions in the United States as they existed prior to 1877 with the same places and regions today to

analyze changes in land use and population, political, social and economic characteristics.

4; p. 112OM 1, 2; ID (2) 10-11; ID (3) 8-9;

WM 7-8ODE Geography 1

H 2: Describe the political, religious and economic aspects of North American colonization including: a) Reasons for

colonization, including religion, desire for landand economic opportunity

4; p. 98-99, 111-113

CR4

History Alive Colonial Life 1.1: An Introduction to Colonial Society NAUSH 6: Three Worlds; 7: To the Indies; 8: To the Indies-Again

Graphic Organizer Have students create a simple sketch or symbol for each of four motives for colonization. Foldable Have students create a Four-Door Book with the sketch/symbol on the outside of the door and a

more detailed explanation or example underneath.

OE 1; AT 1



colonies

4; p. 112-113




OE 2; AT 33



including the agricultural and cultural exchanges, alliances and conflicts

4; p. 111, 113ID (1) 27-28, 29, 37, 47; ID (1) 86,

87-89



OE 3; AT 34


colonization including: d) Indentured servitude and the introduction

and institutionalization of slavery

4; p. 102-105 ID (1) 30, 68-70, 85; CR 1 1

History Alive Colonial Life 2.3: Imagining the Horrors of Enslavement; 2.4: Mini-Dramas: Africans Resist and Adapt to Enslavement; Constitution 2.2:

The Compromises of the Constitution; Civil War 1.1: Diagraming Differences Between the North and the South NAUSH 4: Intro Era 1; 9:

Three Worlds Meet; 14: Slavery in the Americas

OE 4; AT 35



4; p. 112-113 GT 8, 9, 10 NAUSH 19: The Ohio River Valley OE 6; AT 36



ALL QUARTERS

Chapter; Pages



America

4; p. 95-97, 102-109

History Alive Colonial Life 1.2: Understanding the Differing Colonial Societies; 1.3: A Trip Through the Colonies: Journal Writing; 2.1: An


OE 15; AT 65

PS 4: Analyze the economic, geographic, religious and political factors that contributed

to: b) Resistance to slavery.

4; p. 102, 106-107

NAUSH 29: The Slavery Issue OE 16; AT 12



4; p. 95-96, 108-109

GT 4; CR 5 History Alive Colonial Life 1.2: Understanding the Differing Colonial


OE 18; AT 68

SSSM 3: Write a position paper or give an oral presentation that includes citation of

sources.4; p. 115 OE 1



5; p. 134 OM 6, 9, 10, 12, 13, 14; GT 11History Alive Colonial Life 1.2: Understanding the Differing Colonial

Societies ODE Geography 2

PS 5: Describe the historical limitations on participation of women in U.S. society and

their efforts to gain equal rights.5; p. 120

We the People 25: How has the right to vote expanded since the Constitution was adopted?

OE 17; AT 66, 67

Gov 1: Analyze the principles of self-government and natural rights exprressed in

the Declaration of Independence and their relationship to Enlightenment ideas.

5; p. 124

History Alive Constitution 1.1: Can People be Trusted to Govern? ODE Light the Way! Influences of the Enlightenment on the Declaration of

Independence We the People 2: Why do we need government?; 3: What is republican government?; 6: How did constitutional government develop in

Great Britain?

OE 19; AT 85

CRR 4: Show connections between the rights and responsibilites of citizenship including: b)

Being tried by a jury and serving on juries5; p. 126 CT 1

History Alive Constitution 5.1: Judging Court Cases; 5.2: Drafting a Legal Opinion We the People 29: What are the rights and responsibilities of

citizenship?OE 22; AT 2


colonization including: e) Early representative governments and democratic practices that

emerged, including town meetings and colonial assemblies

5; p. 125-126 WM 13-14History Alive Colonial Life 4.2: A Town Meeting: To Declare Independence

or Not We the People 7: To the IndiesOE 5; AT 25



ALL QUARTERS

Chapter; Pages




colonies

5; p. 130-131




OE 2; AT 33



5; p. 130-135 GT 8, 9, 10 NAUSH 19: The Ohio River Valley OE 6; AT 36




5; p. 131-132, 135

ID (1) 27-28, 29, 37, 47; ID (1) 86, 87-89



OE 3; AT 34

H 3: Identify and explain the sources of conflict which led to the American Revolution,

with emphasis on the perspectives of the Patriots , Loyalists , neutral colonists and the British concerning: a) The Proclamation of

1763 , the Stamp Act , the Townshend Acts , the Tea Act and the Intolerable Acts

5; p. 135 ID (2) 12, 22

History Alive Colonial Life 3.1: From Comfort to Discontent; 3.2: Taxation Without Representation: A Classroom Parallel; 3.3: Understanding Colonial

Unrest We the People 7: What experiences led to the American Revolution? Foldable Have students create a Top-Tab Book entitled

"Causes of the American Revolution" and include the perspectives of all of the colonists (patriot, loyalist, and neutral) and the British under each cause

tab.

OE 7; AT 37

SSSM 1: Compare accuracy and point of viewof fiction and nonfiction sources about a

particular era or event.5; p. 137

CT 8, ID (1) 7, 11, 44, 66-67; ID (2) 9, 50, ID (4) 8, 13-15

AT 1

Quarter 2

The American Revolution & Constitution - Unit 2, Chapters 6-8



ALL QUARTERS

Chapter; Pages



with emphasis on the perspectives of the Patriots , Loyalists, neutral colonists and the

British concerning: a) The Proclamation of 1763, the Stamp Act ,

the Townshend Acts , the Tea Act and the Intolerable Acts

6; p. 144-145, 147-148, 150,

154-155ID (2) 12, 22

History Alive Colonial Life 3.1: From Comfort to Discontent; 3.2: Taxation Without Representation: A Classroom Parallel; 3.3: Understanding Colonial

Unrest We the People 7: What experiences led to the American Revolution? Foldable Have students create a Top-Tab Book entitled

"Causes of the American Revolution" and include the perspectives of all of the colonists (patriot, loyalist, and neutral) and the British under each cause

tab.

