Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Priority Month Standards Benchmarks Strategies Learning (Assessment) Textbook - American Anthem published by Holt, Rinehart and Winston in 2009. LEARNING STANDARDS - (These standards are addressed in grade 8 and reviewed in US History II in grade 11) USI.1 Explain the political Students will KNOW: Power Point presentation Notetaking, guided discussion, open and economic factors that Treaty of Paris 1763; Proclamation of note quiz Students will describe three contributed to the American 1763; British war debt; navigation acts Written assessment of learning effects of the Treaty of Paris in Revolution. Direct tax; indirect tax; committees of expository writing; (H, C) correspondence; Sons of Liberty A. the impact on the colonies Think-Pair-Share discussion -Cost of defending enlarged empire of the French and Indian Students will be able to DO: strategy (p.56) -Conflict in Ohio Valley between Native War, including how the war Explain how the policy of “No taxation Americans and settlers led to an overhaul of British without Representation mobilized the Question-Answer-Relationship (p. -enforce Navigation Acts October imperial policy from 1763 to colonists against British policies 70) 1775 Explain the social and economic factors Students will compare/contrast direct B. how freedom from that led colonists to settle in the Ohio and indirect tax European feudalism and Valley. aristocracy and the widespread ownership of property fostered individualism and contributed to the Revolution USI.2 Explain the historical Students will KNOW: Power Point presentation Notetaking, guided discussion, open and intellectual influences on Purpose and effects of Mayflower note quiz the American Revolution and Compact; common welfare, representative Written assessment of learning Students will build hierarchical concept the formation and framework government; republic, Enlightenment Concept mapping (p. 92) map to show development of Self- of the American government. Basic rights of men; government as a government, republic, and (H, C) contract; Thomas Paine; Common Sense Power Thinking (p. 38) representational government through primary documents, notes of the legacy of ancient Greece Students will be able to DO: Enlightenment thinkers, and historical October and Rome Explain in detail the concepts and ideas Problem-Solution Notes (p. 130) events that lead to the establishment of the political theories of such in the Magna Carta, English Bill of self-governemnt in the anoprth America European philosophers as Rights, Mayflower Compact, and the colonies. Locke and Montesquieu Enlightenment and how they support the concept of basic rights and responsibilities Students develop two column table to Seminal Primary Documents of English citizens explain how colonists moved from to Read: Mayflower Compact State Thomas Paine’s arguments for protesting British policies to articulating
Page 1 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Priority Month Standards Benchmarks Strategies Learning (Assessment) (1620) independence and the influence of their basic rights to declaring Common Sense in the American independence from Great Britain Seminal Primary Documents movement towards independence to Consider : Massachusetts Apply the concepts of basic rights to Body of Liberties (1641) and colonists’ protests against British tax John Locke’s Treatises of policies Civil Government (1690) USI.3 Explain the influence Students will KNOW: Power Point presentation Notetaking, guided discussion, open and ideas of the Declaration Three basic parts of the Declaration of note quiz of Independence and the Independence Written assessment of learning Students will create magnet summaries political philosophy of Timeline for the adoption of the Magnet Summaries (p. 109) for the 3 main parts of the Declaration Thomas Jefferson. (H, C) Declaration of Independence of Independence and the Preamble to Preamble] use as a basic for an expository essay on Seminal Primary Documents Students will be able to DO: the purpose and structure of the to Read: the Declaration of Identify Lockean views that Jefferson Basic Rights Declaration of Independence and its November Independence (1776) incorporated into the Declaration of historical influences and sources Independence Wrongs done By King Seminal Primary Documents Explain why the 2 nd Continental to Consider: the Suffolk Congress decided to adopt a Declaration Declaration of Independence Resolves (1774) and the of Independence Virginia Statute for Religious Freedom (1786) USI.4 Analyze how Students will KNOW: Power Point presentation Notetaking, guided discussion, open Americans resisted British Sugar Act, Stamp Act, Townshend Acts, note quiz policies before 1775 and Boston Massacre, Tea Act, Boston Tea Written assessment of learning Students create a sequence of events that analyze the reasons for the Party, Intolerable Acts, 1 st Continental Sequence Organizers (p. 103) begin with the Stamp Act (1765) and American victory and the Congress, militia, minuteman, Lexington, conclude with the 2 nd Continental British defeat during the Concord, Bunker Hill,2 nd Continental April Morning video and question Congress (1775) Revolutionary war. (H) Congress, Olive Branch Petition sheet October American and British strengths and weaknesses at the beginning of the Revolution, role of George Washington, significance of Saratoga, and Yorktown, benefits of France as an ally, blockade, guerilla warfare, patriot, loyalist
Page 2 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Priority Month Standards Benchmarks Strategies Learning (Assessment) Students will be able to DO: Explain how British tax laws and colonist reaction to them led to the outbreak of War between the U.S. and Great Britain State reasons why Great Britain was unable to defeat the United States in the Revolution and why the boundaries set in the Treaty of Paris extended to the Mississippi River
