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DETROIT PUBLIC SCHOOLS DIVISION OF ACADEMIC AFFAIRSOFFICE OF HISTORY, SOCIETY AND CULTURECURRICULUM INSTRUCTIONAL SEQUENCE AND PACING GUIDEGrade 8 UNITED STATES HISTORY AND GEOGRAPHY DETROIT PUBLIC SCHOOLSRobert C. Bobb Emergency Financial ManagerBarbara Byrd Bennett, Esq Chief Academic AuditorSherry Ulery Deputy Chief of Academic AffairsOffice of History, Society and Culture Sheryl Jones DirectorRevised by the Office of History, Society and Culture 2 DETROIT PUBLIC SCHOOLS DIVISION OF ACADEMIC AFFAIRS OFFICE OF HISTORY, SOCIETY AND CULTURETable of ContentsIntroduction to Curriculum Instructional Sequence and Pacing Guide...... 3 Curriculum Instructional Sequence and Pacing Charts Team...... 4 Legend to Pacing Guide...... 4 Course Description...... 5 Curriculum at a Glance...... 6A One Year Course Curriculum Instructional Sequence and Pacing Chart Unit 1: Roots of American History...... 7 Unit 2: The Revolutionary Era...... 10 Unit 3: The Early Republic...... 13 Unit 4: The Era of Expansion...... 20 Unit 5: Division and Reunion...... 26Revised by the Office of History, Society and Culture 3 DETROIT PUBLIC SCHOOLS DIVISION OF ACADEMIC AFFAIRS OFFICE OF HISTORY, SOCIETY AND CULTURE Introduction to Curriculum Instructional Sequence and Pacing GuideA Planning Tool This instructional sequence and pacing guide is a tool to be used in planning and implementing the district's curriculum. Teachers are responsible for developing lesson plans of main concepts. The format makes transparent the connections among curriculum (what to teach), instruction (materials, activities and strategies) and assessment (what was learned). The Curriculum Instructional Sequence and Pacing Guides for all subjects provide the overall curricular framework for what students will know and be able to do when they graduate from Detroit Public Schools. Pacing the sequence of instruction within a subject and a grade level assures that students are provided the opportunity to experience the full scope of a rigorous curriculumEffective Instruction Specifically, the pacing guides connect the components of effective instruction by: 1. Showing the alignment of district outcomes with state (including MEAP) and national content standards; 2. Detailing recommend instructional strategies, instructional materials and suggested assessments; and 3. Indicating frequent, common assessments that can be used to monitor student achievement and to provide interventions, as necessary.A Coherent Curriculum Consistent use of these pacing guides will: 1. Ensure educational equity - all students will have access to the same high quality curriculum; 2. Ensure that there is coherence with regard to what to teach, what instructional materials to use, what research based teaching strategies should be used, and how to assess student attainment; 3. Ensure what students are taught is logically connected to student achievement; 4. Make it easier for students who move among schools within a school year to become acclimated to their new schools and classes; 5. Provide the curricular structure which enables teachers to focus on instruction; 6. Guide a sequence of instruction within and across grade levels; and 7. Ensure the curriculum is aligned and consistent with state and federal standards.These pacing guides were developed by committees of teachers, administrators and other instructional specialists who were charged to make a user-friendly document that will help teachers design lessons which meet students' needs and lead to high achievement. These guides are works in-progress. Periodically, teachers will assess the impact of these pacing guides on their classroom instruction."Curriculum matters: If it is in the curriculum, teachers are likely to teach it; if teachers teach it, students are likely to learn it."Adapted from: Buehl, Doug. 2001. Classroom Strategies for Interactive Learning4 Revised by the Office of History, Society and Culture 5 DETROIT PUBLIC