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MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

COURSE DESCRIPTION: The eighth grade social studies curriculum consists of the following content area strands: American History, Geography, Economics and Civics. Primary content emphasis for this course pertains to the study of American history from the Exploration and Colonization period to the Reconstruction Period following the Civil War. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the development of the United States and the resulting impact on world history. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to explore those fundamental ideas and events which occurred after Reconstruction.

Honors/Advanced courses offer scaffold learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research- based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects).

Please note the following important general information regarding the Pacing Guides:

 The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.  Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school levels.  The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.  The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.  The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.  NOTE: All benchmarks that are relevant to the 8th grade U.S. History End of Course Exam are highlighted in yellow.

Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:

 Grade Level or Course Title - The grade level and course title are listed in the heading of each page.  Course Code - The Florida Department of Education Course Code is listed for the course.  Topic - The general topic for instruction is listed; e.g., Westward Expansion.  Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.  Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.  Nine Week Grading Period - Grading periods (1-4) are identified.  Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.  NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.  Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).

Florida Reading and Writing Standards for Literacy in History/Social Studies 6-12 : MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Florida Reading and Writing Standards for Literacy in History/Social Studies, grades 6-12, can be found at the end of each nine weeks Pacing Guide. When planning lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx. The specific pages for History/Social Studies 6-12 standards for Literacy and Writing have been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required 6-12 social studies course.

Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For U.S History, the following themes are identified:  American Diversity- The roles of race, class, ethnicity, and gender in the history of the United States.  American Identity- Views of the American national character and ideas about American exceptionalism.  Culture- Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S. history.  Demographic Changes- Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political effects of immigration, internal migration, and migration networks.  Economic Transformations-Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.  Environment- Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban expansion.  Westward Expansion- America's movement westward and its claim on occupied western territories. The formation of states.  Leadership- Presidents and key individuals with demonstrated leadership abilities: e.g. guide, direct, or influence people.  Globalization- Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, cultural exchange.  Politics and Citizenship- American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.  Reform- Diverse movements focusing on a broad range of issues including antislavery, education, labor, temperance, women’s rights, civil rights, war, public health, and government.  Religion- The influence of religion on culture, politics, economics, and society.  Slavery- Systems of slave labor and other forms of free labor (e.g., indentured servitude, contract labor) in Native American societies, the Atlantic World, and the American South and West.  War and Diplomacy-Armed conflict from the pre-colonial period to the mid nineteenth century. Impact of war on American foreign policy and on politics, economy, and society.

Financial Literacy: At the end of each nine weeks’ 8th grade U.S. History Pacing Guides is an addendum highlighting resources for teachers to use to infuse the instruction of Financial Literacy in the curriculum MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

History/Social Science Labs

History/Social Science Labs are an engaging and rigorous instructional approach designed to require in-depth learning and thinking on the part of the student guided by an essential question, analysis of primary or secondary source documents, and ending in a rigorous writing assignment or other rigorous learning task.

Steps to Conduct History/Social Science Labs

1. Identify the NGSSS-SS Benchmark(s) to be addressed. 2. Develop an essential question or use an essential question already found in the pacing guide. 3. Build background knowledge with students about the topic. 4. FACILITATE students conduct on document/source analysis. 5. Have students report back about their analysis of the source(s). 6. Take the lab to an end and have students Independently answer, in writing, the essential question

*History/Social Science labs, complete with sources, have been embedded in to this pacing guide. See next page for History/Social Science template.

 The History/Social Science lab icon (on your left) has been included next to benchmarks that have labs already created. Simply click on the icon and you will be taken to the webpage on http://socialsciences.dadeschools.net where the labs are located.  To see a video that provides an overview of the History/Social Science lab process and benefits, please see:  http://www.umbc.edu/che/historylabs/

History/Social Science Lab Template Name ______Period _____ Date ______[Put benchmark here – numbers and write it out] Essential Question: [put essential guiding question here]

Source Main Idea / Message / Important Details How does this document answer the essential question? Source 1 [include source information as applicable]

Source 2

Source 3

Source 4

Thesis: ______MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Local History Lessons: Miami-Dade County’s history and its diverse cultures, municipalities, and vibrant communities offer a multitude of fascinating topics and learning opportunities for students. Stand-alone and rigorous lessons designed around the analysis of primary and secondary local sources of information have been developed to highlight our rich history. Whenever you see the Local History icon below embedded in the pacing guide, simply click on the icon and you will be directed to instructional resources where these lessons plans can be downloaded and used accordingly. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Topic 9: GROWTH AND EXPANSION: 1790-1825

Pacing Date(s) ESSENTIAL QUESTIONS: What is a revolution? To what extent do ideas influence behavior? How did the growth of Traditional 10 days 1-17-17 to 1-31-17 factories affect cities? Why did agriculture remain the leading occupation of Americans in the 1800’s? What helped increase the movement of people and goods? How did Block 5 days 1-17-17 to 1-31-17 technology affect the way things were made? Why did Americans tend to settle near rivers? What was the purpose and impact of the Monroe Doctrine?