USI.5 Explain the role of Students will KNOW: Power Point presentation Notetaking, guided discussion, open Massachusetts in the Quartering Act, Sons and Daughters of note quiz revolution, including Liberty, Stamp Act Resolves, The Boston Written assessment of learning important events that took Massacre, the Boston Tea Party, Content Frames (p. 144) Students will create a content frame to place in Massachusetts and Lexington, Concord, Bunker Hill, show role of Massachusetts in important leaders from Evacuation Day Revolution: Massachusetts. (H) John Adams, Abigail Adams, Samuel Adams, John Hancock, General Knox, Event Who Where Result A. the Boston Massacre Paul Revere, William Dawes, Mercy Effect B. the Boston Tea Party Warren Otis, Crispus Attucks, minuteman, Chapter Tests November C. the Battles of Lexington Continental Army, militia and Concord and Bunker Hill D. Sam Adams, John Students will be able to DO: Adams, and John Hancock State reasons the Revolutions began in Massachusetts Seminal Primary Documents Explain the roles John and Samuel to Consider: the Adams and John Hancock played in the Massachusetts Constitution formation of the 1 st and 2 nd Continental (1780) Congresses USI.6 Explain the reasons for Students will KNOW: Power Point presentation Notetaking, guided discussion, open December the adoption of the Articles State constitutions and bills of rights, note quiz of Confederation in 1781, governor, assembly, Confederation Written assessment of learning Students develop two column table to including why its drafters Congress, eligibility for voting Problem-Solutio Notes (p. 130) explain how colonists moved from created a weak central Weaknesses of Articles of protesting British policies to articulating government; analyze the Confederation: their basic rights to declaring
Page 3 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Priority Month Standards Benchmarks Strategies Learning (Assessment) shortcomings of the national • 1 state 1 vote independence from Great Britain government under the • 9 states approval before law is passed Articles; and describe the • States were not forced to obey crucial events (e.g., Shays’s national laws rebellion) leading to the • No executive branch Students create a chart that compares Constitutional Convention. • No judicial branch Comparison Organizers (p. 96) strengths and weaknesses on the (H, C) • No commander-in-chief government under the Articles of • No way to raise revenue Confederation and its major failures and Seminal Primary Documents accomplishments • No way to settle disputes between to Read: the Northwest states Ordinance (1787)
Strengths of Articles of Confederation: Land ordinance of 1785 Northwest Ordinance of 1787
Students will be able to DO: Explain why the weaknesses in the national government led to Shays’ Rebellion and other outbreaks by “regulators” Narrate the history of Shays’ Rebellion in Western Massachusetts Why the Annapolis Convention was unsuccessful USI.7 Explain the roles of Students will KNOW: Power Point presentation Notetaking, guided discussion, open December-January various founders at the Independence Hall note quiz Constitutional Convention. James Madison “Father of Constitution” Written assessment of learning Students will create a two column Describe the major debates George Washington, chairman Problem-Solution Notes (p. 130) organizer to describe problems that occurred at the Ben Franklin “peacemaker” encountered during the Constitutional Convention and the “Great Edmund Randolph-large states Convention, possible options for solving Compromise” that was William Patterson-small states them, and what delegates played major reached. (H, C) Roger Sherman- Great Compromise roles in their adoption, including: Major Debates Alexander Hamilton-strong federal 1. the distribution of government Representation
Page 4 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Priority Month Standards Benchmarks Strategies Learning (Assessment) political power Powers of Congress 2. the rights of individuals National vs. state powers The Nature of a National Executive 3. the rights of states Equal vs. proportional representation Powers of the Executive 4. slavery Separation of Powers A Federal Judiciary and its jurisdiction Checks and Balances Shared Powers between the National Founders Legislative qualifications and Powers Government and the states A. Benjamin Franklin Executive qualifications and Powers Slavery and the Slave Trade B. Alexander Hamilton Judicial qualifications and Powers C. James Madison Reserved Powers D. George Washington Concurrent Powers Amendment Process Seminal Primary Documents Bill of Rights to Read: the U.S. 3/5 Compromise Constitution 20 year delay on slave trade legislation
Students will be able to DO: Identify principal parts of the Constitution Explain how the Constitution set up a federal republic Magnet Summaries (p. 109) Students will create magnet summaries Explain the functions of National of topic and details for each Article of Government and state governments Article I the Constitution Article 2 Article 3 Ratification process Amendment Process USI.8 Describe the debate Students will KNOW: Power Point presentation Notetaking, guided discussion, open over the ratification of the Federalists, anti-federalists, The note quiz Constitution between Federalist Papers, ratification Written assessment of learning Federalists and Anti- Constitutional convention in Federalists and explain the Massachusetts January key ideas contained in the Federalist Papers on Students will be able to DO: federalism, factions, checks Explain Federalist arguments in favor of and balances, and the the Constitution
