Grade 8 Social Studies, Quarter 2School Year 2015-2016

Pacing guide was created by: Karri Larose (Riverdale Elementary)

Instructional Shifts Linking Literacy to Social Studies

Building knowledge through content rich non-fiction plays an essential role in literacy and in the Standards. In K-5, fulfilling the standards requires a 50-50 balance between informational and literary reading. Informational reading primarily includes content rich non--fiction in history/social studies, science and the arts; the K-5 Standards strongly recommend that students build coherent general knowledge both within each year and across years.

In grades 6-12, the Standards for literacy in history/social studies, science and technical subjects ensure that students can independently build knowledge in these disciplines through reading and writing.

The Standards place a premium on students writing to sources, i.e., using evidence from texts to present careful analyses, well-defended claims and clear information. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The Standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence and detail will be essential for effective argumentative and informational writing.

Likewise, the reading standards focus on students’ ability to read closely and grasp information, arguments, ideas and details based on text evidence. Students should be able to answer a range of text-dependent questions, questions in which the answers require inferences based on careful attention to the text.

United States History and Geography: Colonization of North America to Reconstruction and the American West

Eighth grade students will study the European exploration of North America, along with the geographic features that influenced early settlements and colonies. This course will emphasize the development and maturation of the British colonies, and the political, cultural, and economic influences that led to the American Revolution. The major events and outcomes of the American Revolution will be analyzed, along with the individuals that played influential roles in the development of the new nation. Students will follow the development of the United States and its government, continuing through the early 19th century. The impact of the expansion of the United States will be analyzed, including implications on domestic and foreign policy. Policies that affected the American Indians will also be studied. The events leading up to the Civil War will be examined, along with the individuals and events that were significant during the war. The history, people, government, and geography of Tennessee will be emphasized in order to illustrate the role our

**This is a working document. Please send any resources, lessons, or valuable links to dianne.stovall@gmsdk12.org Under revision 2015-2016

Grade 8 Social Studies, Quarter 2School Year 2015-2016

state has played in American history. Reconstruction and the development of the American West will conclude this course. Appropriate primary sources and informational texts will be included in order to enhance understanding of the content.

Era: Forming a New Nation (1776-1790)

ESSENTIAL UNDERSTANDINGS:Era: The Constitution and Foundation of the American Political System (1776-1790)

ESSENTIAL UNDERSTANDINGS:- Students analyze the political principles underlying the Constitution, compare the enumerated and implied powers of the federal government, and understand the foundation of the American political system and the ways in which citizensparticipate- Under its new Constitution, the United States grew stronger at home while striving to take its place in the world at large.- The need to draw lines between federal and state power touched off bitter political struggles.- The Monroe Doctrine of 1823 announced a desire to limit European influences in the new nation.- The Constitution remains our governing document today.

ESSENTIAL QUESTION: What problems might a new nation face?

**This is a working document. Please send any resources, lessons, or valuable links to dianne.stovall@gmsdk12.org Under revision 2015-2016

Grade 8 Social Studies, Quarter 2School Year 2015-2016

Tentative Dates: Topic Standards Resources.

Forming a New Nation (1776-1790)Students analyze the political principles underlying the Constitution, compare the enumerated and implied powers of the federal government, and understand the foundation of the American political system and the ways in which citizens participate.

October 19-30Weeks 1-2

Ch. 7 Creating the Constitution

8.13 Analyze the ideas that significantly impacted the development of colonial self-government by citing textual evidence and examining multiple perspectives using excerpts from the following documents.

8.28 Describe the significanceof the Magna Carta, the English Bill of Rights, and the Mayflower Compact inrelation to the development of government in America.

8.29 Analyze the weaknesses of the Articles of Confederation.

8.31 Explain the

Biographies:Signers of the ConstitutionMercy Otis WarrenGeorge MasonFederalist Paper "No. 15," by Alexander Hamiltonhttp://thomas.loc.gov/home/histdox/fedpapers.html

Primary Source:Iroquois Great Law of Peacehttp://www.iroquoisdemocracy.pdx.edu/Magna Cartahttp://edsitement.neh.gov/lesson-plan/magnacartacornerstone-us-constitutionBenjamin Franklin Addresses the Constitutional Conventionhttp://www.usconstitution.net/franklin.html

Political Cartoon:Ratifying the Constitutionhttp://necamoreperfectunion.com/PDFs/Gigante_To_Ratify_or_Not_To_Ratify.pdfTeaching the Constitutionhttp://www.annenbergclassroom.org

**This is a working document. Please send any resources, lessons, or valuable links to dianne.stovall@gmsdk12.org Under revision 2015-2016

Grade 8 Social Studies, Quarter 2School Year 2015-2016

ratification process and describe the conflict between Federalistsand Anti-Federalists

8.32 Describe the principles embedded in the Constitution, including the purposes of government listed in the Preamble,separation of powers, check and balances, the amendment process,federalism, and recognition of and protections of individual rights in the Billof Rights.