OE 7; AT 37

CRR 1: Show the relationship between participating in civic and political life and the

attainment of individual and public goals including: a) The Sons of Liberty and

Committees of Correspondence /American independence

6; p. 145-146, 150, 156-157, 163-170, 172-

173,

CT 82; ID (2) 35-38

History Alive Colonial Life 3.4: Perspectives on Rebellion; 4.2: A Town Meeting: To Declare Independence or Not We the People 7: What

experiences led to the American Revolution?; 9: What happened during the American Revolution? How did the government function?

OE 29


with emphasis on the perspectives of the Patriots , Loyalists , neutral colonists and the

British concerning: b) The Boston Tea Party , the boycotts, Sons

of Liberty and petitions and appeals to Parliament.

6; p. 145-146, 151,

154-155, 172-173

CR 16, 17, 18

History Alive Colonial Life 3.4: Perspectives on Rebellion; 3.5: Editorializingon Rebellion: Through Colonial and British Eyes; 4.1: Making Sense of

Common Sense; 4.3: Loyalists and Patriots Talk it Out We the People 7: What experiences led to the American Revolution?

OE 8; AT 38

H 4: Explain the results of important developments of the American Revolution including: d) Impacts on women, African-

Americans and American Indians.

6; p. 147-148, 160, 162

ID (2) 35 History Alive Colonial Life 5.1: Creating a Quilt about Colonial Life OE 11; AT 41

Gov 1: Analyze the principles of self-government and natural rights expressed in the Declaration of Independence and their

relationship to Enlightenment ideas.

6; p. 148, 163-169

History Alive Constitution 1.1: Can People be Trusted to Govern? ODE Light the Way! Influences of the Enlightenment on the Declaration of

Independence We the People 2: Why do we need government?; 3: What is republican government?; 6: How did constitutional government develop in

Great Britain?

OE 19; AT 85

H 4: Explain the results of important developments of the American Revolution

including: a) A declaration of American independence;

6; p. 163-169 CR 20

History Alive Colonial Life 4.4: Analyzing the Declaration of Independence We the People 7: What experiences led to the American Revolution?; 8:

What basic ideas about government are in the Declaration of Independence?

OE 9; AT 23



ALL QUARTERS

Chapter; Pages


CRR 3: Evaluate the role of historical figures and political bodies in furthering and

restricting the rights of individuals including: a) Jefferson and the contradiction between ideals of the Declaration of Independence

and his role as a slave owner

6; p. 164-165 HM 39History Alive Colonial Life 4.4: Analyzing the Declaration of Independence

NAUSH 14: Slavery in the Americas OE 21


including: b) character and significance of the military struggle in the North in the early years

of the war and the shift of the battle to the South after 1779

6; p. 155-159, 160-165

ID (2) 32-33, 34

History Alive Colonial Life 4.5: Visions of the Revolution: The War ThroughArt NAUSH 17: Revolutionary War; 18: War in South Carolina We the

People 9: What happened during the American Revolution? How did the government function? Foldable Create an Accordian Book to show the

events and battles of the Revolution.

OE 10; AT 39, 40


particular era or event.

6; p. 158-159, 171

CT 8; ID (1) 7, 11, 44, 66-67; ID (2) 9, 50; ID (4) 8, 13-15

OE 1


sources.

6; p. 171, 172-173

SSSM 5: Identify ways to manage conflict within a group.

6; p. 172-173


including: a) A declaration of American independence

7; p. 177-178 CR 20

History Alive Colonial Life 4.4: Analyzing the Declaration of IndependenceWe the People 7: What experiences led to the American Revolution?; 8:

What basic ideas about government are in the Declaration of Independence?

OE 9; AT 23


including: b) character and significance of the military struggle in the North in the early years

of the war and the shift of the battle of the South after 1779

7; p. 177-194 ID (2) 32-33, 34

History Alive Colonial Life 4.5: Visions of the Revolution: The War ThroughArt NAUSH 17: Revolutionary War; 18: War in South Carolina We the

People 9: What happened during the American Revolution? How did the government function? Foldable Create an Accordian Book to show the

events and battles of the Revolution.

OE 10; AT 39, 40



7; p. 178-179, 190, 199

ID (2) 35 History Alive Colonial Life 5.1: Creating a Quilt about Colonial Life OE 11; AT 41

CRR 4: Show connections between the rights and responsibilites of citizenship including: c)

Having rights and respecting the rights of others.

7; p. 182 CT 5History Alive Constitution 3.3: Understanding the Bill of Rights We the

People 2: Why do we need government?; 29: What are the rights and responsibilities of citizenship?

OE 22

Gov 5: Explain how the U.S. Constitution protects the rights of citizens, regulates the

use of territory, manages conflict and establishes order and security.

7; p. 182 WM 15-16 History Alive Constitution 2.3: Constitutional Card Sort OE 23; AT 76, 77



ALL QUARTERS

Chapter; Pages



their efforts to gain equal rights.7; p. 198-199


OE 17; AT 66, 67



7; p. 198 GT 4; CR 5 History Alive Colonial Life 1.2: Understanding the Differing Colonial


OE 18; AT 68


sources.7; p. 201


particular era or event.7; p. 171, 201

CT 8; ID (1) 7, 11, 44, 66-67; ID (2) 9, 50; ID (4) 8, 13-15

OE 1

Geo 1: Compare places and regions in the United States as they existed prior to 1877 with the same places and regions today to

analyze changes in land use and population, political, social and economic characteristics.

