GRADE 8 U.S. HISTORY 1754-1877 Pacing Calendar 2016-2017

Social Studies Process Skills for Organizing and Analyzing Information Resources, Websites and Activities Process Standards: The student will Graphic Organizers Interactive Graphic Organizers NEW: Social Studies Web Links and Resources 1. Identify, analyze, and interpret primary and Graphic Organizers Print Outs secondary sources and artifacts. NEW: National Archives—Teaching Documents 2. Distinguish between fact and opinion in Organizing and Analyzing Information Lesson Plans

examining documentary sources GIST History Frames Activities and Resources 3. Recognize and explain how different points History Frame Form 1. Decision Making in U.S. History of view have been influenced by social, History Frame Pyramid 2. Use Graphic Novel from Glencoe political, economic, historic and geographic Mind Maps 3. Chester the Crab Graphic Novel changes. Mind Maps History Examples 4. Nystrom United States History Atlas including 4. Construct timelines of key events, periods, Mind Map Examples for Geography the district website copy and historically significant individuals. Mind Map Forms 5. Explain the relationships between One Sentence Summary Websites: geography and the historical developments One Word Summary Links from Tolland Middle School by using maps, graphs, charts, visual Power Thinking Power Thinking Chart images, and computer-based technologies. District U.S. History Power Point Website Power Thinking Chart for Geography 6. Develop discussion, debate, and Prediction with Evidence persuasive writing and speaking skills, District Government Power Point Website Problem-Solution Chart focusing on enduring issues and Think Pair Share Power Point Palooza demonstrating how divergent viewpoints Three Minute Pause have been and continue to be addressed Three Minute Pause Chart Mr. Nussbaum’s Interactive History Analyzing an Historic Event APPARTS 100 Milestone Documents APPARTS for The Federalists Papers Writing Literacy: Five Themes Analysis for Geography One Sentence Summary History & Social Studies | EDSITEment H Diagram One Sentence Summary Frames PERSIA One Word Summary SOAPS The Founders of the Constitution Quick Writes Venn Diagram Ticket-Out-the-Door Venn Variation The Annenberg Learner for History and Social Tweet It! Venn Diagram Alternative Forms Studies RAFT Writing Vocabulary Word Map RAFT Form Word Splash The Online Library of Liberty Word Walls U.S. Department of State—Office of the Historian

Moore Public Schools—Social Studies Department: Grade 8 U.S. History 1754-1877 Page 1

The American Presidency Project John Irish: Historical Thinking Skills  Turning Points The History Place  HIPP  Argumentation Legends of America  Interpretation American History by Era | The Gilder Lehrman Institute of American History

Library of Congress—The American Memory

Landmark Supreme Court Cases

Chronology of US Historical Documents -- OU College of Law

Yale Law -- Documents in Law, History and Diplomacy

Archiving Early America: Primary Source Material from 18th Century America

History Wiz: American History

Historyteacher.net Index

American History [ushistory.org]

History Animated

National Constitution Center

We The People | EDSITEment

Picturing America Art Gallery | EDSITEment

wiseGEEK: History and Government

Cagle Post » Daily Cartoons Moore Public Schools—Social Studies Department: Grade 8 U.S. History 1754-1877 Page 2

H I P P

H: Historical Context – Consider who, what, when, where, why, how

I: Intended Audience

P: Purpose

P: Point of View

Interpret the Document with one complete sentence using H and one of I, P or P

Moore Public Schools—Social Studies Department: Grade 8 U.S. History 1754-1877 Page 3

Teacher Flex Time -- August 19-22 (Allows for schedules changes, etc. and time before textbooks can be distributed. Use as needed)

1st Nine Weeks Background: Colonial America Instructional August 23 - 31 August 19 – October 20 Chapters 3 – 4 Summary Time: 8 Days Curriculum Map pgs 3-9 OC³ and Essential Questions Topics/Content Suggested Resources and Activities

1. Is America a land of opportunity? How did the colonists, with strong roots in YouTube 2. Did geography greatly affect the the past, develop their own way of life? Colonial America 1497-1763 development of colonial America? 3. Would you have migrated to Colonial 1. Great Introductory Site - US History Story Time with Mr. Beat - Native Americans America? When is migration a good 2. Colonization of America - the original 13 and American Colonists move? Colonies 4. Was colonial America a democratic 3. Overview of Colonial America 1607-1754 Story Time with Mr. Beat - The Pilgrims society? 4. The Thirteen Colonies 5. Was slavery the basis of freedom in 5. Overview of the Colonial Era Website colonial America? Explain 6. Colonial America Overview Mr. Nussbaum’s Interactive History 6. To what extent was colonial America a 7. Town Hall Meetings in New England land of [choose one: opportunity, liberty, ordeal, and/or oppression]? PowerPoints Power Points--Interactive Activities Roanoke

DBQ - Figure It Out with a Partner: Colonial Representative Government

Cultural Interaction Between English Explorers/Settlers and American Indians English American Indians

 Established settlements and claimed ownership of land  Taught farming techniques to European settlers  Learned farming techniques from American Indians  Believed that land was to be shared or used but not owned

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Geographic Differences Among the Colonies Many factors shape a region’s economy and the way its settlers make a living. One of the most important is its physical geography–the climate, soil, and natural resources of the region. The geography of the American colonies varied from one colony to another. For example, in some areas, farmers could dig into rich, fertile soil. In others, they could not stick their shovels in the ground without hitting rocks.

Middle Colonies New England Southern Colonies (Mid-Atlantic)

Climate Mild winters and moderate climate, wide and deep rivers: The longer growing season of the Middle Colonies–the “breadbasket colonies”– allowed farmers to grow cash crops of grain.

Geographic Features Appalachian Mountains, coastal lowlands, harbors and bays

Regional Exports Climate Grain Climate Humid climate with mild winters and Moderate summers, cold winters: New England Fish hot summers: The South had a nearly year-round had a short growing season and rocky soil. Wood Products growing season. The use of enslaved Africans Colonists took advantage of other opportunities in allowed Southern planters to produce cash crops of the region. Farms and Cites tobacco and rice. Middle Colony farms produced large cash crops that

fueled trade in its coastal cities. Geographic Features Geographic Features Appalachian Mountains, Boston harbor, hilly terrain, Appalachian Mountains, Piedmont, Atlantic Costal rocky soil, jagged coastlines Plain, good harbors, and rivers

Regional Exports Regional Exports Dried Fish Tobacco Whale Oil Cotton Shipbuilding industry Rice Wood Products Bread, flour, grain (other than rice) Indigo

Commerce Plantations & Slavery New England was distinguished by its small farming The South’s plantation economy and large number towns and profitable fishing and trade. of enslaved Africans made it different from the other regions.

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1st Nine Weeks The Road to Revolution Instructional Sept. 1 – Oct. 6 August 19 – October 20 Chapter 5 – ALL Sections Time: 24 Days Curriculum Map pgs 6-12 OC³ and Essential Questions Topics/Content Suggested Resources and Activities Chapter 5 Section 1, pages 140-146 CS 1: The student will analyze the foundations Chapter 5 Section 2 NEW VIDEO SERIES: of the United States by examining the causes, History and Government Before 1877 events, and ideologies which led to the 1. Albany Plan of Union as early attempt to unify Reconstructing the Nation - Simulation American Revolution. colonies National Geography History Collection Empire and Identity in the American Colonies Moments in History 1. Summarize the political and economic 2. French and Indian War by HippoCampus.org consequences of the French and Indian War on Images the 13 colonies including the imperial policies of French and Indian War - YouTube requiring the colonies to pay a share of the costs  Strengths and weaknesses of each side French and Indian War Graphic Organizer of defending the British Empire and the  Result of war – impact of imperial policies of precedent of the Albany Plan of Union as an requiring colonies to pay share of cost for DBQ - Figure It Out with a Partner: early attempt to unify the colonies. defending them Franklins Join or Die  Who was involved  Why did it occur Essential Questions 3. Treaty of Paris 1763 Colonial Broadsides and the American 1 What was the Albany Plan of Union and why Images--Treaty of Paris Revolution was it important? 4. Role of Native Americas 2 What led to the clashes between France and 5. Proclamation of 1763 Britain? Images -- Proclamation of 1763 Writing Prompt: As a member of Parliament, 3 What methods did the British government use to write a speech convincing your colleagues why exercise their power in the new world from 1754- the colonies should pay their fair share in 1763. support of the crown. (RAFT format) 4 What was the impact of the Treaty of Paris, 1763? 5 Why was the Proclamation of 1763 viewed by Activities the colonist as a “choke hold” on their growth?  Create a map of North American and Colon code sections that are controlled by world powers of the time  Create a foldable of Facts on the French and Indian War  Interactive Graphic Organizers  Graphic Organizers Print Outs

