Eighth Grade 2015-2016 Curriculum Guide - greeleyschools · 2015. 8. 24. · Social Studies Standards Colorado Academic Social Studies Supporting Standards Disciplinary Skill Development

Eighth Grade 2015-2016 Curriculum Guide

Greeley-Evans School District 6 Page 1 2015-2016

Unit1: Colonies to Revolution (8-10 Weeks)

Suggested Big Idea The rights and responsibilities of British subjects living in America were the focus of intensive debate and conflict that lead to revolt resulting in the

establishment of a new nation dedicated to the pursuit of life, liberty, and happiness. Prepared Graduate

Competency H.2: Analyze historical periods and patterns of change over time within and across nations and culture.

G.2: Examine places and regions and the connections among them.

E.1: Understand the allocation of scarce resources in societies through analysis of individual choice, market, interaction, and public policy.

C.1: Analyze and practice rights, roles, and responsibilities of citizens.

End of Unit

Performance Task

Students will be able to explain how the rights and responsibilities of British subjects living in America were the focus of intensive debate and

conflict that lead to revolt resulting in the establishment of a new nation dedicated to the pursuit of life, liberty, and happiness. Students will

demonstrate their grasp of content using and interpreting documents and other relevant primary and secondary sources pertaining to United States history from

multiple perspectives as well as analyzing elements of continuity and change in the United States government and the role of citizens over time.

Colorado Academic

Social Studies

Standards

Colorado Academic

Social Studies

Supporting Standards

Disciplinary Skill

Development Cross-Content

Connections

Complex Texts Vocabulary Writing Focus

H.2.a: Determine and

explain the historical

context of key people and

events from the origins of

the American Revolution

including the examination

of different perspectives.

(DOK 1-2)

G.2.a: Analyze how

economic, political,

cultural, and social

processes interact to

shape patterns of human

population,

interdependence,

cooperation and conflict.

(DOK 1-3)

E.1.c: Explain effects of

domestic policies on

international trade.

C.1.f: Examine ways

citizens may effectively

voice opinions, monitor

government, and bring

about change nationally.

(DOK 1-2)

H.2.b: Evaluate

continuity and change

over the course of United

States history by

examining various eras

and determining major

sources of conflict and

compromise.

(DOK 1-3)

H.2.c: Examine factors

that motivated the

military and economic

expansion.

(DOK 1-2)

H.2.e: Analyze causes

and effects of major

conflicts from the origins

of the American

Revolution.

(DOK 1-3)

H.2.f: Analyze ideas

that are critical to the

understanding of

American history and

give examples of the

ideals involved in major

events and movements.

(DOK 1-3)

G.2.b: Compare how

differing geographic

H.1.a: Use and

interpret documents

and other relevant

primary and

secondary sources

pertaining to United

States history from

multiple

perspectives.

(DOK 1-4)

C.1: analyze

elements of

continuity and

change in the

United States

government and the

role of citizens over

time.

CCSS.ELA-

LITERACY.RH.6-8.3 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).

CCSS.ELA-

LITERACY.RH.6-8.6 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).

CCSS.ELA-

LITERACY.RH.6-8.9 Analyze the

relationship between a

primary and secondary

source on the same

topic.

Declaration of

Independence

Common Sense

The American Crisis

Patrick Henry’s Speech

King George III

Proclamation of

Rebellion 1775

Magna Carta

Mayflower Compact

Colony

Taxation

Representation

Rebellion

Region

Tyranny

tyrant

Economic

Independence

Democracy

Revolution

Monarchy

Self-determination

Civil Liberties

CCSS.ELA-

LITERACY.WHST.6-

8.1.C Use words, phrases, and

clauses to create

cohesion and clarify the

relationships among

claim(s), counterclaims,

reasons, and evidence.

CCSS.ELA-

LITERACY.WHST.6-

8.1.D Establish and maintain a

formal style.

CCSS.ELA-

LITERACY.WHST.6-

8.1.E Provide a concluding

statement or section that

follows from and

supports the argument

presented.

CCSS.ELA-

LITERACY.WHST.6-

8.6 Use technology,

including the Internet, to

produce and publish

writing and present the

relationships between

http://www.corestandards.org/ELA-Literacy/RH/6-8/3/






http://www.corestandards.org/ELA-Literacy/WHST/6-8/1/c/



http://www.corestandards.org/ELA-Literacy/WHST/6-8/1/d/



http://www.corestandards.org/ELA-Literacy/WHST/6-8/1/e/



http://www.corestandards.org/ELA-Literacy/WHST/6-8/6/




perspectives apply to a

historic issue.

(DOK 1-2)

G.2.c: Interpret from a

geographic perspective

the expansion of the

United States by

addressing issues of land,

security, and sovereignty.

(DOK 1-2)

E.1.a: Give examples of

international differences

in resources,

productivity, and prices

that provide a basis for


(DOK 1-2)

C.1.a: Describe

instances in which major

political, social,

economic, or cultural

changes occurred and the

resons for the changes.