8; p. 240-241OM 1, 2; ID (2) 10-11; ID (3) 8-9;

WM 7-8ODE Geography 1

H 8: Describe and analyze the territorial expansion of the United States including: a)

Northwest Ordinance

8; p. 205, 207, 210-211

ODE What's the Deal? NAUSH 20: A New Nation OE 34

Gov 7: Explian how the Northwest Ordinance established principles and procedures for the

orderly expansion of the United States.

8; p. 207, 210-211

NAUSH 20: A New Nation OE 34

H 4: Explain the results of important developments of the American Revolution including: c) Creation of state constitutions

8; p. 206 We the People 10: How did states govern themselves after the Revolution? OE 24


restricting the rights of individuals including: b) State constitutional conventions and the

disenfranchisement of free blacks

8; p. 206 We the People 10: How did states govern themselves after the Revolution? OE 37



ALL QUARTERS

Chapter; Pages


H 5: Explain major domestic problems faced by the leaders of the new republic under the

Articles of Confederation including: a) Maintaining national security; b) creating

stable economic system; c) dealing with war debts; d) collecting revenue; and e) defining

the authority of the central government.

8; p. 206-209

History Alive Constitution 1.2: Experiencing the Weaknesses of the Articlesof Confederation; 1.3: Analyzing the Features of the Articles of

Confederation; 1.4: Spelling Out the Weaknesses of the Articles ODE: Fix it Because it is Broken. NAUSH 20: A New Nation We the People 11:

How did the Articles of Confederation organize the first national government?

OE 27; AT 42

Gov 4: Explain the political concepts expressed in the U.S. Constitution: a)

Representative democracy

8; p. 206, 213-216, 229, 232-

243

History Alive Constitution 2.2: The Compromises of the Constitution; 2.3: Constitutional Card Sort; 2.4: Maintaining the Balance of Power; 2.5: Creating Metaphors for the Constitution We the People 4: What is

constitutional government?

OE 26

Gov 3: Explain how events and issues demonstrated the need for a stronger form of governance in the early years of the United States: a) Shay's Rebellion; b) Economic

stability; and c) Government under the Articles of Confederation.

8; p. 206-208, 212-213

History Alive Constitution 1.2: Experiencing the Weaknesses of the Articlesof Confederation; 1.3: Analyzing the Features of the Articles of

Confederation; 1.4: Spelling Out the Weaknesses of the Articles NAUSH 20: A New Nation We the People 11: How did the Articles of

Confederation organize the first national government?

OE 27; AT 72

Econ 4: Explain how lack of power to regulate the economy contributed to the demise of the Articles of Confederation and the creation of

U.S. Constitution.

8; p. 206-209, 212-213, 217

ODE Economic Provisions of the Articles of Confederation OE 28

Gov 4: Explain the political concepts expressed in the U.S. Constitution c)

Bicameralism

8; p. 214-215, 233-234

CT 50-53ODE Political Concepts of the US Constitution We the People 13: How

did the Framers resolve the conflict about representation in Congress?OE 26; AT 74



8; p. 214-216, 221, 230-232, 245-255, 257-

258, 266

WM 15-16 History Alive Constitution 2.3: Constitutional Card Sort OE 23; AT 76, 77



8; p. 213 ID (2) 35 History Alive Colonial Life 5.1: Creating a Quilt about Colonial Life OE 11; AT 41



ALL QUARTERS

Chapter; Pages


H 6: Explain the challenges in writing and ratifying the U.S. Constitution including: a) Issues debated during the convention resulting in compromises (I.e., the Great

Compromise , the Three-Fifths Compromise and the compromise over the slave trade)

8; p. 214-217 ID (2) 51-52; CR 22

History Alive Constitution 2.1: The Convening of the Constitutional Convention; 2.2: The Compromises of the Constitution ODE: US

Constitution: Backbone of America We the People 12: Who attended the Philadelphia Convention? How was it organized?; 13: How did the Framers

resolve the conflict about representation in Congress?; 14: How did the Framers resolve the conflict between the Northern and Southern states?

Graphic Organizer Have students complete a graphic organizer showing the problem, differing proposals, and final compromise.

OE 29; AT 47


America

8; p. 216-217



OE 15; AT 65

H 6: Explain the challenges in writing and ratifying the U.S. Constitution including: c)

The debate over a Bill of Rights .

8; p. 220-221, 250

History Alive Constitution 3.1: Considering A Parents' Bill of Rights; 3.2: Creating a Students' Bill of Rights; 3.3: Understaniding the Bill of Rights;

3.4: Imagining Life Without the Bill of Rights We the People 18: How did the people approve the new Constitution?

OE 29; AT 49

Gov 6: Explain how specific provisions of the U.S. Constitution, including the Bill of Rights ,

limit the powers of government in order to protect the rights of individuals with emphasis

on: a) Freedom of religion, speech, press, assembly and petition; b) Right to trial by juryand the right to counsel; c) Due process and

equal protection of the laws.

8; p. 221, 250-252, 266

CT 3, CT 75; ID (2) 61

History Alive Constitution 3.3: Understanding the Bill of Rights We the People 19: How did Congress organize the new government?; 23: How does the Constitution protect freedom of expression?; 24: How does the Constitution protect freedom of religion?; 26: How does the Constitution

safeguard the right to equal protection of the law?; 27: How does the Constitution protect the right to due process of law?

OE 30; AT 87

H 6: Explain the challenges in writing and ratifying the U.S. Constitution including: b) The Federalist/Anti-Federalist debate

8; p. 218-221, 222-223

ID (2) 54History Alive Constitution 4.1: Illustrating Hamiltonian and Jeffersonian

Ideals; 4.2: Giving Voice to Jefferson and Hamilton We the People 18: How did the people approve the new Constitution?