Moore Public Schools—Social Studies Department: Grade 8 U.S. History 1754-1877 Page 6

Moore Public Schools—Social Studies Department: Grade 8 U.S. History 1754-1877 Page 7

1st Nine Weeks The Road to Revolution Instructional Cont. August 19 – October 20 Cont. Ch. 5 ALL Sections Time: *OC³ and Essential Questions Topics/Content Suggested Resources and Activities

CS 1.2 Cite textual evidence to summarize the United States Atlas pg. 37 Teapots significance of British attempts to regulate colonial rights, as well as the colonial responses to these DBQ - Figure It Out with a Partner: measures including Letter to Benjamin Franklin 1769 (Thomson’s A. The restriction of colonial rights as British Vision for the British Empire) subjects including colonial opposition and protests against taxation without DBQ - Figure It Out with a Partner: representation, the boycotts of British British Actions and Colonial Reactions goods, Patrick Henry’s Stamp Act Resolves and the Committees of Correspondence, DBQ - Figure It Out with a Partner: Stamp Act Essential Questions 1. Why did the British face problems in North DBQ - Figure It Out with a Partner:

America after the French and Indian War? Tarring and Feathering 2. Why did the American colonists object to the Chapter 5 Section 2, pages 146-153 DBQ - Figure It Out with a Partner: new British laws? Chapter 5 Section 3 3. State two reasons why the relations between The Townshend Acts from a letter by John

the British and the colonists began to Hancock 1768 1. Writs of Assistance deteriorate. 2. Sugar Act Activity: Causes of the American Revolution 4. Compare and contrast various methods of 3. Restrictions of colonial rights as British subjects

protest used by the colonists against the King 4. Taxation without representation and Parliament. 5. Boycott of British goods Activity: The American War for Independence 6. Patrick Henry’s Stamp Act Resolves Patrick Henry -- Voice of the American Revolution 7. Virginia Resolves Writing Prompt: Do you think Britain had the right to tax the colonies? Write an essay to 8. Samuel Adams—Committee of Correspondence defend your position. 9. Sons of Liberty: purpose and activities – page

155 Teaching With Documents: 10. Quartering Act Images of the American Revolution 11. Townshend Acts

12. Declaratory Acts All Things John Adams 13. Daughters of Liberty

14. Salutary Neglect – page 146 —description AP U.S. History -- EDSITEment without use of the term under heading: British

Rule Leads to Conflict We the People - EDSITEment

Activities Moore Public Schools—Social Studies Department: Grade 8 U.S. History 1754-1877 Page 8

With the prospect of war against the Salutary Neglect  Create a poster that would simulate a protest French looming, the British employed against the king salutary neglect to maintain the colonists’ Salutary neglect was Britain's unofficial  From colonial point of view  Create a chart of the various acts against the loyalty. policy, initiated by Prime Minister Robert colonist and the effect that particular act had on Walpole, to relax the enforcement of strict the colonist and their existence. regulations, particularly trade laws, imposed

on the American colonies late in the seventeenth and early in the eighteenth centuries. Walpole and other proponents of Activity: Create a Tax Protest Sign this approach hoped that Britain, by easing its grip on colonial trade, could focus its YouTube Video: How to Create Tax Protest Sign attention on European politics and further cement its role as a world power. Because the policy was unwritten, it went unnamed until March 22, 1775, when Edmund Burke, addressing Parliament, cited British officials' "wise and salutary neglect" as the prime factor in the booming commercial success of the country's North American holdings. Indeed, salutary neglect enabled the American colonies to prosper by trading with non-British entities, and then to spend that wealth on British-made goods, while at the same time providing Britain with raw materials for manufacture. But the policy had an unintended side effect: it enabled the colonies to operate independently of Britain, both economically and politically, and to forge an American identity. Some historians argue that this loose hold on the colonies, which George III and his ministers tightened in 1760, gave them the freedom to pull away from Britain and start down the path to

revolution.

from Encyclopedia of Virginia contributed by James Henretta

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1st Nine Weeks The Road to Revolution Instructional Cont. August 19 – October 20 Cont. Ch. 5 ALL Sections Time: *OC³ and Essential Questions Topics/Content Suggested Resources and Activities Chapter 5 Section 2 NEW VIDEO SERIES: CS 1.2 Cite textual evidence to summarize the Chapter 5 Section 3, pages 145-152 History and Government Before 1877 significance of British attempts to regulate colonial Reconstructing the Nation - Simulation rights, as well as the colonial responses to these 1. Boston Massacre National Geography History Collection measures including Moments in History B. The Coercive Acts of 1774 (the Intolerable 2. Use of Propaganda by HippoCampus.org Acts) as British punishment for the Boston Tea Party and the convening of the First 3. Crispus Attucks Continental Congress as a colonial response, DBQ - Figure It Out with a Partner: CS 1.3 Cite textual evidence to analyze the 4. Paul Revere Revere’s Boston Massacre Engraving ideological and propaganda war between Great Britain and her North American colonies including 5. Tea Act DBQ - Figure It Out with a Partner: the Tea Act and Boston Tea Party C. Use of Paul Revere’s engraving of the Boston 6. Boston Tea Party Massacre, Revolutionary Tea Parties and the Reasons DBQ - Figure It Out with a Partner: for Revolution The Boston Party by John Adams 1773 Essential Questions 1. Why did Boston colonists and British soldiers The Boston Tea Party: Costume Optional? DBQ - Figure It Out with a Partner: clash in the Boston Massacre? Prelude to the American Revolution 2. How did the British government try to maintain its 7. King George III control over the colonies? WRITING Activity – Mob Rule 3. How did colonist use propaganda to convey 8. Coercive Acts 1774 (Intolerable Acts) information about the Boston Massacre? 4. How did the Boston Tea Party lead to the American Revolution Animation Intolerable Acts? 5. What was the British intent and colonial reaction to the Coercive Acts? Activities  Interactive Graphic Organizers  Graphic Organizers Print Outs  Create a time-line of events  Create a political cartoon over Boston Massacre Propaganda  Clips from John Adams DVD  Boston Massacre scene

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1st Nine Weeks The Road to Revolution Instructional Cont. August 19 – October 20 Cont. Ch. 5 ALL Sections Time: *OC³ and Essential Questions Topics/Content Suggested Resources and Activities Chapter 5 Section 3 pg. 152-157 NEW VIDEO SERIES: CS 1.2 Cite textual evidence to summarize the Chapter 5 Section 4 History and Government Before 1877 significance of British attempts to regulate colonial Reconstructing the Nation - Simulation rights, as well as the colonial responses to these 1. First Continental Congress as a colonial response National Geography History Collection measures including Moments in History C. The Battles of Lexington and Concord as a 2. John Adams by HippoCampus.org rallying point of armed colonial resistance, and 3. Patrick Henry--Give Me Liberty or Give Me D. Patrick Henry’s Give Me Liberty or Give Me Death page 162 and 616 American Revolution Animation Death speech … CS 1.3 Cite textual evidence to analyze the 4. Minutemen DBQ - Figure It Out with a Partner: Washington ideological and propaganda war between Great Becomes Commander of the Continental Army Britain and her North American colonies including 5. Lexington/Concord – Read Like an Historian the DBQ - Figure It Out with a Partner: Letter from A. Points of views of the Patriots and the 6. Bunker Hill Abigail Adams to Husband John Adams Loyalists about independence, 7. Loyalists and Patriots pg. 154-155 Essential Questions Loyalists, Fence-sitters, and Patriots Activities 1. What happened at the first continental congress  Interactive Graphic Organizers in Philadelphia?  Graphic Organizers Print Outs 2. Identify the importance of the battles of  Student’s write a headline article from British Lexington/Concord and Breeds Hill/Bunker Hill. point of view over Bunker Hill 3. What were the Central messages of Thomas Paine’s pamphlet Common Sense and Patrick Colonists Divided: Revolution and a Civil War Henry’s speech Give Me Liberty or Give Me Death?