(DOK 1-2)

C.1.b: Analyze the

changing definition of

citizenship and give

examples of the

expansion of rights.

(DOK 1-3)

C.1.c: Describe

examples of citizens and

groups who have

influenced change in

United States

government and politics.

(DOK 1-2)

C.1.e: Analyze primary

sources supporting

democratic freedoms and

the founding of our

government. Documents

to include Declaration of

Independence,

Constitution, Bill of

Rights and explain how

information and ideas

clearly and efficiently.

CCSS.ELA-

LITERACY.WHST.6-

8.8 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.





they provide for both

continuity and change.

(DOK 2-3)


Greeley-Evans School District 6 Eighth Grade Social Studies Curriculum Guide

UNIT 1: Colonies to Revolution

Timeline: 8-10 Weeks Chapters: 3-4 and Corresponding On-Line Resources

Essential Question:

How does the interpretation of rights lead to an American

identity, and to conflict with Britain?

Grade Level Expectations (GLE): Concept and skills students master: History 1: Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives Geography 2: Conflict and cooperation occur over space and resources Economics 1: Economic freedom, including free trade, is important for economic growth Civics 1: Analyze elements of continuity and change in the United States government and the role of citizens over time

Vocabulary: Magna Carta Mayflower Compact Colony Taxation Representation Rebellion Region Tyranny tyrant Economic Independence Democracy Revolution Monarchy Self-determination Civil Liberties * Additional Chapter Vocabulary in textbook

Academic Vocabulary: Primary Source Secondary Source Cause and Effect Conflict Trade Debt Perspective Oppression

Inquiry Questions:

What circumstances encourage people to challenge power and authority?

How are contemporary ideas of citizenship inspired by the Declaration of Independence?

Why do governments use trade and exchange to control its citizenry?

What would the United States be like if England had won the American Revolution?

CDE Generalizations

Increasingly oppressive forms of governance determine individual and/or group rights, roles, and

responsibilities, which may lead to rebellion.

Colonized subjects’ efforts to increase self-determination often lead ruling powers toward increasingly

oppressive policies and forms of governance.

The strength and stability of a nation depends on the establishment and maintenance of economic independence, cultural traditions, and social institutions.


Assessments Evidence Outcomes

Mini Test 1:

Unit 1 Common Assessment

Optional Assessments include:

Suggested End of the Unit Performance Task

Section and Chapter tests

History 1 a. Use and interpret documents and other relevant primary and secondary sources pertaining to United States history from multiple perspectives. History 1 b. Analyze evidence from multiple sources including those with conflicting accounts about specific events in United States history. History 1 c. Critique data for point of view, historical context, distortion, or propaganda and relevance to historical inquiry. History 2 e. Analyze causes and effects of major conflicts from the origins of the American Revolution through Reconstruction. History 2 f. Analyze ideas that are critical to the understanding of American history and give examples of the ideals involved in major events and movements. Topics to include but not limited to representative democracy, federalism, capitalism, abolition, temperance, nativism, and expansionism. Geography 2 a. Analyze how economic, political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation and conflict. Geography 2 c. Interpret from a geographic perspective the expansion of the United States by addressing issues of land, security, and sovereignty. Economics 1 a. Give examples of international difference in resources, productivity, and prices that provide a basis for international trade. Economics 1 c. Explain effects of domestic policies on international trade. Economics 1 d. Explain why nations often restrict trade by using quota, tariffs, and non-tariff barriers. Civics 1 a. Describe instances in which major political, social, economic, or cultural changes occurred and the reasons for the changes. Civics 1 d. Evaluate the results of various strategies for political change over time. Civics 1 e. Analyze primary sources supporting democratic freedoms and the founding of our government. Documents to include but not limited to Declaration of Independence, Constitution, Bill of Rights and explain how they provide for both continuity and change.

Instruction

Supportive Resources (Reference Side Bars in Teacher’s Edition)

Focus on Writing: Writing an Infomercial pp 68/106

Reading Social Studies: Vocabulary Clues pp 70-71

Primary Source: A Note from Virginia p 74

Primary Source: The Mayflower Compact p 79

Biography: Ann Hutchinson p 82

Interpreting Maps: pp 88-89


Biography: Olaudah Equiano p 93

Primary Source: The Boston Massacre p 101

Social Studies Skills: Interpreting Time Lines p 104

Focus on Speaking: Oral Report pp 108/142

Reading Social Studies: Main Ideas in Social Studies pp 110-111

Biography: George Washington p 117

Primary Source: Choosing Sides p 119

Primary Source: Declaration of Independence pp 122-125

Primary Source: Valley Forge p 132

Primary Source: Sentiments of an American Woman p138

Social Studies Skills: Understanding Historical Interpretation p 140

Multimedia Connections: p143 MC 1-2

Writing Workshop: A Biographical Narrative pp 144-145

Suggested SCR Prompts: How did taxation without representation lead to the colonial struggle for independence? How did British colonists react to the enforcement of England’s policies? What role did England’s debt from the French and Indian War play in taxing the colonists? How do laws reflect beliefs about authority? What circumstances have led to revolutions?

