Social Studies Curriculum Map...that will be delivered to students. Please find in the curriculum...

Volusia District Social Studies Office 2019-2020

Social Studies Curriculum Map

Volusia County Schools

M/J United States History and Career Planning

M/J United States History Advanced and Career Planning 2100015 & 2100025

Volusia District Social Studies Office 2019-2020 Everything begins with the purpose, the Organizing Principle. The OP is like a thesis statement in an essay. It provides the direction for an essay and lets the reader know what the writer is trying to prove. Similarly, an OP provides direction for a unit of study in a classroom. It lets the student know what you as a teacher are trying to prove. All the measurement topics, curriculum standards and vocabulary that you teach should come back to the Organizing Principle in some way. The Measurement Topic reflects the standards created by the Department of Education and the Curriculum Standards reflect the benchmarks created by the Department of Education. The Measurement Topics and the Curriculum Standards have been chunked together to allow for a Resource Page to immediately follow the standards/content. The Resource Page includes textbook alignment, Safari Montage links, websites, Document Based Question (DBQ) lesson plans, teacher hints, assessment and Activities aligned to the Florida Literacy Standards. These are only examples of some of the items you can use to teach the unit. Considering the Next Generation Sunshine State Standards please keep in mind the Department of Education has determined the content that will be delivered to students. Please find in the curriculum maps the pacing expected when delivering the content. Additionally, the Florida Literacy Standards are complimentary to the NGSS standards we are expected to teach. Florida Literacy Standards alignment is found on the Resource Page with example activities. The maps are designed to help teachers determine areas of coverage and to avoid trying to teach every chapter in a textbook. Instead the maps are designed around the Organizing Principles and are broken down into Curriculum Standards. Teachers are encouraged to use a variety of resources to teach the content and skills. The textbook should be merely one of the resources used. The mapping teams have done a great job on the maps but something important to know is the curriculum maps are not static documents; they are dynamic and open to revision. If you have questions or suggestions, please contact the Volusia County Social Studies Office. Robert Milholland Danell Tills Curriculum Map Members Secondary Social Studies Curriculum Specialist Secondary Social Studies Resource Teacher Stacey DeCamp, Volusia County Schools Volusia County Schools Tim Lawrence, Michelle Motz, Joseph Vetter


Social Studies Curriculum Mapping -TEACHING WITH A PURPOSE IN MIND-

Organizing Principle(Thesis)

Measurement Topic

AssessmentFormative and Summative

Curriculum Standards (NGSSS) Academic Language Teaching Resources

(Florida Literacy Standards)

Next Generation Sunshine State Standards


MIDDLE SCHOOL ADVANCED COURSE - Teacher and Student Expectations Advanced coursework is offered in middle school to provide a more rigorous course of study for middle school students and to prepare them for advanced work in high school. After taking middle school advanced courses, an incoming freshman should be prepared to take and be successful in courses such as AP higher level, Pre-AICE/AICE, Pre-IB/IB course. To this end, Advanced Middle School Social Studies teachers are expected to utilize a variety of instructional strategies / activities and students are expected to participate in more rigorous coursework including, but limited to the following: - Instruction should be based on content / skills from the Volusia County Schools Curriculum Map. The course curriculum map should serve as the

instructional guide, not a textbook or other resource. - Use the unit Organizing Principle as your starting point: have it posted, and review it regularly with your students to provide them with a framework for

instruction (remember, it’s like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Curriculum Standards you are focusing on each day. They should be visible and discussed before and after instruction.

- Social Studies Literacy Strategies should be utilized regularly (such as: Cornel Notes or similar note-taking method, SOAPStone or APPARTS analysis

tools, and PERSIA or G-SPRITE categorization tools). - Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary

sources), methodology affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. History Alive lessons). - Students should conduct research projects related to the Social Studies Fair (World History and History) or portfolios related to projects such as: Project

Citizen (Civics) and The Civic Action Project. - Assessments should include both formative assessments “for learning” and summative assessments. Questions should include Level 1 items that involve

low order, foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more abstract thought, thinking beyond the information at hand.

- Writing for Content Understanding is an essential element in the learning process. Students should be engaged in higher order writing on a regular basis,

short and extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical writing, students should be given multiple opportunities to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).

- Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they provide

cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook). - Targeted homework - students should be expected to complete homework regularly but homework shouldn’t be assigned simply for the sake of giving

homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc. o Previews involve activating prior knowledge, preparing students for the next topic of instruction. o Process activities relate to content/skills recently learned where students are involved in metacognition.


THE BIG PICTURE

History involves continuity and change over time. Geographic and environmental factors impact historical development.

Ideas have consequences. History provides models of human behavior.

The study of history is essential to transmit and preserve civilization.

Standards in bold represent benchmarks identified by the state as being assessed on the EOC.

Note to teachers: The essential social studies skills and concepts referenced in Organizing Principle 1 should be taught throughout the curriculum map. These standards should be weaved into lesson plans and activities repeatedly during the school year.

Volusia District Social Studies Office 2019-2020 Key Ideas and Details LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct

from prior knowledge or opinions. LAFS.68.RH.1.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest

rates are raised or lowered). Craft and Structure LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to

history/social studies. LAFS.68.RH.2.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). LAFS.68.RH.2.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular

facts). Integration of Knowledge and Ideas LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. LAFS.68.RH.3.8 Distinguish among fact, opinion, and reasoned judgment in a text. LAFS.68.RH.3.9 Analyze the relationship between a primary and secondary source on the same topic. Text Types and Purposes LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content.

a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.


d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing LAFS.68.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,

and audience. LAFS.68.WHST.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. LAFS.68.WHST.2.6 Use technology, including the Internet, to produce and publish writing and present the relationships between

information and ideas clearly and efficiently. Research to Build and Present Knowledge LAFS.68.WHST.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources

and generating additional related, focused questions that allow for multiple avenues of exploration. LAFS.68.WHST.3.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility

and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research. Range of Writing LAFS.68.WHST.4.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or

a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking and Listening: Comprehension and Collaboration LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners

on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

LAFS.8.SL.1.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and


evaluate the motives (e.g., social, commercial, political) behind its presentation. LAFS.8.SL.1.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and

sufficiency of the evidence and identifying when irrelevant evidence is introduced. Presentation of Knowledge and Ideas LAFS.8.SL.2.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound

valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

MAFS.K12.MP.5.1 Use appropriate tools strategically.


Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

MAFS.K12.MP.6.1 Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Language of Social and Instructional Purposes ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting. Language of Social Studies ELD.K12.ELL.SS.1 English language learners communicate information, ideas and concepts necessary for academic success in the content

area of Social Studies. Internal and External Influence HE.8.C.2.4 Critique school and public health policies that influence health promotion and disease prevention.

Remarks/Examples: Speed-limit laws, immunization requirements, universal precautions, zero tolerance, report bullying, and cell phone/texting laws.


Important Events Observed by Volusia County Social Studies Courses

September

American Founders Month All public and private educational institutions are to recognize and observe this occasion through appropriate programs, meetings, services, or celebrations in which state, county, and local governmental officials are invited to participate. All public schools in the state are encouraged to coordinate, at all grade levels, instruction related to our nation's founding fathers. (H.B. 7069, Section 683.1455)

Sept 17-23 September Last full week of the month

Constitution Week All social studies courses will study one of the most important documents in United States history. Constitution Week commemorates the formation and signing of the U.S. Constitution by thirty-nine brave men on September 17, 1787, recognizing all who, are born in the U.S. or by naturalization, have become citizens. Celebrate Freedom Week Per Florida Statute

September 15- October 15

Hispanic Heritage Month Each year, Americans observe National Hispanic Heritage Month from September 15 to October 15, by celebrating the histories, cultures and contributions of American citizens whose ancestors came from Spain, Mexico, the Caribbean and Central and South America. It was enacted into law on August 17, 1988, on the approval of Public Law 100-402. The day of September 15 is significant because it is the anniversary of independence for Latin American countries Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. In addition, Mexico and Chile celebrate their independence days on September 16 and September 18, respectively. Also, Columbus Day or Día de la Raza, which is October 12, falls within this 30-day period.

November November 11th

Native American Heritage Month What started at the turn of the century as an effort to gain a day of recognition for the significant contributions the first Americans made to the establishment and growth of the U.S., has resulted in a whole month being designated for that purpose. Veterans Day - celebrates the service of all U.S. military veterans

February Black History Month February is "Black History Month," a time to commemorate African-Americans who have changed the world. Celebrating Black History began in 1926, when Dr. Carter G. Woodson, a Harvard Ph.D., initiated "Negro History Week." Dr. Woodson, a historian, chose the second week in February because it included the birthdays of Frederick Douglass and Abraham Lincoln. In 1976, the Bicentennial (200th birthday) of the U.S.A., the week-long observance was extended to the entire month of February in order to have enough time for celebratory programs and activities.


March March 25th

Women's History Month Women’s History Month had its origins as a national celebration in 1981 when Congress passed Pub. L. 97-28 which authorized and requested the President to proclaim the week beginning March 7, 1982 as “Women’s History Week." Throughout the next five years, Congress continued to pass joint resolutions designating a week in March as "Women’s History Week." In 1987 after being petitioned by the National Women’s History Project, Congress passed Pub. L. 100-9 which designated the month of March 1987 as “Women’s History Month." Between 1988 and 1994, Congress passed additional resolutions requesting and authorizing the President to proclaim March of each year as Women’s History Month. Since 1995, Presidents Clinton, Bush and Obama have issued a series of annual proclamations designating the month of March as “Women’s History Month.” Public Law 101-564: Whereas the Medal of Honor is the highest distinction that can be awarded by the president, in the name of the congress, to members of the armed forces who have distinguished themselves conspicuously by gallantry and intrepidity at the risk of their lives above and beyond the call of duty…

May Last Monday

Memorial Day is a day of remembering the men and women who died while serving.

Volusia District Social Studies Office 2019-2020 UNITED STATES HISTORY and CAREER PLANNING Career and Education Planning is an INTEGRATED unit of study in Volusia County Schools as part of our MJ United States History and Career Planning course. Per section 1003.4156, Florida Statutes, the Career and Education Planning course must result in a completed personalized academic and career plan for the student; must emphasize the importance of entrepreneurship skills; must emphasize technology or the application of technology in career fields; and, beginning in the 2014-2015 academic year, must provide information from the Department of Economic Opportunity’s economic security report as described in section 445.07, Florida Statutes. The Career and Education Planning integrated unit must result in a completed personalized academic and career plan for the student; must emphasize the importance of entrepreneurship skills, technology, or the application of technology in career fields; and must provide information from the Department of Economic Opportunity’s economic security report as described in Section 445.07, Florida Statutes. For additional information on the Middle School Career and Education Planning course, go to http://www.fldoe.org/academics/college-career-planning/educators-toolkit/ CAREER PLANNING COURSE STANDARDS STUDENTS WILL: 1.0 Describe the influences that societal, economic, and technological changes have on employment

trends and future training. 2.0 Develop skills to locate, evaluate, and interpret career information. 3.0 Identify and demonstrate processes for making short and long term goals. 4.0 Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship. 5.0 Understand the relationship between educational achievement and career choices/postsecondary options. 6.0 Identify a career cluster and related pathways through an interest assessment that match career and education goals. 7.0 Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals. 8.0 Demonstrate knowledge of technology and its application in career fields/clusters. This unit can be completed in 2-3 days during the 1st quarter or weekly before the winter break.