Page 5 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Priority Month Standards Benchmarks Strategies Learning (Assessment) importance of an independent Explain snti-Federalist arguments judiciary. (H, C) opposing the Constitution Seminal Primary Documents Explain the role of newspapers and the to Read: Federalist Paper Federalist Papers in the ratification number 10 process Seminal Primary Documents to Consider: Federalist Explain why and how support for the Papers numbers 1, 9, 39, 51, Constitution was divided in Massachusetts and 78 USI.9 Explain the reasons for Students will KNOW: Powerpoint presentation Note taking the passage of the Bill of Historical reasons for the 1 st ten 0pen note quiz Rights. (H, C) amendments (Bill of Rights); due process; Read and say something students will work with a partner on unconstitutional reading and discussing the bill of rights A. the influence of the Why a Bill of Rights was necessary to British concept of limited gain ratification of the Constitution government B. the particular ways in Students will be able to DO: which the Bill of Rights State freedoms protected by the 1 st protects basic freedoms, Amendment to the Constitution and how January restricts government power, they have been interpreted by the Sipreme and ensures rights to persons Court accused of crimes Explain the rights of the accused and Seminal Primary Documents “due process under the law,” including to Read: the Bill of Rights habeus corpus and ex post facto (1791) Seminal Primary Documents to Consider: Magna Carta (1215) and the English Bill of Rights (1689) USI.10 On a map of North Students will KNOW: Power point presentation Notetaking, guided discussion, open America, identify the first 13 First 13 states to ratify the Constitution note quiz states to ratify the Chapter Test 0n a map of north America students will Constitution. (H, G) Students will be able to DO: number the first 13 states that ratified January On a map of North America, identify the the constitution first 13 states to ratify the Constitution and their current capitals
Page 6 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Priority Month Standards Benchmarks Strategies Learning (Assessment) USI.11 Describe the purpose Students will KNOW: Power Point presentation Students will summarize what they have and functions of government. Lockean, Jeffersonian, and Madison’s learned with their partner. (H, C) concepts of government as stated in Written assessment of learning Treatises of Civil Government , preamble Three minute pause to the Declaration of Independence , and preamble to the Constitution February
Students will be able to DO: List the powers and limits on National and state governments under the Constitution USI.12 Explain and provide Students will KNOW: Power Point presentation Notetaking, guided discussion, open examples of different forms Definition of democracy, monarchy, note quiz of government, including oligarchy, theocracy, autocracy Written assessment of learning democracy, monarchy, oligarchy, theocracy, and Students will be able to DO: February autocracy. (H, C) Give and example of a democracy, Visual models Develop visual map on forms of monarchy, oligarchy, theocracy, and government autocracy. USI.13 Explain why the Students will KNOW: Power Point presentation Notetaking, guided discussion, open United States government is definition of democracy note quiz classified as a democratic democratic aspects of the U.S. Written assessment of learning government. Government (H, C) Visual models Chapter Test and open-response essay February Students will be able to DO: Explain how the U.S. government Chapter Test and open-response includes elements of democracy in its essay Federal Structure USI.14 Explain the Students will KNOW: Power Point presentation Students will compare/contrast characteristics of American Popular sovereignty and constitutional government offices and positions democracy, including the government, which includes Written assessment of learning elected by direct vote and those elected concepts of popular representative institutions, federalism, Visual models by indirect vote, such as the Electoral February sovereignty and separation of powers, shared powers, College constitutional government, checks and balances, and individual rights which includes representative Differences between a constitutional Students will develop visual map on
Page 7 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Priority Month Standards Benchmarks Strategies Learning (Assessment) institutions, federalism, monarchy and a federal republic separation of powers separation of powers, shared Students will develop a venn diagram powers, checks and balances, Students will be able to DO: on the Federal System and individual rights. (H, C) Compare European systems of government and the U.S. government in 1800. USI.15 Explain the varying Students will KNOW: Power Point presentation Notetaking, guided discussion, open roles and responsibilities of Powers of National government note quiz federal, state, and local Powers of State government Written assessment of learning governments in the United States. (H, C) Students will be able to DO: Develop visual map and Venn diagram February Identify a specific power as National, Visual models on the Federal System, including state, or shared Federal, State and Local government Identify a specific power as legislative, activities executive, or judicial USI.16 Describe the Students will KNOW: Power Point presentation Notetaking, guided discussion, evolution of the role of the The historical basis, and structure of the federal government, National government from 1621 to 1815 Written assessment of learning including public services, National capitals, the government under taxation, economic policy, the Constitution Chapter Test foreign policy, and common defense. (H, C) Students will be able to DO: Identify various national powers and February explain why they are needed and why they cannot be state of local powers Identify shared, or concurrent powers