How have some justified civil disobedience? How can a governmental policy be seen as oppressive by some and not by others? How have differing perspectives regarding resource and land use led to cooperative policies or conflicts?

Resources: United States History Beginnings to 1877, Holt McDougal


Unit 2: Creating A Nation (4-6 Weeks)

Suggested Big Idea The establishment of and beliefs about the common good, and an individual’s rights, roles, and responsibilities influence the development of a

national identity. Prepared Graduate

Competency H.2: Analyze key historical periods and patterns of change over time within and across nations and cultures.


E.1: Understand the allocation of scarce resources in societies through analysis of individual choice.


End of Unit

Performance Task

Students will be able to analyze evidence from multiple sources including those with conflicting accounts about the establishment of and beliefs about the

common good, and an individual’s rights, roles, and responsibilities influence on the development of a national identity as well as analyze elements of

continuity and change in the United States government and the role of citizens over time.

Colorado Academic

Social Studies

Standards

Colorado Academic

Social Studies


Disciplinary Skill


Connections




context of key people and

events including the

examination of different

perspectives.

(DOK 1-2)

G.2.d: Analyze how




shape patterns of human

population,

interdependence,

cooperation and conflict.

(DOK 1-3)

E.1.c: Explain effects of

domestic policies on


C.1.f: Examine ways

citizens may effectively

voice opinions, monitor


about change nationally.

(DOK 1-2)



understanding of


give examples of the

ideals involved in major

events and movements.

Topics to include limited

to representative

democracy, federalism,

capitalism.

(DOK 1-3)

G.2.a: Interpret from a

geographic perspective

the expansion of the

United States by

addressing issues of land,

security, and sovereignty.

(DOK 1-2)

E.1.a: Give examples of

international differences

in resources,

productivity, and prices

that provide a basis for


(DOK 1-2)

C.1b: Analyze the

changing definition of


examples of the


H.1.b: Analyze

evidence from

multiple sources

including those

with conflicting

accounts about

specific events in

United States

history.

(DOK 1-3)

C.1: Analyze

elements of

continuity and

change in the

United States

government and the

role of citizens over

time.

CCSS.ELA-

LITERACY.RH.6-8.3

Identify key steps in a


process related to


(e.g., how a bill

becomes law, how


or lowered).

CCSS.ELA-

LITERACY.RH.6-8.6

Identify aspects of a

text that reveal an


or purpose (e.g., loaded

language, inclusion or

avoidance of particular

facts).

CCSS.ELA-

LITERACY.RH.6-8.9

Analyze the



source on the same

topic.

United States

Constitution

Constitution

Suffrage

Articles of

Confederation

Ratification

Tariffs

Interstate Commerce

Inflation

Depression

Constitutional

Convention

Great Compromise

Three-Fifths

Compromise

Popular Sovereignty

Legislative Branch

Executive Branch

Judicial Branch

Checks and Balances

Antifederalists

Amendments

Bill of Rights

Federal System

Impeach

Veto

Executive Order

Pardons

Majority Rule

CCSS.ELA-

LITERACY.WHST.6-


clauses to create


relationships among



CCSS.ELA-

LITERACY.WHST.6-


formal style.

CCSS.ELA-

LITERACY.WHST.6-



follows from and


presented.

CCSS.ELA-

LITERACY.WHST.6-

8.6 Use technology,


produce and publish






















(DOK 1-3)

C.1.d: Evaluate the

result of various

strategies for political

change over time.

(DOK 1-3)

C.1.e: Analyze primary

sources supporting

democratic freedoms and

the founding of our

government. Documents

to include Constitution,

Bill of Rights and

explain how they provide

for continuity and

change.

(DOK 2-3)

Petition

Search Warrant

Due Process

Indict

Double Jeopardy

Eminent Domain

Naturalized Citizens

Electoral College

Precedent

Loose Construction

Strict Construction

Rule of Law

Responsibility

Common Good

Self-determination

Federalism

Republicanism

Federalists

Citizens

State’s Rights

Rights

Compromise

Natural Rights

Individual Rights

Citizenship Freedom



CCSS.ELA-

LITERACY.WHST.6-

8.8 Gather relevant

information from




the credibility and







citation.






Unit 2: Creating a Nation Timeline: 4-6 Weeks Chapters: 5-7 and Corresponding On-Line Resources

Essential Question: What role did compromise play in the creation of the U.S. government?

Grade Level Expectations (GLE): Concept and skills students master: History 1: Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives History 2: The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through Reconstruction and their relationships with one another Geography 1: Use of geographical tools to analyze patterns in human and physical systems Economics 1: Economic freedom, including free trade, is important for economic growth Civics 1: Analyze elements of continuity and change in the United States government and the role of citizens over time Civics 2: The place of law in a constitutional system

Vocabulary: Rule of Law

Responsibility Common

Good

Self-determination

Democracy

Federalism Republicanism Federalists Citizens Democracy

State’s Rights

* Additional Chapter Vocabulary in textbook

Academic Vocabulary: Rights

Compromise Power

Natural Rights Individual Rights Citizenship Freedom

Identity

Systems

Inquiry Questions:

How is compromise reflected in our foundational documents?