OE 29; AT 48

Gov 4: Explain the political concepts expressed in the U.S. Constitution: b)

Federalism

8; p. 218-223, 229, 232-243

CT 72, 73

ODE Political Concepts of the US Constitution We the People 17: How did the Constitution create a federal system of government? Graphic

Organizer Have students complete a Venn diagram for state versus federalpowers.

OE 26; AT 73

Gov 4: Explain the political concepts expressed in the U.S. Constitution: d)

Separation of power ; and e) Checks and balances.

8; p. 230, 232-245

CT 54-57; CT 58-61; CT 81

History Alive Constitution 2.4: Maintaining the Balance of Power ODE: Political Concepts of the US Constitution We the People 5: How can we

organize government to prevent the abuse of power?; 15: How did the Framers resolve the conflict about the powers of the legislative branch?; 16:

How much power should be given to the executive and judicial branches? Foldable Have students create a simple flip foldable for the three branches

of government.

OE 26; AT 75



ALL QUARTERS

Chapter; Pages


Gov 8: Describe the process by which a bill becomes a law.

8; p. 236-237 CT 19-28History Alive Constitution 5.3: Understanding the Legislative Process Graphic Organizer Have students complete a flow chart showing the

process by which a bill becomes a law.OE 31; AT 78

CRR 4: Show connections between the rights and responsibilites of citizenship including: c)

Having rights and respecting the rights of others.

8; p. 231, 250-252, 266,

278CT 5 History Alive Constitution 3.3: Understanding the Bill of Rights OE 22



Committees of Correspondence/American independence

8; p. 267 CT 82; ID (2) 35-38



OE 29

CRR 4: Show connections between the rights and responsibilites of citizenship including: b)

Being tried by a jury and serving on juries

8; p. 245, 251-252, 266-

267CT 1

History Alive Constitution 5.1: Judging Court Cases; 5.2: Drafting a Legal Opinion We the People 29: What are the rights and responsibilities of

citizenship?OE 22



ALL QUARTERS

Chapter; Pages


CRR 4: Show connections between the rights and responsibilites of citizenship including: a)

Voting and staying informed on issues8; p. 264-271 CT 7, 11

We the People 22: How does the U.S. Supreme Court determine the meaning of the words in the Constitution?; 29: What are the rights and

responsibilities of citizenship?OE 22


sources.8; p. 225

The Early Republic (Government) - Unit 3, Chapters 9-14



9; p. 283 OM 6, 9, 10, 12, 13, 14; GT 11ODE Geography 2 NAUSH 22: Intro Era 4; 23: Getting Around; 24: Indian

Resettlement; 25: The Expanding Nation; 27: The Oregon Trail

H 7: Describe the actions taken to build one country from 13 states including: a) The

precedents established by George Washington, including the cabinet and a two-

term presidency; b) Alexander Hamilton's actions to create a financially strong country, including the creation of a national bank; and

c) The establishment of an independent federal court system.

9; p. 277-279 287-288

HM 27 & 35; WM 17-18; CR 27We the People 21: How does the U.S. Supreme Court use the power of

judicial review?OE 32; AT 50

H 8: Describe and analyze the territorial expansion of the United States including: a)

Northwest Ordinance9; p. 282-284 ODE What's the Deal? NAUSH 20: A New Nation OE 34



9; p. 278 WM 15-16History Alive Constitution 2.3: Constitutional Card Sort; 2.5: Creating

Metaphors for the ConstitutionOE 23

Gov 2: Explain how political parties developedas a result of attempts to resolve issues in the

early years of the United States including: a) Payment of debt

9; p. 279-281, 288-289, 300

History Alive Constitution 4.3: Building "A More Perfect Union" We the People 20: How did political parties develop?

OE 33; AT 69



ALL QUARTERS

Chapter; Pages


Gov 2: Explain how political parties developedas a result of attempts to resolve issues in the early years of the United States including: c)

Strict or loose interpretation of the Constitution

9; p. 281, 290-291 297-298


OE 33; AT 70

Econ 5: Explain how government protection ofproperty rights and regulation of economic

activity impacted the development of the U.S. economy.

9; p. 279-281 CT 83; WM 21-22History Alive Constitution 4.1: Illustrating Hamiltonian and Jeffersonian

Ideals; 4.2: Giving Voice to Jefferson and Hamilton; 4.3: Building "A More Perfect Union"

OE 25

Econ 3: Explain the purpose and effects of trade barriers such as tariffs enacted before

the Civil War.9; p. 279-281

History Alive Civil War 2.2: A Press Conference on the Eve of the Civil War

OE 36


colonization including: c) Interactions between American Indians and

European settlers, including the agricultural and cultural exchanges, alliances and

conflicts

9; p. 282-284ID (1) 27-28, 29, 37, 47; ID (1) 86,

87-89



OE 3; AT 34

H 9: Explain causes of the Civil War with emphasis on: b) States' rights

9; p. 291 ID (3) 46History Alive Civil War 2.1: From Compromise to Conflict: The Crisis

Unfolds; 2.2: A Press Conference on the Eve of the Civil War NAUSH 29: The Slavery Issue

OE 35; AT 4



Committees of Correspondence/American independence

9; p. 284 CT 82; ID (2) 35-38



OE 29

Quarter 3



10; p. 296 OM 6, 9, 10, 12, 13, 14; GT 11 ODE Geography 2



ALL QUARTERS

Chapter; Pages




and 19th centuries.