Page 8 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Priority Month Standards Benchmarks Strategies Learning (Assessment) USI.17 Explain the major Students will KNOW: Compare/contrast state government Students will compose a short essay components of The historical basis, and structure of MA under the Puritans with state describing the holders of major political Massachusetts’ state government from 1621 to 1815 government under John Hancock. and social power of Massachusetts Bay government, including the Puritans, dissenters, patriots loyalists, with those holders under the state roles and functions of the Federalists, Whigs, abolitionists constitution of 1783-1786, including the governor, state legislature, causes and effects of Shays’ Rebellion. February and other constitutional Students will be able to DO: officers. (H, C) Explain the role of Massachusetts’ Determine state offices and their Students will complete a worksheet of politics and citizens in the history of the functions, state legislators, local state and local government officials and U.S. from 1621-1867. legislators functions USI.18 Explain the major Students will KNOW: Overview the local responsibilities Students will chart different roles and components of local Roles and functions of school of town government responsibilities of government in government in committees, town meetings, boards of Massachusetts a the Stae and local level Massachusetts, including the selectmen, mayors, and city councils Overview Annual town reports roles and functions of school How money is raised to provide committees, town meetings, government, social, and educational boards of selectmen, mayors, services February and city councils. (H, C) Students will be able to DO: Explain the purpose of school committees, town meetings, boards of selectmen, mayors, and city councils State how GRSD operates USI.19 Explain the rights and Students will KNOW: Guided presentation and discussion Students will list their responsibilities as the responsibilities of requirements for voting, jury duty, Providing examples adult citizens citizenship and describe how running for office, volunteering, federal a democracy provides and state requirements (register for draft) Students wil conduct a mock opportunities for citizens to Presidential election participate in the political Students will be able to DO: February process through elections, distinguish mandatory from voluntary political parties, and interest duties ( Mandatory - Obey Laws, Pay groups. (H, C) Taxes, Jury Duty, Serve as a Witness, Register for the Draft Voluntary : Vote, Volunteer, Community Service, Public Office)
Page 9 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Priority Month Standards Benchmarks Strategies Learning (Assessment) USI.20 Explain the evolution Students will KNOW: Instructional timeline chart of Students will select a current issue and and function of political Purpose of a political party American Political Parties comparein writing how it would be parties, including their role in positives and negatives of political addressed by the Republicans and the federal, state, and local parties Historical and current political Democrats. February elections. (H, C) issoues Students will be able to DO: Trace the history of Political Parties in America USI.21 Describe how Students will KNOW: Power Point presentation Notetaking, guided discussion, open decisions are made in a How a law is made; veto; override, note quiz democracy, including the role precedent, cabinet, committee, Written assessment of learning of legislatures, courts, appointments, congressional oversight; Student created charts on checks and executives, and the public. judicial review; referendum, Worksheets on checks and balances and how a bill becomes a law (H, C) impeachment; election process; electoral balances, how a bill becomes a law college; electoral votes, popular votes, inauguration February Students will be able to DO: Explain how a bill originates and how it becomes a law Explain the checks and balances in the processes of the U.S. government State historical basis for the electoral college and how the election of the President is decided USI.22 Summarize the major Students will KNOW: Power Point presentation Notetaking, guided discussion, open policies and political Why political parties developed around note quiz developments that took place Alexander Hamilton (Federalist) and Written assessment of learning during the presidencies of Thomas Jefferson (Democratic Student created chart of Federalist views George Washington (1789- Republican) Notetaking strategies vs. Democrat views 1797), John Adams (1797- Reasons behind the Louisiana Purchase February-March 1801), and Thomas Jefferson and its results Guided classroom activities Closed note quiz on Federalists vs. (1801-1809). (H, C) Reasons behind the Embargo Act and its Democrats results the origins of the Geography of and reasons for the Federalist an d Democratic - Students will be able to DO: Louisiana Purchase
Page 10 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Priority Month Standards Benchmarks Strategies Learning (Assessment) Republican parties in the Distinguish between Federalist views 1790s and Democratic-Republican views Analyze Election results of 1796 the conflicting ideas of Explain why the Alien and Sedition Acts Thomas Jefferson and were unconstitutional and why The Summarize Election of 1800 Alexander Hamilton Kentucky and Virginia Resolutions were the Alien and Sedition passed Acts the Louisiana Purchase [Explain the importance of the Louisiana Purchase within the context of 19 th Seminal Primary Documents Century American expansion] to Consider : Washington’s Farewell Address (1796) and Jefferson’s First Inaugural Address (1801) USI.23 Analyze the rising levels of political participation and the expansion of suffrage in antebellum America. (C, H) Not Addressed in Grade 8
Seminal Primary Documents to Consider : Alexis de Tocqueville, Democracy in America, Volume I (1835) and Volume II (1839) USI.24 Describe the election of 1828, the importance of Jacksonian democracy, and Jackson’s actions as President. (H) Not Addressed in Grade 8
A. the spoils system B. Jackson’s veto of the National Bank Jackson’s policy of Indian Removal
Page 11 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Priority Month Standards Benchmarks Strategies Learning (Assessment) USI.25 Trace the influence Not Addressed in Grade 8 and ideas of Supreme Court
Chief Justice John Marshall and the importance of the doctrine of judicial review as manifested in Marbury v.