How do differing interpretations affect the meaning of United States' foundational documents?

Does the Declaration of Independence read the same in 2016 as in 1776?

Which is more important for an enduring nation: individual rights or the common good? How has the United States balanced individual rights and the common good?

CDE Generalizations The establishment of and beliefs about the common good, and an individual’s rights, roles, and responsibilities, influences the development of a national identity Ongoing tensions and struggles between individual rights and the common good can redefine a nation’s identity The principles, institutions, and systems of a government reflect beliefs about power and authority


Mini Assessment 2 History 1 a. Use and interpret documents and other relevant primary and secondary sources pertaining to United States history from multiple perspectives.





History 2 b. Evaluate continuity and change over the course of United States history by examining various eras and determining major sources of conflict and compromise. History 2 f. Analyze ideas that are critical to the understanding of American history and give examples of the ideals involved in major events and movements. Topics to include but not limited to representative democracy, federalism, capitalism, abolition, temperance, nativism, and expansionism. Geography 1 c. Recognize the patterns and networks of economic interdependence. Economics 1 c. Explain effects of domestic policies on international trade. Economics 1 d. Explain why nations often restrict trade by using quota, tariffs, and non-tariff barriers. Civics 1 b. Analyze the changing definition of citizenship and give examples of the expansion of rights. Civics 1 d. Evaluate the results of various strategies for political change over time. Civics 1 e. Analyze primary sources supporting democratic freedoms and the founding of our government. Documents to include but not limited to Declaration of Independence, Constitution, Bill of Rights and explain how they provide for both continuity and change. Civics 1 f. Examine ways citizens may effectively voice opinions, monitor government, and bring about change nationally. Civics 2 a. Discern various types of law. Civics 2 b. Evaluate the strengths and weaknesses of rule of law. Civics 2 d. Explain the role and importance of the Constitution. Civics 2 g. Use a variety of resources to identify and evaluate issues that involve civic responsibility, individual rights, and the common good.

Instruction:

Supportive Resources: (Reference Side Bars in Teacher’s Edition)

Focus on Writing: A Newspaper Editorial pp 148/176

Reading Social Studies: Understanding Chronological pp 150-151

Analyzing Information: Origins of the Constitution pp 156-157

Primary Source: Compromise and the Slave Trade p 166

Biography: Benjamin Franklin p 169

Primary Source: Federalist Paper No. 10 p 172

Social Studies Skills: Determining Different Points of View p 174

Focus on Writing: A Pamphlet pp 178/228

Reading Social Studies: Summarizing Historical Text pp 180-181

Biography: James Madison p 187

Primary Source: The Constitution of the United States pp 188-215

Social Studies Skills: Determining the Context of Statements p 226

Focus on Writing: A Nobel Nomination pp 230/256

Reading Social Studies: Inferences about History pp 232-233

Primary Source: Role of a Citizen p 241


Primary Source: Washington’s Farewell Address p 248

Primary Source: The XYZ Affair p 252

Social Studies Skills: Making Group Decisions p 254 (Can Connect to Reasoning Wheel)

Writing Workshop: Explaining a Political Process pp 258-259

Suggested SCR Prompts: How have the basic values and principles of American democracy changed over time and in what ways have they been preserved?

How did the Founding Fathers compromise on the democratic principles of individual rights and the common good?

How has the common good changed over time? How does the Constitution reflect the beliefs of the Framers in regards to power and authority of the national government?

In what ways does the structure of the U.S. government divide power?

How does the Constitution establish the power and authority by/for the citizens of the United States? What sustains a national identity? When do the rights of the individual trump the common good and vice-versa?

What is the proper balance between the rights and responsibilities of the citizen and the common good? How does a government reflect beliefs about power and authority?



Unit 3: Growth and Expansion (4-6 Weeks)

Suggested Big Idea The movement of people and ideas influences cultural diffusion by both enriching a culture and increasing social tensions Prepared Graduate

Competency H.2: Analyze key historical periods and patterns of change over time within and across national and cultures.


E.1: Understand the allocation of scarce resources in societies through analysis of individual choice, market interactions, and public policy.


End of Unit

Performance Task

Students will be able to examine how the movement of people and ideas influences cultural diffusion by both enriching a culture and increasing social

tension. Students will look for point of view, historical context, distortion, or propaganda and relevance through critiquing data for point of view,

historical context, distortion, or propaganda and relevance to historical inquiry as well as interpret maps and other geographic tools as a primary

source to analyze a historic issue.

Colorado Academic

Social Studies

Standards

Colorado Academic

Social Studies


Disciplinary Skill


Connections




context of key people

and events including

the examination of

different

perspectives.(DOK 1-

2)

G.2.a: Analyze how




shape patterns of

human population,

interdependence,

cooperation, and

conflict.

(DOK 1-3)

C.1.f: Examine ways

citizens may

effectively voice

opinions, monitor


about change

nationally.

