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Social Studies 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
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