Madison (1803). (H, C) USI.26 Describe the causes, Students will KNOW: Power Point presentation Notetaking, guided discussion, open course, and consequences of The major events of the War of 1812- note quiz America’s westward Warhawks’ USS Constitution, Oliver Written assessment of learning expansion and its growing Perry, Tecumseh, Burning of diplomatic assertiveness. Use Washington, Dolley Madison, Guided classroom activities a map of North America to Fort McHenry, Francis Scott Key, -learning activity packet on War of Chapter test closed book trace America’s expansion to Star-Spangled Banner, Hartford 1812 the Civil War, including the Convention, Andrew Andrew Jackson, Students will write an opinion of March location of the Santa Fe and Battle of New Orleans, Treaty of Ghent, whether the War of 1812 should be Oregon trails. (H, E, G) considered the 2 nd War of Independence. Students will be able to DO : the War of 1812 Explain why the Warhawks wanted to go to war with England Explain why the War of 1812 is sometimes called the 2 nd War for Independence WORLD HISTORY I STANDARDS (These standards are addressed in grade 8 only)
Renaissance and the Students will KNOW: Power Point presentation Notetaking, guided discussion, open Reformation in Europe system of feudalism, lord, serf, manor note quiz WHI.29 Describe the origins meaning of renaissance Written assessment of learning and development of the why Renaissance began in Italy
Renaissance, including the European interest in classical works September influence and concepts of humanism, individualism accomplishments of and secularism Machiavelli, Michelangelo, concept of the “Renaissance man” Leonardo da Vinci, Raphael, accomplishments of Michaelangelo, Da Shakespeare, and Johannes Vinci, Galileo, and Gutenberg
Page 12 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Priority Month Standards Benchmarks Strategies Learning (Assessment) Gutenberg. (H) Students will be able to DO: define Renaissance, humanism, individualism, secularism connect through an essay the ideas of the Renaissance with the concept of individual freedom and liberty WHI.30 Describe origins and Students will KNOW: Power Point Presentation Notetaking, guided discussion, open effects of the Protestant Reasons for the Protestant Reformation Written assessment of learning note quiz Reformation. (H) weakening of absolute authority A. the reasons for the focus on individual; faith growing discontent dissatisfaction with corruption and with the Catholic greed Church, including Reasons for the Age of Discovery - the main ideas of interest in the natural world and Martin Luther and geography, advancement of the individual John Calvin through B. the spread of accomplishment , and consolidation of Protestantism royal power September across Europe, including the reasons and Students will be able to DO: consequences of Explain in writing how the Renaissance England’s break brought about the Protestant Reformation with the Catholic and the Age of Discovery Church Connect through an essay the ideas of C. the weakening of a the Renaissance with the concept of uniform Christian faith individual freedom and liberty D. the consolidation of royal power
WHI.33 Summarize how the Students will KNOW: Power Point presentation Notetaking, guided discussion, open Scientific Revolution and the Steps in the Scientific Method note quiz scientific method led to new 1. Hypothesis Written assessment of learning September theories of the universe and 2. Test Students will create a visual describe the accomplishments 3. Observe Galileo representation of the influence of Ben
Page 13 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Priority Month Standards Benchmarks Strategies Learning (Assessment) of leading figures of the 4. Record Newton Franklin on American History. Scientific Revolution, 5. Test Hypothesis Franklin including Bacon, Copernicus, American Philosophical Society Descartes, Galileo, Kepler, Students will be able to DO: and Newton. (H) Students will create a visual representation of the influence of Ben Franklin on American History. Identify the contributions of Galileo and Newton to the Scientific Revolution WHI.34 Describe the concept Students will KNOW: Power Point presentation Notetaking, guided discussion, open of Enlightenment in Main ideas of the Enlightenment note quiz European history and Basic Right of Men Written assessment of learning describe the accomplishments Government is a Contract Students will create a visual of major Enlightenment representation of the influence of John December thinkers, including Diderot, Students will be able to DO: Locke and Montesquieu . Kant, Locke, Montesquieu, Identify basic philosophical principals of Rousseau, and Voltaire. (H) John Locke and Montesquieu
WHI.35 Explain how the Students will KNOW: Power Point presentation Notetaking, guided discussion, open Enlightenment contributed to Roanoke, Jamestown, Plymouth note quiz the growth of democratic New England Colonies Written assessment of learning principles of government, a Middle Colonies stress on reason and progress, Southern Colonies 5 paragraph essay comparing a and the replacement of a New England colony, a Middle Prewriting, draft and final copy of a five theocentric interpretation of Students will be able to DO: colony, and a Southern colony paragraph essay the universe with a secular Summarize the founding and September-October interpretation. (H) development of each of the 13 original Multi-media project to produce an colonies 18 th -Century pamphlet Completed pamphlet of a colony Compare and contrast regional explaining why people came from geographies, economies, and ways of life Chapter Test w/open response Europe, a geographic feature, an Produce a pamphlet on one of the 13 essay economic activity, and a historical fact original colonies