(DOK 1-2)

H.2.b: Evaluate


over the course of

United States history

by examining various

eras and determining

major sources conflict

and compromise

(DOK 1-3)

H.2.c: Examine

factors that motivated

the military and

economic expansion.

(DOK 1-2)



understanding of


give examples of

ideals involved in

major events and

movements. Topic to

include expansionism.

(DOK 1-3)

G.2.c: Interpret from

a geographic

perspective the

expansion of the

H.1.c: Critique

data for point of

view, historical

context,

distortion, or

propaganda and

relevance to

historical inquiry.

(DOK 1-3)

G.1.a: Interpret

maps and other

geographic tools

as a primary

source to analyze

a historic issue.

(DOK 1-3)

CCSS.ELA-

LITERACY.RH.6-8.3



process related to


(e.g., how a bill

becomes law, how


or lowered).

CCSS.ELA-

LITERACY.RH.6-8.6


text that reveal an





facts).

CCSS.ELA-




source on the same

topic.

Lewis and Clark diary

entries

Conflict

Trade

Settlement

Interdependence

Policy

Resources Perspectives

Sectionalism

Economic

Interdependence

Commerce

Spatial Distribution

Abolition

Expansion

Diffusion

Ideals

Movement

Allocation

Cooperation

Scarcity

Region

CCSS.ELA-

LITERACY.WHST.6-


clauses to create


relationships among



CCSS.ELA-

LITERACY.WHST.6-


formal style.

CCSS.ELA-

LITERACY.WHST.6-



follows from and


presented.

CCSS.ELA-

LITERACY.WHST.6-

8.6 Use technology,


produce and publish






















United States by

addressing issues of

land, security, and

sovereignty.

(DOK 1-2)

C.1.a: Describe

instances in which

major political, social,


changes occurred and

the reasons for the

changes.

(DOK 1-2)



CCSS.ELA-

LITERACY.WHST.6-

8.8 Gather relevant

information from




the credibility and







citation.






Unit 3: Growth and Expansion


Essential Question:

How did geography, resources, and technology shape regional identity?

Grade Level Expectations (GLE): Concept and skills students master: History 1: Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives History 2: The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through Reconstruction and their relationships with one another Geography 1: Use geographic tools to analyze patterns in human and physical systems Geography 2: Conflict and cooperation occur over space and resources Economics 1: Economic freedom, including free trade, is important for economic growth Civics 1: Analyze elements of continuity and change in the United States government and the role of citizens over time

Vocabulary: Conflict Trade Settlement Interdependence Policy Resources Perspectives Sectionalism Economic Interdependence Commerce Spatial Distribution Abolition * Additional Chapter Vocabulary in textbook

Academic Vocabulary: Expansion Diffusion Ideals Movement Allocation Cooperation Scarcity Region

Inquiry Questions:

How did the westward movement of people and resources exacerbate the growing pains of our nation?

How would human settlement patterns be different if people did not trade? What are the benefits and challenges of trade at the international, national, state levels? CDE Generalizations Expansion and human settlement can lead to conflict and/or cooperation over the allocation and use of scarce resources

Successful settlement of varying regions necessitates interdependence and trade The movement of people and ideas influences cultural diffusion by both enriching a culture and increasing social tensions


Mini Assessment 3

History 1 a Use and interpret documents and other relevant primary and secondary sources pertaining to United States history from multiple perspectives.





History 2 b. Evaluate continuity and change over the course of United States history by examining various eras and determining major sources of conflict and compromise. History 2 c. Examine factors that motivated the military and economic expansion from the American Revolution through Reconstruction. History 2 d. Evaluate the impact of different factors- on topics to be included but not limited to gender, age, ethnicity, and class- on groups and individuals in the time period and the impact of these groups and individuals on the events of the time period. History 2 e. Analyze causes and effects of major conflicts from the origins of the American Revolution through Reconstruction. History 2 f. Analyze ideas that are critical to the understanding of American history and give examples of the ideals involved in major events and movements. Topics to include but not limited to representative democracy, federalism, capitalism, abolition, temperance, nativism, and expansionism. Geography 1 a. Interpret maps and other geographic tools as a primary source to analyze a historic issue. Geography 1 d. Explain the establishment of human settlements in relationship to physical attributes and important regional connections. Geography 2 a. Analyze how economic, political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation and conflict. Geography 2 b. Compare how differing geographic perspectives apply to a historic issue. Geography 2 c. Interpret from a geographic perspective the expansion of the United States by addressing issues of land, security, and sovereignty. Economics 1 a. Give examples of international difference in resources, productivity, and prices that provide a basis for international trade. Economics 1 c. Explain effects of domestic policies on international trade. Economics 1 d. Explain why nations often restrict trade by using quota, tariffs, and non-tariff barriers. Civics 1 a. Describe instances in which major political, social, economic, or cultural changes occurred and the reasons for the changes. Civics 1 b. Analyze the changing definition of citizenship and give examples of the expansion of rights. Civics 1 c. Describe examples of citizens and groups who have influenced change in United States government and politics. Civics 1 d. Evaluate the results of various strategies for political change over time. Civics 1 f. Examine ways citizens may effectively voice opinions, monitor government, and bring about change nationally.