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1st Nine Weeks The Road to Revolution Instructional Cont. August 19 – October 20 Cont. Ch. 5 ALL Sections Time: *OC³ and Essential Questions Topics/Content Suggested Resources and Activities CS 1.3 Cite textual evidence to analyze the Chapter 5 Section 4 Connecting to the Past—The American ideological and propaganda war between Revolution Great Britain and her North American colonies 1. Second Continental Congress—grievances which led including the to the DOI B. Writings of Mercy Otis Warren and Phyllis Writing Prompt: Interpret the following phrase Wheatley, 2. John Hancock in a letter from Abigail Adams to her husband D. Rejection of the Olive Branch Petition by John Adams as Congress considered a King George III … 3. Olive Branch Petition declaration of independence. She teasingly— but seriously—wrote: CS 2: The student will examine the foundations 4. Writings of Mercy Otis Warren (also page 154) I long to hear that you have declared an of the American nation laid during the independency…I desire you would Revolutionary Era through the contributions of 5. Writings of Phyllis Wheatley (also page 120) Remember the Ladies, and be more significant individuals and groups involved in  Letter to Rev Samson Occum generous and favorable to them than the key military and diplomatic events of the (encouragement to Patriots) your ancestors. Revolutionary War that resulted in an independent nation. Writing Prompt: Interpret the following phrase 2. Compare and contrast the different in another letter from Abigail Adams to her motivations and choices confronting husband John. Is the tone different from the various colonial populations regarding previous quote from Chapter 5? the war for independence including I cannot say that I think you are very B. The choices that free and enslaved generous to the ladies, for, whilst you African Americans had of escaping to are proclaiming peace and good will to freedom or joining the British or men, emancipating all nations, you Colonial forces, insist upon retaining an absolute power over wives. Essential Questions 1. What were the accomplishments of the Activities: Second Continental Congress?  Have students create their own preamble 2. What was the Olive Branch Petition and why  Create an “Olive Brand Petition” to the current was it important? president on a topic of modern day discussion 3. Analyze John Locke’s Natural Rights Theory;  Show video (movie) titled “1776” concept of social contract.  Common Sense and Persuasive Writing  Closure Reading: Why Can’t You Make Them Essential Questions Relating to the Roots of Behave George?” the Revolution  Clips from John Adams DVD 1. Was colonial America a democratic society?  Debate on the Declaration 2. Were the colonists justified in resisting British  Too Late to Apologize: A Declaration - policies after the French and Indian War YouTube (1754–1763)?  Declaration as “Break Up Letter”

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3. Were the colonists’ responses to the Stamp Act (1765) justified? 4. How did the Stamp Act Congress pave the road for American independence? 5. Is violence a sound strategy to bring about significant political and social change?  Case studies to help examine this question could include: the Stamp Act riots (1765), the Boston Massacre (1770), the Boston Tea Party (1773), and the battles of Lexington and Concord (1775).

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1st Nine Weeks – 2nd Nine Weeks The American Revolution Instructional October 10 – 28 August 19 – October 28 Chapter 6 Time: 14 Days *OC³ and Essential Questions Topics/Content Suggested Resources and Activities CS 1.2 Cite textual evidence to summarize the significance of British attempts to regulate colonial 1. Thomas Paine DBQ - Figure It Out with a Partner: rights, as well as the colonial responses to these  Common Sense -- Pamphlet advocating the Reasons for the American Revolution measures including defense of colonial rights and independence D. Thomas Paine’s pamphlet Common Sense  DBQ - Figure It Out with a Partner: View of the advocating the defense of colonial rights 2. Thomas Jefferson and Committee of Five Rights of British America by Jefferson 1774 and independence. contributions to drafting Declaration of Independence (DOI) DBQ - Figure It Out with a Partner: CS 1.3 Cite textual evidence to analyze the British and Colonial Advantages ideological and propaganda war between Great 3. Declaration of Independence – Read Like an Britain and her North American colonies including Historian DBQ - Figure It Out with a Partner: the  Thomas Jefferson Two Sides of the Declaration of Independence E. Grievances which motivated the Second  John Adams Continental Congress to make arguments  Benjamin Franklin DBQ - Figure It Out with a Partner: for and to declare independence from Great  Robert Livingston England and Colonies Face Off Britain thus creating the United States of  Roger Sherman America. DBQ - Figure It Out with a Partner: 4. King George III Lockes Social Contract and the Declaration of CS 1.4 Determine the central ideas and grievances 5. John Locke’s theory of natural rights Independence expressed in the Declaration of Independence and 6. Concept of social contract their intellectual origin including 7. Key principles of DOI Writing Prompt: Consider the following four A. John Locke’s theory of natural rights, events: B. The concept of the social contract, 8. Abigail Adams  American victory at Saratoga C. The ideals established in the American  Letter to her Husband  French entry into the war against Britain society of equality, inalienable rights, and  British defeat at Yorktown the consent of the governed; and 9. War for Independence  Signing of the Treaty of Paris D. Evaluate the contributions of Thomas 10. Military leadership of George Washington Explain how each event helped to cause the next Jefferson and the Committee of Five in 11. Patriots and Loyalist event. drafting the Declaration of Independence. 12. Role of Women

Animated Battle of Yorktown from Mount Vernon CS 2: The student will examine the foundations of 13. African Americans—whether to escape to Resources the American nation laid during the Revolutionary escape to freedom, join British or Colonial forces Era through the contributions of significant Activities: individuals and groups involved in the key military 14. Native Americans—which side to support to  Use Venn Diagram to compare Loyalists and and diplomatic events of the Revolutionary War that protect their culture and property Patriots resulted in an independent nation.  The Crisis and Persuasive Writing 2. Compare and contrast the different 15. Victories at Trenton and Saratoga  George Washington Reading The Crisis to the motivations and choices confronting various 16. Thomas Paine’s The Crisis Continental Army colonial populations regarding the war for

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independence including A. Whether to fight for independence  George Washington found Paine’s The Crisis so (Patriot), remain loyal to the king 17. Political advantages and disadvantages of each empowering that he had it read to his troops. (Loyalist), or to be neutral, side  Ask students to work in small groups to identify B. The choices that free and enslaved 8-10 statements by Paine that they think would African Americans had of escaping to 18. Economic advantages and disadvantages of inspire the Continental soldiers. Students need freedom or joining the British or Colonial each side to explain why they consider each statement forces, inspirational. C. The decisions Native Americans made as 19. French Alliance with Americans to which side to support in hopes of 20. Valley Forge Encampment protecting their traditional cultures and 21. Significance of the war in the south native territories. 22. Defeat of Lord Cornwallis 3. Cite textual evidence to summarize the 23. Siege of Yorktown impact of key military and diplomatic events 24. Treaty of Paris of 1783 including the A. Military leadership of George Washington, B. Victories at Trenton and Saratoga, C. French Alliance, D. Publication of Thomas Paine’s The Crisis, E. Valley Forge Encampment, and F. Defeat of Lord Cornwallis’s army at the Siege of Yorktown.

Essential Questions 1. Why did the delegates draft the Declaration of Independence? 2. What role did Thomas Paine have on the call for independence? 3. Should the British Parliament’s response to colonial violence be viewed as “coercive” or “intolerable”? 4. Was the American colonists’ movement for independence “common sense”? 5. Would you have been a revolutionary in 1776? 6. How was the Preamble to the Declaration of Independence a reflection of Enlightenment philosophy? 7. How did ideas of John Locke and Thomas Paine influence Jefferson’s writings in the Declaration of Independence? 8. Analyze John Locke’s Natural Rights Theory; concept of social contract.

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9. Were the origins of the American Revolution primarily economic or ideological? 10. Recognize the comparative strengths and weaknesses of the British and Patriot forces during the American Revolution. 11. What were the political, economic, geographic and social advantages and disadvantages of both sides in the American Revolution? 12. What were the arguments made for and against the separation from Britain? 13. Discuss the pros and cons of an alliance with a foreign nation. 14. Why was Valley Forge important to eventual patriot success? 15. What was the significance of the Battle of Saratoga and the Battle of Yorktown? 16. Why was the Treaty of Paris a triumph for the Americans?

Writing or Group Activity: Comparing from Two Treatises on Civil Government from Declaration of Independence Excerpts from Two Documents --John Locke (1690) ---Thomas Jefferson (1776) Directions: “The reason men enter into society is to protect “We hold these truths to be self-evident, that all Read the excerpts listed, and then answer the their property. And the reason they choose a men are created equal, that they are endowed question below. government is to make laws to guard that by their creator with certain inalienable rights, property. . . . Certainly society does not want to that among these are life, liberty, and the Question: give the government the power to destroy the pursuit of happiness. That to secure these Cite textual evidence to identify ideas that Thomas Jefferson used from John Locke. very property which it was chosen to protect. rights, governments are instituted among men, Therefore, whenever government tries to take deriving their just powers from the consent of away and destroy the property of the people, or the governed. That whenever any form of reduce the people to slavery, it puts itself in a government becomes destructive of state of war with the people. The people are these ends, it is the right of the people to alter freed from any further obedience to that or abolish it, and to institute new government.” government . . . and have the right to establish a new government.”

