us histandgeo-grade 8 instructional pacing.doc

Detroit Public Schools

DETROIT PUBLIC SCHOOLS

Division of Academic Affairs

Office of History, Society and Culture

CURRICULUM INSTRUCTIONAL SEQUENCE

AND PACING GUIDE

Grade 8UNITED STATES HISTORYAND GEOGRAPHY


Robert C. Bobb

Emergency Financial Manager

Barbara Byrd Bennett, Esq

Chief Academic Auditor

Sherry Ulery

Deputy Chief of Academic Affairs


Sheryl Jones

Director

Revised by the Office of History, Society and Culture


Division of academic affairs

Office of History, Society and culture

Table of Contents

Introduction to Curriculum Instructional Sequence and Pacing Guide3

Curriculum Instructional Sequence and Pacing Charts Team4

Legend to Pacing Guide4

Course Description5

Curriculum at a Glance6A One Year Course

Curriculum Instructional Sequence and Pacing Chart

Unit 1: Roots of American History7Unit 2: The Revolutionary Era10Unit 3: The Early Republic13Unit 4: The Era of Expansion20Unit 5: Division and Reunion26Revised by the Office of History, Society and Culture




Introduction to Curriculum Instructional Sequence and Pacing Guide

A Planning Tool

This instructional sequence and pacing guide is a tool to be used in planning and implementing the district's curriculum. Teachers are responsible for developing lesson plans of main concepts. The format makes transparent the connections among curriculum (what to teach), instruction (materials, activities and strategies) and assessment (what was learned). The Curriculum Instructional Sequence and Pacing Guides for all subjects provide the overall curricular framework for what students will know and be able to do when they graduate from Detroit Public Schools. Pacing the sequence of instruction within a subject and a grade level assures that students are provided the opportunity to experience the full scope of a rigorous curriculum

Effective Instruction

Specifically, the pacing guides connect the components of effective instruction by:

1. Showing the alignment of district outcomes with state (including MEAP) and national content standards;

2. Detailing recommend instructional strategies, instructional materials and suggested assessments; and

3. Indicating frequent, common assessments that can be used to monitor student achievement and to provide interventions, as necessary.

A Coherent Curriculum

Consistent use of these pacing guides will:

1. Ensure educational equity - all students will have access to the same high quality curriculum;

2. Ensure that there is coherence with regard to what to teach, what instructional materials to use, what research based teaching strategies should be used, and how to assess student attainment;

3. Ensure what students are taught is logically connected to student achievement;

4. Make it easier for students who move among schools within a school year to become acclimated to their new schools and classes;

5. Provide the curricular structure which enables teachers to focus on instruction;

6. Guide a sequence of instruction within and across grade levels; and

7. Ensure the curriculum is aligned and consistent with state and federal standards.

These pacing guides were developed by committees of teachers, administrators and other instructional specialists who were charged to make a user-friendly document that will help teachers design lessons which meet students' needs and lead to high achievement. These guides are works in-progress. Periodically, teachers will assess the impact of these pacing guides on their classroom instruction.

"Curriculum matters: If it is in the curriculum, teachers are likely to

teach it; if teachers teach it, students are likely to learn it."

Adapted from: Buehl, Doug. 2001. Classroom Strategies for Interactive Learning

Revised by the Office of History, Society and Culture




Asaka, PhilanderIroha, OkezieRobinson, Jacqueline

Bennett, RobertJenkins, MaryRobinson, Kenneth

Busch, DeniseLimage, DeborahRooks, Lorraine

Clemons, CathleenLockridge, RitaScott, Deborah

Crowley, AnnMcMurtry, KeithSmith-Dawson, Debra

Cry, LeonardOdom, DonyaSpencer, Belinda

Friday, ChristinaOnwuzurike, PaulineUnaegbu, Peter-Claver

Givan, JerryPappas, GeraldineWeir, William

Greene, SylviaParker, NormaWilson, Barbara

Highsaw, CharlenePruitt, DeborahWright, Brenda

Hornbuckle, PamelaReaves, Edna

Curriculum Instructional Sequenceand Pacing Guide Team

Sheryl Jones, Director

LEGEND TO PACING GUIDE

CCC = Cross Curricular Connections

CCV = Core Cultural Values

CDV = Core Democratic Values

ELPS = Electronic Library of Primary Resources

FA = Formal Assessment

IDR = In-Depth Resources

PE = Pupil Edition

PWE = Persuasive Writing Essay

TBDBT = To Be Determined by Teacher

TE = Teachers Edition

TRK = Teacher Resource KitSA = Student Activity SectionRevised by the Office of History, Society and Culture




United States History and Geography Course Description

Eighth grade students continue their study of United States History form the writing of the Constitution through Reconstruction. Geographic, Civic/Government, and Economic content is integrated within the historical context.

Using significant content knowledge, research, and inquiry, the students analyze an issue and propose a plan for civic action. They develop reasoned arguments and write a persuasive civic essay addressing issues from the past within a historical context. Where appropriate, they make comparisons to relevant contemporary issues.Revised by the Office of History, Society and CultureDetroit Public Schools


United States History and Geography - Grade 8Curriculum at a Glance

Text: The American Nation: Beginnings through 1877Pearson/Prentice-Hall, 2005Pacing TopicUnits/Chapters

Semester 1

September

3 WeeksSocial Studies Review (Economics, Civics, History and Geography)Unit 1 - 2 andsupplemental activities

Week of September 17Constitution Day Lesson

October2 weeksThe Revolutionary EraUnit 2 Chapter 7

October/November

3 weeksLaunching the New GovernmentUnit 3

Chapter 9

November

2 weeksThe Age of JeffersonUnit 3

Chapter 10

December

3 weeksThe Nation Grows and ProspersUnit 3

Chapter 11

January

2 weeksThe Jacksonian EraUnit 4

Chapter 12

January/February4 weeksWestward ExpansionUnit 4

Chapter 13

Semester 2

February

2 weeksNorth and SouthUnit 4Chapter 14

March

3 weeksReform and a New American CultureUnit 4Chapter 15

March/April

3 weeksSlavery Divides the NationUnit 5Chapter 16

April/May

3 weeksThe Civil WarUnit 5Chapter 17

May/June

6 weeksReconstruction and the Changing SouthUnit 5Chapter 18

U.S. History and Geography Grade 8

Unit 1: The Roots of American HistoryOverarching Question: How can the fundamental themes of geography be used to describe the geography of the United States?

Focus Question(s): 1) How has geography influenced the way people live in the United States? 2) What are some different ways the United States can be divided into regions? 3) How have humans used, adapted to, and modified different environments in North America?

Objectives/Grade Level Content Expectations (GLCE): Sixth grade GLCEs are used.

6-G1.2.1 Locate the major landforms, rivers (Amazon, Mississippi, Missouri, Colorado), and climate regions of the Western Hemisphere.

6-G1.2.3 Use data to create thematic maps and graphs showing patterns of population, physical terrain, rainfall, and vegetation, analyze the patterns and then propose two generalizations about the location and density of the population.

6-G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Western Hemisphere.

6-G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth.

6-G4.3.1 Identify places in the Western Hemisphere that have been modified to be suitable for settlement by describing the modifications that were necessary (e.g., Vancouver in Canada; irrigated agriculture; or clearing of forests for farmland).