Page 14 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Priority Month Standards Benchmarks Strategies Learning (Assessment) WORLD HISTORY II LEARNING STANDARDS (These standards are addressed in grade 8 only) WHII.1 Describe the growing Students will KNOW: Prepare interactive lecture on the Students take a teacher-generated test consolidation of political How European absolute monarchs period of absolute monarchies in with multiple-choice, matching, and power in Europe from 1500 consolidated power from 1500 to 1800 Europe. This will include sections open response questions. to 1800 as manifested in the and how this led to the rise of nation on France and Louis XIV, Central rise of nation states ruled by states. An example of this is Louis XIV in Europe and the Thirty Years Students will complete review monarchs. (H, C, E) France. War/Peace of Westphalia, Russia worksheets of the assigned reading. How war and the growth of empires and Peter the Great, and Poland and A. the rise of the French limited the rise of nation states. An Sweden. Students complete a spoke monarchy, including the example of this would be the Prussian & diagram/graphic organizer policies and influence of Austrian and the Thirty Years War. Assign textbook reading on the demonstrating an understanding of Louis XIV above topics. (World History: important European monarchies. B. the Thirty Years War and Patterns of Interaction, Chapter 21) September-October the Peace of Westphalia Students will be able to DO: Students participate in class discussion C. the growing power of Identify absolute monarchs of Europe Demonstrate how to create an on the idea of power and authority in Russian tsars, including from 1500 to 1800 and describe how they illustrated spoke diagram/graphic society. the attempts at consolidated power. organizer. Westernization by Peter List the nation states and empires of the Great, the growth Europe from 1500 to 1800 and describe Facilitate a class discussion on the of serfdom, and Russia’s the strengths and weakness of each nature of power and authority in rise as an important arrangement. Europe. force in Eastern Europe Complete a spoke diagram/graphic and Asia organizer showing the various absolute D. the rise of Prussia monarchs of Europe and how they kept E. Poland and Sweden power. WHII.2 Explain why England Students will KNOW: Prepare interactive lecture on the Students take a teacher-generated test was the main exception to the How and why England was the main English idea of constitutional with multiple-choice, matching, and growth of absolutism in royal exception to the absolute monarchs in monarch. This will include sections open response questions. power in Europe. (H, C) Europe. This will include the importance on the English Civil War, the of the English Civil War and the Glorious Glorious Revolution, and how these Students will complete review October A. the causes and essential Revolution and how these events led to events led to the development of worksheets of the assigned reading. events of the English the development of a constitutional the English Bill of Rights. Civil War and the government that included the English Bill Students create an illustrated flow-chart Glorious Revolution of of Rights. Assign textbook reading on the that demonstrates how the events of the 1688 above topics. (World History: English Civil War and the Glorious
Page 15 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Priority Month Standards Benchmarks Strategies Learning (Assessment) B. the effect of the Glorious Students will be able to DO: Patterns of Interaction, Chapter 21) Revolution aided in the development of Revolution on the List the major events of the English Civil the English Bill of Rights and the limits development of War and the Glorious Revolution. Demonstrate how to create an place on royal power. constitutional Explain how the English Bill of Rights illustrated flow-chart government and liberty limited the power of the monarch to act Students participate in journal writing in England, including without the consent of Parliament. Prompt students to write in journals comparing absolute and constitutional the importance of the Create an illustrated flow chart showing comparing absolute and monarchies. English Bill of Rights how the events of the English Civil War constitutional monarchies. and how it limited the and the Glorious Revolution led to the power of the monarch to English Bill of Rights. act without the consent of Parliament
Massachusetts Curriculum Possible Instructional Evidence of Student Topics Month Standards Benchmarks Strategies Learning (Assessment) CONCEPTS AND SKILLS (These standards are for grades 6-8) 1. Apply the skills of pre- Students will KNOW: Explicit instrucion of vocabulary: Fill in the blank, matching September kindergarten through grade Different ways of dating historical events Decade, Century, Era, seven. How to use maps, globes, and charts BC, AD, CE, BCE, Quiz How AD centuries are numbered Students will be able to DO: Map studies- Label, complete maps Interpret AD, nth Century, determine French and Indian War length of time between dates American Revolution Answer analytical questions based on Define century, decade, era, period Lewis and Clark Expedition maps Use a map to locate places, movements of War of 1812 people, historical events Electoral College Ongoing
Page 16 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Topics Month Standards Benchmarks Strategies Learning (Assessment) 2. Identify multiple ways to Students will KNOW: Class discussion of timelines Students will label a timeline and insert December express time relationships and How to interpret timelines included in Chapter intros dates dates (for example, 1066 AD How to identify timelines within their is the same as 1066 CE, and historical context Students will construct a timeline of both refer to a date in the events from Proc; of 1763 o Battles of eleventh or 11 th century, Students will be able to DO: Lexington and Concord which is the same as the Place events on a timeline according to 1000s). Identify countries that chronological order use a different calendar from Construct a timeline of historical events the one used in the U.S. and according to various chronological scales explain the basis for the difference. (H) 3. Interpret and construct Students will KNOW: Class discussion of events from 1763 Students will label a timeline and insert December timelines that show how How to interpret timelines to 1775 leading to the American dates events and eras in various How to identify timelines within their Revolution parts of the world are related historical context Students will construct a timeline of to one another. (H) events from Proc; of 1763 to Battles of Students will be able to DO: Lexington and Concord Place events on a timeline according to chronological order Construct a timeline of historical events according to various chronological scales
4. Interpret and construct Students will KNOW: Worksheet on interpreting Election of Completed Worksheet February charts and graphs that show How to interpret charts and graphs that 1796-bar graphs of electoral college quantitative information. (H, show quantitative information results C, G, E) How to construct charts and graphs that show quantitative information Interpret Line Graph on effect of Completed worksheet Embargo Act on U.S. Exports Students will be able to DO: Make quantitative conclusions from a chart or graph Predict future quantitative trends from a chart or graph