10; p. 304OM 3, 4, 5, 11, 16; GT 5; ID (1) 8-

9, 45-46; CR 10, 12

History Alive Geogrpahy of America 2.2 A Nation of Water, 2.4 The Land; Manifest Destiny 3.1: Overcoming Geographic Challenges Along the

Oregon Trail NAUSH 23: Getting Around


colonization including: c) Interactions between American Indians and

European settlers, including the agricultural and cultural exchanges, alliances and

conflicts

10; p. 304-306, 308-309,

312-313

ID (1) 27-28, 29, 37, 47; ID (1) 86, 87-89

History Alive Geography of America 4.1 Examining Colonial Land Adaptations, 4.2 Comparing Native American and Colonial Land

Adaptations; Manifest Destiny 4.1: Manifest Destiny from a Native American Perspective; 4.2: Cultures in Conflict; 4.3: The Nez Perce': Interpreting History Through Music; 4.4: Responding to Chief Seathle

NAUSH 9: Three Worlds Meet; 11: Native Americans Foldable Create an Accordian Book to show the chronology of interactions between

American Indians and European settlers.

OE 3; AT 34

H 7: Describe the actions taken to build one country from 13 states including:

c) The establishment of an independent federal court system.

10; p. 300-301

We the People 21: How does the U.S. Supreme Court use the power of judicial review?

OE 32; AT 50

Gov 5: Explain how the U.S. Constitution protects the rights of citizens, regulate s the


10; p. 300-301

WM 15-16 History Alive Constitution 2.3: Constitutional Card Sort OE 23; AT 76, 77

H 8: Describe and analyze the territorial expansion of the United States including:

b) The Louisiana Purchase and the Lewis and Clark expedition

10; p. 302-309

GT 10; ID (3) 31-33; ID (3) 38, 39 ODE What's the Deal? NAUSH 25: The Expanding Nation OE 34; AT 51



10; p. 311-312

CT 83; WM 21-22History Alive Constitution 4.1: Illustrating Hamiltonian and Jeffersonian


OE 25; AT 18


sources.10; p. 319



11; p. 339-342

OM 6, 9, 10, 12, 13, 14; GT 11 ODE Geography 2



ALL QUARTERS

Chapter; Pages


H 9: Explain causes of the Civil War with emphasis on: c) The different economics of

the North and South

11; p. 325-329, 332-337

History Alive Civil War 1.1: Diagraming Differences Between the North andthe South; 1.2: How Geography Determined Two Ways of Life ODE Why

did Americans Fight Other Americans? Graphic Organizer Have students complete a graphic organizer showing causes of the Civil War and

how they impacted the conflict.

OE 35

H 9: Explain causes of the Civil War with emphasis on: a) Slavery

11; p. 332-337

GT 15; ID (3) 47-48; ID (3) 50, 57; ID (4) 49-50; WM 29-30

History Alive Civil War 1.3: Identifying Multiple Perspectives on Slavery; 1.4: The Spectrum of Views on Slavery ODE Why did Americans Fight

Other Americans? NAUSH 28: Intro Era 5, 29: The Slavery IssueOE 35; AT 82


their efforts to gain equal rights.

11; p. 326-327


OE 17; AT 66, 67



11; p. 335-337



restricting the rights of individuals including: d) Frederick Douglas and the abolitionist

movement

11; p. 334-336

HM 45 History Alive Civil War 1.4: The Spectrum of Views on Slavery OE 37



11; p. 338-339



OE 25; AT 18

Gov 2: Explain how political parties developedas a result of attempts to resolve issues in the early years of the United States including: a) Payment of debt; d) Support for England or

France.

11; p. 340-341


OE 33

H 9: Explain causes of the Civil War with emphasis on:

d) The extension of slavery into the territories,including the Dred Scott Decision and the

Kansas-Nebraska Act

11; p. 342-343

HM 61; ID (5) 11History Alive Civil War 2.1: From Compromise to Conflict: The Crisis

Unfolds ODE Why did Americans Fight Other Americans? NAUSH 29: The Slavery Issue

OE 35

SSSM 5: Identify ways to manage conflict within a group.

11; p. 330-331


sources.11; p. 347 AT 1



ALL QUARTERS

Chapter; Pages




12; p. 360-361

OM 6, 9, 10, 12, 13, 14; GT 11ODE Geography 2 History Alive Manifest Destiny 3.2: "Do's and Don'ts"

for Pioneers; 3.3: Mini-Dramas from Life in the West



12; p. 356 WM 15-16 History Alive Constitution 2.3: Constitutional Card Sort OE 23; AT 76, 77


Voting and staying informed on issues; c) Having rights and respecting the rights of

others.

12; p. 356 CT 7, 11 History Alive Constitution 5.3: Understanding the Legislative Process OE 22


restricting the rights of individuals including: c) Jackson and his role in Indian removal

12; p. 353-355, 358-362

HM 47; CR 34, 35, 36 NAUSH 24: Indian Resettlement OE 37

Gov 2: Explain how political parties developedas a result of attempts to resolve issues in the early years of the United States including: a)

Payment of debt

12; p. 357 History Alive Constitution 4.3: Building "A More Perfect Union" We the

People 20: How did political parties develop?OE 33; AT 69




12; p. 358-362

ID (1) 27-28, 29, 37, 47; ID (1) 86, 87-89

History Alive Geogrpahy of America 4.1, 4.2; Manifest Destiny 4.1: Manifest Destiny from a Native American Perspective; 4.2: Cultures in Conflict; 4.3: The Nez Perce': Interpreting History Through Music; 4.4:

Responding to Chief Seathle NAUSH 9: Three Worlds Meet; 11: Native Americans Foldable Create an Accordian Book to show the chronology

of interactions between American Indians and European settlers.

OE 3; AT 34

PS 3: Analyze how contact between white settlers and American Indians resulted in

treaties , land acquisition and Indian removal.