6-G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia)

Cross Curricular Connections: ELA, Science, Mathematics

Technology Integration: www.earth.google.com, classzone.com, Transparencies A-51, A-53, A-55

Month - September

Week(s) 1

Key Concepts/Vocabulary: Geography, latitude, longitude, natural resources, irrigation, cartographer, map projection, thematic map

CDV: Common Good, Diversity CCV: Ujamaa, Nia

Teaching Resources:

Textbook: The American Nation: Chapter 1: Geography, History and the Social Science, pp. 2-19

Computer/projector

classzone.com

Bell work/Do Now:

Copy and define Key Terms, p. 4

Engage p. 4 Graphic Organizer: The Five Themes of Geography,

p. 5 Geography Skills: Map Projections, p. 8 Students should use their community to develop a chart listing the 5 Themes of Geography and how it relates to Detroit. Connecting with Science and Technology (TRK), p. 207Student Learning Activities:

Target Reading Skill: Reading Process p. 4 6-G1.3.1, 6-G2.1.1, 6-G4.3.1, 6-G5.2.1 Students may use magazines, newspapers or draw pictures illustrating each of the 5 Themes of Geography. Teacher should draw2-3 feet letters: L (location), R (region), I (interaction), M (movement), P (place). Students will attach their pictures to the corresponding letters.

Comprehension, and Critical Thinking and Writing, p. 9 6-G1.3.1, 6-G2.1.1, 6-G4.3.1, 6-G5.2.1 Target Reading Skill: Cause and Effect p.11 6-G1.2.3, 6-G1.2.5, 6-G1.2.6 Geography Skills, p. 12

Unit 1/Ch.1, Map Mystery (TRK), p.7 Critical Thinking and Writing p. 17 6-G1.2.3, 6-G1.2.5, 6-G1.2.6 Glossary of Geographic Terms, p. 18-19 6-G1.2.1

Assessment: Reviewing Key Facts #11-13, Critical Thinking and Writing, #18, Connecting with Geography, pp. 32-33 6-G1.2.6, 6-G1.3.1, 6-G2.1.1, 6-G4.3.1, 6-G5.2.1


Unit 1: The Roots of American History Overarching Question: How can the fundamental themes of history be used to describe the history of the United States?

Focus Question(s): 1) How can the history of the United States influenced the way people live today? 2) What are some tools people can use to learn about U.S. History? 3) How have people used these tools to investigate significant historical topics?

Objectives/Grade Level Content Expectations (GLCE): 8-U6.2.1 Use historical perspectives to analyze issues in the United States from the past and the present: conduct research on a historical issue or topic, identify a connection to t contemporary issue, and preset findings (e.g., oral, visual, video, or electronic presentation, persuasive essay, or research paper); include causes and consequences of the historical action and predict possible consequences of the contemporary action.

Cross Curricular Connections: ELA,

Technology Integration: www.earth.google.com, classzone.com, www.phschool.com, www.constitutionday.cc/, Transparencies H-1

Month - September

Week(s) 1

Key Concepts/Vocabulary: primary source, secondary source, authenticity, bias, artifact, archaeology, culture, chronology

CDV: Common Good, Liberty, Truth CCV: Ujima,

Teaching Resources:

Textbook: The American Nation:

Chapter 1:Geography, History and the Social Science, pp. 20-25 Computer/projector

classzone.com http:// community.fdlp.gov/gallery.html?groupid=14

archives.gov/education/lessons/constitution-day/game.html

Bell work/Do Now:

Engage p. 20

Copy and define Key Terms, p. 20

Political Cartoon Skills: Beware the Archaeologist, p. 22

Journal entry: 1. Primary Source: Preserving Historical Evidence, p. 21

2. Viewing History: Finding Artifacts, p. 23Student Learning Activities: Constitution Day activity should take place the week of September 17. See Student Activity Section for the lesson plan. (Note: this is an annual contest. After the year 2010, check website for updated rules and deadlines. www.constitutionday.cc/) Target Reading Skill: Reading Process p. 20 8-U6.2.1 Political Cartoon: Beware the Archaeologist, p. 22. Students may select a current public policy issue and draw a political cartoon to illustrate its controversial issue. See Connecting with Science and Technology (TE), p. 22. Students should work with a partner to discuss how language varies and changes over time. Students may include inventive vocabulary or slang. (Example: We use the word pop to describe a carbonated beverage, whereas the east coast describes this as soda.

Critical Thinking and Writing p. 25 8-U6.2.1 Chart Skills: Eras in American History also add other pertinent questions that relate to these eras., p. 24

Select an article about a public policy from a magazine or newspaper. Students should read the article and write 5 supporting details from the article. Next students should write about their opinion about this article. Students should compare the supporting details from the article to their opinions about this article. On a chart, note comments of observations from both selections. The Henry Ford Museum offers a variety of primary resources for teachers to use in the classroom. Locate a primary resource. Students should read this resource and summarize the validity and usefulness of its contents to understanding the historical content covered.Student Learning Activities: (Contd.) Exploring Primary Sources, www.phschool.com, Web Code mfd-0103 8-U6.2.1Voices of Freedom (TRK)1. A European View of North America, pp. 14-15

2. An Indian Prayer for the Sun, p. 16

Assessment: Review and Assessment: Analyzing Primary Sources p. 33; Section 4 Quiz, p. 113 8-U6.2.1

U.S. History and Geography Grade 8Unit 2: The Revolutionary EraOverarching Question: How do people and conditions interact to bring about change?

Focus Question(s): 1) How are political and philosophical ideas and the experiences of the colonists and Founders reflected in the Declaration of Independence, Articles of Confederation, United States Constitution, and the Bill of Rights. 2) How did the concept of freedom influence critical issues debated at the Constitutional Convention (e.g., distribution of political power, conduct of foreign affairs, rights of individuals, rights of states, election of the executive, and slavery)?

Objectives/Grade Level Content Expectations (GLCE): 8-U3.3.7: Using important documents (e.g., Mayflower, Common Sense, Declaration of Independence, Northwest Ordinance, Federalists Papers), describe the historical and philosophical origins of constitutional government of the United States Using the ideas of social compact, limited government, natural rights, rights of revolution, separation of powers, bicameralism, republicanism, and popular participation in government.

Cross Curricular Connections: Science, ELA

Technology Integration: classzone.com, Transparencies p. I-9, I-11, www.constitutionday.cc/, www.archives.gov/education/lessons/constitution-day/game.html

Month - September Weeks: 2

Key Concepts/Vocabulary: Common Sense, traitor, Declaration of Independence, preamble, natural rights

CDV: Liberty, Popular sovereignty, Patriotism, Representative Government, Rule of Law CCV: Kujichagulia, Ujima, Kuumba

Teaching Resources:

Textbook: The American Nation: Chapter 6: The American Revolution, pp. 94-97, 173-180 Supplemental textbook: Atlas of American History: Section 3: Forming a New Nation (1175-1800), pp. 50-52 Computer/projector

classzone.com

Bell work/Do Now:

Identify Points of View p. 172 Journal entry

1. Signing the Declaration, p. 174

2. Remember the Ladies, p. 175

Student Learning Activities:

Engage (TE), p. 173

Target Reading Skill: Clarify Meaning p. 173 8-U3.3.7 Activity: Guided Instructions, p. 176 www.jphschool.com, Web Doe3 mfd-0601 (ELPS) 8-U3.3.7 Skills Mini Lesson: Listening to Identify Points of View, p. 179 8-U3.3.7 The Mayflower Compact, read/discuss pp. 94-97

Viewing History: Signing the Mayflower Compact, p. 95

Section 5 Assessment: Comprehension #4, p. 97

Developing New States (AAH), pp. 50-52

Assessment: Unit 2/Ch. 6 Section 2 Quiz, p. 26 8-U3.3.7


Unit 2: The Revolutionary EraOverarching Question: How do people and conditions interact to bring about change?

Focus Question(s): 1) How are political and philosophical ideas and the experiences of the colonists and Founders reflected in the Declaration of Independence, Articles of Confederation, United States Constitution, and the Bill of Rights. 2) How did the concept of freedom influence critical issues debated at the Constitutional Convention (e.g., distribution of political power, conduct of foreign affairs, rights of individuals, rights of states, election of the executive, and slavery)?

Objectives/Grade Level Content Expectations (GLCE):

8-U3.3.1: Explain the reasons for the adoption and subsequent failure of the Articles of Confederation (e.g., why its drafters created a weak central government, challenges the nation faced under the Articles, Shays Rebellion, and disputes over western lands).