SCHOOLS DIVISION OF ACADEMIC AFFAIRS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing Guide TeamAsaka, Philander Iroha, Okezie Robinson, Jacqueline Bennett, Robert Jenkins, Mary Robinson, Kenneth Busch, Denise SherylLimage, Jones, Deborah Director Rooks, Lorraine Clemons, Cathleen Lockridge, Rita Scott, Deborah Crowley, Ann McMurtry, Keith Smith-Dawson, Debra Cry, Leonard Odom, Donya Spencer, Belinda L E Friday, Christina Onwuzurike, Pauline Unaegbu, Peter-Claver GE Givan, Jerry Pappas, Geraldine Weir, William Greene, Sylvia Parker, Norma Wilson, Barbara ND Highsaw, Charlene Pruitt, Deborah Wright, Brenda TO Hornbuckle, Pamela Reaves, EdnaP ACING G UIDECCC = Cross Curricular Connections CCV = Core Cultural Values CDV = Core Democratic Values ELPS = Electronic Library of Primary Resources FA = Formal Assessment IDR = In-Depth Resources PE = Pupil Edition PWE = Persuasive Writing Essay TBDBT = To Be Determined by Teacher TE = Teacher’s Edition TRK = Teacher Resource Kit SA = Student Activity SectionRevised by the Office of History, Society and Culture DETROIT PUBLIC SCHOOLS DIVISION OF ACADEMIC AFFAIRS OFFICE OF HISTORY, SOCIETY AND CULTUREUnited States History and Geography Course DescriptionEighth grade students continue their study of United States History form the writing of the Constitution through Reconstruction. Geographic, Civic/Government, and Economic content is integrated within the historical context. Using significant content knowledge, research, and inquiry, the students analyze an issue and propose a plan for civic action. They develop reasoned arguments and write a persuasive civic essay addressing issues from the past within a historical context. Where appropriate, they make comparisons to relevant contemporary issues.Revised by the Office of History, Society and Culture7 Detroit Public Schools Office of History, Society and Culture United States History and Geography - Grade 8Curriculum at a GlanceText: The American Nation: Beginnings through 1877 Pearson/Prentice-Hall, © 2005Pacing Topic Units/Chapters Semester 1 September Social Studies Review (Economics, Unit 1 - 2 and 3 Weeks Civics, History and Geography) supplemental activities Week of September 17 Constitution Day Lesson October Unit 2 The Revolutionary Era 2 weeks Chapter 7 October/November Unit 3 Launching the New Government 3 weeks Chapter 9 November Unit 3 The Age of Jefferson 2 weeks Chapter 10 December Unit 3 The Nation Grows and Prospers 3 weeks Chapter 11 January Unit 4 The Jacksonian Era 2 weeks Chapter 12 January/February Unit 4 Westward Expansion 4 weeks Chapter 13 Semester 2 February Unit 4 North and South 2 weeks Chapter 14 March Reform and a New American Unit 4 3 weeks Culture Chapter 15 March/April Unit 5 Slavery Divides the Nation 3 weeks Chapter 16 April/May Unit 5 The Civil War 3 weeks Chapter 17 May/June Reconstruction and the Changing Unit 5 6 weeks South Chapter 188 DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing ChartU.S. HISTORY AND GEOGRAPHY– GRADE 8 Unit 1: The Roots of American History Overarching Question: How can the fundamental themes of geography be used to describe the geography of the United States? Focus Question(s): 1) How has geography influenced the way people live in the United States? 2) What are some different ways the United States can be divided into regions? 3) How have humans used, adapted to, and modified different environments in North America? Objectives/Grade Level Content Expectations (GLCE): Sixth grade GLCE’s are used. 6-G1.2.1 Locate the major landforms, rivers (Amazon, Mississippi, Missouri, Colorado), and climate regions of the Western Hemisphere. 6-G1.2.3 Use data to create thematic maps and graphs showing patterns of population, physical terrain, rainfall, and vegetation, analyze the patterns and then propose two generalizations about the location and density of the population. 6-G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Western Hemisphere. 