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2nd Nine Weeks Creating the Constitution Instructional Oct. 31 – Dec. 9 October 24 – December 21 Chapter 7 ALL Chapter 7 Time: 25 Days Curriculum pgs. 16-22 *OC³ and Essential Questions Topics/Content Suggested Resources and Activities Sections 1 – 6 Days CS 2.1 Analyze the formation of the first American American Revolution DBQ Challenge national system of government under the Articles 1. Republic of Confederation including the success of DBQ - Figure It Out with a Partner: conducting and winning the Revolutionary War. 2. Articles of Confederation: strengths and Government Power in the New Nation: weaknesses Evidence from the Articles of Confederation CS 3: The student will examine the formation of  Lack of a common national currency, the American system of government following the  Lack of a common defense, DBQ - Figure It Out with a Partner: Revolutionary War that led to the creation of the  Management of the war debts, Articles of Confederation United States Constitution.  Disputes over the western territories as resolved 1. Examine and summarize the issues by the Northwest Ordinance 1787 DBQ - Figure It Out with a Partner: encountered by the young nation that led to Northwest Ordinance the Constitutional Convention in Philadelphia 3. State Constitutions in 1787 including the A. Strengths and weaknesses of the Articles Activities of Confederation, Northwest Ordinance 1787  Interactive Graphic Organizers B. Lack of a common national currency,  Graphic Organizers Print Outs C. Lack of a common defense,  Compare/contrast activity concerning British D. Management of the war debts, abuses toward the colonies and colonial E. Disputes over the western territories as reaction as stated in the Articles of resolved by the Northwest Ordinance, and Confederation

Essential Questions  Decision Making—by Kevin O’Reilly 1. What weaknesses of the Articles of the Articles of Confederation and the Constitution Confederation led to the effort to draft a new constitution? 2. Why did most American favor a weak central government? 3. Explain why the founding fathers wanted a republic form of government. 4. What did the Northwest Ordinance say about the spread of slavery? 5. What were the purposes of the Ordinance of 1785 and the Northwest Ordinance?

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Moore Public Schools—Social Studies Department: Grade 8 U.S. History 1754-1877 Page 18

2nd Nine Weeks Creating the Constitution Instructional Cont. October 24-December 21 Chapter 7 Time: *OC³ and Essential Questions Topics/Content Suggested Resources and Activities CS 3.1.F: Civil unrest as typified in Shays’ Sections 2 – 6 Days DBQ - Figure It Out with a Partner: Rebellion. 1. Creating a New Government Rebellion in Massachusetts 2. Economic Depression: postwar economy CS 3.2: Analyze the significance of the 3. Shays’ Rebellion DBQ - Figure It Out with a Partner: Constitutional Constitutional Convention, its major debates and Read Like a Historian Lesson Plan Issues and Compromises compromises including the Virginia Plan, the New 4. Slavery/slave trade and the constitution Jersey Plan, the Great Compromise, the Three- 5. Constitutional Convention: debates and Activities fifths Compromise and the key contributions of compromises  List the needs of the colonies in one column then George Washington, James Madison, George The Constitutional Convention: Four list how the Articles either met or failed to meet Mason, and Gouverneur Morris. Founding Fathers You May Never Have Met those needs. 6. The Virginia Plan  Make Political cartoon over 3/5 compromise. 7. The New Jersey Plan  VENN Diagram for the Virginia, New Jersey, and Comparison of Virginia and New Jersey Plan the Great Compromise 8. Great Compromise Essential Questions 9. Three-fifths Compromise Activity: The Constitution Convention 1787 1. Why was it necessary to draft a new 10. Contributions of George Washington, James Constitution? Madison. George Mason, and Gouverneur 2. What compromises had to be made in order to Morris Activity: The Issue of Slavery draft a new Constitution? 11. Mason’s Virginia Declaration of Rights 3. Why did the states fear a strong central  Influence on Bill of Rights Writing Prompt: Thomas Jefferson and his government? supporters believed that a Bill of Rights was 4. What was the cause of Shay’s Rebellion? What James Madison’s The Structure of the absolutely crucial to the protection of liberty. Do weaknesses in the Articles of the Confederation Government Must Furnish the Proper Checks and you think this conclusion has proven to be did it expose? Balances between the Different Departments correct? Site examples from history or from the 5. Explain the different plans of government (Federalists No. 51) 1788 present to show your reasoning. proposed at the Constitutional Convention including: Virginia Plan, New Jersey, Great Annenberg Classroom: Creating the Constitution Compromise, Three-fifths Compromise. This three-part documentary discusses the creation 6. Why was it necessary to add a Bill of Rights to of the Constitution and explores the protection of the Constitution? individuals’ rights (Gideon v. Wainwright) and checks and balances (Youngstown v. Sawyer). (each segment is about 20 min)  Lesson guides PDFs)  Creating a Constitution  One Man Changes the Constitution: The Right to Counsel  Checks and Balances: Presidential Power  Sixth Amendment timeline (PDF)

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WEAKNESSES OF THE ARTICLES OF CORRECTION BY THE CONSTITUTION CONFEDERATION

There was no separate executive branch to carry out the laws of Congress. A separate executive department was created, headed by the President. Its job was to enforce the Constitution and laws enacted under it and to conduct foreign relations.

There was no national judiciary to handle offenses against the central A judicial department was created, headed by a Supreme Court, to handle government's laws and to settle disputes between states. offenses against federal laws, disputes between states, and cases involving foreign diplomats.

Congress did not have the power to levy taxes. It could only requisition, or Congress was given the power to levy and collect taxes, thus freeing it from request, contributions from the states. dependence upon financial contributions by the states.

Congress could not regulate interstate and foreign commerce. Congress was given the power to regulate commerce between the states and with foreign nations, thus enabling it to make enforceable trade treaties with foreign nations.

The states, as well as Congress, had the power to coin money. Only Congress was given the right to coin money and regulate its value, in order to provide a single national monetary standard.

Congress was in no position to support an army and navy, since it could not Congress, with power to tax, could afford to create a national army and navy, collect taxes. It had to depend on the support of state militias. thereby freeing the central government from dependence upon state militias. In addition state militias were put under the control of Congress.

It was difficult to pass laws under the Articles, since at least nine states had to Under the Constitution, the process of lawmaking was made easier. Bills approve each proposal. needed only a simple majority vote of Congress to become laws.

The requirement of unanimous consent of all the states made amendment of The Constitution provided for amendment by two-thirds of Congress and three- the Articles almost impossible. fourths of the states. This made change more possible, although still difficult.

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Constitutional Convention

Key Issues and Their Resolutions Key Leaders 1. Made federal law the supreme law of the land when constitutional, but 1. George Washington, President of the Convention otherwise gave the states considerable leeway to govern themselves. – Washington presided at the Convention and, although seldom participating in the debates, lent his enormous prestige to the 2. Balanced power between large and small states by creating a Senate proceedings. (where each state gets two senators) and a House of Representatives (with membership based on population). 2. James Madison, ―Father of the Constitution – Madison, a Virginian and a brilliant political philosopher, often led the 3. Placated the Southern states by counting the slaves as three-fifths of the debate and kept copious notes of the proceedings—the best record population when determining representation in the U.S. House of historians have of what transpired at the Constitutional Convention. Representatives. – At the Convention, Madison authored the Virginia Plan, which proposed 4. Avoided a too-powerful central government by establishing three co-equal a federal government of three separate branches (legislative, executive, branches—legislative, executive, and judicial—with numerous checks and judicial) and became the foundation for the structure of the new balances among them. government.

5. Limited the powers of the federal government to those identified in the – He later authored much of the Bill of Rights. Constitution.

2nd Nine Weeks Debating the Constitution: Civics Instructional Time: Cont.

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October 24-December 21 Handbook Chapter 7 Section 3 15 Days *OC³ and Essential Questions Topics/Content Suggested Resources and Activities CS 3.3: Cite textual evidence to examine the 1. Magna Carta - Summary Activity: The Federalist and Anti-federalist arguments for and against the ratification of the 2. English Bill of Rights Debates on Diversity and the Extended Republic: Constitution as expressed in the Federalist Papers Comparison of American and English Bill of Number 10 and 51, as well as Anti-Federalist Rights DBQ - Figure It Out with a Partner: concerns over a strong central government and 3. John Locke First Amendment Freedoms the omission of a bill of rights. 4. Enlightenment CS 3.4: Explain the constitutional principles of 5. Montesquieu DBQ - Figure It Out with a Partner: popular sovereignty, consent of the governed, 6. Federalist -- Anti-Federalist Comparing Limited Government in England and separation of powers, checks and balances, Read Like a Historian Lesson Plan the Bill of Rights federalism, and judicial review. 7. Federalist Paper Number 10 Federalist Paper CS 3.5: Cite textual evidence and summarize the Number 51 Writing Prompt: If you lived in the U.S. during the rights and responsibilities all Americans possess 8. Anti-Federalist concerns late 18th century, would you have been a Federalist under the U.S. Constitution as guaranteed in the Anti-Federalist Papers or Anti-Federalist? Why? Bill of Rights including the freedoms of religion, 9. Omission of a bill of rights speech, press, assembly, petition, and the rights 10. Mercy Otis Warren writings (NEW) PP Formative Assessment to due process and trial by jury. Letter from Mercy Otis Warren to Catharine Which Principal Are You? CS 1.5: Commemorate Celebrate Freedom Week Macaulay by recognizing the sacrifices and contributions to 11. Principles of Popular Sovereignty DBQ - Figure It Out with a Partner: American freedom by veterans and by reciting the 12. Consent of the Governed From Declaration of Independence to the Bill of social contract selection from the Declaration of 13. Federalism Rights Independence: 14. Separation of Powers We hold these truths to be self-evident, that all 15. Checks and Balances DBQ - Figure It Out with a Partner: men are created equal, that they are endowed 16. Judicial Review: Marbury v. Madison The Bill of Rights by their Creator with certain unalienable Rights, 17. Rights and Responsibilities that among these are Life, Liberty and the 18. Bill of Rights DBQ - Figure It Out with a Partner: pursuit of Happiness. – That to secure these Federalism rights, Governments are instituted among Men, deriving their just powers from the consent of DBQ - Figure It Out with a Partner: the governed. Federalists v Anti-Federalists Views of the Constitution Essential Questions – Chapter 7 1. How did the Federalists and Anti-Federalist DBQ - Figure It Out with a Partner: view the Constitution? Ratifying the Constitution 2. What is the role of checks and balances in our government? DBQ - Figure It Out with a Partner: 3. How did the ideas of John Locke and Baron de Separation of Powers Scale Montesquieu affect the Constitution of the United States? DBQ - Figure It Out with a Partner: Separation of Powers