Page 17 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Topics Month Standards Benchmarks Strategies Learning (Assessment) 5. Explain how a cause and Students will KNOW: Class discussion of causal Students will compose a cause-effect effect relationship is different Definitions of and differences among relationships among events from essay linking three key events on the from a sequence or correlation sequence, correlation, and cause-effect 1763 to 1775 Road to Revolution of events. (H, C, E) Students will be able to DO: Ex: Townshend Acts and Identify whether given events are related Nonimpotation Agreements chronologically, by correlation, or by cause- effect. Boston Tea Party and Intolerable Draw conclusions about how various Acts historical events are related 6. Distinguish between long- Students will KNOW: Explicit Instruction in definition of Cause-effect quiz based on PowerPoint December term and short-term cause and Definitions of long and short term cause- Short- and long-term cause-effect notes and textbook effect relationships. (H, G, C, effect relationships E) Difference between long and short term - Ex. Pontiac’s War led to cause-effect relationships Proclamation of 1763 Open response assignment on - Ex. How mistrust of European Important debates during the Students will be able to DO: monarchies led to the establishment Constitutional Convention Identify and draw conclusions about of a Federal Republic form of whether given events are related by long and government in the U.S. short term cause-effect relationships January 7. Show connections, causal Students will KNOW: PowerPoint presentations on: Open note quizzes on Ongoing and otherwise, between How concepts that led to the formation particular historical events and development of the United States are The Renaissance The Renaissance and ideas and larger social, related to European and other global events, The Enlightenment The Enlightenment economic, and political trends political trends and development The French Revolution The French Revolution and developments. (H, G, C, The Indusrial Revolution The Indusrial Revolution E) Students will be able to DO: State reasons why concepts that led to the formation and development of the United States are related to European and other global events, political trends and development Identify key historical figures, documents and events that led to the formation and development of the United States
Page 18 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Topics Month Standards Benchmarks Strategies Learning (Assessment) 8. Interpret the past within its Students will KNOW: PowerPoint presentations on: Open note quiz December own historical context rather Define barter economy, assembly, than in terms of present-day representative, cash crop, toleration Colonial government and economics norms and values. (H, E, C) Students will be able to DO: Colony Project including Give three reasons Europeans immigrated transforming the landscape and daily to America life in the Colonies Colony project rubric assessment Name the original colonies, colonial capitals, geographic features 9. Distinguish intended from Students will KNOW: Class discussion of events from 1763 Students will label a timeline and insert December- unintended consequences. (H, Sugar Act, Stamp Act, Townshend Acts, to 1775 leading to the American dates January E, C) Boston Massacre, Tea Act, Boston Tea Revolution Party, Intolerable Acts Students will construct a timeline of Reasons for protesting British policies events from Proc; of 1763 to Battles of Lexington and Concord Students will be able to DO: State cause-effect relationships netween Sugar Act, Stamp Act, Townshend Acts, Boston Massacre, Tea Act, Boston Tea Party, Intolerable Acts State reasons 1 st Continental Congress met 10. Distinguish historical fact Students will KNOW: Powerpoint presentation on Boston Open note quiz January from opinion. (H, E, C) Facts about the Boston Massacre and Battle Massacre and Battle of Lexington. Packet on film April Morning. Students of Lexington Film April Morning on the Battles of will summarize the events that happen Revere’s account of Boston Massacre and Lexington and Concord and the start during the first encounter between the ptimary accounts of the Battle of Lexington of the American Revolution. colonists and the British. . Students will also analyze a 1775 sketch Students will be able to DO: 0f the Battle of Lexington and Concord. State reasons for Boston Massacre and Finally students will analyze Primary Battle of Lexington and how word spread to Sources of the Battles of Lexington and other colonies Concord. 11. Using historical maps, locate the boundaries of the major empires of world Not Addressed in Grade 8 history at the height of their powers. (H, G)
Page 19 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Topics Month Standards Benchmarks Strategies Learning (Assessment) CIVICS AND GOVERNEMENT CONCEPTS AND SKILLS (standards for grades 8-12) 12. Define and use correctly Students will KNOW: Prepare interactive lecture on the Students take a teacher-generated test the following words and Magna Carta, Glorious Revolution, English English idea of constitutional with multiple-choice, matching, and open terms: Magna Carta, Bill of Rights, Mayflower Compact, House monarch. This will include sections response questions. December parliament, habeas corpus, of Burgesses, Enlightenment on the English Civil War, the monarchy , and absolutism . Glorious Revolution, and how these Students will complete review (C) Students will be able to DO: events led to the development of the worksheets of the assigned reading. Explain how power has transferred through English Bill of Rights. English common law from an absolute ruler Students create an illustrated flow-chart to Parliament and voters Assign textbook reading on the above that demonstrates how the events of the Explain the origins of self-government in topics. (World History: Patterns of English Civil War and the Glorious the American colonies Interaction, Chapter 21) Revolution aided in the development of the English Bill of Rights and the limits Demonstrate how to create an place on royal power. illustrated flow-chart Students participate in journal writing Prompt students to write in journals comparing absolute and constitutional comparing absolute and constitutional monarchies. monarchies. GENERAL ECONOMICS CONCEPTS AND SKILLS (standards for grades 8-12) 13. Define and use correctly Students will KNOW: Group project involving Pioneer Students will construct a poster chart November mercantilism, feudalism, Theory of Mercantilism Valley merchant and trade ties to depicting the influence of mercantilism economic growth, and The role of colonies in the English Boston, the Caribbean, The British on an 18 th century entrepreneur in entrepreneur. (E) Economy Isles and Africa in the late 18 th Longmeadow, MA century. Students will be able to DO: Explain how British law limited the colonies’ ability to produce finished goods 14. Explain how people or Students will KNOW: PowerPoint presentation on events Open Note quiz December- communities examine and Boycott, petition, repeal, “liberty” tea, from he Sugar Act (1764) to the January weigh the benefits of each “Harvard” paper Intolerable Acts (1773) and how the Comprehensive Chapter Test on the road alternative when making a colonists resisted and protested to Revolution. choice and that opportunity Students will be able to DO: British efforts to govern and control costs are those benefits that Explain how colonists protested British their economic well-being. are given up once one policies a nd substituted homemade goods