RESOURCES

https://www.floridashines.org/ http://www.fldoe.org/academics/college-career-planning/

This Toolkit provides easy access to classroom activities,

lesson plans, and related web-based resources. Each

module includes a module description, lesson plans with

student handouts, recommended websites for additional

information, and a glossary for the unit. A crosswalk is

provided for handy reference between both the course

standards and lesson plans.

Modules

A. Understanding the Workplace B. Self-Awareness C. Exploring Careers D. Goal Setting/Decision-Making E. Workplace Skills F. Career and Education Planning G. Job Search

• List of 8 Course Standards (PDF) • Crosswalk of Standards and Lesson Plans

(PDF)

• High School Course Plan Worksheet ( • High School Course Plan Worksheet (Word)

http://www.fldoe.org/academics/college-career-planning/educators-toolkit/








https://www.floridashines.org/

http://www.fldoe.org/academics/college-career-planning/

http://www.fldoe.org/academics/college-career-planning/educators-toolkit/understing-the-workplace.stml

http://www.fldoe.org/academics/college-career-planning/educators-toolkit/understing-the-workplace.stml

http://www.fldoe.org/academics/college-career-planning/educators-toolkit/self-awareness.stml




http://www.fldoe.org/academics/college-career-planning/educators-toolkit/exploring-careers.stml

http://www.fldoe.org/academics/college-career-planning/educators-toolkit/exploring-careers.stml

http://www.fldoe.org/academics/college-career-planning/educators-toolkit/goal-setting-decision-making.stml




http://www.fldoe.org/academics/college-career-planning/educators-toolkit/workplace-skills.stml

http://www.fldoe.org/academics/college-career-planning/educators-toolkit/workplace-skills.stml

http://www.fldoe.org/academics/college-career-planning/educators-toolkit/career-edu-planning.stml




http://www.fldoe.org/academics/college-career-planning/educators-toolkit/job-search.stml

http://www.fldoe.org/academics/college-career-planning/educators-toolkit/job-search.stml

http://www.fldoe.org/core/fileparse.php/3/urlt/ceplanningcoursecompetencies.pdf

http://www.fldoe.org/core/fileparse.php/3/urlt/ceplanningcoursecompetencies.pdf

http://www.fldoe.org/core/fileparse.php/7531/urlt/crosswalkstandards.pdf





http://www.fldoe.org/core/fileparse.php/7531/urlt/HighSchoolCoursePlan.pdf

http://www.fldoe.org/core/fileparse.php/7531/urlt/HighSchoolCoursePlan.pdf

http://www.fldoe.org/core/fileparse.php/7531/urlt/HighSchoolCoursePlan.doc

http://www.fldoe.org/core/fileparse.php/7531/urlt/HighSchoolCoursePlan.doc

Volusia District Social Studies Office 2019-2020 Geography standards should be incorporated throughout the year where applicable.

Geography Curriculum Standards Benchmarks

Understand how to use maps and other geographic representations, tools, and technology to report information. • Use maps to explain physical and cultural attributes of major regions throughout history. • Use appropriate geographic tools and terms to identify and describe significant places and regions in American History.

SS.8.G.1.1 SS.8.G.1.2

Understand physical and cultural characteristics of places.

• Identify the physical elements and the human elements that define and differentiate regions as relevant to American History. • Use geographical terms and tools to analyze case studies of regional issues in different parts of the United States that have had

critical economic, physical, or political ramifications. • Use geographical terms and tools to analyze case studies of how selected regions of the United States have changed over time.

SS.8.G.2.1 SS.G.2.2

SS.G.2.3

Understand the relationships between the Earth’s ecosystems and the populations that dwell within them. • Locate and describe in geographic terms the major ecosystems of the United States. • Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in the

United States and Florida over time.

SS.G.3.1 SS.G.3.2

Understand the characteristics, distribution, and migration of human populations. • Interpret population growth and other demographic data for any given place in the United States throughout its history. • Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United

States, both on the place of origin and destination. • Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory. • Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and

cultural/political interaction in the United States throughout time. • Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban

centers in the United States over time. • Use political maps to describe changes in boundaries and governance throughout American history.

SS.8.G.4.1 SS.8.G.4.2

SS.8.G.4.3 SS.8.G.4.4

SS.8.G.4.5

SS.8.G.4.6

Understand how human actions can impact the environment. • Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in

the United States. • Describe the impact of human modifications or the physical environment and ecosystems of the United States throughout

history.

SS.8.G.5.1

SS.8.G.5.2

Understand how to apply geography to interpret the past and present and plan for the future. • Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout

American history. • Illustrate places and events in U.S. history throughout the use of narratives and graphic representations.

SS.8.G.6.1

SS.8.G.6.2

Volusia District Social Studies Office 2019-2020 Primary & Secondary Source Digital Collections: National Archives: https://www.archives.gov/ National Archives: https://www.docsteach.org/ Library of Congress: https://www.loc.gov/ The Smithsonian: https://www.si.edu/collections Gilder Lehrman: https://www.gilderlehrman.org/ Teaching American History: https://teachingamericanhistory.org/collections/50-core-documents/ The White House: https://www.whitehouse.gov/about-the-white-house/presidents/ State of Florida: https://dos.myflorida.com/florida-facts/florida-history/a-brief-history/ State of Florida: https://www.floridamemory.com/ Roy Rosenzweig Center for History and News Media: http://chnm.gmu.edu/tah-loudoun/ Youtube Channel: History Biographies & Documentaries: https://www.youtube.com/channel/UCPm-Kf1W7ZVm2gWCphTZpfA Youtube Channel: Simple History: https://www.youtube.com/channel/UC510QYlOlKNyhy_zdQxnGYw

https://www.archives.gov/

https://www.docsteach.org/

https://www.loc.gov/

https://www.si.edu/collections

https://www.gilderlehrman.org/

https://teachingamericanhistory.org/collections/50-core-documents/

https://www.whitehouse.gov/about-the-white-house/presidents/

https://dos.myflorida.com/florida-facts/florida-history/a-brief-history/

https://www.floridamemory.com/

http://chnm.gmu.edu/tah-loudoun/

https://www.youtube.com/channel/UCPm-Kf1W7ZVm2gWCphTZpfA

https://nam01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.youtube.com%2Fchannel%2FUC510QYlOlKNyhy_zdQxnGYw&data=02%7C01%7Csldecamp%40volusia.k12.fl.us%7Cbb4f6b31869d4ea9a16308d6e9e1b8e7%7C93e9784b350740ffbc0159ea8a1a7b71%7C0%7C0%7C636953553006069479&sdata=AsyV9exZU8169oMxHWp2OB7mmddWTcoStdRcyhasxvU%3D&reserved=0


Organizing Principle 1: Historians study about people and events of the past. They use many tools and employ knowledge of geography, economics, civics, and government to learn about the past.

August: 1.5 weeks August 19th – August 30th

Topic Curriculum Standards Benchmarks Academic Language

America, Africa, and Europe before 1500

Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments. Student Learning Goals:

• Verify historical information by checking it against multiple sources. • Evaluate strengths and weaknesses of historical arguments based upon

evidence. • Utilize the Florida research process model, FINDS, to conduct their

research on American history.

SS.8.A.1.1 chronology timeline globe landforms elevation environments culture Primary source Secondary source migration calendar relief opportunity cost capital entrepreneur market economy free enterprise system tariff naturalization due process federal system

Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect. Student Learning Goals:

• Draw conclusions and answer questions by analyzing visual aids such as charts, graphs, maps, photographs, and timelines.

• Infer ideas and public opinions about political topics by analyzing political cartoons and the perspective of their artists.

SS.8.A.1.2

Analyze current events relevant to American History topics through a variety of electronic and print media resources. Student Learning Goals:

• Analyze current events through newspapers, online news sites, television news programming, and articles in magazines and journals.

• Compare and contrast current events to events from American history. • Examples may include newspaper articles and editorials, journals,

periodicals, television and radio reports, websites, videos, and podcasts.

SS.8.A.1.3

Differentiate fact from opinion; utilize appropriate historical research and fiction/nonfiction support materials. Student Learning Goals:

• Review a variety of American history texts including biographies, nonfiction books, and historical fiction books.

• Analyze texts on American history topics and distinguish historical facts from author opinions.

SS.8.A.1.4


• Conduct research and cite appropriate factual resources to support statements on a topic in American history.

Identify, within both primary & secondary sources, the author, audience, format, & purpose of significant historical documents. Student Learning Goals:

• Identify the author and audience of significant American history documents.

• Discuss the author’s purpose in writing significant American history documents.

• Distinguish between primary and secondary sources using excerpts or complete text.

SS.8.A.1.5

Compare interpretations of key events and issues throughout American History. Student Learning Goals:

• Analyze a variety of passages pertaining to key events and issues in American history written from a range of political and social perspectives.

SS.8.A.1.6

View historic events through the eyes of those who were there as shown in art, writings, music, and artifacts. Student Learning Goals:

• Analyze a variety of artistic works and artifacts depicting historic events. • Discuss circumstances relating to the creation of artifacts, art, writings,

and music during American history. • Examples may include paintings, poetry, passages, songs, and artifacts

from throughout American history.

SS.8.A.1.7

Use appropriate geographic tools and terms to identify and describe significant places and regions in American History.

SS.8.G.1.2

Locate and describe in geographic terms the major ecosystems of the United States. Student Learning Goals:

• Illustrate each ecosystem on a blank map of the United States, placing each ecosystem in an appropriate region

SS.8.G.3.1


Resources America, Africa, and Europe before 1500

Textbook/Workbook HMH United States History Module 1 - pgs. 2 - 31

Safari Montage Maps and Globes (Creation Station) 15:22 History of Native Americans – Schlessinger – 44:36 Physical and Topographical Maps – QA International 1:38 Machu Pichu – Schlessinger – 19:07 Thematic Maps – QA International 1:25 Three Worlds Meet – Schlessinger – 37:20 Ancient Aztec Empire- Schlessinger 19:35 The Maya – Schlessinger – 28:41

Videos Why We Study History intro: https://youtu.be/vgmNkYUL_Cw 3:25 US History Class opener: https://www.youtube.com/watch?v=grK8s9qc_VM 5:27 Intro to 8th Grade Social Studies https://www.youtube.com/watch?v=I6DlAuGNgkw Primary/Secondary Sources: https://youtu.be/4fp3FO0fflg 15:01 How time works http://science.howstuffworks.com/science-vs-myth/everyday-myths/time7.htm Who Was Here First? Rap: https://www.youtube.com/watch?v=MyQAmoBE0Ps

Websites Primary/Secondary Source Activity: https://sheg.stanford.edu/lunchroom-fight Primary Source http://docsteach.org/documents/search? Virtual interactive history maps http://www.timemaps.com/history History of our calendar http://www.webexhibits.org/calendars/year-history.html

Teacher Hints FOCUS: Geography and Map Skills; Access domain knowledge from 7th grade civics.