12; p. 358-362

ID (3) 29; ID (4) 11, 20; CR 56 NAUSH 24: Indian Resettlement OE 14; AT 11



ALL QUARTERS

Chapter; Pages


H 9: Explain causes of the Civil War with emphasis on: c) The different economics of

the North and South

12; p. 363-365

History Alive Civil War 1.1: Diagraming Differences Between the North andthe South; 1.2: How Geography Determined Two Ways of Life ODE Why

did Americans Fight Other Americans? Graphic Organizer Have students complete a graphic organizer showing causes of the Civil War and

how they impacted the conflict.

OE 35; AT 5


12; p. 366-367

ID (3) 46History Alive Civil War 2.1: From Compromise to Conflict: The Crisis


OE 35; AT 4

Econ 1: Explain how the uneven distribution ofproductive resources influenced historic

events such as the Civil War.

12; p. 363-365

GT 16; ID (5) 27History Alive Civil War 1.1: Diagraming Differences Between the North and

the South; 3.1: Graphing Civil War Data: The Telling Numbers NAUSH 30: Wartime Resources

OE 39; AT 16



12; p. 363-370



OE 25; AT 18

Gov 2: Explain how political parties developedas a result of attempts to resolve issues in the early years of the United States including: b)

Establishment of a national bank

12; p. 370-371


OE 33; AT 19

CRR 2: Explain how the opportunities for civicparticipation expanded during the first half of

the 19th century including: b) Expansion of the franchise

12; p. 370-371


OE 38


the 19th century including: c) active campaigning.

12; p. 354-357, 369-371

History Alive Manifest Destiny 1.3: Political Developments in an Expanding

NationOE 38



13; p. 379, 391-392,

OM 6, 9, 10, 12, 13, 14; GT 11ODE Geography 2 History Alive Manifest Destiny 3.2: "Do's and Don'ts"

for Pioneers; 3.3: Mini-Dramas from Life in the West


c) Westward movement including Manifest Destiny

13; p. 377-383, 390-391

GT 19; ID (3) 12-14; ID (4) 31, 33-35; WH 25-26, 37-38; CR 37, 38,

39, 55, 57

History Alive Manifest Destiny 1.1: America Discovers its Manifest Destiny;1.2: Journal Writing: Heading West with Lewis and Clark; 1.3: Political Developments in an Expanding Nation NAUSH 25: The Expanding

Nation

OE 34; AT 2



ALL QUARTERS

Chapter; Pages



d) The Texas War for Independence and the Mexican-American War.

13; p. 384-395

ID (4) 29-30, 32History Alive Manifest Destiny 2.1: Discovering the Southwest Heritage;

2.2: Conflict in the Southwest; 2.3: Writing a Corrido about Life in the Southwest NAUSH 26: Texas Independence

OE 34; AT 3

H 9: Explain causes of the Civil War with emphasis on: f) The addition of new states to the Union and their impact on the balance of power in the Senate, including the Missouri Compromise and the Compromise of 1850

13; p. 389, 400-401

CR 44History Alive Civil War 2.1: From Compromise to Conflict: The Crisis

Unfolds OE 35; AT 7


restricting the rights of individuals including: d) Frederick Douglas and the abolitionist

movement

13; p. 392-393




13; p. 390-391, 400-401




CT 8; ID (1) 7, 11, 44, 66-67; ID (2) 9, 50; ID (4) 8, 13-15

AT 1


sources.13; p. 403 ODE SM1 AT 1






and 19th centuries.

14; p. 409OM 3, 4, 5, 11, 16; GT 5; ID (1) 8-

9, 45-46; CR 10, 12History Alive Geography of America 2.2 A Nation of Water, 2.4 The Land OE 15



ALL QUARTERS

Chapter; Pages


PS 6: Explain how the diverse peoples of the United States developed a common national

identity.

14; p. 407-408

ID (5) 59; WM 1-2, 9-10; CR 13, 15

Graphic Organizer: Have students create a mind map or topic web about this Indicator. In the center could be a brief description of what the common

national identity is and then have spokes that show some of the diversity that has helped to create America.

OE 40; AT 13


14; p. 424-427, 430-431

GT 15; ID (3) 47-48; ID (3) 50, 57; ID (4) 49-50; WM 29-30

History Alive Civil War 1.3: Identifying Multiple Perspectives on Slavery; 1.4: The Spectrum of Views on Slavery ODE Why did Americans Fight


H 9: Explain causes of the Civil War with emphasis on:

e) The abolitionist movement and the roles of Frederick Douglass and John Brown

14; p. 424-429

HM 45; ID (4) 51, 53-55; ID (5) 8, 12, 13-15, 20

History Alive Civil War 2.1: From Compromise to Conflict: The Crisis Unfolds; 2.2: A Press Conference on the Eve of the Civil War

OE 35; AT 52


attainment of individual and public goals including: b) The Underground Railroad and the abolitionist movement/Abolition of slavery.

14; p. 424-427, 430-431

WM 11-12, 27-28; CR 42 History Alive Civil War 1.3: Identifying Multiple Perspectives on Slavery OE 41


restricting the rights of individuals including: e) Elizabeth Cady Stanton and women's

rights.

14; p. 427-429

HM 55History Alive Manifest Destiny 5.2: How Far Have We Come Since Seneca

Falls?OE 37



14; p. 418-420, 427-429


OE 17; AT 66, 67



14; p. 424-426, 428-431


SSSM 4: Organize and lead a discussion. 14; p. 411 CT 29-34 AT 1


sources.14; p. 433 AT 1



ALL QUARTERS

Chapter; Pages


Civil War & Reconstruction - Unit 5, Chapters 15-19





15; p. 442-443

GT 15; ID (3) 47-48; ID (3) 50, 57; ID (4) 49-50; WM 29-30

History Alive Civil War 1.3: Identifying Multiple Perspectives on Slavery; 1.4: The Spectrum of Views on Slavery ODE: Why did Americans Fight




15; p. 441-442



OE 39; AT 16



15; p. 442 CT 83; WM 21-22History Alive Constitution 4.1: Illustrating Hamiltonian and Jeffersonian


OE 25; AT 18

Econ 9: Explain causes of the Civil War with emphasis on:

f) The addition of new states to the Union andtheir impact on the balance of power in the

Senate, including the Missouri Compromise and the Compromise of 1850

15; p. 443-445

CR 44History Alive Civil War 2.1: From Compromise to Conflict: The Crisis

Unfolds ODE: Why did Americans Fight Other Americans?OE 35; AT 7


d) The Texas War for Independence and the Mexican-American War.

