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RADNOR TOWNSHIP SCHOOL DISTRICTCourse Overview

Grade Level Social Studies 8Course #

General InformationCredits: N/AWeighted: N/APrerequisite: N/A

Length: Full YearFormat: Meets DailyGrade: 8

Course Description

This Radnor Middle School Eighth Grade Social Studies course focuses on the period of American History that begins with the development of the 13 Colonies and proceeds through the United States of America’s Civil War and Reconstruction. This course utilizes a variety of teaching strategies to prepare students for high school social studies coursework. Students will conduct independent research and writing tasks and utilize a variety of primary source documents, supplemental readings, and current events assignments while studying the birth and early growth of the United States of America. The curriculum was created in accordance with Common Core Standards and the Pennsylvania Standards for Social Studies: Civics and Government, Economics, History, and Geography. This course is designed to provide a solid foundation for future high school coursework and Keystone Exams.

Course Objectives:

In addition to being able to explain how the 13 British Colonies were established, grew into a major economic and political force, fought for their independence, created their own new form of government, and ultimately evolved into a world power that became engaged in a civil war, students will be able to analyze and discuss the following questions:

How does the scarcity of resources trigger conflicts? What is the appropriate level of government involvement in a nation’s economy? How does the pursuit of wealth and prosperity impact human behavior and cultivate

competing regional interests? How does the theory of natural human rights provide a foundation for a republican form of

government? How does a government balance its power to rule its citizens with its responsibility to

protect individual civil liberties? What were the driving forces behind the economic and political expansion of westward

movement? How did sectionalism influence the outbreak of the Civil War? What form of resistance is the most effective in a given circumstance? How have historical events shaped our world today? Why is this important to me today?

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Students will also discuss and analyze the following Enduring Understandings: Knowledge of the past helps us understand the present and prepares us for the future. Individuals can influence history by exercising their rights and responsibilities as citizens in a

democracy. Historical perspectives are often influenced by cultural perspectives.

The quest for wealth is often the primary motivating factor in historical events.

Common AssessmentsThe Role of a Citizen

First Marking PeriodStudents understand the role of American Citizenship and complete a citizenship assessment.

Current EventSecond Marking Period

Students will read and summarize an assigned current event topic and make connections to current themes and/or course related ideas.

Persuasive Written Language BenchmarkThird Marking Period

Students respond to the persuasive prompt using the Criterion program.

Final EssayFourth Marking Period

Students will write a final essay, evaluating the impact of a specific event in history and understand the lasting effects.

Major Units of Study:

Unit IEarly Colonial Development and the Formation of an American Identity 1492-1763

Unit IIThe Road to Revolution & the War for American Independence 1763-1783

Unit III

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From Confederation to Constitution 1776-1791

Unit IVManifest Destiny & the Rise of Competing Political Ideologies 1789-1860

Unit VThe United States of America’s Civil War and Reconstruction 1860-1877

Materials & Texts

“History Alive: The United States Through Industrialism.” Teachers’ Curriculum Institute, 2011.

Additional Teacher Selected Unit Specific Resources

History of US

Summer Assignment

None

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RADNOR TOWNSHIP SCHOOL DISTRICTCourse Curriculum

First Marking Period

Unit I: Early Colonial Development and the Formation of an American Identity 1492-1763

Common Core Standards and PA Academic Standards

Common Core Standards for Literacy in History/Social Studies 6-12

CC.8.5.6-8.B.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.

CC.8.5.6-8.C.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).

CC.8.5.6-8.D.Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

CC.8.5.6-8.G.Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Common Core Standards: Writing for Literacy in History/Social Studies 6-12CC.8.6.6-8.C.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CC.8.6.6-8.E.Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently

CC.8.6.6-8.F.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.

CC.8.5.6-8.H.Distinguish among fact, opinion, and reasoned judgment in a text.

CC.8.6.6-8.I.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting

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or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

PA Academic Standards for Economics

6.1.9.A. Analyze how choices are made because of scarcity.

6.1.9.B. Identify the origin of resources and analyze the impact on the production of goods and services. Analyze how unlimited wants and limited resources affect decision making.

6.2.9.A. Analyze the flow of goods and services in the national economy.

6.2.9.B. Explain how competition between buyers and sellers affects price.

6.2.9.D. Explain the laws of supply and demand and how these affect the prices of goods and services.

6.2.9.G. Compare and contrast various economic systems.

6.3.9.D. Explain why governments limit or promote international trade.

6.4.9.B. Explain how trade contributes to economic interdependence.

6.5.9.E. Define wealth and describe its distribution within and among the political divisions of the U.S.

PA Academic Standards for Geography

7.2.9.A. Explain the physical characteristics of places and regions, including spatial patterns of Earth’s physical systems.

7.3.9.A. Explain the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Economic activities • Political activities

7.4.9.B. Compare and contrast the effect of people on the physical region across regions of the U.S.

PA Academic Standards for History

8.1.9.A. Compare patterns of continuity and change over time, applying context of events.

8.2.9.A. Contrast the role groups and individuals from Pennsylvania played in the social, political, cultural, and economic development of the U.S.

8.2.9.B. Compare the impact of historical documents, artifacts, and places in Pennsylvania which are critical to U.S. history.