CPALMS Resources URL: http://www.cpalms.org/Public/

Assessment HMH Module Test: Module 1 Assessment – pgs. 30-31

https://youtu.be/vgmNkYUL_Cw

https://www.youtube.com/watch?v=grK8s9qc_VM

https://www.youtube.com/watch?v=I6DlAuGNgkw

https://youtu.be/4fp3FO0fflg

http://science.howstuffworks.com/science-vs-myth/everyday-myths/time7.htm

https://www.youtube.com/watch?v=MyQAmoBE0Ps

https://sheg.stanford.edu/lunchroom-fight

http://docsteach.org/documents/search?mode=browse&menu=open&type%5b%5d=map&sortBy=arc_id

http://www.timemaps.com/history

http://www.webexhibits.org/calendars/year-history.html

http://www.cpalms.org/Public/


Organizing Principle 2: Europeans explored and colonized the Americas in the 15th & 16th centuries. They encountered multiple Native American societies leading to what historians refer to as the Columbian Exchange.

September: 2.5 weeks September 2nd to September 13th Celebrate Freedom Week: Last full week in September


Exploring the Americas

Compare the relationships among the British, French, Spanish, and Dutch in their struggle for colonization of North America. Student Learning Goals:

• Discuss the impact of the British, French, Spanish, and Dutch on economic, political, cultural, and religious principles in colonial America.

• Examine the competition between the colonial powers to expand and control their claims in North America through economic, diplomatic, and military means.

• Identify the French, British, and Dutch roles in the fur trade. • Examples: studying ways that economic, political, cultural, and religious

competition between these Atlantic powers shaped early colonial America

SS.8.A.2.1 charter circumnavigate Columbian Exchange compass conquistador encomienda system Line of Demarcation mission Northwest passage pueblo presidio plantation Protestantism Catholicism Protestant Reformation Spanish Armada strait Treaty of Tordesillas astrolabe technology Caravels Immunity Tenant farmer

Discuss the impact of colonial settlement on Native American populations. Student Learning Goals:

• Compare and contrast life for the Native Americans before and after European colonial settlement.

• Examples: war, disease, loss of land, westward displacement of tribes causing increased conflict between tribes, and dependence on trade for European goods, including guns.

SS.8.A.2.5

Examine motivating economic factors that influenced the development of the United States economy over time including scarcity, supply and demand, opportunity costs, incentives, profits, and entrepreneurial aspects.

• Examples: Triangular Trade

SS.8.E.1.1

Evaluate domestic and international interdependence. SS.8.E.3.1


Resources Exploring the Americas

Textbook/Workbook HMH United State History - Module 2 pgs. 3-63

Safari Montage History of Exploration (Schlesinger) 25:28 Three Worlds Meet (Schlesinger) 32:20 Secrets of the Aztec Empire (A&E) 45.59 Lost Kingdom of the Maya (National Geographic) 56:25 Horrible Histories: Extraordinary Explorers (Scholastic) 24:09

Spanish Explorers (Schlesinger) 21:08 French Explorers (Schlesinger) 23:07 English Explorers (Schlesinger) 21:08 Settling the New World (Schlesinger) 23:07 The Dutch & New Amsterdam (Schlesinger) 25:01

Videos History Channel-Columbus Uses the Skies to Survive: http://www.history.com/topics/exploration/christopher-columbus/videos/columbus-uses-the-skies-to-survive 3:12 Conquistador rap: https://www.youtube.com/watch?v=HhyaAqf6dz0&index=1&list=RDHhyaAqf6dz0 History Channel-Columbus Controversy: http://www.history.com/topics/exploration/columbus-controversy 2:08

Websites Gilder Lehrman Institute: Must create account (No fee involved) https://www.gilderlehrman.org Exploring Florida CD or website http://fcit.usf.edu/florida/lessons/cur.htm

• The Calusa: “The Shell Indians” The Timucua • The Tocobaga Indians of Tampa Bay The Tequesta Indians of Biscayne Bay • The Apalachee of Tallahassee: “Mission Indians” Ponce De Leon: Florida’s First Spanish Explorer • Hernando de Soto Arrives and Explores Florida Jean Ribault Claims Florida for France • Pedro Menendez de Avilla Claims Florida for Spain

DBQ Binder/History Alive Ordinary Americans Teacher’s Guide: • Lesson 1, Culture’s Collide

History Alive! • World History: Europe’s Transition to the Modern World, Section 4 The Age of Exploration • World History: Civilizations of the Americas

Teacher Hints FOCUS: Trade (Columbian Exchange)

CPALMS Resources URL: http://www.cpalms.org/Public/ SS.8.A.2.1- N/A SS.8.A.2.5- N/A

Assessment HMH Module Test: Module 2 Assessment pgs. 62-63

http://www.history.com/topics/exploration/christopher-columbus/videos/columbus-uses-the-skies-to-survive

http://www.history.com/topics/exploration/christopher-columbus/videos/columbus-uses-the-skies-to-survive

https://www.youtube.com/watch?v=HhyaAqf6dz0&index=1&list=RDHhyaAqf6dz0

http://www.history.com/topics/exploration/columbus-controversy

http://fcit.usf.edu/florida/lessons/cur.htm



Organizing Principle 3: Between 1607 and 1763, the British North American colonies began to develop practices of self-government, religious freedom, and economic independence from Great Britain.

September/October: 4 weeks September 16th – October 11th

Hispanic Heritage Month Constitution Week

Celebrate Freedom Week: Last week in Sept.


The English Colonies, 1600-1770

Compare the characteristics of the New England, Middle, and Southern colonies. Student Learning Goals:

• Identify the economic activities of the New England, Middle, and Southern colonies.

• Compare and contrast the colonial settlement motivations among the New England, Middle, and Southern colonies.

• Compare and contrast the religious beliefs and degrees of religious toleration in the New England, Middle, and Southern colonies.

• Compare and contrast the geographical impact on life in the New England, Middle, and Southern colonies. Items may include charts and tables of characteristics of the New England, Middle, and Southern colonies.

• Examples: colonial governments, geographic influences, occupations, religion, education, settlement patterns, and social patterns.

SS.8.A.2.2 charter joint-stock company headright Puritan Separatist Pacifist Indentured servant debtor Pilgrim Quakers burgess militia Iroquois Confederacy alliance Triangular Trade Mercantilism Fundamental Orders of Connecticut House of Burgesses dissent persecute tolerance Anglican patroon constitution slave codes immigrant salutary neglect

Differentiate economic systems of New England, Middle and Southern colonies including indentured servants and slaves as labor sources. Student Learning Goals:

• Compare and contrast the geographical impact on the economy in the New England, Middle, and Southern colonies.

• Compare and contrast economies of subsistence farming, cash crop farming, and maritime industries.

• Differentiate among free labor, indentured servitude, and slave labor and explain the extent to which each existed in all three colonial regions.

SS.8.A.2.3

Identify the impact of key colonial figures on the economic, political, and social development of the colonies. Student Learning Goals:

• Examples include, but are not limited to, John Smith, William Penn, Roger Williams, Anne Hutchinson, John Winthrop, Jonathan Edwards,

SS.8.A.2.4


William Bradford, Nathaniel Bacon, John Peter Zenger, and Lord Calvert.

Discuss the impact of colonial settlement on Native American populations. Student Learning Goals:

• Compare and contrast life for the Native Americans before and after European colonial settlement.

• Areas of focus: war, disease, loss of land, westward displacement of tribes causing increased conflict between tribes, and dependence on trade for European goods, including guns.

SS.8.A.2.5

Examine the causes, course, and consequences of the French and Indian War. Student Learning Goals:

• Identify the ongoing conflict, including territorial disputes and trade competition between the English and the French.

• Discuss the outcome of the conflict including, but not limited to, ongoing conflict between France and England, Iroquois Confederacy, territorial disputes, trade competition, Ft. Necessity, Ft. Duquesne, Ft. Quebec, Treaty of Paris, heavy British debt.

SS.8.A.2.6

Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America.

SS.8.A.2.7

Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time.

SS.8.G.2.3

Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction.

SS.8.C.1.3

Assess the role of Africans and other minority groups in the economic development of the United States.

SS.8.E.2.3


Resources The English Colonies

Textbook/Workbook HMH United States History - Module 3 - pgs. 63-101

Safari Montage Jamestown (Schlessinger) 24:40 New World: The Nightmare in Jamestown (National Geographic) 51:12 Pocahontas Revealed (PBS) 55:22 America: The Story of US: Rebels (A & E) 43:49 Lost Colony of Roanoke (A & E) 43:37 Era of Colonization (Schlessinger) 32:15

Origins of Democracy (Schlessinger) 22:39 16th and 17th Century Turning Points in U.S. History: Program 3 (Ambrose Video) 28:25 Slavery & Freedom – Enslaved Labor in the Colonies (Schlesinger) 31:26

Videos Mr. Zoller’s Social Studies Podcast: Middle Colonies. https://youtu.be/Yw9pw8rIDlU 11:21 Mr. Zoller’s Social Studies Podcast: New England Colonies. https://youtu.be/4ScZh2-QLOE 11:21 Mr. Zoller’s Social Studies Podcast: Southern Colonies. https://youtu.be/j3KAOWye1AM 11:21 Atlantic Slave Trade: https://www.youtube.com/watch?v=znwRJ5K85XI 6:58 Tom Richey – Magna Carta, English Bill of Rights: https://www.youtube.com/watch?v=Ca_kI948JUA 15:00 Join or Die Political Cartoon: https://www.youtube.com/watch?v=jmMosYyqYDk 1:30 Mr. Betts' Class: Jamestown Colony "Shut Up and Dance with Me Parody": https://www.youtube.com/watch?v=sxGvHs9CQkA 3:05

Mr. Betts' Class: Moving to The Colonies "Party in The USA Parody" https://www.youtube.com/watch?v=Cznq6F6y32w 4:01

Websites

Gilder Lehrman Institute: Must create account (no fee involved) - Colonization and Settlement: https://www.gilderlehrman.org African Americans Settle in Fort Mose - Exploring Florida CD or website: http://fcit.usf.edu/florida/lessons/cur.htm Jeopardy Labs: Chapter 3- Colonial America: https://jeopardylabs.com/play/chapter-3-colonial-america3 Jeopardy Labs: Chapter 4 – Life in The American Colonies: https://jeopardylabs.com/play/chapter-4-life-in-the-american-colonies-1607-1770

DBQ Binder/History Alive Mini Q – Jamestown: Why did so many colonists die? Ordinary Americans Teacher’s Guide:

• Lesson 2, England’s New World History Alive!

• United States: Colonial Life and the American Revolution Teacher Hints FOCUS: Economic and Religious Differences; Role of Representative Government CPALMS Resources URL: http://www.cpalms.org/Public/


https://youtu.be/Yw9pw8rIDlU











https://youtu.be/4ScZh2-QLOE









https://youtu.be/j3KAOWye1AM











https://www.youtube.com/watch?v=znwRJ5K85XI

https://www.youtube.com/watch?v=Ca_kI948JUA

https://www.youtube.com/watch?v=jmMosYyqYDk

https://www.youtube.com/watch?v=sxGvHs9CQkA

https://www.youtube.com/watch?v=Cznq6F6y32w

http://www.google.com/url?q=http%3A%2F%2Ffcit.usf.edu%2Fflorida%2Flessons%2Fcur.htm&sa=D&sntz=1&usg=AFQjCNGGqudnpRDPKQ4_Bg2-hi8-3hg7qA















https://jeopardylabs.com/play/chapter-3-colonial-america3

https://jeopardylabs.com/play/chapter-4-life-in-the-american-colonies-1607-1770



Organizing Principle 4: Between 1763 and 1785, British attempts to exert control over the colonies led to violent, organized, and successful resistance and revolution.