Instruction:

Supportive Resources: (Reference Side Bars in Teacher’s Edition)

Focus on Writing: A Letter of Recommendation pp 262/292

Reading Social Studies: Public Documents in History pp 264-265


Primary Source: Jefferson’s Inaugural Address p 268

Biography: Thomas Jefferson p 271

Primary Source: September 17, 1804, Great Plains p 276

Primary Source: The Embargo Act p 281

Primary Source: Views or War p 282

Interpreting Maps: America’s Growth 1820 pp 288-289

Social Studies Skills: Working in Groups to Solve Issues p 290

Multimedia Connections: p 293 MC 1-2

Focus on Writing: A Character Sketch pp 294/316

Reading Social Studies: Bias and Historical Events pp 296-297

Primary Source: The Monroe Doctrine p 300

Interpreting Maps: The Erie Canal pp 306-307

Literature in History: The American Frontier pp 312-313

Social Studies Skills: Identifying Central Issues p 314

Focus on Writing: An Interview pp 318/340

Reading Social Studies: Drawing Conclusions About the Past pp 320-321

Biography: Andrew Jackson p 325

Primary Source: States’ Rights vs. The Union p 329

Primary Source: Jackson Against the Bank p 330

Primary Source: Trail of Tears p 334

Interpreting Maps: The Indian Removal Treaties pp 336-337

Social Studies Skills: Solving Problems p 338

Focus on Writing: Outline for a Documentary Film pp342/374

Reading Social Studies: Vocabulary in Context pp 344-345

Biography: Mariano Guadalupe Vallejo p 357

Interpreting Maps: Mexican-American War p 359

Interpreting Maps: America’s Growth 1850 pp 370-371

Social Studies Skills: Interpreting Maps: Expansion p 372

Multimedia Connections: p 375 MC 1-2

Writing Workshop: Cause and Effect in History pp 376-377

Suggested SCR Prompts: Why did the idea of Manifest Destiny lead to conflict?

How did the beliefs about resource ownership and usage shape the idea of Manifest Destiny?


How did transportation systems such as canals and railroads simultaneously connect regions and increase tensions?

How did a lack of interdependence among regions lead to sectionalism in the United States?

What ideals did the women’s movement and the abolition movement share?

How did tensions over slavery increase conflict across the country?

Under what circumstances do demographic shifts disrupt traditional or prevailing beliefs about human and environmental interactions?

How do human settlement patterns encourage interdependence among regions?

Why do some ideas move between cultures and others are bound in time and place?



Unit 4: A Nation Divided (7-9 weeks)

Suggested Big Idea People’s geographic location can influence their perspective on economic, social, and cultural issues Prepared Graduate

Competency H.2: Analyze key historical periods and patterns of change over time within and across national and cultures.


E.1: Understand the allocation of scarce resources in societies through analysis of individual choice, market interactions, and public policy.


End of Unit

Performance Task

Students will be able to construct a written historical argument about how people’s geographic location can influence their perspective on economic,

social, and cultural issues through the use or understanding of primary and secondary sources.

Colorado Academic

Social Studies

Standards

Colorado Academic

Social Studies


Disciplinary Skill


Connections




context of key people

and events including

the examination of

different perspectives.

(DOK 1-2)

G.2.a: Analyze how




shape patterns of

human population,

interdependence,

cooperation, and

conflict.

(DOK 1-3)

C.1.f: Examine ways

citizens may

effectively voice

opinions, monitor


about change

nationally.

(DOK 1-2)

H.2.b: Evaluate


over the course of

United States history

by examining various

eras and determining

major sources of

conflict and

compromise.

(DOK 1-3)

H.2.e: Analyze causes

and effects of major

conflicts.

(DOK 1-3)

G.2.b: Compare how

differing geographic

perspectives apply to a

historic issue.

(DOK 1-2)

C.1.a: Describe

instances in which

major political, social,


changes occurred and

the reasons for the

changes.

(DOK 1-2)

C.1.b: Analyze the

changing definition o


H.1.d: Construct

a written

historical

argument on the

use or

understanding of

primary and

secondary

sources.

CCSS.ELA-

LITERACY.RH.6-8.3



process related to


(e.g., how a bill

becomes law, how


or lowered).

CCSS.ELA-

LITERACY.RH.6-8.6


text that reveal an





facts).

CCSS.ELA-




source on the same

topic.

Human Rights

Abolition

Sectionalism

Federalism

State’s Rights

Popular Sovereignty

Abolition

Confederate

Confederacy

Union

Slavery

Sectionalism

Secede

Federalism

Perspective

Oppression

Reconstruction

CCSS.ELA-

LITERACY.WHST.6-


clauses to create


relationships among



CCSS.ELA-

LITERACY.WHST.6-


formal style.

CCSS.ELA-

LITERACY.WHST.6-



follows from and


presented.

