Miami-Dade County Public Schools s18

MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History COURSE DESCRIPTION: The eighth-grade social studies curriculum consists of the following content area strands: American History, Geography, Economics and Civics. Primary content emphasis for this course pertains to the study of American history from the Exploration and Colonization period to the Reconstruction Period following the Civil War. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the development of the United States and the resulting impact on world history. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to explore those fundamental ideas and events which occurred after Reconstruction.Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research- based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects). Please note the following important general information regarding the Pacing Guides: The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.  Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school levels.  The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.  The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.  The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.  NOTE: All benchmarks that are considered essential benchmarks are highlighted in yellow.  NOTE: Access Points for students on a Modified Curriculum are highlighted in Grey.Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans: Grade Level or Course Title - The grade level and course title are listed in the heading of each page.  Course Code - The Florida Department of Education Course Code is listed for the course.  Topic - The general topic for instruction is listed; e.g., Westward Expansion.  Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.  Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.  Nine Week Grading Period - Grading periods (1-4) are identified.  Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.  NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History  Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities). Florida Reading and Writing Standards for Literacy in History/Social Studies 6-12 : Florida Reading and Writing Standards for Literacy in History/Social Studies, grades 6-12, can be found at the end of each nine weeks Pacing Guide. When planning lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx. The specific pages for History/Social Studies 6-12 standards for Literacy and Writing have been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required 6-12 social studies course. Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For U.S History, the following themes are identified:  American Diversity- The roles of race, class, ethnicity, and gender in the history of the United States.  American Identity- Views of the American national character and ideas about American exceptionalism.  Culture- Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S. history.  Demographic Changes- Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political effects of immigration, internal migration, and migration networks.  Economic Transformations-Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.  Environment- Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban expansion.  Westward Expansion- America's movement westward and its claim on occupied western territories. The formation of states.  Leadership- Presidents and key individuals with demonstrated leadership abilities: e.g. guide, direct, or influence people.  Globalization- Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, cultural exchange.  Politics and Citizenship- American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.  Reform- Diverse movements focusing on a broad range of issues including antislavery, education, labor, temperance, women’s rights, civil rights, war, public health, and government.  Religion- The influence of religion on culture, politics, economics, and society.  Slavery- Systems of slave labor and other forms of free labor (e.g., indentured servitude, contract labor) in Native American societies, the Atlantic World, and the American South and West.  War and Diplomacy-Armed conflict from the pre-colonial period to the mid nineteenth century. Impact of war on American foreign policy and on politics, economy, and society.Financial Literacy: At the end of each nine weeks’ 8th grade U.S. History Pacing Guides is an addendum highlighting resources for teachers to use to infuse the instruction of Financial Literacy in the curriculumDepartment of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History History/Social Science LabsHistory/Social Science Labs are an engaging and rigorous instructional approach designed to require in-depth learning and thinking on the part of the student guided by an essential question, analysis of primary or secondary source documents, and ending in a rigorous writing assignment or other rigorous learning task.Steps to Conduct History/Social Science Labs1. Identify the NGSSS-SS Benchmark(s) to be addressed. 2. Develop an essential question or use an essential question already found in the pacing guide. 3. Build background knowledge with students about the topic. 4. FACILITATE students conduct on document/source analysis. 5. Have students report back about their analysis of the source(s). 6. Take the lab to an end and have students Independently answer, in writing, the essential question *History/Social Science labs, complete with sources, have been embedded in to this pacing guide. See next page for History/Social Science template.  The History/Social Science lab icon (on your left) has been included next to benchmarks that have labs already created. Simply click on the icon and you will be taken to the webpage on http://socialsciences.dadeschools.net where the labs are located.  To see a video that provides an overview of the History/Social Science lab process and benefits, please see:  http://www.umbc.edu/che/historylabs/ Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History History/Social Science Lab Template Name ______Period _____ Date ______[Put benchmark here – numbers and write it out] Essential Question: [put essential guiding question here] Source Main Idea / Message / Important Details How does this document answer the essential question? Source 1 [include source information as applicable]Source 2Source 3Source 4Thesis: ______Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Local History Lessons: Miami-Dade County’s history and its diverse cultures, municipalities, and vibrant communities offer a multitude of fascinating topics and learning opportunities for students. Stand-alone and rigorous lessons designed around the analysis of primary and secondary local sources of information have been developed to highlight our rich history. Whenever you see the Local History icon below embedded in the pacing guide, simply click on the icon and you will be directed to instructional resources where these lessons plans can be downloaded and used accordingly. Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Topic 5: THE AMERICAN REVOLUTION Pacing Date(s) ESSENTIALQUESTIONS: What were the contributions of influential groups/people to both the American and British war efforts during the American Revolution? Traditional 14 days 10-30-17 to 11-17-17 What were the military strengths and weaknesses of the Patriots and the British? What were significant battles in the early years of the American Revolution? Block 7 days 10-30-17 to 11-17-17 What were the war strategies for both the Patriots and the British? What role did allies play in contributing to American victory? What was life like on the home front during the American Revolution? How was it possible for the American Patriots to gain their independence from the powerful British empire?STRAND(S) and STANDARD(S): AMERICAN HISTORY: (Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources). (Standard 3: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of our nation). GEOGRAPHY: (Standard 1: Understand how to use maps and other geographic representations, tool, and technology to report information). (Standard 2: Understand physical and cultural characteristics of places). (Standard 3: Understand the relationships between the Earth's ecosystems and the populations that dwell within it). (Standard 4: Understand the characteristics, distributions, and migration of human populations). (Standard 5: Understand how human actions can impact the environment). (Standard 6: Understand how to apply geography to interpret the past and present, and plan for the future). ECONOMICS: (Standard 1: Understand the fundamental concepts relevant to the development of the market economy). (Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy). (Standard 3: Understand the fundamental concepts and interrelationships of the United States' economy in the international market). CIVICS AND GOVERNMENT: (Standard 1: The student will evaluate the roles, rights, and responsibilities of United States citizens and determine methods of active participation in society, government and the political system). (Standard 2: The student will demonstrate an understanding of the principles, functions, and organization of government).Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards Course Themes Addressed: Florida Standards Focus Standard: Florida Standards Focus Activity: American Identity LAFS.RH.6-8.7 Integrate visual information (e.g., in charts, Have students access the online interactive map titled “The Revolutionary War Demographic Changes graphs, photographs, videos, or maps) with other information in the West and South 1778-1781” and integrate visual information (e.g., in Politics & Citizenship in print and digital texts. charts, graphs, photographs, videos, or maps) with other information in print Reform and digital texts, in order to answer the activity questions. War/Diplomacy Content Benchmarks: http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u4/in Leadership SS.8.A.3.1 Explain the consequences of the French and dex.html#top Indian War in British policies for the American colonies from Core Textbook: McGraw Hill’s Discovering Our Past: A History of the United  THE AMERICAN 1763 - 1774. States- Early Years. “The American Revolution” Lessons 1-3 page 147. REVOLUTION o Contribution of the SS.8.A.3.In.a: Identify the consequences of the French and Vocabulary/ Identification: neutral, mercenary, recruit, desert, inflation, Founding Fathers (e.g., Indian War on the British rule of the colonies, such as the blockade, privateer, guerrilla warfare, ratify, ambush Thomas Jefferson, Proclamation of 1763, the Stamp Act, and the Tea Act. Benjamin Franklin (2) (3), SS.8.A.3.Su.a: Recognize a consequence of the French and Mobile Device Project: My Life- click on the icon below George Washington (2) , Indian War on British rule of the colonies, such as restricting John Hancock) freedom and creating more taxes. o Patriots and Loyalists SS.8.A.3.Pa.a: Recognize that the colonists were unhappy o American and British with British rule. Strengths and Weaknesses http://www.cpalms.org/Public/PreviewStandard/Preview/3261 o Events of the Revolution (e.g., Lexington SS.8.A.3.2 Explain and Concord, Bunker Hill, American colonial reaction to British policy from 1763 - 1774.Battle of Saratoga, Battle of Mobile Device Project: Super Savior- click on the icon below Trenton, Valley Forge, Yorktown) SS.8.A.3.In.b: Identify American colonial reaction to British policy, such as protests to the acts, the Boston Massacre, the o Key Individuals: King Boston Tea Party, and the First Continental Congress. George III, Ethan Allen, SS.8.A.3.Su.b: Recognize American colonial reaction to Benedict Arnold, William British policy, such as protests to the acts, the Boston Prescott, John Paul Jones, Massacre, the Boston Tea Party, and the First Continental Nathan Hale, Charles Congress. Cornwallis, John Burgoyne SS.8.A.3.Pa.b: Recognize that the colonists were unhappy Technology: o African Americans with British rule. Animated Atlas: “Growth of a Nation” (e.g., Peter Salem, Crispus http://www.cpalms.org/Public/PreviewStandard/Preview/3262 http://www.animatedatlas.com/movie2.html Attucks, Peter Williams, Agrippa Hull) George Washington Website – Primary Sources, Timeline, Multimedia, etc: Women (e.g., Mary o SS.8.A.3.3 Recognize the contributions of the Founding http://www.pbs.org/georgewashington/index.html Ludwig Hays, Molly Pitcher, Fathers (John Adams, Sam Adams, Benjamin Franklin, John Deborah Sampson) Hancock, Alexander Hamilton, Thomas Jefferson, James Library of Congress Primary Sources on the Revolutionary War: o Foreign Volunteers: Madison, George Mason, George Washington) during http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presDepartment of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards Marquis de Lafayette, American Revolutionary efforts. entations/timeline/amrev/south/south.html Thaddeus Kosciusko, Timeline of the Revolution: Casimir Pulaski, Bernardo SS.8.A.3.In.c: Recognize major contributions of the Founding http://www.pbs.org/ktca/liberty/chronicle_timeline.html De Galvez, Friedrich Von Fathers, such as John Adams, Benjamin Franklin, Thomas Steuben Jefferson, and George Washington. PBS Website – Benjamin Franklin: o Treaty of Paris of 1783 (2) / SS.8.A.3.Su.c: Recognize a contribution of one of the http://www.pbs.org/benfranklin/index.html Consequences Founding Fathers, such as Benjamin Franklin, Thomas Jefferson, or George Washington. Suggested Activities/Projects: SS.8.A.3.Pa.c: Recognize a Founding Father, such as Have students analyze primary sources by accessing the worksheets George Washington. developed by the Education Staff of the National Archives and Records http://www.cpalms.org/Public/PreviewStandard/Preview/3263 Administration: http://www.archives.gov/education/lessons/worksheets/Have students create a Revolutionary War timeline to include major milestones. SS.8.A.3.4 Examine the contributions of influential groups to Draw pictures to illustrate events. both the American and British war efforts during the American Revolutionary War and their effects on the Divide the class in to two groups of “Loyalist” and “Patriots,” and then students outcome of the war. will debate the different points of view, giving at least 3 reasons supporting their pro-independence or anti-independence perspective. Students can then write a SS.8.A.3.In.d: Identify contributions of key groups to the 5-paragraph persuasive essay convincing the reader of their point of view. outcomes of the American Revolutionary War, including Have students work in cooperative groups, students can create a board game Native Americans, slaves, and women. of Revolutionary War battles. Groups will create a game board, write rules for SS.8.A.3.Su.d: Recognize contributions of a key group to the the game, create playing pieces, and design playing cards. American Revolutionary War, including Native Americans, slaves, or women. Have students work in cooperative groups and research an event from the SS.8.A.3.Pa.d: Recognize ways groups help during times of American Revolution and create a news broadcast based on that event. One war. student should role-play the anchor and another, the on-the-scene reporter. http://www.cpalms.org/Public/PreviewStandard/Preview/3264 Have students design a plaque or statue to commemorate an important person from the Revolutionary War period.SS.8.A.3.5 Describe the Have students simulate a press-conference to review the conclusion of the influence of individuals on social and political developments American Revolution. Volunteer students can take on the various roles (Jean during the Revolutionary era. Baptiste de Rochambeau, Anthony Wayne, Charles Cornwallis, George Washington, and General Clinton). Remaining students can play the roles of S.8.A.3.In.e: Identify the influence of individuals on social and the reporters and ask questions about the end of the war. political developments, such as James Otis—“taxation Suggested Writing Assignments/Activities without representation,” Abigail Adams—women’s rights, Mercy Otis Warren—abolition of slavery, or Benjamin Have students research and write an encyclopedia article for one of the Banneker—architecture. Founding Fathers. SS.8.A.3.Su.e: Recognize an influence of an individual on social and political developments, such as James Otis Have students write a press release describing one or more of the battles of the —“taxation without representation,” Abigail Adams—women’s American Revolution. rights, Mercy Otis Warren—abolition of slavery, or Benjamin Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards Banneker—architecture Assessment: SS.8.A.3.Pa.e: Recognize that an individual can influence *Use the assessment items and suggestions associated with this grade level social developments. that are included in the publisher provided resources. http://www.cpalms.org/Public/PreviewStandard/Preview/3265 *Develop rubrics and share with students for each of the above-mentioned SS.8.A.3.6 Examine the causes, course, and consequences projects to increase opportunities for mastery of content and historical thinking of the American Revolution. skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. SS.8.A.3.In.f: Identify major causes, events, and consequences of the American Revolution, such as ELL: “Common Sense,” unfair taxes, the Declaration of Use visual depictions of historical events in order to increase ELL students’ Independence, winter at Valley Forge, and the Treaty of mastery of related content. Paris. Related Programs: SS.8.A.3.Su.f: Recognize major causes and consequences Celebrate Freedom Week – September of the American Revolution, such as “Common Sense,” unfair taxes, the Declaration of Independence, winter at Valley Native American History Month- November Forge, and the Treaty of Paris. Hispanic Contributions SS.8.A.3.Pa.f: Recognize that the colonists were unhappy with British rule. Character Education http://www.cpalms.org/Public/PreviewStandard/Preview/3266 State and District Instructional Requirements: Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed lesson plans can be downloaded from the Department of Social Sciences website, http://socialsciences.dadeschools.net/, under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction SS.8.A.3.7 Examine the structure, content, and regarding the aforementioned requirements should take place throughout the consequences of the Declaration of Independence. entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SS.8.A.3.In.g: Identify important content of the Declaration of Independence. SPED: SS.8.A.3.Su.g: Recognize the key ideas included in the ESE (Modified Curriculum Only): Declaration of Independence. Access Points - Description SS.8.A.3.Pa.g: Recognize freedom as a goal of the As part of the revision to the Sunshine State Standards, access points for Declaration of Independence. students with significant cognitive disabilities have been developed. These http://www.cpalms.org/Public/PreviewStandard/Preview/3267 access points are expectations written for students with significant cognitive disabilities to access the general education curriculum. Embedded in the SS.8.A.3.8 Examine individuals and groups that affected Sunshine State Standards, access points reflect the core intent of the political and social motivations during the American Standards with reduced levels of complexity. The three levels of complexity Revolution. include participatory (Pa), supported (Su), and independent (In) with the Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards participatory level being the least complex. SS.8.A.3.In.h: Identify the impact of individuals and groups on the American Revolution, such as Ethan Allen, the Sons Resources: of Liberty, Patrick Henry, Patriots, and individual militias. Unique Learning/N2Y (where available) SS.8.A.3.Su.h: Recognize the impact of individuals and Teachtown (where available) groups on the American Revolution, such as some led Accestofls.weebly.com resistance toward the British while others provided support i-Ready for the British. SS.8.A.3.Pa.h: Recognize ways groups help during times of war. http://www.cpalms.org/Public/PreviewStandard/Preview/3268SS.8.A.3.15 Examine this time period (1763-1815) from the perspective of historically under-represented groups (children, indentured servants, Native Americans, slaves, women, working class). SS.8.A.3.In.o: Identify the quality of life of under-represented groups during the American Revolution and after, such as children, indentured servants, Native Americans, slaves, women, and the working class. SS.8.A.3.Su.o: Recognize the quality of life of an under- represented group, such as children, indentured servants, Native Americans, slaves, women, or the working class. SS.8.A.3.Pa.o: Recognize an aspect of the quality of life. http://www.cpalms.org/Public/PreviewStandard/Preview/3275SS.8.A.3.16 Examine key events in Florida history as each impacts this era of American history. SS.8.A.3.In.p: Identify the consequences of key events in Florida history as they relate to the American Revolution, such as Florida being a refuge for Loyalists, Indian resistance, and Spanish control of Florida. SS.8.A.3.Su.p: Recognize a consequence of key events in Florida as they relate to the American Revolution, such as Florida being a refuge for Loyalists, Indian resistance, or Spanish control of Florida. SS.8.A.3.Pa.p: Recognize a consequence of a key event in Florida during this era of American history. http://www.cpalms.org/Public/PreviewStandard/Preview/3276Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content StandardsSS.8.E.1.1 Examine motivating economic factors that influenced the development of the United States economy over time including scarcity, supply and demand, opportunity costs, incentives, profits, and entrepreneurial aspects.SS.8.E.1.In.a: Identify how economic factors affected the development of America over time, such as supply and demand, scarcity, profits, and incentives. SS.8.E.1.Su.a: Recognize that economic factors affected the development of America over time, such as supply and demand, scarcity, and incentives SS.8.E.1.Pa.a: Recognize that people work for incentives. http://www.cpalms.org/Public/PreviewStandard/Preview/3313SS.8.E.2.1 Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic backgrounds in the development of the United States economy.SS.8.E.2.In.a: Identify contributions of entrepreneurs, inventors, or other key individuals from diverse backgrounds in the development of the United States economy. SS.8.E.2.Su.a: Recognize contributions of entrepreneurs, inventors, or other key individuals from diverse backgrounds in the development of the United States economy. SS.8.E.2.Pa.a: Recognize a contribution of a person to the economy. http://www.cpalms.org/Public/PreviewStandard/Preview/3311SS.8.E.2.2 Explain the economic impact of government policies. SS.8.E.2.In.b: Identify an economic impact of government actions in United States history, such as the Constitutional power to collect taxes and compromises over slavery. SS.8.E.2.Su.b: Recognize the economic impact of a government action in United States history, such as the power to collect taxes and compromises over slavery. SS.8.E.2.Pa.b: Recognize that the government collects taxes.Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards http://www.cpalms.org/Public/PreviewStandard/Preview/3312SS.8.E.2.3 Assess the role of Africans and other minority groups in the economic development of the United States. SS.8.E.2.In.b: Identify an economic impact of government actions in United States history, such as the Constitutional power to collect taxes and compromises over slavery. SS.8.E.2.Su.b: Recognize the economic impact of a government action in United States history, such as the power to collect taxes and compromises over slavery. SS.8.E.2.Pa.b: Recognize that the government collects taxes. http://www.cpalms.org/Public/PreviewStandard/Preview/3312SS.8.E.3.1 Evaluate domestic and international interdependence. SS.8.E.3.In.a: Identify examples of domestic and international interdependence, such as regional exchange of resources. SS.8.E.3.Su.a: Recognize ways that countries are interdependent, such as exchange of resources. SS.8.E.3.Pa.a: Recognize that groups depend on each other. http://www.cpalms.org/Public/PreviewStandard/Preview/3314SS.8.C.1.2 Compare views of self-government and the rights and responsibilities of citizens held by Patriots, Loyalists, and other colonists. SS.8.C.1.In.b: Identify different views held by colonists on self-government and rights and responsibilities of citizens. SS.8.C.1.Su.b: Recognize different views that colonists held about the rights and responsibilities of citizens. SS.8.C.1.Pa.b: Recognize a responsibility of citizens, such as keeping informed. http://www.cpalms.org/Public/PreviewStandard/Preview/3304SS.8.C.1.3 Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction. Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content StandardsSS.8.C.1.In.c: Identify activities that reflect civic virtue in the lives of citizens from the Colonial period through Reconstruction, such as voting, volunteering, and giving to the poor. SS.8.C.1.Su.c: Recognize activities that reflect civic virtues in the lives of citizens from the Colonial period through Reconstruction, such as voting and serving in local government. SS.8.C.1.Pa.c: Recognize an activity of citizens that reflects civic virtue, such as voting. http://www.cpalms.org/Public/PreviewStandard/Preview/3305SS.8.C.1.4 Identify the evolving forms of civic and political participation from the colonial period through Reconstruction. SS.8.C.1.In.d: Identify forms of civic and political participation from the Colonial period through Reconstruction, such as complying with laws and rules, voting, and serving in the government. SS.8.C.1.Su.d: Recognize forms of civic and political participation from the Colonial period through Reconstruction, such as complying with laws and rules and voting. SS.8.C.1.Pa.d: Recognize an activity of citizens that reflects civic virtue, such as voting. http://www.cpalms.org/Public/PreviewStandard/Preview/3306SS.8.C.2.1 Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources from the colonial period to Reconstruction.SS.8.C.2.In.a: Identify principles of the American government, such as representative democracy (republicanism), separation of powers, and freedom expressed in important documents in American history. SS.8.C.2.Su.a: Recognize a principle of the American government, such as representative democracy (republicanism) or separation of powers expressed in important documents in American history.Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards SS.8.C.2.Pa.a: Recognize that the government in the United States is based on freedom. http://www.cpalms.org/Public/PreviewStandard/Preview/3309SS.8.A.1.6 Compare interpretations of key events and issues throughout American History. SS.8.A.1.In.f: Identify similarities and differences in points of view of historical interpretations of key events. SS.8.A.1.Su.f: Recognize differences in points of view of historical interpretations of key events. SS.8.A.1.Pa.f: Use appropriate resources to obtain factual information. http://www.cpalms.org/Public/PreviewStandard/Preview/3252SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.SS.8.A.1.In.g: Identify well-known historical events shown in art, writings, music, and artifacts. SS.8.A.1.Su.g: Recognize well-known historical events shown in art, writings, music, or artifacts. SS.8.A.1.Pa.g: Recognize a well-known historical event shown in art or artifacts. http://www.cpalms.org/Public/PreviewStandard/Preview/3253Skill Benchmarks: SS.8.A.1.1 Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments. SS.8.A.1.In.a: Provide supporting details for an answer from a reference, ask questions to gather information for oral history, and check the accuracy of a source. SS.8.A.1.Su.a: Select a supporting detail for an answer from a reference and ask questions to gather information. SS.8.A.1.Pa.a: Ask simple questions to gather information. http://www.cpalms.org/Public/PreviewStandard/Preview/3247Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards SS.8.A.1.2 Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect.SS.8.A.1.In.b: Interpret graphs, maps, photographs, and timelines. SS.8.A.1.Su.b: Interpret simple graphs, maps, photographs, and pictorial timelines. SS.8.A.1.Pa.b: Gather information from simple maps, photographs, and pictorial timelines. http://www.cpalms.org/Public/PreviewStandard/Preview/3248SS.8.A.1.3 Analyze current events relevant to American History topics through a variety of electronic and print media resources.SS.8.A.1.In.c: Identify current events relevant to American History topics using media resources and print. SS.8.A.1.Su.c: Recognize current events relevant to American History topics using media resources and print. SS.8.A.1.Pa.c: Recognize a current event in a media resource or book. http://www.cpalms.org/Public/PreviewStandard/Preview/3249SS.8.A.1.4 Differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials.SS.8.A.1.In.d: Identify the difference between fact and opinion and use appropriate resources and support materials to gather information. SS.8.A.1.Su.d: Recognize fact and opinion and use appropriate resources and support materials to gather information. SS.8.A.1.Pa.d: Use appropriate resources to obtain factual information. http://www.cpalms.org/Public/PreviewStandard/Preview/3250SS.8.A.1.5 Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents.SS.8.A.1.In.e: Identify the author and purpose of significant Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards historical documents and distinguish between a primary and secondary historical source. SS.8.A.1.Su.e: Recognize the author and purpose of significant historical documents. SS.8.A.1.Pa.e: Use appropriate resources to obtain factual information. http://www.cpalms.org/Public/PreviewStandard/Preview/3251SS.8.G.1.1 Use maps to explain physical and cultural attributes of major regions throughout American history.SS.8.G.1.In.a: Use maps to identify physical and cultural attributes of major regions of the United States throughout American history. SS.8.G.1.Su.a: Use maps to recognize physical or cultural attributes of major regions of the United States. SS.8.G.1.Pa.a: Use a map to recognize a physical or cultural attribute of the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/3315SS.8.G.1.2 Use appropriate geographic tools and terms to identify and describe significant places and regions in American history.SS.8.G.1.In.b: Use appropriate geographic terms and tools to identify places and regions in American history. SS.8.G.1.Su.b: Use appropriate geographic tools to recognize places and regions of the United States. SS.8.G.1.Pa.b: Use a map to recognize a physical or cultural attribute of the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/3316SS.8.G.2.1 Identify the physical elements and the human elements that define and differentiate regions as relevant to American history.SS.8.G.2.In.a: Identify physical elements, such as climate and terrain, and human elements—religion and economy— that explain settlement patterns in regions of the United States over time. SS.8.G.2.Su.a: Recognize physical elements, such as climate and terrain, and human elements—religion and Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards economy—that affected where people settled in the United States. SS.8.G.2.Pa.a: Recognize the effect of a physical element of a place, such as climate or terrain, on people. http://www.cpalms.org/Public/PreviewStandard/Preview/3317SS.8.G.2.2 Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications.SS.8.G.2.In.b: Use geographic terms and tools to describe areas of the United States that have experienced critical economic or physical changes, such as flooding, earthquakes, or oil spills from ships. SS.8.G.2.Su.b: Use geographic tools to identify areas in the United States that have experienced a critical economic or physical change, such as flooding, earthquakes, or oil spills from ships. SS.8.G.2.Pa.b: Recognize a change in a place due to a natural disaster or other event in the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/3318SS.8.G.2.3 Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time.SS.8.G.2.In.c: Use geographic terms and tools to examine how selected regions in the United States have changed over time. SS.8.G.2.Su.c: Use geographic tools to identify a way that a region in the United States has changed over time. SS.8.G.2.Pa.c: Recognize a change in a place due to a natural disaster or other event in the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/3319SS.8.G.3.1 Locate and describe in geographic terms the major ecosystems of the United States.SS.8.G.3.In.a: Locate and identify characteristics of major ecosystems of the United States. SS.8.G.3.Su.a: Locate and recognize characteristics of Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards selected major ecosystems of the United States. SS.8.G.3.Pa.a: Recognize a characteristic of a major ecosystem. http://www.cpalms.org/Public/PreviewStandard/Preview/3320SS.8.G.3.2 Use geographic terms and tools to explain differing perspectives on the use of renewable and non- renewable resources in the United States and Florida over time.SS.8.G.3.In.a: Locate and identify characteristics of major ecosystems of the United States. SS.8.G.3.Su.a: Locate and recognize characteristics of selected major ecosystems of the United States. SS.8.G.3.Pa.a: Recognize a characteristic of a major ecosystem. http://www.cpalms.org/Public/PreviewStandard/Preview/3320SS.8.G.4.1 Interpret population growth and other demographic data for any given place in the United States throughout its history.SS.8.G.4.In.a: Identify changes in population for selected places in the United States over time. SS.8.G.4.Su.a: Recognize changes in population for selected places in the United States over time. SS.8.G.4.Pa.a: Recognize that change is a characteristic of population. http://www.cpalms.org/Public/PreviewStandard/Preview/3322SS.8.G.4.2 Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination. SS.8.G.4.In.b: Use geographic terms and tools to examine effects of migration to and within the United States, such as westward expansion and crossing the Mexican border. SS.8.G.4.Su.b: Use geographic tools to recognize effects of migration within the United States, such as westward expansion. SS.8.G.4.Pa.b: Recognize that change is a characteristic of population.Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards http://www.cpalms.org/Public/PreviewStandard/Preview/3323SS.8.G.4.3 Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territorySS.8.G.4.In.c: Use geographic terms and tools to identify characteristics of different cultures that spread to different regions of the United States over time. SS.8.G.4.Su.c: Use geographic tools to recognize characteristics of different cultures that spread to different regions of the United States over time. SS.8.G.4.Pa.c: Use a geographic tool to recognize characteristics of trade, culture, or migration. http://www.cpalms.org/Public/PreviewStandard/Preview/3324SS.8.G.4.4 Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout timeSS.8.G.4.In.d: Use geographic tools or case studies to identify the role that selected regions play in influencing trade, migration, and cultural interaction in the United States over time. SS.8.G.4.Su.d: Use geographic tools to recognize the role that selected regions play in influencing trade, migration, and cultural interaction in the United States over time. SS.8.G.4.Pa.d: Use a geographic tool to recognize characteristics of trade, culture, or migration. http://www.cpalms.org/Public/PreviewStandard/Preview/3325SS.8.G.4.5 Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States over time.SS.8.G.4.In.e: Use geographic terms and tools to identify changes in cities and urban centers in the United States over time. SS.8.G.4.Su.e: Use geographic tools to recognize changes in cities and urban centers in the United States over time. SS.8.G.4.Pa.e: Recognize characteristics of a city.Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards http://www.cpalms.org/Public/PreviewStandard/Preview/3326SS.8.G.4.6 Use political maps to describe changes in boundaries and governance throughout American history.SS.8.G.4.In.f: Use political maps to identify changes in boundaries of the United States throughout American history. SS.8.G.4.Su.f: Use political maps to recognize changes in boundaries of the United States throughout American history. SS.8.G.4.Pa.f: Use a map to recognize a boundary. http://www.cpalms.org/Public/PreviewStandard/Preview/3327SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.SS.8.G.5.In.a: Identify ways humans depend on the physical environment and natural resources to satisfy basic needs in their local environments in the United States. SS.8.G.5.Su.a: Recognize ways that humans depend on the physical environment and natural resources to satisfy basic needs in their local environments in the United States. SS.8.G.5.Pa.a: Recognize that people use natural resources to satisfy basic needs. http://www.cpalms.org/Public/PreviewStandard/Preview/3328SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.SS.8.G.5.In.b: Identify impacts of selected human modifications, such as deforestation and agriculture, on the environment in the United States throughout history. SS.8.G.5.Su.b: Recognize impacts of a selected human modification, such as deforestation, on the environment in the United States. SS.8.G.5.Pa.b: Recognize the impact of a human modification on the environment. http://www.cpalms.org/Public/PreviewStandard/Preview/3329SS.8.G.6.1 Use appropriate maps and other graphic Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards representations to analyze geographic problems and changes over time throughout American history. SS.8.G.6.In.a: Use maps and other graphic representations to describe geographic problems and changes in the United States over time. SS.8.G.6.Su.a: Use a map or other graphic representation to identify a geographic problem or change in the United States. SS.8.G.6.Pa.a: Use a map or other graphic representation to recognize a geographic change. http://www.cpalms.org/Public/PreviewStandard/Preview/3330SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.SS.8.G.6.In.b: Illustrate a place or event in United States history using a narrative and graphic representation, such as a map, graph, or table. SS.8.G.6.Su.b: Illustrate a place or event in United States history using a graphic representation, such as a map, graph, or table. SS.8.G.6.Pa.b: Create a simple representation about a place or event in the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/3331Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Topic 6: CREATING A REPUBLIC Pacing Date(s) ESSENTIAL QUESTIONS: What were the challenges and compromises faced and debated by the Founding Fathers that evolved into the Constitution of the United States? Traditional 12 days 11-20-17 to 12-8-17 What are the characteristics of the United States’ first government, The Articles of Confederation? Block 6 days 11-20-17 to 12-8-17 Why were the Articles of Confederation doomed to fail? To what extent did compromise determine how the legislative branch would be set up in the United States? What other compromises were reached in the new Constitution? What were the key issues in the debate between the Federalists and Antifederalists? How does the Preamble define the basic goals of the Constitution? How does federalism divide power?STRAND(S) and STANDARD(S): AMERICAN HISTORY: (Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources.) (Standard 3: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of our nation.) GEOGRAPHY: (Standard 1: Understand how to use maps and other geographic representations, tool, and technology to report information.) (Standard 2: Understand physical and cultural characteristics of places.) (Standard 3: Understand the relationships between the Earth's ecosystems and the populations that dwell within it.) (Standard 4: Understand the characteristics, distributions, and migration of human populations.) (Standard 5: Understand how human actions can impact the environment.) (Standard 6: Understand how to apply geography to interpret the past and present, and plan for the future.) ECONOMICS: (Standard 1: Understand the fundamental concepts relevant to the development of the market economy.) (Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy.) (Standard 3: Understand the fundamental concepts and interrelationships of the United States' economy in the international market.) CIVICS AND GOVERNMENT: (Standard 1: The student will evaluate the roles, rights, and responsibilities of United States citizens and determine methods of active participation in society, government, and the political system.) (Standard 2: The student will demonstrate an understanding of the principles, functions, and organization of government.)Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards Course Themes Addressed: Florida Standards Focus Standard: Florida Standards Focus Activity: American Identity; Economic LAFS.RH.6-8.4 Determine the meaning of words and Using the following link to the Constitution to identify the article and section that Transformations; Globalization; phrases as they are used in a text, including vocabulary deals with house and senate representation, slavery, and how to add an Politics & Citizenship; Slavery; specific to domains related to history/social studies. amendment to the constitution by determining the meaning of words and Leadership phrases as they are used in a text, including vocabulary specific to domains LAFS.RH.6-8.3 Identify key steps in a text’s description of a related to history/social studies.  CREATING A REPUBLIC process related to history/social studies http://www.archives.gov/exhibits/charters/constitution_transcript.html Articles of Confederation o Core Textbook: McGraw Hill’s Discovering Our Past: A History of the United 1777 (strengths and Content Benchmarks: SS.8.A.3.9 Evaluate the structure, strengths, and States- Early Years. “A More Perfect Union” Lessons 1-4 page 179 and “The weakness) Constitution” Lessons 1-2 page 209. o Settlement of the Northwest weaknesses of the Articles of Confederation and its aspects Territory: Land Ordinance that led to the Constitutional Convention. Vocabulary/ Identification: constitution, bicameral, republic, petition, of 1785, Northwest ordinance, depreciate, depression, manumission, proportional, compromise, Ordinance of 1787 SS.8.A.3.In.i: Identify major characteristics of the Articles of Enlightenment, federalism, article, legislative branch, executive branch, Electoral o Shays Rebellion 1786 Confederation, such as a weak central government and College, judicial branch, checks and balances, ratify, Federalist, Antifederalist, o Constitutional Convention power for the states. amendment of 1787 (Virginia Plan, New SS.8.A.3.Su.i: Recognize that the Articles of Confederation Jersey Plan, Great set up a weak central government. Technology: Compromise, Three-fifths SS.8.A.3.Pa.i: Recognize that people can work together to Animated Atlas: “Growth of a Nation” Compromise, Electoral set up a government. http://www.animatedatlas.com/movie2.html College) http://www.cpalms.org/Public/PreviewStandard/Preview/326 9 o Key Delegates (e.g., James Comparing the Constitution and Articles of Confederation: Madison, Benjamin http://www.usconstitution.net/constconart.html Franklin, George SS.8.A.3.10 Examine the course and consequences of the Washington, Alexander Articles of Confederation Primary Source: Constitutional Convention (New Jersey Plan, Virginia Plan, Hamilton) http://avalon.law.yale.edu/18th_century/artconf.asp Great Compromise, Three-Fifths Compromise, o British/European Influence: compromises regarding taxation and slave trade, Electoral Magna Carta, English Bill of Teaching the Constitutional Convention: College, state vs. federal power, empowering a president). Rights, Baron of http://teachingamericanhistory.org/convention/Montesquieu, John Lock, Virginia Plan Primary Source: o Fundamental Principles: SS.8.A.3.In.j: Identify major consequences of the http://www.ourdocuments.gov/doc.php?flash=true&doc=7 Popular Sovereignty, Rule Constitutional Convention, such as developing different of Law, Separation of plans for the number of votes allotted for each state in Suggested Activities/Projects: Powers, Checks and Congress, the Great Compromise (the makeup of Have students analyze primary sources by accessing the worksheets developed Balances, Federalism Congress), and the power of the president. by the Education Staff of the National Archives and Records o The Constitution SS.8.A.3.Su.j: Recognize major consequences of the Administration:http://www.archives.gov/education/lessons/worksheets/ (Preamble, Articles, Bill of Constitutional Convention, such as the makeup of Rights) Congress, how votes would be given to states, and the Have students conduct a mock Constitutional Convention, assigning students o Federalist v. Antifederalist power of the president. the role of a delegate to the convention. Students should research their role and o Ratification of U.S. SS.8.A.3.Pa.j: Recognize a way individuals or groups reach prepare a biographical sketch of their person. Additionally, students will simulateDepartment of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards Constitution - 1789 agreement. http://www.cpalms.org/Public/PreviewStandard/Preview/327 the debates during the Constitutional Convention. 0 Have students prepare for and participate in a debate on the ratification of the United States Constitution. SS.8.A.3.11 Analyze support and opposition (Federalists, Federalist Papers, Anti-Federalists, Bill of Rights) to Have students read an article from the Federalist Papers and analyze using the ratification of the U.S. Constitution. document analysis worksheets. http://www.archives.gov/education/lessons/worksheets/ SS.8.A.3.In.k: Recognize reasons why people supported or Have students create a political cartoon reflecting Washington’s viewpoint of opposed the Constitution, such as the inclusion of the Bill of Shays’s Rebellion (Washington is quoted as wondering whether “mankind, when Rights. left to themselves, are unfit for their own government.”). Alternatively, students SS.8.A.3.Su.k: Recognize that some people supported and could create a political cartoon reflecting Jefferson’s viewpoint (“A little rebellion, others opposed the Constitution. now and then, is a good thing.”) SS.8.A.3.Pa.k: Recognize a way individuals or groups reach agreement. Have students create collages depicting Americans exercising the rights, duties, http://www.cpalms.org/Public/PreviewStandard/Preview/327 or responsibilities of US citizens. 1 http://www.usconstitution.net/constconart.html Hand out or display a copy of the Preamble to the Constitution. Read with the SS.8.A.3.15 Examine this time period (1763-1815) from the students and have them circle every word in the document they do not perspective of historically under-represented groups understand. Instruct the students to create a three-column graphic organizer. (children, indentured servants, Native Americans, slaves, Students need to list every word they do not understand in the first column. Have women, working class). the students predict the meanings of the words based on context clues and have them list their predicted meanings in the second column. Then have the students SS.8.A.3.In.o: Identify the quality of life of under- look up the words in the dictionary or word index and list those words. Once they represented groups during the American Revolution and have established the true meaning of the difficult words, have the students after, such as children, indentured servants, Native rewrite the preamble of the constitution using alternative words. Americans, slaves, women, and the working class. http://www.usconstitution.net/constconart.html SS.8.A.3.Su.o: Recognize the quality of life of an under- represented group, such as children, indentured servants, Suggested Writing Assignments/Activities: Native Americans, slaves, women, or the working class. SS.8.A.3.Pa.o: Recognize an aspect of the quality of life. Have students write an essay to explain the idea of how “compromise” was used http://www.cpalms.org/Public/PreviewStandard/Preview/327 to ratify (approve) the U.S. Constitution. 5 Have students think about the rights guaranteed in the Bill of Rights and write an SS.8.A.3.16 Examine key events in Florida history as each expository essay to explain how these rights are still important today. impacts this era of American history. Assessment: SS.8.A.3.In.p: Identify the consequences of key events in *Use the assessment items and suggestions associated with this grade level that Florida history as they relate to the American Revolution, are included in the publisher provided resources. such as Florida being a refuge for Loyalists, Indian resistance, and Spanish control of Florida. *Develop rubrics and share with students for each of the above-mentioned SS.8.A.3.Su.p: Recognize a consequence of key events in Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards Florida as they relate to the American Revolution, such as projects to increase opportunities for mastery of content and historical thinking Florida being a refuge for Loyalists, Indian resistance, or skills. Each project or assignment should be assessed for content accuracy Spanish control of Florida. and skill development in terms of writing and reading comprehension. SS.8.A.3.Pa.p: Recognize a consequence of a key event in Florida during this era of American history. ELL: http://www.cpalms.org/Public/PreviewStandard/Preview/327 Use visual depictions of historical events in order to increase ELL students’ 6 mastery of related content. Related Programs: SS.8.E.1.1 Examine motivating economic factors that “We the People” Program – Ongoing for further information visit www.civiced.org influenced the development of the United States economy over time including scarcity, supply and Close-Up Program – January-May (for further information visit www.closeup.org) demand, opportunity costs, incentives, profits, and Justice Teach-in Program – Ongoing entrepreneurial aspects. State and District Instructional Requirements: Teachers should be aware SS.8.E.1.In.a: Identify how economic factors affected the that State and District policy requires that all teachers K-12 provide instruction to development of America over time, such as supply and students in the following content areas: African-American History, Character demand, scarcity, profits, and incentives. Education, Hispanic Contributions to the United States, Holocaust Education, SS.8.E.1.Su.a: Recognize that economic factors affected and Women’s Contributions to the U.S. Detailed lesson plans can be the development of America over time, such as supply and downloaded from the Department of Social Sciences website, demand, scarcity, and incentives. http://socialsciences.dadeschools.net/, under the headings “Character SS.8.E.1.Pa.a: Recognize that people work for incentives. Education” and “Multicultural Support Documents.” Please note that instruction http://www.cpalms.org/Public/PreviewStandard/Preview/331 regarding the aforementioned requirements should take place throughout the 0 entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SS.8.E.2.1 Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, SPED: social, and ethnic backgrounds in the development of the ESE (Modified Curriculum Only): United