October/November: 7 weeks October 15th – 25th; British Controls & Colonial Reaction October 28th-November 8th, Declaring Independence November 11th – December 6th -

Revolutionary War

Topics Curriculum Standards Benchmarks Academic Language

British Controls and Colonial Reactions

Explain the consequences of the French and Indian War in British policies for the American colonies from 1763-1774. Remarks/Examples: Examples may include, but are not limited to, Proclamation of 1763, Sugar Act, Quartering Act, Stamp Act, Declaratory Act, Townshend Acts, Tea Act, Quebec Act, and Coercive Acts.

SS.8.A.3.1 boycott Committee of Correspondence effigy Intolerable Acts Loyalists Minutemen Patriots propaganda Quartering Act repeal resolution Sons of Liberty Stamp Act Sugar Act Tea Act Tories Townshend Act Writs of Assistance Ambush guerilla warfare

Explain American colonial reaction to British policy from 1763-1774. Student Learning Goals:

• Identify specific acts by colonists in response to British policies, such as the Boston Tea Party.

• Explain the motivation behind the meeting of the First Continental Congress.

• Examples: written protests, boycotts, unrest leading to the Boston Massacre, Stamp Act Congress, and Committees of Correspondence.

SS.8.A.3.2

Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, and George Washington) during American Revolutionary efforts. Student Learning Goals:

• Recognize the varied roles and influence of the Founding Fathers. • Examples: Thomas Paine, John Jay, and Peter Salem.

SS.8.A.3.3

Examine individuals and groups that affected political and social motivations during the American Revolution. Examples: Ethan Allen and the Green Mountain Boys, the Committees of Correspondence, Second Continental Congress, Sons of Liberty, Abigail Adams, Daughters of Liberty, the Black Regiment (in churches), Patrick Henry, Patriots, Loyalists, individual colonial militias, and Undecideds.

SS.8.A.3.8

Declaring Independence

Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James

SS.8.A.3.3 grievances petition


Madison, George Mason, and George Washington) during American Revolutionary efforts. Student Learning Goals:

• Recognize the varied roles and influence of the Founding Fathers. Examples: Thomas Paine, John Jay

preamble rights tyranny Redcoats Common Sense

Describe the influence of individuals on social and political developments during the Revolutionary ear. Student Learning Goals:

• Recognize the influence of the Enlightenment on the Founding Fathers. • Examples: Thomas Paine, James Otis, Mercy Otis Warren, Abigail Adams,

Benjamin Banneker, Lemuel Haynes, and Phyllis Wheatley.

SS.8.A.3.5

Examine the causes, course, and consequences of the American Revolution. Student Learning Goals:

• Understand change in colonial government under the Second Continental Congress.

• Identify events leading up to Declaration of Independence.

SS.8.A.3.6

Examine the structure, content, and consequences of the Declaration of Independence. Student Learning Goals:

• Identify specific charges outlined in the Declaration of Independence. • Examine the influence of Enlightenment philosophers on shaping of ideas

in the Declaration of Independence. • Describe the consequences the Declaration of Independence had on

colonial society.

SS.8.A.3.7

Compare views of self-government and the rights and responsibilities of citizens held by Patriots, Loyalists, and other colonists.

SS.8.C.1.2


The American Revolution

Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, and George Washington) during American Revolutionary efforts. Student Learning Goals:

• Recognize the varied roles and influence of the Founding Fathers. • Examples: Thomas Paine, John Jay, and Peter Salem.

SS.8.A.3.3 blockade guerilla warfare mercenary privateer siege strategy Continental Army recruit desert

Examine the contributions of influential groups to both the American and British war efforts during the American Revolutionary War and their effects on the outcome of the war. Student Learning Goals:

• Examine the roles and actions of Patriots, Loyalists, Native Americans, and the British.

• Examine the role of guerilla warfare, state militias, and the Continental Army.

• Explain how foreign powers (France, Spain, and the Netherlands) impacted the outcome of the war.

• Examples: foreign alliances, Native Americans, slaves, women, soldiers, Hessians.

SS.8.A.3.4

Examine the causes, course, and consequences of the American Revolution. Student Learning Goals:

• Identify the key events and turning points of the Revolutionary War. • Examples: Battles of Lexington and Concord, Common Sense, Second

Continental Congress, Battle of Bunker Hill, Battle of Cowpens, Battle of Trenton, Battle of Princeton, Olive Branch Petition, winter at Valley Forge, Battles of Saratoga and Yorktown, Treaty of Paris.

SS.8.A.3.6

Examine this time period (1763-1815) from the perspective of historically underrepresented groups (children, indentured servants, Native Americans, slaves, women, and working class). Student Learning Goals:

• Explain slaves’ decision to fight with the Loyalists rather than the Patriots and describe the fate of those slaves after the war.

• Examine the conflict within the Iroquois Confederacy (whether to support the British, support the Patriots, or remain neutral) and the effects their decisions had on the tribes.

SS.8.A.3.15


• Examine various Native American reactions to the growth of the newly formed United States as it expanded westward.

• Identify contributions that colonial women made to the Revolutionary War effort.

Examine key events in Florida history as each impacts this era of American History. Student Learning Goals:

• Identify groups of individuals who relocated to Florida after Spain reclaimed the territory in 1783.

• Name the groups with which Floridians placed their loyalties during the American Revolution.

• Identify actions related to the Revolutionary War that occurred in Florida (e.g., the Battle of Pensacola and the Battle of Thomas Creek).

• Examples: Treaty of Paris, British rule, Second Spanish Period.

SS.8.A.3.16


Resources British Controls and Colonial Reactions/ Declaring Independence

Textbook/Workbook HMH United States History Module 4 pgs. 102-147

Safari Montage Liberty!: The American Revolution: The Reluctant Revolutionaries (PBS) 55:50 Liberty!: The American Revolution: Blows Must Decide (PBS) 56:50 Liberty!: The American Revolution: The Times that Try Men’s Souls(PBS) 56:61 Causes of the Revolution (Schlesinger) 22:40 Paul Revere: The Midnight Rider (A&E) 44:21

Patrick Henry: Voice of Liberty (A&E) 45:50 Abigail Adams (Schlesinger) 26:19 The Declaration of Independence (Schlesinger) 23:00 Freedom A History of Us: Independence (PBS) 26:32 Johnny Tremain (Disney) 1:20:41

Videos “Too Late to Apologize: A Declaration” Soomo Publishing https://www.youtube.com/watch?v=uZfRaWAtBVg 3:21 Hip Hughes: Boston Massacre: https://www.youtube.com/watch?v=dPiYIiFwXJ4&feature=youtu.be 10:13 Halo Teach: Lexington and Concord: https://www.youtube.com/watch?v=XA-S_u9KHak 3:23 Mr. Striplin: Loyalist and Patriots: https://www.youtube.com/watch?v=_2p21-soVuA 3:26 History.com-Thomas Jefferson Videos: http://www.history.com/topics/us-presidents/thomas-jefferson/videos/jefferson-writes-declaration-of-independence Mr. Betts' Class: The Declaration of Independence "I Can't Feel My Face Parody" https://www.youtube.com/watch?v=shwNBBJj15M 3:46

Boston Tea Party: https://www.youtube.com/watch?v=LFq657QFNqc&index=6&list=RDHhyaAqf6dz0

Websites

American Battlefield Trust: https://www.battlefields.org/ Virtual Animated Maps: http://historyanimated.com/verynewhistorywaranimated/?page_id=17 Gilder Lehrman Institute: Must create account (no fee involved) – https://www.gilderlehrman.org The War that made America website: http://www.pbs.org/thewarthatmadeamerica/summary.html Mount Vernon Virtual Field Trip: http://pbseduelectioncentral.com/field-trips Mission-US.org Mission1: For Crown or Glory: www.mission-us.org Jeopardy Labs: Chapter 5 - Spirit of Independence https://jeopardylabs.com/play/chapter-5-review78

DBQ Binder/History Alive

Ordinary Americans Teacher’s Guide: • Lesson 4, Revolution & Independence

History Alive! • United States: Colonial Life and the American Revolution

Teacher Hints

FOCUS: Examine causes of American resistance; The role of the Founding Fathers during the American Revolutionary efforts; The content and consequences of the Declaration of Independence; The causes and effects of the American Revolution.

CPALMS Resources URL: http://www.cpalms.org/Public/ SS.8.A.3.3- Lesson Plan, Unit/Lesson Sequence SS.8.A.3.5- Teaching Idea, Lesson Plans, Unit/Lesson Sequence SS.8.A.3.6- Teaching Ideas SS.8.A.3.8- Teaching Idea, Lesson Plan, Unit/Lesson

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













https://www.youtube.com/watch?v=dPiYIiFwXJ4&feature=youtu.be

https://www.youtube.com/watch?v=XA-S_u9KHak

https://www.youtube.com/watch?v=_2p21-soVuA

http://www.history.com/topics/us-presidents/thomas-jefferson/videos/jefferson-writes-declaration-of-independence

http://www.history.com/topics/us-presidents/thomas-jefferson/videos/jefferson-writes-declaration-of-independence

https://www.youtube.com/watch?v=shwNBBJj15M

https://www.youtube.com/watch?v=LFq657QFNqc&index=6&list=RDHhyaAqf6dz0

https://www.battlefields.org/

http://historyanimated.com/verynewhistorywaranimated/?page_id=17

http://www.pbs.org/thewarthatmadeamerica/summary.html

http://pbseduelectioncentral.com/field-trips

http://www.mission-us.org/

https://jeopardylabs.com/play/chapter-5-review78


Resources The American Revolution

Safari Montage The Revolutionary War (Schlesinger) 22:56 Liberty! The American Revolution: “Times that Try Men’s Souls (PBS) 56:16 Liberty! The American Revolution: “The World Turned Upside Down”(PBS) Liberty Kids

George Washington: American Revolutionary (A&E) 44:38 Washington Crosses the Delaware (A&E) 21:52 Benedict Arnold: Triumph or Treason (A&E) 45:21 George Washington: The Man Who Wouldn’t Be King (WGBH) 56:33 America: The Story of Us: Revolution (A&E) 44:04

Videos The Patriot The Crossing

Websites Gilder Lehrman Institute: Must create account (no fee involved) - American Revolution: https://www.gilderlehrman.org/history-by-era/american-revolution-1763-1783 History Channel American Revolution: http://www.history.com/topics/american-revolution Jeopardy Labs: Chapter 6 - The American Revolution https://jeopardylabs.com/play/chapter-651


DBQ – How Revolutionary was the American Revolution? Mini Q – Valley Forge “Would you have quit?” Ordinary Americans Teacher’s Guide:

• Lesson 4, Revolution & Independence History Alive!

• United States: Colonial Life and the American Revolution Teacher Hints

FOCUS: Turning points in the war: Saratoga, gaining foreign allies, advantages and disadvantages; the role of the Founding Fathers during the American Revolution; examine the motivations of individuals and groups during the American Revolution.