8.2.9.C. Compare and contrast how continuity and change in Pennsylvania are interrelated throughout

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U.S. history. • Belief systems and religions • Commerce and industry • Technology • Politics and government • Physical and human geography • Social organizations

8.2.9.D. Interpret how conflict and cooperation among groups and organizations in Pennsylvania have influenced the growth and development of the U.S. • Ethnicity and race • Working conditions • Immigration • Military conflict • Economic stability

8.3.9.A. Compare the role groups and individuals played in the social, political, cultural, and economic development of the U.S.

8.3.9.B. Compare the impact of historical documents, artifacts, and places which are critical to the U.S.

8.3.9.C. Analyze how continuity and change have impacted the United States. • Belief systems and religions • Commerce and industry • Technology • Politics and government • Physical and human geography • Social organizations

Keystone Connections:

Not Applicable for This Unit

Student Objectives:

Students will learn which groups of Europeans arrived in North America, when and why they came, where they settled, and how regional resources and cultures shaped regional interests.

Students will be able to analyze how British mercantilism clashed with the colonial concept of free enterprise.

Students will be able to analyze how European nations used a variety of tactics and strategies to assert control over its colonies in Central and North America.

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Students will be able to analyze how American colonists began to cultivate their own unique identity separate from Great Britain.

KNOWLEDGE

mercantilism v. free enterpriseJamestown, 1607Plymouth, 1620New England Colonies (culture, resources, and economics)Middle Colonies (culture, resources, and economics)Southern Colonies (culture, resources, and economics)Backcountry (culture, resources, and economics)Navigation Acts of 1651John Locke’s PhilosophyMagna CartaEnglish Bill of RightsFrench and Indian WarEuropean Claims on AmericaColumbus and Spanish ExplorationEuropean Competition in AmericaImpact of Sugar Trade on Colonial DevelopmentSlave TraderOrigins of Slavery in AmericaEarly Conflicts Among colonists – early class struggles

SKILLSAnalyze economic conceptsEvaluate the impact of eventsComprehend and analyze primary source documentsCritique political decisionsConnect historical events with modern day eventsUnderstand philosophical theoriesAnalyze the Interactions between colonists and N. Americans

Assessments:

Various assessments including DBQ, reading-specific quizzes, unit tests.

COMMON

“Role of a Citizen” Citizenship Assessment

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Activities and AssignmentsACTIVITIES TO INCLUDE VARIOUS TOPICS SUCH AS ( TBD ):

MappingSong/Poetry PerformancesClass Discussions on colonization, immigration, triangular trade, mercantilism v. capitalism, and other topics.Primary Source Analysis of Content Specific documentsColonies Virtual ToursPush Pull Factors (Multiple Colonies) ChartExploration Map (European Country Specific)Colonial Government Pyramid Chart Completion and discussionColonial Differences ChartColony Advertisement / PresentationColonial Life JournalingFrench and Indian War Map Analysis

ASSIGNMENTS (TBD): Various reading and/or topic related materials.

Terminology

apprenticeboycottcapitalism/free enterprisecash cropscolonizationethnicityimports and exportsindentured servitudemercantilismresources (natural and human)salutary neglectscarcitysubsistence farmingsupply and demandtarifftreatytriangular tradeColumbian ExchangeMiddle PassageJoint stock companyBacon’s Rebellion

PeopleSir Walter Raleigh

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Nathanial BaconJohn Smith

Materials & Texts

ESSENTIAL

Unit 1 “Our Colonial Heritage.” History Alive: The US Through Industrialism. Teachers’ Curriculum Institute, 2011. Print.

ADDITIONAL MAY INCLUDE (TBD):

Hakim, Joy. “A History of Us. Oxford University Press (Series)

Additional Teacher Selected Unit Specific Resources

“Mayflower Compact.” Creating America: A History of the United States, Beginnings through World War I. McDougal Littell Inc., 2002. 98.

Topic Specific Primary Source and Supplemental Readings

Media, Technology, Web ResourcesTo Include:

Roots. dir. Marvin Chomsky, David Green, John Erman, and Gilbert Moses. perf. Olivia Cole, Ben Vereen, LeVar Burton, Louis Gossett, Jr., and Vic Morrow. Warner Home Video, 1977. Film.

America the Story of Us. History Channel

Ourdocuments.gov

National Archives

Library of Congress

Web search software and Internet technology for collecting online primary and secondary sources for research project. Begin to compile annotated bibliography.

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RADNOR TOWNSHIP SCHOOL DISTRICTCourse Curriculum

Frist through Second Marking PeriodUnit II: The Road to Revolution & the War for American Independence 1763-1783

Common Core Standards and PA Academic Standards

Common Core Standards for Literacy in History/Social Studies 6-12

CC.8.6.6-8.G.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.CC.8.6.6-8.H.Draw evidence from informational texts to support analysis reflection, and research.

CC.8.5.6-8.B.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.

CC.8.5.6-8.C.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).

CC.8.5.6-8.D.Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

CC.8.5.6-8.E.Describe how a text presents information (e.g., sequentially, comparatively, causally).

CC.8.5.6-8.G.Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CC.8.5.6-8.H.Distinguish among fact, opinion, and reasoned judgment in a text.