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Essential Questions – Civics Activities: 1. What is Federalism?  Page 206 Skillbuilder 2. Describe how the separation of powers limits  Page 211 Great Seal of United States. the branches of government.  Students construct an essay describing two areas 3. How does the system of checks and balances of citizens lives with which they think the prevent an abuse of power within the government should not interfere. Students should government? explain why they think the government should not 4. Explain how the First Amendment protects intrude in these areas. Students should describe individual liberties. the terms that concern the specific area. 5. What would be some reasons for placing limits  We The People Workbooks on freedom of expression?  Debate between Federalist vs. Anti-federalist  Federalist Papers #10 and #51 page 614  Magna Carta page 611  Marbury v. Madison page 625 and Supreme Court Case Book (textbook resources)

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Foundation for the Bill of Rights

Writing or Group Activity: Comparing from the Magna Carta from the English Bill of Rights Excerpts from Two Documents Directions: “1. We [the monarch] have granted that the English “That levying money [taxing] without grant of Our Bill of Rights is based largely on earlier lists of church shall be free, and shall hold its rights parliament . . . is illegal. rights, especially two sources from England: The entire and its liberties uninjured. . . . Magna Carta (1215) and the English Bill of Rights That it is the right of the subjects to petition the King. (1689). As you read, picture what the English 12. No tax shall be imposed in our kingdom except . . . monarchs were able to do before these documents by the common council of our kingdom, except limited their power. Look for ideas that grew into our for ransoming of our body, for making of our That the freedom of speech, and debates or Bill of Rights, then answer the questions that follow. oldest son a knight, and for once marrying our proceedings in parliament, ought not to be oldest daughter. . . . [challenged or questioned] in any court or place out Questions: of parliament.” 1. What are three of the ways English monarchs 20. A free man shall not be fined for a small offense, could have treated people unfairly before King except in proportion to the measure of the John signed the Magna Carta? offense; and for a great offense he shall be fined in proportion to the magnitude of the offense, 2. Explain which protections in our Bill of Rights and none of the fines shall be imposed except have roots in the listed selections from the by the oaths of honest men of the Magna Carta, and which have roots in the listed neighborhood. . . selections from the English Bill of Rights. 39. No free man shall be taken or imprisoned or dispossessed, or outlawed, or banished, or in any way destroyed except by the legal judgment of his peers or by the law of the land.

40. To no one will we sell, to no one will we deny, or delay right or justice.”

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2nd Nine Weeks Launching a New Nation Instructional December 12 – 21 October 24-December 21 Chapter 8 Sections 2 - 3 Time: 8 Days *OC³ and Essential Questions Topics/Content Suggested Resources and Activities

CS 3.1: Examine and summarize the issues 1. Whiskey Rebellion DBQ - Figure It Out with a Partner: encountered by the young nation that led to the Washington’s Farewell Address and Political Constitutional Convention in Philadelphia in 1787 Parties including the D. Management of the war debts, DBQ - Figure It Out with a Partner: CS 4: The student will examine the political, economic, The Alien and Sedition Acts of 1798 social, and geographic transformation of the United States during the early to mid-1800s. Writing Prompt: Which of the following had the most lasting long term effects on the U.S.? Alien 1. Analyze the impact and consequences of major and Sedition Acts OR Virginia and Kentucky events and issues facing early presidential Resolutions? administrations including A. The suppression of the Whiskey Rebellion and Activities: establishment of the government’s right to tax,  Bell Ringer Motivational Activity Section #2 B. President George Washington’s advice for the  Reading a Flow Chart Activity #8

new nation in his Farewell Address,  Linking Past and Present Activity #8 2. Geographic Changes in West C. The restriction of individual rights in the Alien and  Have students construct an essay describing 3. Washington’s Farewell Address Sedition Acts and the responses of the Alexander Hamilton’s economic plan for the United 4. Alien and Sedition Acts Republican-Democrats in the Virginia and States. Make sure to include the role of the 5. Virginia and Kentucky Resolutions Kentucky Resolutions, national bank, redemption of bonds and protective

tariffs. Washington’s Proclamation of Neutrality Essential Questions  Draw a political cartoon over the Whiskey

1. What were the causes of the Whiskey Rebellion? Rebellion (page 265 under differentiated

2. What were the main ideas of Washington’s Farewell instruction) Address? 3. How did the Aliens & Sedition Acts divide the country? 4. What were the causes and effects of the first political parties? 5. Explain the importance of the Virginia and Kentucky Resolutions. Writing Prompt: Read Washington’s Farewell Address and his Proclamation of Neutrality. If the U.S. had not taken the advice of President Washington and had decided not to stay neutral, then what is an area of possible conflict? With a partner, write a newspaper story from a day between 1796 and 1808 that describes a possible event that might have occurred in the arena of foreign policy. Also, your partner should write a letter to the editor expressing your concern that our country did not follow the policy of non-entangling alliances based on the above news story. You could also use the RAFT writing format for this activity.

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President George Washington’s advice for the new nation in his Farewell Address

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Teacher Flex Time – January 4 - 6 (Allows for schedules changes, etc.) 3rd Nine Weeks The Era of Thomas Jefferson Instructional January 9 - 20 January 4-March 9 Chapter 9 Time: 8 Days *OC³ and Essential Questions Topics/Content Suggested Resources and Activities Writing Prompt: Which president was the best CS 4: The student will examine the political, economic, 1. Presidential Election 1800 president in early American History and why? social, and geographic transformation of the United States 2. Chief Justice John Marshall George Washington OR Thomas Jefferson? during the early to mid-1800s. 3. Judicial Review 1. Analyze the impact and consequences of major DBQ - Figure It Out with a Partner: events and issues facing early presidential  Marbury v Madison administrations including  Supreme becomes equal branch of the Marbury v Madison D. The impact of the presidential election of 1800 federal government and the peaceful transfer of political power from one party to another, 4. Louisiana Purchase (NEW) Louisiana Purchase Formative E. The acquisition of territory through the Read Like a Historian Lesson Plan Assessment Louisiana Purchase and the contributions of the explorations of Lewis and Clark, 5. Contributions of Lewis and Clark exploration F. How the Marshall Court’s precedent-setting DBQ - Figure It Out with a Partner: decisions in Marbury v. Madison and McCulloch 6. War of 1812 Opposition to Louisiana Purchase v. Maryland interpreted the United States 7. Nationalism Constitution and established the Supreme 8. Elastic Clause Court as an independent and equal branch of the federal government. Writing Prompt: Who was more important to the G. The War of 1812 which confirmed American development of the United States and why? independence and fueled a spirit of nationalism, John Marshall OR Lewis and Clark? Essential Questions 1. What were the important legal issues of the early national period? Activities: 2. How was the election deadlock resolved?  Marbury vs. Madison: We the People 3. How did John Marshall strengthen the Supreme  Map Lewis and Clark trails Court?  Video – Lewis & Clark 4. Analyze the impact of the Marbury v. Madison  Interdisciplinary activity on page 285. ruling on the system of checks and balances.  Create a political cartoon over an issue of the 5. What was significant about the Louisiana War of 1812. Purchase and Lewis & Clark’s expedition of the  Students should write the words to the Star Louisiana Territory? Spangled Banner 6. Why was the British attack on Washington, D.C.  Primary Source Reading #9 or Enrichments significant, and what role did Dolly Madison  The National Park Service-War of 1812 play? 7. What were the causes of the War of 1812?  Battle of New Orleans song 8. Why is the War of 1812 considered by some to be an unnecessary war? 9. How did the ruling in McCulloch v. Maryland explain/demonstrate the elastic clause? Moore Public Schools—Social Studies Department: Grade 8 U.S. History 1754-1877 Page 27