CPALMS Resources URL: http://www.cpalms.org/Public/ SS.8.A.3.3- Lesson Plan, Unit/Lesson Sequence SS.8.A.3.6- Teaching Ideas SS.8.A.3.15- Lesson Plan


https://www.gilderlehrman.org/history-by-era/american-revolution-1763-1783

https://www.gilderlehrman.org/history-by-era/american-revolution-1763-1783

http://www.history.com/topics/american-revolution

https://jeopardylabs.com/play/chapter-651


Organizing Principle 5: The U.S. experimented first with a weak form of central government, and then later designed a new constitution that strengthened the government but limited its power.

December: 2 weeks December 9th – 19th


Forming a Government

Evaluate the structure, strengths, and weaknesses of the Articles of Confederation and its aspects that led to the Constitutional Convention. Student Learning Goals:

• Describe the voting system under the Articles of Confederation. • Identify the structure of the U.S. government under the Articles of

Confederation. • Evaluate the weaknesses (e.g., inability to directly collect taxes, inability to

regulate interstate trade, no national court system) and the successes (e.g., settling of conflicting western land claims, passage of the Northwest Ordinance).

SS.8.A.3.9

Constitution Confederation republic ordinance depression compromise convention federalism bicameral Magna Carta English Bill of Rights Virginia Statute of Religious Freedom Northwest Ordinance of 1787 Northwest Territory Shays Rebellion Impeachment Veto

Examine the course and consequences of the Constitutional Convention. Student Learning Goals:

• Compare the Virginia Plan and the New Jersey Plan. • Identify reasons why the Founding Fathers chose an electoral college for

federal elections. • Analyze challenges that led to the Great Compromise, the Three Fifths

Compromise, and tension between state vs. federal powers. • Investigate the Commerce and Slave Trade Compromise and identify the

groups who benefited from this agreement.

SS.8.A.3.10

Analyze support and opposition (Federalists, Federalist Papers, Anti-Federalists, Bill of Rights) to ratification of the U.S. Constitution. Student Learning Goals:

• Compare and evaluate the positions Federalists and Anti-Federalists held on the ratification of the U.S. Constitution.

• Understand roles played by Alexander Hamilton and James Madison. • Understand how the promise to include the Bill of Rights encouraged states

to support the ratification of the U.S. Constitution.

SS.8.A.3.11

Citizenship and the Constitution

Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today.

SS.8.C.1.5 popular sovereignty limited government enumerated power reserved power

Evaluate how amendments to the Constitution have expanded voting rights from our nation’s early history to present day.

SS.8.C.1.6


Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources from the colonial period to Reconstruction.

SS.8.C.2.1 concurrent power separation of powers implied power judicial review Checks and Balances Identify the constitutional provisions for establishing citizenship.

SS.8.C.1.1


Resources Forming a Government/Citizenship and the Constitution

Textbook/Workbook HMH United States History Module 5 pgs. 148 – 177 Module 6 pgs. 178- 241 Safari Montage George Washington: American Revolutionary (A&E) 44:38

Creating a New Nation (Schlesinger) 22:50 Liberty! The American Revolution: “Are We to Be a Nation” (PBS) 56:09 The Legislative Branch (Schlesinger) 23:04

The Executive Branch (Schlesinger) 25:39 The Judicial Branch (Schlesinger) 23:11 The U.S. Constitution an & Bill of Rights (Schlesinger) 22:32 A New Nation (Schlesinger) 32:12

Videos Rights Rights Baby: YouTube: https://www.youtube.com/watch?v=rjvo6yrrA5A 4:43 Hip Hughes: Articles of Confederation: https://www.youtube.com/watch?v=QQtJNK5_8Ukip 14:28

Hip Hughes: Constitutional Convention: https://www.youtube.com/watch?v=xXA4Ob3s-V0 15:00

Hip Hughes: Feds vs Anti Feds: https://www.youtube.com/watch?v=DnDh9-X12Gc 5:00

Websites

Gilder Lehrman: Must create user account (no fee involved) https://www.gilderlehrman.org Bill of Rights Institute: http://www.billofrightsinstitute.org/ Jeopardy Labs: Chapter 7 - A More Perfect Union https://jeopardylabs.com/play/chapter-7-a-more-perfect-union9 Jeopardy Labs: Chapter 8 - The Constitution https://jeopardylabs.com/play/chapter-8-creating-the-constitution4 The Federalist Era website: http://federalistera.weebly.com/index.html


Mini Q – How Did The Constitution Guard Against Tyranny? History Alive! o United States: The Constitution in a New Nation


Assessment HMH Module Tests: Module 5 Assessment pgs. 176-177 Module 6 Assessment pgs. 240-241

https://www.youtube.com/watch?v=rjvo6yrrA5A

















https://www.youtube.com/watch?v=QQtJNK5_8Ukip

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

https://www.youtube.com/watch?v=DnDh9-X12Gc

http://www.billofrightsinstitute.org/

https://jeopardylabs.com/play/chapter-7-a-more-perfect-union9

https://jeopardylabs.com/play/chapter-8-creating-the-constitution4

http://federalistera.weebly.com/index.html


Organizing Principle 6: The first three Presidents faced both domestic and foreign policy challenges. Their decisions established traditions and policies which still affect our country.

January: 2 weeks January 6th – 22nd


Launching the Nation

Examine the influences of George Washington’s presidency in the formation of the new nation. Student Learning Goals:

• Describe examples of precedents established by Washington that continue today.

• Examine the influence of Washington’s Farewell Address on U.S. foreign policy.

• Examples: personal motivations, military experience, political influence, establishing Washington, D.C., as the nation’s capital, rise of the party system, setting of precedents (e.g., the Cabinet).

SS.8.A.3.12 precedent cabinet executive orders Whiskey Rebellion bond alien sedition inauguration tribute

Explain major domestic and international economic, military, political, and socio-cultural events of John Adam’s presidency. Student Learning Goals:

• Describe how Adams faced both domestic and foreign policy challenges.

• Analyze the causes and consequences of Adams’ decisions regarding the Bill of Rights.

• Examples: XYZ Affairs, Alien and Sedition Acts, Land Act of 1800, the quasi-war, the Midnight Judges.

SS.8.A.3.13

Explain major domestic and international economic, military, political, and socio-cultural events of Thomas Jefferson’s presidency.

• Examples: Barbary Pirate Wars, Louisiana Purchase, Lewis & Clark Expedition, Rise of political parties

SS.8.A.3.14

Examine the experiences and perspectives of significant individuals and groups during this era of American History. Student Learning Goals:

• Students will identify the various groups involved in westward expansion and their contributions.

• Students will identify individuals and their impact on westward movement.

SS.8.A.4.3


• Example: Lewis and Clark, Sacajawea, York, Zebulon Pike, Native Americans.

Describe the influence of individuals on social and political developments of this era in American History.

• Examples: Daniel Boone, Tecumseh, Black Hawk, John Marshall.

SS.8.A.4.8

Examine the effects of the 1804 Haitian Revolution on the United States acquisition of the Louisiana Territory. Student Learning Goals:

• State the reason why France decided to sell the Louisiana Territory after the 1804 Haitian Rebellion.

• Explain how the costs of the 1804 Haitian Revolution led to the United States paying a reduced price for the Louisiana Territory.

SS.8.A.4.12

Explain the economic impact of government policies. Remarks/Examples: Examples are mercantilism, colonial establishment, Articles of Confederation, Constitution, compromises over slavery.

SS.8.E.2.2


Textbook United States History - Module 7 pgs. 242-277

Safari Montage Lewis & Clark (Schlesinger) 27:22 Lewis & Clark: Explorers of the New Frontier (PBS) 44:41 The Journey of Sacagawea (PBS) 56:45 George Washington: American Revolutionary (A&E) 44:38

Videos Tom Richey: Election of 1800: https://www.youtube.com/watch?v=kIgyxFZBRsI 12:48 Tom Richey: Louisiana Purchases: https://www.youtube.com/watch?v=l3ULuNACmyA 9:43 Bio.com: Alexander Hamilton: https://www.youtube.com/watch?v=NP2a1xkbLgU 3:44 John Adams: HBO Mini-series: use as you like: https://www.youtube.com/playlist?list=PLx9UM6XN4PQ0q5r91bWRYL47IYX2Jois4 The Best George Washington Full Documentary: https://www.youtube.com/watch?v=thin1LeCrxY 45:03 Hamilton: The Musical: the rap – 4:32 https://www.youtube.com/watch?v=WNFf7nMIGnE

Websites

Gilder Lehrman Institute: https://www.gilderlehrman.org Thomas Jefferson and westward expansion website: http://www.loc.gov/exhibits/jefferson/jeffwest.html Jeopardy Labs: Chapter 10 - The Jefferson Era https://jeopardylabs.com/play/chapter-10-the-jefferson-era


Ordinary Americans Teacher’s Guide: • Lesson 5, Building a Nation



https://www.youtube.com/watch?v=kIgyxFZBRsI

https://www.youtube.com/watch?v=l3ULuNACmyA

https://www.youtube.com/watch?v=NP2a1xkbLgU

https://www.youtube.com/playlist?list=PLx9UM6XN4PQ0q5r91bWRYL47IYX2Jois4

https://www.youtube.com/watch?v=thin1LeCrxY

https://www.youtube.com/watch?v=WNFf7nMIGnE

http://www.loc.gov/exhibits/jefferson/jeffwest.html

https://jeopardylabs.com/play/chapter-10-the-jefferson-era


Organizing Principle 7: The desire to demonstrate strength led to the War of 1812 and was followed by expansion throughout continental North America.

January/February: 2.5 weeks January 22nd – February 12th February: Black History Month


War and Expansion

Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine). Student Learning Goals:

• Explain the causes for United States westward expansion and its growing diplomatic assertiveness.

• Examine the economic, political, and social impact of the westward expansion of the United States.

SS.8.A.4.1 customs duty embargo frigate impressment nationalism neutrality sectionalism tribute turnpike canal freight locomotive

Examine the experiences and perspectives of significant individuals and groups during this period of American History. Student Learning Goals:

• Identify the various groups involved in westward expansion and their contributions.

• Identify individuals and their impact on westward movement. • Examples: Tecumseh, Native Americans, War Hawks, Andrew Jackson,

Oliver Hazard Perry, Henry Clay, John Marshall

SS.8.A.4.3

Explain the causes, course, and consequences of the 19th century transportation revolution on the growth of the nation’s economy. Student Learning Goals:

• Explain the impact of steamboats and canals on agriculture and westward expansion.

• Identify why railway travel became the most popular form of travel. • Identify the important role of new modes of transportation on the

shipping of goods and people. • Examples: roads, canals, bridges, steamboats, railroads.

SS.8.A.4.5

Explain the consequences of landmark Supreme Court decisions significant to this era of American History – McCulloch v. Maryland (1819), Gibbons v. Ogden (1824).

SS.8.A.4.13


Examine key events and peoples in Florida history as each impact this era of American History. Student Learning Goals:

• Understand the actions of Andrew Jackson’s military expeditions and their impact on Florida and the nation.

• Understand the key events in Florida becoming a territory and then a state.

• Examples: Andrew Jackson’s military expeditions to end Indian uprisings, developing relationships between the Seminole and runaway slaves, Adams-Onis Treaty, Florida becoming a United States territory, combining former East and West Florida, establishing the first state capital, Florida’s constitution

SS.8.A.4.17


SS.8.E.2.3

Locate and describe in geographic terms the major ecosystems of the United States.