8-U3.3.2: Identify economic and political questions facing the nation during the period of the Articles of Confederation and the opening of the Constitutional Convention.

8-U3.3.3: Describe the major issues debated at the Constitutional Convention including distribution of political power, conduct of foreign affairs, rights of individuals, rights of states, election of the executive, and slavery.

8-U3.3.4: Explain how the new constitution resolved (or compromised) the major issues including sharing, separating, and checking of power among federal government institutions, dual sovereignty (state-federal power), rights of individuals, the Electoral College, the Three-Fifths Compromise, and the Great Compromise.

8-U3.3.5: Analyze the debates over the ratification of the Constitution from the perspectives of Federalists and Anti-Federalists and describe how the states ratified the Constitution.

8-U3.3.6: Explain how the Bill of Rights reflected the concept of limited government, protections of basic freedoms, and the fear of many Americans of a strong Central government.

8-U3.3.7: Using important documents (e.g., Mayflower, Common Sense, Declaration of Independence, Northwest Ordinance, Federalists Papers), describe the historical and philosophical origins of constitutional government of the United States Using the ideas of social compact, limited government, natural rights, rights of revolution, separation of powers, bicameralism, republicanism, and popular participation in government.8-U5.1.2: Describe the role of the Northwest Ordinance and its effect on the banning of slavery (e.g., the establishment of Michigan as a free state).

Cross Curricular Connections: Science, ELA

Technology Integration: classzone.com, Transparencies p. G-13, p. H-13, www.phschool.com, www.archives.gov/education/lessons/constitution-day/game.html

Month - October

Weeks: 2

Key Concepts/Vocabulary: Constitution, Bill of Rights, Articles of Confederation, cede, currency, Land Ordinance of 1785, Northwest Ordinance, depression, Shays Rebellion, Constitution Convention, Virginia Plan, legislative branch, executive branch, judicial branch, New Jersey Plan, compromise, Great Compromise, Three-Fifths Compromise, federalists, antifederalists, The Federalist Papers, amend, Bill of Rights

CDV: Liberty, Popular sovereignty, Patriotism, Representative Government, Rule of Law CCV: Kujichagulia, Ujima, Kuumba

Teaching Resources:

Textbook: The American Nation: Chapter 7: Creating a Republic, pp. 200-245 Computer/projector

classzone.com

Bell work/Do Now:

Voices of Freedom, An Antifederalist Argues His Case, (TRK) p. 71Bell work/Do Now: (Contd.) Identify Points of View p. 172

Ratifying the Constitution, p. 199

Settling the Western Frontier, p. 205

Journal entry:

1. Signing the Constitution, p. 209Student Learning Activities:

Target Reading Skill: Reading Process p. 200 8-U3.3.1, 8-U3.3.2 Engage, p. 200 8-U3.3.6 Geography Skills: Northwest Territory, p. 203 8-U3.3.7 Customize for: Drawing Political Cartoons (TE) p. 203 8-U3.3.1 Section 1 Assessment: Critical Thinking #4-5, p. 204 8-U3.3.7Student Learning Activities: (Contd.) Go Online, Connecting to Today, www.phschool.com, Web code: mfd-0701, p. 204 8-U3.3.1, 8-U3.3.2 Engage: Activating Prior Knowledge p. 206

Target Reading Skill: Compare and Contrast, p. 206 8-U3.3.4, U5.1.2 Activity: Connecting with Science and Technology, p. 207

Comprehension (#3-5), and Critical Thinking and Writing p. 210 8-U3.3.4, U5.1.2 Engage: Activating Prior Knowledge, p. 215

Target Reading Skill: Sequence, pp. 215 8-U3.3.5, 8-U3.3.6 Graphic Organizer: Cause and Effect, p. 217 8-U3.3.6 Linking Past and Present: Identifying Constitutional Change (TE), p. 217 8-U3.3.6 Comprehension, and Critical Thinking and Writing p. 218 8-U3.3.5, 8-U3.3.6, 8-U3.3.7 Customize for Less Proficient Readers: Discuss the Twelfth Amendment, p. 239 8-U3.3.4

Assessment: Unit 2/Ch. 7 Chapter Tests, pp. 46-51, and Unit Review pp. 220-221 8-U3.3.1, 8-U3.3.2, 8-U3.3.3, 8-U3.3.4, 8-U3.3.5, 8-U3.3.6, 8-U3.3.7, 8-U5.1.2


Unit 3: The Early Republic Overarching Question: How successful were political and social leaders in solving domestic and international problems faces by the new nation?

Focus Question(s): 1) How did political and social leaders attempt to meet the domestic and foreign challenges facing the new government? 2) How did competing ideas, experiences of political leaders, and fears of the Founders influence the development of political parties? 3) How did the decisions by the President and Congress and decisions of the Supreme Court help to define the authority of the national government?


8-U4.1.1: Use Washingtons Farewell Address to analyze the most significant challenges the new nation faced and the extent to which subsequent Presidents heeded Washingtons advice.8-U4.1.2: Explain the changes in Americans relationships with other nations by analyzing treaties with American Indian nations, Jays Treaty (1795), French Revolution, Pinckneys Treaty (1795), Louisiana Purchases, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine.8-U4.1.3: Explain how political parties emerges out of the competing ideas, experiences, and fears of Thomas Jefferson and Alexander Hamilton (and their followers), despite the worries the Founders had concerning the dangers of political division, by analyzing disagreements over relative power of the national government (e.g., Whiskey Rebellion, Alien and Sedition Acts)

foreign relations (e.g., French Revolution, relations with Great Britain)

economic policy (e.g., the creation of a national bank, assumption of revolutionary debt)8-U4.2.3 Westward Expansion- Explain the expansion, conquest, and settlement of the west through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny.

Cross Curricular Connections: ELA, Art,

Technology Integration: classzone.com, www.phschool.com, Transparencies G-17, H-17, and pp.1-17, 1-19

Month - October/NovemberWeeks: 3

Key Concepts/Vocabulary: inauguration, precedent, Cabinet, Judiciary Act, national debt, bond, Bank of the United States, tariff, Whiskey Rebellion, French Revolution, foreign policy, Neutrality Proclamation, Jays Treaty, faction, unconstitutional Democratic Republican, Federalist, XYZ Affair, Alien and Sedition acts, Kentucky and Virginia resolutions,

CDV: Liberty, Popular sovereignty, Patriotism, Equality, Diversity, Common Good, Representative Government, Rule of Law, Justice, Federalism, Checks and Balances, Separation of Powers CCV: Kujichagulia, Ujima, Kuumba, Imani, Umoja ,Nia, Imani

Teaching Resources:

Textbook: The American Nation: Chapter 9:Launching the New Government, pp. 278-295

Supplemental textbook: Atlas of American History: Section 4: The Nation Expands & Changes (1790-1870), pp. 53-54 Computer/projector

classzone.comBell work/Do Now: Connecting with Economics: Acting a Scene (TE), p. 281

Go Online Connecting to Today, www.phschool.com, Web code: mfd-0902, p. 282

Early American Folk Art, p. 283Bell work/Do Now: (Contd.) Activity- Giving an Introduction, p. 286

Activity- Writing Newspaper Headlines, p. 290

Drawing Inferences, p. 295


Target Reading Skill: Main Idea p. 278 8-U4.1.3 Historical Document: Farewell Address-George Washington, p. 588 Expanding Through Treaties, Purchase, and War (AAH), pp. 53-54 Time Line Activity (TE), p. 276

Skills Mini Lesson: Analyzing an Argument (TE) p. 281 8-U4.1.3 Prentice Hall United States History Video Collection, Liberty, Fraternity, Equality (TRK), Vol. 5, Ch. 28

Comprehension, and Critical Thinking and Writing p. 282 8-U4.1.3 Target Reading Skill: Clarifying Meaning p. 284 8-U4.1.2 Prentice Hall United States History Video Collection, Liberty, Fraternity, Equality, Vol. 5, Ch. 31Student Learning Activities: (Contd.) Activity (TE), p. 286