3rd Nine Weeks A Changing Nation 1815-1840 Instructional Jan. 23 – Feb. 8 January 4-March 9 Chapter 10 – ALL Sections Time: 13 Days Curriculum Map pgs. 26-28

*OC³ and Essential Questions Topics/Content Suggested Resources and Activities

Chapter 10 Sections 1-2 CS 4: The student will examine the political, DBQ - Figure It Out with a Partner: economic, social, and geographic 1. James Monroe Slavery in the New Territory transformation of the United States during the 2. Era of Good Feelings early to mid-1800s. 3. Sectional Tensions 1. Analyze the impact and consequences of  Expansion of Slavery DBQ - Figure It Out with a Partner: major events and issues facing early  Senator John C. Calhoun Missouri Compromise 1820 presidential administrations including  Senator Daniel Webster H. The increased sectional tensions as the  Representative Henry Clay nation dealt with the expansion of slavery  Missouri Compromise Writing Prompt: Of the following court cases, and attempts to limit it through the  McCulloch v. Maryland which did the most to strengthen the Federal Missouri Compromise, and Government power over state government I. The Monroe Doctrine as an attempt to 4. Monroe Doctrine power and why? Marbury v. Madison (1803) protect American interests and territory in  Monroe Seeks Foreign Policy Advise from OR McCulloch v. Maryland? the western hemisphere. Jefferson

Activities: Essential Questions  Electronic Field Trip: Lowell Factories have 1. What roles did Daniel Webster, John Calhoun students draw their own factory system. and Henry Clay play in 1820’s politics?  Lowell Mills Video located on YouTube 2. Why did sectional differences grow in the  Create a sign that warns European foreign 1820’s? countries about Monroe Doctrine. Page 616 3. What effect did the Monroe Doctrine have on foreign policy? 4. Analyze the Supreme Court case McCulloch v. Maryland.

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3rd Nine Weeks A Changing Nation 1815-1840 Instructional Cont. January 4-March 9 Chapter 10 cont. Time: *OC³ and Essential Questions Topics/Content Suggested Resources and Activities Chapter 10, Sections 3-4 CS 4.2: Summarize the significance and impact of DBQ - Figure It Out with a Partner: the Jacksonian Era including the 1. Election of 1828 Jackson Quote on Secession A. Election of Andrew Jackson as a victory for the common man, 2. President Andrew Jackson’s victory for the RAFT Writing: B. Nullification Crisis and the development of common man” Indian Removals and the Trail of Tears the states’ rights debates as typified by the Reign of King Mob R- role: a Native American that is your age and has arguments put forth by Senator Daniel just finished walking the Trail of Tears. Webster and Senator John C. Calhoun, A- audience: a grandchild you will have someday and F- format: a letter C. Impact of government policies, non- T- topic: the Trail of Tears adherence to treaties, and territorial expansion on Native American lands Paragraph 1: Introduce yourself to the grandchild including the resistance and removal of the you will have someday and tell them why you are Five Tribes. writing the letter and what it will be about. Paragraph 2: Explain what the Trail of Tears was Essential Questions by explaining the distance you traveled and some of 1. Why was Andrew Jackson a popular leader? the things you saw, felt, and thought. 2. What changes did President Jackson bring to Paragraph 3: Explain how your tribe reacted to the the American political system? move. Tell some of the tragedies your tribe might 3. Why did South Carolina threaten to withdraw have experienced on the trail. from the U.S. in 1832? Paragraph 4: What is your opinion of the whites 4. How and why were Native Americans forced off that took your land as well as you opinion of their lands in the Southeast? President Andrew Jackson? 5. How did President Jackson defy the Supreme 3. Nullification Crisis and states’ rights Paragraph 5: Conclusion: explain why you felt it Court? was necessary to write this letter to your grandchild. 4. Debates of Senators Daniel Webster and John C. Calhoun Ticket Out the Door: How does the following 5. Indian Removals quote from Andrew Jackson describe his Read Like an Historian Lesson Plan presidency? Power Point  Treatment of Native Americans I was born for a storm, and calm  Impact of white expansion on Native does not suit me. Americans  Resistance and removal of the Five Tribes

6. Worcester v. Georgia

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Activities:  Create a newspaper from Jackson’s Presidency. Stories should include Indian Removal.  Enrichment 11-2  King or Commoner? Political Cartoon  King Andrew Jackson original doc  Primary Source 11 Trail of Tears  The Trail of Tears  Role play a scene from Trail of Tears – Divide class into groups. Groups are to role play a scene from the Trail of Tears which they create themselves. Each group gets a 2 minute scene.  Simulation: Move Out

Jacksonian Era

The changing character of American politics Spoils System: Change in Political Parties: “in the age of the common man” was  Andrew Jackson personified the The Federalists Party disappeared and new characterized by: “democratic spirit” of the age by political parties, the Whigs and Know-Nothings,  Heightened emphasis on equality in the political challenging economic elites and rewarding were organized in opposition to the Democratic process for adult white males campaign supporters with public office Party.  The rise of interest group politics and sectional (Spoils System). issues  A changing style of campaigning  Increased voter participation

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3rd Nine Weeks North and South 1800-1845 Instructional Feb 9 -17 January 4-March 9 Chapter 11 Time: 7 Days *OC³ and Essential Questions Topics/Content Suggested Resources and Activities

CS 4.1 Analyze the impact and consequences of 1. Impact of Industrialization on the North Activities major events and issues facing early presidential 2. Manufacturing  Chart new technologies, inventors of the administrations including 3. Shipping technologies, and the affect the new inventions H. The increased sectional tensions as the 4. Development of Railroad system in North had upon the lives of Americans. nation dealt with the expansion of slavery 5. Cotton Gin  Examine sectional divisions of northern industry and attempts to limit it through the Missouri 6. Plantation system and southern agriculture. Compromise, … 7. Economic and social impact of slavery  Use Glencoe Teacher Works Resources 8. Tenant farming  Use a comparison matrix to analyze northern and CS 4.3 Cite specific textual and visual evidence to 9. Immigration: Irish Potato Famine, Railroad southern economies. compare the sectional economic transformations Construction, German failed revolution, religious  Create a chart or spreadsheet of cultural, including the concentration of population, discrimination economic, and constitutional issues that divided manufacturing, shipping, and the development of 10. Legal Restrictions: Slave Codes the North and South before the Civil War. the railroad system in the North as contrasted to the 11. Resistance to slavery plantation system, the increased demand for cotton 12. Slave rebellions: Nat Turner brought about by the invention of the cotton gin, and Read Like an Historian Lesson Plan the reliance on a slave labor system in the South. 13. Missouri Compromise CS 4.4 Analyze points of view from specific textual evidence to describe the variety of African American experiences, both slave and free, including Nat Turner’s Rebellion, legal restrictions in the South, and efforts to escape ...

Essential Questions 1. What was the impact of the Industrial Revolution on slavery and farming in the South? 2. Explain how advances in technology shaped the US economy. 3. What caused the increased demand for slave labor? 4. What was the psychological impact of the Nat Turner Rebellion?

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3rd Nine Weeks An Age of Reform 1820-1860 Instructional February 21-March 3 January 4-March 9 Chapter 12 Time: 7 Days *OC³ and Essential Questions Topics/Content Suggested Resources and Activities 1. Second Great Awakening CS 4.4 Analyze points of view from specific  Temperance Movement DBQ - Figure It Out with a Partner: textual evidence to describe the variety of 2. Abolitionist Movement Reform in America African American experiences, … and efforts  William Lloyd Garrison to escape via the Underground Railroad  Frederick Douglass network including Harriet Tubman.  Sojourner Truth DBQ - Figure It Out with a Partner:  Underground Railroad – Harriet Tubman Women and the Abolitionist Movement CS 4.5 Analyze and summarize the 3. Seneca Falls Convention: Declaration of Sentiments significance of the Abolitionist and Women’s 4. Women’s Rights Movement Suffrage Movements including the influence of  Elizabeth Cady Stanton DBQ - Figure It Out with a Partner: the Second Great Awakening and the  Susan B. Anthony The Underground Railroad Declaration of Sentiments, and the leadership of Frederick Douglass, William Lloyd Garrison, Did all women support the movement? Sojourner Truth, Susan B. Anthony, and Why or why not? Activities Elizabeth Cady Stanton to the respective  Women’s Suffrage movements. Bad Romance—Women’s Suffrage  Examine selections from The Liberator and Essential Questions Uncle Tom's Cabin. 1. What were the effects of the Second Great  Conduct a critical review that might have Awakening? been found in advertisements for those 2. What were the main ideas expressed by works. the abolitionists?  React as a southern slave owner to 3. What were the main ideas expressed abolitionist literature from the North. during the suffrage movement?  Prepare a poster for a women's suffrage 4. How did the movement to abolish slavery meeting to be held at Seneca Falls. contribute to the rise of the women’s suffrage?