States economy. Access Points - Description As part of the revision to the Sunshine State Standards, access points for SS.8.E.2.In.a: Identify contributions of entrepreneurs, students with significant cognitive disabilities have been developed. These inventors, or other key individuals from diverse backgrounds access points are expectations written for students with significant cognitive in the development of the United States economy. disabilities to access the general education curriculum. Embedded in the SS.8.E.2.Su.a: Recognize contributions of entrepreneurs, Sunshine State Standards, access points reflect the core intent of the Standards inventors, or other key individuals from diverse backgrounds with reduced levels of complexity. The three levels of complexity include in the development of the United States economy. participatory (Pa), supported (Su), and independent (In) with the participatory SS.8.E.2.Pa.a: Recognize a contribution of a person to the level being the least complex. economy. http://www.cpalms.org/Public/PreviewStandard/Preview/331 Resources: 1 Unique Learning/N2Y (where available) Teachtown (where available) SS.8.E.2.2 Explain the Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards economic impact of government policies. Accestofls.weebly.com i-Ready SS.8.E.2.In.b: Identify an economic impact of government actions in United States history, such as the Constitutional power to collect taxes and compromises over slavery. SS.8.E.2.Su.b: Recognize the economic impact of a government action in United States history, such as the power to collect taxes and compromises over slavery. SS.8.E.2.Pa.b: Recognize that the government collects taxes. http://www.cpalms.org/Public/PreviewStandard/Preview/331 2SS.8.E.2.3 Assess the role of Africans and other minority groups in the economic development of the United States. SS.8.E.2.In.c: Identify the influence and contributions of Africans and other minorities in the economic development of the United States. SS.8.E.2.Su.c: Recognize contributions of Africans or other minorities in the economic development of the United States. SS.8.E.2.Pa.c: Recognize a contribution of a person to the economy. http://www.cpalms.org/Public/PreviewStandard/Preview/331 3SS.8.E.3.1 Evaluate domestic and international interdependence. SS.8.E.3.In.a: Identify examples of domestic and international interdependence, such as regional exchange of resources. SS.8.E.3.Su.a: Recognize ways that countries are interdependent, such as exchange of resources. SS.8.E.3.Pa.a: Recognize that groups depend on each other. http://www.cpalms.org/Public/PreviewStandard/Preview/331 4Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards SS.8.C.1.1 Identify the constitutional provisions for establishing citizenship. SS.8.C.1.In.a: Identify ways the Constitution provides for citizenship, such as being born and being naturalized in the United States. SS.8.C.1.Su.a: Recognize a way the Constitution provides for citizenship, such as being born or naturalized in the United States. SS.8.C.1.Pa.a: Recognize that people who are born in the United States are citizens. http://www.cpalms.org/Public/PreviewStandard/Preview/330 3SS.8.C.1.3 Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction. SS.8.C.1.In.c: Identify activities that reflect civic virtue in the lives of citizens from the Colonial period through Reconstruction, such as voting, volunteering, and giving to the poor. SS.8.C.1.Su.c: Recognize activities that reflect civic virtues in the lives of citizens from the Colonial period through Reconstruction, such as voting and serving in local government. SS.8.C.1.Pa.c: Recognize an activity of citizens that reflects civic virtue, such as voting. http://www.cpalms.org/Public/PreviewStandard/Preview/330 5SS.8.C.1.4 Identify the evolving forms of civic and political participation from the colonial period through Reconstruction. SS.8.C.1.In.d: Identify forms of civic and political participation from the Colonial period through Reconstruction, such as complying with laws and rules, voting, and serving in the government. SS.8.C.1.Su.d: Recognize forms of civic and political participation from the Colonial period through Reconstruction, such as complying with laws and rules and Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards voting. SS.8.C.1.Pa.d: Recognize an activity of citizens that reflects civic virtue, such as voting. http://www.cpalms.org/Public/PreviewStandard/Preview/330 6SS.8.C.1.5 Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today.SS.8.C.1.In.e: Identify ways citizens benefit from rights provided by the Constitution and Bill of Rights. SS.8.C.1.Su.e: Recognize a way citizens benefit from the rights provided by the Constitution and Bill of Rights. SS.8.C.1.Pa.e: Recognize that the law guarantees individual rights. http://www.cpalms.org/Public/PreviewStandard/Preview/330 7SS.8.C.1.6 Evaluate how amendments to the Constitution have expanded voting rights from our nation's early history to present day. SS.8.C.1.In.f: Identify ways amendments to the Constitution have expanded voting rights, such as at first allowing only landowners to vote, then white males, former slaves, and females. SS.8.C.1.Su.f: Recognize how amendments to the Constitution expanded voting rights to white males, former slaves, and females. SS.8.C.1.Pa.f: Recognize that men and women can vote in the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/330 8SS.8.C.2.1 Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources from the colonial period to Reconstruction.Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards SS.8.C.2.In.a: Identify principles of the American government, such as representative democracy (republicanism), separation of powers, and freedom expressed in important documents in American history. SS.8.C.2.Su.a: Recognize a principle of the American government, such as representative democracy (republicanism) or separation of powers expressed in important documents in American history. SS.8.C.2.Pa.a: Recognize that the government in the United States is based on freedom. http://www.cpalms.org/Public/PreviewStandard/Preview/330 9SS.8.A.1.6 Compare interpretations of key events and issues throughout American History. SS.8.A.1.In.f: Identify similarities and differences in points of view of historical interpretations of key events. SS.8.A.1.Su.f: Recognize differences in points of view of historical interpretations of key events. SS.8.A.1.Pa.f: Use appropriate resources to obtain factual information. http://www.cpalms.org/Public/PreviewStandard/Preview/325 2SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts. SS.8.A.1.In.g: Identify well-known historical events shown in art, writings, music, and artifacts. SS.8.A.1.Su.g: Recognize well-known historical events shown in art, writings, music, or artifacts. SS.8.A.1.Pa.g: Recognize a well-known historical event shown in art or artifacts. http://www.cpalms.org/Public/PreviewStandard/Preview/325 3Skill Benchmarks: SS.8.A.1.1 Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments.Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content StandardsSS.8.A.1.In.a: Provide supporting details for an answer from a reference, ask questions to gather information for oral history, and check the accuracy of a source. SS.8.A.1.Su.a: Select a supporting detail for an answer from a reference and ask questions to gather information. SS.8.A.1.Pa.a: Ask simple questions to gather information. http://www.cpalms.org/Public/PreviewStandard/Preview/324 7SS.8.A.1.2 Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect. SS.8.A.1.In.b: Interpret graphs, maps, photographs, and timelines. SS.8.A.1.Su.b: Interpret simple graphs, maps, photographs, and pictorial timelines. SS.8.A.1.Pa.b: Gather information from simple maps, photographs, and pictorial timelines. http://www.cpalms.org/Public/PreviewStandard/Preview/324 8SS.8.A.1.3 Analyze current events relevant to American History topics through a variety of electronic and print media resources. SS.8.A.1.In.c: Identify current events relevant to American History topics using media resources and print. SS.8.A.1.Su.c: Recognize current events relevant to American History topics using media resources and print. SS.8.A.1.Pa.c: Recognize a current event in a media resource or book. http://www.cpalms.org/Public/PreviewStandard/Preview/324 9SS.8.A.1.4 Differentiate fact from opinion; utilize appropriate historical research and fiction/nonfiction support materials. Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards SS.8.A.1.In.d: Identify the difference between fact and opinion and use appropriate resources and support materials to gather information. SS.8.A.1.Su.d: Recognize fact and opinion and use appropriate resources and support materials to gather information. SS.8.A.1.Pa.d: Use appropriate resources to obtain factual information. http://www.cpalms.org/Public/PreviewStandard/Preview/325 0SS.8.A.1.5 Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents.SS.8.A.1.In.e: Identify the author and purpose of significant historical documents and distinguish between a primary and secondary historical source. SS.8.A.1.Su.e: Recognize the author and purpose of significant historical documents. SS.8.A.1.Pa.e: Use appropriate resources to obtain factual information. http://www.cpalms.org/Public/PreviewStandard/Preview/325 1SS.8.G.1.1 Use maps to explain physical and cultural attributes of major regions throughout American history. SS.8.G.1.In.a: Use maps to identify physical and cultural attributes of major regions of the United States throughout American history. SS.8.G.1.Su.a: Use maps to recognize physical or cultural attributes of major regions of the United States. SS.8.G.1.Pa.a: Use a map to recognize a physical or cultural attribute of the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/331 5SS.8.G.1.2 Use appropriate geographic tools and terms to identify and describe significant places and regions in American history. Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content StandardsSS.8.G.1.In.b: Use appropriate geographic terms and tools to identify places and regions in American history. SS.8.G.1.Su.b: Use appropriate geographic tools to recognize places and regions of the United States. SS.8.G.1.Pa.b: Use a map to recognize a physical or cultural attribute of the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/331 6SS.8.G.2.1 Identify the physical elements and the human elements that define and differentiate regions as relevant to American history. SS.8.G.2.In.a: Identify physical elements, such as climate and terrain, and human elements—religion and economy— that explain settlement patterns in regions of the United States over time. SS.8.G.2.Su.a: Recognize physical elements, such as climate and terrain, and human elements—religion and economy—that affected where people settled in the United States. SS.8.G.2.Pa.a: Recognize the effect of a physical element of a place, such as climate or terrain, on people. http://www.cpalms.org/Public/PreviewStandard/Preview/331 7SS.8.G.2.2 Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications. SS.8.G.2.In.b: Use geographic terms and tools to describe areas of the United States that have experienced critical economic or physical changes, such as flooding, earthquakes, or oil spills from ships. SS.8.G.2.Su.b: Use geographic tools to identify areas in the United States that have experienced a critical economic or physical change, such as flooding, earthquakes, or oil spills from ships. SS.8.G.2.Pa.b: Recognize a change in a place due to a Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards natural disaster or other event in the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/331 8SS.8.G.2.3 Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time. SS.8.G.2.In.c: Use geographic terms and tools to examine how selected regions in the United States have changed over time. SS.8.G.2.Su.c: Use geographic tools to identify a way that a region in the United States has changed over time. SS.8.G.2.Pa.c: Recognize a change in a place due to a natural disaster or other event in the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/331 9SS.8.G.3.1 Locate and describe in geographic terms the major ecosystems of the United States.SS.8.G.3.In.a: Locate and identify characteristics of major ecosystems of the United States. SS.8.G.3.Su.a: Locate and recognize characteristics of selected major ecosystems of the United States. SS.8.G.3.Pa.a: Recognize a characteristic of a major ecosystem. http://www.cpalms.org/Public/PreviewStandard/Preview/332 0SS.8.G.3.2 Use geographic terms and tools to explain differing perspectives on the use of renewable and non- renewable resources in the United States and Florida over time. SS.8.G.3.In.b: Use geographic terms and tools to identify different opinions on the use of renewable and non- renewable resources in the United States and Florida. SS.8.G.3.Su.b: Use geographic tools to recognize ways that people have used renewable and non-renewable resources Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards in the United States and Florida. SS.8.G.3.Pa.b: Recognize a resource as recyclable. http://www.cpalms.org/Public/PreviewStandard/Preview/332 1SS.8.G.4.1 Interpret population growth and other demographic data for any given place in the United States throughout its history. SS.8.G.4.In.a: Identify changes in population for selected places in the United States over time. SS.8.G.4.Su.a: Recognize changes in population for selected places in the United States over time. Participatory SS.8.G.4.Pa.a: Recognize that change is a characteristic of population. http://www.cpalms.org/Public/PreviewStandard/Preview/332 2SS.8.G.4.2 Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination. SS.8.G.4.In.b: Use geographic terms and tools to examine effects of migration to and within the United States, such as westward expansion and crossing the Mexican border. SS.8.G.4.Su.b: Use geographic tools to recognize effects of migration within the United States, such as westward expansion. SS.8.G.4.Pa.b: Recognize that change is a characteristic of population. http://www.cpalms.org/Public/PreviewStandard/Preview/332 3SS.8.G.4.3 Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory. SS.8.G.4.In.c: Use geographic terms and tools to identify characteristics of different cultures that spread to different Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards regions of the United States over time. SS.8.G.4.Su.c: Use geographic tools to recognize characteristics of different cultures that spread to different regions of the United States over time. SS.8.G.4.Pa.c: Use a geographic tool to recognize characteristics of trade, culture, or migration. http://www.cpalms.org/Public/PreviewStandard/Preview/332 4SS.8.G.4.4 Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout time. SS.8.G.4.In.d: Use geographic tools or case studies to identify the role that selected regions play in influencing trade, migration, and cultural interaction in the United States over time. SS.8.G.4.Su.d: Use geographic tools to recognize the role that selected regions play in influencing trade, migration, and cultural interaction in the United States over time. SS.8.G.4.Pa.d: Use a geographic tool to recognize characteristics of trade, culture, or migration. http://www.cpalms.org/Public/PreviewStandard/Preview/332 5SS.8.G.4.5 Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States over time. SS.8.G.4.In.e: Use geographic terms and tools to identify changes in cities and urban centers in the United States over time. SS.8.G.4.Su.e: Use geographic tools to recognize changes in cities and urban centers in the United States over time. SS.8.G.4.Pa.e: Recognize characteristics of a city. http://www.cpalms.org/Public/PreviewStandard/Preview/332 6SS.8.G.4.6 Use political maps to describe changes in boundaries and governance throughout American history. Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content StandardsSS.8.G.4.In.f: Use political maps to identify changes in boundaries of the United States throughout American history. SS.8.G.4.Su.f: Use political maps to recognize changes in boundaries of the United States throughout American history. SS.8.G.4.Pa.f: Use a map to recognize a boundary. http://www.cpalms.org/Public/PreviewStandard/Preview/332 7SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States. SS.8.G.5.In.a: Identify ways humans depend on the physical environment and natural resources to satisfy basic needs in their local environments in the United States. SS.8.G.5.Su.a: Recognize ways that humans depend on the physical environment and natural resources to satisfy basic needs in their local environments in the United States. SS.8.G.5.Pa.a: Recognize that people use natural resources to satisfy basic needs. http://www.cpalms.org/Public/PreviewStandard/Preview/332 8SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history. SS.8.G.5.In.b: Identify impacts of selected human modifications, such as deforestation and agriculture, on the environment in the United States throughout history. SS.8.G.5.Su.b: Recognize impacts of a selected human modification, such as deforestation, on the environment in the United States. SS.8.G.5.Pa.b: Recognize the impact of a human modification on the environment. http://www.cpalms.org/Public/PreviewStandard/Preview/332 9SS.8.G.6.1 Use appropriate maps and other graphic Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida StandardsState Instructional Tools Essential Content Standards representations to analyze geographic problems and changes over time throughout American history.SS.8.G.6.In.a: Use maps and other graphic representations to describe geographic problems and changes in the United States over time. SS.8.G.6.Su.a: Use a map or other graphic representation to identify a geographic problem or change in the United States. SS.8.G.6.Pa.a: Use a map or other graphic representation to recognize a geographic change. http://www.cpalms.org/Public/PreviewStandard/Preview/333 0SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.SS.8.G.6.In.b: Illustrate a place or event in United States history using a narrative and graphic representation, such as a map, graph, or table. SS.8.G.6.Su.b: Illustrate a place or event in United States history using a graphic representation, such as a map, graph, or table. SS.8.G.6.Pa.b: Create a simple representation about a place or event in the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/333 1Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Topic 7: THE NEW NATION Pacing Date(s) ESSENTIAL QUESTIONS What were the major economic, political and socio-cultural events of Washington’s and Adam’s Presidency that influenced the formation of the new nation? Traditional 10 days 12-11-17 to 12-22-17 What are the characteristics of a leader? What characteristics make George Washington a good leader? Block 5 days 12-11-17 to 12-22-17 What decisions did Washington and the new Congress have to make about the new government? How did the economy develop under Alexander Hamilton’s leadership? What challenges on the frontier did the new government face? What warning about foreign nations does Washington give in his farewell address? How did different opinions lead to the first political parties? What was the XYZ affair and how did it affect American public opinion towards immigration?STRAND(S) and STANDARD(S): AMERICAN HISTORY: (Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources.) (Standard 3: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of our nation.) GEOGRAPHY: (Standard 1: Understand how to use maps and other geographic representations, tool, and technology to report information.) (Standard 2: Understand physical and cultural characteristics of places.) (Standard 3: Understand the relationships between the Earth's ecosystems and the populations that dwell within it.) (Standard 4: Understand the characteristics, distributions, and migration of human populations.) (Standard 5: Understand how human actions can impact the environment.) (Standard 6: Understand how to apply geography to interpret the past and present, and plan for the future.) ECONOMICES: (Standard 1: Understand the fundamental concepts relevant to the development of the market economy.) (Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy.) (Standard 3: Understand the fundamental concepts and interrelationships of the United States' economy in the international market.) CIVICS AND GOVERNMENT: (Standard 1: The student will evaluate the roles, rights, and responsibilities of United States citizens and determine methods of active participation in society, government, and the political system.) (Standard 2: The student will demonstrate an understanding of the principles, functions, and organization of government.)Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards Course Themes Addressed: Florida Standards Focus Standard: Florida Standards Focus Activity: American Identity LAFS.RH.6-8.6 Identify aspects of a text that reveal an Have students access Washington’s “Farewell Address”: and identify and write Demographic Changes author’s point of view or purpose (e.g., loaded language, an essay that reveals Washington’s point of view on American foreign policy, Economic Transformations inclusion or avoidance of particular facts). sectionalism, and political parties http://www.ourdocuments.gov/doc.php? Globalization flash=true&doc=15&page=transcript Politics & Citizenship Content Benchmarks: Leadership SS.8.A.3.11 Analyze support and opposition (Federalists, Federalist Papers, Anti-Federalists, Bill of Rights) to Core Textbook: McGraw Hill’s Discovering Our Past: A History of the United States- Early Years. “The Federalist Era” Lessons 1-3 page 249.  THE NEW NATION ratification of the U.S. Constitution. o Bill of Rights - 1791 Vocabulary/ Identification: precedent, cabinet, national debt, bond, o First President – SS.8.A.3.In.k: Recognize reasons why people supported or speculator, unconstitutional, tariff, neutrality, impressments, partisan, implied George Washington opposed the Constitution, such as the inclusion of the Bill of powers, caucus, alien, sedition, nullify, states' rights o Organizing the Rights. Government: Five SS.8.A.3.Su.k: Recognize that some people supported and Technology: Executive Departments, others opposed the Constitution. Animated Atlas: “Growth of a Nation” Federal Court System SS.8.A.3.Pa.k: Recognize a way individuals or groups reach http://www.animatedatlas.com/movie2.html (Judiciary Act of 1789) agreement. o Hamilton’s Plan to http://www.cpalms.org/Public/PreviewStandard/Preview/327 Bill of Rights Primary Sources: Strengthen the Economy 1 http://www.archives.gov/exhibits/charters/bill_of_rights.html o Traditions established by first president George Washington Website – Primary Sources, Timeline, Multimedia, etc: o Washington’s Belief in http://www.pbs.org/georgewashington/index.html Isolationism (Jay’s Treaty) John Adams Biography: o Washington’s Farewell http://www.whitehouse.gov/about/presidents/johnadams address o Emergence of Political Suggested Activities/Projects: Parties: Hamiltonians and Have students analyze primary sources by accessing the worksheets developed Jeffersonians; Federalist SS.8.A.3.12 Examine the influences of George by the Education Staff of the National Archives and Records Administration: and Republicans Washington's presidency in the formation of the new nation. http://www.archives.gov/education/lessons/worksheets/ o The Election of 1796 o Adam's Presidency Have students compare and contrast the presidencies of Washington and . XYZ Affair SS.8.A.3.In.l: Identify influences of George Washington’s Adams using a Venn Diagram. . Federalist Party Splits presidency, such as forming the Cabinet, keeping the Have students create an illustration of one of the basic rights found in the Bill of . Alien and Sedition Acts country out of war, paying off the debt, and establishing a national bank and money system. Rights and then explain the symbolism in writing. SS.8.A.3.Su.l: Recognize an influence of George Have students collect current event news articles relating to one of the rights Washington’s presidency, such as forming the Cabinet and found in the Bill of Rights. establishing a national bank and money system. http://www.archives.gov/exhibits/charters/bill_of_rights.html SS.8.A.3.Pa.l: Recognize that George Washington was the first president. Have students write and perform a skit showing examples of how amendments Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards http://www.cpalms.org/Public/PreviewStandard/Preview/327 2 in the Bill of Rights are applied in modern times. Have students divide into two groups representing the Federalists and SS.8.A.3.13 Explain major domestic and international Democratic-Republicans. Students in each group should think of reasons why economic, military, political, and socio-cultural events of people should join their party, and then create a recruitment advertisement. John Adams's presidency. Suggested Writing Assignments/Activities: SS.8.A.3.In.m: Identify major developments of the presidency of John Adams, such as extending the waiting Have students write a 5-paragraph expository essay explaining why the Bill of period for citizenship (Alien Act) and prohibiting criticism of Rights was added to the Constitution. the government (Sedition Act). Have students write a 5-paragraph expository essay explaining how George SS.8.A.3.Su.m: Recognize a major development of the Washington shaped the American presidency. presidency of John Adams, such as prohibiting criticism of the government (Sedition Act). Assessment: SS.8.A.3.Pa.m: Recognize that new leaders bring changes *Use the assessment items and suggestions associated with this grade level that to the country. are included in the publisher provided resources. http://www.cpalms.org/Public/PreviewStandard/Preview/327 3 *Develop rubrics and share with students for each of the above-mentioned projects to increase opportunities for mastery of content and historical thinking SS.8.A.3.15 Examine this time period (1763-1815) from the skills. Each project or assignment should be assessed for content accuracy perspective of historically under-represented groups and skill development in terms of writing and reading comprehension. (children, indentured servants, Native Americans, slaves, women, working class). ELL: SS.8.A.3.In.o: Identify the quality of life of under- Use visual depictions of historical events in order to increase ELL students’ represented groups during the American Revolution and mastery of related content. after, such as children, indentured servants, Native Related Programs: Americans, slaves, women, and the working class. “We the People” Program – Ongoing (for further information visit SS.8.A.3.Su.o: Recognize the quality of life of an under- www.civiced.org) represented group, such as children, indentured servants, Native Americans, slaves, women, or the working class. Close-Up Program – January-May (for further information visit www.closeup.org) SS.8.A.3.Pa.o: Recognize an aspect of the quality of life. http://www.cpalms.org/Public/PreviewStandard/Preview/327 Justice Teach-in Program – Ongoing 5 State and District Instructional Requirements: Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to SS.8.A.3.16 Examine key events in Florida history as each students in the following content areas: African-American History, Character impacts this era of American history. Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed lesson plans can be SS.8.A.3.In.p: Identify the consequences of key events in downloaded from the Department of Social Sciences website, Florida history as they relate to the American Revolution, http://socialsciences.dadeschools.net/, under the headings “Character such as Florida being a refuge for Loyalists, Indian Education” and “Multicultural Support Documents.” Please note that instruction Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards resistance, and Spanish control of Florida. regarding the aforementioned requirements should take place throughout the SS.8.A.3.Su.p: Recognize a consequence of key events in entire scope of a given social studies course, not only during the particular Florida as they relate to the American Revolution, such as month or day when a particular cultural group is celebrated or recognized. Florida being a refuge for Loyalists, Indian resistance, or Spanish control of Florida. SPED: SS.8.A.3.Pa.p: Recognize a consequence of a key event in ESE (Modified Curriculum Only): Florida during this era of American history. Access Points - Description http://www.cpalms.org/Public/PreviewStandard/Preview/327 As part of the revision to the Sunshine State Standards, access points for 6 students with significant cognitive disabilities have been developed. These access points are expectations written for students with significant cognitive SS.8.E.1.1Examine motivating economic factors that disabilities to access the general education curriculum. Embedded in the influenced the development of the United States economy Sunshine State Standards, access points reflect the core intent of the Standards over time including scarcity, supply and with reduced levels of complexity. The three levels of complexity include demand, opportunity costs, incentives, profits, and participatory (Pa), supported (Su), and independent (In) with the participatory entrepreneurial aspects. level being the least complex.Resources: SS.8.E.1.In.a: Identify how economic factors affected the Unique Learning/N2Y (where available) development of America over time, such as supply and Teachtown (where available) demand, scarcity, profits, and incentives. Accestofls.weebly.com SS.8.E.1.Su.a: Recognize that economic factors affected i-Ready the development of America over time, such as supply and demand, scarcity, and incentives. SS.8.E.1.Pa.a: Recognize that people work for incentives. http://www.cpalms.org/Public/PreviewStandard/Preview/331 0SS.8.E.2.1 Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic backgrounds in the development of the United States economy.SS.8.E.2.In.a: Identify contributions of entrepreneurs, inventors, or other key individuals from diverse backgrounds in the development of the United States economy. SS.8.E.2.Su.a: Recognize contributions of entrepreneurs, inventors, or other key individuals from diverse backgrounds in the development of the United States economy. SS.8.E.2.Pa.a: Recognize a contribution of a person to the economy. http://www.cpalms.org/Public/PreviewStandard/Preview/331Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards 1SS.8.E.2.2 Explain the economic impact of government policies.SS.8.E.2.In.b: Identify an economic impact of government actions in United States history, such as the Constitutional power to collect taxes and compromises over slavery. SS.8.E.2.Su.b: Recognize the economic impact of a government action in United States history, such as the power to collect taxes and compromises over slavery. SS.8.E.2.Pa.b: Recognize that the government collects taxes. http://www.cpalms.org/Public/PreviewStandard/Preview/331 2SS.8.E.2.3 Assess the role of Africans and other minority groups in the economic development of the United States. SS.8.E.2.In.c: Identify the influence and contributions of Africans and other minorities in the economic development of the United States. SS.8.E.2.Su.c: Recognize contributions of Africans or other minorities in the economic development of the United States. SS.8.E.2.Pa.c: Recognize a contribution of a person to the economy. http://www.cpalms.org/Public/PreviewStandard/Preview/331 3SS.8.E.3.1 Evaluate domestic and international interdependence. SS.8.E.3.In.a: Identify examples of domestic and international interdependence, such as regional exchange of resources. SS.8.E.3.Su.a: Recognize ways that countries are interdependent, such as exchange of resources. SS.8.E.3.Pa.a: Recognize that groups depend on each other.Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards http://www.cpalms.org/Public/PreviewStandard/Preview/331 4SS.8.C.1.3 Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction.SS.8.C.1.In.c: Identify activities that reflect civic virtue in the lives of citizens from the Colonial period through Reconstruction, such as voting, volunteering, and giving to the poor. SS.8.C.1.Su.c: Recognize activities that reflect civic virtues in the lives of citizens from the Colonial period through Reconstruction, such as voting and serving in local government. SS.8.C.1.Pa.c: Recognize an activity of citizens that reflects civic virtue, such as voting. http://www.cpalms.org/Public/PreviewStandard/Preview/330 5SS.8.C.1.4 Identify the evolving forms of civic and political participation from the colonial period through Reconstruction. SS.8.C.1.In.d: Identify forms of civic and political participation from the Colonial period through Reconstruction, such as complying with laws and rules, voting, and serving in the government. SS.8.C.1.Su.d: Recognize forms of civic and political participation from the Colonial period through Reconstruction, such as complying with laws and rules and voting. SS.8.C.1.Pa.d: Recognize an activity of citizens that reflects civic virtue, such as voting. http://www.cpalms.org/Public/PreviewStandard/Preview/330 6SS.8.C.1.5 Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today.SS.8.C.1.In.e: Identify ways citizens benefit from rights Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards provided by the Constitution and Bill of Rights. SS.8.C.1.Su.e: Recognize a way citizens benefit from the rights provided by the Constitution and Bill of Rights. SS.8.C.1.Pa.e: Recognize that the law guarantees individual rights. http://www.cpalms.org/Public/PreviewStandard/Preview/330 7SS.8.C.1.6 Evaluate how amendments to the Constitution have expanded voting rights from our nation's early history to present day. SS.8.C.1.In.f: Identify ways amendments to the Constitution have expanded voting rights, such as at first allowing only landowners to vote, then white males, former slaves, and females. SS.8.C.1.Su.f: Recognize how amendments to the Constitution expanded voting rights to white males, former slaves, and females. SS.8.C.1.Pa.f: Recognize that men and women can vote in the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/330 8SS.8.C.2.1 Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources from the colonial period to Reconstruction.SS.8.C.2.In.a: Identify principles of the American government, such as representative democracy (republicanism), separation of powers, and freedom expressed in important documents in American history. SS.8.C.2.Su.a: Recognize a principle of the American government, such as representative democracy (republicanism) or separation of powers expressed in important documents in American history. SS.8.C.2.Pa.a: Recognize that the government in the United States is based on freedom. http://www.cpalms.org/Public/PreviewStandard/Preview/330Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards 9SS.8.A.1.6 Compare interpretations of key events and issues throughout American History. SS.8.A.1.In.f: Identify similarities and differences in points of view of historical interpretations of key events. SS.8.A.1.Su.f: Recognize differences in points of view of historical interpretations of key events. SS.8.A.1.Pa.f: Use appropriate resources to obtain factual information. http://www.cpalms.org/Public/PreviewStandard/Preview/325 2SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts. SS.8.A.1.In.g: Identify well-known historical events shown in art, writings, music, and artifacts. SS.8.A.1.Su.g: Recognize well-known historical events shown in art, writings, music, or artifacts. SS.8.A.1.Pa.g: Recognize a well-known historical event shown in art or artifacts. http://www.cpalms.org/Public/PreviewStandard/Preview/325 3Skill Benchmarks: SS.8.A.1.1 Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments. SS.8.A.1.In.a: Provide supporting details for an answer from a reference, ask questions to gather information for oral history, and check the accuracy of a source. SS.8.A.1.Su.a: Select a supporting detail for an answer from a reference and ask questions to gather information. SS.8.A.1.Pa.a: Ask simple questions to gather information. http://www.cpalms.org/Public/PreviewStandard/Preview/324Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards 7SS.8.A.1.2 Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect. SS.8.A.1.In.b: Interpret graphs, maps, photographs, and timelines. SS.8.A.1.Su.b: Interpret simple graphs, maps, photographs, and pictorial timelines. SS.8.A.1.Pa.b: Gather information from simple maps, photographs, and pictorial timelines. http://www.cpalms.org/Public/PreviewStandard/Preview/324 8SS.8.A.1.3 Analyze current events relevant to American History topics through a variety of electronic and print media resources. SS.8.A.1.In.c: Identify current events relevant to American History topics using media resources and print. SS.8.A.1.Su.c: Recognize current events relevant to American History topics using media resources and print. SS.8.A.1.Pa.c: Recognize a current event in a media resource or book. http://www.cpalms.org/Public/PreviewStandard/Preview/324 9 SS.8.A.1.4 Differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials. SS.8.A.1.In.d: Identify the difference between fact and opinion and use appropriate resources and support materials to gather information. SS.8.A.1.Su.d: Recognize fact and opinion and use appropriate resources and support materials to gather information. SS.8.A.1.Pa.d: Use appropriate resources to obtain factual information. http://www.cpalms.org/Public/PreviewStandard/Preview/325Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards 0SS.8.A.1.5 Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents.SS.8.A.1.In.e: Identify the author and purpose of significant historical documents and distinguish between a primary and secondary historical source. SS.8.A.1.Su.e: Recognize the author and purpose of significant historical documents. SS.8.A.1.Pa.e: Use appropriate resources to obtain factual information. http://www.cpalms.org/Public/PreviewStandard/Preview/325 1SS.8.G.1.1 Use maps to explain physical and cultural attributes of major regions throughout American history. SS.8.G.1.In.a: Use maps to identify physical and cultural attributes of major regions of the United States throughout American history. SS.8.G.1.Su.a: Use maps to recognize physical or cultural attributes of major regions of the United States. SS.8.G.1.Pa.a: Use a map to recognize a physical or cultural attribute of the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/331 5 SS.8.G.1.2 Use appropriate geographic tools and terms to identify and describe significant places and regions in American history. SS.8.G.1.In.b: Use appropriate geographic terms and tools to identify places and regions in American history. SS.8.G.1.Su.b: Use appropriate geographic tools to recognize places and regions of the United States. SS.8.G.1.Pa.b: Use a map to recognize a physical or cultural attribute of the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/331 6Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content StandardsSS.8.G.2.1 Identify the physical elements and the human elements that define and differentiate regions as relevant to American history. SS.8.G.2.In.a: Identify physical elements, such as climate and terrain, and human elements—religion and economy— that explain settlement patterns in regions of the United States over time. SS.8.G.2.Su.a: Recognize physical elements, such as climate and terrain, and human elements—religion and economy—that affected where people settled in the United States. SS.8.G.2.Pa.a: Recognize the effect of a physical element of a place, such as climate or terrain, on people. http://www.cpalms.org/Public/PreviewStandard/Preview/331 7 SS.8.G.2.2 Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications. SS.8.G.2.In.b: Use geographic terms and tools to describe areas of the United States that have experienced critical economic or physical changes, such as flooding, earthquakes, or oil spills from ships. SS.8.G.2.Su.b: Use geographic tools to identify areas in the United States that have experienced a critical economic or physical change, such as flooding, earthquakes, or oil spills from ships. SS.8.G.2.Pa.b: Recognize a change in a place due to a natural disaster or other event in the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/331 8SS.8.G.2.3 Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time. SS.8.G.2.In.c: Use geographic terms and tools to examine Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards how selected regions in the United States have changed over time. SS.8.G.2.Su.c: Use geographic tools to identify a way that a region in the United States has changed over time. SS.8.G.2.Pa.c: Recognize a change in a place due to a natural disaster or other event in the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/331 9SS.8.G.3.1 Locate and describe in geographic terms the major ecosystems of the United States.SS.8.G.3.In.a: Locate and identify characteristics of major ecosystems of the United States. SS.8.G.3.Su.a: Locate and recognize characteristics of selected major ecosystems of the United States. SS.8.G.3.Pa.a: Recognize a characteristic of a major ecosystem. http://www.cpalms.org/Public/PreviewStandard/Preview/332 0SS.8.G.3.2 Use geographic terms and tools to explain differing perspectives on the use of renewable and non- renewable resources in the United States and Florida over time. SS.8.G.3.In.a: Locate and identify characteristics of major ecosystems of the United States. SS.8.G.3.Su.a: Locate and recognize characteristics of selected major ecosystems of the United States. SS.8.G.3.Pa.a: Recognize a characteristic of a major ecosystem. http://www.cpalms.org/Public/PreviewStandard/Preview/332 0SS.8.G.4.1 Interpret population growth and other demographic data for any given place in the United States throughout its history. SS.8.G.4.In.a: Identify changes in population for selected places in the United States over time. SS.8.G.4.Su.a: Recognize changes in population for Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards selected places in the United States over time. SS.8.G.4.Pa.a: Recognize that change is a characteristic of population. http://www.cpalms.org/Public/PreviewStandard/Preview/332 2SS.8.G.4.2 Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination. SS.8.G.4.In.b: Use geographic terms and tools to examine effects of migration to and within the United States, such as westward expansion and crossing the Mexican border. SS.8.G.4.Su.b: Use geographic tools to recognize effects of migration within the United States, such as westward expansion. SS.8.G.4.Pa.b: Recognize that change is a characteristic of population. http://www.cpalms.org/Public/PreviewStandard/Preview/332 3SS.8.G.4.3 Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory. SS.8.G.4.In.c: Use geographic terms and tools to identify characteristics of different cultures that spread to different regions of the United States over time. SS.8.G.4.Su.c: Use geographic tools to recognize characteristics of different cultures that spread to different regions of the United States over time. SS.8.G.4.Pa.c: Use a geographic tool to recognize characteristics of trade, culture, or migration. http://www.cpalms.org/Public/PreviewStandard/Preview/332 4SS.8.G.4.4 Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards United States throughout time. SS.8.G.4.In.d: Use geographic tools or case studies to identify the role that selected regions play in influencing trade, migration, and cultural interaction in the United States over time. SS.8.G.4.Su.d: Use geographic tools to recognize the role that selected regions play in influencing trade, migration, and cultural interaction in the United States over time. SS.8.G.4.Pa.d: Use a geographic tool to recognize characteristics of trade, culture, or migration. http://www.cpalms.org/Public/PreviewStandard/Preview/332 5SS.8.G.4.5 Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States over time. SS.8.G.4.In.e: Use geographic terms and tools to identify changes in cities and urban centers in the United States over time. SS.8.G.4.Su.e: Use geographic tools to recognize changes in cities and urban centers in the United States over time. SS.8.G.4.Pa.e: Recognize characteristics of a city. http://www.cpalms.org/Public/PreviewStandard/Preview/332 6SS.8.G.4.6 Use political maps to describe changes in boundaries and governance throughout American history. SS.8.G.4.In.f: Use political maps to identify changes in boundaries of the United States throughout American history. SS.8.G.4.Su.f: Use political maps to recognize changes in boundaries of the United States throughout American history. SS.8.G.4.Pa.f: Use a map to recognize a boundary. http://www.cpalms.org/Public/PreviewStandard/Preview/332 7Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content StandardsSS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.SS.8.G.5.In.a: Identify ways humans depend on the physical environment and natural resources to satisfy basic needs in their local environments in the United States. SS.8.G.5.Su.a: Recognize ways that humans depend on the physical environment and natural resources to satisfy basic needs in their local environments in the United States. SS.8.G.5.Pa.a: Recognize that people use natural resources to satisfy basic needs. http://www.cpalms.org/Public/PreviewStandard/Preview/332 8SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history. SS.8.G.5.In.b: Identify impacts of selected human modifications, such as deforestation and agriculture, on the environment in the United States throughout history. SS.8.G.5.Su.b: Recognize impacts of a selected human modification, such as deforestation, on the environment in the United States. SS.8.G.5.Pa.b: Recognize the impact of a human modification on the environment. http://www.cpalms.org/Public/PreviewStandard/Preview/332 9SS.8.G.6.1 Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout American history.SS.8.G.6.In.a: Use maps and other graphic representations to describe geographic problems and changes in the United States over time. SS.8.G.6.Su.a: Use a map or other graphic representation to identify a geographic problem or change in the United States.Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards SS.8.G.6.Pa.a: Use a map or other graphic representation to recognize a geographic change. http://www.cpalms.org/Public/PreviewStandard/Preview/333 0SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations. SS.8.G.6.In.b: Illustrate a place or event in United States history using a narrative and graphic representation, such as a map, graph, or table. SS.8.G.6.Su.b: Illustrate a place or event in United States history using a graphic representation, such as a map, graph, or table. SS.8.G.6.Pa.b: Create a simple representation about a place or event in the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/333 1 Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Topic 8: THE JEFFERSON ERA Pacing Date(s) ESSENTIAL QUESTIONS What were the major domestic and international economic, political, socio-cultural events of Thomas Jefferson’s Presidency? Traditional 9 days 1-8-18 to 1-18-18 What did the election of 1800 show about the nature of politics? What did Jefferson want to accomplish during his presidency? Block 4.5 days 1-8-18 to 1-18-18 How does geography influence the way people live? What was the Louisiana Purchase and why was it important to our country’s history and growth? What were the implications for the Native Americans as a result of their expedition? Explain major reasons for the War of 1812 and the war’s significance on the development of a national identity?STRAND(S) and STANDARD(S): AMERICAN HISTORY: (Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources.) (Standard 3: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of our nation.) GEOGRAPHY: (Standard 1: Understand how to use maps and other geographic representations, tool, and technology to report information.) (Standard 2: Understand physical and cultural characteristics of places.) (Standard 3: Understand the relationships between the Earth's ecosystems and the populations that dwell within it.) (Standard 4: Understand the characteristics, distributions, and migration of human populations.) (Standard 5: Understand how human actions can impact the environment.) (Standard 6: Understand how to apply geography to interpret the past and present, and plan for the future.) ECONOMICS: (Standard 1: Understand the fundamental concepts relevant to the development of the market economy.) (Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy.) (Standard 3: Understand the fundamental concepts and interrelationships of the United States' economy in the international market.) CIVICS AND GOVERNMENT: (Standard 1: The student will evaluate the roles, rights, and responsibilities of United States citizens and determine methods of active participation in society, government, and the political system.) (Standard 2: The student will demonstrate an understanding of the principles, functions, and organization of government.)Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards Course Themes Addressed: Florida Standards Focus Standard: Florida Standards Focus Activity: Economic Transformations LAFS.RH.6-8.7 Integrate visual information (e.g., in charts, Have students analyze the relationships between a primary and secondary Environment graphs, photographs, videos, or maps) with other source on the same topic by comparing a political cartoon with the information in Globalization information in print and digital texts. in the textbook (in page 287 of Discovering Our Past) regarding Thomas Slavery Jefferson and Embargo Act of 1807 and the Non-intercourse Act of 1809 and War/Diplomacy LAFS.RH.6-8.9 Analyze the relationship between a primary write a paragraph summarizing their conclusions and cite examples in the Leadership and secondary source on the same topic. cartoon to support their conclusions Westward Expansion Content Benchmarks: http://www.granger.com/results.asp?image=0010478&screenwidth=1055 SS.8.A.3.14 Explain major domestic and international  THE JEFFERSON ERA economic, military, political, and socio-cultural events of (This also meets, LACC.68.WSHT.2.4 Produce clear and coherent writing in o Election of 1800: Thomas Jefferson's presidency. which the development, organization, and style are appropriate to task, purpose, Election of Thomas and audience). Jefferson SS.8.A.3.In.n: Identify major developments of the presidency of Thomas Jefferson, such as the Louisiana Core Textbook: McGraw Hill’s Discovering Our Past: A History of the United o Louisiana States- Early Years. “The Jefferson Era” Lessons 1-4 page 271. Purchase Purchase, the Lewis and Clark Expedition, and the embargo o Lewis and Clark on goods traded with Great Britain and France. Vocabulary/ Identification: laissez-faire, customs duties, judicial review, Expedition SS.8.A.3.Su.n: Recognize a major development of the Conestoga wagon, secede, tribute, neutral rights, impressment, embargo, War o Judicial Review of presidency of Thomas Jefferson, such as the Louisiana Hawks, nationalism, frigate, privateer, Dolley Madison, Andrew Jackson, 1789 (Marbury v. Madison) Purchase and the Lewis and Clark Expedition. Techumseh, Henry Clay, Battle of New Orleans SS.8.A.3.Pa.n: Recognize that new leaders bring changes o American to the country. Neutrality: War with Tripoli, Technology: http://www.cpalms.org/Public/PreviewStandard/Preview/327 British impressments, Animated Atlas: “Growth of a Nation” 4 Embargo Act, Non- http://www.animatedatlas.com/movie2.html intercourse Act o Election of 1808: Monticello Website with Jefferson Biography, Timeline, Multimedia, etc: Election of James Madison http://www.monticello.org/jefferson/index.html o Nationalism and Lewis and Clark Exhibit: the War Hawks http://www.lewisandclarkexhibit.org/cd_index_flash.html o Western Conflicts: Battle of Tippecanoe SS.8.A.3.15 Examine this time period (1763-1815) from the Discovering Lewis and Clark Interactive Website: War of 1812 (2) o perspective of historically under-represented groups http://www.lewis-clark.org/ Treaty of Ghent - o (children, indentured servants, Native Americans, slaves, 1814 women, working class). War of 1812 Website: Mandate(s): http://www.galafilm.com/1812/e/intro/index.htmlDepartment of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards SS.8.A.3.In.o: Identify the quality of life of under- Character Education: Kindness , represented groups during the American Revolution and Landmark Supreme Court Cases – Marbury v. Madison: Honesty, Integrity after, such as children, indentured servants, Native http://www.streetlaw.org/en/Case.1.aspx African-American Contributions Americans, slaves, women, and the working class. SS.8.A.3.Su.o: Recognize the quality of life of an under- Suggested Activities/Projects: Hispanic Contributions represented group, such as children, indentured servants, Have students analyze primary sources by accessing the worksheets developed Women’s Contributions Native Americans, slaves, women, or the working class. by the Education Staff of the National Archives and Records Administration: SS.8.A.3.Pa.o: Recognize an aspect of the quality of life. http://www.archives.gov/education/lessons/worksheets/ Native American Month (Nov.) http://www.cpalms.org/Public/PreviewStandard/Preview/327 5 Florida Jewish History Month (Jan.) Have students draw a two-part timeline that identifies important people and SS.8.A.3.16 Examine key events in Florida history as each events from the Jefferson Era. impacts this era of American history. Have students role-play or dramatize about the events and people related to the Louisiana Purchase and/or Lewis and Clark expedition. SS.8.A.3.In.p: Identify the consequences of key events in Florida history as they relate to the American Revolution, Have students map the route of Lewis and Clark on a U.S. physical map, such as Florida being a refuge for Loyalists, Indian labeling physical features. resistance, and Spanish control of Florida. Have students research the value of US imports and exports from 1800 to 1820, SS.8.A.3.Su.p: Recognize a consequence of key events in and then make a line graph depicting this information. Florida as they relate to the American Revolution, such as Florida being a refuge for Loyalists, Indian resistance, or Have students work in small groups to organize a campaign to convince Spanish control of Florida. President Jefferson that paying tributes to Barbary pirates is a bad idea. Have SS.8.A.3.Pa.p: Recognize a consequence of a key event in each student choose a specific role in the project: writing letters, preparing and Florida during this era of American history. designing posters, and writing and delivering speeches. http://www.cpalms.org/Public/PreviewStandard/Preview/327 Have students write and act out a skit showing the challenges people travelling 6 west via Conestoga wagon would face. SS.8.A.4.1 Examine the causes, course, and consequences Have students create a class mural showing various events from the War of of United States westward expansion and its growing 1812. Possibilities include the Battle of Lake Erie, the shelling of the Guerriere diplomatic assertiveness (War of 1812, Convention of 1818, and the defeat of the Creek at the Battle of Horseshoe Bend. Adams-Onis Treaty, Missouri Compromise, Monroe http://www.history.navy.mil/danfs/g9/guerriere-i.htm Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Suggested Writing Assignments/Activities: Cession, California Gold Rush, Compromise of 1850, Have students write a journal entry from the perspective of Lewis or Clark Kansas Nebraska Act, Gadsden Purchase). describing their experiences on the expedition.SS.8.A.4.In.a: Identify major events and consequences of Have students write a five paragraph essay comparing and contrasting the America’s westward expansion, such as the War of 1812, economic benefits of the Louisiana Territory from the American, French, and the acquisition of Florida, the Trail of Tears, and the Spanish perspectives. California Gold Rush. Assessment: SS.8.A.4.Su.a: Recognize major events and consequences of America’s westward expansion, such as the acquisition of *Use the assessment items and suggestions associated with this grade level thatDepartment of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards Florida, the Trail of Tears, and the California Gold Rush. SS.8.A.4.Pa.a: Recognize a consequence of America’s are included in the publisher provided resources. westward expansion. *Develop rubrics and share with students for each of the above-mentioned http://www.cpalms.org/Public/PreviewStandard/Preview/327 projects to increase opportunities for mastery of content and historical thinking 7 skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension. SS.8.A.4.2 Describe the debate surrounding the spread of slavery into western territories and Florida. ELL: Use visual depictions of historical events in order to increase ELL students’ SS.8.A.4.In.b: Identify reasons why people supported or mastery of related content. opposed slavery in the western territories and Florida. SS.8.A.4.Su.b: Recognize why people supported or State and District Instructional Requirements: Teachers should be aware opposed slavery in the western territories and Florida. that State and District policy requires that all teachers K-12 provide instruction to SS.8.A.4.Pa.b: Recognize that groups did not agree about students in the following content areas: African-American History, Character slavery. Education, Hispanic Contributions to the United States, Holocaust Education, http://www.cpalms.org/Public/PreviewStandard/Preview/327 and Women’s Contributions to the U.S. Detailed lesson plans can be 8 downloaded from the Department of Social Sciences website, http://socialsciences.dadeschools.net/, under the headings “Character SS.8.A.4.3 Examine the experiences and perspectives of Education” and “Multicultural Support Documents.” Please note that instruction significant individuals and groups during this era of regarding the aforementioned requirements should take place throughout the American History. entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized. SS.8.A.4.In.c: Identify the roles of individuals and groups during westward expansion, such as Lewis and Clark, SPED: Sacajawea, Native Americans, slaves, and Chinese ESE (Modified Curriculum Only): immigrants. Access Points - Description SS.8.A.4.Su.c: Recognize the role of an individual or group As part of the revision to the Sunshine State Standards, access points for during westward expansion, such as Lewis and Clark, students with significant cognitive disabilities have been developed. These Sacajawea, Native Americans, slaves, or Chinese access points are expectations written for students with significant cognitive immigrants. disabilities to access the general education curriculum. Embedded in the SS.8.A.4.Pa.c: Recognize a consequence of America’s Sunshine State Standards, access points reflect the core intent of the Standards westward expansion. with reduced levels of complexity. The three levels of complexity include http://www.cpalms.org/Public/PreviewStandard/Preview/327 participatory (Pa), supported (Su), and independent (In) with the participatory 9 level being the least complex.SS.8.A.4.4 Discuss the impact of westward expansion on Resources: cultural practices and migration patterns of Native American Unique Learning/N2Y (where available) and African slave populations. Teachtown (where available) Accestofls.weebly.com SS.8.A.4.In.d: Identify the roles of individuals and groups i-Ready during westward expansion, such as Lewis and Clark, Sacajawea, Native Americans, slaves, and Chinese Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards immigrants. SS.8.A.4.Su.d: Recognize the role of an individual or group during westward expansion, such as Lewis and Clark, Sacajawea, Native Americans, slaves, or Chinese immigrants. SS.8.A.4.Pa.d: Recognize a consequence of America’s westward expansion. http://www.cpalms.org/Public/PreviewStandard/Preview/328 0SS.8.A.4.12 Examine the effects of the 1804 Haitian Revolution on the United States acquisition of the Louisiana Territory. SS.8.A.4.In.l: Identify an effect of the Haitian Revolution, such as forcing the French to give up the Louisiana Territory to the United States. SS.8.A.4.Su.l: Recognize an effect of the Haitian Revolution, such as forcing the French to give up the Louisiana Territory to the United States. SS.8.A.4.Pa.l: Recognize an unintended effect of a revolution. http://www.cpalms.org/Public/PreviewStandard/Preview/328 8SS.8.E.1.1 Examine motivating economic factors that influenced the development of the United States economy over time including scarcity, supply and demand, opportunity costs, incentives, profits, and entrepreneurial aspects.SS.8.E.1.In.a: Identify how economic factors affected the development of America over time, such as supply and demand, scarcity, profits, and incentives. SS.8.E.1.Su.a: Recognize that economic factors affected the development of America over time, such as supply and demand, scarcity, and incentives. SS.8.E.1.Pa.a: Recognize that people work for incentives. http://www.cpalms.org/Public/PreviewStandard/Preview/331 0Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content StandardsSS.8.E.2.1 Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic backgrounds in the development of the United States economy.SS.8.E.2.In.a: Identify contributions of entrepreneurs, inventors, or other key individuals from diverse backgrounds in the development of the United States economy. SS.8.E.2.Su.a: Recognize contributions of entrepreneurs, inventors, or other key individuals from diverse backgrounds in the development of the United States economy. SS.8.E.2.Pa.a: Recognize a contribution of a person to the economy. http://www.cpalms.org/Public/PreviewStandard/Preview/331 1SS.8.E.2.2 Explain the economic impact of government policies. SS.8.E.2.In.b: Identify an economic impact of government actions in United States history, such as the Constitutional power to collect taxes and compromises over slavery. SS.8.E.2.Su.b: Recognize the economic impact of a government action in United States history, such as the power to collect taxes and compromises over slavery. SS.8.E.2.Pa.b: Recognize that the government collects taxes. http://www.cpalms.org/Public/PreviewStandard/Preview/331 2SS.8.E.2.3 Assess the role of Africans and other minority groups in the economic development of the United States. SS.8.E.2.In.c: Identify the influence and contributions of Africans and other minorities in the economic development of the United States. SS.8.E.2.Su.c: Recognize contributions of Africans or other minorities in the economic development of the United States.Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards SS.8.E.2.Pa.c: Recognize a contribution of a person to the economy. http://www.cpalms.org/Public/PreviewStandard/Preview/331 3SS.8.E.3.1 Evaluate domestic and international interdependence. SS.8.E.3.In.a: Identify examples of domestic and international interdependence, such as regional exchange of resources. SS.8.E.3.Su.a: Recognize ways that countries are interdependent, such as exchange of resources. SS.8.E.3.Pa.a: Recognize that groups depend on each other. http://www.cpalms.org/Public/PreviewStandard/Preview/331 4SS.8.C.1.3 Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction. SS.8.C.1.In.c: Identify activities that reflect civic virtue in the lives of citizens from the Colonial period through Reconstruction, such as voting, volunteering, and giving to the poor. SS.8.C.1.Su.c: Recognize activities that reflect civic virtues in the lives of citizens from the Colonial period through Reconstruction, such as voting and serving in local government. SS.8.C.1.Pa.c: Recognize an activity of citizens that reflects civic virtue, such as voting. http://www.cpalms.org/Public/PreviewStandard/Preview/330 5 SS.8.C.1.4 Identify the evolving forms of civic and political participation from the colonial period through Reconstruction. SS.8.C.1.In.d: Identify forms of civic and political participation from the Colonial period through Reconstruction, such as complying with laws and rules, Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards voting, and serving in the government. SS.8.C.1.Su.d: Recognize forms of civic and political participation from the Colonial period through Reconstruction, such as complying with laws and rules and voting. SS.8.C.1.Pa.d: Recognize an activity of citizens that reflects civic virtue, such as voting. http://www.cpalms.org/Public/PreviewStandard/Preview/330 6SS.8.C.1.5 Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today.SS.8.C.1.In.e: Identify ways citizens benefit from rights provided by the Constitution and Bill of Rights. SS.8.C.1.Su.e: Recognize a way citizens benefit from the rights provided by the Constitution and Bill of Rights. SS.8.C.1.Pa.e: Recognize that the law guarantees individual rights. http://www.cpalms.org/Public/PreviewStandard/Preview/330 7SS.8.C.1.6 Evaluate how amendments to the Constitution have expanded voting rights from our nation's early history to present day. SS.8.C.1.In.f: Identify ways amendments to the Constitution have expanded voting rights, such as at first allowing only landowners to vote, then white males, former slaves, and females. SS.8.C.1.Su.f: Recognize how amendments to the Constitution expanded voting rights to white males, former slaves, and females. SS.8.C.1.Pa.f: Recognize that men and women can vote in the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/330 8SS.8.C.2.1 Evaluate and compare the essential ideals and Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards principles of American constitutional government expressed in primary sources from the colonial period to Reconstruction. SS.8.C.2.In.a: Identify principles of the American government, such as representative democracy (republicanism), separation of powers, and freedom expressed in important documents in American history. SS.8.C.2.Su.a: Recognize a principle of the American government, such as representative democracy (republicanism) or separation of powers expressed in important documents in American history. SS.8.C.2.Pa.a: Recognize that the government in the United States is based on freedom. http://www.cpalms.org/Public/PreviewStandard/Preview/330 9SS.8.A.1.6 Compare interpretations of key events and issues throughout American History. SS.8.A.1.In.f: Identify similarities and differences in points of view of historical interpretations of key events. SS.8.A.1.Su.f: Recognize differences in points of view of historical interpretations of key events. SS.8.A.1.Pa.f: Use appropriate resources to obtain factual information. American History. http://www.cpalms.org/Public/PreviewStandard/Preview/325 2SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts. SS.8.A.1.In.g: Identify well-known historical events shown in art, writings, music, and artifacts. SS.8.A.1.Su.g: Recognize well-known historical events shown in art, writings, music, or artifacts. SS.8.A.1.Pa.g: Recognize a well-known historical event shown in art or artifacts. http://www.cpalms.org/Public/PreviewStandard/Preview/325 3Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content StandardsSkill Benchmarks: SS.8.A.1.1 Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments. SS.8.A.1.In.a: Provide supporting details for an answer from a reference, ask questions to gather information for oral history, and check the accuracy of a source. SS.8.A.1.Su.a: Select a supporting detail for an answer from a reference and ask questions to gather information. SS.8.A.1.Pa.a: Ask simple questions to gather information. http://www.cpalms.org/Public/PreviewStandard/Preview/324 7SS.8.A.1.2 Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect. SS.8.A.1.In.b: Interpret graphs, maps, photographs, and timelines. SS.8.A.1.Su.b: Interpret simple graphs, maps, photographs, and pictorial timelines. SS.8.A.1.Pa.b: Gather information from simple maps, photographs, and pictorial timelines. http://www.cpalms.org/Public/PreviewStandard/Preview/324 8SS.8.A.1.3 Analyze current events relevant to American History topics through a variety of electronic and print media resources. SS.8.A.1.In.c: Identify current events relevant to American History topics using media resources and print. SS.8.A.1.Su.c: Recognize current events relevant to American History topics using media resources and print. SS.8.A.1.Pa.c: Recognize a current event in a media resource or book. http://www.cpalms.org/Public/PreviewStandard/Preview/324 9Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content StandardsSS.8.A.1.4 Differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials. SS.8.A.1.In.d: Identify the difference between fact and