Activity: Giving an Introduction, p. 286 8-U4.1.2 Target Reading Skill: Compare and Contrast p. 287

8-U4.1.2, 8-U4.1.3Engage, p. 287 8-U4.1.3 Graphic Organizer Skills: Federalist vs. Republicans, p. 289 8-U4.1.3 Prentice Hall United States History Video Collection, Liberty, Fraternity, Equality (TRK), Vol. 5, Ch. 34

Activity: Connecting with Government and Citizenship (TE), p. 289

Comprehension, and Critical Thinking and Writing p. 290 8-U4.1.2, 8-U4.1.3 Target Reading Skill: Sequencing p. 291 8-U4.1.2 Prentice Hall United States History Video Collection, Liberty, Fraternity, Equality (TRK), Vol. 5, Ch. 37

Cooperative Learning in the Middle Grades (TRK) Section 3 Quiz, p. 12 8-U4.2.3, 8-U4.1.3

Assessment: Unit 3/Ch. 9 Chapter Tests, pp. 14-19, and Review and Assessment, pp. 296-297 8-U4.1.1, 8-U4.1.2, 8-U4.1.3, 8-U4.2.3


Unit 3: The Early RepublicOverarching Question: How successful were political and social leaders in solving domestic and international problems faces by the new nation?

Focus Question(s): 1) How did political and social leaders attempt to meet the domestic and foreign challenges facing the new government? 2) How did competing ideas, experiences of political leaders, and fears of the Founders influence the development of political parties? 3) How did the decisions by the President and Congress and decisions of the Supreme Court help to define the authority of the national government?


8-U4.1.2: Explain the changes in Americans relationships with other nations by analyzing treaties with American Indian nations, Jays Treaty (1795), French Revolution, Pinckneys Treaty (1795), Louisiana Purchases, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine.

8-U4.1.4: Explain the development of the power of the Supreme Court through the doctrine of judicial review as manifested in Marbury v. Madison (1803) and the role of Chief Justice John Marshall and the Supreme Court in interpreting the power of the national government (e.g., McCullouch v. Maryland, Dartmouth College v. Woodward, Gibbons v. Ogden)

8-U4.2.3 Westward Expansion- Explain the expansion, conquest, and settlement of the west through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny.

Cross Curricular Connections: ELA, Art Education,

Technology Integration: classzone.com, Transparencies G-19, A-9, A-11, A-13, A-23, A-25, A-27

Month - November

Weeks: 2

Key Concepts/Vocabulary: inauguration, precedent, Cabinet, Judiciary Act, national debt, bond, Bank of the United States, tariff, Whiskey Rebellion, French Revolution, foreign policy, Neutrality Proclamation, Jays Treaty, faction, unconstitutional Democratic Republican, Federalist, XYZ Affair, Alien and Sedition acts, Kentucky and Virginia resolutions, democratic, laissez faire, free market, Marbury v. Madison, judicial review, Pinckney Treaty, Louisiana Purchase, continental divide

CDV: Liberty, Popular sovereignty, Patriotism, Equality, Diversity, Common Good, Representative Government, Rule of Law, Justice, Federalism, Checks and Balances, Separation of Powers CCV: Kujichagulia, Ujima, Kuumba, Imani, Umoja ,Nia, Imani

Teaching Resources:

Textbook: The American Nation: Chapter 10: The Age of Jefferson, pp. 302-325

Supplemental textbook: Atlas of American History: Section 4: The Nation Expands and Changes (1790-1870), pp. 55-56 Computer/projector

classzone.comBell work/Do Now:

Engage, p. 302

Connecting to Today: The Supreme Court, p. 305 Journal entry:

1. Celebrating the Louisiana Purchase, p. 307

2. An American Profile, p. 309

Activity- Writing a Journal, p. 310

American Wildlife, p. 311

Explore (TE), p. 312

Synthesizing Information, p. 315Student Learning Activities:

Target Reading Skill: Compare and Contrast, p. 302 8-U4.1.4 Graphic Organizer: Goals and Policies of Jefferson. 303

Critical Thinking and Writing p. 305 8-U4.1.4 Target Reading Skill: Sequencing p. 306

8-U4.1.2, 8-U4.2.3 Prentice Hall United States History Video Collection Vol. 5, Ch. 40 Critical Thinking and Writing: Making a Decision, p. 310 8-U4.2.3 Target Reading Skill: Cause and Effect p. 316 8-U4.1.2 Critical Thinking and Writing p. 319 8-U4.2.3 Target Reading Skill: Reading Process p. 320 8-U4.1.2 Voices of Freedom (TRK), Sympathy for Oppressed Americans, pp. 80-81 Critical Thinking and Writing: Exploring the Main Idea, p. 325 8-U4.1.2 Expanding Through Treaties, Purchase, and War (AAH), pp. 55-56

Assessment: Unit 3/ Ch. 10- Chapter Tests, pp. 31-32, 34-36, and Review and Assessment, pp. 326-327 8-U4.1.2, 8-U4.1.4, 8-U4.2.3


Unit 3: The Early RepublicOverarching Question: How did people respond to the challenges presented by regional and economic growth?

Focus Question(s): 1) How did territorial, demographic, and economic growth affect regional differences in the nation? 2) How did the political, social, and economic consequences of westward expansion complicate national issues? 3) How does historical evidence support the claim that the Age of Jackson was a period of contradictions?


8-U4.1.4: Explain the development of the power of the Supreme Court through the doctrine of judicial review as manifested in Marbury v. Madison (1803) and the role of Chief Justice John Marshall and the Supreme Court in interpreting the power of the national government (e.g., Mc Cullouch v. Maryland, Dartmouth College v. Woodward, Gibbons v. Ogden)

8-U4.2.1 Comparing Northeast and the South- Compare and contrast the social and economic systems of the Northeast and the South with respect to geography and climate and the development of:

agriculture, including changes in productivity, technology, supply and demand, and price.

industry, including entrepreneurial development of new industries, such as textiles

the labor force including labor incentives and changes in labor forces

transportation, including changes in transportation (steamboats and canal barges) and impact on economic markets and prices.

immigration and the growth of nativism

race relations

class relations8-U5.1.3 Describe the competing views of Calhoun, Webster, and Clay on the nature of the Union among the states (e.g., sectionalism, nationalism, federalism, state rights)

8-U6.1.1 America at Centurys End Compare and contrast the United States in 1800 with the United States in 1898 focusing on similarities and differences in: territory, including the size of the unites States and land use.

Population, including immigration, reactions to immigrants, and the changing demographic structure of rural and urban America

Systems of transportation (canals and railroads, including the Transcontinental Railroad), the their impact on the economy and society

Governmental policies promoting economic development (e.g., tariffs, banking, land grants and mineral rights, the Homestead Act)

Economic change, including industrialization, increased global competition, and their impact on conditions of farmers and industrial workers

The treatment of African Americans, including the rise of segregation in the South as endorsed by the Supreme Courts decision in Plessy v. Ferguson, and the response of African Americans

The policies toward American Indians, including removal, reservations, the Dawes Act of 1887, and the response of American Indians


Technology Integration: classzone.com, Transparencies G-21,G-23,H-21, H-23

Months - DecemberWeeks: 3

Key Concepts/Vocabulary: Industrial Revolution, spinning jenny, capital, capitalist, factory system, interchangeable parts, urbanization, flat boat, turnpike, National Road, steam transportation, Erie Canal, sectionalism, McCullouch v. Maryland, Gibbons v. Ogden, interstate commerce, states rights, Nullification Act, Trail of Tears, Indian Removal Act, Seminole War, depression

CDV: Liberty, Popular sovereignty, Representative Government, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality,Diversity, Justice, Life CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia, Umoja, Nia

Teaching Resources:

Textbook: The American Nation: Chapter 11: The Nation Grows and Prospers, pp. 330-347 Computer/projector

classzone.com

Bell work/Do Now:

