social studies 8th grade curriculum guide€¦ · azael arredondo, k – 12th social studies...

Social Studies 8th Grade

Curriculum Guide

Social Studies Curriculum Writers Special Projects

Rosa Lara

Paulina Rodriguez

Kinder

April Flores

Diana Rocha

1st Grade

Mirta Flores

Norma Trevino

2nd Grade

Sylvia Palacios

Erika Faubion

3rd Grade

Elvia Basoria

Deyanira Pena

4th Grade

Yvonne Arciba

Brenda Gutierrez

5th Grade

Johana Resendez

Tony Sanchez

6th Grade

Cynthia Barbosa

Elizabeth Salinas

7th Grade

Sylvia Garza

Elias Lozano

Azael Arredondo, K – 12th Social Studies Specialist

8th Grade

Marcos Garza

Esmeralda Garcia

Marisol Rodriguez-

Portales

Michael Lara

Rafael Cavazos

Abraham Garcia

Christie Garcia

Alexia Alvarado

John Muniz

World Geography HS

Ricardo Ramos

Fabian Garza

World History HS

Brenda Hernandez

Carla Perez-Valdez

US History

Juan Ortega

Sandra Cardona-Cruz

Yesenia Molina

Oscar Mendoza

Government

Delia Perez

Jennifer Torres

Economics

Barbara Charles

Credit By Exam

Melissa Rowland

AP Macroeconomics

Anthony Campos

Special Projects MS

Sylvia Rodriguez

I. Scope & Sequence

*Scope and Sequence

*Curriculum Guide

II. Vocabulary

*Academic Vocabulary by Six Weeks

*Lead4ward Vocabulary

Table of Contents

III. ECISD Resources

*iTunes U Codes

*The 8 Components of SIOP

IV. General Resources

*Lead4ward Snapshots

*5E Model

*ELPS Quick Guide

II. Vocabulary

*Academic Vocabulary by Six Weeks

*Lead4ward Vocabulary

Edinburg Consolidated Independent School District

Scope and Sequence 2018-2019

8th Grade Social Studies

Week 1 Week 2 Week 3 Week 4 Week 5/6

1st S

ix W

ee

ks

Aug 27 – Aug 31 Sep 3 - 7 Sep 10 - 14 Sep 17 – 21 Sep 24 – 28

First Day Procedures

Unit: Our Colonial Heritage

Era: Exploration/Colonization

Theme: Geography, Politics

Major Topics: Explorers,

Columbian Exchange, Slavery

Skills: Sequencing, Cause &

Effect

TEKS: (R) 1A, 2A, 3A,7C,

10B, 10C, 11A, 12B (S) 1C,

2B, 3B, 3C, 7B, 10A, 11C,

20A, 23A, 25A, 25B (PS)

29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

Writing Topic: European

Exploration

Question: What motivated

Europeans to explore the

Americas?


Era: Exploration/Colonization

Theme: Economics, Politics,

Geography

Major Topics: Reasons for

Colonization Jamestown,

Mayflower Compact

Skills: Summarize, Compare &

Contrast,

TEKS: (R) 1A, 2A, 3A,7C,

10B, 10C, 11A, 12B (S) 1C,

2B, 3B, 3C, 7B, 10A, 11C,

12A, 20A, 23A, 25A, 25B (PS)

29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

Writing Topic: Self-

government

Question: Explain the causes

for self-government in the

colonies.


*Remembrance September 11,

2001*

Era: Colonization

Theme: Economics Politics,

Geography

Major Topics: Colonial

Regions, Mercantilism,

Triangular Trade, Great

Awakening, Self-Government

Skills: Compare & Contrast,

Categorizing

TEKS: (R) 1A, 2A, 3A,7C,

10B, 10C, 12B (S) 1C, 2B, 3B,

3C, 7B, 10A, 11C, 12A, 20A,

23A, 25A, 25B (PS) 29.ABC,

30A

ELPS: 2C, 4D, 3D, 3E, 5B

Writing Topic: Trade

Question: Describe the

differences between

mercantilism and the

triangle trade.


*Celebrate

Freedom Week*

(R) 8B, 15C, 19A, 19B, 21B,

24B, (S) 1C, 21A

Era: American Revolution

(Causes)


Geography

Major Topics: French & Indian

War, Sugar Act, Stamp Act,

Committees of Correspondence

Skills: Identify Points of View,

Cause & Effect

TEKS: (R) 1A, 4A, 4C, 11A,

15C,19A (S) 1C, 4B, 10A ,10C,

11C, 20B, 20C, 22B, 23E (PS)

29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

Writing Topic: War

Question: What caused the

French and Indian War?


Era: American Revolution

(Causes)


Geography

Major Topics: Boston

Massacre, Boston Tea Party,

Intolerable Acts

Skills: Identify Points of

View

TEKS: (R) 1A, 4A, 4C,

15C,19A (S) 1C, 4B, 10A,

10C, 20B, 20C, 22B, 23E

(PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

September 25

Spiral Review

September 27

Six Weeks Exams

Writing Topic: Economics

Question: Why were the

Intolerable Acts justifiable?




Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

2n

d S

ix W

ee

ks

Oct 1 – 5 Oct 8 – 12 Oct 15 – 19 Oct 22 –26 Oct 29 – Nov 2 Nov 5 -6 Unit: Our Colonial

Heritage

Era: American

Revolution/Drafting of

the Declaration of

Independence

Theme: Politics

Major Topics:

Declaration of

Independence

Skills: Analyzing

Primary Sources

TEKS: (R) 1A ,4A, 4C,

10C, 15C,19A (S) 1C,

4B, 10A , 20B, 20C, 22B,

23E (PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E

5B

Writing Topic:

Declaration of

Independence

Question: Explain the

different grievances

listed in the

Declaration of

Independence.

Unit: Our Colonial

Heritage

Era: American

Revolution

Theme:

Politics/Revolution

Major Topics: Battle of

Trenton, Battles of

Saratoga, Marquis de

Lafayette, John Paul

Jones, Winter at Valley

Forge

Skills: Finding Main

Idea

TEKS: (R) 1A, 4A, 4C,

10C, 15C,19A (S) 1C,

4B, 10A, 20B, 20C, 22B,

23E (PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E,

5B Writing Topic:

Individuals of the

American Revolution

Question: What were

the contributions of

significant individuals

of the American

Revolution?

Oct 19

Progress Report Unit: Our Colonial

Heritage

Era: American

Revolution

Theme: Politics

Major Topics: Battle

of Yorktown, Treaty

of Paris

Skills: Finding Main

Idea, Interpreting

Maps

TEKS: (R) 1A, 4A,

4C, 10C, 15C,19A (S)

1C, 4B, 10A, 20B,

20C, 22B, 23E (PS)

29.ABC, 30AELPS:

2C, 4D, 3D, 3E, 5B

Writing Topic:

Important Battles

Question: What

were the different

battles, documents,

and events of the

American

Revolution?

Unit: A New Nation

Era: Constitution

Theme: Politics, Society

and Culture

Major Topics: Articles of

Confederation, Northwest

Territory, Northwest

Ordinance, Shays’s

Rebellion

Skills: Sequence

Summarize

TEKS: (R) 1A, 4E, 6A,7C,

10C, 15A, 15C, 15D 16A,

17A, 18A, 19A, 19B, 25C

(S) 4D, 10A, 15B, 18B,

19D, 21B, 25A

(PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

Writing Topic: Critical

Period

Question:

What were the major

weaknesses of the

Articles of

Confederation?

Unit: A New Nation

Era: Constitution

Theme: Politics, Society and

Culture

Major Topics: Articles of

Confederation, Northwest

Territory, Northwest Ordinance,

Shay’s Rebellion

Skills: Sequence Summarize

TEKS: (R) 1A, 4E, 6A,7C, 10C,

15A, 15C, 15D 16A, 17A, 18A,

19A, 19B, 25C (S) 4D, 10A,

15B, 18B, 19D, 21B, 25A

(PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

Spiral Review Oct. 31

2nd Six Weeks Test

Nov. 1

Writing Topic: Critical Period

Question: How did the

Northwest Ordinance

establish a way to build a

nation?

Nov 6

End of 2nd Six Weeks

1st District Benchmark Review/Catch-up week before benchmark

2 Days of Instructional

Time

1st

District

Benchmark

Nov. 5 Algebra I

Nov. 6 Math 8th





3rd

Six

We

ek

s

Nov 7 – 9 Nov 12 – 16 Nov 26 – Nov 30 Dec 3 - 7 Dec 10 – 14 Dec 17 - 21 Unit: A New Nation

Era: Constitution


Culture

Major Topics:

Constitutional Convention,

Great Compromise, Three

Fifth’s Compromise

Skills: Find Main Idea

TEKS: (R) 1A, 4E, 7C, 10C,

15A, 15C, 15D 16A, 17A,

18A, 19A, 19B, 25C (S) 1C,

4D,15B, 18B, 19D, 21A,

21B, 25A

(PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

1st District Benchmark

8th Grade

Nov. 7 Reading/English I

Writing Topic:

Constitution

Questions: Why was it

important for the

delegates to create the

Great Compromise?

Unit: A New Nation

Era: Constitution

Theme: Politics, Society and Culture

Major Topics: Principles of the

Constitution, Ratification, Federalists, Anti-Federalists,

Federalists Papers

Skills: Summarize, Analyze

Primary Sources, Identify point

of view

TEKS: (R) 1A, 4E, 7C, 10C,

15A, 15C, 15D 16A, 17A, 18A, 19A, 19B, 25C (S) 1C, 4D,15B,

18B, 19D, 21A, 21B, 25A

(PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

1st District Benchmark 8th Grade

Nov. 12 Science

Nov. 13 Social Studies

Writing Topic:

Constitution

Question: Explain why

the Federalists did not

see a need for a Bill of

Rights to be added to

the Constitution.

Nov 19 - 23

Thanksgiving

Nov 30

Progress Report

Unit: A New Nation

Era: Constitution

Theme: Politics

Major Topics: Bill of Rights

Skills: Summarize Historical

Text

TEKS: (R) 1A, 4E, 7C, 15A,

15C, 15D, 16A, 17A, 18A,

19A, 19B, 25C (S) 4D, 15B,

18B, 19D, 21B, 25A

(PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

Writing Topic:

Constitution

Question: Why did the

Anti-Federalists believe a

Bill of Rights was needed

in the Constitution?

Unit: The New Republic

Era: Early Republic

Theme: Economics, Politics

Major Topics: George

Washington, Alexander

Hamilton, Proclamation of

Neutrality, Washington’s

Farwell Address

Skills: Drawing Inferences

about History, Identifying

Points of View

TEKS: (R) 1A, 5A, 5C 5E,

6A, 10C, 11A, 12D, 18A,

27B, (S) 1C, 5B, 5D, 6E,

10A , 13A, 18B, 20B,21A

22A, 22B, 23C

ELPS: 2C, 4D, 3D, 3E, 5B

Writing Topic: Early

Republic

Question: Why was

Alexander Hamilton’s

Financial Plan

important for the newly

formed nation?


Era: Early Republic

Theme: Economics, Politics,

Geography

Major Topics: Political

Parties, Federalists,

Democratic-Republicans,

John Adams, John Marshall,

Marbury v Madison, Thomas

Jefferson, Louisiana

Purchase, William and Clark

Expedition

Skills: Contrasting,

Sequencing, Making

Generalizations

TEKS: (R) 1A, 5A, 5C, 5E,

6A, 10C, 11A, 12D, 18A

27B, (S) 1C, 5B, 5D, 6E,

10A , 13A, 18B, 20B, 21A,

22A, 22B, 23C

ELPS: 2C, 4D, 3D, 3E, 5B


Republic

Question: Why were the

first two political parties

in the U.S. formed?

Dec 21

End of 1st Semester Unit: The New Republic

Era: Early Republic

Theme: Economics, Politics

Major Topics: James Madison, War Hawks,

War of 1812, Battle of New

Orleans, Treaty of Ghent, Nationalism, American System,

James Monroe, Era of Good

Feelings, Monroe Doctrine

Skills: Categorizing, Interpreting

Maps, Comparing, Contrasting

TEKS: (R) 1A, 5A, 5C, 5E, 6A,

10C, 11A, 12D, 18A 27B (S) 1C, 5B, 5D, 6E, 10A , 12A,13A,

18B, 20B, 21A, 22A, 22B, 23C

ELPS: 2C, 4D, 3D, 3E, 5B

Spiral Reivew

Dec. 18

3rd Six Weeks Test

Dec. 20


Republic

Question: How does the

Monroe Doctrine go

against or support

Washington’s foreign

policy?

Dec 24 -Jan 4

Merry Christmas

Happy New Year




Week 1 Week 2 Week 3 Week 4 Week 5 Week 6/7

4th

Six

We

ek

s

Jan 8 - 11 Jan 14 – 18 Jan 21 – 25 Jan 28 – Feb 1 Feb 5 - 8 Feb 11 – 15


Era: Early Republic

Theme: Geography

Major Topics: Erie

Canal, Missouri

Compromise

Skills: Comparing and

Contrasting

TEKS: (R) 1A, 5A, 5C,

5E, 6A, 10C, 11A, 12D,

18A 27B (S) 1C, 5B, 5D,

6E, 10A , 11B, 13A, 18B,

20B, 22A, 22B, 23C

ELPS: 2C, 4D, 3D, 3E,

5B


Republic

Question: What

challenge did the U.S.

face in creating the

Missouri Compromise?