15; p. 443-444

ID (4) 29-30, 32History Alive Manifest Destiny 2.1: Discovering the Southwest Heritage;

2.2: Conflict in the Southwest; 2.3: Writing a Corrido about Life in the Southwest NAUSH 26: Texas Independence

OE 34; AT 3

H 9: Explain causes of the Civil War with emphasis on: d) The extension of slavery into

the territories, including the Dred Scott Decision and the Kansas-Nebraska Act;

15; p. 443-454

HM 61; ID (5) 11History Alive Civil War 2.1: From Compromise to Conflict: The Crisis

Unfolds ODE: Why did Americans Fight Other Americans? NAUSH 29: The Slavery Issue

OE 35; AT 6


the 19th century including: b) Expansion of the franchise ;

15; p. 443We the People 25: How has the right to vote expanded since the

Constitution was adopted?OE 38



ALL QUARTERS

Chapter; Pages



15; p. 446-449, 458-459

ID (3) 46History Alive Civil War 2.1: From Compromise to Conflict: The Crisis


OE 35; AT 4

H 9: Explain causes of the Civil War with emphasis on: e) The abolitionist movement

and the roles of Frederick Douglass and John Brown

15; p. 448-449, 452-454

HM 45; ID (4) 51, 53-55; ID (5) 8, 12, 13-15, 20

History Alive Civil War 2.1: From Compromise to Conflict: The Crisis Unfolds; 2.2: A Press Conference on the Eve of the Civil War

OE 35; AT 52

H 9: Explain causes of the Civil War with emphasis on: g) The emergence of Abraham

Lincoln as a national figure in the Lincoln-Douglas debates , the presidential election of

1860, and the South's secession .

15; p. 452-453, 456-459

HM 63; ID (5) 9-10; CR 43, 45History Alive Civil War 2.1: From Compromise to Conflict: The Crisis

Unfolds ODE: Why did Americans Fight Other Americans?OE 35; AT 8


to: b) Resistance to slavery.15; p. 449 NAUSH 29: The Slavery Issue OE 16; AT 12


America

15; p. 446-447



OE 15; AT 65



15; p. 539-540




15; p. 553-554


OE 17; AT 66, 67

CRR 4: Show connections between the rights and responsibilites of citizenship including: a) Voting and staying informed on issues

15; p. 453 CT 7, 11 History Alive Constitution 5.3: Understanding the Legislative Process OE 22


the 19th century including: a) Nominating conventions

15; p. 451, 455-458

History Alive Manifest Destiny 1.3: Political Developments in an ExpandingNation

OE 38



ALL QUARTERS

Chapter; Pages


SSSM 4: Organize and lead a discussion. 15; p. 461 CT 29-34 OE 1


sources.

15; p. 453, 461

History Alive Civil War 2.3: A Letter to the Editor: To Go to Wat or Not? OE 1



15; p. 461, 470-471

CT 8; ID (1) 7, 11, 44, 66-67; ID (2) 9, 50; ID (4) 8, 13-15

OE 1

H 10: Explain the course and consequences of the Civil War with emphasis on: a)

Contributions of key individuals, including Abraham Lincoln , Robert E. Lee and

Ulysses S. Grant

16; p. 465-469, 477-481

HM 63, 65, 68; ID (5) 31, 46; CR 48

History Alive Civil War 3.2: A Visual History of the Civil War OE 42; AT 53, 54



16; p. 467-468



OE 39; AT 16



16; p. 461, 470-471

CT 8; ID (1) 7, 11, 44, 66-67; ID (2) 9, 50; ID (4) 8, 13-15

OE 1

SSSM 2: Construct a historical narrative usingprimary and socondary sources.

16; p. 483 ID (4) 40 OE 1



ALL QUARTERS

Chapter; Pages


Quarter 4


events such as the Civil War.17; p. 493 GT 16; ID (5) 27

History Alive Civil War 1.1: Diagraming Differences Between the North andthe South; 3.1: Graphing Civil War Data: The Telling Numbers NAUSH

30: Wartime ResourcesOE 39; AT 16

H 11: Analyze the consequences of Reconstruction with emphasis on: b) Attempts to protect the rights of and enhance opportunities for the freedmen , including the basic provisions of the 13th, 14th and 15th

Amendments to the U.S. Constitution

17; p. 505 ID (5) 69, 70, 71-73; CR 53History Alive Civil War 4.2: Reconstructing the Nation, 4.3: We Shall Overcome: A Dramatic Presentation NAUSH 33: Reconstruction

OE 43; AT 59, 60

H 10: Explain the course and consequences of the Civil War with emphasis on: b) The

Emancipation Proclamation;

17; p. 487-489

ID (5) 49; CR 49 History Alive Civil War 3.2: A Visual History of the Civil War OE 42; AT 55


restricting the rights of individuals including: d)Frederick Douglas and the abolitionist

movement

17; p. 487-490


H 10: Explain the course and consequences of the Civil War with emphasis on: a)

Contributions of key individuals, including Abraham Lincoln , Robert E. Lee and Ulysses

S. Grant

17; p. 489-490, 494

HM 63, 65, 68; ID (5) 31, 46; CR 48

History Alive Civil War 3.2: A Visual History of the Civil War 42/53, 54

H 10: Explain the course and consequences of the Civil War with emphasis on: c) The

Battle of Gettysburg .