SS.8.G.3.1

Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.

SS.8.G.5.1


Resources War and Expansion

Textbook HMH United States History Modules 8-9 pgs. 278-322 /

Safari Montage Expansionism (Schlessinger) 32:06 (just chapter 4) 19th Century Turning Points in U.S. History: Program 2 (Ambrose) 24:29 Freedom A History of Us: Wake Up America! (PBS) 26:31

Videos PBS: War of 1812: https://www.youtube.com/watch?v=ibvUUnFzAFg 2:07 Battle of New Orleans Music Video: https://youtu.be/50_iRIcxsz0

Websites American Battlefield Trust: https://www.battlefields.org/ Jeopardy Labs: Chapter 11 - Growth and Expansion https://jeopardylabs.com/play/chapter-11-us-growth-and-expansion-part-ii Gilder Lehrman Institute: Must create account (no fee involved) - https://www.gilderlehrman.org

Teacher Hints FOCUS: Examining the causes and effects of the War of 1812; examining the causes and effects of Westward Expansion; Advances in travel (technology)

CPALMS Resources URL: http://www.cpalms.org/Public/ SS.8.A.4.1- Lesson Plan SS.8.A.4.3- Lesson Plans

Assessment HMH Module Tests: Module 8 Assessment pgs. 296-297 Module 9 Assessment pgs. 322-323

https://www.youtube.com/watch?v=ibvUUnFzAFg

https://youtu.be/50_iRIcxsz0


https://jeopardylabs.com/play/chapter-11-us-growth-and-expansion-part-ii

https://jeopardylabs.com/play/chapter-11-us-growth-and-expansion-part-ii

https://www.gilderlehrman.org/


Organizing Principle 8: The election of Andrew Jackson and the expansion of voting rights signal the growing power of the American People in an era of political and domestic conflict.

February/March: 3 weeks February 12th – March 4th

February: Black History Month


The Age of Jackson


• Identify the various groups involved in westward expansion and their contributions.

• Identify individuals and their impact on westward movement. • Examples: Native Americans, children, slaves, women, political parties.

SS.8.A.4.3 Favorite son Majority Mudslinging Bureaucracy Spoils system Nominating convention Nullify Trail of Tears Seminole Indian Wars

Discuss the impact of westward expansion on cultural practices and migration patterns of Native American and African slave populations. Student Learning Goals:

• Identify lifestyle changes forced upon Native Americans after the passage of the Indian Removal Act.

• Describe how westward expansion led to the spread of slavery and conflict over the institution.

SS.8.A.4.4


• Example: Andrew Jackson, Henry Clay, John Quincy Adams

SS.8.A.4.8

Explain the consequences of landmark Supreme Court decisions significant to this era.

• Examples: Cherokee Nation v. Georgia (1831), and Worcester v. Georgia (1832).

SS.8.A.4.13

Identify key ideas and influences of Jacksonian democracy. Student Learning Goals:

• Discuss the expansion of voting rights gained during Andrew Jackson’s tenure as president.

• Discuss Andrew Jackson’s position on the Bank of the United States. • Examples: political participation, political parties, constitutional

government, spoils system, National Bank veto, Maysville Road veto, tariff battles, Indian Removal Act, nullification crisis.

SS.8.A.4.16


Examine key events and peoples in Florida history as each impact this era of American History. Student Learning Goals:

• Understand the actions of Andrew Jackson’s military expeditions and their impact on Florida and the nation.

• Understand the key events in Florida becoming a territory and then a state.

• Examples: Andrew Jackson’s military expeditions to end Indian uprisings, developing relationships between the Seminole and runaway slaves, Adams- Onis Treaty, Florida becoming a United States territory, combining former East and West Florida, establishing the first state capital, Florida’s constitution, Florida’s admittance to the Union as twenty-seventh state.

SS.8.A.4.17

Examine the experiences and perspectives of different ethnic, national, and religious groups in Florida, explaining their contributions to Florida’s and America’s society and culture during the Territorial Period.

Examples: Osceola, white settlers, U.S. troops, Black Seminoles, southern plantation and slave owners, Seminole Wars, Treaty of Moultrie Creek, Seminole relocation, Chief Billy Bowlegs, Florida Crackers.

SS.8.A.4.18


Resources The Age of Jackson Textbook United States History - Module 10 pgs. 324-349 Safari Montage Andrew Jackson (A&E) 1:29:00

Democracy & Reform (Schlesinger) 32:01 • video segment, The Age of Andrew Jackson, Chapter 6 (6 min)

The Trail of Tears (A&E) 41:27

The American President: Expanding Power (PBS) Chapter 2, 55:09 Freedom, A History of Us: Liberty for All? (PBS) 26:33 The Seminole (Schlesinger) 29:46

Websites

Gilder Lehrman Institute: Must create account (no fee involved): https://www.gilderlehrman.org Andrew Jackson Era: http://www.digitalhistory.uh.edu/teachers/modules/jacksonian/ Exploring Florida CD or website: http://fcit.usf.edu/florida/lessons/cur.htm

• Transfer of Florida • Seminole Wars

Seminole Tribe of Florida: https://www.semtribe.com/STOF Indian Resistance and Removal https://www.semtribe.com/STOF/history/indian-resistance-and-removal Osceola and Abiaka https://www.semtribe.com/STOF/history/osceola-and-abiaka Kahoot: Chapter 12 Age of Jackson: https://play.kahoot.it/#/k/14b8ed26-3e87-453c-9067-d6b4c9714250 Jeopardy Labs: Chapter 12 - The Jackson Era https://jeopardylabs.com/play/chapter-12-the-jacksonian-era


DBQ – How Democratic was Andrew Jackson? Ordinary Americans Teacher’s Guide: Lesson 6, Democracy & Reform

CPALMS Resources URL: http:www.cpalms.org/public/search/Search


http://www.digitalhistory.uh.edu/teachers/modules/jacksonian/

http://fcit.usf.edu/florida/lessons/cur.htm

https://nam01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.semtribe.com%2FSTOF&data=02%7C01%7Csldecamp%40volusia.k12.fl.us%7Cbb4f6b31869d4ea9a16308d6e9e1b8e7%7C93e9784b350740ffbc0159ea8a1a7b71%7C0%7C0%7C636953553006079473&sdata=ua0TX1jukesR%2FQm6lKDT5i1y6mhCKMDrL%2BYMs1%2FsjyY%3D&reserved=0

https://nam01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.semtribe.com%2FSTOF%2Fhistory%2Findian-resistance-and-removal&data=02%7C01%7Csldecamp%40volusia.k12.fl.us%7Cbb4f6b31869d4ea9a16308d6e9e1b8e7%7C93e9784b350740ffbc0159ea8a1a7b71%7C0%7C0%7C636953553006079473&sdata=i1EWBjisQQijnxujqEYhyfPWHLPUQFjcXBZmskOVZKY%3D&reserved=0

https://nam01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.semtribe.com%2FSTOF%2Fhistory%2Fosceola-and-abiaka&data=02%7C01%7Csldecamp%40volusia.k12.fl.us%7Cbb4f6b31869d4ea9a16308d6e9e1b8e7%7C93e9784b350740ffbc0159ea8a1a7b71%7C0%7C0%7C636953553006089473&sdata=6u%2B6YqhPWLZYfzyET0URo%2FL5uaosBZxpHeeuXRBOPZU%3D&reserved=0

https://play.kahoot.it/#/k/14b8ed26-3e87-453c-9067-d6b4c9714250

https://jeopardylabs.com/play/chapter-12-the-jacksonian-era

http://www.cpalms.org/public/search/Search


Organizing Principle 9: The desire to expand throughout continental North America resulted in exploration, conflict and settlement of western territory.

March: 1.5 weeks March 4th – 13th

Women’s History Month


Manifest Destiny

Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (Texas Annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Gadsden Purchase). Student Learning Goals:

• Explain the causes for United States westward expansion and its growing diplomatic assertiveness.


• Examples: the battle cry “Remember the Alamo,” the slogan “Fifty-Four Forty or Fight”

SS.8.A.4.1 annex boomtown Californios emigrant forty-niner frontier immigrant Manifest Destiny Mormons mountain men prospecting vigilante Bear Flag Revolt Oregon Trail latitude / longitude parallel


• Students will identify the various groups involved in westward expansion and their contributions.

• Students will identify individuals and their impact on westward movement. • Examples: Zebulon Pike, Brigham Young, Native Americans, Sam Houston, Davy

Crockett, Stephen F. Austin, Mexicanos, Californios, John C. Fremont, Kit Carson

SS.8.A.4.3


• Examples: Daniel Boone, James Polk, Zachary Taylor, John Sutter

SS.8.A.4.8


• Examples: Manifest Destiny

SS.8.E.1.1

Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination.

SS.8.G.4.2

Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory.

SS.8.G.4.3

Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.

SS.8.G.5.1

Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.

SS.8.G.5.2


Resources Manifest Destiny Textbook HMH United States History Modules 11-12 pgs. 350-419 *Ignore Module 11 Lessons 3-4 and only use pages 364-365 of Lesson 2 Safari Montage Trailblazers & Scouts (A&E) 44:15

Westward Ho: The Wagon Trains (A&E) 47:17 Expansionism (Schlesinger) 32:06 U.S. Mexican War: Neighbors and Strangers (PBS) 1:50:00

U.S. Mexican War: The Hour of Sacrifice (PBS) 1:51:00 Remember the Alamo (PBS) 54:17 Battle of the Alamo (A&E) 46:50 Freedom A History of Us: Liberty for All? (PBS) 26:33 Horrible Histories: Wild West (Scholastic) 24:10

Videos PBS: Gold Rush: https://www.youtube.com/watch?v=r03DKbVhfvU 2:32 Hip Hughes: Manifest Destiny: https://www.youtube.com/watch?v=japRb6U_FuQ 4:55

Websites

History.com-Manifest Destiny: http://www.history.com/topics/manifest-destiny


Mini-Q: Was the United States Justified in Going to War with Mexico? DBQ: The California Gold Rush – A Personal Journal Ordinary Americans Teacher’s Guide

• Lesson 9, Westward Expansion History Alive!

• United States: Manifest Destiny in a Growing Nation Teacher Hints

FOCUS: Manifest Destiny, geographical regions, and its various citizens; discussing the spread of slavery into the western territories.

CPALMS Resources URL: http://www.cpalms.org/Public/ SS.8.A.4.1- Lesson Plan SS.8.A.4.3- Lesson Plans SS.8.A.4.8- Lesson Plans


https://www.youtube.com/watch?v=r03DKbVhfvU

https://www.youtube.com/watch?v=japRb6U_FuQ

http://www.history.com/topics/manifest-destiny


Organizing Principle 10: During the first half of the 1800s, changes occur in the lives of Americans in the North due to rapid industrialization. The South will develop an agricultural economy dependent on slave labor.

March/April: 2 weeks March 23rd – April 3rd

March: Women’s History Month


The North vs. The South

Slavery in the United States

Identify technological improvements (inventions/inventors) that contributed to industrial growth. Remarks/Examples: Examples may include, but are not limited to, Fitch/steamboat, Slater/textile mill machinery, Whitney/cotton gin, interchangeable parts, McCoy/industrial lubrication, Fulton/commercial steamboat, Lowell/mechanized cotton mill, Isaac Singer/sewing machine.