Era: Age of Jackson

Theme: Economics and

Politics

Major Topics: Andrew

Jackson, John Quincy

Adams, Election of 1824,

Jacksonian Democracy,

Spoils System,

Sectionalism

Skills: Drawing

Conclusions, Identifying

Causes and Effect

TEKS: (R) 1A, 5C, , 7C,

10B, 12D, 17B, 18A, (S)

5B, 5F, 5G, 7D, 10A ,

12A, 1 18B, 23C, 23D

(PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E,

5B

Writing Topic: Age of

Jackson

Question: What are the

characteristics of

Jacksonian

Democracy?

Jan 25

Progress Report Unit: The New Republic

Era: Age of Jackson


Politics

Major Topics: State’s

Rights, Nullification Crisis,

McCulloch v Maryland,

Destruction of the National

Bank, Indian Removal Act,

Trail of Tears, Worcester v.

Georgia

Skills: Identifying Causes

and Effect, Comparing and

Contrasting

TEKS: (R) 1A, 5C, 5G, 7C,

10B, 12D, 17B, 18A, (S)

5B, 5F, 5G, 7D, 10A , 12A,

18B, 23C, 23D

(PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

Writing Topic: Age of

Jackson

Question: Why did

Southern states like

South Carolina oppose

the tariff laws?


Era: Westward Expansion


Geography

Major Topics: Trails

Wests, Texas Revolution,

Manifest Destiny,

Mexican American War,

Mexican Cession,

Skills: Comparing

Historical Texts, Drawing

Conclusions

TEKS: (R) 1A, 6B, 6D,

11A, 12D, (S) 6C, 6E,

10A, 11B, 12A,

(PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E,

5B

Writing Topic: Westward

Expansion

Question: What

motivated the United

States to expand

westward?


Era: Westward Expansion


Geography

Major Topics: Gadsden

Purchase, California Gold

Rush, Oregon Territory,

Transcontinental Railroad

Skills: Sequencing,

Identifying Cause and Effect,

Interpreting Maps

TEKS: (R) 1A, 6B, 6D,

11A, 12D, (S) 6C, 6E, 10A,

11B, 12A

(PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

Writing Topic: Westward

Expansion

Question: How did the

California Gold Rush

add to the idea of

Manifest Destiny?

February 4

Time Equivalency

Unit: The Nation Expands

Era: Industrialization

Theme: Economics, Science and

Technology

Major Topics: Industrial Revolution,

Textiles, Samuel Slater, Eli Whitney,

Interchangeable parts, Mass

production, Lowell System,

Steamboat, Inventions, Gibbons v

Ogden

Skills: Cause and Effect, Drawing

Conclusions

TEKS: (R) 1A, 10B, 10C, 12B,

12D, 13B, 23A, 27A, 27B (S) 5D,

12C, 13A, 14A, 14B, 23B, 27C, 27D,

28A, 28B

(PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

2nd District Benchmark

Feb. 12 – Math, Alg. I

Feb. 13 - Reading

4th Six Weeks District

Benchmark Testing/Catch-up

week and review for

benchmark or move on to

Reform and Culture 2nd District Benchmark

Feb. 18 – Science

Feb. 19 – Social Studies End of 4th Six Weeks

Writing Topic:

Industrialization

Question: What effect

did Eli Whitney’s cotton

gin have in the U.S.?

Jan. 7 Staff Workday

Week 7 Feb. 18-22




Week 1 Week 2 Week 3 Week 4 Week 5 Week 6/7

5th

Six

We

ek

s

Feb 25 – Mar 1 Mar 4 - 8 Mar 18 - 22 Mar 25 – 29 Apr 1 – 5 Apr 8 – 12 Unit: The Nation Expands

Era: 2nd Great Awakening/Reform/Culture

Theme: Society and Culture

Major Topics: Temperance Movement,

Dorthea Dix, Abolition, Underground

Railroad, Seneca Falls Convention, Elizabeth Cady Stanton, Transcendentalism, Hudson

River School.

Skills: Main Idea, Categorizing, Identify

Cause and Effect

TEKS: (R) 1A, 10B, 24B (S) 21A,

22B,23D,24A, 25B, 26A, 26C

(PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

Topic: Reform Question: Describe and explain a reform movement including individuals that were significant to it.

Unit: The Nation Expands

Era: Sectionalism/Civil War


Culture

Major Topics: Sectionalism,

Compromise of 1850, Uncle Tom’s Cabin, Kansas Nebraska Act, Dred

Scott v. Sanford, Lincoln Douglas

Debate, Election of Abraham Lincoln

Skills: Summarizing

TEKS: : (R) 1A ,7C, 8B, 11A, 17B,

18A (S) 1B, 1C, 7A, 7B, 7D, 8A, 8C, 18C, 21A, 22A, 22B, 23E

(PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

Topic: Reform Question: List and describe events that lead to the Civil War.

Mar 11 - 15

Spring Break

Unit: The Nation Breaks Apart

Era: Civil War


Culture

Major Topics: Abraham Lincoln,

Lincolns First Inaugural Address Jefferson Davis, Confederate

States of America, Fort Sumter

Skills: Comparing and

Contrasting, Analyzing Primary

Sources

TEKS: : (R) 1A, 7C, 8B, 11A,

17B, 18A (S) 1B, 1C, 7A, 7B, 7D, 8A, 8C, 18C, 21A, 22A, 22B,

23E

(PS) 29.ABC, 30A ELPS: 2C, 4D, 3D, 3E, 5B

Topic: Elections Question: What impact did the election of 1860 have on the country?

March 29

Progress Report

Unit: The Nation Breaks

Apart

Era: Civil War


Culture

Major Topics: Battle of

Antietam, Robert E Lee,

Ulysses S. Grant, Siege of

Vicksburg, Battle of

Gettysburg, Emancipation

Proclamation, Gettysburg Address, William T.

Sherman, Lincoln’s Second

Inaugural Address

Skills: Identify Point of View, Identify Cause and

Effect

TEKS: : (R) 1A , 7C, 8B,

11A, 17B, 18A (S) 1B, 1C,

7A, 7B, 7D, 8A, 8C, 18C, 21A, 22A, 22B, 23E

(PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

Topic: War Question: Explain the advantages of the North and South during the Civil War.

Unit: The Nation Breaks

Apart

Era: Reconstruction

Theme: Politics, Society and Culture

Major Topics: 13th,14th,

15th Amendment,

Freedmen’s Bureau, Black Codes, Radical

Republicans, Hiram Revels

Rhodes, Ten Percent Plan,

Ku Klux Klan,

Segregation, Jim Crow

Laws, Sharecropping

Skills: Summarizing,

Identify Cause and Effect

TEKS:

(R) 1A , 9C, 16A, 16B, 19A, 27B

(S) 1B, 9A,9B,9D, 21A,

23D (PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

Topic: Reconstruction Question: After the Civil War, how did the South continue to limit the freedoms of blacks?

April 18

End of 5th Six

Weeks Unit: The Nation Breaks

Apart/STAAR Review

Era: Reconstruction

Theme: Theme: Politics,

Society and Culture

Major Topics:

13th,14th, 15th Amendment,

Freedmen’s Bureau, Black

Codes, Radical

Republicans, Hiram Revels

Rhodes, Ten Percent Plan,

Ku Klux Klan, Segregation,

Jim Crow Laws,

Sharecropping, Dawes Act,

Morrill Act, Homestead

Act, Transcontinental

Railroad

Skills: Summarizing,

Identify Cause and Effect

TEKS:

(R) 1A , 9C, 16A, 16B,

19A, 27B

(S) 1B, 9A,9B,9D, 21A,

23D

(PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

STAAR Testing

Grade 7 Writing

Grade 8 Math

English I

Apr 10

STAAR Testing

Grade 8 Reading

Week 7

Apr 15-18 Same information as

Week 6

April 19th

Easter Break





6th

Six

We

ek

s

Apr 22 – 26 Apr 29 – May 3 May 6 – 10 May 13 – 17 May 20 – 24 May 28 – May 31 Unit: The Nation Breaks

Apart/STAAR Review

Era: Reconstruction

Theme: Theme: Politics, Society and

Culture

Major Topics:

13th,14th, 15th Amendment,

Freedmen’s Bureau, Black Codes,

Radical Republicans, Hiram Revels

Rhodes, Ten Percent Plan, Ku Klux

Klan, Segregation, Jim Crow Laws,

Sharecropping, Dawes Act, Morrill

Act, Homestead Act,

Transcontinental Railroad

Skills: Summarizing, Identify Cause

and Effect

TEKS:

(R) 1A , 9C, 16A, 16B, 19A, 27B

(S) 1B, 9A,9B,9D, 21A, 23D

(PS) 29.ABC, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

Writing Topic: Question: Identify and explain the significance of the Homestead, Morrill, and Dawes Acts.

STAAR EOC Window

Algebra I

Biology

U.S. History

STAAR

REVIEW

Day 1: Exploration and

Colonization

Day 2: American Revolution

Day 3: Constitution

Day 4: Constitution Part 2

Day 5: Early Republic

Writing Topic: Reconstruction Question: How did sharecropping keep free blacks in poverty?

STAAR EOC

Window

Algebra I

Biology

U.S. History

STAAR

REVIEW

Day 6: Age of Jackson

Day 7: Westward Expansion

Day 8: Industrialization

Day 9: Civil War

Day 10: Reconstruction

Writing Topic: Reconstruction Question: Make an argument for or against segregation?

May 10

Progress Report

STAAR Testing

May 13

Grades 3,4,6,7 Math

Retest-5th & 8th Math

May 14

Grades 3,4,6,7

Reading

Retest-5th & 8th

Reading

May 15

Grades 5 & 8 Science

Algebra II

May 16

Grade 8 Social

Studies

Unit: A New Nation

Theme: Politics

Major Topics: Rights and

Responsibilities of

Citizenship

Skills: Categorize

TEKS: (R) 25C (S) 19C,

19D, 19E, 19F, 21B

ELPS: 2C, 4D, 3D, 3E,

5B

Writing Topic: Citizenship Question: Describe your rights and responsibilities as a U.S. citizen.

Unit: World Geography

Theme: Geography,

Politics

Major Topics:

Continents, Maps,

Government, Democracy,

Monarchy

Skills: Skills: Identify

Locations, Interpreting

Maps

TEKS:

ELPS: 2C, 4D, 3D, 3E,

5B

May 31

End of 6th Six Weeks

End of 2nd Semester

8th Grade Social Studies Curriculum Guide 2018 – 2019

First Six Weeks Week 1.1 Week 1.2 Week 1.3 Week 1.4 Week 1.5

U.S. Geography & Exploration

- Harcourt: United States History https://my.hrw.com

Chapter 2: New Empires in the Americas Pp. 34-67b

Theme: Geography, Discovery and Settlement Patterns, Politics

Skills: Creating & Interpreting Maps and Comparing/ Contrasting, Drawing Conclusions

(R) 1.A, 2.A, 3.A, 10.BC, 11.A, 12.B, 15.A, 23.A (S) 1.B,C, 2.B, 3.BC, 7.B,10.BC, 11.C,14.A, 20.A, 23.BCDE, 25.AB, 28.A (PS) 29.ABCD, 30A

ELPS: 2C, 4D, 3D, 3E, 5B

Colonization

- Harcourt: United States History

https://my.hrw.com Chapter 3: The English

Colonies Pp. 68-97b

Theme: Settlement Patterns & Social/ Political Changes, Economy, Politics

Skills: Sequencing Events, Analyzing Cause and Effect, Interpreting Maps, Identify POV

(R) 1.A, 2.A, 3.A, 10.BC, 11.A, 12.B, 15.A, 23.A (S) 1.BC, 2.B, 3.BC, 7.B, 10.A, 11.C, 14.A, 20.A, 23.BCDE, 25.AB, 28.A (PS) 29.ABCD, 30.A

ELPS: 2C, 4 D, 3D, 3E, 5B

Colonization


https://my.hrw.com Chapter 3: The English

Colonies Pp. 68-97b

Theme: Economic Changes, Politics,

Skills: Categorizing, Interpreting Charts and Graphs, Reading a Special Purpose Map

(R) 1.A, 2.A, 3.A, 10.BC, 11.A, 12.B, 15.A,23.A (S) 1.BC, 2.B,3.BC, 7.B,10.A,11.C,

14.A,20.A, 23.BCDE, 25.AB, 28.A

(PS) 29.ABCD, 30.A

ELPS: 2C, 4D, 3D, 3E, 5B

Causes of the American Revolution

**** FREEDOM WEEK **** (R) 19.AB, 8.B, 15.C, 21.B, 24.B

(S) 1.C, 21.A - Harcourt: United States

History https://my.hrw.com

Chapter 3: The English Colonies (Section 5) Pp.

98-107b

Theme: Grievances, Conflict and Rebellion

Skills: Cause and Effect, Forming and Supporting Opinions, Drawing Conclusions , Interpreting Timelines, Summarizing

(R) 1.A, 4.AC, 15.C (S) 1.B, 4.B, 20.C, 23.DE (PS) 29.ABCD, 30.A

ELPS: 2C, 4D, 3D, 3E, 5B

Causes of the American Revolution

- Harcourt: United States


Chapter 3: The English Colonies (Section 5) Pp.