17; p. 496-499, 508

CR 51History Alive Civil War 3.2: A Visual History of the Civil War NAUSH 31:

Civil War Battles, 32: March to the SeaOE 42; AT 9, 56

*** A 3 Week Review Period*** has been inserted at the end of quarter 3 and beginning of quarter 4 to prepare for the Ohio Achievement Test.

*** A 3 Week Review Period*** has been inserted at the end of quarter 3 and beginning of quarter 4 to prepare for the Ohio Achievement Test.



ALL QUARTERS

Chapter; Pages


H 11: Analyze the consequences of Reconstruction with emphasis on: a)

President Lincoln's assassination and the ensuing struggle for control of

Reconstruction , including the impeachment of President Andrew Johnson ;

17; p. 505-507

ID (5) 47-48; CR 54History Alive Civil War 4.1: Writing Report Cards on Reconstruction Plans

NAUSH 33: ReconstructionOE 43; AT 57, 58

H 11: Analyze the consequences of Reconstruction with emphasis on: a)

President Lincoln's assassination and the ensuing struggle for control of

Reconstruction , including the impeachment of President Andrew Johnson;

18; p. 517-519, 521

ID (5) 47-48; CR 54History Alive Civil War 4.1: Writing Report Cards on Reconstruction Plans

NAUSH 33: ReconstructionOE 43; AT 57, 58

H 11: Analyze the consequences of Reconstruction with emphasis on: c) The Ku Klux Klan and the enactment of black codes .

18; p. 518-519, 528, 530

CR 52History Alive Civil War 4.2: Reconstructing the Nation, 4.3: We Shall Overcome: A Dramatic Presentation NAUSH 33: Reconstruction

OE 43; AT 61, 62

H 11: Analyze the consequences of Reconstruction with emphasis on: b)

Attempts to protect the rights of and enhance opportunities for the freedmen, including the basic provisions of the 13th, 14th and 15th

Amendments to the U.S. Constitution

18; p. 519-520, 524-528,

530ID (5) 69, 70, 71-73; CR 53

History Alive Civil War 4.2: Reconstructing the Nation, 4.3: We Shall Overcome: A Dramatic Presentation NAUSH 33: Reconstruction

OE 43; AT 59, 60


restricting the rights of individuals including: b)State constitutional conventions and the

disenfranchisement of free blacks

18; p. 518-519, 526-533

History Alive Civil War 4.1: Writing Report Cards on Reconstruction Plans;

4.2: Reconstructing the Nation OE 37


Voting and staying informed on issues;

18; p. 519-520, 530,

554, 616-617CT 7, 11 History Alive Constitution 5.3: Understanding the Legislative Process OE 22


restricting the rights of individuals including: e)Elizabeth Cady Stanton and women's rights.

18; p. 530 HM 55History Alive Manifest Destiny 5.2: How Far Have We Come Since Seneca

Falls?OE 37



ALL QUARTERS

Chapter; Pages



sources.18; p. 535 OE 1



CT 8; ID (1) 7, 11, 44, 66-67; ID (2) 9, 50; ID (4) 8, 13-15

OE 1


identity.

19; p. 542-543

ID (5) 59; WM 1-2, 9-10; CR 13, 15



OE 40; AT 13



19; p. 554-557



OE 25; AT 18


Voting and staying informed on issues

19; p. 616-617

CT 7, 11 History Alive Constitution 5.3: Understanding the Legislative Process OE 22


identity.

19; p. 588-589

ID (5) 59; WM 1-2, 9-10; CR 13, 15



OE 40; AT 13


Content Vocabulary Testing Vocabularypolitical analyzesocial compareeconomic constructcolonial assemblies describecolonization discussconflicts explainmercantilism identifyglobal organizealliances selectconflicts showindentured servitude traceinstitutionalization writerepresentativeemergedtown meetingstreatiesacquisition

Content Vocabulary Testing VocabularyPatriots domestic analyze

LoyalistsArticles of Confederation compare

Neutral revenue construct

Proclamation of 1763 regulate describeStamp Act governance discussTownshend Acts explainTea Act identifyIntolerable Acts organizecivic selectattainment showSons of Liberty traceCommittees of Correspondence writeBoston Tea Partyboycottspetitionsappealsself-governmentnatural rightsDeclaration of IndependenceEnlightenmentcharacter

Content Vocabulary Underground Railroad Testing Vocabularyabolitionist regulates analyzebill of rights ratifying compare

checks and balances constructcontradiction state constitutions describeDeclaration of Independence federalist/anti-federalist discussdisenfranchisement Alexander Hamilton evaluate

Dred Scott Decisionrepresentative democracy explain

Elizabeth Cady Stanton bicameralism identifyfranchise governance organizeFrederick Douglass Shay's Rebellion selectGeorge Washington tariffs showideals federalism trace

nominating conventions writeprovisionsseparation of powers

Content Vocabulary

Missouri Compromise Robert E. LeeCompromise of 1850 Ku Klux Klandisenfranchisement Ulysses S. GrantFrederick Douglass freedmenJohn Brown black codes abolitionist Northwest Ordinance13th, 14th, 15th Amendments tariffsReconstruction Louisiana Purchase

impeachmentLewis and Clark Expedition

Elizabeth Cady Stanton Dred Scott Decision

Andrew Johnson Kansas Nebraska ActAbraham Lincoln Manifest Destiny

Battle of GettysburgTexas War for Independence

Lincoln-Douglas Debates Mexican-American WarEmancipation Proclamationsecession

Testing Vocabulary

analyzecompareconstructdescribediscussexplain

identifyorganize

select

show

tracewrite

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