CC.8.5.6-8.I.Analyze the relationship between a primary and secondary source on the same topic.

Common Core Standards: Writing for Literacy in History/Social Studies 6-12

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CC.8.6.6-8.A.Write arguments focused on discipline-specific content. 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. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.

CC.8.6.6-8.B.*Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 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. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the information or explanation presented.

CC.8.6.6-8.F.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.

CC.8.5.6-8.G.Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CC.8.6.6-8.E.Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently

CC.8.6.6-8.H.Draw evidence from informational texts to support analysis reflection, and research.

CC.8.6.6-8.I.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.

PA Academic Standards for Civics and Government

5.1.9.C. Analyze the principles and ideals that shape United States government.Liberty / FreedomDemocracyJusticeEquality

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5.1.9.D. Compare and contrast the basic principles and ideals found in significant documents:Declaration of IndependenceUnited States ConstitutionBill of RightsPennsylvania Constitution

5.1.9.F. Analyze the role political symbols play in civil disobedience and patriotic activities.

5.2.9.D. Analyze citizens' roles in the political process toward the attainment of goals for individual and public good.

PA Academic Standards for Economics

6.1.9.D. Explain how incentives cause people to change their behavior in predictable ways.

6.2.9.B. Explain how competition between buyers and sellers affects price.

6.3.9.D. Explain why governments limit or promote international trade.

PA Academic Standards for History

8.1.9.B. Compare the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.

8.2.9.B. Compare the impact of historical documents, artifacts, and places in Pennsylvania which are critical to U.S. history.

8.3.9.B. Compare the impact of historical documents, artifacts, and places which are critical to the U.S.

8.4.9.C. Analyze how continuity and change have impacted world history.Belief systems and religions Commerce and industryTechnologyPolitics and governmentPhysical and human geographySocial organization

Keystone Connections:

C.1.2.1. Analyze the characteristics of and methods employed by various systems of government to achieve their goals.

C.1.2.1.1 Compare and assess how various governments are organized and operate and assess citizen access to political participation within the various forms of government.C.1.2.1.2 Analyze how power is transferred in various forms of government and the level of democracy indicated by the transfer of power in a government.C.1.2.1.3 Compare the legal structure of various types of government and analyze the level of citizen participation in the development and enforcement of the laws of each type of government.

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C.1.2.1.4 Evaluate how governments and political figures use media to promote their policies.

C.2.4.1. Critique the various roles that individuals, symbols and symbolic events play in civic discourse.

C.2.4.1.1 Interpret the role of symbols, symbolic events, and individuals in civic discourse at the local, state, and national levels.C.2.4.1.2 Explain the various roles that political symbols, symbolic events, and individuals play in uniting groups and people in support of common causes.

Student Objectives:

Students will learn what Acts imposed by Great Britain escalated the conflict between the colonists and the mother country and how the colonists reacted to and resisted those Acts.

Students will learn how the theory and evolution of the concept of natural human rights as well as economics played a role in the American colonies declaring their independence from Great Britain.

Students will be able to analyze how documents like the Magna Carta, the English Bill of Rights, and the work of John Locke provided a framework for the Declaration of Independence.

KNOWLEDGE

Quartering ActSugar ActStamp ActTownshend ActsCoercive/Intolerable ActsBoston MassacreBoston Tea Partycommittees of correspondenceDeclaration of IndependenceFirst Continental CongressSecond Continental CongressThe American RevolutionArticles of ConfederationRepublicanismTimeline of Events of the American Revolution

SKILLS

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Comprehend and analyze primary source documents (Declaration of Independence)Understand and evaluate multiple perspectives on historical issues (Loyalist v. Patriots)Evaluate the causes and effects of eventsAnalyze and evaluate forms of organized resistanceCritique the rationale for political decisionsSynthesize: connect multiple variables as causes for a single culminating event

Assessments:

Various assessments including DBQ, reading-specific quizzes, unit tests.

COMMONNone

Activities and Assignments

ACTIVITIES (TBD): Road to Revolution TimelineClass Discussions on the following topics: Tools of Protest: Passive v. Active Resistance, Writs of Assistance (Unlawful Search and Seizure), The Power of Boycott, and other topics.Political ideology spectrum activityRevolutionary Characters ActivityCauses of Colonial Unrest ChartWriting towards Revolution – Common SenseContinental vs. British Army ComparisonPatriot Vs. Loyalist Discussion – Role Play

ASSIGNMENTSChapter 6 Reading and Analysis Questions

Revise and complete annotated bibliography for long-term research projectChoose a medium for project and draft a proposal

Terminology

Colonial AssemblyColonial Council

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congressdebtlibertyLoyalistmilitiaParliamentPatriotrevolutionrebellionrepealresistancerevenuerepresentationsearch warranttaxationWrits of AssistanceLoyalists

PeopleKing George IIIPatrick HenrySons of LibertySam AdamsJohn AdamsThomas Jefferson

Materials & Texts

ESSENTIALUnit 2: “The Revolution in the Colonies.” History Alive: The US Through Industrialism. Teachers’ Curriculum Institute, 2011. Print.

“Declaration of Independence, The.” History Alive: The US Through Industrialism. Teachers’ Curriculum Institute, 2011. Print. 592-595.