98-107b


Skills: Using Primary and Secondary Sources, Interpreting Timelines, Summarizing, Sequencing Events


ELPS: 2C, 4D, 3D, 3E, 5B

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

RESOURCES 1. iTunes U Resources 2. Jarrett Book

PP. 44-50 3. You Tube • Jamestown & Tobacco: America

the Story of US http://www.youtube.com/watch?v=vpA5O46 Ioyk

• Plymouth: America the Story ofUS http://www.youtube.com/watch?v=PoXHXbg RJvc

• The Age of Exploration and Discovery

http://www.youtube.com/watch?v=p6aJgITG Cgo

4. Discovery Education New England, Middle Colonies, and Southern Colonies: http://app.discoveryeducation.com/search? Ntt=Making+the+thirteen+colonies

5. Harcourt: U.S. History 6. History Channel Videos:

http://hmhsocialstudies.c om/

7. Textbook Chapter Resources pg. 33A

RESOURCES 1. iTunes U Resources 2. Jarrett Book PP. 50-

54, 58-59 3. You Tube □ The Thirteen Colonies:

Reasons forColonization http://www.youtube.com/watch?v =JpMJrNp2hq0&list=PLfzs_X6OQBO w4JzuddIV6LOePDKXQybk-

□ Early Representative Government in the Colonies: From England with Love http://www.youtube.com/watch?v =Ca_kI948JUA&list=PLfzs_X6OQBO w4JzuddIV6LOePDKXQybk-

4. Harcourt: U.S. History

5. History Channel Videos: http://hmhsocialstu dies.com/


RESOURCES 1. iTunes U Resources 2. Jarrett Book PP. 68-82 3. Discovery Education 4. Harcourt: U.S. History 5. History Channel Videos:

http://hmhsocialstudi es.com/


RESOURCES 1. iTunes U

Resources 2. Jarrett Book PP.

94-100 3. You Tube

Causes of the American Revolution: A Long Train of Abuses and Usurpations http://www.youtube.com/wa tch?v=dV0I2WvpGRw&list=PLf zs_X6OQBOw4JzuddIV6LOePD KXQybk-

4. Discovery Education

5. History Channel Videos: http://hmhsocial studies.com/


RESOURCES 1. iTunes U Resources 2. Jarrett Book PP. 97-99 3. You Tube • Too late to Apologize:

Declaration of Independence http://www.youtube.com/watch?v=uZf RaWAtBVg

• King George Parody: Viva La Vida Parody http://www.youtube.com/watch?v=lhF KB036gyM

4. Discovery Education 5. History Channel Videos:

http://hmhsocialstudie s.com/

6. Textbook Chapter Resources pg. 97a

http://www.youtube.com/watch?v=vpA5O46Ioyk

http://www.youtube.com/watch?v=vpA5O46Ioyk

http://www.youtube.com/watch?v=PoXHXbgRJvc

http://www.youtube.com/watch?v=PoXHXbgRJvc

http://www.youtube.com/watch?v=p6aJgITGCgo

http://www.youtube.com/watch?v=p6aJgITGCgo

http://app.discoveryeducation.com/search?Ntt=Making%2Bthe%2Bthirteen%2Bcolonies

http://app.discoveryeducation.com/search?Ntt=Making%2Bthe%2Bthirteen%2Bcolonies

http://hmhsocialstudies.com/



http://www.youtube.com/watch?v=JpMJrNp2hq0&amp%3Bamp%3Blist=PLfzs_X6OQBOw4JzuddIV6LOePDKXQybk-



http://www.youtube.com/watch?v=Ca_kI948JUA&amp%3Bamp%3Blist=PLfzs_X6OQBOw4JzuddIV6LOePDKXQybk-









http://www.youtube.com/watch?v=dV0I2WvpGRw&amp%3Bamp%3Blist=PLfzs_X6OQBOw4JzuddIV6LOePDKXQybk-







http://www.youtube.com/watch?v=uZfRaWAtBVg


http://www.youtube.com/watch?v=lhFKB036gyM





8th Grade Social Studies Curriculum Guide 2018-2019

Second Six Weeks Week 2.1 Week 2.2 Week 2.3 Week 2.4 Week 2.5 Week 2.6

American Revolution


https://my.hrw.com Chapter 4: The

American Revolution Pp. 108-145


Skills: Using Primary and Secondary Sources, Interpreting Timelines, Sequencing Events, Summarizing


ELPS: 2C, 4D, 3D, 3E, 5B

American Revolution




Theme: Revolution, Perseverance and Independence, Major Battles, Political Documents

Skills: Analyzing Political Cartoons, Sequencing Events, Reading a Map

(R) 1.A, 4.C, 10.C, 19.A (S) 1.BC, 4.B, 20.B, 22.A, 23.DE (PS) 29.ABCD, 30.A

ELPS: 2C, 4D, 3D, 3E, 5B

American Revolution




Theme: Resolution, Major Battles, Political Documents

Skills: Finding Main Ideas, Comparing and Contrasting, Making Generalizations

(R) 1.A, 4.C, 10.C, 19.A (S) 1.BC, 4.B, 20.B, 22.AB, 23.DE (PS) 29.ABCD, 30.A

ELPS: 2C, 4D, 3D, 3E, 5B

Writing the Articles of Confederation

- Harcourt: United States


Chapter 5: A New Nation Pp 152-162

Theme: Government, Organization, Principles, Society, Political Disagreements

Skills: Making Decisions, Evaluating

(R) 1.A, 4.CE, 5.C, 6.A,

15.ACD, 16.A, 17.A (S) 1.BC, 4.D, 15.B, 21.C, 22.A (PS) 29.ABCD, 30.A

ELPS: 2C, 4D, 3D, 3E, 5B

Creating the U.S. Constitution

-Harcourt: United States

History https://my.hrw.com Chapter 5: A New Nation Pp. 163-166

Theme: Government, Organization, Principle, Society, Political Disagreements

Skills: Identifying Facts and Opinions, Identifying and Solving Problems

(R) 1.A, 4.CE, 5.C, 6.A,


ELPS: 2C, 4D, 3D, 3E, 5B



History https://my.hrw.com Chapter 5: A New

Nation Pp. 163-166



(R) 1.A, 4.CE, 5.C, 6.A, 15.ACD, 16.A, 17.A

(S) 1.BC, 4.D, 15.B, 21.C, 22.A (PS) 29.ABCD, 30.A

ELPS: 2C, 4D, 3D, 3E, 5B

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/



97-99 3. You Tube • Too late to Apologize:

Declaration of Independence http://www.youtube.com/wat ch?v=uZfRaWAtBVg

• King George Parody: Viva La Vida Parody http://www.youtube.com/wat ch?v=lhFKB036gyM


5. History Channel Videos: http://hmhsocials tudies.com/

6. Textbook Chapter Resources pg. 107a



103-104 3. You Tube

American Revolution: Who won the Revolution? http://www.youtube.com/wat ch?v=3EiSymRrKI4

4. Internet The Midnight Ride of Paul Revere by Henry Wadsworth Longfellow http://poetry.eserver.org/paul- revere.html

5. Discovery Education American Revolution W/Quizzes http://app.discoveryeducation.c om/search?Ntt=The+American+ Revolution+From+colonies+to+ Constitution


10. History Channel Videos: http://hmhsocialst udies.com/




104-107 3. Discovery

Education 4. Harcourt: U.S.

History 5. History Channel

Videos: http://hmhsocialst udies.com/


RESOURCES 1. iTunes U Resources 2. Jarrett Book PP.

108-110 3. You Tube • The Articles of

Confederation http://www.youtube.com/watch ?v=QQtJNK5_8Uk

• Shay’s Rebellion Cartoon http://www.youtube.com/watch ?v=UJDqm9w-fUo




9. Textbook Chapter Resources pg. 147A Section 1



123-127 3. You Tube • The Whiskey Rebellion

(Teaser) http://www.youtube.com/wat ch?v=YXIwNlWnuVw

• The Constitutional Convention http://www.youtube.com/wa t ch?v=xXA4Ob3s-V0

• Three Branches of Government Rap http://www.youtube.com/wat ch?v=ZCB8EOY5d48

6. Discovery Education Constitution http://app.discoveryeducation.c om/search?Ntt=Constitution



11. Textbook Chapter Resources pg. 147A Section2


Resources 2. Jarrett Book

PP. 123-127 3. You Tube • The Whiskey

Rebellion (Teaser) http://www.youtube.com/ wat ch?v=YXIwNlWnuVw

• The Constitutional Convention http://www.youtube.com/ wat ch?v=xXA4Ob3s-V0

• Three Branches of Government Rap http://www.youtube.com/ wat ch?v=ZCB8EOY5d48

4. Discovery Education Constitution http://app.discoveryeducati

on.c om/search?Ntt=Constitution


6. History Channel Videos: http://hmhsocia lst udies.com/

7. . Textbook Chapter Resources pg. 147A Section2








http://www.youtube.com/watch?v=3EiSymRrKI4

http://www.youtube.com/watch?v=3EiSymRrKI4

http://poetry.eserver.org/paul-revere.html

http://poetry.eserver.org/paul-revere.html

http://app.discoveryeducation.c/







http://www.youtube.com/watch?v=QQtJNK5_8Uk

http://www.youtube.com/watch?v=QQtJNK5_8Uk

http://www.youtube.com/watch?v=UJDqm9w-fUo

http://www.youtube.com/watch?v=UJDqm9w-fUo




http://www.youtube.com/watch?v=YXIwNlWnuVw


http://www.youtube.com/watch?v=xXA4Ob3s-V0



http://www.youtube.com/watch?v=ZCB8EOY5d48


http://app.discoveryeducation.com/search?Ntt=Constitution






















Third Six Weeks Week 3.1 Week 3.2 Week 3.3 Week 3.4 Week 3.5 Week 3.6




Chapter 5: A New Nation Pp. 163-166



(R) 1.A, 4.CE, 5.C, 6.A,


ELPS: 2C, 4D, 3D, 3E, 5B

Benchmark Review

Principles of Constitution and

Federalists v. Anti- Federalist

Harcourt: United States History

https://my.hrw.com

Theme: Government, Organization, Principles

Skills: Finding the Main Idea, Using Primary and Secondary Sources, Note-taking (R) 1.A, 5.C, 15.AD, 16.A, 19.B, 25.C (S) 1.BC, 14.A, 21AB, 22.A 25.A (PS) 29.ABCD, 30.A

ELPS: 2C, 4D, 3D, 3E, 5B

*1st District Benchmark*

Bill of Rights & Amending Process

Harcourt: United States


Chapter 6: A New Nation Pp. 216-221

Theme: Government, Organization, Principles Skills: Finding the Main Idea, Using Primary and Secondary Sources

(R) 1.A, 5.C,16.A, 19.B, 25.C (S) 1.BC, 14.A, 21AB, 22.A 25.A (PS) 29.ABCD, 30.A

ELPS: 2C, 4D, 3D, 3E, 5B

Early Republic


https://my.hrw.com Chapter 7: Launching the Nation Pp. 216-221

(Washington)

Theme: Foundations of Democracy and Values Skills: Analysis and Comparing/ Contrasting, Identifying Facts and Opinions (Creating America R16)

(R) 1.A, 5.ACE, 6.B, 12.D, 15.AD,18.A, 23.A (S) 1.BC, 5.BD, 6.CE, 7.D, 13.A,14.A, 18.B, 20.B, 21.ABC, 23.E, 28.A (PS) 29.ABCD, 30.A

ELPS: 2C, 4D, 3D, 3E, 5B

Early Republic


https://my.hrw.com Chapter 7: Launching the Nation Pp. 216-221 (Adams & Jefferson)

Theme: Foundations of Democracy and Values Skills: Evaluating and Making Conclusions

(R) 1.A, 5.ACE, 6.B, 12.D, 15.AD

18.A, 23.A (S) 1.BC, 5.BD, 6.CE, 7.D, 13.A,

14.A, 18.B, 20.B, 21.ABC, 22.AB, 23.E, 28.A

(PS) 29.ABCD, 30.A

ELPS: 2C, 4D, 3D, 3E, 5B

Early Republic


https://my.hrw.com Chapter 7:

Launching the Nation Pp. 216-221 (Madison & War of

1812, Monroe)


(R) 1.A, 5.ACE, 6.B, 12.D, 15.AD

18.A, 23.A (S) 1.BC, 5.BD, 6.CE, 7.D, 13.A,

14.A, 18.B, 20.B, 21.ABC,

22.AB, 23.E, 28.A (PS) 29.ABCD, 30.A

ELPS: 2C, 4D, 3D, 3E, 5B

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/


123-127 3. You Tube • The Whiskey Rebellion

(Teaser) http://www.youtube.com/watch ?v=YXIwNlWnuVw

• The Constitutional Convention

http://www.youtube.com/watch ?v=xXA4Ob3s-V0

• Three Branches of Government Rap

http://www.youtube.com/watch ?v=ZCB8EOY5d48

4. Discovery Education Constitution http://app.discoveryeducation.co m/search?Ntt=Constitution



7. Textbook Chapter Resources pg. 147A Section2

RESOURCES 1. iTunes U Resources 2. Discovery




5. Textbook Chapter Resources eSction3

6. Textbook Chapter Resources Section 4

RESOURCES 1. iTunes U Resources 2. Harcourt: U.S.