The American Nation

Journal entry:

1. Inside a Textile Mill, p. 333

2. Circuses Then and Now, p. 334

3. An English Travelers View of American Travel, p. 339

4. An American Profile, p. 343

5. Comparing and Contrasting, p. 347

6. Distinguishing Facts From Opinion, p. 369

7. The Log Cabin Campaign, p. 375

How a Textile Mill Worked, p. 336

Activity- Writing a Newspaper Story, p. 341African American History

Free Africans, p. 169 Student Learning Activities: Target Reading Skill: Sequence p. 330 (Note: Students should keep notes from this chapter to use for chapters 14 and 18) 8-U4.2.1 Timeline Activity, pp. 328-329

Investigating the Industrial Revolution (TE), p. 328D

Critical Thinking and Writing: Drawing Conclusions, p. 335 8-U4.2.1 Target Reading Skill: Reading Process p. 337 8-U6.1.1 Voices of Freedom: Mark Twain on the Lure of Steamboats (TRK), p. 85 Geography Skills: Major Canals, p. 340

Critical Thinking and Writing: Identify Alternatives, p. 341 8-U4.2.1 Activity: Writing a Newspaper Story, p. 341 8-U4.2.1 Target Reading Skill: Main Idea p. 342 8-U4.1.4, 8-U4.2.1, 8-U5.1.3 Voices of Freedom (TRK), A Southerner Objects to the Tariff, p.p. 86-87 Graphic Organizer, p. 345

Chairing a Debate, p. 346 8-U4.1.4, 8-U5.1.3

Assessment: Unit 3/Ch. 11 Chapter Tests, pp. 47-51, and Review and Assessment, pp. 352-353; 8-U4.1.4, 8-U4.2.1, 8-U4.2.2, 8-U5.1.3, 8-U6.1.1


Unit 3: The Early Republic Overarching Question: How did people respond to the challenges presented by regional and economic growth?



8-U4.2.3 Westward Expansion- Explain the expansion, conquest, and settlement of the West through the Loiusiana Purchase, the removal of American Indians (Trail of Tears) from the their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny.8-U4.2.4 Consequences of Expansion-Develop an argument based on evidence about the positive and negative consequences of territorial and economic expansion on American Indians, the institution of slavery, and the relations between free and slaveholding states.

8-U5.1.3 Describe the competing views of Calhoun, Webster, and Clay on the nature of the Union among the states (e.g., sectionalism, nationalism, federalism, state rights).


Technology Integration: classzone.com, Transparencies G-23, H-23

Months - January

Weeks: 2

Key Concepts/Vocabulary: states rights, Nullification Act, Trail of Tears, Indian Removal Act, Seminole War, depression


Teaching Resources:

Textbook: The American Nation: Chapter 12: The Jacksonian Era, pp. 370-375 Supplemental Textbook: Atlas of American History: Section 4: The Nation Expands & Changes, pp. 57-58 Computer/projector

classzone.com

Bell work/Do Now:

The American Nation

Engage: Warm-up, p. 370 Journal entry

1. Sequoyah, p. 371

2. Van Buren Opposes Handouts, p. 373

The Log Cabin Campaign, p. 375

Student Learning Activities: Target Reading Skill: Sequencing p. 370 8-U4.2.3, 8-U5.1.3 Historical Outline Map Book (TRK) Indian Removal, 1830-1842, p. 37

Prentice Hall United States History Video Collection Vol. 6, Ch. 19 Comprehension, p. 374: 8-U5.1.3 Critical Thinking and Writing, p. 374 8-U4.2.3 1. Exploring the Main Idea2. Solving Problems Changes in the West and the East (AAH), pp. 57-58 8-U4.2.4.

Assessment: Unit 4/Ch. 12 Section Quizzes, p. 12, Chapter Tests, pp. 17-18, Review and Assessment, pp. 376-377 , 8-U4.2.4, 8-U5.1.3


Unit 4: An Era of ExpansionOverarching Question: How did people respond to the challenges presented by regional and economic growth?



8-P3.1.1 Identify, research, analyze, discuss, and defend a position on a national public policy issue.

Identify a national public policy issue.

Use inquiry methods to trace the origins of the issue and to acquire data about the issue.

Identify and apply core democratic value or constitutional principles.8-U4.1.2: Explain the changes in Americans relationships with other nations by analyzing treaties with American Indian nations, Jays Treaty (1795), French Revolution, Pinckneys Treaty (1795), Louisiana Purchases, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine.

8-U4.2.2 The Institution of Slavery Explain the ideology of the Institution of Slavery, its policies, and consequences.

8-U4.2.3 Westward Expansion-Explain the expansion, conquest, and settlement of the West through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny.

8-U4.2.4 Consequences of Expansion-Develop an argument based on evidence about the positive and negative consequences of territorial and economic expansion on American Indians, the institution of slavery, and the relations between free and slaveholding states.


Technology Integration: classzone.com, www.phschool.com, Transparencies A-11, A-13, G-25

Months - January-FebruaryWeeks: 3

Key Concepts/Vocabulary: Oregon Country, mountain man, Oregon Trail, dictator, Tejano, Alamo, Battle of San Jacinto, Lone Star Republic, annex, Santa Fe Trail, Manifest Destiny, Treaty of Guadalupe-Hidalgo, cede, Mexican Cession, Gadsden Purchase


Teaching Resources:

Textbook: The American Nation: Chapter 13: Westward Expansion, pp. 380-397

Supplemental Textbook: African American History: Unit 7: Contesting Enslavement, Ch. 20, pp. 190-197 and Ch. 23, pp. 216-221 Supplemental Textbook: Atlas of American History: Section 4: The Nation Expands & Changes, pp. 59-61

Computer/projector

classzone.com

Bell work/Do Now:

The American Nation

Traveling Along the Oregon Trail (TE), p. 378D Journal entry:

1. Narcissa Whitman, p. 382

2. On the Trail, p. 383

Bell work/Do Now: (Contd.) Determining Patterns and Distributions on Maps, p. 390

Women and the California Gold Rush, p. 403

African American History

Free Africans: Before You Read (TE), p. 169


A Public Policy Issue (Second Semester) Students will begin a project that should span over several weeks. Classroom presentations should take place during March-April. See Student Activity Section for the lesson plan. 8-P3.1.1 Time Line Activity, p. 378-379

Target Reading Skill: Sequencing p. 8-U4.2.3 Historical Outline Map Book: Oregon Country (TRK), p. 48

Go Online: Writing a Diary, www.phschool.com, web code: mfd-1301 (TE), p. 384

Recall, Comprehension, and Critical Thinking and Writing p. 384 8-U4.2.3 Target Reading Skill: Sequencing p. 385 8-U4.2.2, 8-U4.2.3 Critical Thinking and Writing p. 389 8-U4.2.2, 8-U4.2.3 Acquiring New Territories (AAH), pp. 59-61 Engage (TE), p. 391

Target Reading Skill: Sequencing p. 391 8-U4.2.3Student Learning Activities: (Contd.) Activity: Drawing a Political Cartoon (TE) also see Activity(PE), p. 393 8-U4.2.3 Critical Thinking and Writing: Supporting a Point of View, p. 393 8-U4.2.3 Target Reading Skill: Sequencing p. 394 8-U4.1.2, 8-U4.2.3 Prentice Hall United States History Video (TRK), Vol.6, Ch.31

Comprehension, and Critical Thinking and Writing p. 397 8-U4.1.2, 8-U4.2.3 Unit 7/Ch. 20, Colonization (AfAH), pp. 190-1971. Global Connection, p. 197 Unit 7/Ch. 23, Manifest Destiny, pp. 216-221 (AFAH) 8-U4.2.31. Multiple Perspectives, p. 221

Assessment: Unit 4/ Ch. 13. Chapter Tests, pp. 30-34, Review and Assessment, pp. 404-405 8-U4.1.2, 8-U4.2.2, 8-U4.2.3


Unit 4: An Era of Expansion Overarching Question: How did people respond to the challenges presented by regional and economic growth?