SS.8.A.4.6 Textiles Interchangeable parts Mass production Trade unions Strikes Telegraph Morse Code Cotton gin Planters Cotton belt Yeoman Overseer Spirituals Oral tradition Folktales Clipper ship

Explain the causes, course, and consequences (industrial growth, subsequent effect on children and women) of New England's textile industry. Student Learning Goals:

• Students will identify the reasons for the location of textile mills in New England. • Students will explain how the new textile industry affected self-sufficient farm

families. • Students will describe life in a typical New England mill town.

SS.8.A.4.7

Analyze the impact of technological advancements on the agricultural economy and slave labor. Student Learning Goals:

• Discuss the agricultural economy and its connection with slave labor. • Identify technological developments and their influence on agriculture and slavery. • Examples: cotton gin, steel plow, and rapid growth of slave trade.

SS.8.A.4.10

Examine the aspects of slave culture including plantation life, resistance efforts, and the role of the slaves' spiritual system. Student Learning Goals:

• Describe the outcome of Nat Turner’s Rebellion of 1831. • Identify songs sung by slaves (“Go Down Moses”; “Swing Low, Sweet Chariot”;

“Follow the Drinking Gourd”; “Wade in the Water”) that contained hidden messages in the lyrics to help the slaves navigate the Underground Railroad.

SS.8.A.4.11

Examine this time period from the perspective of historically underrepresented groups (slaves).

SS.8.A.3.15

Discuss the impact of westward expansion on cultural practices and migration patterns of Native American and African slave populations.

SS.8.A.4.4


Student Learning Goals: • Students will describe how westward expansion led to the spread of slavery and

conflict over the institution. Analyze the role of slavery in the development of sectional conflict. Student Learning Goals:

• Describe the difference in how Southern whites and Northerners viewed slavery. • Evaluate the impact of the book Uncle Tom’s Cabin. Students will identify and

describe the key individuals and goals of the abolitionist movement. Examples: Nat Turner’s Rebellion, Black Codes, Missouri Compromise, Compromise of 1850, Uncle Tom’s Cabin, Kansas-Nebraska Act, Dred Scott v. Sandford, Lincoln-Douglas Debates, raid on Harper’s Ferry, Underground Railroad, Presidential Election of 1860, Southern secession.

SS.8.A.5.2


SS.8.E.1.1

Explain the causes, course, and consequences of the 19th century transportation revolution on the growth of the nation’s economy. Student Learning Goals:

• Explain the impact of steamboats and canals on agriculture and westward expansion.

• Identify why railway travel became the most popular form of travel. • Identify the important role of new modes of transportation on the shipping of goods

and people. • Examples: roads, canals, bridges, steamboats, railroads.

SS.8.A.4.5


SS.8.E.2.3


Resources The North and The South Textbook HMH United States History Module 13 pgs. 420- 447 Module 14 pgs. 448-471

Module 15 pgs. 472-503 – content and standards are also covered in Modules 14 & 16 Safari Montage Mill Times (PBS) 56:56

Textiles: Birth of an American Industry (A&E) 48:00 Eli Whitney (Schlesinger) 24:22 Susan B. Anthony (Schlesinger) (7-Adult) 28:37

The National Underground Freedom Center Presents (Freedom Center) A Question of Freedom 21:44

Sojourner Truth (Schlesinger) 29:39 Steal Away: The Harriet Tubman Story (National Geographic) 29:32 Harriet Tubman (Schlesinger) (5-Adult) 25:32 Frederick Douglass (A&E) 43:09

Videos Many Myths of the Underground Railroad: https://www.youtube.com/watch?v=cLrLojdDBNc 3:00 Race to Freedom: movie – purchase online – great TV version movie 1:34:18 History of Slavery in America: https://www.youtube.com/watch?v=pDukq8npXBk&list=PLletbkG7wXsN2uf7sZXbZTkpHZvn5v18G 28:32

Websites

Gilder Lehrman Institute: Must create account (no fee involved) • First Age of Reform

https://www.gilderlehrman.org/history-by-era/first-age-reform/essays/first-age-reform Kahoot: Era of Reform: https://play.kahoot.it/#/k/f6ff2ea7-bee2-49e5-a725-56155ea570bf Jeopardy Labs: Chapter 14 - North and South https://jeopardylabs.com/play/chapter-14-north-south-1820-1860 Jeopardy Labs: Chapter 15 - The Spirit of Reform https://jeopardylabs.com/play/chapter-15-the-spirit-of-reform


Mini-Q: What was Harriet Tubman’s Greatest Achievement? Ordinary Americans Teacher’s Guide:

• Lesson 7, The Industrial North Lesson 8, The Plantation South History Alive!

• United States: Civil War and Reconstruction (Section 1 Contrasting North and South) CPALMS Resources URL: http://www.cpalms.org/Public/

Assessment HMH Module Tests: Module 13 Assessment – pgs. 446-447 Module 14 Assessment – pgs. 470-471 And if you choose to complete Module 15 Assessment – pgs. 502-503

https://www.youtube.com/watch?v=cLrLojdDBNc

https://www.youtube.com/watch?v=pDukq8npXBk&list=PLletbkG7wXsN2uf7sZXbZTkpHZvn5v18G

https://www.gilderlehrman.org/history-by-era/first-age-reform/essays/first-age-reform

https://play.kahoot.it/#/k/f6ff2ea7-bee2-49e5-a725-56155ea570bf

https://jeopardylabs.com/play/chapter-14-north-south-1820-1860

https://jeopardylabs.com/play/chapter-15-the-spirit-of-reform


Organizing Principle 11: From 1815-1855, changes in the makeup of American society led to reformers attempting to improve living conditions for all populations.

April: 1 week April 6 – 10th


Reform Movements in the US

Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic backgrounds in the development of the United States economy.

SS.8.E.2.1 revival utopia Temperance transcendentalism normal school civil disobedience abolition suffrage coeducation ministry special needs

Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications.

SS.8.G.2.2


• Examples: Susan B. Anthony, Elizabeth Cady Stanton, William Lloyd Garrison, Frederick Douglass, Horace Mann, Dorothea Dix, Lucretia Mott, Sojourner Truth, and Harriet Tubman.

SS.8.A.4.8

Analyze the causes, course and consequences of the Second Great Awakening on social reform movements. Student Learning Goals:

• Compare and contrast the motivations and goals of various individuals involved in the movement.

• Examples: abolition, women’s rights, temperance, education, prison and mental health reform, Charles Grandison Finney, the Beecher family.

SS.8.A.4.9

Examine the causes, course, and consequences of the women's suffrage movement (1848 Seneca Falls Convention, Declaration of Sentiments). Student Learning Goals:

• Examine the Declaration of Sentiments and its significance. • Compare the lives of women before the women’s suffrage

movement with the lives of women living in the United States today, identifying key differences.

• Understand the chronology of the women’s suffrage movement. • Explain how the 15th Amendment served as a precursor to the

women’s suffrage movement.

SS.8.A.4.14


Identify the evolving forms of civic and political participation from the colonial period through Reconstruction.

SS.8.C.1.4

Evaluate how amendments to the Constitution have expanded voting rights from our nation's early history to present day.

SS.8.C.1.6

Examine the causes, course, and consequences of literature movements (Transcendentalism) significant to this era of American history. Student Learning Goals:

• Describe the societal influences that led to the development of Transcendentalism.

• Identify two major figures in the Transcendentalism movement and describe their contributions.

• Examples: Ralph Waldo Emerson, Henry David Thoreau, John Muir, Margaret Fuller, and Louisa May Alcott, Students will compare Transcendentalism with the Founding Fathers’ ideas about freedom, identifying similarities and differences.

SS.8.A.4.15


Resources Reform Movements in the United States Textbook HMH United States History Module 16 pgs. 504-537 Safari Montage Democracy and Reform (Schlessinger) 32:01

Susan B. Anthony (Schlessinger) (7-Adult) 28:37 One Women, One Vote – (PBS) 1:49:46

Not for Ourselves Alone – Elizabeth Cady Stanton– 1:46:40

Videos Age of Reform: https://www.youtube.com/watch?v=X7O4KveImhE 14:09 Websites

Gilder Lehrman Institute: Must create account (no fee involved) - First Age of Reform https://www.gilderlehrman.org/history-by-era/first-age-reform/essays/first-age-reform

Jeopardy Labs: Chapter 15 - The Spirit of Reform https://jeopardylabs.com/play/chapter-15-the-spirit-of-reform DBQ Binder/History Alive

History Alive! • United States: Manifest Destiny in a Growing Nation (Section 5 - A Case Study of Reform)

CPALMS Resources URL: http://www.cpalms.org/Public/ Assessment HMH Module Test: Module 16 – pgs. 536-537

https://www.youtube.com/watch?v=X7O4KveImhE

https://www.gilderlehrman.org/history-by-era/first-age-reform/essays/first-age-reform

https://jeopardylabs.com/play/chapter-15-the-spirit-of-reform


Organizing Principle 12: The Civil War was caused by historic differences between the North and South (economic, social, political, and sectional) that were emotionalized by the slavery issue.

April: 1.5 weeks April 13th – April 24th


Road to Civil War

Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect.

SS.8.A.1.2 arsenal Bleeding Kansas Civil War Confederate States of America Dred Scott decision Fugitive Slave Act martyr popular sovereignty secede secession states’ rights Mason Dixon Line

View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.

SS.8.A.1.7


• Examples: compromises over slavery, the Civil War

SS.8.E.1.1

Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (Wilmot Proviso, Compromise of 1850, Kansas Nebraska Act, Lincoln-Douglas Debates). Student Learning Goals:


• Examples: sectionalism, slavery.

SS.8.A.4.1

Describe the debate surrounding the spread of slavery into western territories and Florida. Student Learning Goals:

• Describe how the Kansas-Nebraska Act affected the spread of slavery in the western territories.

• Examples: abolitionist movement, Missouri Compromise, Bleeding Kansas, Kansas-Nebraska Act, Compromise of 1850.

SS.8.A.4.2


• Examples: Stephen Douglas, Abraham Lincoln, Roger B. Taney, Dred Scott, Anthony Burns, John Brown, Jefferson Davis

SS.8.A.4.8

Explain the causes, course, and consequence of the Civil War (sectionalism, slavery, states' rights, balance of power in the Senate). Student Learning Goals:

• Describe the economic and social environment of the North and South and explain how they contributed to the Civil War.

SS.8.A.5.1


Analyze the role of slavery in the development of sectional conflict. Student Learning Goals:

• Identify and describe the key individuals and goals of the abolitionist movement. (John Brown)

• Examples: Compromise of 1850, Uncle Tom’s Cabin, Kansas-Nebraska Act, Dred Scott v. Sandford, Lincoln-Douglas Debates, raid on Harper’s Ferry, Presidential Election of 1860, Southern secession.

SS.8.A.5.2

Identify the division (Confederate and Union States, Border states, western territories) of the United States at the outbreak of the Civil War. Student Learning Goals:

• Identify the Border states. • Identify whether a state was Confederate or Union. • Prepare a labeled map of the western territories, Border,

Confederate, and Union states.