4. Textbook Chapter 6 Resources pg. 177A Section 2

5. Jarrett Book PP. 127-129

6. You Tube • The Bill of Rights Rap

http://www.youtube.com/watch ?v=tlt6R1KD4E0

• The Bill of Rights http://www.youtube.com/watch ?v=LYG_f-y8-VY




4. Textbook Chapter 7 Resources pg. 229A


6. You Tube • The Marshall Court:

Midnight Judges and Judicial Review

http://www.youtube.com/watch? v=T8XAyUoddN8&list=PLfzs_X6O QBOxiPigAK03akWYpEN8Pn4gN

• The Whiskey Rebellion: Early Republic

http://www.youtube.com/watch? v=mwenAlLvbFY&list=PLcPT4IYf9I 5c8U3KZZT_AgHvm-MaqsPWE

• The Farewell Address for Dummies (for teachers-

***Language) http://www.youtube.com/watch? v=gtlNf3DmbM4&list=PLcPT4IYf9I 5c8U3KZZT_AgHvm-MaqsPWE




Videos: http://hmhsocials t udies.com/


5. Jarrett Book PP. 151-158, 161

6. You Tube The XYZ Affair: Early Republic (Ignite Learning) http://www.youtube.com/watch ? v=afB5NJmER5M&list=PLcPT4IYf9 I5c8U3KZZT_AgHvm-MaqsPWE

The Judiciary Act of 1789: Changes http://www.youtube.com/watch ? v=xkeHKfdG1TY&list=PLcPT4IYf9I 5c8U3KZZT_AgHvm-MaqsPWE John Adams Presidency: The Alien and Sedition Act http://www.youtube.com/watch ?

v=HiC5cqMzyIc&list=PLcPT4IYf9I5 c8U3KZZT_AgHvm-MaqsPWE

First Two Political Parties http://www.youtube.com/watch ?

v=GTNYNAcoVcg&list=PLcPT4IYf9 I 5c8U3KZZT_AgHvm- MaqsPWE&index=7 The Jeffersonian Republic: The Election of 1800 http://www.youtube.com/watch ?

v=kIgyxFZBRsI&list=PLfzs_X6OQB OxiPigAK03akWYpEN8Pn4gN

The Louisiana Purchase http://www.youtube.com/watch ? v=l3ULuNACmyA&list=PLfzs_X6O QBOxiPigAK03akWYpEN8Pn4gN Jefferson: Neutrality and the Embargo Act http://www.youtube.com/watch ?

v=IyNWfKhasZY&list=PLfzs_X6OQ BOxiPigAK03akWYpEN8Pn4gN



Resources 2. Harcourt: U.S.

History 3. History

Channel Videos: http://hmhso cialstudies.co m/

4. Textbook Chapter 7 Resources pg. 107A, 229A

5. Jarrett Book PP. 178-183, 187-190

6. You Tube The War of 1812

http://www.youtube.co m/watch?v=VKEYUF0Cf FQ&list=PLfzs_X6OQBO xiPigAK03akWYpEN8Pn 4gN

The Monroe Doctrine Song http://www.youtube.co m/watch?v=u6x6S68Cyi Q&list=PLcPT4IYf9I5c8U 3KZZT_AgHvm- MaqsPWE

Supreme Court Cases for Dummies http://www.youtube.co m/watch?v=HTVvZ1Sdk aw

7. Internet Judiciary Act of 1789 http://supreme.lp.find l aw.com/supreme_cour t/supcthist.html



















http://www.youtube.com/watch?v=tlt6R1KD4E0

http://www.youtube.com/watch?v=tlt6R1KD4E0

http://www.youtube.com/watch?v=LYG_f-y8-VY

http://www.youtube.com/watch?v=LYG_f-y8-VY




http://www.youtube.com/watch?v=T8XAyUoddN8&amp%3Bamp%3Blist=PLfzs_X6OQBOxiPigAK03akWYpEN8Pn4gN



http://www.youtube.com/watch?v=mwenAlLvbFY&amp%3Bamp%3Blist=PLcPT4IYf9I5c8U3KZZT_AgHvm-MaqsPWE



http://www.youtube.com/watch?v=gtlNf3DmbM4&amp%3Bamp%3Blist=PLcPT4IYf9I5c8U3KZZT_AgHvm-MaqsPWE







http://www.youtube.com/watch?v=afB5NJmER5M&amp%3Bamp%3Blist=PLcPT4IYf9I5c8U3KZZT_AgHvm-MaqsPWE




http://www.youtube.com/watch?v=xkeHKfdG1TY&amp%3Bamp%3Blist=PLcPT4IYf9I5c8U3KZZT_AgHvm-MaqsPWE




http://www.youtube.com/watch?v=HiC5cqMzyIc&amp%3Bamp%3Blist=PLcPT4IYf9I5c8U3KZZT_AgHvm-MaqsPWE




http://www.youtube.com/watch?v=GTNYNAcoVcg&amp%3Bamp%3Blist=PLcPT4IYf9I5c8U3KZZT_AgHvm-MaqsPWE&amp%3Bamp%3Bindex=7





http://www.youtube.com/watch?v=kIgyxFZBRsI&amp%3Bamp%3Blist=PLfzs_X6OQBOxiPigAK03akWYpEN8Pn4gN




http://www.youtube.com/watch?v=l3ULuNACmyA&amp%3Bamp%3Blist=PLfzs_X6OQBOxiPigAK03akWYpEN8Pn4gN




http://www.youtube.com/watch?v=IyNWfKhasZY&amp%3Bamp%3Blist=PLfzs_X6OQBOxiPigAK03akWYpEN8Pn4gN









http://www.youtube.com/watch?v=VKEYUF0CfFQ&amp%3Bamp%3Blist=PLfzs_X6OQBOxiPigAK03akWYpEN8Pn4gN





http://www.youtube.com/watch?v=u6x6S68CyiQ&amp%3Bamp%3Blist=PLcPT4IYf9I5c8U3KZZT_AgHvm-MaqsPWE





http://www.youtube.com/watch?v=HTVvZ1Sdkaw



http://supreme.lp.findlaw.com/supreme_court/supcthist.html





Fourth Six Weeks Week 4.1 Week 4.2 Week 4.3 Week 4.4 Week 4.5 Week 4.6 Week 4.7 Early Republic



Chapter 7: Launching the Nation Pp. 216-221 (Erie Canal & Spiral

Review)


(R) 1.A, 5.ACE, 6.B, 12.D, 15.AD

18.A, 23.A (S) 1.BC, 5.BD, 6.CE, 7.D, 13.A,

14.A, 18.B, 20.B, 21.ABC,

22.AB, 23.E, 28.A (PS) 29.ABCD, 30.A

ELPS: 2C, 4D, 3D, 3E, 5B

Age of Jackson


https://my.hrw.com Chapter 10: The Age of

Jackson, 1828-1840 Pp. 318-341

Theme : Systems Skills: Recognizing Propaganda, Interpreting Timelines (Creating America R15, R24)

(R) 1.A, 5.A, 6.B, 12.D, 17.B (S) 1.B, 5.BFG, 6.C, 7.AD, 14.A,

18.B, 21.C, 23.C (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B

Age of Jackson


https://my.hrw.com Chapter 10: The Age of

Jackson, 1828-1840 Pp. 318-341

Theme: Rights, Suffrage Skills: Analyzing Point of View (Creating America R9)

(R) 1.A, 5.A, 6.B, 12.D, 17.B (S) 1.B, 5.BFG, 6.C, 7.AD, 14.A,

18.B, 21.C, 23.C (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B

Manifest Destiny


https://my.hrw.com Chapter 11: Expanding

West, 1800-1855 Pp. 342-376

Theme: Westward Expansion Skills: Rdg. and Creating Maps, Forming and Supporting Opinions (Creating America R17, R29)

(R) 1.A, 6.ABD, 10.BC, 11.A,

12.BD, 23.A, 27.B (S) 1.BC, 6.CE, 10.A, 11.BC,

12.A, 23.BC, 27.CD (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B

Manifest Destiny


https://my.hrw.com Chapter 11: Expanding

West, 1800-1855 Pp. 342-376

Theme: Westward Expansion Skills: Categorizing(Creating America R6)

(R) 1.A, 6.ABD, 10.BC, 11.A,

12.BD, 23.A, 27.B (S) 1.BC, 6.CE, 10.A, 11.BC,

12.A, 23.BC, 27.CD (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B

Industrialization


https://my.hrw.com Chapter 12: The North, 1790-1860

Chapter 13: The South, 1790-1860 Pp. 380—409, 410-

436

Theme: Innovation and Technology Skills: Cause and Effect

(R) 1.A, 6.B, 10.BC, 11.A,

12.BD, 13.B, 27.AB (S) 1.B, 6.CE, 7.B, 10A,10.B, 11.BC,12.AC, 14.AB, 23.DE, 27.CD

28.AB (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B

2nd District Benchmark Testing/Catch -up week and review for benchmark or move on to Reform and Culture

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

ReRESOURCES 1. iTunes U Resources 2. Harcourt: U.S.


Videos: http://hmhsocialstu dies.com/



6. You Tube The War of 1812 http://www.youtube .com/watch?v=VKEY UF0CfFQ&list=PLfzs_ X6OQBOxiPigAK03ak WYpEN8Pn4gN The Monroe Doctrine Song http://www.youtube .com/watch?v=u6x6 S68CyiQ&list=PLcPT 4IYf9I5c8U3KZZT_Ag Hvm-MaqsPWE Supreme Court Cases for Dummies http://www.youtube .com/watch?v=HTVv Z1Sdkaw

7. Internet Judiciary Act of 1789 http://supreme.lp.fi ndlaw.com/suprem e_court/supcthist.ht ml



193, 197 3. You Tube

Age of Jackson http://www.youtub e.com/watch?v=be N4qE-e5O8

4. Discovery Education Andrew Jackson: Indian Removal, Spoils System http://app.discovery education.com/sear ch?Ntt=Andrew+Jac kson


6. History Channel Videos: http://hmhsocialstu dies.com/ Textbook Chapter Resources Pp. 317a- b

RESOURCES 1. iTunes U Resources 2. Jarret Book PP. 209-

211 3. You Tube • The Spoils System

http://www.youtub e.com/watch?v=88f n2n8Om_w

• Indian Removal Act http://www.youtub e.com/watch?v=1U gUcR-3Jj8

4. Internet South Carolina Secedes Brother Jonathan’s Lament for Sister Caroline by Oliver Wendell Holmes http://www.civilwar home.com/caroline. htm



7. Textbook Chapter Resources Pp. 317a- b


211-214, 216 3. You Tube • Westward

Expansion Part I: The Crisis of The Union http://www.youtub e.com/watch?v=VB WhhCiXBWI

• Westward Expansion Part II: The Crisis of The Union http://www.youtub e.com/watch?v=UG KTGEKgOwA&list=PL D69553EB3D03BB7 A

4. Discovery Education Manifest Destiny http://app.discovery education.com/sear ch?Ntt=Manifest+De stiny





238-241 3. You Tube

Westward Expansion Part III: The Crisis of The Union http://www.youtub e.com/watch?v=Hjz 7kB- uaoU&list=PLD6955 3EB3D03BB7A

4. Discovery Education 5. Harcourt: U.S.


Videos: http://hmhsocialstu dies.com/


RESOURCES

1. iTunes U Resources

2. Jarrett Book PP. 217-219, 241-243, 247



5. History Channel Videos: http://hmhso cialstudies.co m/

6. Textbook Chapter Resources Pp. 409a-b

7. You Tube The Industrial Revolution http://www. youtube.com /watch?v=Wr max07bxyQ


• Industrial Revolution http://app.dis coveryeducati on.com/searc h?Ntt=Industr ial+Revolutio n

• The Industrial Revolution

• http://www.y outube.com/ watch?v=Wr





















http://www.youtube.com/watch?v=beN4qE-e5O8



http://app.discoveryeducation.com/search?Ntt=Andrew%2BJackson










http://www.youtube.com/watch?v=88fn2n8Om_w





http://www.youtube.com/watch?v=1UgUcR-3Jj8





http://www.civilwarhome.com/caroline.htm






http://www.youtube.com/watch?v=VBWhhCiXBWI





http://www.youtube.com/watch?v=UGKTGEKgOwA&amp%3Bamp%3Blist=PLD69553EB3D03BB7A









http://app.discoveryeducation.com/search?Ntt=Manifest%2BDestiny










http://www.youtube.com/watch?v=Hjz7kB-uaoU&amp%3Bamp%3Blist=PLD69553EB3D03BB7A









http://hmhsocialstu/






http://www.youtube.com/watch?v=Wrmax07bxyQ




http://app.discoveryeducation.com/search?Ntt=Industrial%2BRevolution















Fifth Six Weeks Week 5.1 Week 5.2 Week 5.3 Week 5.4 Week 5.5 Week 5.6 Week 5.7

Reform & Culture


https://my.hrw.com Chapter 14: New Movements in America, 1815-1850 Pp. 434-471

Theme: Social Change Skills: Summarizing(Creating America R2)