STRAND(S) and STANDARD(S): AMERICAN HISTORY: (Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources.) (Standard 3: Demonstrate and understanding of the causes, courses, and consequences of the American Revolution and the founding principle of our nation.) (Standard 4: Demonstrate and understanding of the domestic and international causes, courses and consequences of westward expansion.) GEOGRAPHY: (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information.) (Standard 2: Understand physical and cultural characteristics of places.) (Standard 3: Understand the relationships between the Earth’s ecosystems and the populations that dwell with them.) (Standard 4: Understand the characteristics, distribution, and migration of human populations.) (Standard 5: Understand how human actions can impact the environment. (Standard 6: Understand how to apply geography to interpret the past and present and plan for the future.) ECONOMICS: (Standard 1: Understand the fundamental concepts relevant to the development of a market economy.) (Standard 2: Understand the fundamental concepts relevant to the institution, structure, and functions of a national economy.) (Standard 3: Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace.) CIVICS AND GOVERNMENT: (Standard 1: The student will evaluate the roles, rights, and responsibilities of the United States citizens and determine methods of active participation in society, government, and the political system.) (Standard 2: The student will demonstrate and understanding of the principles, functions, and organization of government.) Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards  Course Themes Addressed: Florida Standards Focus Standard: Florida Standards Focus Activity: Demographic Changes; Economic LAFS.RH.6-8.7 Integrate visual information (e.g., in charts, Students will track early U.S. growth and expansion by making geographical Transformations; Environment; graphs, photographs, videos, or maps) with other connections and inferences using maps. There are a series of maps with Globalization; Slavery; Westward information in print and digital texts. corresponding questions instructing students to identify information and make Expansion; State’s Rights versus critical inferences based on that information. Students will consider different Federal Rights Content Benchmarks: geographic themes like movement, human-environment interaction, region, and SS.8.A.3.15 Examine this time period (1763-1815) from the place. Direct the students to turn to pages 309, 311, 318 and 319 in the textbook  GROWTH AND EXPANSION: perspective of historically under-represented groups titled Discovering our Past to examine the maps and answer the corresponding 1790-1825 (children, indentured servants, Native Americans, slaves, questions in the yellow subsections titled “Geography Connection.” Review the o Industrial Revolution women, and working class). information and answers with the students to facilitate understanding. . Colonial Production of Goods before the mid- SS.8.A.3.16 Examine key events in Florida history as each Vocabulary/ Identification: Industrial Revolution, capitalism, capital, free 1700s (by Hand, impact this era of American history. enterprise, technology, cotton gin, patent, factory system, interchangeable parts, MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards Human and Animal census, turnpike, canal, lock, sectionalism, internal improvements, American Power), SS.8.A.4.1 Examine the causes, course, and consequences System, disarmament, demilitarize, court-martial, . Production of Goods in of United States westward expansion and its growing Great Britain after the diplomatic assertiveness (War of 1812, Convention of 1818, Technology: mid- 1700s (by Adams-Onis Treaty, Missouri Compromise, Monroe Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html Machines, Steam and Doctrine, Trail of Tears, Texas annexation, Manifest Central Pacific Railroad Photographic History Museum Electric Power) Destiny, Oregon Territory, Mexican American War/Mexican http://www.cprr.org/Museum/index.html . Inventions (e.g., Cession, California Gold Rush, Compromise of 1850, Spinning Jenny, Water Kansas Nebraska Act, Gadsden Purchase). PBS’s “New Perspectives on The West” Frame, Factory http://www.pbs.org/weta/thewest/program/ System) SS.8.A.4.2 Describe the debate surrounding the spread of University of Massachusetts Lowell, Center for Lowell History “Mill Life in Lowell . First American slavery into western territories and Florida. 1820-1880” http://library.uml.edu/clh/mo.htm Spinning Mill(Samuel Monroe Doctrine http://www.americanpresidents.org/ Slater and Moses SS.8.A.4.3 Examine the experiences and perspectives of Brown) significant individuals and groups during this era of Suggested Activities: . Lowell Mills: Francis American History. Have students analyze primary sources by accessing the worksheets developed Cabot Lowell and the by the Education Staff of the National Archives and Records Administration: Boston Associates SS.8.A.4.4 Discuss the impact of westward expansion on http://www.archives.gov/education/lessons/worksheets/ . Work Force: Women cultural practices and migration patterns of Native American Have students create a chart listing advancement that occurred in technology and Children and African slave populations. . Eli Whitney: Cotton Gin and transportation during the Industrial Revolution. and Interchangeable SS.8.A.4.5 Explain the causes, course, and consequences Have students research conditions in the factories during the Industrial Parts of the 19th century transportation revolution on the growth of Revolution (women, men, children, African-Americans). . Growth of Cities the nation's economy. o Improvement of Have students compare and contrast the view points of the North, South, and West in regards to Henry Clay’s American System. Transportation: roads, SS.8.A.4.6 Identify technological improvements turnpikes, bridges, (inventions/inventors) that contributed to industrial growth. Have students debate the viewpoints of each area. steamboats (e.g., Clermont), canals (e.g., SS.8.A.4.7 Explain the causes, course, and consequences Have students write a five paragraph expository essay explaining why the time Erie Canal (industrial growth, subsequent effect on children and period was called the “Era of Good Feeling.” o Westward Expansion: women) of New England's textile industry. Have students draw a flow chart that shows the changes that occurred as a Early roads west: National result of the Industrial Revolution. Road, Wilderness Road, SS.8.A.4.8 Describe the influence of individuals on social Seneca Road, Lancaster and political developments of this era in American History. Have students look at the circumstances surrounding the issuance of the Turnpike Monroe Doctrine and write to explain its impact on American influence abroad. Era of Good Feelings: o Have students write to explain how the War of 1812 influenced the dawn of the James Monroe’s Industrial Revolution. Presidency; second Bank of the United States; Tariff of Assessment: 1816; Rush-Bagot Treaty Develop rubrics and share with students for each of the above mentioned 1817; Convention of 1818; projects in order to increase opportunities for mastery of content and historical Adams-Onis Treaty of thinking skills. Each project or assignment should be assessed for content 1819; Monroe Doctrine of SS.8.A.4.9 Analyze the causes, course and consequences accuracy and skill development in terms of writing and reading comprehension. 1823 of the Second Great Awakening on social reform ELL: o Rise of Sectionalism: movements. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards Section leaders - Henry Use visual depictions of historical events in order to increase ELL students’ Clay (West), Daniel SS.8.A.4.10 Analyze the impact of technological mastery of related content. Webster (North), John C. advancements on the agricultural economy and slave labor. Calhoun (South); Missouri Have students create a illustrated geographic dictionary of key terms in English Compromise; American SS.8.A.4.11 Examine the aspects of slave culture including and their native language using a translation website: e.g., System; McCulloch v. plantation life, resistance efforts, and the role of the slaves' http://translate.google.com/ Maryland; Gibbons v. spiritual system. http://wordmonkey.info/ Ogden SS.8.A.4.12 Examine the effects of the 1804 Haitian Additional ELL Strategies: Revolution on the United States acquisition of the Louisiana Provide students with oral and visual cues for directions Mandate(s): Territory. Provide students with pictures, graphs, charts, and videos. Character Education: Kindness, Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Honesty, Integrity SS.8.A.4.15 Examine the causes, course, and Provide students with peer grouping for activities consequences of literature movements (Transcendentalism) Provide students with teacher read-a-loud strategies African-American Contributions significant to this era of American history. Provide students with the opportunity to use of audio books Provide students with the use of manipulative items (i.e.,3-D objects) Hispanic Contributions Provide students with cooperative learning activities (small/large group settings) Provide students with structured paragraphs for writing assignments Women’s Contributions SS.8.A.4.17 Examine key events and peoples in Florida history as each impact this era of American history. Provide students with the use of simplified/shortened reading text Native American Month (Nov.) Provide students with semantic mapping activities to enhance writing Provide students with the opportunity to use the Language Experience Approach Florida Jewish History Month (Jan.) SS.8.A.4.18 Examine the experiences and perspectives of different ethnic, national, and religious groups in Florida, http://www.literacyconnections.com/InTheirOwnWords.php explaining their contributions to Florida's and America's society and culture during the Territorial Period. Related Programs: SS.8.A.1.6 Compare interpretations of key events and issues throughout American History. State and District Instructional Requirements: Teachers should be aware o that State and District policy requires that all teachers K-12 provide instruction to SS.8.A.1.7 View historic events through the eyes of those students in the following content areas: African-American History, Character who were there as shown in their art, writings, music, and Education, Hispanic Contributions to the United States, Holocaust Education, artifacts. and Women’s Contributions to the U.S. Detailed lesson plans can be downloaded from the Department of Social Sciences website, Skill Benchmarks: http://socialsciences.dadeschools.net/, under the headings “Character SS.8.A.1.1 Provide supporting details for an answer from Education” and “Multicultural Support Documents.” Please note that instruction text, interview for oral history, check validity of information regarding the aforementioned requirements should take place throughout the from research/text, and identify strong vs. weak entire scope of a given social studies course, not only during the particular arguments. month or day when a particular cultural group is celebrated or recognized. SPED: SS.8.A.1.2 Analyze charts, graphs, maps, photographs and Go the Department of Social Sciences website, timelines; analyze political cartoons; determine cause and http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” effect. Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular SS.8.A.1.3 Analyze current events relevant to American grade level. History topics through a variety of electronic and print media resources. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards

SS.8.A.1.4 Differentiate fact from opinion; utilize appropriate historical research and fiction/nonfiction support materials.

SS.8.A.1.5 Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents.

SS.8.E.1.1 Examine motivating economic factors that influenced the development of the United States economy over time including scarcity, supply and demand. opportunity costs, incentives, profits, and entrepreneurial aspects.

SS.8.E.2.1 Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic backgrounds in the development of the United States economy.

SS.8.E.2.2 Explain the economic impact of government policies.

SS.8.E.2.3 Assess the role of Africans and other minority groups in the economic development of the United States.

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

SS.8.G.1.1 Use maps to explain physical and cultural attributes of major regions throughout American history.

SS.8.G.1.2 Use appropriate geographic tools and terms to identify and describe significant places and regions in American history.

SS.8.G.2.1Identify the physical elements and the human elements that define and differentiate regions as relevant to American history. SS.8.G.2.2 Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications.

SS.8.G.2.3 Use geographic terms and tools to analyze case studies of how selected regions of the United States have MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards changed over time.

SS.8.G.3.1 Locate and describe in geographic terms the major ecosystems of the United States.

SS.8.G.3.2 Use geographic terms and tools to explain differing perspectives on the use of renewable and non- renewable resources in the United States and Florida over time.