Paine, Thomas. Common Sense.

ADDITIONAL

Articles and essays on the causes of the American Revolution (TBD).

Media, Technology, Web Resources

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America the Story of Us. History Channel

Ourdocuments.gov

National Archives

Library of Congress

Web search software and Internet technology for collecting online primary and secondary sources for research project. Begin to compile annotated bibliography.

RADNOR TOWNSHIP SCHOOL DISTRICTCourse Curriculum REGULAR

SECOND through THIRD Marking Period

Unit III: From Confederation to Constitution 1776-1791

Common Core Standards and PA Academic Standards

Common Core Standards for Literacy in History/Social Studies 6-12

CC.8.5.6-8.A.Cite specific textual evidence to support analysis of primary and secondary sources.

CC.8.5.6-8.B.Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CC.8.5.6-8.C.Identify key steps in a text’s description of a process related to history/social studies.

CC.8.5.6-8.D.Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

CC.8.5.6-8.F. 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).

CC.8.5.6-8.G. Integrate visual information (e.g., charts, graphs, photographs, maps, videos, research data) with other information in print or digital texts.

CC.8.5.6-8.H. Distinguish among fact, opinion, and reasoned judgment in a text.

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Common Core Standards: Writing for Literacy in History/Social Studies 6-12

CC.8.6.6-8.A.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 link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from or supports the argument presented.

CC.8.6.6-8.B.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, andinformation into broader categories as appropriate to achieving purpose include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

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

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. 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.

CC.8.6.6-8.C.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CC.8.6.6-8.I.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.

PA Academic Standards for Civics and Government

5.1.9.A. Apply examples of the rule of law as related to individual rights and the common good.

5.1.9.B. Analyze the major arguments advanced for different systems of government.

5.1.9.C. Analyze the principles and ideals that shape United States government. • Liberty / Freedom • Democracy • Justice

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• Equality

5.1.9.D. Compare and contrast the basic principles and ideals found in significant documents: • Declaration of Independence • United States Constitution • Bill of Rights • Pennsylvania Constitution

5.1.9.E. Demonstrate an understanding of how the PA Constitution and the U.S. Constitution co-exist.

5.2.9.A. Contrast the rights and responsibilities of a citizen in a democracy with a citizen in an authoritarian system.

5.2.9.B. Analyze strategies used to resolve conflicts in society and government.

5.2.9.D. Analyze citizens' roles in the political process toward the attainment of goals for individual and public good.

5.3.9.A. Examine the process of checks and balances among the three branches of government, including the creation of law.

5.3.9.B. Analyze the roles of local, state, and national governments in policymaking.

5.3.9.C. Explain how government agencies create, amend and enforce policies in local, state, and national governments.

5.3.9.D. Explain how citizens participate in choosing their leaders through political parties, campaigns, and elections.

5.3.9.E. Compare and contrast the different election processes for local, state, and national offices.

5.3.9.F. Explain the Supreme Court’s role in interpreting the U.S. Constitution. • Individual rights • States’ rights • Civil rights

5.3.9.G. Analyze the influence of interest groups in the political process.

5.3.9.H. Evaluate the importance of freedom of the press and the political influence of mass media.

5.3.9.I. Explain various types of taxes and their purposes.

Keystone Connections:

C.1.1.3. Analyze the evolution of civil and human rights and explain the role that governments play in protecting those rights.

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C.1.1.3.1 Analyze the development of historic and contemporary human and civil rights.C.1.1.3.2 Analyze the protection of civil and human rights by federal and state governments by explaining the sources, purposes, and scope of those rightsC.1.1.3.3 Evaluate how civil and human rights are exercised, protected, or curtailed by governments, individuals, or organizations.C.1.2.2. Describe and analyze local, state, and federal roles in policy making by citing evidence of their authority to do so.C.1.2.2.1 Appraise the principles and ideals expressed in historical documents and determine how they impact the actions of the contemporary U.S. government.C.1.2.2.2 Analyze the principles, ideals, and constitutional foundations that impact the actions of the contemporary Pennsylvania state and local governments.C.1.2.2.3 Apply arguments about the role of government to local, state, and national issues of governance.C.1.3.1. Analyze the structure, organization, and operation of various levels of government as they relate to the creation of legislation and the enforcement of laws.C.1.3.1.1 Evaluate the structure of the government of the Commonwealth of Pennsylvania with the structure of the U.S. government and compare the process of amending the Pennsylvania Constitution with the process of amending the U.S. Constitution.C.1.3.1.2 Analyze the specific duties of each branch of government at all levels of government and examine the process of checks and balances among the three branches of government.C.1.3.1.3 Summarize the legislative process in the Pennsylvania General Assembly and the Congress.C.1.3.2. Analyze and describe election processes.C.1.3.2.1 Describe and compare election processes in the United States and in Pennsylvania.C.1.3.2.2 Analyze the effectiveness of election processes to support democratic ideals.C.1.3.2.3 Evaluate influences on election processes and the actions taken to address them.C.1.3.2.4 Analyze historic barriers to voting rights and analyze actions taken to expand suffrage at the state and national levels.C.1.4.1. Analyze the powers, influences, and limitations of government agencies in creating, amending and enforcing policies.C.1.4.1.1 Assess the role of agencies at the local, state, and national levels in promoting the general welfare.C.1.4.1.2 Compare the duties of the governor’s cabinet with the president’s cabinet.C.1.4.2 Analyze the interpretation of the U.S. Constitution and the Pennsylvania Constitution by the courts.C.1.4.2. Analyze the interpretation of the U.S. Constitution and the Pennsylvania Constitution by the courts.C.1.4.2.1 Analyze court decisions that affect the ideals, principles, and functions of governmentC.1.4.2.2 Analyze court decisions that support or weaken civil rights and liberties.C.1.4.2.3 Analyze court decisions that demonstrate the concepts of judicial review and legal precedent.C.2.1.1. Analyze the civic roles, rights, and responsibilities of individuals in the United States.C.2.1.1.1 Explain and assess the process by which individuals participate in political parties, campaigns, and elections.C.2.1.1.2 Analyze civic rights, responsibilities, and duties of the individual in local, state, and national governments.C.2.1.1.3 Describe citizenship and how it is obtained.