(R) 1.A, 7.C, 12.B, 23.A

24.B (S) 1.B, 7.B, 11.C, 20.C,

21.A, 23.BCE, 24.A, 25.B, 26.ABC

(PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B

Sectionalism & Civil War

Harcourt: United

States History

https://my.hrw.com Chapter 15: A Divided Nation, 1848-1860 Pp. 472-502

Theme: Sectionalism Skills: Interpreting Political Cartoons, Writing for Social Studies (Creating America R8, R28)

(R) 1.A, 7.C, 8.B, 10.BC, 12.BD, 17.B, 24.B (S) 1.BC, 7.ABD, 8.A, 10.A, 12.A, 18.C,

21.AC, 22.AB, 23.E, 24.A (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B


Harcourt: United

States History

https://my.hrw.com Chapter 15: A Divided Nation, 1848-1860 Pp. 472-502

Theme: Conflict Skills: Making Inferences, Making Decisions (Creating America R12, R14, 31)

(R) 1.A, 7.C, 8.B, 10.BC, 12.BD, 17.B,24.B (S) 1.BC, 7.ABD, 8.AC, 10.A, 12.A, 18.C,21.AC, 22.AB, 23.E, 24.A (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B


Harcourt: United

States History

https://my.hrw.com Chapter 16: The Civil War, 1861-1865 Pp. 504-547

Theme: War Skills: Recognizing Propaganda

(R) 1.A, 7.C, 8.B, 10.BC, 12.BD, 17.B, 24.A (S) 1.BC, 7.ABD, 8.AC, 10.A, 12.A, 18.C, 21.AC, 22.AB, 23.E, 24.A (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B


Harcourt: United

States History

https://my.hrw.com Chapter 16: The Civil War, 1861-1865 Pp. 504-547

Theme: War Skills: Recognizing Propaganda

(R) 1.A, 7.C, 8.B, 10.BC, 12.BD, 17.B, 24.A (S) 1.BC, 7.ABD, 8.AC, 10.A, 12.A, 18.C, 21.AC, 22.AB, 23.E, 24.A (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B

Reconstruction Harcourt: United States History https://my.hrw.com Chapter 17: Reconstruction, 1865-1877 Pp. 548-576

Theme: Reconstruction Skills: Point of View

(R) 1.A, 7.C, 9.C, 16.B (S) 1.B, 9.ABD, 21.C, 27.D (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B

Reconstruction Harcourt: United States History https://my.hrw.com Chapter 17: Reconstruction, 1865-1877 Pp. 548-576

Theme: Reconstruction Skills: Point of View

(R) 1.A, 7.C, 9.C, 16.B (S) 1.B, 9.ABD, 21.C, 27.D (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

RESOURCES 1. Jarrett Book PP.

220-224, 251- 255

2. You Tube • Women’s Suffrage:

Bad Romance http://www.youtube.com / watch?v=IYQhRCs9IHM

3. Internet □ Transcendentalism

Self Reliance by Ralph Waldo Emerson http://www.goodreads.com/ work/quotes/1758578-self- reliance

□ Washington Irving- The Legend of Sleepy Hollow (video) http://www.teachertube.co m/viewVideo.php?video_id = 249806

□ The Hudson River School (images) http://www.hudson-river- school.org/


5. History Channel Videos: http://hmhsocia l studies.com/


RESOURCES 1. Jarrett Book

244-250, 256- 259

2. You Tube • U.S. Sectionalism

for Dummies http://www.youtube.co m/watch?v=yXo9tRB4S3 E

• The Compromise of 1850 for Dummies http://www.youtube.co m/watch?v=uvlUqV1vwT c

3. Discovery Education Civil War http://app.discoveryedu cation.com/search?Ntt= American+Civil+War


5. History Channel Videos: http://hmhso cialstudies.co m/



PP. 270-275 2. You Tube □ The Civil War and

Reconstruction http://www.youtube.co m/watch?v=Bn23FIhUH Qc

□ Election of 1860 and Road to Civil War http://www.youtube.co m/watch?v=roNmeOOJ CDY

□ Slavery http://www.youtube.co m/watch?v=Ajn9g5Gsv9 8

□ Battles of the Civil War

http://www.youtube.co m/watch?v=25HHVDOa GeE

3. Powerpoints The Civil War in 4 Min. http://www.humanitiest exas.org/archives/digital -repository/civil-war- four-minutes-2007


5. Harcourt: U.S. History Channel Videos: http://hmhso cialstudies.co m/



PP. 276-287 2. You Tube • Emancipation

Proclamation: Lincoln Didn’t Free All the Slave? http://www.youtube.c o m/watch?v=FBDgEST14 O8

□ Barney Fife and the Emancipation Proclamation http://www.youtube.co m/watch?v=LTBXUaM6t 58

□ Antietam and the Emancipation Proclamation http://www.youtube.c o m/watch?v=02jsgp6UQ dY

3. Internet Abraham Lincoln’s Death – Walt Whitman wrote “O Captain! My Captain!” http://www.loc.gov/exhi bits/treasures/trm013.ht ml


5. Harcourt: U.S. History Channel Videos: http://hmhso cialstudies.co m/



PP. 298-307 2. You Tube • Emancipation

Proclamation: Lincoln Didn’t Free All the Slave? http://www.youtube.co m/watch?v=FBDgEST14 O8

□ Barney Fife and the Emancipation Proclamation http://www.youtube.co m/watch?v=LTBXUaM6t 58

□ Antietam and the Emancipation Proclamation http://www.youtube.c o m/watch?v=02jsgp6UQ dY

3. Internet Abraham Lincoln’s Death – Walt Whitman wrote “O Captain! My Captain!” http://www.loc.gov/exhi bits/treasures/trm013.ht ml

4. Discovery Education Harcourt: U.S. 5.History Channel Videos: http://hmhso cialstudies.co m/ 6.Textbook Chapter Resources Pp. 505a-b


PP. 308-313 2. Discovery

Education Reconstruction http://app.discoveryed ucation.com/search?N tt=Reconstruction

3. Harcourt: U.S. History Channel Videos: http://hmhsoc ialstudies.com



PP. 308-313 2. Discovery

Education Reconstruction http://app.discoverye d ucation.com/search?N tt=Reconstruction

3. Harcourt: U.S. History Channel Videos: http://hmhso c ialstudies.com


http://www.youtube.com/watch?v=IYQhRCs9IHM



http://www.goodreads.com/work/quotes/1758578-self-reliance



http://www.teachertube.com/viewVideo.php?video_id=249806




http://www.hudson-river-school.org/

http://www.hudson-river-school.org/





http://www.youtube.com/watch?v=yXo9tRB4S3E



http://www.youtube.com/watch?v=uvlUqV1vwTc



http://app.discoveryeducation.com/search?Ntt=American%2BCivil%2BWar







http://www.youtube.com/watch?v=Bn23FIhUHQc



http://www.youtube.com/watch?v=roNmeOOJCDY



http://www.youtube.com/watch?v=Ajn9g5Gsv98





http://www.youtube.com/watch?v=25HHVDOaGeE



http://www.humanitiestexas.org/archives/digital-repository/civil-war-four-minutes-2007









http://www.youtube.com/watch?v=FBDgEST14O8




http://www.youtube.com/watch?v=LTBXUaM6t58



http://www.youtube.com/watch?v=02jsgp6UQdY




http://www.loc.gov/exhibits/treasures/trm013.html


























http://app.discoveryeducation.com/search?Ntt=Reconstruction














Sixth Six Weeks Week 6.1 Week 6.2 Week 6.3 Week 6.4 Week 6.5 Week 6.6 Reconstruction


History https://my.hrw.com Chapter 17: Reconstruction, 1865- 1877 Pp. 548-576

Theme: Reconstruction Skills: Cause and Effect, Point of View

(R) 1.A, 7.C 9.C, 16.B (S) 1.B, 9.ABD, 21.C, 27.D (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B

STAAR Review

Utilize Ten Day STAAR Review:

Day 1- Explorers and Colonization Review

Day 2- American

Revolution Review

Day 3- Constitution Review

Day 4- Constitution

Review part 2

Day 5- Early Republic Review

STAAR Review Utilize Ten Day STAAR Review: Day 6- Age of Jackson Review Day 7- Westward Expansion Review Day 8- Industrialization Review Day 9- Civil War Review Day 10- Reconstruction Review

STAAR Test: Science and

Social Studies

Rights & Responsibilities


https://my.hrw.com Chapter 6: Citizenship and the Constitution, 1787- Present Pp. 182-229

Theme: Citizenship Skills: Point of View, Making Generalizations, Inferences

(R) 19.AB (S) 19.DE, 20.B, 21.B, 25.A (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B

Geography


https://my.hrw.com Book Resource Atlas Pp. R1-R-13

Theme: Movement, Region, Human- Environment Interaction Skills: Rdg. and Interpreting a Map, Acquiring Geographic Information

(PS) 29.CHJ ELPS: 2C, 4D, 3D, 3E, 5B

https://my.hrw.com/

https://my.hrw.com/

https://my.hrw.com/

RESOURCES 1. Jarrett Book PP.

308-313 2. Discovery Education 3. Harcourt: U.S. History 4. History Channel Videos:

http://hmhsocialstudi es.com/


RESOURCES 1. Discovery



Videos: http://hmhsoci alstudies.com/


RESOURCES 1. Discovery



Videos: http://hmhsocial studies.com/










Edinburg C.I.S.D. 8th Grade Social Studies Vocabulary 2018 - 2019

Week 1 Week 2 Week 3 Week 4 Week 5

1st S

ix W

eek

s

Aug

. 27

- S

ept.

28

European Explorers

New Spain

New France New Netherlands

Columbian Exchange

Charter

Colony

Middle Passage British Colonies

Southern Colonies

Middle Colonies New England Colonies

“3 G’s”