SS.8.G.4.1 Interpret population growth and other demographic data for any given place in the United States throughout its history.

SS.8.G.4.3 Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory.

SS.8.G.4.4 Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout time.

SS.8.G.4.5 Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States over time.

SS.8.G.4.6 Use political maps to describe changes in boundaries and governance throughout American history.

SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.

SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.

SS.8.G.6.1 Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout American history. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations

SS.8.C.1.1 Identify the constitutional provisions for establishing citizenship.

SS.8.C.1.3 Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction.

SS.8.C.1.4 Identify the evolving forms of civic and political participation from the colonial period through Reconstruction.

SS.8.C.1.5 Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today.

SS.8.C.1.6 Evaluate how amendments to the Constitution have expanded voting rights from our nation's early history to present day.

SS.8.C.2.1 Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources from the colonial period to Reconstruction. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Date Pacing Guide Data Driven Activities Assessment(s) Strategi Benchmark(s) Benchmark(s) es January 24, Florida Standards Focus Standard: LAFS.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, 2017 to photographs, videos, or maps) with other information in print and digital February 6, texts. 2017 Content Benchmarks: SS.8.A.3.15 Examine this time period (1763-1815) from the perspective of historically under-represented groups (children, indentured servants, Native Americans, slaves, women, and working class).

SS.8.A.3.16 Examine key events in Florida history as each impact this era of American history.

SS.8.A.4.1 Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).

SS.8.A.4.2 Describe the debate surrounding the spread of slavery into western territories and Florida.

SS.8.A.4.3 Examine the experiences and perspectives of significant individuals and groups during this era of American History.

SS.8.A.4.4 Discuss the impact of westward expansion on cultural practices and migration patterns of Native American and African slave populations.

SS.8.A.4.5 Explain the causes, course, and consequences of the 19th century transportation revolution on the growth of the nation's economy.

SS.8.A.4.6 Identify technological improvements (inventions/inventors) that contributed to industrial growth.

SS.8.A.4.7 Explain the causes, course, and consequences (industrial growth, subsequent effect on children and women) of New England's textile industry. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Date Pacing Guide Data Driven Activities Assessment(s) Strategi Benchmark(s) Benchmark(s) es January 24, 2017 to SS.8.A.4.8 Describe the influence of individuals on February 6, social and political developments of this era in American History. 2017 SS.8.A.4.9 Analyze the causes, course and consequences of the Second Great Awakening on social reform movements.

SS.8.A.4.10 Analyze the impact of technological advancements on the agricultural economy and slave labor.

SS.8.A.4.11 Examine the aspects of slave culture including plantation life, resistance efforts, and the role of the slaves' spiritual system.

SS.8.A.4.12 Examine the effects of the 1804 Haitian Revolution on the United States acquisition of the Louisiana Territory.

SS.8.A.4.15 Examine the causes, course, and consequences of literature movements (Transcendentalism) significant to this era of American history.

SS.8.A.4.17 Examine key events and peoples in Florida history as each impact this era of American history.

SS.8.A.4.18 Examine the experiences and perspectives of different ethnic, national, and religious groups in Florida, explaining their contributions to Florida's and America's society and culture during the Territorial Period.

SS.8.A.1.6 Compare interpretations of key events and issues throughout American History.

SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Topic 10: JACKSONIAN DEMOCRACY: 1824-1845

Pacing Date(s) ESSENTIAL QUESTIONS: Explain why the Traditional 8 days 2-1-17 to 2-10-17 election of Andrew Jackson was Block 4 days 2-1-17 to 2-10-17 considered a victory for the common man? What new ways of campaigning appeared in the election of 1824 and 1828? How did Andrew Jackson make the American political system more democratic? How did the fight over tariffs become a debate about state’s rights versus federal rights? Why were Native Americans forced to abandon their land and move west? Why did some Native Americans resist resettlement? What was the effect of Jackson’s decision to close the national bank? What events occurred that led to the weakening of the Whig Party?

STRAND(S) and STANDARD(S): AMERICAN HISTORY: (Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources.) (Standard 4: Demonstrate and understanding of the domestic and international causes, courses and consequences of westward expansion.) GEOGRAPHY: (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information.) (Standard 2: Understand physical and cultural characteristics of places.) (Standard 3: Understand the relationships between the Earth’s ecosystems and the populations that dwell with them.) (Standard 4: Understand the characteristics, distribution, and migration of human populations.) (Standard 5: Understand how human actions can impact the environment. (Standard 6: Understand how to apply geography to interpret the past and present and plan for the future.) ECONOMICS: (Standard 1: Understand the fundamental concepts relevant to the development of a market economy.) (Standard 2: Understand the fundamental concepts relevant to the institution, structure, and functions of a national economy.) (Standard 3: Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace.) CIVICS AND GOVERNMENT: (Standard 1: The student will evaluate the roles, rights, and responsibilities of the United States citizens and determine methods of active participation in society, government, and the political system.) (Standard 2: The student will demonstrate and understanding of the principles, functions, and organization of government.)

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards  Course Themes Addressed: Florida Standards Focus Standard: Florida Standards Focus Activity: American Diversity; American LAFS.RH.6-8.2 Determine the central ideas or information of Have students access an excerpt of Andrew Jackson’s “Message to Congress Identity; Economic a primary or secondary source; provide an accurate On Indian Removal” (1830) at the following website: Transformations; Politics & summary of the source distinct from prior knowledge or https://www.gilderlehrman.org/sites/default/files/inline-pdfs/Organizer Citizenship; Reform; Leadership; opinions. %20%233_1.pdf State’s rights v. Federal rights, Instruct students to read the excerpt and select key vocabulary words they MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards Westward Expansion LAFS.RH.6-8.4 Determine the meaning of words and struggled with and write out definitions for each. Once students have read the phrases as they are used in a text, including vocabulary excerpt they need to analyze the original text and write a one page summary in specific to domains related to history/social studies. their own words.