6-G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth. 6-G4.3.1 Identify places in the Western Hemisphere that have been modified to be suitable for settlement by describing the modifications that were necessary (e.g., Vancouver in Canada; irrigated agriculture; or clearing of forests for farmland). 6-G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g., drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia) Cross Curricular Connections: ELA, Science, Mathematics Technology Integration: www.earth.google.com, classzone.com, Transparencies A-51, A-53, A-55 Month - September Key Concepts/Vocabulary: Geography, latitude, longitude, natural resources, Week(s) 1 irrigation, cartographer, map projection, thematic map CDV: Common Good, Diversity CCV: Ujamaa, Nia Teaching Resources: Student Learning Activities:  Textbook: The American Nation: Chapter 1: Geography,  Target Reading Skill: Reading Process p. 4 6-G1.3.1, History and the Social Science, pp. 2-19 6-G2.1.1, 6-G4.3.1, 6-G5.2.1  Computer/projector  Students may use magazines, newspapers or draw pictures  classzone.com illustrating each of the 5 Themes of Geography. Teacher should draw2-3 feet letters: L (location), R (region), I Bell work/Do Now: (interaction), M (movement), P (place). Students will attach  Copy and define Key Terms, p. 4 their pictures to the corresponding letters.  “Engage” p. 4  Comprehension, and Critical Thinking and Writing, p. 9 6-G1.3.1, 6-G2.1.1, 6-G4.3.1, 6-G5.2.1  Graphic Organizer: The Five Themes of Geography,  Target Reading Skill: Cause and Effect p.11 6-G1.2.3, p. 5 6-G1.2.5, 6-G1.2.6  Geography Skills: Map Projections, p. 8  Geography Skills, p. 12  Students should use their community to develop a chart  Unit 1/Ch.1, Map Mystery (TRK), p.7 listing the 5 Themes of Geography and how it relates to  Critical Thinking and Writing p. 17 6-G1.2.3, 6-G1.2.5, 6- Detroit. G1.2.6  Connecting with Science and Technology (TRK), p. 207  Glossary of Geographic Terms, p. 18-19 6-G1.2.1 Assessment: Reviewing Key Facts #11-13, Critical Thinking and Writing, #18, Connecting with Geography, pp. 32-33 6-G1.2.6, 6-G1.3.1, 6-G2.1.1, 6-G4.3.1, 6-G5.2.1PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 9 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing ChartU.S. HISTORY AND GEOGRAPHY– GRADE 8 Unit 1: The Roots of American History Overarching Question: How can the fundamental themes of history be used to describe the history of the United States? Focus Question(s): 1) How can the history of the United States influenced the way people live today? 2) What are some tools people can use to learn about U.S. History? 3) How have people used these tools to investigate significant historical topics? Objectives/Grade Level Content Expectations (GLCE): 8-U6.2.1 Use historical perspectives to analyze issues in the United States from the past and the present: conduct research on a historical issue or topic, identify a connection to t contemporary issue, and preset findings (e.g., oral, visual, video, or electronic presentation, persuasive essay, or research paper); include causes and consequences of the historical action and predict possible consequences of the contemporary action. Cross Curricular Connections: ELA, Technology Integration: www.earth.google.com, classzone.com, www.phschool.com, www.constitutionday.cc/, Transparencies H-1 Month - September Key Concepts/Vocabulary: primary source, secondary source, authenticity, bias, Week(s) 1 artifact, archaeology, culture, chronology CDV: Common Good, Liberty, Truth CCV: Ujima, Teaching Resources: Student Learning Activities:  Textbook: The American Nation:  Constitution Day activity should take place the week of Chapter 1:Geography, History and the Social Science, September 17. See Student Activity Section for the lesson pp. 20-25 plan.  Computer/projector (Note: this is an annual contest. After the year 2010, check  classzone.com website for updated rules and deadlines.  