Wealth Religion

Empire

Jamestown

Pilgrims

Religious Persecution

Puritans

Roger Williams

Plymouth

John Winthrop

Ann Hutchinson

Great Migration

William Penn

Quakers

Religious Freedom

Economic Freedom

Thomas Hooker

House of Burgesses

Fundamental Orders of

Connecticut

English Bill of Rights

Triangular Trade

Great Awakening

Mayflower Compact

Enlightenment

John Locke

Self-Government

Representative

Government

Town Meetings

Mercantilism

Navigation Acts

French and Indian War

Fur Trade

Ohio River Valley

Benjamin Franklin

Albany Plan of Union

Treaty of Paris 1763 Proclamation Line of 1763

King George III

Samuel Adams

Committees of

Correspondence

Sons of Liberty

Boycott

Stamp Act

Sugar Act

Boston Massacre

Townshend Act

Tea Act

Boston Tea Party

Intolerable Acts

Quartering Act

Parliament

2n

d S

ix W

eek

s

Oct

. 1

Nov

. 6

First Continental

Congress

John Adams

Abigail Adams

Patriots

Militia

Minutemen

Redcoats

Loyalist

Second Continental

Congress

George Washington

Common Sense

Thomas Paine

Declaration of

Independence

Thomas Jefferson

Unalienable Rights

Grievances

James Otis

John Hancock

Lexington and Concord

Paul Revere

Midnight Ride

Wentworth Cheswell

Baron Von Stueben

Marquise de Lafayette

Bernardo de Galvez

John Paul Jones

Mercy Otis Warren

James Armistead

Haym Solomon

Battle of Saratoga

Valley Forge

Battle of Yorktown

Charles Cornwallis

Treaty of Paris 1783

Benjamin Franklin

Magna Carta

Constitution

Central Government

Articles of Confederation

Ratification

Northwest Territory

Land Ordinance

Northwest Ordinance

Shays’s Rebellion

Magna Carta

Constitution

Central Government

Articles of Confederation

Ratification

Northwest Territory

Land Ordinance

Northwest Ordinance

Shays’s Rebellion

Week 6

**DISTRICT**

**BENCHMARK**

**REVIEW**



3rd

Six

Wee

ks

Nov

. 7-

Dec

. 21

Constitutional

Convention

James Madison

Roger Sherman

Bicameral

Virginia Plan

New Jersey Plan

Great Compromise

Three-Fifth Compromise

Representation

Congress

**1st DISTRICT**

**BENCHMARK**

Federalism

Checks and Balances

Separation of Powers

Popular Sovereignty

Republicanism

Individual Rights

Limited Government

Federalist

Alexander Hamilton

Anti-Federalist

George Mason

Patrick Henry

Federalist Papers

**1st DISTRICT**

**BENCHMARK**

Veto

Majority Rule

Petition

Due process

Self-Incrimination

Search warrant

Double jeopardy

Eminent domain

Deport

Naturalization

Indictment

Bail

Jury

Civil Cases

Bill of Rights

1st Amendment

Freedom of Speech

Right to Petition

Right of Assembly

Due Process of Law

Equal Protection

Unreasonable Searches

Search Warrant

Double Jeopardy

14th Amendment

Naturalized Citizen

Responsibility

National Identity

Electoral College

Precedent

Judiciary Act of 1789

Alexander Hamilton

Hamilton’s Economic

Plan

Free Enterprise System

National debt

Bonds

Loose construction

Strict construction

Constitutionality

French revolution

Neutrality

Whiskey Rebellion

Political parties

Cabinet

Tariff

Democratic-Republicans

Thomas Jefferson

Federalist Party

Democratic-Republican

Party

XYZ Affair

Alien & Sedition Acts

Judicial Review

Unconstitutional

Louisiana Purchase

Embargo Act

Lewis & Clark

Expedition

Sacagawea

War of 1812

Impressment

Embargo

War Hawks

Francis Scott Key

Battle of New Orleans

Andrew Jackson

Treaty of Ghent

American Industrialization

Adam-Onis Treaty

Monroe Doctrine

Nationalism

Era of Good Feelings



4th

Six

Wee

ks

Jan

. 8

- F

eb. 22

American System

Sectionalism

Missouri Compromise

Erie Canal

Democratic Party

Spoils System

Kitchen Cabinet

Tariff of Abominations

Nullification Crisis

States’ rights

Indian Removal Act

Worcester v. Georgia

Trail of Tears

Charter

John C. Calhoun

Democratic Party

Spoils System

Kitchen Cabinet

Tariff of Abominations

Nullification Crisis

States’ rights

Indian Removal Act

Worcester v. Georgia

Trail of Tears

Charter

John C Calhoun

Oregon Trail

Santa Fe Trail

Mormons

Manifest Destiny

James K. Polk

Louisiana Purchase

Florida Cession

Treaty of Guadalupe

Hidalgo

Gadsden Purchase

Gold Rush

Forty-niners

Immigration

Mexican Cession

Annexation

Oregon Trail

Santa Fe Trail

Mormons

Manifest Destiny

James K. Polk

Louisiana Purchase

Florida Cession

Treaty of Guadalupe

Hidalgo

Gadsden Purchase

Gold Rush

Forty-niners

Immigration

Mexican Cession

Annexation

Industrial Revolution

Samuel Slater

Textiles

Interchangeable parts

Mass production

Lowell System

Steamboat

Transportation Revolution

Telegraph

Morse Code

Cotton Gin

Plantation System

Steel Plow

Mechanical Reaper

Rural

Urban

Urbanization

**2nd DISTRICT**

**BENCHMARKS**

Week 7

**2nd DISTRICT**

**BENCHMARKS**

(Continuation of 6th Week

Industrial Revolution

Vocabulary)


Week 1

Week 2 Week 3 Week 4 Week 5 Week 6

5th

Six

Wee

ks

Feb

. 25

- A

pr.

18

Nativists

Know-Nothing Party

Push-Pull Factors Transcendentalism

Ralph Waldo Emerson

Civil Disobedience

Henry David Thoreau

Utopian Communities Edgar Allan Poe

Emily Dickinson

Henry Wadsworth Longfellow Walt Whitman

Nathaniel Hawthorne

John James Audubon Romanticism

Hudson River School

Thomas Cole Second Great Awakening

Temperance Movement

Dorothea Dix Horace Mann

Abolition

William Lloyd Garrison Angelina and Sarah Grimke

Frederick Douglass

Sojourner Truth Underground Railroad

Harriet Tubman

Elizabeth Cady Stanton Lucretia Mott

Seneca Falls Convention

Declaration of Sentiments Susan B. Anthony

Popular Sovereignty

Wilmot Proviso

Slavery

Sectionalism

State Rights

Free-Soil Party

Secede

Compromise of 1850

Fugitive Slave Act

Uncle Tom’s Cabin

Harriet Beecher Stowe

Franklin Pierce

Stephen Douglas

Kansas-Nebraska Act

Pottawatomie Massacre

Charles Sumner

Preston Brooks

Bleeding Kansas

Republican Party

James Buchanan

John C. Fremont

Bear Flag Revolt

Dred Scott vs Sanford

Roger B. Taney

John Brown

Attack on Harper’s Ferry

Abraham Lincoln

Lincoln-Douglas Debates

John C. Crittenden Confederate States of America

Union

South Carolina Secedes

Jefferson Davis

Lincoln’s 1st Inaugural Address Fort Sumter

Border States

Winfield Scott Anaconda Plan

Cotton Diplomacy

(King Cotton)

Thomas “Stonewall”

Jackson

First Battle of Bull Run

Robert E. Lee

Ironclads

Battle of Antietam

Ulysses S. Grant

Siege of Vicksburg

Emancipation

Proclamation

54th Massachusetts

Regiment

Copperheads

Habeas Corpus

Clara Barton

Battle of Gettysburg

Pickett’s Charge

Gettysburg Address

William T. Sherman

Total War

Surrender at Appomattox

Courthouse

John Wilkes Booth

Reconstruction

Ten Percent Plan

Thirteenth Amendment

Freedmen’s Bureau

Andrew Johnson

Black Codes

Radical Republicans

Civil Rights Act of 1866

Fourteenth Amendment

Reconstruction Acts

Impeachment

Fifteenth Amendment

Tenure of Office Act

Carpetbagger

Scalawag

Hiram Rhode Revels

Sharecropping

“New South”

Ku Klux Klan

Compromise of 1877

Segregation

Poll Tax

Jim Crows Laws

Plessy v. Ferguson

Week 7

Hiram Rhode Revels

Sharecropping

“New South”

Ku Klux Klan

Compromise of 1877

Segregation

Poll Tax

Jim Crows Laws

Plessy v. Ferguson



6th

Six

Wee

ks

Apr.

22

- M

ay.3

1

Hiram Rhode Revels

Sharecropping

“New South”

Ku Klux Klan

Compromise of 1877

Segregation

Poll Tax

Jim Crows Laws

Plessy v. Ferguson

STAAR REVIEW

STAAR REVIEW

STAAR TESTING

Citizenship

Naturalized citizens

Deport

Draft

Interest groups

Political action

committees

Continents

Government

Monarch

Democracy

AcademicVocabulary

CONTENT BUILDER FOR THE PLC

SOCIAL STUDIESGRADE 8

Academic Vocabulary Analysis | Grade 8 Social Studies

© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 1 of 16

Exploration and Colonization 8.2 History. The student understands the causes of exploration and colonization eras.

8.2(A) identify reasons for European exploration and colonization of North America Connected Knowledge and Skills 8.1, 8.3, 8.7, 8.12, 8.20, 8.23, 8.25

8.3(A) explain the reasons for the growth of representative government and institutions during the colonial period 8.7(C) analyze the impact of slavery on different sections of the United States 8.12(B) explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery 8.23(A) identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration

important words for concept development

standard words new to grade level previously introduced words social studies terms

8.2(A)

religious tolerance* colonize/colonization* exploration fur* overpopulation* profit* trade*

Europe/European* North America* France*

8.3(A)

colonial institution exercise control*

lawmaking structure* local and regional matters* representative government/institutions* self‐government*

Colonial period Great Britain* Mayflower Compact* town hall meetings* British Colonies* Parliament* King of England* “salutary neglect”* rights of Englishmen*

8.7(C)

upper and lower south* enslaved populations* plantations* slavery slaves*

8.12(B)

agricultural expansion* revenue* tariffs*

cash‐crop agriculture* profitability* slavery trade*

plantation system transatlantic slave trade Colonial transatlantic trade* Colonies in America* European Countries* West African coast*



Exploration and Colonization (continued)



8.23(A) persecution* religious freedom*

immigration* push/pull factor*

United States Maryland Colony* Catholics*

related vocabulary from supporting

standards

assembly* charter* church doctrine* commercial profit* development of… dissenting* establishment of… refuge* religious persecution* social contract* town meetings*

church members* economic factors elected legislature* free blacks political factors religion self‐government* slaves social factors voting rights*

1607 Jamestown* Plymouth* 1620 pilgrims puritans* New England* Massachusetts Bay Colony* Roger Williams* Anne Hutchinson* 13 English colonies Mayflower Compact* Fundamental Orders of Connecticut

the Virginia House of Burgesses

Thomas Hooker Charles de Montesquieu John Locke William Blackstone William Penn* First Great Awakening

other words related to the content

appointed* communities* demand*

joint ventures* natural resources*

proprietary colonies* royal colonies*

strict control* tradition*



American Revolution 8.4 History. The student understands significant political and economic issues of the revolutionary era.

8.4(A) analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War

8.4(C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783

Connected Knowledge and Skills 8.1, 8.15, 8.19, 8.20, 8.22, 8.23 8.15(C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the

Bill of Rights 8.19(A) define and give examples of unalienable rights



8.4(A)

boycotts civil liberties* imposed* mercantilism violated*

economic policies* representation

American Revolution Revolutionary War* Colonists* Proclamation 1763* Intolerable Acts Stamp Act* Parliament British economic policies* Great Britain* French and Indian War* Sugar Act* Quartering Act* Sons of Liberty*

8.4(C)

foreign recognition* events independence* issues

American Revolution Articles of Confederation Battle of Lexington Battle of Concord Battle of Saratoga* Battle of Yorktown* Winter at Valley Forge Treaty of Paris of 1783

8.15(C) consent* grievances

representation* taxes*

Declaration of Independence* British Parliament*



American Revolution (continued)



8.19(A) unalienable rights:* life, liberty, pursuit of happiness

Thomas Jefferson* Declaration of Independence* 1776*


standards

civil disobedience civic virtue commanding* economic contributions political contributions social contributions

Abigail Adams John Adams Wentworth Cheswell Samuel Adams Mercy Otis Warren James Armistead Benjamin Franklin Bernardo de Gálvez Crispus Attucks King George III Haym Salomon Patrick Henry Thomas Jefferson the Marquis de Lafayette Thomas Paine George Washington* Founding Fathers Tea Act of 1773* Boston Tea Party* Boston Harbor* Intolerable Acts* John Paul Jones* Congressional Gold Medal* British Navy* Continental Congress*


Albany Convention* defeat excerpt*

French aid* Great Awakening* regulations*

“result of being human” secured* victory*

westward expansion* (relating to Proclamation 1763)



Constitution 8.15 Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other

important historic documents. 8.15(A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist

Papers, and selected Anti‐Federalist writings, on the U.S. system of government 8.15(C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the

Bill of Rights 8.15(D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers,

popular sovereignty, and individual rights Connected Knowledge and Skills 8.4, 8.7, 8.16, 8.17, 8.18, 8.19, 8.21, 8.25

8.4(E) analyze the arguments for and against ratification 8.7(C) analyze the impact of slavery on different sections of the United States 8.16(A) summarize the purposes for and process of amending the U.S. Constitution 8.17(A) analyze the arguments of the Federalists and Anti‐Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason 8.18(A) identify the origin of judicial review and analyze examples of congressional and presidential responses 8.19(A) define and give examples of unalienable rights 8.19(B) summarize rights guaranteed in the Bill of Rights 8.25(C) analyze the impact of the First Amendment guarantees of religious freedom on the American way of life



8.4(E)

ratification* individual freedoms* national government*

Federalist* Anti‐Federalist* Bill of Rights* Patrick Henry*

8.7(C) slavery

8.15(A)

bicameral central government* historic documents

Magna Carta the English Bill of Rights the Mayflower Compact the Federalist Papers* Anti‐Federalist writings English Bill of Rights* Constitution*



Constitution (continued)



8.15(C)

consent* grievances* provision*

checks and balances* majority vote* treaties*

Declaration of Independence* U.S. Constitution* Bill of Rights Presidential veto* Houses (of government)*

8.15(D)

due process* bill* checks and balances* delegated* federalism* individual rights limited government republicanism

popular sovereignty separation of powers speedy trial* unreasonable search and seizure*

veto*

U.S. Constitution* Congress*

8.16(A)

amending propose* two‐thirds* vote*

U.S. Constitution Congressional Houses*

8.17(A)

ratifying* arguments central government* opposed* supported*

Federalists* Anti‐Federalists* Alexander Hamilton Patrick Henry* James Madison George Mason*

8.18(A) judicial review* Congressional responses Presidential responses

Marbury v. Madison* Supreme Court*

8.19(A) unalienable rights:* life, liberty, and pursuit of happiness

8.19(B)

guarantee* jury duty* summarize surveillance* violate*

Bill of Rights* Freedom of the press* First Amendment* Fourth Amendment* Sixth Amendment* Constitutional Right*

8.25(C)

guarantee* personal freedoms* religious freedom religious services*

First Amendment* American way of life*



Constitution (continued)




standards

populous states* civic duty* free press free speech jurors/juries* laws public issues

religious freedom representation* responsible citizenship rules verdict* voting

1787* Constitutional Convention* Great Compromise* New Jersey Plan* Virginia Plan* Three‐Fifths Compromise* Articles of Confederation Supreme Court* Marbury v. Madison* Articles of Confederation* Congress*


accountability* adequately protected* concur*

functions* government abuse* judiciary*

power divided* prosperous* reflected*

speedy trial* stable* surrender power*



Early Republic 8.5 History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson.