 JACKSONIAN DEMOCRACY Content Benchmarks: Vocabulary/ Identification: favorite son, majority, plurality, mudslinging, o Election of 1824: The SS.8.A.4.1 Examine the causes, course, and consequences landslide, suffrage, bureaucracy, spoils system, caucus, nominating convention, Corrupt Bargain, John Q. of United States westward expansion and its growing tariff, nullify, secede, relocate, guerrilla tactics, veto, depression, laissez-faire, Adams’ Unpopular diplomatic assertiveness (War of 1812, Convention of 1818, log cabin campaign Presidency Adams-Onis Treaty, Missouri Compromise, Monroe o New Political Parties: Doctrine, Trail of Tears, Texas annexation, Manifest Mobile Device Project: Jackson Era- click on the icon below Whigs and Democrats Destiny, Oregon Territory, Mexican American War/Mexican o Election of 1828: Andrew Cession, California Gold Rush, Compromise of 1850, Jackson - a "Common Kansas Nebraska Act, Gadsden Purchase). Man” o Spoils System and the SS.8.A.4.2 Describe the debate surrounding the spread of Kitchen Cabinet slavery into western territories and Florida. o Banking Crisis: Jackson SS.8.A.4.3 Examine the experiences and perspectives of Vetoes the Bank Charter significant individuals and groups during this era of o States' rights vs. Federal American History. Rights: Tariff of Abominations 1828, Technology: SS.8.A.4.4 Discuss the impact of westward expansion on Nullification Crisis, Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html cultural practices and migration patterns of Native American Resignation of Vice Andrew Jackson http://www.americanpresidents.org/ and African slave populations. President Calhoun Indian Removal Act Library of Congress Primary Documents in American History “Indian Removal o SS.8.A.4.5 Explain the causes, course, and consequences 1830: Trial of Tears (1831), Act” http://www.loc.gov/ of the 19th century transportation revolution on the growth of PBS’s “Freedom: A History of US” Seminole Wars (1835 – the nation's economy. 1842), Worcester v. http://www.pbs.org/wnet/historyofus/index.html Georgia (1832) SS.8.A.4.6 Identify technological improvements Suggested Activities: o Election of 1836 – Martin (inventions/inventors) that contributed to industrial growth. Have students analyze primary sources by accessing the worksheets developed Van Buren and the Panic of by the Education Staff of the National Archives and Records Administration: 1837 SS.8.A.4.7 Explain the causes, course, and consequences http://www.archives.gov/education/lessons/worksheets/ o Election of 1840: William (industrial growth, subsequent effect on children and Henry Harrison and the Log women) of New England's textile industry. Have students pretend to be a reporter and write a short article about the Indian Cabin Campaign; Death of Removal Act (which point of view would you choose?). W.H. Harrison; Vice SS.8.A.4.8 Describe the influence of individuals on social President Tyler First to and political developments of this era in American History. Have students create a political cartoon depicting Andrew Jackson’s Presidency. Succeed a President 1841 - 1845 SS.8.A.4.10 Analyze the impact of technological Have students use a Venn Diagram analyzing States’ rights and Federal rights. Mandate(s): advancements on the agricultural economy and slave labor. Have students pretend Andrew Jackson supported the Supreme Court’s decision Character Education: Kindness SS.8.A.4.11 Examine the aspects of slave culture including in Worcester v. Georgia, and write a short story on what the future of the (Nov.), Honesty (Dec.), Integrity plantation life, resistance efforts, and the role of the slaves' Cherokee tribe would have been. (Jan.) spiritual system. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards Have students write a letter to the President reacting to the government’s African-American Contributions SS.8.A.4.13 Explain the consequences of landmark policies towards Native Americans, African Americans, or other minority groups Hispanic Contributions Supreme Court decisions (McCulloch v. Maryland [1819], in the voice of a member of one of those groups. Gibbons v. Odgen [1824], Cherokee Nation v. Georgia Women’s Contributions [1831], and Worcester v. Georgia [1832]) significant to this Have students compare and contrast the economic policies between President Native American Month (Nov.) era of American history. Jackson’s era with the policies of the current U.S. presidential administration. Florida Jewish History Month (Jan.) SS.8.A.4.14 Examine the causes, course, and Have students write a five paragraph essay that discusses the expansion of consequences of the women's suffrage movement (1848 democracy in the United States under President’s Jackson. Be sure to include Seneca Falls Convention, Declaration of Sentiments). specific examples. Have students write a brief (one to two pages) biography on Andrew Jackson, SS.8.A.4.15 Examine the causes, course, and and explain how he came to be seen as “a man of the people.” consequences of literature movements (Transcendentalism) significant to this era of American history. Assessment: Develop rubrics and share with students for each of the above mentioned SS.8.A.4.16 Identify key ideas and influences of Jacksonian projects in order to increase opportunities for mastery of content and historical democracy. thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. SS.8.A.4.17 Examine key events and peoples in Florida ELL: history as each impact this era of American history. Use visual depictions of historical events in order to increase ELL students’ mastery of related content. SS.8.A.4.18 Examine the experiences and perspectives of different ethnic, national, and religious groups in Florida, Have students create a illustrated geographic dictionary of key terms in English explaining their contributions to Florida's and America's and their native language using a translation website: e.g., society and culture during the Territorial Period. http://translate.google.com/ http://wordmonkey.info/ SS.8.A.1.6 Compare interpretations of key events and issues throughout American History. Additional ELL Strategies: Provide students with oral and visual cues for directions SS.8.A.1.7 View historic events through the eyes of those Provide students with pictures, graphs, charts, and videos. who were there as shown in their art, writings, music, and Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) artifacts. Provide students with peer grouping for activities Provide students with teacher read-a-loud strategies SS.8.E.2.2 Explain the economic impact of government Provide students with the opportunity to use of audio books policies. Provide students with the use of manipulative items (i.e.,3-D objects) Provide students with cooperative learning activities (small/large group settings) SS.8.E.2.3 Assess the role of Africans and other minority Provide students with structured paragraphs for writing assignments groups in the economic development of the United States. Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing SS.8.G.4.6 Use political maps to describe changes in Provide students with the opportunity to use the Language Experience Approach boundaries and governance throughout American history. http://www.literacyconnections.com/InTheirOwnWords.php

SS.8.G.5.2 Describe the impact of human modifications on State and District Instructional Requirements: Teachers should be aware the physical environment and ecosystems of the United that State and District policy requires that all teachers K-12 provide instruction to States throughout history. students in the following content areas: African-American History, Character MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards Education, Hispanic Contributions to the United States, Holocaust Education, Skill Benchmarks: and Women’s Contributions to the U.S. Detailed lesson plans can be SS.8.A.1.1 Provide supporting details for an answer from downloaded from the Department of Social Sciences website, text, interview for oral history, check validity of information http://socialsciences.dadeschools.net/, under the headings “Character from research/text, and identify strong vs. weak Education” and “Multicultural Support Documents.” Please note that instruction arguments. regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular SS.8.A.1.2 Analyze charts, graphs, maps, photographs and month or day when a particular cultural group is celebrated or recognized. timelines; analyze political cartoons; determine cause and effect. SPED: Go the Department of Social Sciences website, SS.8.A.1.3 Analyze current events relevant to American http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” History topics through a variety of electronic and print media Next Generation Sunshine State Standards” in order to download the PDF of resources. Access Points for Students with Cognitive Disabilities related to this particular grade level. SS.8.A.1.4 Differentiate fact from opinion; utilize appropriate historical research and fiction/nonfiction support materials.

SS.8.E.1.1 Examine motivating economic factors that influenced the development of the United States economy over time including scarcity, supply and demand, opportunity costs, incentives, profits, and entrepreneurial aspects.

SS.8.G.2.1 Identify the physical elements and the human elements that define and differentiate regions as relevant to MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards American history.

SS.8.G.2.2 Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications.

SS.8.G.2.3 Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time.

SS.8.G.4.2 Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination.

SS.8.G.5.1 Describe human dependence on the physical MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards environment and natural resources to satisfy basic needs in local environments in the United States.

SS.8.G.6.1 Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout American history.

SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations

SS.8.C.2.1 Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources from the colonial period to Reconstruction.

of linear and non-linear functions for real-world situations. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Date Pacing Guide Data Driven Activities Assessment(s) Strategi Benchmark(s) Benchmark(s) es February 7, Florida Standards Focus Standard: LAFS.RH.6-8.2 Determine the central ideas or information of a primary or 2017 to secondary source; provide an accurate summary of the source distinct from February 21, prior knowledge or opinions. 2017 LAFS.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Content Benchmarks: SS.8.A.4.1 Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).

SS.8.A.4.7 Explain the causes, course, and consequences (industrial growth, subsequent effect on children and women) of New England's textile industry.

SS.8.A.4.8 Describe the influence of individuals on social and political developments of this era in American History.

SS.8.A.4.8 Describe the influence of individuals on social and political developments of this era in American History. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Date Pacing Guide Data Driven Activities Assessment(s) Strategi Benchmark(s) Benchmark(s) es February 7, SS.8.A.4.10 Analyze the impact of technological advancements on the 2017 to agricultural economy and slave labor. February 21, SS.8.A.4.11 Examine the aspects of slave culture including plantation life, 2017 resistance efforts, and the role of the slaves' spiritual system. SS.8.A.4.13 Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Odgen [1824], Cherokee Nation v. Georgia [1831], and Worcester v. Georgia [1832]) significant to this era of American history.

SS.8.A.4.14 Examine the causes, course, and consequences of the women's suffrage movement (1848 Seneca Falls Convention, Declaration of Sentiments).

SS.8.A.4.16 Identify key ideas and influences of Jacksonian democracy.