8-U5.1.1 Explain the differences in the lives of free blacks (including those who escaped from slavery) with the lives of free whites and enslaved peoples.

8-U6.1.1 America at Centurys End Compare and contrast the United States in 1800 with the United States in 1898 focusing on similarities and differences in:

territory, including the size of the unites States and land use.




Economic change, including industrialization, increased global competition, and their impact on conditions of farmers and

industrial workers




Technology Integration: classzone.com, Transparencies E-3, E-5, E-7, E-9, G-27

Months - FebruaryWeeks: 2

Key Concepts/Vocabulary: telegraph, locomotive, clipper ship, boom, cultivate, cottonocracy, slave codes, extended family

CDV: Liberty, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality,Diversity, Justice, Life CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia, Umoja, Nia

Teaching Resources:

Computer/projector

classzone.com

Textbook: The American Nation: Chapter 14: North and South, pp. 408-426Bell work/Do Now:

The American Nation

Creating an Advertisement also see Activity (TE), p. 411

The Telegraph, p. 412

Connecting with Economics: Examining a Business Boon (TE) p. 410

Graph Skills: Cotton Production and Slavery, p. 420

Making Generalizations, p. 427Bell work/Do Now: (Contd.)Journal entry:

1. Viewing History: Elias Howe and the Sewing Machine, p. 409

2. The Cotton Gin, p. 419

3. Norbert Rillieux, p. 423

4. Two Ways of Life, p. 424Student Learning Activities:

Prentice Hall United States History Video (TRK), Vol.8, Ch.4

Historical Outline Map Book (TRK), p. 43

Target Reading Skill: Cause and Effect, p. 408 (Note: Students should keep notes from this chapter and from chapter 11 for use with chapter 18) 8-U6.1.1 Critical Thinking and Writing p. 411 8-U6.1.1 Geography Skills: United States Railroads, p. 410 8-U6.1.1 Target Reading Skill: Clarify Meaning, p. 418 8-U5.1.1 Historical Outline Map Book: (TRK) The Southern States, p. 44

Voices of Freedom (TRK) Inventing the Cotton Gin, pp. 104-105

Skills Mini Lesson, pp. 419

Critical Thinking and Writing p. 421 8-U5.1.1 Target Reading Skill: Cause and Effect, p. 422 8-U5.1.1Student Learning Activities: (Contd.) Engage, p. 422

Recall, Comprehension, and Critical Thinking and Writing p. 421 8-U5.1.1 Target Reading Skill: Comparison and Contrast, p. 422 8-U5.1.1 Prentice Hall United States History Video (TRK), Vol. 8, Ch. 13

Graphic Skills: Southern Society in 1860, p. 425 8-U5.1.1 Comprehension, p. 426 8-U5.1.1

Assessment: Unit 4/ Ch. 14 Chapter Tests, pp. 46, 47, 49-51, Review and Assessment, pp. 428-429 8-U5.1.1, 8-U6.1.1


Unit 4: An Era of Expansion Overarching Question: How did changes caused by economic and territorial growth and the actions of reformers lead to growing sectionalism?

Focus Question(s): 1) How successful were reformers of the mid-1800s in reducing the disparities between American ideals and reality? 2) How did religion and democratic ideals influence reform movements? 3) In what ways do current public issues have their roots in antebellum reform movements?


8-U4.3.1 Explain the origins of the American education system and Horace Manns campaign fro free compulsory public education.8-U4.3.2 Describe the formation and development of the abolitionist movement by considering the roles of key abolitionist leaders (e.g., John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Sojourner Truth, William Lloyd Garrison, and Frederick Douglass), and the response of southerners and northerners to the abolitionist movement.

8-U4.3.3 Analyze the antebellum womens rights (and suffrage) movement by discussing the goals of its leaders (e.g., Susan B. Anthony and Elizabeth Cady Stanton) and comparing the Seneca Falls Resolution with the Declaration of Independence.

8-U4.3.4 Analyze the goals and effects of the antebellum temperance movement.8-U4.3.5 Evaluate the role of religion in shaping antebellum reform movements.8-U5.1.5 Describe the resistance of enslaved people (e.g., Nat Turner, Harriet Tubman and the Underground Railroad, John Brown, Michigans role in the Underground Railroad) and effects of their actions before and during the Civil War.

Cross Curricular Connections: ELA, Art, Music, Mathematics

Technology Integration: classzone.com, www.phschool.com, Transparencies G-29, I-37, I-39

Months - MarchWeeks: 3

Key Concepts/Vocabulary: Social reform, predestination, Second Great Awakening, revival, debtor, temperance movement, American Colonization Society, abolitionist, The Liberator, Underground Railroad, Seneca Falls Convention, womens rights movement

CDV: Liberty, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality, Diversity CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia

Teaching Resources:

Textbook: The American Nation: Chapter 15: Reform and a New American Culture, pp. 434-447 Supplemental Textbook: African American History: Unit 7: Contesting Enslavement, Ch. 21, pp. 198-207 and Ch. 22, pp, 208-215 Computer/projector

classzone.com

Bell work/Do Now:

History Through Literature: Incidents in the Life of a Slave Girl, p. 430-Interdisciplinary Activities: Traveling on the underground Railroad, p. 432D An American Classroom, p. 438 Making Decisions, p. 443 Journal entries:

1. Roots of Reform, p. 435 8-U4.3.52. Frederick Douglass, p. 440 8-U5.1.5Bell work/Do Now: (Contd.)3. Elizabeth Cady Stanton, p. 445 8-U4.3.34. Reforming Fashions, p. 446Student Learning Activities: Time Line Activity (TE), pp. 432-433

Prentice Hall United States History Video Collections, Vol 7, Ch. 16, 25

Engage (TE), p. 434

Target Reading Skill: Cause and Effect p. 434 8-U4.3.1, 8-U4.3.4, 8-U4.3.5 Political Cartoon, p. 436

Critical Thinking and Writing p. 437 8-U4.3.1, 8-U4.3.4, 8-U4.3.5

Target Reading Skill: Reading Process p. 439 8-U4.3.2, 8-U5.1.5 Activity: Connecting with Culture (TE), p. 441

Critical Thinking and Writing: Identifying Alternatives, p. 442 8-U4.3.2, 8-U5.1.5 Activity: Sending a Secret Message, p. 442 8-U4.3.2 Unit 7/Ch. 21, The Abolitionist Movement (AfAH), pp. 198-207 8-U4.3.21. Center Your Writing, p. 207

Student Learning Activities: (Contd.) Unit 7/Ch. 22, The Underground Railroad (AfAH), pp. 208-215 8-U4.3.21. Multiple Perspectives, p. 215

Target Reading Skill: Sequence p. 445 8-U4.3.3 Prentice Hall United States History Video (TRK), Vol. 7, Ch. 22

Critical Thinking and Writing: Exploring the Main Idea, p. 447 8-U4.3.3 Designing a Banner, p. 447 8-U4.3.3

Assessment: Unit 4 /Ch. 15 Chapter Tests, pp.62-65, and Review and Assessment, pp. 452-453, Test Preparation, pp. 454-455. 8-U4.3.1, 8-U4.3.2, 8-U4.3.3, 8-U4.3.4, 8-U4.3.5, 8-U5.1.5


Unit 5: Division and Reunion

Overarching Question: How did the Civil War reflect American societys move toward or away from its core ideal of freedom as found in the Declaration of Independence and the Constitution?

Focus Question(s): 1) How did slavery and abolitionism reflect issues involving majority rule and individual liberty? 2) How did the reasons for secession reflect unresolved political, social, and economic tensions? 3) How did questions of race manifest themselves in antebellum American?