http:// community.fdlp.gov/gallery.html?groupid=14 www.constitutionday.cc/)  archives.gov/education/lessons/constitution-day/game.html  Target Reading Skill: Reading Process p. 20 8-U6.2.1  Political Cartoon: Beware the Archaeologist, p. 22. Students Bell work/Do Now: may select a current public policy issue and draw a political  “Engage” p. 20 cartoon to illustrate its controversial issue.  Copy and define Key Terms, p. 20  See Connecting with Science and Technology (TE), p. 22. Students should work with a partner to discuss how language  Political Cartoon Skills: Beware the Archaeologist, varies and changes over time. Students may include p. 22 “inventive” vocabulary or slang. (Example: We use the word  Journal entry: “pop” to describe a carbonated beverage, whereas the east 1. Primary Source: Preserving Historical Evidence, coast describes this as “soda”. p. 21  Critical Thinking and Writing p. 25 8-U6.2.1 2. Viewing History: Finding Artifacts, p. 23  Chart Skills: Eras in American History – also add other pertinent questions that relate to these eras., p. 24  Select an article about a public policy from a magazine or newspaper. Students should read the article and write 5 supporting details from the article. Next students should write about their opinion about this article. Students should compare the supporting details from the article to their opinions about this article. On a chart, note comments of observations from both selections.  The Henry Ford Museum offers a variety of primary resources for teachers to use in the classroom. Locate a primary resource. Students should read this resource and summarize the validity and usefulness of its contents to understanding the historical content covered.PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 10 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing Chart Student Learning Activities: (Cont’d.)  Exploring Primary Sources, www.phschool.com, Web Code mfd-0103 8-U6.2.1 Voices of Freedom (TRK) 1. A European View of North America, pp. 14-15 2. An Indian Prayer for the Sun, p. 16Assessment: Review and Assessment: Analyzing Primary Sources p. 33; Section 4 Quiz, p. 113 8-U6.2.1PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 11 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing ChartU.S. HISTORY AND GEOGRAPHY– GRADE 8 Unit 2: The Revolutionary Era Overarching Question: How do people and conditions interact to bring about change? Focus Question(s): 1) How are political and philosophical ideas and the experiences of the colonists and Founders reflected in the Declaration of Independence, Articles of Confederation, United States Constitution, and the Bill of Rights. 2) How did the concept of freedom influence critical issues debated at the Constitutional Convention (e.g., distribution of political power, conduct of foreign affairs, rights of individuals, rights of states, election of the executive, and slavery)? Objectives/Grade Level Content Expectations (GLCE): 8-U3.3.7: Using important documents (e.g., Mayflower, Common Sense, Declaration of Independence, Northwest Ordinance, Federalists Papers), describe the historical and philosophical origins of constitutional government of the United States Using the ideas of social compact, limited government, natural rights, rights of revolution, separation of powers, bicameralism, republicanism, and popular participation in government. Cross Curricular Connections: Science, ELA Technology Integration: classzone.com, Transparencies p. I-9, I-11, www.constitutionday.cc/, www.archives.gov/education/lessons/constitution-day/game.html Month - September Key Concepts/Vocabulary: Common Sense, traitor, Declaration of Independence, Weeks: 2 preamble, natural rights CDV: Liberty, Popular sovereignty, Patriotism, Representative Government, Rule of Law CCV: Kujichagulia, Ujima, Kuumba Teaching Resources: Student Learning Activities:  Textbook: The American Nation: Chapter 6: The  Engage (TE), p. 173 American Revolution, pp. 94-97, 173-180  Target Reading Skill: Clarify Meaning p. 173 8-U3.3.7  Supplemental textbook: Atlas of American