Writing Prompt: Which of the following was more important for civil rights and why? William Lloyd Garrison OR Frederick Douglas? Writing Activity: Compare Abigail Adam’s letter to her husband concerning women and the following Elizabeth Cady Stanton’s quote from the Declaration of Sentiments. The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid world. Writing Prompt: Rank the following women in importance in the area of women’s rights from the greatest to the least. Why did you choose _____ as the most important? Elizabeth Cady Stanton, Sojourner Truth and Susan B. Anthony.

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3rd Nine Weeks – 4th Nine Weeks Westward Expansion 1820-1860 Instructional March 6 - 24 January 4-March 9, 20-24 Chapter 13 Time: 9 Days *OC³ and Essential Questions Topics/Content Suggested Resources and Activities 1. Push-Pull Factors of Manifest Destiny (NEW) CS 4.6 Examine the concept of Manifest Destiny as 2. Manifest Destiny – John O’Sullivan DBQ - Figure It Out with a Partner: a motivation and justification for westward Read Like an Historian Lesson Plan Westward Expansion expansion, including the Power Point A. Territorial growth resulting from the 3. Westward Expansion DBQ - Figure It Out with a Partner: annexation of Texas, the Mexican Cession,  Horace Greely—“Go west, young man, go The Shifting Frontier 1800s and the Gadsden Purchase, west and grow up with your country.” B. Causes of the rapid settlement of Oregon 4. Cause of the rapid settlement of and California,  Oregon Territory – free land DBQ - Figure It Out with a Partner: C. Impact upon Native American culture and  California – Gold Rush Slavery in the Western Territory tribal lands, and 5. Territorial Acquisitions D. Growing sectional tensions regarding the Read Like an Historian Lesson Plan Writing Prompt: What was more important in expansion of slavery. Graphic Organizer strengthening the United States and why?  Texas Annexation Monroe Doctrine OR Manifest Destiny?  Mexican Cession Essential Questions  Gadsden Purchase Writing Prompt: Rank the following land 1. How did the idea of Manifest Destiny Contribute 6. Mexican War acquisitions/issues in the order of most to the growth of the U.S.? 7. Impact on Native Americans important to least important. Why did you 2. Why did problems arise between the Mexican 8. Growing sectional tensions regarding the choose the one that you chose as the most government and the American settlers regarding expansion of slavery important? Texas? .  Louisiana Purchase 3. How did Texas achieve independence from  Missouri Compromise Mexico and later become a state?  Texas Annexation 4. Why did California become a source of conflict between the U.S. and Mexico? Writing Prompt: What do you think were some 5. How did the idea of Manifest Destiny contribute of the positive and negative effects of Manifest to the outbreak of war? Destiny? 6. How did the U.S. acquire New Mexico and California? Activities: 7. What is the Gadsden Purchase, and how was it  Manifest Destiny Poster acquired by the USA?  Create a slogan to recruit people to Oregon 8. Identify each major land acquisition and explain  Video (A&E Discover) The Alamo the circumstances that made it a possession of  Western Expansion Map the United States. 9. Analyze growth and settlement patterns and identify impact on American Indians

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Moore Public Schools—Social Studies Department: Grade 8 U.S. History 1754-1877 Page 34

Territorial Expansion

Expansion resulting from the Louisiana The westward movement and economic Impact on the American Indians Purchase and War of 1812 development

 Jefferson as President in 1803 purchased the  American settlers poured westward from the  The belief that it was America’s ―Manifest huge Louisiana Territory from France, which coastal states into the Midwest, Southwest, Destiny to stretch from Atlantic to Pacific doubled the size of the United States overnight. and Texas, seeking economic opportunity in provided political support for territorial He authorized the Lewis and Clark expedition to the form of land to own and farm. expansion. explore the new territories that lay west of the Mississippi River. Sacajawea, an American  The growth of railroads and canals helped the  During this period of westward migration, the Indian woman, served as their guide and growth of an industrial economy and American Indians were repeatedly defeated in translator. supported the westward movement of settlers. violent conflicts with settlers and soldiers and forcibly removed from their ancestral  The American victory over the British in the War  Eli Whitney’s invention of the cotton gin led to homelands. They were either forced to march of 1812 produced an American claim to the the spread of the slavery-based “cotton far away from their homes (the “Trail of Tears,” Oregon Territory, and increased migration of kingdom” in the Deep South. when several tribes were relocated from American settlers into Florida, which was later Atlantic Coast states to Oklahoma) or confined acquired by treaty from Spain.  American migration into Texas led to an to reservations.

armed revolt against Mexican rule and a  The Monroe Doctrine (1823) stated: famous battle at the Alamo, in which a band The American continents should not be of Texans fought to the last man against a considered for future colonization by any vastly superior force. The Texans’ eventual European powers. victory over Mexican forces subsequently brought Texas into the Union.  Nations in the Western Hemisphere were inherently different from those of Europe,  The American victory in the Mexican War republics by nature rather than during the 1840s led to the acquisition of an monarchies. enormous territory that included the present- day states of California, Nevada, Utah,  The United States would regard as a Arizona, and parts of Colorado and New threat to its own peace and safety any Mexico. attempt by European powers to impose their system on any independent state in the Western Hemisphere.

 The United States would not interfere in European affairs.

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4th Nine Weeks A Nation Divided 1846 – 1861 Instructional March 27 – April 6 March 20-May 25 Chapter 14 Time: 9 Days *OC³ and Essential Questions Topics/Content Suggested Resources and Activities CS 4.6 Examine the concept of Manifest Destiny as a motivation and justification for westward The Growing Crisis of Sectionalism in Antebellum DBQ - Figure It Out with a Partner: expansion, including the America: A House Dividing Compromise of 1850 D. Growing sectional tensions regarding the expansion of slavery. 1. Polarization of the North and South DBQ - Figure It Out with a Partner: CS 5: The student will analyze the social and 2. Missouri Compromise Fugitive Slave Law political transformation of the United States as a Map result of the causes, course, and consequences of 3. Compromise of 1850 DBQ - Figure It Out with a Partner: the American Civil War during the period of 1850 to 4. Fugitive Slave Act Abolitionist and Harriet Beecher Stowe 1865. 5. Publication of Uncle Tom’s Cabin 1. Cite specific textual and visual evidence to  Harriet Beecher Stowe DBQ - Figure It Out with a Partner: summarize the importance of slavery as a  Fueled Anti-slavery sentiments Dred Scott Case—Turning Point in History principal cause of increased sectional 6. Kansas-Nebraska Act polarization as seen in the following  Established Principal of Popular Sovereignty DBQ - Figure It Out with a Partner: significant events including the  Repealed the Missouri Compromise Effect of Dred Scott Decision A. Compromise of 1850 as a last attempt to  Bleeding Kansas factional feuds reach a compromise regarding slavery, 7. Dred Scott Decision DBQ - Figure It Out with a Partner: B. Publication of Uncle Tom’s Cabin as fuel  Declared Slaves as Property Criticism of Dred Scott Decision by Frederick for anti-slavery sentiments,  Motivated John Brown’s raid on Harper’s Ferry Douglas C. Kansas-Nebraska Act as it established 8. Lincoln-Douglas Debate the principle of popular sovereignty in 9. Presidential Election of 1860 DBQ - Figure It Out with a Partner: new territories, repealed the Missouri Dred Scott Decision—Tombstone Inscription  Candidates Compromise, and led to factional feuds  Issues in Bleeding Kansas, and DBQ - Figure It Out with a Partner: D. Dred Scott v. Sanford case which  Significance and Results Republican Party Platform Election 1860 declared slaves as property and 10. Secession of South Carolina motivated John Brown’s Raid on the  Ordinance of Secession DBQ - Figure It Out with a Partner: federal arsenal at Harper’s Ferry. 11. Attempt to preserve the Union by Lincoln Analyzing the Election of 1860 Map 2. Cite specific textual and visual evidence to 12. Formation of the Confederacy analyze the significance and results of the 13. Firing on Fort Sumter DBQ - Figure It Out with a Partner: presidential election of 1860 including the Lincoln and Mob Rule A. Secession of South Carolina as 14. (NEW) Civil War-Push/Pull Factors and expressed in the Ordinance of Immigrants Role Writing Prompt: Because of their differing Secession, geographies, the regions of colonial America B. Goal of President Abraham Lincoln to developed very different economies. How did preserve the Union, these differences help lead to the Civil War and C. Formation of the Confederate States of contribute to its outcome? America, D. Opening attack on Fort Sumter …

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Essential Questions Twelve Years a Slave Narrative Lesson 1. How was the debate over slavery related to the admission of new states? Lincoln: The First Inaugural Address (1861)— 2. What did the Compromise of 1850 Defending the American Union accomplished? 3. How did the Kansas-Nebraska Act divide the House Divided Speech Document North and South? 4. Describe how the Dred Scott decision affected Writing Prompt: Which of the following was the the status of slavery in the west. most important reason for the start of the Civil 5. What were the sectional reactions to John War? Why? Brown’s raid on Harper’s Ferry? 1. Firing on Fort Sumner 6. What was the main issue of the Lincoln-Douglas 2. John Brown and Harper’s Ferry debates? 3. Fugitive Slave Act 7. How did Abraham Lincoln win the 1860 election 4. Uncle Tom’s Cabin without any electors from the South? 5. Election of 1860 8. Explain how secession led to the Civil War. Writing Prompt: Lincoln came to believe that the Union could not survive if slavery were preserved. Site evidence to support his

conclusion.