8-U5.1.4 Describe how the following increased sectional tensions the Missouri Compromise (1820)

the Wilmot Proviso (1846)

the Compromise of 1850 including the Fugitive Slave Act

the Kansas-Nebraska Act (1854) and subsequent conflict in Kansas

the Dred-Scott v. Sandford decision (1857)

changes in the party system (e.g., the death of the Whig party, rise of the Republican part, and division of the Democratic party)

8-U5.1.6 Describe how major issues debated at the Constitutional Convention such as disagreements over the distribution of political power, rights of individuals (liberty and property), rights of states, election of the executive, and slavery help explain the Civil War.

8-U5.2.1 Explain the reasons (political, economic, and social) why Southern states seceded and explain the differences in the timing of secession in the Upper and Lower South.

8-U5.2.3 Examine Abraham Lincolns presidency with respect to

his military and political leadership

the evolution of his emancipation policy (including the Emancipation Proclamation)

the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence

Cross Curricular Connections: ELA, Art, Mathematics

Technology Integration: classzone.com, www.phschool.com, Transparencies G-31, H-31, I-29, I-31

Months - March-AprilWeeks: 3

Key Concepts/Vocabulary: Missouri Compromise, Wilmot Proviso, popular sovereignty, Free-Soil party, secede, fugitive, civil war, Compromise of 1850, Fugitive Slave Act, Uncle Toms Cabin, Kansas-Nebraska Act, Border Ruffians, guerrilla warfare, Dred Scott v. Sanford, Republican party, treason, unamendable

CDV: Liberty, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality, Diversity, Popular sovereignty, Representative Government CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia

Teaching Resources:

Textbook: The American Nation: Chapter 16: Slavery Divides the Nation, pp. 460-481 Supplemental Textbook: African American History: Unit 8: Striking for Liberty Again, Ch. 24, pp. 226-235 and Ch. 25, pp. 236-241 Supplemental Textbook: Atlas of American History: Section 5: The Nation Divided, pp. 63-64, 65-66 Computer/projector

classzone.com

Bell work/Do Now:

Debating Slavery in the Western Territories, p. 458D

Uncle Toms Cabin, p. 467 Activity: Making a Decision, p. 466

Identifying Bias, p. 477

Journal entry:

1. A Family for Sale, p. 461

2. Crisis in the Senate, p. 464

3. Primary Source, p. 466

4. Stopping the Violence, p. 470Student Learning Activities: Target Reading Skill: Reading Process, p. 460 8-U5.1.4 Historical Outline Map Book (TRK) The Missouri Compromise, 1820, p. 45

Critical Thinking and Writing p. 462 8-U5.1.4

Target Reading Skill: Cause and Effect, p. 463 8-U5.1.4 Engage (TE), p. 463

Graphic Organizer: Compromise of 1850, p. 465

Critical Thinking and Writing, p. 466 8-U5.1.4 Activity: Making a Decision, p. 466 8-U5.1.4 Unit 8/Ch. 24, The Seeds of War (AfAH), pp. 226-234 8-U5.1.61. Reading a Timeline, p. 234 Target Reading Skill: Cause and Effect, p. 468 8-U5.1.4Student Learning Activities: (Contd.) The Slavery Issue (AAH -TE), pp. 63-64 8-U5.1.6 Geography Skills: Slavery After the Kansas-Nebraska Act,

p. 469

Prentice Hall United States History Video Collection (TRK), Vol. 8, Ch. 31

Skills Mini Lesson: Recognizing Points of View (TE), p. 471 8-U5.1.4 Target Reading Skill: Comparison and Contrast, p. 473 8-U5.1.6 Political Cartoon: The Election of 1856, p. 474 8-U5.1.4 Primary Source: Douglas Debates Lincoln, p. 475 8-U5.1.4 Go Online: Writing a Profile, www.phschool.com, Web code: mfd-1602, 8-U5.1.6 The Slavery Issue (AAH), p. 65-66 8-U5.1.6 Unit 8/Ch. 24, The Seeds of War (AfAH), pp. 226-235 8-U5.1.6 1. Multiple Perspectives, p. 235 Target Reading Skill: Main Idea, p. 478 8-U5.1.6, 8-U5.2.1, 8-U5.2.3 Geography Skills, p. 479

Prentice Hall United States History Video Collection (TRK), A House Divided, Vol. 8, Ch. 34

Critical Thinking and Writing p. 481 8-U5.1.6, 8-U5.2.1, 8-U5.2.3 Unit 8/Ch. 25, The Southern States Secede (AfAH), pp. 236-241 8-U5.2.11. Multiple Perspectives, p. 241

Assessment: Unit 5 /Ch. 16 Chapter Tests, pp.15-20, 8-U5.1.4, 8-U5.1.6, 8-5.2.1, 8-U5.2.3


Unit 5: Division and ReunionOverarching Question: How did the Civil War reflect American societys move toward or away from its core ideal of freedom as found in the Declaration of Independence and the Constitution?

Focus Question(s): 1) How did slavery and abolitionism reflect issues involving majority rule and individual liberty? 2) How did the reasons for secession reflect unresolved political, social, and economic tensions? 3) How did questions of race manifest themselves in antebellum American?


8-U5.2.1 Explain the reasons (political, economic, and social) why Southern sates seceded and explain the differences in the timing of secession in the Upper and Lower South.

8-U5.2.3 Examine Abraham Lincolns presidency with respect to

his military and political leadership

the evolution of his emancipation policy (including the Emancipation Proclamation)

the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence

8-U5.2.4 Describe the role of African-Americans in the war, including black soldiers and regiment, and the increased resistance of enslaved people.

Cross Curricular Connections: ELA, Art, Mathematics

Technology Integration: classzone.com, Prentice Hall United States History Video Collection Vol. 9, Ch. 10, Ch. 13, Ch. 16, Ch. 19, Ch. 22, www.phschool.com, Transparencies A-15, A-17, A-19, A-21, G-33, H-33

Months - April-MayWeeks: 3

Key Concepts/Vocabulary: border state, martial law, emancipate, Emancipation Proclamation, 54th Massachusetts Regiment, Fort Wagner, Copperhead, draft, habeas corpus, income tax, inflation, profiteer, siege, Battle of Gettysburg, Picketts Charge, Gettysburg Address, total war, Appomattox Court House


Teaching Resources:

Textbook: The American Nation: Chapter 17: The Civil War, pp. 486-511 Supplemental Textbook: African American History: Unit 8: Striking for Liberty Again, Ch. 26, pp. 242-251 Supplemental Textbook: Atlas of American History: Section 5: The Nation Divided (1850-1865), pp. 67-70 Computer/projector

classzone.com

Bell work/Do Now:

Fighting with the Blue and Gray, p. 484D

The Battle of Fredericksburg, p. 495 Graphic Organizer Skills: Cause and Effect, p. 503 Geography Skills: Union Advances in the South, p. 507

Geography Skills: The Final Battles, p. 509

Analyzing Photographs, p. 511

Journal entry:

1. Primary Source: The Emancipation Proclamation, p. 497Bell work/Do Now: (Contd.)2. Viewing History: Battlefield Medicine, p. 501Student Learning Activities: Engage: Activating Prior Knowledge (TE), p.