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C.2.1.2. Evaluate the factors that make competent and responsible citizens.C.2.1.2.1 Explain the necessity of an educated citizenry in guiding decisions that support the ideals, roles, and functions of society.C.2.1.2.2 Analyze the societal and legal consequences of violating laws.C.2.1.2.3 Evaluate the balance between individual freedoms and civic.

C.2.3.2. Examine the arguments for the necessity of government.C.2.3.2.1 Compare theories of government and their role in modern society.C.2.3.2.2 Recognize how public and private interests conflict and how they coordinate efforts in order to deal with issues.C.2.3.2.3 Assess the role of government in providing citizens with essential services.C.2.4.3. Analyze the role of media on the creation or resolution of conflict in society.C.2.4.3.1 Access and analyze the effect of media on issues of interest to the general public.C.2.4.3.2 Describe how emerging technologies have influenced political opinions in the U.S.

Student Objectives:Students will understand how the newly independent states of North America created a Constitution that established a radically new form of government.

Students will understand how a Bill of Rights was created to guarantee the individual civil liberties of American citizens to protect them from their new government.

Students will be able to explain the concept of checks and balances and how the Constitution of the United States establishes those checks and balances so that no single branch of government can assume overwhelming power.

Students will be able to analyze how specific amendments outlined in the Bill of Rights have relevant, present day applications that are regularly argued in courts across the United States.

KNOWLEDGE

The Land Ordinance of 1785 and the Northwest Ordinance (1787).Shays’s RebellionWeaknesses of the Articles of ConfederationThe Constitutional Convention (Plans and Compromises)Federalists v. AntifederalistsThe Constitution of the United StatesThe “Bill of Rights” and Amendments 11-27The system of checks and balances

SKILLS

Analyze political and social conceptsComprehend and analyze primary source documents (Constitution of the U.S.)Reexamine systems of governanceAnalyze the rationale for specific individual civil liberties

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Evaluate the effectiveness of government systemsEvaluate the effectiveness of the Bill of Rights in protecting basic individual civil libertiesConnect historical documents and events with current events and modern day issues

Assessments:

Various assessments, including DBQ, reading-specific quizzes, unit tests.

Constitutional Amendments Project (TBD)Students research case law and legal precedents on an assigned amendment to the U.S. Constitution.COMMON ASSESSMENTStudents will read and summarize an assigned current event topic and make connections to current themes and/or course related ideas.

Activities and AssignmentsACTIVITIES TBD : Large States/Small States Collaborative SessionsFree States/Slave States Collaborative SessionsConstitutional Convention SimulationClass Discussions on Amendments 1-10 and 11-27, state and Supreme Court rulings on present-day civil rights cases as well as precedent setting decisions.

ASSIGNMENTS TBD : Draft and refine arguments for the Constitutional ConventionConstitutional Convention Journal

TerminologyabridgeaffirmationAnti-federalistappropriationdue processenumeratedequal protectionEstablishment ClauseextraditionFederalistframersCommerce Clausedouble jeopardyfelonyFree Exercise ClauseHabeas Corpus

Date Revised: 6/18/2015

DRAFT 2015

immunityimpeachmentindictmentjudicial reviewjurisdictionmisdemeanornaturalizationNecessary and Proper Clause/Elastic Clausepardonprobable causeratificationreasonable suspicionself incriminationsubpoenasuccessionsuffrageSupremacy Clausetreason

Materials & Texts

ESSENTIAL

“Constitution of the United States, The” History Alive: The US Through Industrialism. Teachers’ Curriculum Institute, 2011. Print. 596-619.

Unit 3: “Forming a New Nation.” History Alive: The US Through Industrialism. Teachers’ Curriculum Institute, 2011. Print.

ADDITIONAL ( TBD from source):

Madison, James. Federalist, The. “Number 51”.

Mason, George. “Objections to the Constitution Formed by the Convention.”

Additional articles and essays on current constitutional cases and issues.