Page 20 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Topics Month Standards Benchmarks Strategies Learning (Assessment) alternative is chosen. (E) for British goods under boycott Explain the effect of colonial boycotts on the British economy. 15. Explain how financial markets, such as the stock Not Addressed in Grade 8 market, channel funds from February savers to investors. (E) 16. Define and use correctly Students will KNOW: PowerPoint on the causes and Open note quiz on Shays’ rebellion; February gross domestic product, Depression, unemployment, inflation, effects of Shays’ Rebellion economic growth, recession, foreclosure Persuasive written response on whether depression, unemployment, How the end of the Revolutionary War local militia should be used to put down inflation, and deflation. (E) affected Massachusetts’ economy General Shays’ Rebellion Shephard, Springfield Armory
Students will be able to DO: State reasons for Shays’ Rebellion Effects from the lack of a national monetary system 17. Explain how opportunity costs and tradeoffs can be evaluated through an analysis Not Addressed in Grade 8 of marginal costs and benefits. (E) 18. Explain how competition Students will KNOW: PowerPoints on Tea Act, Open note quizzes on Tea Act, Protective Ogoing among sellers lowers costs Monopoly, East India Company, Tea Act, Protective Tariff, Tariff, Embargo Act, Hamiltonian and prices, and encourages customs duties, dumping, factory system, Textile industry in New England economic policy producers to produce more. supply and demand (E) Students will be able to DO: State reasons Parliament passed the Tea Act State reasons why the colonists reacted angrily against the Tea Act Recognize the benefits and hazards of protective tariffs; Recognize ho w capitalism produces
Page 21 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Topics Month Standards Benchmarks Strategies Learning (Assessment) producs and supplies markets with needed goods 19. Describe the role of buyers and sellers in determining the equilibrium price, and use supply and Not Addressed in Grade 8 demand to explain and predict changes in quantity and price. (E) 20. Describe how the earnings Students will KNOW: PowerPoint Presentation on the Open note quiz on the Industrial March of workers are affected by the Industrial Revolution, Slater’s mill, Lowell Industrial Revolution in the U.S. in Revolution in the U.S. in the beginning of market value of the product mills, Eli Whitney, cotton gin, factory the beginning of he 19 th century he 19 th century produced and worker skills. towns, skilled v. unskilled labor, wages, (E) finished products
Students will be able to DO: State how the mass production of goods changed the U.S. from an agricultural economy to an industrial economy. Compare the economic systems of Northern states and Southern states 21. Identify the causes of inflation and explain who benefits from inflation and Not Addressed in Grade 8 who suffers from inflation. (E) 22. Define and distinguish between absolute and comparative advantage , and explain how most trade occurs Not Addressed in Grade 8 because of comparative advantage in the production of a particular good or service. (E)
Page 22 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Topics Month Standards Benchmarks Strategies Learning (Assessment) 23. Explain how changes in exchange rates affect balance of trade and the purchasing Not Addressed in Grade 8 power of people in the United States and other countries. (E) 24. Differentiate between fiscal and monetary policy. Not Addressed in Grade 8 (E) U.S. ECONOMICS SKILLS (standards for grades 8-12) 25. Explain the basic Students will KNOW: Have students identify powers of Open note quiz on powers of Congress March-April economic functions of the Economic powers of Congress Congress that raise and regulate that raise and regulate revenue for the government in the economy revenue for the Federal Government Federal Government of the United States. (E) Students will be able to DO: State the economic powers of Congress and PowerPoint Presentation on the explain how they affect the national powers of Congress and the economy Treasury Department State weaknesses in the Articles of Confederation and explain how they hurt the national economy
26. Examine the development Students will KNOW: PowerPoint Presentation on he Written response on how the Federal April of the banking system in the National Bank Federal Reserve Sysem Reserve System helps to regulate United States, and describe Assumption Act commerce and he economy of he United the organization and functions Federal Reserve System States, including three specific examples of the Federal Reserve Bureau of Engraving and Printing of currency, regulation, or services. System. (E) Students will be able to DO: State Alexander Hamilton’s plan for strengthening the national economy and paying off state debts
Page 23 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009
Gateway Regional School District
SCOPE & SEQUENCE United States History - Grade 8 (focus on US I. 1-22 and 26A plus World History I 29, 30, 33, 34, 35 plus World History II 1, 2)
Massachusetts Curriculum Possible Instructional Evidence of Student Topics Month Standards Benchmarks Strategies Learning (Assessment) 27. Identify and describe laws and regulations adopted in the Not Addressed in Grade 8 United States to promote economic competition. (E, H) 28. Analyze how federal tax and spending policies affect Not Addressed in Grade 8 the national budget and the national debt. (E)
Page 24 of 24 Developed by Gary Moriarty and John Zmud based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II and World History I & II January 2009