History:  Activity: Guided Instructions, p. 176 www.jphschool.com, Section 3: Forming a New Nation (1175-1800), pp. 50- Web Doe3 mfd-0601 (ELPS) 8-U3.3.7 52  Skills Mini Lesson: Listening to Identify Points of View,  Computer/projector p. 179 8-U3.3.7  classzone.com  The Mayflower Compact, read/discuss pp. 94-97  Viewing History: Signing the Mayflower Compact, p. 95 Bell work/Do Now:  Section 5 Assessment: Comprehension #4, p. 97  Identify Points of View p. 172  Developing New States (AAH), pp. 50-52  Journal entry 1. Signing the Declaration, p. 174 2. Remember the Ladies, p. 175Assessment: Unit 2/Ch. 6 – Section 2 Quiz, p. 26 8-U3.3.7PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 12 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing ChartU.S. HISTORY AND GEOGRAPHY– GRADE 8 Unit 2: The Revolutionary Era Overarching Question: How do people and conditions interact to bring about change? Focus Question(s): 1) How are political and philosophical ideas and the experiences of the colonists and Founders reflected in the Declaration of Independence, Articles of Confederation, United States Constitution, and the Bill of Rights. 2) How did the concept of freedom influence critical issues debated at the Constitutional Convention (e.g., distribution of political power, conduct of foreign affairs, rights of individuals, rights of states, election of the executive, and slavery)? Objectives/Grade Level Content Expectations (GLCE): 8-U3.3.1: Explain the reasons for the adoption and subsequent failure of the Articles of Confederation (e.g., why its drafters created a weak central government, challenges the nation faced under the Articles, Shay’s Rebellion, and disputes over western lands). 8-U3.3.2: Identify economic and political questions facing the nation during the period of the Articles of Confederation and the opening of the Constitutional Convention. 8-U3.3.3: Describe the major issues debated at the Constitutional Convention including distribution of political power, conduct of foreign affairs, rights of individuals, rights of states, election of the executive, and slavery. 8-U3.3.4: Explain how the new constitution resolved (or compromised) the major issues including sharing, separating, and checking of power among federal government institutions, dual sovereignty (state-federal power), rights of individuals, the Electoral College, the Three-Fifths Compromise, and the Great Compromise. 8-U3.3.5: Analyze the debates over the ratification of the Constitution from the perspectives of Federalists and Anti- Federalists and describe how the states ratified the Constitution. 8-U3.3.6: Explain how the Bill of Rights reflected the concept of limited government, protections of basic freedoms, and the fear of many Americans of a strong Central government. 8-U3.3.7: Using important documents (e.g., Mayflower, Common Sense, Declaration of Independence, Northwest Ordinance, Federalists Papers), describe the historical and philosophical origins of constitutional government of the United States Using the ideas of social compact, limited government, natural rights, rights of revolution, separation of powers, bicameralism, republicanism, and popular participation in government. 8-U5.1.2: Describe the role of the Northwest Ordinance and its effect on the banning of slavery (e.g., the establishment of Michigan as a free state). Cross Curricular Connections: Science, ELA Technology Integration: classzone.com, Transparencies p. G-13, p. H-13, www.phschool.com, www.archives.gov/education/lessons/constitution-day/game.html Month - October Key Concepts/Vocabulary: Constitution, Bill of Rights, Articles of Confederation, cede, Weeks: 2 currency, Land Ordinance of 1785, Northwest Ordinance, depression, Shays’ Rebellion, Constitution Convention, Virginia Plan, legislative branch, executive branch, judicial branch, New Jersey Plan, compromise, Great Compromise, Three-Fifths Compromise, federalists, antifederalists, The Federalist Papers, amend, Bill of Rights CDV: Liberty, Popular sovereignty, Patriotism, Representative Government, Rule of Law CCV: Kujichagulia, Ujima, Kuumba Teaching Resources: Student Learning Activities:  Textbook: The American Nation: Chapter 7: Creating a  Target Reading Skill: Reading Process p. 200 8-U3.3.1, Republic, pp. 200-245  8-U3.3.2  Computer/projector  Engage, p. 200 8-U3.3.6  classzone.com  Geography Skills: Northwest Territory, p. 203 8-U3.3.7  Customize for…: Drawing Political Cartoons (TE) p. 203 Bell work/Do Now: 8-U3.3.1  Voices of Freedom, An Antifederalist Argues His Case,  Section 1 Assessment: Critical Thinking #4-5, p. 204 (TRK) p. 71 8-U3.3.7PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 13 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing Chart Bell work/Do Now: (Cont’d.) Student Learning Activities: (Cont’d.)  Identify Points of View p. 172  Go Online, Connecting to Today, www.phschool.com, Web  Ratifying the Constitution, p. 199 code: mfd-0701, p. 204 8-U3.3.1, 8-U3.3.2  Settling the Western Frontier, p. 205  Engage: Activating Prior Knowledge p. 206  Journal entry:  Target Reading Skill: Compare and Contrast, p. 206 8- 1. Signing the Constitution, p. 209 U3.3.4, U5.1.2  Activity: Connecting with Science and Technology, p. 207  Comprehension (#3-5), and Critical Thinking and Writing p. 210 8-U3.3.4, U5.1.2  Engage: Activating Prior Knowledge, p. 215  Target Reading Skill: Sequence, pp. 215 8-U3.3.5, 8-U3.3.6  Graphic Organizer: Cause and Effect, p. 217 8-U3.3.6  Linking Past and Present: Identifying Constitutional Change (TE), p. 217 8-U3.3.6  Comprehension, and Critical Thinking and Writing p. 218 8-U3.3.5, 8-U3.3.6, 8-U3.3.7  Customize for Less Proficient Readers: Discuss the Twelfth Amendment, p. 239 8-U3.3.4 Assessment: Unit 2/Ch. 7 –Chapter Tests, pp. 46-51, and Unit Review pp. 220-221 8-U3.3.1, 8-U3.3.2, 8-U3.3.3, 8-U3.3.4, 8-U3.3.5, 8-U3.3.6, 8-U3.3.7, 8-U5.1.2PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 14 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing ChartU.S. HISTORY AND GEOGRAPHY– GRADE 8 Unit 3: The Early Republic Overarching Question: How successful were political and social leaders in solving domestic and international problems faces by the new nation? Focus Question(s): 1) How did political and social leaders attempt to meet the domestic and foreign challenges facing the new government? 2) How did competing ideas, experiences of political leaders, and fears of the Founders influence the development of political parties? 3) How did the decisions by the President and Congress and decisions of the Supreme Court help to define the authority of the national government? Objectives/Grade Level Content Expectations (GLCE): 8-U4.1.1: Use Washington’s Farewell Address to analyze the most significant challenges the new nation faced and the extent to which subsequent Presidents heeded Washington’s advice. 8-U4.1.2: Explain the changes in American’s relationships with other nations by analyzing treaties with American Indian nations, Jay’s Treaty (1795), French Revolution, Pinckney’s Treaty (1795), Louisiana Purchases, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine. 8-U4.1.3: Explain how political parties emerges out of the competing ideas, experiences, and fears of Thomas Jefferson and Alexander Hamilton (and their followers), despite the worries the Founders had concerning the dangers of political division, by analyzing disagreements over  relative power of the national government (e.g., Whiskey Rebellion, Alien and Sedition Acts)  foreign relations (e.g., French Revolution, relations with Great Britain)  economic policy (e.g., the creation of a national bank, assumption of revolutionary debt) 8-U4.2.3 Westward Expansion- Explain the expansion, conquest, and settlement of the west through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny. Cross Curricular Connections: ELA, Art, Technology Integration: classzone.com, www.phschool.com, Transparencies G-17, H-17, and pp.1-17, 1-19 Month - October/November Key