Media, Technology, Web Resources

Presentation software (PowerPoint , Prezi, or Moviemaker) for project presentation

Online sources and databases on precedent-setting court decisions, e.g.-

Date Revised: 6/18/2015

DRAFT 2015

www.supremecourt.gov

Archives.com-Topic related primary source documents/modern day current event connections

America: The Story of Us- PBS video documentary

History.org-related video clips and testimonials

Fourth Marking PeriodUnit IV: Manifest Destiny & the Rise of Competing Political Ideologies

Common Core Standards and PA Academic Standards

PA Common Core Standards for Literacy in History/Social Studies 6-12

CC.8.5.6-8.A. Cite specific textual evidence to support analysis of primary and secondary sources.

CC.8.5.6-8.B- 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.

CC.8.5. 8-8.D.- Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

CC.8.5.6-8.E.- Describe how a text presents information.

CC.8.5.6-8.F- Indentify aspects of a text that reveal an author’s point of view or purpose.

CC.8.5. 6-8.G- Integrate visual information with other information in print and digital texts.

CC.8.5.6-8.H- Distinguish among fact, opinion, and reasoned judgment in a text.

CC.8.5.6-8.I- Compare and contrast treatments of the same topic in several primary and secondary sources.

Common Core Standards: Writing for Literacy in History/Social Studies 6-12

Date Revised: 6/18/2015

DRAFT 2015

8.6- Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CC.8.6.6-8.A.- Write arguments focused on discipline-specific content.

CC.8.6.6-8.B.- Write informative/explanatory texts, including the narration of historical events, technical purposes.

CC-8.6.6-8.C.- Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience.

CC.8.6.6-8.D- With some guidance 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.

CC.8.6.6-8.I.- 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.

PA Academic Standards for Economics

6.2.9.E. Analyze the characteristics of economic expansion, recession, and depression.

6.2.9.F. Analyze the functions of private economic institutions in the national economy.

6.3.9.B. Examine how and why the government acts to regulate and stabilize the state and national economy.

6.4.9.D. Explain how the level of development of transportation, communication networks, and technology affect economic interdependence.

6.5.9.A. Define wages and explain how wages are determined in terms of supply and demand.

6.5.9.B. Describe how productivity is measured and identify ways in which a person can improve his or her productivity.

6.5.9.E. Define wealth and describe its distribution within and among the political divisions of the U.S.

PA Academic Standards for Geography

7.4.9.A. Compare and contrast the effect of the physical systems on people across regions of the U.S.

PA Academic Standards for Geography

7.3.9.A. Explain the human characteristics of places and regions using the following criteria:

Date Revised: 6/18/2015

DRAFT 2015

• Population • Culture • Settlement • Economic activities • Political activities

7.4.9.B. Compare and contrast the effect of people on the physical region across regions of the U.S.

8.1.9.B. Compare the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.

Keystone Connections:

C.1.1.1.Evaluate the development and impact of domestic policy.

C.1.1.1.1 Assess the social and economic impact of various forms of revenue collection and government spending.C.1.1.1.2 Analyze the role of the federal government in creating, approving, and implementing domestic policy.C.1.1.1.3 Define the purposes and functions of governmental and non-governmental organizations in implementing domestic policy.C.1.1.1.4 Analyze how the opinions and beliefs of various groups influence policy making at the federal, state, and local levels.

C.1.1.2. Explain how U.S. foreign policy is developed and analyze its domestic and global impacts.

C.1.1.2.1 Analyze the role of the federal government in creating, approving, and implementing foreign policy.C.1.1.2.2 Explain the purposes and functions of governmental and non-governmental organizations.C.1.1.2.3 Evaluate how continuity and change in U.S. foreign policy influences international relationships and domestic issues.

C.2.2.1 Analyze the roles of political parties and special interest groups.

C.2.2.1.1 Explain and assess how political parties participate in the political process.C.2.2.1.2 Analyze activities that interest groups employ to affect the political process.

Date Revised: 6/18/2015

DRAFT 2015

C.2.2.2. Analyze the methods used to influence the political process, public policy, and public opinion.

C.2.2.2.1 Evaluate the influence of funding and regulation of campaigns on the political process pursuit of their interests and the interests of their members.C.2.2.2.2 Assess the role of various community organizations and the methods they use in pursuit of their interests and the interests of their members.C.2.2.2.3 Draw conclusions regarding the purpose and effectiveness of political parties, interest groups, and other organizations in using the political process to influence change.C.2.2.2.4 Assess the role of the media and emerging technologies in the political process.C.2.2.2.5 Analyze how economic interests influence public policy.

Student Objectives:

Students will learn how the United States grew in its early years, how it expanded west to ultimately reach the Pacific Ocean, and how the pursuit of wealth and prosperity played a role in that rapid expansion.

Students will learn how competing political ideologies influenced how the United States developed and expanded its reach and power.

Students will be able to analyze how the actions of individuals, small interest groups, and the United States government all worked to push the reach and power of our nation westward to fulfill what many believed was America’s Manifest Destiny.