8.5(A) describe major domestic problems faced by the leaders of the new republic such as maintaining national security, building a military, creating a stable economic system, setting up the court system, and defining the authority of the central government

8.5(C) explain the origin and development of American political parties 8.5(E) identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe

Doctrine Connected Knowledge and Skills 8.1, 8.6, 8.13, 8.18, 8.20, 8.22, 8.23

8.6(A) explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States 8.18(A) identify the origin of judicial review and analyze examples of congressional and presidential responses



8.5(A)

central government court system domestic problems* national security new republic* stable economic system

authority debt* military nation’s economy

New Republic The Whiskey Rebellion* The Bank of the United States* National Bank* The Alien and Sedition Acts* Marbury v. Madison* Alexander Hamilton* George Washington*

8.5(C)

political parties* economically* establishment of* origin

George Washington’s cabinet* Thomas Jefferson (Secretary of State)*

Alexander Hamilton (Secretary of the Treasury)*

Federalists* Democratic‐Republicans

8.5(E)

foreign policy* impact of… colonization* prohibited*

George Washington John Adams Thomas Jefferson James Madison James Monroe Washington’s Farewell Address Monroe Doctrine* Western Hemisphere* South America* European countries*



8.6(A)

orderly expansion principles

claims* historical milestone* method* new states*

Northwest Ordinance* United States Union*

8.18(A) judicial review* congressional responses

presidential responses Marbury v. Madison*


standards

banking system constitutionality* impressment* land acquired protective tariffs taxation

British goods* civic virtue conflict economic changes ethnic groups leadership qualities racial groups religious groups U.S. manufacturing*

1803 Louisiana Purchase War of 1812* Marbury v. Madison* McCulloch v. Maryland Gibbons v. Ogden Founding Fathers George Washington John Marshall* James Monroe American Indians* Treaty of Ghent*


embargo* international peace* stability*



Age of Jackson 8.5 History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson.

8.5(C) explain the origin and development of American political parties Connected Knowledge and Skills 8.7, 8.15, 8.17, 8.18, 8.23

8.7(C) analyze the impact of slavery on different sections of the United States 8.17(B) explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War 8.18(A) identify the origin of judicial review and analyze examples of congressional and presidential responses



8.5(C) political parties origin development of…

8.7(C) slavery

8.17(B) annul* constitutional issues

states’ rights Nullification Crisis*

8.18(A) congressional responses judicial review presidential responses


standards

banking system provisions public servants resettlement*

agricultural land* compromises election natural resources* relocation* suffrage tariffs taxation voter participation*

Presidential Election of 1824* Andrew Jackson* Electoral College* John Quincy Adams* Twelfth Amendment* “corrupt bargain”* Cherokee Indians* Cherokee Nation* Georgia* Jacksonian Era Indian Removal Act* Relocation of American Indians in the 1830s* Worcester v. Georgia Trail of Tears John Quincy Adams John C. Calhoun Henry Clay Daniel Webster McCulloch v Maryland


supremacy*



Westward Expansion 8.6 History. The student understands westward expansion and its effects on the political, economic, and social development of the nation.

8.6(B) explain the political, economic, and social roots of Manifest Destiny 8.6(D) explain the causes and effects of the U.S.‐Mexican War and their impact on the United States



8.6(B)

economic depression* financial panic*

economic federal policy* foreign trade* inexpensive land* land ownership*

political population growth* roots social

Manifest Destiny* Territory of Oregon*

8.6(D)

disputed area* foreign territory*

border dispute* boundaries* cause effect

U.S.‐Mexican War* United States* Mexico* Texas*


standards

concept of… land acquired westward growth

Louisiana Purchase Oregon Territory* Pacific Ocean* United States


contributed* emergence* gained*



Industrialization 8.13 Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century.

8.13(B) identify the economic factors that brought about rapid industrialization and urbanization Connected Knowledge and Skills 8.5, 8.12, 8.14, 8.23, 8.27, 8.28

8.12(B) explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery 8.23(A) identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration 8.27(A) explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts



8.12(B)

mill* patent* spread of slavery

demand* economic development* processing of cotton* producer*

production* slavery slaves*

plantation system* Eli Whitney* Cotton gin* South* North*

8.13(B)

capital* economic factors* industrialization* laborers*

manufacturing centers* transportation systems* urbanization

factory system*

8.23(A)

famine* staple food crop*

economic boom* ethnic groups immigration potato crop*

pull factor* racial groups religious groups settled

Irish immigrants* Chinese immigration* The West*

8.27(A)

cultivation mass production* scientific innovations technological innovations* transportation of goods*

steamboat* cotton gin* interchangeable parts* Bessemer Steel process*


standards

environmental modifications minimal government intrusion/interference*

private owners* supply and demand* transport*

economic change factories* factory system* goods* industrialization* manufacturing/manufactured* marketed political beliefs

property rights religious beliefs social class taxation technological innovation transportation network* urbanization working class*

War of 1812* Free enterprise system (18th and 19th Centuries)*

Transcontinental Railroad* “opening” of the west Pacific Railway Act* Telegraph line*


efficient movement of goods* fares* surge* tourist industry*



Reform and Culture 8.24 Culture. The student understands the major reform movements of the 19th century.

8.24(B) evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

Connected Knowledge and Skills 8.22, 8.23, 8.25, 8.26



8.24(B)

consumption* reform movements

abolish/abolition alcoholic beverages* reform

educational reform temperance* American Temperance Society*

Women’s Rights movement prison reform Abolitionist movement* Labor Reform movement care of the disabled


standards

continuity and change fine arts* religious motivation social movements

historical development immigration individualism* racial, ethnic, and religious groups self‐reliance* slavery*

Quakers* Susan B. Anthony Elizabeth Cady Stanton Abolitionist movement* Uncle Tom’s Cabin* Second Great Awakening Ralph Waldo Emerson* “Nature” by Ralph Waldo Emerson*

Hudson River School artists John James Audubon "Battle Hymn of the Republic" transcendentalism* national identity American way of life


alleged* contradicted* seize*



Sectionalism and Civil War 8.7 History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War.

8.7(C) analyze the impact of slavery on different sections of the United States 8.8 History. The student understands individuals, issues, and events of the Civil War.

8.8(B) explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln

Connected Knowledge and Skills 8.1, 8.17, 8.18, 8.22, 8.23 8.17(B) explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War 8.18(A) identify the origin of judicial review and analyze examples of congressional and presidential responses



8.7(C)

census results* upper and lower south*

anti‐slavery* enslaved populations*

industrialized plantations*

popular sovereignty* pro‐slavery* slavery slaves*

Kansas‐Nebraska Act of 1854*

8.8(B)

sectionalism slavery states’ rights

Civil War firing on Fort Sumter* Battle of Antietam Battle of Gettysburg Battle of Vicksburg Emancipation Proclamation* Lee’s surrender at Appomattox Court House*

assassination of Abraham Lincoln Union* Confederate*

8.17(B)

constitutional issues* secede* states’ rights

Civil War President Abraham Lincoln*

8.18(A)

congressional responses judicial review presidential responses

Dred Scott v. Sandford*



Sectionalism and Civil War (continued)




standards

congressional compromises congressional conflicts cultivation equality liberty provisions tariff policies union*

appointed leaders economic factors elected leaders enslaved free blacks government leadership qualities political factors slavery* slaves social factors

1861‐1865 John Quincy Adams John C. Calhoun Henry Clay Daniel Webster Jefferson Davis Ulysses S. Grant* Robert E. Lee* Abraham Lincoln heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar

Lincoln’s first inaugural address* Lincoln’s second inaugural address* Gettysburg Address Jefferson Davis's inaugural address Dred Scott v. Sandford Supreme Court decisions Abraham Lincoln Frederick Douglas Susan B. Anthony Stonewall Jackson* U.S. Military Academy at West Point* Union Army* Union* Confederacy


initiated* disagreements* procured*



Reconstruction 8.9 History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation.

8.9(C) explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups Connected Knowledge and Skills 8.16, 8.19, 8.23

8.16(A) summarize the purposes for and process of amending the U.S. Constitution 8.16(B) describe the impact of 19th‐century amendments, including the 13th, 14th, and 15th amendments, on life in the United States 8.19(A) define and give examples of unalienable rights



8.9(C) cycle of debt* sharecropping*

crop failures* currency value* economic problems

impact political problems social problems

Reconstruction* Black Codes*

8.16(A) amending processes of… purposes for…

U.S. Constitution Fourteenth Amendment* Black Codes*

8.16(B)

impact of… permanent freedom* voting rights*

19th Century Amendments 13th Amendment/ Thirteenth Amendment*

14th Amendment 15th Amendment/ Fifteenth Amendment*

United States

8.19(A) unalienable rights:* life, liberty, pursuit of happiness


standards

communal structure legislative reform reconstructed

election impact of… racial minorities* reform

Civil Rights Act of 1866* Radical Reconstruction Congress

Hiram Rhodes Revels* U.S. Senate* Homestead Act Dawes Act Morrill Act national identity


guaranteeing*

Edinburg CISD

Social Studies iTunes U Enrollment Codes

Grade Level Code

Kindergarten DJW-HMX-LLC

1st

Grade FSL-CE5-C95

2nd

Grade FFY-2DL-QC2

3rd

Grade Social Studies EFJ8SXWH6

4th

Grade Social Studies DKXZHQKF6

5th

Grade Social Studies DF6R8HHF5

6th

Grade Social Studies ES8SX39K3

7th

Grade Social Studies DQJ7VMM4A

8th

Grade Social Studies ELZ2ZSCS5

World Geography FRRBLAP4D

World History DMRCQ69EB

U.S. History FQMRB4SN4

Economics FB6Z599L6

Government DYBEZAMRE

AP Government DHT-DPH-JHC

AP Macroeconomics CNR-NTE-KEA

The 8 Components of SIOP

Lesson Preparation Building Background Planned lessons that enable students to make connections, practice language and internalize academic vocabulary.

Teachers must make explicit and direct links between past learning and new concepts. Emphasize key vocabulary in context.

Topic

K W L What I Already What I Need to What I Know Find Out Learned

Comprehensible Input StrategiesTeacher must use speech that is appropriate to students’ proficiency level. The explanation of tasks must be clear in step-by-step manner using visuals.

Use techniques, methods and mental processes that enhance comprehension for learning and retaining information.

Provide information in Oral and Written form

Make connections Clarify/Monitor Ask questions Summarize Visualize Predict Infer

Re-read Take-Notes Highlight Map information Find key words

Who am I

teaching?

What am I

teaching?

How will

I teach

it?

How

will I

assess?

TASK

1. Read page 3

2. Identify 2 main ideas

3. Share your main ideas with your partner

4. From the ideas shared, determine which to write on the graphic organizer.

Interaction Practice and Application Use cooperative learning structures to promote discussion and opportunities for language practice.

Hands-on activities and materials that enable students to make connections between abstract and concrete concepts.

Working Together Towards One Goal

- Opportunities for interaction and engagement

- Group configurations (pairs, triads) - Wait time for student responses - Opportunity to clarify in L1

Use Manipulatives

Games

Short practice time

Language Practice

Lesson Delivery Review and Assessment The extent students are engaged in the lesson and how appropriate the pace of the lesson is to students’ abilities.

Incorporate review and assessment into the daily lessons to assess student learning and effective teaching. This involves reviewing important concepts, providing constructive feedback and making instructional decisions based on student response.

People remember:

- 10% of what they read - 20% of what they hear - 30% of what they see - 50% of what they see and hear - 80% of what they tell - 90% of what they do

Formative Assessments Observations Draw a Concept Map Ticket Out the Door Self-Assess Write A Summary

Summative Assessments State Assessment A final project District Benchmarks Midterm Exam Semester Exam

Edinburg Consolidated Independent School District- Bilingual/ESL Department 5/30/16

TEKS Snapshot – Grade 8 Social Studies

^ = Spiral Standards: content standards included in many/most units of instruction to add perspective and depth to content across chronology of the course. Source: Texas Education Agency v. 7.7.17

Process Standards (Social Studies Skills and Processes) 8.29 Social Studies skills. The student applies critical‐thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic

technology.

8.30 Social Studies skills. The student communicates in written, oral, and visual forms.

8.31 Social Studies skills. The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings.

STAAR Tools to Know Ways to Show

≥ 30% of items will be dual coded

8.29(A) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States

8.29(H) use appropriate mathematical skills to interpret social studies information such as maps and graphs

8.30(A) use social studies terminology correctly

8.29(B) analyze information by sequencing, categorizing, identifying cause‐and‐effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

8.29(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

8.29(D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants

8.29(E) support a point of view on a social studies issue or event 8.29(J) pose and answer questions about geographic distributions and patterns shown on maps,

graphs, charts, models, and databases 8.29(F) identify bias in written, oral, and visual material 8.29(G) evaluate the validity of a source based on language, corroboration with other sources,

and information about the author 8.29(I) create thematic maps, graphs, charts, models, and databases representing various aspects

of the United States 8.30(B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of

sources

8.30(C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate

8.30(D) create written, oral, and visual presentations of social studies information 8.31(A) use a problem‐solving process to identify a problem, gather information, list and consider

options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

8.31(B) use a decision‐making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision

Knowledge and Skills Statements 8.1 History. The student understands traditional historical points of reference in U.S. history through 1877.

8.2 History. The student understands the causes of exploration and colonization eras.

8.3 History. The student understands the foundations of representative government in the United States.

8.4 History. The student understands significant political and economic issues of the revolutionary era.

8.5 History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson.

8.6 History. The student understands westward expansion and its effects on the political, economic, and social development of the nation.