CCSS.ELA-

LITERACY.WHST.6-

8.6 Use technology,


produce and publish
























examples of the


(DOK 1-3)

C.1.c: Describe

examples of citizens

and groups how have

influenced change in

United States

government and

politics.

(DOK 1-2)

CCSS.ELA-

LITERACY.WHST.6-

8.8 Gather relevant

information from




the credibility and







citation.






Unit 4: A Nation Divided


Essential Question:

How does the differing interpretation of rights lead to regional identity and conflict between the North and the South?

Grade Level Expectations (GLE): Concept and skills students master: History 1: Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives History 2: The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through Reconstruction and their relationships with one another Geography 1: Use Geographic tools to analyze patterns in human and physical systems Geography 2: Conflict and cooperation occur over space and resources Economics 1: Economic freedom, including free trade, is important for economic growth Civics 1: Analyze elements of continuity and change in the United States government and the role of citizens over time Civics 2: The place of law in a constitutional systems

Vocabulary: Human Rights Abolition Sectionalism Federalism State’s Rights Popular Sovereignty Abolition Confederate Confederacy Union Slavery Sectionalism Secede Federalism * Additional Chapter Vocabulary in textbook

Academic Vocabulary: Perspective Oppression Reconstruction

Inquiry Questions:

To what extent was the Civil War an extension of the American Revolution?

How do groups of people demand equal opportunity and freedom?

How have various people throughout U.S. History promoted change in the face of oppression?

Is the struggle for personal rights ever over?

CDE Generalizations Different perspectives that challenge prevailing traditions can create conflict and bring about societal change Civil wars typically disrupt the patterns and networks of economic interdependence both intra-nationally and internationally People’s geographic location can influence their perspective on economic, social, and cultural issues Constitutional challenges and/or changes arise as a result of differing definitions of human right



Common Assessment 2 Optional Assessments include:



History 1 d. Construct a written historical argument on the use of understanding primary and secondary sources. History 2 b. Evaluate continuity and change over the course of United States history by examining various eras and determining major sources of conflict and compromise. History 2 c. Examine factors that motivated the military and economic expansion from the American Revolution through Reconstruction. History 2 d. Evaluate the impact of different factors- on topics to be included but not limited to gender, age, ethnicity, and class- on groups and individuals in the time period and the impact of these groups and individuals on the events of the time period. History 2 e. Analyze causes and effects of major conflicts from the origins of the American Revolution through Reconstruction History 2 f. Analyze ideas that are critical to the understanding of American history and give examples of the ideals involved in major events and movements. Topics to include but not limited to representative democracy, federalism, capitalism, abolition, temperance, nativism, and expansionism. Geography 1 a. Interpret maps and other geographic tools as a primary source to analyze a historic issue. Geography 1 c. Recognize the patterns and networks of economic interdependence. Geography 1 e. Calculate and analyze population trends. Geography 2 a. Analyze how economic, political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation and conflict. Geography 2 b. Compare how differing geographic perspectives apply to a historic issue. Geography 2 c. Interpret from a geographic perspective the expansion of the United States by addressing issues of land, security, and sovereignty. Economics 1 a. Give examples of international difference in resources, productivity, and prices that provide a basis for international trade. Economics 1 c. Explain effects of domestic policies on international trade. Economics 1 d. Explain why nations often restrict trade by using quota, tariffs, and non-tariff barriers. Civics 1 a. Describe instances in which major political, social, economic, or cultural changes occurred and the reasons for the changes. Civics 1 b. Analyze the changing definition of citizenship and give examples of the expansion of rights. Civics 1 c. Describe examples of citizens and groups who have influenced change in United States government and politics. Civics 1 d. Evaluate the results of various strategies for political change over time. Civics 1 e. Analyze primary sources supporting democratic freedoms and the founding of our government. Documents to include but not limited to Declaration of Independence, Constitution, Bill of Rights and explain how they provide for both continuity and change. Civics 1 f. Examine ways citizens may effectively voice opinions, monitor government, and bring about change nationally. Civics 2 a. Discern various types of law.


Civics 2 c. Describe and engage in various means of conflict management. Civics 2 d. Explain the role and importance of the Constitution. Civics 2 f. Explain how state and federal court power of judicial review is reflected in the United States form of constitutional government.

Instruction:

Supportive Resources (Reference Side Bars in Teacher’s Edition)