SS.8.A.4.18 Examine the experiences and perspectives of different ethnic, national, and religious groups in Florida, explaining their contributions to Florida's and America's society and culture during the Territorial Period.

SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.

SS.8.E.2.3 Assess the role of Africans and other minority groups in the economic development of the United States. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Date Pacing Guide Data Driven Activities Assessment(s) Strategi Benchmark(s) Benchmark(s) es February 7, SS.8.G.4.6 Use political maps to describe changes in boundaries and 2017 to governance throughout American history. February 21, SS.8.G.5.2 Describe the impact of human modifications on the physical 2017 environment and ecosystems of the United States throughout history.

Topic 11: MANIFEST DESTINY: 1813-1853

Pacing Date(s) ESSENTIAL QUESTIONS: How did the belief in Manifest Destiny influence western settlement? What did Manifest Traditional 12 days 2-13-17 to 3-1-17 Destiny mean to people of the United States? What effects did Westward Expansion have on the U.S. geographically, socially, and economically? What was the source Block 6 days 2-13-17 to 3-1-17 of conflict between the United States and Mexico before they went to War? What were some of the concerns about annexing Texas? What effects did the Mexican- American War have on the U.S.-geographically, socially, and economically? How did the California Gold Rush lead to the expansion of cities? Why did the Mormons have to keep moving from one place to another?

STRAND(S) and STANDARD(S): AMERICAN HISTORY: (Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources.) (Standard 4: Demonstrate and understanding of the domestic and international causes, courses and consequences of westward expansion.) GEOGRAPHY: (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information.) (Standard 2: Understand physical and cultural characteristics of places.) (Standard 3: Understand the relationships between the Earth’s ecosystems and the populations that dwell with them.) (Standard 4: Understand the characteristics, distribution, and migration of human populations.) (Standard 5: Understand how human actions can impact the environment.) (Standard 6: Understand how to apply geography to interpret the past and present and plan for the future.) ECONOMICS: (Standard 1: Understand the fundamental concepts relevant to the development of a market economy.) (Standard 2: Understand the fundamental concepts relevant to the institution, structure, and functions of a national economy.) (Standard 3: Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace.) CIVICS AND GOVERNMENT: (Standard 1: The student will evaluate the roles, rights, and responsibilities of the United States citizens and determine methods of active participation in society, government, and the political system.) (Standard 2: The student will demonstrate and understanding of the principles, functions, and organization of government.) Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards Course Themes Addressed: Florida Standards Focus Standard: Florida Standards Focus Activity: American Diversity; American LAFS.RH.6-8.8 Distinguish among fact, opinion, and Students will learn to identify fact and distinguish it from opinion through this Identity; Westward Expansion; reasoned judgment in a text. activity. They will read and evaluate two primary source excerpts to complete Culture; Demographic Changes; E this assignment. Direct the students to create a note taking graphic with three Globalization; Politics & Content Benchmarks: columns and two rows. Have students assign a row and column to each writer: Citizenship; Environment; SS.8.A.4.1 Examine the causes, course, and consequences one for Albert Gallatin and John L. O’Sullivan. In the remaining columns the Religion; Slavery; War/Diplomacy; of United States westward expansion and its growing students will note opinions and facts contained in the writings of Gallatin and Leadership diplomatic assertiveness (War of 1812, Convention of 1818, Sullivan. Have the students turn to page 364-65. Read both excerpts with the Adams-Onis Treaty, Missouri Compromise, Monroe students identifying with them the facts and opinions contained in the excerpts. Doctrine, Trail of Tears, Texas annexation, Manifest Direct the students to note the facts and opinions in their graphics. As a wrap up,  MANIFEST DESTINY: Destiny, Oregon Territory, Mexican American War/Mexican direct the students the answer the 3 document based questions in the inset titled MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards 1813-1853 Cession, California Gold Rush, Compromise of 1850, “What do you think?” Review the answers with the students for understanding. o Acquisition of Florida : Kansas Nebraska Act, Gadsden Purchase). Andrew Jackson; Negro Fort; Adams Onis Treaty Vocabulary/ Identification: joint occupation, mountain man, rendezvous, (1819) emigrant, Manifest Destiny, Tejano, empresario, decree, annex, rancho, Settlement of Oregon o ranchero, Californios, cede, forty-niners, boomtown, vigilante Territory: Four countries claim Oregon; Mountain Technology: Men; Jedediah Smith; Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html Marcus and Narcissa SS.8.A.4.2 Describe the debate surrounding the spread of PBS’s “New Perspective on The West” Whitman; Oregon Trail; slavery into western territories and Florida. http://www.pbs.org/weta/thewest/program/ trading with Native Americans SS.8.A.4.3 Examine the experiences and perspectives of o Election of 1844: James K. significant individuals and groups during this era of Library of Congress “Trails to Utah and the Pacific: Diaries and Letters, 1846- Polk; Campaign slogan : American History. 1869” http://memory.loc.gov/ammem/award99/upbhtml/overhome.html “Fifty Four Forty or Fight” Oakland Museum of California “Gold Fever!” o Annexation of Texas: SS.8.A.4.4 Discuss the impact of westward expansion on http://museumca.org/goldrush/fever01.html Tejanos; Moses Austin; cultural practices and migration patterns of Native American Library of Congress “America’s Story” http://www.americaslibrary.gov Stephen Austin; Old Three and African slave populations. Smithsonian Institution’s “The Price of Freedom” Hundred; Texas War of http://americanhistory.si.edu/militaryhistory/exhibition/flash.html Independence; General SS.8.A.4.5 Explain the causes, course, and consequences PBS’s “The U.S. - Mexican War” Santa Anna; Sam Houston; of the 19th century transportation revolution on the growth of http://www.pbs.org/kera/usmexicanwar/index_flash.html Davy Crockett; Jim Bowie; the nation's economy. William B. Travis; Suggested Activities: Statehood in 1845 SS.8.A.4.6 Identify technological improvements Have students analyze primary sources by accessing the worksheets developed o Mexican-American War: (inventions/inventors) that contributed to industrial growth. by the Education Staff of the National Archives and Records Administration: General Zachary Taylor http://www.archives.gov/education/lessons/worksheets/ Invades; U.S. Declares War SS.8.A.4.7 Explain the causes, course, and consequences in1846; Polk’s War Plan; (industrial growth, subsequent effect on children and Have students develop a timeline of the expansion of the United States. women) of New England's textile industry. Independent Republic of Have students create a Pioneer, Texan, Forty-Niner, or soldier journal. California; U.S. Navy invades California; SS.8.A.4.8 Describe the influence of individuals on social Have students pretend gold has been discovered in their backyard and then Californios Rebel; Treaty of and political developments of this era in American History. write a short essay explaining their actions on how they would protect their claim. Guadalupe Hidalgo of 1848 Have students pretend they are an American/Mexican reporter, and write a short Gold Rush: John Sutter’s o article on the war and include a political cartoon. Mill; James Marshall; forty- niners; Californios and the Have students create a poster board collage on what Manifest Destiny means. Land Law of 1851; Levi Have students list positive and negative impacts of Manifest Destiny. Strauss’ denims o Election of 1849: Zachary Have students draw a political cartoon explain the events of the “Alamo.” Taylor; California applies SS.8.A.4.9 Analyze the causes, course and consequences for statehood in 1850 of the Second Great Awakening on social reform Assessment: o Utah Territory: Joseph movements. Develop rubrics and share with students for each of the above mentioned Smith; Mormons; Brigham projects in order to increase opportunities for mastery of content and historical Young; Deseret (Great Salt SS.8.A.4.10 Analyze the impact of technological MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards Lake); Utah applies for advancements on the agricultural economy and slave labor. thinking skills. Each project or assignment should be assessed for content statehood in 1896 accuracy and skill development in terms of writing and reading comprehension. o Territory of Florida: Creek SS.8.A.4.11 Examine the aspects of slave culture including ELL: Wars 1836 – 1840 plantation life, resistance efforts, and the role of the slaves' Use visual depictions of historical events in order to increase ELL students’ Gadsden Purchase of 1853 spiritual system. o mastery of related content. – completes expansion SS.8.A.4.13 Explain the consequences of landmark Have students create a illustrated geographic dictionary of key terms in English Supreme Court decisions (McCulloch v. Maryland [1819], and their native language using a translation website: e.g., Gibbons v. Odgen [1824], Cherokee Nation v. Georgia http://translate.google.com/ [1831], and Worcester v. Georgia [1832]) significant to this era of American history. http://wordmonkey.info/ Additional ELL Strategies: SS.8.A.4.14 Examine the causes, course, and Provide students with oral and visual cues for directions consequences of the women's suffrage movement (1848 Mandate(s): Provide students with pictures, graphs, charts, and videos. Seneca Falls Convention, Declaration of Sentiments). Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) Character Education: Kindness, Provide students with peer grouping for activities Honesty, Integrity SS.8.A.4.15 Examine the causes, course, and Provide students with teacher read-a-loud strategies consequences of literature movements (Transcendentalism) Provide students with the opportunity to use of audio books African-American Contributions significant to this era of American history. Provide students with the use of manipulative items (i.e.,3-D objects) Hispanic Contributions Provide students with cooperative learning activities (small/large group settings) SS.8.A.4.16 Identify key ideas and influences of Jacksonian Provide students with structured paragraphs for writing assignments Women’s Contributions democracy. Provide students with the use of simplified/shortened reading text Native American Month (Nov.) Provide students with semantic mapping activities to enhance writing SS.8.A.4.17 Examine key events and peoples in Florida Provide students with the opportunity to use the Language Experience Approach history as each impact this era of American history. Florida Jewish History Month (Jan.) http://www.literacyconnections.com/InTheirOwnWords.php