8.7 History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War.

8.8 History. The student understands individuals, issues, and events of the Civil War.

8.9 History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation.



Rptg Cat STAAR Readiness Standards Supporting Standards 1

History

17

8.1(A)^ identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects

8.2(A) identify reasons for European exploration and colonization of North America

8.3(A) explain the reasons for the growth of representative government and institutions during the colonial period

8.4(A) analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War

8.4(C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783

8.4(E) analyze the arguments for and against ratification 8.5(A) describe major domestic problems faced by the leaders of the new

republic such as maintaining national security, building a military, creating a stable economic system, setting up the court system, and defining the authority of the central government

8.5(C) explain the origin and development of American political parties 8.5(E) identify the foreign policies of presidents Washington through Monroe

and explain the impact of Washington's Farewell Address and the Monroe Doctrine

8.6(A) explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States

8.6(B) explain the political, economic, and social roots of Manifest Destiny 8.6(D) explain the causes and effects of the U.S.‐Mexican War and their impact

on the United States 8.7(C) analyze the impact of slavery on different sections of the United States 8.8(B) explain the causes of the Civil War, including sectionalism, states' rights,

and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln

8.9(C) explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups

8.1(B)^ apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

8.1(C)^ explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861–1865, Civil War

8.2(B) compare political, economic, religious, and social reasons for the establishment of the 13 English colonies

8.3(B) analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government

8.3(C) describe how religion and virtue contributed to the growth of representative government in the American colonies

8.4(B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington

8.4(D) analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three‐Fifths Compromise

8.5(B) summarize arguments regarding protective tariffs, taxation, and the banking system 8.5(D) explain the causes, important events, and effects of the War of 1812 8.5(F) explain the impact of the election of Andrew Jackson, including expanded suffrage 8.5(G) analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian

era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears 8.6(C) analyze the relationship between the concept of Manifest Destiny and the westward growth of the

nation 8.6(E) identify areas that were acquired to form the United States, including the Louisiana Purchase 8.7(A) analyze the impact of tariff policies on sections of the United States before the Civil War 8.7(B) compare the effects of political, economic, and social factors on slaves and free blacks 8.7(D) identify the provisions and compare the effects of congressional conflicts and compromises prior to

the Civil War, including the roles of John Quincy Adams, John C. Calhoun, Henry Clay, and Daniel Webster

8.8(A) explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar

8.8(C) analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address

8.9(A) evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments

8.9(B) evaluate the impact of the election of Hiram Rhodes Revels 8.9(D) identify the effects of legislative acts such as the Homestead Act, the Dawes Act, and the Morrill Act



Knowledge and Skills Statements 8.10 Geography. The student understands the location and characteristics of places and regions of the United States, past and present.

8.11 Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid‐19th century.

8.23 Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries.

8.24 Culture. The student understands the major reform movements of the 19th century.

8.25 Culture. The student understands the impact of religion on the American way of life.

8.26 Culture. The student understands the relationship between the arts and the times during which they were created.

Rptg Cat STAAR Readiness Standards Supporting Standards

2 Geo

grap

hy and

Culture

10

8.10(B)^ compare places and regions of the United States in terms of physical and human characteristics

8.10(C)^ analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States

8.11(A)^ analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

8.23(A) identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration

8.24(B) evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

8.25(C) analyze the impact of the First Amendment guarantees of religious freedom on the American way of life

8.10(A)^ locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries 8.11(B)^ describe the positive and negative consequences of human modification of the physical environment of

the United States 8.11(C)^ describe how different immigrant groups interacted with the environment in the United States during

the 17th, 18th, and 19th centuries 8.23(B) explain the relationship between urbanization and conflicts resulting from differences in religion, social

class, and political beliefs 8.23(C)^ identify ways conflicts between people from various racial, ethnic, and religious groups were resolved 8.23(D)^ analyze the contributions of people of various racial, ethnic, and religious groups to our national identity 8.23(E)^ identify the political, social, and economic contributions of women to American society 8.24(A) describe the historical development of the abolitionist movement 8.25(A) trace the development of religious freedom in the United States 8.25(B) describe religious motivation for immigration and influence on social movements, including the impact

of the first and second Great Awakenings 8.26(A) describe developments in art, music, and literature that are unique to American culture such as the

Hudson River School artists, John James Audubon, "Battle Hymn of the Republic," transcendentalism, and other cultural activities in the history of the United States

8.26(B)^ identify examples of American art, music, and literature that reflect society in different eras 8.26(C) analyze the relationship between fine arts and continuity and change in the American way of life



Knowledge and Skills Statements 8.15 Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents.

8.16 Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society.

8.17 Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system.

8.18 Government. The student understands the impact of landmark Supreme Court cases.

8.19 Citizenship. The student understands the rights and responsibilities of citizens of the United States.

8.20 Citizenship. The student understands the importance of voluntary individual participation in the democratic process.

8.21 Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic.

8.22 Citizenship. The student understands the importance of effective leadership in a constitutional republic.


3 Gov

ernm

ent a

nd Citizenship

10

8.15(A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti‐Federalist writings, on the U.S. system of government

8.15(C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights

8.15(D)^ analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights

8.16(A) summarize the purposes for and process of amending the U.S. Constitution

8.16(B) describe the impact of 19th‐century amendments, including the 13th, 14th, and 15th amendments, on life in the United States

8.17(A) analyze the arguments of the Federalists and Anti‐Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason

8.17(B) explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War

8.18(A) identify the origin of judicial review and analyze examples of congressional and presidential responses

8.19(A) define and give examples of unalienable rights 8.19(B) summarize rights guaranteed in the Bill of Rights

8.15(B) summarize the strengths and weaknesses of the Articles of Confederation 8.18(B) summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v.

Madison, McCulloch v. Maryland, and Gibbons v. Ogden 8.18(C) evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on

life in the United States 8.19(D) identify examples of responsible citizenship, including obeying rules and laws, staying informed on public

issues, voting, and serving on juries 8.19(E) summarize the criteria and explain the process for becoming a naturalized citizen of the United States 8.20(A) explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke,

William Blackstone, and William Penn in the development of self‐government in colonial America 8.20(B) evaluate the contributions of the Founding Fathers as models of civic virtue 8.20(C) analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the

Boston Tea Party and Henry David Thoreau's refusal to pay a tax 8.21(A)^ identify different points of view of political parties and interest groups on important historical and

contemporary issues 8.21(B) describe the importance of free speech and press in a constitutional republic 8.21(C)^ summarize a historical event in which compromise resulted in a peaceful resolution 8.22(A) analyze the leadership qualities of elected and appointed leaders of the United States such as George

Washington, John Marshall, and Abraham Lincoln 8.22(B) describe the contributions of significant political, social, and military leaders of the United States such as

Frederick Douglass, John Paul Jones, James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton

SEs Not Included in Assessed Curriculum 8.19(C) explain the importance of personal responsibilities, including accepting responsibility for one's behavior and supporting one’s family 8.19(F) explain how the rights and responsibilities of U.S. citizens reflect our national identity



Knowledge and Skills Statements 8.12 Economics. The student understands why various sections of the United States developed different patterns of economic activity.

8.13 Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century.

8.14 Economics. The student understands the origins and development of the free enterprise system in the United States.

8.27 Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States.

8.28 Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States.


4 Econ

omics, Scien

ce, T

echn

olog

y an

d So

ciety

7

8.12(B) explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery

8.12(D)^ analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history

8.13(B) identify the economic factors that brought about rapid industrialization and urbanization

8.27(A) explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts

8.27(B)^ analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States

8.12(A)^ identify economic differences among different regions of the United States 8.12(C) explain the reasons for the increase in factories and urbanization 8.13(A) analyze the War of 1812 as a cause of economic changes in the nation 8.14(A) explain why a free enterprise system of economics developed in the new nation, including minimal

government intrusion, taxation, and property rights 8.14(B) describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th

centuries 8.27(C) analyze how technological innovations changed the way goods were manufactured and marketed,

nationally and internationally 8.27(D) explain how technological innovations brought about economic growth such as how the factory system

contributed to rapid industrialization and the Transcontinental Railroad led to the opening of the west 8.28(A)^ compare the effects of scientific discoveries and technological innovations that have influenced daily life

in different periods in U.S. history 8.28(B) identify examples of how industrialization changed life in the United States

# Items 44 26‐29 questions from Readiness Standards 15‐18 questions from Supporting Standards

NOTE: The classification of standards on this TEKS Snapshot represents the reviewed and synthesized input of a sample of Texas Social Studies educators. This TEKS Snapshot DOES NOT represent a publication of the Texas Education Agency. District curriculum materials may reflect other classifications.

5E Model

5E Definition

Teacher Behavior

Student Behavior

Engage• Generate interest• Access prior knowledge• Connect to past knowledge• Set parameters of the focus• Frame the idea

• Motivates• Creates interest• Taps into what students know or

think about the topic• Raises questions and encourages

responses

• Attentive in listening• Ask questions• Demonstrates interest in the lesson• Responds to questions

demonstrating their own entry pointof understanding

Explore• Experience key concepts• Discover new skills• Probe, inquire, and question

experiences• Examine their thinking• Establish relationships and

understanding

• Acts as a facilitator• Observes and listens to students as

they interact• Asks good inquiry-oriented

questions• Provides time for students to think

and to reflect• Encourages cooperative learning

• Conducts activities, predicts, andforms hypotheses or makesgeneralizations

• Becomes a good listener• Shares ideas and suspends

judgment• Records observations and/or

generalizations• Discusses tentative alternatives

Explain• Connect prior knowledge and

background to new discoveries• Communicate new understandings• Connect informal language to

formal language

• Encourages students to explaintheir observations and findings intheir own words

• Provides definitions, new words,and explanations

• Listens and builds upon discussionform students

• Asks for clarification and justification• Accepts all reasonable responses

• Explains, listens, defines, andquestions

• Uses previous observations andfindings

• Provides reasonable responses toquestions

• Interacts in a positive, supportivemanner

Extend/Elaborate• Apply new learning to a new or

similar situation• Extend and explain concept being

explored• Communicate new understanding

with formal language

• Uses previously learned informationas a vehicle to enhance additionallearning

• Encourages students to apply orextend the new concepts and skills

• Encourages students to use termsand definitions previously acquired

• Applies new terms and definitions• Uses previous information to probe,

ask questions, and makereasonable judgments

• Provides reasonable conclusionsand solutions

• Records observations,explanations, and solutions

Evaluate• Assess understanding (Self, peer

and teacher evaluation)• Demonstrate understanding of new

concept by observation or open-ended response

• Apply within problem situation• Show evidence of accomplishment

• Observes student behaviors as theyexplore and apply new conceptsand skills

• Assesses students’ knowledge andskills

• Encourages students to assesstheir own learning

• Asks open-ended questions

• Demonstrates an understanding orknowledge of concepts and skills

• Evaluates his/her own progress• Answers open-ended questions• Provides reasonable responses and

explanations to events orphenomena

Edinburg CISD English Language Proficiency Standards (ELPS) Quick Guide

LANGUAGE LEVELS

LISTENING SPEAKING READING WRITING BEGINNER Modify language

with short simple words, enunciate, Does not seek help

Single words Short phrases Errors, pronunciation

Environmental print, visuals, Word by word

No focus High frequency words, present tense, errors

INTERMEDIATE Key word support Student seeks help

Simple message Basic vocabulary Understood

Slow, rereads Pre taught vocab Not grade level

Familiar topics, present tense, errors

ADVANCED Understands with Visuals, wait time, Talk slowly

Complex sentences w pauses, restates

High comprehend Some vocabulary support

Emerging grade appropriate vocabulary, support ideas

ADVANCED HIGH Native speaker Abstract, native Grade level, native Content with little support, native

LEARNING STRATEGIES

1A – use prior knowledge and experiences 1B – monitor language 1C – use strategic learning techniques 1D – speak using learning strategies 1E – internalize new basic and academic language 1F – Use accessible language and essential language 1G – Distinguish between formal and informal English 1H – Develop and expand learning strategies

LISTENING SPEAKING 2A – recognizes: correct pronunciation 2B – recognizes: sounds in words (ph. awareness) 2C – recognize: words/phrases in discussion 2D – understand or seek help 2E – use technology to learn / review 2F – gist, main points, details 2H – implied info 2I – listening comprehension

3A – correct pronunciation of words ____ 3B – use new vocabulary about topic 3C – use variety of sentence stems 3D – speak using newly taught vocab _____ 3E – share in cooperative groups about ____ 3F – ask / give info using words ____ 3G – give opinions about ___ using words, phrases 3H – narrate, describe, explain 3I – use in/formal English to say____ 3J – oral response to variety of media about____

READING WRITING 4A – letter-sounds & phonics 4B – directionality 4C – sight vocabulary 4D – BEFORE reading support 4E – simplify text (to access content) 4F – pictures / semantics to support reading (predictable text) 4G – show comprehension individually or in groups 4H – demonstrate comprehension of text read silently 4I – develop basic reading skills that build comprehension 4J – make inferences about text & graphics 4K – analyze text

5A – use letter-sounds, phonics 5B – use new vocabulary 5C – spell correctly 5D – Edit writing 5E – simple & complex sentences 5F – use sentence frames & selected vocabulary 5G –narrate, describe, and explain in writing