Power Points:http://classroom.jcschools.net/collinsj/social%20studies/The%20Constitutional%20Convention.ppt.

Online Resources:Weaknesses of the Articles of Confederationhttp://www.ushistoryscene.com/uncategorized/articlesofconfederation/http://classroom.jcschools.net/collinsj/social%20studies/Changing%20the%20Articles%20of

**This is a working document. Please send any resources, lessons, or valuable links to dianne.stovall@gmsdk12.org Under revision 2015-2016

Grade 8 Social Studies, Quarter 2School Year 2015-2016

The New Republic (1790-1838)Students will understand under its new Constitution, the United States grew stronger at home while striving to take its place in the world at large.November 2-13Weeks 3-4

Ch. 8 Launching a New Nation

November 16-24Weeks 5-6

Chapter 9The Era of Thomas Jefferson

8.34 Analyze the LandOrdinance of 1785 and theNorthwest Ordinance of 1787and their impact on the future development of western settlement and the spread of public education and slavery.

8.35 Analyze the major events of George Washington’s presidency, including Pinckney’s Treaty, Jay’s Treaty, Whiskey Rebellion,and precedents set in theFarewell Address.

8.36 Explain the strict versus loose interpretation of the Constitution and how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in theemergence of two politicalparties.

8.37 Explain the

Federalists vs. Antifederalistshttp://www.pbs.org/tpt/constitution-usa-petersagal/classroom/episode-1-federalism/federalismadditional-resources/-Jefferson and HamiltonDisagreehttp://teachinghistory.org/history-content/ask-ahistorian/24094Biographies-Aaron Burr-Dolley Madison-John Marshall-Alexander Hamilton,-Martha Washington-Abigail Adams

Primary Source:-Jefferson's Inaugural Addresshttp://www.gutenberg.org/files/925/925-h/925-h.htm

The Election of 1800-The Jefferson Erahttp://www.ushistory.org/us/20a.aspBiographies-Sacagaweahttp://www.biography.com/people/sacagawea-9468731#awesm=~oBqeO3LCKbnVvY-A Shawnee Leader Seekshttp://www.history.com/topics/native-americanhistory/tecumseh

**This is a working document. Please send any resources, lessons, or valuable links to dianne.stovall@gmsdk12.org Under revision 2015-2016

Grade 8 Social Studies, Quarter 2School Year 2015-2016

November 30-December 18Weeks 7-9

Chapter 10 – A Changing Nation

controversies that plagued the administrationof John Adams, including the conflicts with England and France and the Alien and Sedition Acts.

8.41 Explain the major events of Thomas Jefferson’spresidency, including his election in 1800, Louisiana Purchase, the defeat of the Barbary pirates, and the Embargo Act.8.42 Analyze the impact of the Lewis and Clark Expedition by identifying the routes on a map, citing evidence from their journals.

8.41 Explain the major events of Thomas Jefferson’s presidency, including his election in 1800, LouisianaPurchase, the defeat of the Barbary pirates, and the Embargo Act.

8.42 Analyze the impact of the Lewis and Clark Expedition byidentifying

Literature:"A Warrior'sSpeech" by Chief Tecumsehhttp://kentschools.net/bhaggerty/files/2010/08/Tecumseh-Packet.pdf

-The Louisiana Purchase and Western Expeditionshttp://www.loc.gov/index.html

PBS Onlinehttp://www.pbs.org/wned/war-of-1812/home/

War of 1812 Timelinehttp://www.warof1812.net/

War of 1812 Battleshttp://www.warof1812.ca/battles.htm

War of 1812 Primary Source Lessonhttp://www.friendsoffortmchenry.org/_assets/PDF/16-Should-America-Go-to-War-8.pdf

**This is a working document. Please send any resources, lessons, or valuable links to dianne.stovall@gmsdk12.org Under revision 2015-2016

Grade 8 Social Studies, Quarter 2School Year 2015-2016

the routes on a map, citing evidence from their journals.8.43 Explain the causes,course, and consequences of the War of 1812, including the major battles, leaders, events, and role of Tennessee

**This is a working document. Please send any resources, lessons, or valuable links to dianne.stovall@gmsdk12.org Under revision 2015-2016