opinion and use appropriate resources and support materials to gather information. SS.8.A.1.Su.d: Recognize fact and opinion and use appropriate resources and support materials to gather information. SS.8.A.1.Pa.d: Use appropriate resources to obtain factual information. http://www.cpalms.org/Public/PreviewStandard/Preview/325 0SS.8.A.1.5 Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents. SS.8.A.1.In.e: Identify the author and purpose of significant historical documents and distinguish between a primary and secondary historical source. SS.8.A.1.Su.e: Recognize the author and purpose of significant historical documents. SS.8.A.1.Pa.e: Use appropriate resources to obtain factual information. http://www.cpalms.org/Public/PreviewStandard/Preview/325 1SS.8.G.1.1 Use maps to explain physical and cultural attributes of major regions throughout American history. SS.8.G.1.In.a: Use maps to identify physical and cultural attributes of major regions of the United States throughout American history. SS.8.G.1.Su.a: Use maps to recognize physical or cultural attributes of major regions of the United States. SS.8.G.1.Pa.a: Use a map to recognize a physical or Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards cultural attribute of the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/331 5SS.8.G.1.2 Use appropriate geographic tools and terms to identify and describe significant places and regions in American history. SS.8.G.1.In.b: Use appropriate geographic terms and tools to identify places and regions in American history. SS.8.G.1.Su.b: Use appropriate geographic tools to recognize places and regions of the United States. SS.8.G.1.Pa.b: Use a map to recognize a physical or cultural attribute of the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/331 6SS.8.G.2.1 Identify the physical elements and the human elements that define and differentiate regions as relevant to American history. SS.8.G.2.In.a: Identify physical elements, such as climate and terrain, and human elements—religion and economy— that explain settlement patterns in regions of the United States over time. SS.8.G.2.Su.a: Recognize physical elements, such as climate and terrain, and human elements—religion and economy—that affected where people settled in the United States. SS.8.G.2.Pa.a: Recognize the effect of a physical element of a place, such as climate or terrain, on people. http://www.cpalms.org/Public/PreviewStandard/Preview/331 7SS.8.G.2.2 Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications. SS.8.G.2.In.b: Use geographic terms and tools to describe Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards areas of the United States that have experienced critical economic or physical changes, such as flooding, earthquakes, or oil spills from ships. SS.8.G.2.Su.b: Use geographic tools to identify areas in the United States that have experienced a critical economic or physical change, such as flooding, earthquakes, or oil spills from ships. SS.8.G.2.Pa.b: Recognize a change in a place due to a natural disaster or other event in the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/331 8SS.8.G.2.3 Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time. SS.8.G.2.In.c: Use geographic terms and tools to examine how selected regions in the United States have changed over time. SS.8.G.2.Su.c: Use geographic tools to identify a way that a region in the United States has changed over time. SS.8.G.2.Pa.c: Recognize a change in a place due to a natural disaster or other event in the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/331 9SS.8.G.3.1 Locate and describe in geographic terms the major ecosystems of the United States.SS.8.G.3.In.a: Locate and identify characteristics of major ecosystems of the United States. SS.8.G.3.Su.a: Locate and recognize characteristics of selected major ecosystems of the United States. SS.8.G.3.Pa.a: Recognize a characteristic of a major ecosystem. http://www.cpalms.org/Public/PreviewStandard/Preview/332 0SS.8.G.3.2 Use geographic terms and tools to explain differing perspectives on the use of renewable and non- renewable resources in the United States and Florida over time. Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content StandardsSS.8.G.3.In.a: Locate and identify characteristics of major ecosystems of the United States. SS.8.G.3.Su.a: Locate and recognize characteristics of selected major ecosystems of the United States. SS.8.G.3.Pa.a: Recognize a characteristic of a major ecosystem. http://www.cpalms.org/Public/PreviewStandard/Preview/332 0SS.8.G.4.1 Interpret population growth and other demographic data for any given place in the United States throughout its history. SS.8.G.4.In.a: Identify changes in population for selected places in the United States over time. SS.8.G.4.Su.a: Recognize changes in population for selected places in the United States over time. SS.8.G.4.Pa.a: Recognize that change is a characteristic of population. http://www.cpalms.org/Public/PreviewStandard/Preview/332 2SS.8.G.4.2 Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination. SS.8.G.4.In.b: Use geographic terms and tools to examine effects of migration to and within the United States, such as westward expansion and crossing the Mexican border. SS.8.G.4.Su.b: Use geographic tools to recognize effects of migration within the United States, such as westward expansion. SS.8.G.4.Pa.b: Recognize that change is a characteristic of population. http://www.cpalms.org/Public/PreviewStandard/Preview/332 3SS.8.G.4.3 Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory. Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content StandardsSS.8.G.4.In.c: Use geographic terms and tools to identify characteristics of different cultures that spread to different regions of the United States over time. SS.8.G.4.Su.c: Use geographic tools to recognize characteristics of different cultures that spread to different regions of the United States over time. SS.8.G.4.Pa.c: Use a geographic tool to recognize characteristics of trade, culture, or migration. http://www.cpalms.org/Public/PreviewStandard/Preview/332 4SS.8.G.4.4 Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout time. SS.8.G.4.In.d: Use geographic tools or case studies to identify the role that selected regions play in influencing trade, migration, and cultural interaction in the United States over time. SS.8.G.4.Su.d: Use geographic tools to recognize the role that selected regions play in influencing trade, migration, and cultural interaction in the United States over time. SS.8.G.4.Pa.d: Use a geographic tool to recognize characteristics of trade, culture, or migration. http://www.cpalms.org/Public/PreviewStandard/Preview/332 5SS.8.G.4.5 Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States over time. SS.8.G.4.In.e: Use geographic terms and tools to identify changes in cities and urban centers in the United States over time. SS.8.G.4.Su.e: Use geographic tools to recognize changes in cities and urban centers in the United States over time. SS.8.G.4.Pa.e: Recognize characteristics of a city. http://www.cpalms.org/Public/PreviewStandard/Preview/332 6Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content Standards SS.8.G.4.6 Use political maps to describe changes in boundaries and governance throughout American history. SS.8.G.4.In.f: Use political maps to identify changes in boundaries of the United States throughout American history. SS.8.G.4.Su.f: Use political maps to recognize changes in boundaries of the United States throughout American history. SS.8.G.4.Pa.f: Use a map to recognize a boundary. http://www.cpalms.org/Public/PreviewStandard/Preview/332 7SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.SS.8.G.5.In.a: Identify ways humans depend on the physical environment and natural resources to satisfy basic needs in their local environments in the United States. SS.8.G.5.Su.a: Recognize ways that humans depend on the physical environment and natural resources to satisfy basic needs in their local environments in the United States. SS.8.G.5.Pa.a: Recognize that people use natural resources to satisfy basic needs. http://www.cpalms.org/Public/PreviewStandard/Preview/332 8SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.SS.8.G.5.In.b: Identify impacts of selected human modifications, such as deforestation and agriculture, on the environment in the United States throughout history. SS.8.G.5.Su.b: Recognize impacts of a selected human modification, such as deforestation, on the environment in the United States. SS.8.G.5.Pa.b: Recognize the impact of a human modification on the environment. http://www.cpalms.org/Public/PreviewStandard/Preview/332 9Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Second Nine Weeks NGSSS-SS Benchmarks/Florida Standards State Instructional Tools Essential Content StandardsSS.8.G.6.1 Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout American history. SS.8.G.6.In.a: Use maps and other graphic representations to describe geographic problems and changes in the United States over time. SS.8.G.6.Su.a: Use a map or other graphic representation to identify a geographic problem or change in the United States. SS.8.G.6.Pa.a: Use a map or other graphic representation to recognize a geographic change. http://www.cpalms.org/Public/PreviewStandard/Preview/333 0 SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations. SS.8.G.6.In.b: Illustrate a place or event in United States history using a narrative and graphic representation, such as a map, graph, or table. SS.8.G.6.Su.b: Illustrate a place or event in United States history using a graphic representation, such as a map, graph, or table. SS.8.G.6.Pa.b: Create a simple representation about a place or event in the United States. http://www.cpalms.org/Public/PreviewStandard/Preview/333 1Department of Social Sciences MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Everfi Program OverviewEverFi Financial Literacy™ Student Length: 6 hours (approximate) Meets 53 of the 107 Florida Standards for economics.Topics Covered: •Credit scores, •consumer fraud and protection, •budgeting, •insurance, •credit cards, •student loans, •1040’s, •FAFSA, •mortgages, •taxes, •stocks, •savings, •401k’sEverFi™ - Assist students in learning critical financial literacy skills. The web based program is plug and play ready and assists teachers in efficiently providing critical need financial skills in a fun and engaging digital environment. The system automatically records student progress and reports the unique score of each user back to the teacher. The program is engaging, easy to use, and provides students with a wonderful background on the essential skills that are critical for their future financial success. The resource contains 10 modules covering over 600 topics including banking, credit scores, insurance, credit cards, student loans, mortgages, taxes, stocks, savings, 401k’s and other critical concepts. Video, animations, 3-D gaming, avatars, and social networking – bring complex financial concepts to life for today’s digital generation. Students who successfully complete the course earn certification in financial literacy, which can be a powerful tool for job applications, college search, and internships.Steps to AccessI. Activating Administrative Account Go to http://www.everfi.com/login Click “sign up” on the top right of the screen. Type in your school site registration site code (see list) and click “I’m a teacher”. Complete the fields, enter your email address, create a password and fill remaining fields. Click finished! II. Creating Classes and Class Codes 1. Once logged in, select the “classes” tab from the top navigation bar. 2. On the dropdown and select “create class”. 3. Select the appropriate curriculum (if applicable). Name the class the and click “add class”. (This will automatically generate a class registration code that will be stored on your dashboard. Students will use this class code in the same manner in which you registered.)III. Activating and Registering for Student Accounts 1. Go to www.everfi.com/login 2. Select “sign up” at the top right of the screen. 3. Enter the class registration code for YOUR class. 4. Select “I’m a student Student” 5. Fill in all the required fields.-You DO NOT have to enter an email address. MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Additional Useful Online Resources for Financial Literacy Instruction:Financial Literacy from Florida’s Chief Financial Officer: The Department of Social Sciences is pleased to provide information regarding Mr. Jeff Atwater, Florida’s Chief Financial Officer, FREE online financial literacy educational resources.  Parents, students, teachers, and all M-DCPS employees can access this FREE online financial literacy learning resource by clicking on the following link: http://www.myfloridacfo.com/YMM/default.aspx. Valuable information is available from this website regarding understanding credit and debt, saving and spending, planning for life’s events, such as saving for college, buying a car, and accessing health care, and even games for students to teach them important money skills.  All resources are also available in Spanish by clicking on the “Spanish” tab at the bottom of the page.H & R Block’s Budget Challenge: http://www.hrblockdollarsandsense.com/ Everyone knows money doesn't grow on trees. At least they will if H&R Block has any say in it. By learning strong budgeting skills and fiscal discipline early, kids can gain the knowledge and confidence to manage their own financial future. Our free H&R Block Budget Challenge encourages students to learn personal finance in a fun, engaging way while competing against other classrooms and students for $3 million in classroom grants and student scholarships.National Education Association’s Warehouse on Teaching Financial Literacy: http://www.nea.org/tools/lessons/resources-for-teaching-financial-literacy.html Use these resources to supplement your curriculum and help students gain the financial literacy skills they’ll need to manage their financial resources effectively throughout their lives. TOPIC 6: THE AMERICAN REVOLUTION MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Video: The Story Behind the Boston Massacre From Colonies to Nation The Beanbody Histories: The American Revolution: Part 2: The War Begins Comparing the Continental Army and the British Army Fact vs. Opinion The American Revolution: From Colonies to Constitution: The War for Independence The Role of African-Americans in the American Revolution The Role of Women in the American Revolution "Song of the Liberty Bell" Personal Sacrifice and Opinions of the War The Revolutionary War: John Paul Jones French Involvement in the Revolution George Washington A Peace Treaty with BritainImage: Deborah Sampson enlisted under a man's name.Article: American Revolution Skill Builder: American Revolution Early American HeroesTOPIC 7: CREATING A REPUBLIC Video: Daniel Shays' Rebellion 1786-87: Massachusetts Farmers Rebel Against State Government Taxes The American Revolution and the Articles of Confederation The Declaration of Rights Great Men of the Constitutional Convention Composing the Constitution An Introduction to the U.S. Constitution The U.S. Constitution The Constitution of the United States The Federal Court System The Electoral College Ratification of the Constitution Footage and Commentary: The Federalist Opposition to the Constitution, the Inclusion of a Bill of Rights, and the Ratification of the Constitution Image: MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History The Baron de Montesquieu (1689-1755). John Locke, philosopher and political theorist.Audio: U.S. Government: The First 200 Years: Government Structure Is Proposed Article: United States of America: Government Skill Builder: Separation of Powers Distribution of Power in the Federal GovernmentConstructed Response: Bill of Rights Guiding Questions TOPIC 8: THE NEW NATIONVideo: The Bill of Rights 1789: The First Year of the New U.S. Government 1790-1791: Establishing a Permanent Capital for the United States George Washington Washington's Farewell Address (AGL) Alexander Hamilton Molds American Economy Jay's Treaty, 1794 The Two Party System Conflicts and Resolutions of 1797-1798 The Revolution of 1800 and the Midnight Judges Jefferson and Adams (AGL) John Adams Image: George Washington at the end of his presidency.Audio: Lodge McCammon Songs: The Bill of Rights Lodge McCammon Songs: We the People TOPIC 9: THE JEFFERSON ERAVideo: Thomas Jefferson MIAMI-DADE COUNTY PUBLIC SCHOOLS Department of Social Sciences GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History Thomas Jefferson Takes Charge: 1801-1802 The Case of Marbury v. Madison: 1803 The Louisiana Purchase: 1803 The Lewis and Clark Expedition: 1804-1806 James Madison and James Monroe A Declaration of War U.S. Territorial ExpansionImage: Map, electoral votes, 1800 election.Audio: Stuff You Missed in History Class Podcast: How the Louisiana Purchase Worked Expanding Our Nation: The Louisiana Purchase & Florida Article: War of 1812 Learning Guide: Shmoop Learning Guide: Thomas Jefferson Skill Builder: The War of 1812 Writing Prompt: Multicultural Lessons [Expository] [ELA, SS] [6-8]

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