KNOWLEDGE

Strict Construction v. Loose Construction of the ConstitutionHamilton’s Financial PlanRise of Political Parties (Federalists, Democratic-Republicans, Free-Soil, etc.)states’ rightsElection of 1800Louisiana PurchaseLewis & Clark ExpeditionWar of 1812Industrial Revolution (inventions and new technologies)The Monroe Doctrineslave resistance and rebellionnationalism and sectionalismMissouri Compromise

Date Revised: 6/18/2015

DRAFT 2015

Indian Removal ActPanic of 1837Manifest Destiny and Westward MovementTexas RevolutionWar with MexicoCalifornia Gold Rushpush-pull factors of early immigrationromanticismcivil disobediencetemperance, abolition, and women’s rights movementsUnderground Railroad

SKILLSAnalyze and evaluate the impact of historical eventsUnderstand and evaluate the effect of inventions and new technologiesEvaluate the influence of political decisions on individuals and groups (i.e. Indian Removal Act)Synthesize: connect multiple variables as causes for a culminating eventComprehend and analyze social movements (temperance, women’s suffrage, etc.)Assess the impact of political divisions, sectionalism, and social conflict on the state of the union

Assessments:Various assessments, including DBQ, reading-specific quizzes, unit tests.

Activities and Assignments

ASSIGNMENTS Various reading assignments

Compare the presidencies and political parties.

War of 1812 Chart – Major battles: date, place, winners, importance.

Terminology

InaugurationFederal Judiciary Act

Date Revised: 6/18/2015

DRAFT 2015

CabinetTariffNorthwest territoryWhiskey RebellionFrench RevolutionJay’s TreatyPinckney’s TreatyForeign policyPolitical parties- competing ideologiesAlien and Sedition ActsXYZ AffairStates’ rightsRadicalMarbury v. MadisonJudicial reviewUnconstitutionalLouisiana PurchaseLewis and Clark ExpeditionPike’s ExpeditionImpressmentsEmbargo Act of 1807War HawksWar of 1812Industrial RevolutionDomestic system vs. Interchangeable partsCotton ginAmerican SystemErie CanalSectionalismMissouri CompromiseMonroe DoctrineJacksonian DemocracySpoils systemIndian Removal ActTrail of TearsPanic of 1837DepressionInflationManifest DestinyVarious trailsTexas RevolutionBattle of the AlamoMexican WarCalifornia Gold RushImmigrationFamineCivil disobedienceSecond Great Awakening

Date Revised: 6/18/2015

DRAFT 2015

Temperance movementUnionStrikesUnderground RailroadSuffrage

Materials & Texts

ESSENTIAL – subject to change in text.

Unit 4: “Launching the New Republic.” History Alive: The US Through Industrialism. Teachers’ Curriculum Institute, 2011. Print.

Unit 5: “An Expanding Nation.” History Alive: The US Through Industrialism. Teachers’ Curriculum Institute, 2011. Print.

ADDITIONAL

History of Us: (Publisher: Oxford University Press)

“The New York Times” Upfront

Topic related primary documents

Media, Technology, Web Resources

PowerPoint and Web Resources.

The Way West: How the West Was Lost and Won (1995, PBS)

The Oregon Trail (Boettcher/Trinklein Inc)

America- A Story of US (History Channel)

Lewis and Clark: The Journey of the Corps of Discovery. dir. Ken Burns. perf. Hal Holbrook, Adam Arkin, Murphy Guyer, Sam Waterston, and Mathew Broderick. PBS Home Video, 1997. Film.

Unit V: The United States of America’s Civil War & Reconstruction 1850-1877

Date Revised: 6/18/2015

DRAFT 2015

Regular Curriculum

Common Core Standards and PA Academic Standards

Common Core Standards for Literacy in History/Social Studies 6-12PA Common Core Standards for Literacy in History/Social Studies 6-12

CC.8.5.6-8.A. Cite specific textual evidence to support analysis of primary and secondary sources.

CC.8.5.6-8.B- 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.

CC.8.5. 8-8.D.- Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

CC.8.5.6-8.E.- Describe how a text presents information.

CC.8.5.6-8.F- Indentify aspects of a text that reveal an author’s point of view or purpose.

CC.8.5. 6-8.G- Integrate visual information with other information in print and digital texts.

CC.8.5.6-8.H- Distinguish among fact, opinion, and reasoned judgment in a text.

CC.8.5.6-8.I- Compare and contrast treatments of the same topic in several primary and secondary sources.

Common Core Standards: Writing for Literacy in History/Social Studies 6-12

8.6- Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CC.8.6.6-8.A.- Write arguments focused on discipline-specific content.

CC.8.6.6-8.B.- Write informative/explanatory texts, including the narration of historical events, technical purposes.

CC-8.6.6-8.C.- Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience.

CC.8.6.6-8.D- With some guidance 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.

CC.8.6.6-8.I.- 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

Date Revised: 6/18/2015

DRAFT 2015

audiences.

PA Academic Standards for Geography

7.3.9.A. Explain the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Economic activities • Political activities

7.4.9.B. Compare and contrast the effect of people on the physical region across regions of the U.S.

8.1.9.B. Compare the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.

8.1.9.C. Construct research on a historical topic using a thesis statement and demonstrate use of appropriate primary and secondary sources. (Reference RWSL Standard 1.8.8 Research

8.2.9.A. Contrast the role groups and individuals from Pennsylvania played in the social, political, cultural, and economic development of the U.S.

8.2.9.B. Compare the impact of historical documents, artifacts, and places in Pennsylvania which are critical to U.S. history.