Target Reading Skill: Compare and Contrast, p. 486 8-U5.2.3 Resources of the North and South, 1861, p. 487 (Also see Activity: Analyzing a Chart, p. 489) 8-U5.2.1 Activity (TE), p. 489 8-U5.2.3

Target Reading Skill: Cause and Effect, p. 496 8-U5.2.4 Prentice Hall United States History Video Collection (TRK) Oh, Freedom! Vol. 9, Ch. 16

Critical Thinking and Writing, p. 499 8-U5.2.3, 8-U5.2.4 The Civil War (AAH), pp. 67-70 8-U5.2.3, 8-U5.2.4 Unit 8/Ch. 26, Africans in the Civil War (AfAH), pp. 242-251 8-U5.2.41. Global Connection, p. 251

Engage: Activating Prior Knowledge, p. 500

Target Reading Skill: Compare and Contrast, p. 500 8-U5.2.1 Prentice Hall United States History Video Collection (TRK) 1863 at Home Vol. 9, Ch. 19

Graphic Organizer: Cause and Effect, (Also see Skills Mini Lesson: Reading a Graphic Organizer (TE) p. 503 8-U5.2.1Student Learning Activities: (Contd.) Critical Thinking and Writing: Exploring the Main Idea, p. 504 8-U5.2.1 Target Reading Skill: Sequence, p. 505 8-U5.2.1 Geography and History: The Vicksburg Campaign, p. 506 8-U5.2.1 Geography Skills: Union Advances in the South, p. 507

Geography Skills: The Final Battles, p. 509

Writing a Speech, p. 476 8-U5.2.3

Assessment: Unit 5 /Ch. 17 Chapter Tests, pp.32, 34-37, Fighting with the Blue and the Gray (TE) 8-U5.2.1, 8-U5.2.3, 8-U5.2.4

U.S. History and Geography Grade- 8

Unit 5: Division and Reunion Overarching Question: Why was the Civil War and Reconstruction Era considered a critical period in American history?

Focus Question(s): 1) How did government reconstruction policies affect race relations? 2) How did the Reconstruction era reflect Americas movement toward and/or away from its core ideals found in the Declaration of Independence and Constitution? 3) How did issues concerning the rule of law, limited government, and individual rights affect Americans during the Reconstruction era?


8-U5.2.5 Construct generalizations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future of warfare, including technological developments.

8-U5.3.2 Describe the early responses to the end of the Civil War by describing the policies of the Freedmens Bureau

restrictions placed on the rights and opportunities of freedmen, including racial segregation and Black Codes

8-U5.3.3 Describe the new role of African-Americans in local, state and federal government in the years after the Civil War and the resistance of Southern whites to this change, including the Ku Klux Klan.

8-U5.3.4 Analyze the intent and the effect of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution.8-U5.3.5 Explain the decision to remove Union troops in 1877 and describe its impact on Americans.

8-U6.1.1 America at Centurys End Compare and contrast the United States in 1800 with the United States in 1898 focusing on similarities and differences in:

territory, including the size of the unites States and land use.




Economic change, including industrialization, increased global competition, and their impact on conditions of farmers and

industrial workers



8-P3.1.1 Identify, research, analyze, discuss, and defend a position on a national public policy issue.

Identify a national public policy issue.

Use inquiry methods to trace the origins of the issue and to acquire data about the issue.

Identify an d apply core democratic value or constitutional principles.

Cross Curricular Connections: ELA, Art

Technology Integration: classzone.com, www.phschool.com, Transparencies G-35, H-35, I-37, I-39

Months - May-JuneWeeks: 6

Key Concepts/Vocabulary: Freedmen Bureau, Reconstruction, Ten Percent Plan, amnesty Wade-Davis Bill, Thirteenth Amendment, black codes, Radical Republican, Fourteenth Amendment, Radical Reconstruction, Reconstruction Act, impeach, Fifteenth Amendment, scalawag, carpetbagger, Conservatives, Ku Klux Klan, sharecropper, poll tax, literacy test, grandfather clause, segregation, Jim Crow laws, Plessy v. Ferguson, New South,


Teaching Resources:

Textbook: The American Nation: Chapter 18: Reconstruction and the Changing South, pp. 516-533 (Supplemental) African American History: Unit 8: Striking for Liberty Again, Ch. 27, pp. 256-260, Ch. 28, pp. 262-269. Ch. 29, pp. 270-277 and Ch. 30, pp. 278-284 Supplemental Textbook: Atlas of American History: Section 6: Emerging as a Modern Nation (1860-1920)), pp. 71-72 Computer/projector

classzone.com

Bell work/Do Now:

Looking Back at Reconstruction, p. 514

Solving Problems, p. 520 Power of the Fourteenth Amendment, p. 525Journal Entry:

1. Viewing History: Richmond in Ruins, p. 517

2. Connecting to Today: Involuntary Servitude, p. 519

3. Primary Source: The Impeachment of Andrew Johnson, p. 523

4. An American Profile: Hiram Revels, p. 527

5. Viewing History: A Port in the New South, p. 532

Student Learning Activities: Students will present their projects during these last weeks of instruction. (8-P3.1.1) Engage (TE), p. 516

Target Reading Skill: Sequence, p. 516 8-U5.3.2, 8-U5.3.4 Prentice Hall United States History Video Collection (TRK), Presidential Reconstruction, Vol. 10, Ch. 7

Activity Connecting with Economics: Writing a Speech (TE), p 518

Go Online: Conducting an Interview, www.phschool.com Web code: mfd-1802, p 519

Critical Thinking and Writing p. 519 8-U5.3.2, 8-U5.3.4 Target Reading Skill: Cause and Effect, p. 521 8-U5.3.2, 8-U5.3.4 Graphic Organizer: Rival Plans for Reconstruction, p. 522

Critical Thinking and Writing: Supporting a Point of View, p. 499 8-U5.3.2, 8-U5.3.4 Target Reading Skill: Compare and Contrast, p. 526 8-U5.3.2, 8-U5.3.3 Engage: Activating Prior Knowledge (TE), p. 526 Political Cartoon, p. 528

Activity: Writing a Welcoming Speech, p. 529 8-U5.3.2, 8-U5.3.3 Critical Thinking and Writing p. 529 8-U5.3.2, 8-U5.3.3 Target Reading Skill: Sequence, p. 505 8-U5.3.5, 8-U6.1.1 Engage (TE) Activating Prior Knowledge, p. 530

Geography Skills: Election of 1876, p. 531

Critical Thinking and Writing p. 476 8-U5.3.5, 8-U6.1.1 Go Online: Connecting to Today, www.phschool.com Web code: mfd-1803, p 533 TABLE: This is a culmination from chapters 11, 14 and 18. Students should have their notes (as noted in this pacing chart each chapter) from these chapters to complete the comparison table below.

SAMPLE TABLE: Students should complete the table below to note the similarities and differences in the U.S. from the years 1800-1880 8-U6.1.1

Year: 1800Year: 1880Size of the U.S.PopulationTransportationGovernment policies: economyGovernment policies: African-Americans and Native AmericansStudent Learning Activities: (Contd.)

Unit 8/Ch. 27, Expanding Civil Rights (AfAH), pp. 256-260 8-U5.3.41. Vocabulary and Concept Development, p. 260

Unit 8/Ch. 28, Reconstruction (AfAH), pp. 262-269 8-U5.3.2, 8-U5.3.3 1. Multiple Perspectives, p. 269

Unit 8/Ch. 29, Reconstruction (AfAH), pp. 270-277 8-U5.3.3, 8-U5.3.51. Center Your Writing, p. 277

Unit 8/Ch. 30, African American Workers Organize (AfAH), pp.278-284 8-U5.3.31. Reading a Timeline, p. 284

Expansion and involvement Beyond the Mainland (AAH), p. 71-72 8-U5.2.5

Assessment: Unit 5 /Ch. 18 Section Quizzes, p. 44-47; Chapter Tests, pp.48-53, and Review and Assessment, pp. 534-535 8-U5.3.2, 8-U5.3.3, 8-U5.3.4, 8-U5.3.5, 8-U6.1.1

Revised by Office of History, Society and Culture6-18-09; updated 8/2010

DETROIT BOARD OF EDUCATION

Anthony Adams, President, District 5Honorable Tyrone Winfrey, Vice President, District 4Honorable Reverend David Murray, At-LargeHonorable Ida Short, At-LargeHonorable LaMar Lemmons, At-Large

Honorable Carol Banks, At-Large

Honorable Carla D. Scott, M.D., District 1

Honorable Elena M. Herrada, District 2Honorable Annie Carter, District 3Honorable Terry Catchings, District 6Honorable Ron Cleveland, District 7DETROIT PUBLIC SCHOOLS

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