Activities:  Explain the points of view of the North and South over state rights.  Create a debate.  Explain the points of view of the North and South over state rights.  Identify significance of Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act, and concept of popular sovereignty. Include major routes of Underground Railroad. Draw conclusions.  Create a political cartoon over Lincoln’s speech: “House Divided”  Civil War Music—John Brown’s Body  Chester the Crab Comics:  John Brown  Dred Scott

Moore Public Schools—Social Studies Department: Grade 8 U.S. History 1754-1877 Page 37

Moore Public Schools—Social Studies Department: Grade 8 U.S. History 1754-1877 Page 38

4th Nine Weeks North and South 1861-1865 Instructional April 10 –28 March 20-May 25 Chapter 15 Time: 15 Days *OC³ and Essential Questions Topics/Content Suggested Resources and Activities Civil War: A "Terrible Swift Sword" CS 5.2. Cite specific textual and visual evidence to 1. Border States analyze the significance and results of the 2. Importance of Maryland to the Union (from The Gettysburg Address (1863)—Defining the presidential election of 1860 including the rising Battle Cry of Freedom by James McPherson) American Union tensions over the strategic Border States. 3. Advantages/Disadvantages of the North and E. Rising tensions over the strategic Border South Lincoln: The Second Inaugural Address (1865)— States. 4. Political Leadership Restoring the American Union 3. Compare the advantages and disadvantages 5. President Abraham Lincoln of the Union and the Confederacy upon the 6. Confederate President Jefferson Davis Literature Connection: eve of the war including the political/military 7. Military Leadership Occurrence at Owl Creek Bridge --Students like leadership of President Lincoln to 8. Union General Ulysses S. Grant this story. Surprising ending! Confederate President Jefferson Davis and 9. Confederate General Robert E. Lee short story by Ambrose Bierce the military leadership of Union General 10. Major Turning Points  Analytical Questions Ulysses S. Grant to Confederate General 11. Anaconda Plan  Writing Prompts Robert E. Lee. 12. Total War Strategy 4. Identify and summarize the consequences of 13. Battle of Antietam DBQ - Figure It Out with a Partner: the major turning points of the war including 14. Emancipation Proclamation: goal to end slavery Emancipation Proclamation—A Slave the Read Like an Historian Lesson Plan Perspective A. Anaconda Plan and Total War Strategy, 15. Battle of Gettysburg B. Battle of Antietam as a catalyst for the 16. Gettysburg Address DBQ - Figure It Out with a Partner: Intent of the issuance of the Emancipation 17. Clarified Union’s motivations for winning the war Emancipation Proclamation Proclamation and its role in expanding the 18. Capture of Vicksburg: control of the Mississippi: goals of the war to include the ending of Completes Anaconda Plan DBQ - Figure It Out with a Partner: Geography slavery, 19. President Lincolns Second Inaugural Address of the Civil War C. Battle of Gettysburg as inspiration for the 20. Call for national reconciliation Gettysburg Address and how Lincoln’s 21. Surrender at Appomattox Courthouse Ticket Out the Door: How did Abraham Lincoln speech clarified the Union’s motivations 22. North’s generous terms of surrender understand the relationship between principles for winning the war, of the Declaration of Independence and the U.S. D. Capture of Vicksburg in securing the Constitution? Union’s control of the Mississippi River, Fragment on the Constitution and Union E. Excerpts from Lincoln’s Second Inaugural (1861)—The Purpose of the American Union Address of President Lincoln, calling for national reconciliation, Writing Prompt: Which of the following was the F. Generosity of the North in terms of most important political turning point for the surrender demands as offered to General North winning the war? Cite evidence to support Lee at Appomattox Courthouse, and your answer.

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 1st Battle of Bull Run/Manassas  Vicksburg  Gettysburg Essential Questions 1. What was the importance of the Border States in the War? Writing Prompt: Which of the following was the 2. What caused the decline of the Southern most important political turning point for the economy and contributed to the expansion of the North winning the war? Cite evidence to support Northern economy? your answer. Gettysburg Address OR the 3. What was the impact of Lincoln’s Emancipation Election of 1864 Proclamation? 4. Describe the final events of the war leading to the surrender at Appomattox. Activities:  The National Park Service—The Civil War  Make a two column note table comparing the advantages and disadvantages of the North and South. Make sure to include resources, economy, and social characteristics.  View the school version of the video Glory and give a follow up quiz.  Gettysburg Address on YouTube  Emancipation Proclamation page 617

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Anaconda Plan

Moore Public Schools—Social Studies Department: Grade 8 U.S. History 1754-1877 Page 41

4th Nine Weeks Reconstruction 1863 – 1878 Instructional May 1 - 25 March 20-May 25 Chapter 16 Time: *OC³ and Essential Questions Topics/Content Suggested Resources and Activities

CS 5.2. Cite specific textual and visual evidence to 1. Ten Percent Plan Setting the Record Straight: Abraham Lincoln, analyze the significance and results of the 2. Freedmen’s Bureau John Wilkes Booth, Boston Corbett and the Enid presidential election of 1860 including the rising 3. President Lincoln’s Assassination Connection tensions over the strategic Border States. Lincoln’s Assassination video 4. Identify and summarize the consequences of the major turning points of the war including the 4. John Wilkes Booth G. Impact of Lincoln’s assassination and loss of Booth Legend Still Lives in Enid his leadership on plans for reconstruction 5. Loss of leadership on plans for reconstruction *CS 6: The student will analyze the transformation of politics and society during the 6. Compare/Contrast Reconstruction Plans Reconstruction Era, 1865 to 1877.  President Lincoln 1. Compare and contrast the various policies and  President Johnson plans for the reconstruction of the Confederacy  Radical Republicans including those proposed by President Lincoln, President Andrew Johnson, and the Radical 7. 13th Amendment Republicans. 8. Black Codes 2. Cite specific textual and visual evidence to 9. 14th Amendment analyze the impact of the 13th, 14th, and 15th 10. 15th Amendment Amendments, the Black Codes, the 11. Role of Elected Black Officials Freedmen’s Bureau, and Jim Crow laws. 12. Role of Scalawags and Carpetbaggers 3. Identify points of view regarding the social 13. Rise of Ku Klux Klan changes following the Civil War including the 14. Sharecroppers role of carpetbaggers and scalawags, the rise 15. Impact of Election of 1876 of the Ku Klux Klan, elected Black officials, and 16. Jim Crow Laws sharecroppers. 17. Homestead Act of 1862 4. Evaluate the impact of the Homestead Act of 18. Impact on Westward Movement to Free Land 1862 and the resulting movement westward to 19. Impact on displacement of Native Americans free land including the impact of continued displacement of Native Americans. 5. Assess the impact of the presidential election of 1876 as an end to the reconstruction of the Writing Prompt: Which of the following had the South. most lasting political impact of Reconstruction on the United States? Why? 1. Black Codes 2. Reconstruction Plans

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3. Johnson’s Impeachment

Essential Questions: 4. 13th Amendment 1. What was the effect of President’s Lincoln’s 5. 14th Amendment assassination on the plans for reconstruction? 6. 15th Amendment 2. Compare Lincoln’s Ten Percent Plan to the Wade-Davis Plan passed by Radical Writing Prompt: Which of the following had the Republicans in 1864. most lasting social impact of Reconstruction on 3. Explain how the 13th Amendment affected the the United States? Why? re-entering the Union process for former 1. KKK Confederate states. 2. Jim Crow Laws 4. How did the Black Codes lead to the passing of 3. Freeman’s Bureau the Civil Rights Acts of 1866? 4. Civil Rights Act of 1866 5. What was the reason for passing the 14th and 15th Amendments? 6. How did the end of Reconstruction affect racial tension in the United States, especially the South? 7. What was the effect of President’s Lincoln’s assassination on the plans for reconstruction?

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