SS.8.A.4.18 Examine the experiences and perspectives of State and District Instructional Requirements: Teachers should be aware different ethnic, national, and religious groups in Florida, that State and District policy requires that all teachers K-12 provide instruction to explaining their contributions to Florida's and America's students in the following content areas: African-American History, Character society and culture during the Territorial Period. Education, Hispanic Contributions to the United States, Holocaust Education, and and Women’s Contributions to the U.S. Detailed lesson plans can be America's society and culture during downloaded from the Department of Social Sciences website, the Territorial Period. http://socialsciences.dadeschools.net/, under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction Skill Benchmarks: regarding the aforementioned requirements should take place throughout the SS.8.A.1.1 Provide supporting details for an answer from entire scope of a given social studies course, not only during the particular text, interview for oral history, check validity of information month or day when a particular cultural group is celebrated or recognized. from research/text, and identify strong vs. weak. arguments. SPED: SS.8.A.1.2 Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and Go the Department of Social Sciences website, effect. http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of SS.8.A.1.3 Analyze current events relevant to American Access Points for Students with Cognitive Disabilities related to this particular MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards History topics through a variety of electronic and print media resources. grade level.

SS.8.A.1.4 Differentiate fact from opinion; utilize appropriate historical research and fiction/nonfiction support materials.

SS.8.G.2.1 Identify the physical elements and the human MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards elements that define and differentiate regions as relevant to American history.

SS.8.G.2.2 Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications.

SS.8.G.2.3 Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time. SS.8.G.3.1 Locate and describe in geographic terms the major ecosystems of the United States.

SS.8.G.4.2 Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination.

SS.8.G.4.6 Use political maps to describe changes in MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards boundaries and governance throughout American history.

SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.

SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations SS.8.C.1.1 Identify the constitutional provisions for establishing citizenship.

Date Pacing Guide Data Driven Activities Assessment(s) Strategi Benchmark(s) Benchmark(s) es February 22, Florida Standards Focus Standard: LAFS.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a 2017 to text. March 13, 2017 Content Benchmarks: SS.8.A.4.1 Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).

SS.8.A.4.9 Analyze the causes, course and consequences of the Second Great Awakening on social reform movements.

Date Pacing Guide Data Driven Activities Assessment(s) Strategi Benchmark(s) Benchmark(s) es February 22, SS.8.A.4.10 Analyze the impact of technological advancements on the 2017 to agricultural economy and slave labor. March 13, SS.8.A.4.11 Examine the aspects of slave culture including plantation life, 2017 resistance efforts, and the role of the slaves' spiritual system. SS.8.A.4.13 Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Odgen [1824], Cherokee Nation v. Georgia [1831], and Worcester v. Georgia [1832]) significant to this era of American history.

SS.8.A.4.18 Examine the experiences and perspectives of different ethnic, national, and religious groups in Florida, explaining their contributions to Florida's and America's society and culture during the Territorial Period. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Topic 12: AGE OF REFORM

Pacing Date(s) ESSENTIAL QUESTIONS: What was the effect of the Second Great Awakening? Why did the reform movement gain Traditional 10 days 3-2-17 to 3-15-17 momentum? How did Americans’ attitude toward slavery change? How did many Southerners defend the institution of slavery? In what areas did women make progress in Block 5 days 3-2-17 to 3-15-17 achieving equality? How did the spirit of reform influence American authors?