SS.8.A.5.4

Examine key events and peoples in Florida history as each impact this era of American history. Student Learning Goals:

• Describe the political motivations behind the passing of Florida’s 1861 Ordinance of Secession.

• Examples: slavery, influential planters, Florida’s secession and Confederate membership

SS.8.A.5.7


Resources Road to Civil War Textbook HMH United States History Module 17 pgs.538-565 Safari Montage Causes of the Civil War (Schlesinger) 32:04

The Civil War: The Cause (PBS) 1:40:00 The West: Death Runs Riot (PBS) 1:26:00 America: The Story of Us: Division (A&E) 43:58

John Brown’s Holy War (PBS) 1:22:00 Civil War Journal: The Conflict Begins-John Brown’s War (A&E) 45:43 Civil War Journal: The Conflict Begins-Destiny at Fort Sumter(A&E) 45:45

Websites

Kahoot: Road to Civil War: https://play.kahoot.it/#/k/ddc692e6-66c0-46a1-8d1d-97b53a1f38ae Jeopardy Labs: Chapter 16 - Towards Civil War https://jeopardylabs.com/play/chapter-16-jeopardy-upper-school-us-history


DBQ: What Caused the Civil War? Ordinary Americans Teacher’s Guide:

• Lesson 3, Sectional Crisis & Civil War History Alive!

• United States: Civil War and Reconstruction (Section 1 Contrasting North and South) • United States: Manifest Destiny in a Growing Nation (Section 5 A Case Study of Reform)

Teacher Hints

FOCUS: state’s rights; describing the debate surrounding the spread of slavery into western territories; explaining the causes and effects of the Civil War; identifying the division of the United States at the outbreak of the Civil War

CPALMS Resources URL: http:www.cpalms.org/public/search/Standard# SS.8.A.4.1- Lesson Plan SS.8.A.4.8- Lesson Plans SS.8.A.4.11- Lesson Plans SS.8.A.5.1- Lesson Plans, Teaching Idea, tutorial SS.8.A.5.2- Lesson Plans SS.8.A.5.4- Lesson Plans


https://play.kahoot.it/#/k/ddc692e6-66c0-46a1-8d1d-97b53a1f38ae

https://jeopardylabs.com/play/chapter-16-jeopardy-upper-school-us-history



Organizing Principle 13: The Civil War was a brutal conflict that resulted in tremendous loss of life and property and led to major changes in the American way of life.

April/May: 3 weeks April 27th – May 8th


The Civil War


SS.8.A.1.2 border state casualty contraband Copperheads cotton diplomacy draft Emancipation Proclamation enlist entrench flank greenback habeas corpus ironclad resistance strategy total war Scorched Earth Policy Anaconda Plan

Explain major domestic and international economic, military, political, and socio-cultural events of Abraham Lincoln's presidency.

• Examples: sectionalism, states’ rights, slavery, Civil War, attempts at foreign alliances, Emancipation Proclamation, Gettysburg Address, suspension of habeas corpus, First and Second Inaugural Addresses.

SS.8.A.5.3

Identify the division (Confederate and Union States, Border states, western territories) of the United States at the outbreak of the Civil War. Student Learning Goals:

• Identify the Border states. • Identify whether a state was Confederate or Union. • Identify the reasons for the separation of West Virginia to form a

new state. • Prepare a labeled map of the western territories, Border,

Confederate, and Union states.

SS.8.A.5.4

Compare Union and Confederate strengths and weaknesses. Student Learning Goals:

• Discuss the advantage for the Confederacy of defending home soil and better military leadership.

• Explain how the industrial strength gave the Union an initial advantage.

• Examples: technology, resources, alliances, geography, and military leaders—Lincoln, Grant, Sherman; Davis, Lee, Jackson

SS.8.A.5.5

Compare significant Civil War battles and events and their effects on civilian populations.

• Examples: Fort Sumter, Bull Run, Monitor v. Merrimack, Antietam, Vicksburg, Gettysburg, Emancipation Proclamation, Sherman’s March, the Siege of Richmond, and Lee’s surrender at Appomattox.

SS.8.A.5.6


Examine key events and peoples in Florida history as each impacts this era of American history. Student Learning Goals:


• Compare land use in Florida before the Civil War with land use after the war.

• Examples: slavery, influential planters, Florida’s secession and Confederate membership, women, children, pioneer environment, Union occupation, Battle of Olustee and role of 54th Massachusetts regiment, Battle at Natural Bridge.

SS.8.A.5.7

Illustrate places and events in U.S. history through the use of narratives and graphic representations.

SS.8.G.6.2

Use appropriate geographic tools and terms to identify and describe significant places and regions in American history.

SS.8.G.1.2


Resources The Civil War Textbook HMH United States History Module 18 pgs.566-609

Safari Montage The Civil War (Schlesinger) 32:20 Civil War Journal, Commanders: West Point Classmates; Civil War Enemies (A&E) 46:44 Civil War Journal, Commanders: Robert E. Lee (A&E) 46:06 Civil War Journal: The Conflict Begins—Battle of 1st Bull Run (A&E) 45:45 Civil War Journal: The Conflict Begins—the 54th Massachusetts (A&E) 45:48 Civil War Journal, Commanders: Sherman and the March to the Sea(A&E) 46:37

The Civil War: The Better Angels of Our Nature (PBS) 1:17:00 The Civil War: Simply Murder (PBS) 1:02:00 The Civil War: Valley of the Shadow of Death (PBS) 1:09:00 The Civil War: Most Hallowed Ground (PBS) 1:12:00 The Civil War: The Universe of Battle (PBS) 1:35:00 The Civil War: A Bloody Affair (PBS) 1:08:00

Videos History Channel: America & the Civil War

Websites

American Battlefield Trust: https://www.battlefields.org/ Gilder Lehrman Institute: Must create account (no fee involved) American Civil War: https://www.gilderlehrman.org/content/poem-civil-war-death-only-private-killed-1861 African Americans & Emancipation: https://www.gilderlehrman.org/content/emancipation-proclamation The Civil War website: http://www.civilwar.com/ National Park Service: The Civil War: https://www.nps.gov/civilwar/index.htm Florida in the Civil War: https://www.floridamemory.com/onlineclassroom/floridacivilwar/ Jeopardy Labs: Chapter 17 - The Civil War https://jeopardylabs.com/play/the-civil-war-chapter-17-review Valley of the Shadow: http://valley.lib.virginia.edu/ Smithsonian Collection: http://www.civilwar.si.edu/collections.html


Mini-Q: North or South: Who Killed Reconstruction Mini-Q: Why was the Battle of Gettysburg a Turning Point Ordinary Americans Teacher’s Guide:

• Lesson 10, Sectional Crisis & Civil War History Alive!

• United States: Civil War and Reconstruction Teacher Hints

FOCUS: Jim Crow Laws; 13th, 14th, & 15th Amendments; Comparing the Union and Confederate strengths and weaknesses; Comparing significant Civil War battles and events and their effects on the civilian populations

CPALMS Resources URL: http://cpalms.org/public/


http://www.virtualgettysburg.com/













https://www.gilderlehrman.org/content/poem-civil-war-death-only-private-killed-1861

https://www.gilderlehrman.org/content/emancipation-proclamation

http://www.civilwar.com/

https://www.nps.gov/civilwar/index.htm

https://www.floridamemory.com/onlineclassroom/floridacivilwar/

https://jeopardylabs.com/play/the-civil-war-chapter-17-review

http://valley.lib.virginia.edu/

http://www.civilwar.si.edu/collections.html



Organizing Principal 14: The United States faced many challenges after the Civil War and attempts to meet those challenges had varying levels of success.

May: 1 week May 11th – May 15th


Reconstruction


SS.8.A.1.2 Reconstruction amnesty radical black codes override impeach scalawag corruption integrate sharecropping poll tax literacy test grandfather clause segregation lynching commission Freedman’s Bureau

View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.

SS.8.A.1.7

Examine the experiences and perspectives of significant individuals and groups during this era of American History.

• Examples: Andrew Johnson, Radical Republicans, Carpetbaggers

SS.8.A.4.3

Examine key events and peoples in Florida history as each impacts this era of American history. Student Learning Goals:


• Compare land use in Florida before the Civil War with land use after the war.

SS.8.A.5.7

Explain and evaluate the policies, practices, and consequences of Reconstruction (presidential and congressional reconstruction, Johnson's impeachment, Civil Rights Act of 1866, the 13th, 14th, and 15th Amendments, opposition of Southern whites to Reconstruction, accomplishments and failures of Radical Reconstruction, presidential election of 1876, end of Reconstruction, rise of Jim Crow laws, rise of Ku Klux Klan).

• Discuss how white opposition to reconstruction led to the rise of the Ku Klux Klan.

• Identify how the 14th Amendment addressed the aftermath of the Civil War.

• Discuss conflicting positions on Reconstruction. • Analyze changes made to Constitution and their immediate and

long-term impact.

SS.8.A.5.8


Identify the evolving forms of civic and political participation from the colonial period through Reconstruction.

• Differentiate between the meanings of political and civic participation.

• Describe significant acts of civic and political participation from the colonial period through Reconstruction.

• Evaluate how the social and political participation struggles of women and minorities in America affected civics and politics from the colonial period through Reconstruction.

SS.8.C.1.4

Evaluate how amendments to the Constitution have expanded voting rights from our nation's early history to present day.

• Determine which specific constitutional amendments address voting rights.

• Describe how specific constitutional amendments have enabled a broad array of Americans, including women and minority groups, to participate in the political process of the United States.

SS.8.C.1.6


Resources Reconstruction Textbook United States History -Module 19 – pgs. 610 - 637

Safari Montage Reconstruction: The Second Civil War-Revolution (PBS) 1:27:00 Reconstruction: The Second Civil War-Retreat (PBS) 1:27:00 Reconstruction & Segregation (Schlesinger) 32:00 America: The Story of Us: Civil War

Videos Crash Course: John Green: Reconstruction and 1876. https://youtu.be/nowsS7pMApI?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

Websites

Gilder Lehrman Institute: Must create account (no fee involved) • Reconstruction: • Reconstruction website: http://www.history.com/topics/reconstruction

Reconstruction: https://play.kahoot.it/#/k/742ca09a-77c1-4a99-a826-9f53d6ed902c Documents Teach (Reconstruction) http://docsteach.org/activities/8773 Jeopardy Labs: Chapter 18 - The Reconstruction Era https://jeopardylabs.com/play/chapter-18-the-reconstruction-era


Mini-Q: North or South: Who Killed Reconstruction Ordinary Americans Teacher’s Guide:

• Lesson 11, Reconstruction History Alive!

• United States: Civil War and Reconstruction Teacher Hints

FOCUS: Jim Crow Laws; 13th, 14th, & 15th Amendments; Explaining and evaluating the policies, practices, and consequences of Reconstruction


Assessment HMH Model Test: Module 19 – pgs. 636- 637

https://youtu.be/nowsS7pMApI?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s





















http://www.history.com/topics/reconstruction

https://play.kahoot.it/#/k/742ca09a-77c1-4a99-a826-9f53d6ed902c

http://docsteach.org/activities/8773

https://jeopardylabs.com/play/chapter-18-the-reconstruction-era

Social Studies Curriculum Map...that will be delivered to students. Please find in the curriculum...

Documents

Transcript of Social Studies Curriculum Map...that will be delivered to students. Please find in the curriculum...