Focus on Writing: Newspaper Advertisement pp 380/408

Reading Social Studies: Causes and Effects in History 382-383

Primary Source: Family Wanted p 391

Analyzing Visuals: Life of a Mill Girl p 393

Primary Source: Sarah G. Bagely p 394

Biography: Samuel Morse p 403

Social Studies Skills: Personal Conviction and Bias p 406

Focus on Writing: A Biographical Sketch pp 410/432

Reading Social Studies: Online Research pp 412-413

Primary Source: Nat Turner’s Rebellion p 429

Social Studies Skills: Interpreting Graphs p 430

Focus on Writing: Persuasive Letter pp 434/470

Reading Social Studies: Information and Propaganda pp 436-437

Analyzing Visuals: New York City Mid-1800s p 441

Literature in History: Romanticism and Realism pp 446-447

Primary Source: Horace Mann to the Board of Education p 451

Primary Source: Anti-abolitionist Rally p 458

Biography: Frederick Douglas p 460

Primary Source: Declaration of Sentiments p 464

Biography: Elizabeth Cady Stanton p 467

Social Studies Skills: Accepting Social Responsibility p 468

Focus on Writing: Writing an Autobiographical Sketch pp 472/500

Reading Social Studies: Facts, Opinions, and the Past pp 474-475

Primary Source: The Seventh of March Speech p 478

Primary Source: Southern View of the Compromise of 1850 p 479

Primary Source: A fugitive Slave Convention p 480

Literature in History: Antislavery Literature p 482-483

Primary Source: A House Divided p 491

Primary Source: John Brown’s Last Speech p 494

Social Studies Skills: Assessing Primary and Secondary Sources p 498

Writing Workshop: Comparing People and Events pp 502-503


Focus on Writing: Newspaper Article pp 506/546

Reading Social Studies: Supporting Facts and Details pp 508-509

Primary Source: Anaconda Plan p 520

Primary Source: Response to Farragut p 524

Interpreting Maps: The Vicksburg Strategy pp 526-527

Primary Source: June 23, 1863 p 531

Biography: Abraham Lincoln p 535

Interactive Map: Pickett’s Charge p 539

Social Studies Skills: Interpreting Political Cartoons p 544

Multimedia Connections p 547 MC1-MC2

Focus on Writing: Job History pp 548/574

Reading Social Studies: Analyzing Historical Information pp 550-551

Primary Source: Supporting Radical Republican Ideas p 559

Primary Source: Johnson vs. Stevens p 560

Social Studies Skills: Chance, Oversight, and Error in History p 572

Writing Workshop: A Social Studies Report pp 576-579

Suggested SCR Prompts: What examples of dominant/prevailing cultural, social, and economic traditions characterized life in the North, South, and the West?

Which differing perspectives created conflict among the North, the South, and the West?

How did the geography of the North and South effect the economic development of both societies?

How did the geography and economic development of both the North and South lead to social oppression in the South?

How was the Union able to prevent the Confederacy from obtaining the aid of the British during the Civil War?

Which individuals and events challenged the status quo in the North and South, and toward what end?

How did a person’s geographic location influence their perspective on slavery and abolition? How did the concept of popular sovereignty influence people’s perspective on federal territorial lands in the mid-1800’s? What changes were made to the U.S. Constitution in the 19th century that reflected the changing views of “human property” and human rights?


How are traditions reflective of beliefs and ideals? How does geography impact the economic prosperity and social values of a region? How do sectionalism and regionalism impact perspective? How do continuity and change maintain a free and democratic society as reflected in governmental policy?


Complex Texts located in Holt McDougal textbook and online resources. Read Like a Historian • Holt McDougal Online Resource – United States History: Beginnings to 1877 Reading Social Studies • Holt McDougal Online Resource – United States History: Beginnings to 1877 Geography and Map Skills • Holt McDougal Online Resource – United States History: Beginnings to 1877 Historical Documents • Holt McDougal Online Resource – United States History: Beginnings to 1877 The Magna Carta • Holt McDougal Online Resource – United States History: Beginnings to 1877 The English Bill of Rights • Holt McDougal Online Resource – United States History: Beginnings to 1877 The Mayflower Compact • Holt McDougal Online Resource – United States History: Beginnings to 1877 Patrick Henry’s Speech – Give Me Liberty or Give Me Death • Holt McDougal Online Resource – United States History: Beginnings to 1877 The Declaration of Independence


• Holt McDougal Online Resource – United States History: Beginnings to 1877 The Federalist Papers • Holt McDougal Online Resource – United States History: Beginnings to 1877 The Articles of Confederation • Holt McDougal Online Resource – United States History: Beginnings to 1877 The Constitution of the United States of America • Holt McDougal Online Resource – United States History: Beginnings to 1877 Thomas Paine’s - Common Sense • Holt McDougal Textbook – United States History: Beginnings to 1877 “[There] is something very absurd in supporting a continent to be perpetually [forever] governed by an island.” This plainspoken argument against British rule over America appeared in Common Sense, a 47-page pamphlet that was distributed in Philadelphia in January 1776. Common Sense was published anonymously that is, without the author’s name. The author, Thomas Paine, argued that citizens, not kings and queens, should make laws. At a time when monarchs ruled much of the world, this was a bold idea. News of the work spread throughout the colonies, eventually selling some 500,000 copies. Paine reached a wide audience by writing as a common person speaking to common people. Common Sense changed the way many colonists viewed their king. It made a strong case for economic freedom and for the right to military self-defense. It cried out against tyranny that is, the abuse of government power. Thomas Paine’s words rang out in his time, and they have echoed throughout American history. READING CHECK Supporting a Point of View Would you have agreed with Thomas Paine? Explain. The Gettysburg Address • Holt McDougal Online Resource – United States History: Beginnings to 1877