STRAND(S) and STANDARD(S): AMERICAN HISTORY: (Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources.) (Standard 4: Demonstrate and understanding of the domestic and international causes, courses and consequences of westward expansion.) GEOGRAPHY: (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information.) (Standard 2: Understand physical and cultural characteristics of places.) (Standard 3: Understand the relationships between the Earth’s ecosystems and the populations that dwell with them.) (Standard 4: Understand the characteristics, distribution, and migration of human populations.) (Standard 5: Understand how human actions can impact the environment.) (Standard 6: Understand how to apply geography to interpret the past and present and plan for the future.) ECONOMICS: (Standard 1: Understand the fundamental concepts relevant to the development of a market economy.) (Standard 2: Understand the fundamental concepts relevant to the institution, structure, and functions of a national economy.) (Standard 3: Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace.) CIVICS AND GOVERNMENT: (Standard 1: The student will evaluate the roles, rights, and responsibilities of the United States citizens and determine methods of active participation in society, government, and the political system.) (Standard 2: The student will demonstrate and understanding of the principles, functions, and organization of government.) Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards  Course Themes Addressed: Florida Standards Focus Standard: Florida Standards Focus Activity: American Diversity; American LAFS.RH.6-8.6 Identify aspects of a text that reveal an In this exercise students will learn to ascertain and analyze the author’s purpose Identity; Culture; Politics & author’s point of view or purpose (e.g., loaded language, in an excerpt of a primary source. The source to be examined is an excerpt from Citizenship; Reform; Religion; inclusion or avoidance of particular facts). the Narrative of the Life of Frederick Douglass, An American Slave, on page Slavery; Leadership 426-427 of the textbook Discovering Our Past. Create on your board a K-W-L Content Benchmarks: note taking graphic with three columns corresponding with each letter and direct  AGE OF REFORM SS.8.A.4.1 Examine the causes, course, and consequences the students to create the same graphic in their notes. Lead a discussion with o Second Great Awakening: of United States westward expansion and its growing the students by asking them to write in the K column what they would like to Charles G. Finnney; Camp diplomatic assertiveness (War of 1812, Convention know about slavery by the reading excerpt. In the second column marked W Revival Meetings; Increase of 1818, Adams-Onis Treaty, Missouri students should list what they would like to learn about slavery from the excerpt. in Church Membership; Compromise, Monroe Doctrine, Trail of Tears, Texas After reading the excerpt, the students can list in the L columns what they Increase in Social Reform annexation, Manifest Destiny, learned about slavery from the reading. After reading and discussing the Movements; Lyman Oregon Territory, Mexican columns with the students have them answer the DBQ questions in the subset Beecher and the American War/Mexican Cession, and review the answers with the students. Close the exercise by asking what MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards Temperance Movement California Gold Rush, Compromise of 1850, Kansas they believe was Douglass’ purpose in writing the autobiographical piece. Have o Abolitionist Movement: Nebraska Act, Gadsden them note in paragraph form their answer(s) and the reasons at the bottom of American Colonization Purchase). their graphic. They can refer to the information in their K-W-L graphics. Society; Colony of Liberia; Convention of 1818, Adams-Onis Treaty, Missouri Vocabulary/ Identification: utopia, revival, temperance, normal school, Abolitionist e.g., William Compromise, Monroe Doctrine, Trail of Tears, Texas transcendentalist, abolitionist, Underground Railroad, suffrage, coeducation Lloyd Garrison, Frederick annexation, Manifest Destiny, Oregon Territory, Mexican Douglass, Sojourner Truth, American War/Mexican Cession, California Gold Rush, Harriet Tubman; Compromise of 1850, Kansas Nebraska Act, Gadsden Mobile Device Project: Second Great Awakening- click on the icon below Underground Railroad; Purchase). Antislavery Newspapers e.g., The Liberator, North SS.8.A.4.3 Examine the experiences and perspectives of Star, Freedom’s Journal; significant individuals and groups during this era of American Antislavery American History. Society; Ashmun Institute – First African American SS.8.A.4.4 Discuss the impact of westward expansion on college cultural practices and migration patterns of Native American o Women's Movement: and African slave populations. Abolitionist Movement Influences Women’s SS.8.A.4.5 Explain the causes, course, and consequences Movement; Abolitionist and of the 19th century transportation revolution on the growth of Technology: Suffragist – e.g., Lucretia the nation's economy. Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html Mott, Elizabeth Cady, Library of Congress “America’s Story” http://www.americaslibrary.gov Susan B. Anthony; Seneca SS.8.A.4.6 Identify technological improvements John Brown Museum State Historic Site Falls Convention of 1848; (inventions/inventors) that contributed to industrial growth. http://www.kshs.org/places/johnbrown/index.htm Women’s Education - The History Place – Child Labor Mount Holyoke Women’s SS.8.A.4.7 Explain the causes, course, and consequences http://www.historyplace.com/unitedstates/childlabor/index.html College, Troy Female (industrial growth, subsequent effect on children and National Park Service’s “Woman's Rights” http://www.nps.gov/wori/index.htm Seminary women) of New England's textile industry. North American Slave Narratives http://docsouth.unc.edu/neh/texts.html o Education Reform: New York and Massachusetts SS.8.A.4.8 Describe the influence of individuals on social Suggested Activities: lead reform for public and political developments of this era in American History. Have students analyze primary sources by accessing the worksheets developed education; reformer Horace by the Education Staff of the National Archives and Records Administration: Mann SS.8.A.4.9 Analyze the causes, course and consequences http://www.archives.gov/education/lessons/worksheets/ of the Second Great Awakening on social reform Have students pretend they are a Northerner or Southerner, write a letter back movements. home explaining to your family what was said or the goals presented at a women, abolitionists, and/or religious convention. SS.8.A.4.10 Analyze the impact of technological advancements on the agricultural economy and slave labor. Have student create a Venn Diagram comparing and contrasting the Seneca Falls Declaration and the Declaration of Independence. o Transcendental Literature: SS.8.A.4.11 Examine the aspects of slave culture including Have students pretend they are one of the leaders of the “Age of Reform” and social reform movements plantation life, resistance efforts, and the role of the slaves' discuss which movement the group should focus on first if Congress was willing influence’s on literature; spiritual system. Transcendental writers e.g., to pass an amendment (just one). Have students write a summary on their decision and present their arguments to the class. Henry David Thoreau, SS.8.A.4.12 Examine the effects of the 1804 Haitian Ralph Waldo Emerson Revolution on the United States acquisition of the Louisiana Have students read slave narratives and compare and contrast the life of a man, MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards Territory. Mandate(s): woman, child, and grandparent slave. Character Education: Kindness, SS.8.A.4.13 Explain the consequences of landmark Honesty, Integrity Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Odgen [1824], Cherokee Nation v. Georgia Assessment: African-American Contributions [1831], and Worcester v. Georgia [1832]) significant to this Develop rubrics and share with students for each of the above mentioned era of American history. projects in order to increase opportunities for mastery of content and historical Hispanic Contributions thinking skills. Each project or assignment should be assessed for content Women’s Contributions SS.8.A.4.14 Examine the causes, course, and accuracy and skill development in terms of writing and reading comprehension. consequences of the women's suffrage movement (1848 Native American Month (Nov.) ELL: Seneca Falls Convention, Declaration of Sentiments). Use visual depictions of historical events in order to increase ELL students’ Florida Jewish History Month (Jan.) mastery of related content. SS.8.A.4.15 Examine the causes, course, and consequences of literature movements (Transcendentalism) Have students create a illustrated geographic dictionary of key terms in English significant to this era of American history. and their native language using a translation website: e.g., http://translate.google.com/ SS.8.A.4.16 Identify key ideas and influences of Jacksonian http://wordmonkey.info/ democracy. Additional ELL Strategies: SS.8.A.4.17 Examine key events and peoples in Florida Provide students with oral and visual cues for directions history as each impact this era of American history. Provide students with pictures, graphs, charts, and videos. Provide students with oral reading strategies (i.e., read-a-loud, jump in reading) SS.8.A.4.18 Examine the experiences and perspectives of Provide students with peer grouping for activities different ethnic, national, and religious groups in Florida, Provide students with teacher read-a-loud strategies explaining their contributions to Florida's and America's Provide students with the opportunity to use of audio books society and culture during the Territorial Period. Provide students with the use of manipulative items (i.e.,3-D objects) and Provide students with cooperative learning activities (small/large group settings) America's society and culture during Provide students with structured paragraphs for writing assignments the Territorial Period. Provide students with the use of simplified/shortened reading text Provide students with semantic mapping activities to enhance writing Skill Benchmarks: Provide students with the opportunity to use the Language Experience Approach SS.8.A.1.1 Provide supporting details for an answer from http://www.literacyconnections.com/InTheirOwnWords.php text, interview for oral history, check validity of information from research/text, and identify strong vs. weak State and District Instructional Requirements: Teachers should be aware arguments. that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character SS.8.A.1.2 Analyze charts, graphs, maps, photographs and Education, Hispanic Contributions to the United States, Holocaust Education, timelines; analyze political cartoons; determine cause and and Women’s Contributions to the U.S. Detailed lesson plans can be effect. downloaded from the Department of Social Sciences website, http://socialsciences.dadeschools.net/, under the headings “Character SS.8.A.1.3 Analyze current events relevant to American Education” and “Multicultural Support Documents.” Please note that instruction History topics through a variety of electronic and print media regarding the aforementioned requirements should take place throughout the resources. entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SS.8.A.1.4 Differentiate fact from opinion; utilize appropriate MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards historical research and fiction/nonfiction support materials. SPED: SS.8.A.1.5 Identify, within both primary and secondary Go the Department of Social Sciences’ website, sources, the author, audience, format, and purpose of http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” significant historical documents. Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular SS.8.A.1.6 Compare interpretations of key events and grade level. issues throughout American History.

SS.8.G.2.1 Identify the physical elements and the human elements that define and differentiate regions as relevant to American history.

SS.8.G.2.2 Use geographic terms and tools to analyze case MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications.

SS.8.G.2.3 Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time.

SS.8.G.4.2 Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States. origin and destination.

SS.8.G.4.6 Use political maps to describe changes in boundaries and governance throughout American history.

SS.8.G.5.1 Describe human dependence on the physical MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Third Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards environment and natural resources to satisfy basic needs in local environments in the United States.

SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations

Date Pacing Guide Data Driven Activities Assessment(s) Strategi Benchmark(s) Benchmark(s) es March 14, Florida Standards Focus Standard: LAFS.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view 2017 to or purpose (e.g., loaded language, inclusion or avoidance of particular facts). March 23, 2017 Content Benchmarks: SS.8.A.4.1 Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase). Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).

SS.8.A.4.9 Analyze the causes, course and consequences of the Second Great Awakening on social reform movements. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Date Pacing Guide Data Driven Activities Assessment(s) Strategi Benchmark(s) Benchmark(s) es March 14, SS.8.A.4.10 Analyze the impact of technological advancements on the 2017 to agricultural economy and slave labor. March 23, 2017 SS.8.A.4.11 Examine the aspects of slave culture including plantation life, resistance efforts, and the role of the slaves' spiritual system.

SS.8.A.4.12 Examine the effects of the 1804 Haitian Revolution on the United States acquisition of the Louisiana Territory.

SS.8.A.4.13 Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Odgen [1824], Cherokee Nation v. Georgia [1831], and Worcester v. Georgia [1832]) significant to this era of American history.

SS.8.A.4.18 Examine the experiences and perspectives of different ethnic, national, and religious groups in Florida, explaining their contributions to Florida's and America's society and culture during the Territorial Period. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Everfi Program Overview

EverFi Financial Literacy™ Student Length: 6 hours (approximate) Meets 53 of the 107 Florida Standards for economics.

Topics Covered: •Credit scores, •consumer fraud and protection, •budgeting, •insurance, •credit cards, •student loans, •1040’s, •FAFSA, •mortgages, •taxes, •stocks, •savings, •401k’s

EverFi™ - Assist students in learning critical financial literacy skills. The web based program is plug and play ready and assists teachers in efficiently providing critical need financial skills in a fun and engaging digital environment. The system automatically records student progress and reports the unique score of each user back to the teacher. The program is engaging, easy to use, and provides students with a wonderful background on the essential skills that are critical for their future financial success. The resource contains 10 modules covering over 600 topics including banking, credit scores, insurance, credit cards, student loans, mortgages, taxes, stocks, savings, 401k’s and other critical concepts. Video, animations, 3-D gaming, avatars, and social networking – bring complex financial concepts to life for today’s digital generation. Students who successfully complete the course earn certification in financial literacy, which can be a powerful tool for job applications, college search, and internships.

Steps to Access

I. Activating Administrative Account • Go to http://www.everfi.com/login • Click “sign up” on the top right of the screen. • Type in your school site registration site code (see list) and click “I’m a teacher”. • Complete the fields, enter your email address, create a • password and fill remaining fields. Click finished!

II. Creating Classes and Class Codes 1. Once logged in, select the “classes” tab from the top navigation bar. 2. On the dropdown and select “create class”. 3. Select the appropriate curriculum (if applicable). Name the class the and click “add class”. (This will automatically generate a class registration code that will be stored on your dashboard. Students will use this class code in the same manner in which you registered.) MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

III. Activating and Registering for Student Accounts 1. Go to www.everfi.com/login 2. Select “sign up” at the top right of the screen. 3. Enter the class registration code for YOUR class. 4. Select “I’m a student Student” 5. Fill in all the required fields.-You DO NOT have to enter an email address. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Additional Useful Online Resources for Financial Literacy Instruction:

Financial Literacy from Florida’s Chief Financial Officer:  The Department of Social Sciences is pleased to provide information regarding Mr. Jeff Atwater, Florida’s Chief Financial Officer, FREE online financial literacy educational resources.  Parents, students, teachers, and all M-DCPS employees can access this FREE online financial literacy learning resource by clicking on the following link: http://www.myfloridacfo.com/YMM/default.aspx.  Valuable information is available from this website regarding understanding credit and debt, saving and spending, planning for life’s events, such as saving for college, buying a car, and accessing health care, and even games for students to teach them important money skills.  All resources are also available in Spanish by clicking on the “Spanish” tab at the bottom of the page.

H & R Block’s Budget Challenge:  http://www.hrblockdollarsandsense.com/  Everyone knows money doesn't grow on trees. At least they will if H&R Block has any say in it. By learning strong budgeting skills and fiscal discipline early, kids can gain the knowledge and confidence to manage their own financial future. Our free H&R Block Budget Challenge encourages students to learn personal finance in a fun, engaging way while competing against other classrooms and students for $3 million in classroom grants and student scholarships.

National Education Association’s Warehouse on Teaching Financial Literacy:  http://www.nea.org/tools/lessons/resources-for-teaching-financial-literacy.html  Use these resources to supplement your curriculum and help students gain the financial literacy skills they’ll need to manage their financial resources effectively throughout their lives. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

DISCOVERY RESOURCES

TOPIC 10: GROWTH AND EXPANSION: 1790-1825

Video: Factory Work The Dawn of the First Industrial Revolution Massachusetts Becomes the Manufacturing Center of the North; Water-Powered Machines Run Factories and Mills Industrialization Revolution Improved Transportation Transportation in 1800: Land and Water To The Mississippi: Westward Expansion and the Northwest Ordinance of 1787 James Monroe and the Era of Good Feelings The Monroe Doctrine Rush-Begot Agreement & Convention of 1818 The Slavery Question and the Missouri Compromise Supremacy of the Constitution McCulloch v. Maryland

Image: Replica of Peter Cooper's Tom Thumb. Samuel Slater, the inventor of the spinning jenny. American canals built between 1790 and 1850.

Article: United States of America: History--The Growth of the Nation

TOPIC 11: JACKSONIAN DEMOCRACY

Video: Nationalism and Party Politics National Finance and Sectional Interest Jacksonian Democracy Jackson versus South Carolina Texas Independence and the Battle of the Alamo, 1836 Economic Democracy The Trail of Tears Worcester v. Georgia The Presidency of Martin Van Buren: The Panic of 1837

Image: Map shows electoral votes, 1824 election. Andrew Jackson, the 7th U.S. president. Map shows electoral votes, 1828 election. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

John Quincy Adams (1767-1848). The deportation of the Seminoles.

Audio: U.S. Government: The First 200 Years: Jackson's Politics

Article: Jackson, Andrew Kitchen Cabinet Whig Party

TOPIC 12: MANIFEST DESTINY: 1813-1853

Video: Manifest Destiny Presidents: Tyler, Polk, Taylor, Pierce Native Americans and Manifest Destiny Manifest Destiny: Starting a War The Mexican War The Battle for Texas, The Alamo, Texas Joins the Union, The Mexican American War 1821: Florida Becomes a US Territory and Mexico Gains Independence Florida and the Seminole Indians Osceola Resists Indian Removal Act Oregon Country The Fur Trade, the Mountain Men, and Exploration of the American West Religious Missionaries and the Growth of the American West Westward Movement and the Oregon Trail Gold is Discovered: The California Gold Rush Begins The Presidency of Zachary Taylor, 1849-1850

Image: This map shows all of U.S. territory 1820. A Map of Indian Land Cessions, 1814-1820

Audio: The American West: Myth & Reality: Manifest Destiny The American West: Myth & Reality: "Civilizing the West"

Article: Manifest Destiny

TOPIC 13: AGE OF REFORM

Video: The Second Great Awakening The Gadsden Purchase and the Kansas-Nebraska Act, 1853-1854 MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History

Forming a More Perfect Union Slavery and Women's Rights Sojourner Truth Delivers Famous Speech Abolitionists and the Underground Railroad Uncle Tom's Cabin: Politics and the Pen The Abolitionists The Underground Railroad Transcendentalism

Image: Henry David Thoreau's cabin at Walden pond.

Audio: Stuff You Missed in History Class Podcast: The Crafts' Escape to Freedom Stuff You Missed in History Class Podcast: The Amistad Mutiny Stuff You Missed in History Class Podcast: How the Underground Railroad Worked

Article: United States of America: History--The Debate Over Slavery Mann, Horace Emerson, Ralph Waldo

Skill Builder: Women's Voting Rights