8.3.9.B. Compare the impact of historical documents, artifacts, and places which are critical to the U.S.

8.3.9.C. Analyze how continuity and change have impacted the United States. • Belief systems and religions • Commerce and industry • Technology • Politics and government • Physical and human geography • Social organizations

8.3.9.D. Interpret how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S. • Ethnicity and race • Working conditions • Immigration • Military conflict • Economic stability

Keystone Connections:

Date Revised: 6/18/2015

DRAFT 2015

C.2.3.1. Analyze the application of civic principles and ideals in contemporary life.

C.2.3.1.1 Draw conclusions about how civic principles impact society.C.2.3.1.2 Evaluate the impact of influential writings, speeches, and other communications on society in the United States and the world.C.2.3.1.3 Describe competing ideologies and explain their development and impact.

C.2.4.3. Evaluate strategies used to avoid or resolve conflict in society and government.

C.2.4.2.1 Analyze how expectations for individual, group, and corporate behavior are established and enforced in order to avoid or resolve conflict.C.2.4.2.2 Examine how participation in law-making and judicial processes avoids or resolves conflicts.

Student Objectives:

Students will learn the series of events that escalated the conflict over slavery between the North and South and ultimately gave rise to the outbreak of the Civil War.

Students will learn how the Civil War progressed, how momentum shifted after key battles, and how the Union ultimately won the war.

Students will learn the key players from both the North and South that influenced the outcome of the war and the conditions and casualties suffered by both sides.

Students will be able to analyze the events and decisions that lead to the outcome of the Civil War and explain why those events were persuasive in deciding the outcome of the war.

Students will learn how efforts to rebuild the Union after the Civil War often faced difficult challenges, especially regarding the effort to achieve equality for African Americans.

KNOWLEDGE

compromise of 1850Fugitive Slave ActKansas-Nebraska ActPopular sovereignty“Bleeding Kansas”Pottawatomie Massacre (John Brown)Lincoln and Douglas DebatesAttack on Harper’s Ferry ArsenalElection of 1860

Date Revised: 6/18/2015

DRAFT 2015

Confederate States of AmericaThe U.S. Civil War (battles, military technology, leaders, etc.)Assassination of Abraham LincolnAmendments 13, 14, & 15 to the U.S. ConstitutionReconstructionFreedmen’s BureausharecroppingPanic of 1873Civil Rights Act of 1875Compromise of 1877

SKILLS

Assess the impact of sectional conflict on national and political tensionsEvaluate the effectiveness of political compromise on easing national tensionAnalyze the political and military strategies of the North and SouthEvaluate the effectiveness of Abraham Lincoln’s political leadershipCritique the military decisions and tactics of Union and Confederate forcesEvaluate the influence of strong leadership on military successUnderstand and analyze political speeches (Gettysburg Address, Second Inaugural Address)Assess the effectiveness of government initiatives

Assessments:

FormativeVarious chapter tests and quizzes

SummativeFinal Exam- Multiple Choice

Common

Students will write a final essay, evaluating the impact of a specific event in history and understand the lasting effects.

Activities and Assignments

Date Revised: 6/18/2015

DRAFT 2015

Activities Can Include ( TBD ): Civil War Portfolio: Students create a portfolio that includes a variety of expository and creative responses to the events and personalities involved in the Civil War.

Press Conference on the Eve of the Civil War

Analyze Civil War Photos vs. art from the era

Graphing and mapping Northern and Southern resources

Virtual tour of Gettysburg and analysis of the failure of Pickett’s Charge.

Trial of John Wilkes Boothe- analysis of forensics and skit.

Reconstruction Mini-book

Assignments

Comparison of groups in the South during Reconstruction- i.e. carpetbaggers, scalawags, etc.

Reconstruction Packet- including Voting Test, biographical information on Andrew Johnson

Terminology

Popular sovereignty“Uncle Tom’s Cabin”Fugitive Slave ActKansas-Nebraska Act“Bleeding Kansas”Republican PartyDred Scott v. SanfordHarpers FerryPlatformSecedeConfederate States of AmericaFort SumterBorder statesKing CottonAnaconda PlanBlockade

Date Revised: 6/18/2015

DRAFT 2015

First Battle of Bull RunHygieneMilitary technology- rife, minie ball, ironclads, cavalryBattle of ShilohSeven Days’ BattleEmancipation Proclamation54th Massachusetts RegimentIncome taxGreen-backsBattle of GettysburgPickett’s ChargeSiege of VicksburgAppomattox Court HouseThirteenth, Fourteenth, Fifteenth AmendmentsReconstructionFreedman’s BureauBlack codesCivil rightssharecropping

Materials & Texts

ESSENTIAL

Unit 6: “Americans in the Mid-1800s.” History Alive: The US Through Industrialism. Teachers’ Curriculum Institute, 2011. Print.

Unit 7: “The Union Challenged.” History Alive: The US Through Industrialism. Teachers’ Curriculum Institute, 2011. Print.

Various topic related primary documents and text

ADDITIONAL

Lincoln, Abraham. “Gettysburg Address, The.” The Will of the People: Readings in American Democracy. The Great Books Foundation: 2002. 48-49.

History of US. (Publisher: Oxford University Press)

Date Revised: 6/18/2015