Concepts/Vocabulary: inauguration, precedent, Cabinet, Judiciary Act, national debt, Weeks: 3 bond, Bank of the United States, tariff, Whiskey Rebellion, French Revolution, foreign policy, Neutrality Proclamation, Jay’s Treaty, faction, unconstitutional Democratic Republican, Federalist, XYZ Affair, Alien and Sedition acts, Kentucky and Virginia resolutions, CDV: Liberty, Popular sovereignty, Patriotism, Equality, Diversity, Common Good, Representative Government, Rule of Law, Justice, Federalism, Checks and Balances, Separation of Powers CCV: Kujichagulia, Ujima, Kuumba, Imani, Umoja ,Nia, Imani Teaching Resources: Student Learning Activities:  Textbook: The American Nation: Chapter 9:Launching  Target Reading Skill: Main Idea p. 278 8-U4.1.3 the New Government, pp. 278-295  Historical Document: Farewell Address-George Washington,  Supplemental textbook: Atlas of American History: p. 588 Section 4: The Nation Expands & Changes (1790-1870),  Expanding Through Treaties, Purchase, and War (AAH), pp. pp. 53-54 53-54  Computer/projector  Time Line Activity (TE), p. 276  classzone.com  Skills Mini Lesson: Analyzing an Argument (TE) p. 281 8- U4.1.3 Bell work/Do Now:  Prentice Hall United States History Video Collection,  Connecting with Economics: Acting a Scene (TE), “Liberty, Fraternity, Equality” (TRK), Vol. 5, Ch. 28 p. 281  Comprehension, and Critical Thinking and Writing p. 282  Go Online Connecting to Today, www.phschool.com, 8-U4.1.3 Web code: mfd-0902, p. 282  Target Reading Skill: Clarifying Meaning p. 284 8-U4.1.2  Prentice Hall United States History Video Collection,  Early American Folk Art, p. 283 “Liberty, Fraternity, Equality, Vol. 5, Ch. 31 PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 15 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing Chart Bell work/Do Now: (Cont’d.) Student Learning Activities: (Cont’d.)  Activity- “Giving an Introduction”, p. 286  Activity (TE), p. 286  Activity- “Writing Newspaper Headlines”, p. 290  Activity: Giving an Introduction, p. 286 8-U4.1.2  Drawing Inferences, p. 295  Target Reading Skill: Compare and Contrast p. 287  8-U4.1.2, 8-U4.1.3 Engage, p. 287 8-U4.1.3  Graphic Organizer Skills: Federalist vs. Republicans, p. 289 8-U4.1.3  Prentice Hall United States History Video Collection, “Liberty, Fraternity, Equality (TRK), Vol. 5, Ch. 34  Activity: Connecting with Government and Citizenship (TE), p. 289  Comprehension, and Critical Thinking and Writing p. 290 8-U4.1.2, 8-U4.1.3  Target Reading Skill: Sequencing p. 291 8-U4.1.2  Prentice Hall United States History Video Collection, “Liberty, Fraternity, Equality (TRK), Vol. 5, Ch. 37  Cooperative Learning in the Middle Grades (TRK) Section 3 Quiz, p. 12 8-U4.2.3, 8-U4.1.3 Assessment: Unit 3/Ch. 9 –Chapter Tests, pp. 14-19, and Review and Assessment, pp. 296-297 8-U4.1.1, 8-U4.1.2, 8-U4.1.3, 8-U4.2.3PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 16 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing ChartU.S. HISTORY AND GEOGRAPHY– GRADE 8 Unit 3: The Early Republic Overarching Question: How successful were political and social leaders in solving domestic and international problems faces by the new nation? Focus Question(s): 1) How did political and social leaders attempt to meet the domestic and foreign challenges facing the new government? 2) How did competing ideas, experiences of political leaders, and fears of the Founders influence the development of political parties? 3) How did the decisions by the President and Congress and decisions of the Supreme Court help to define the authority of the national government? Objectives/Grade Level Content Expectations (GLCE): 8-U4.1.2: Explain the changes in American’s relationships with other nations by analyzing treaties with American Indian nations, Jay’s Treaty (1795), French Revolution, Pinckney’s Treaty (1795), Louisiana Purchases, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine. 8-U4.1.4: Explain the development of the power of the Supreme Court through the doctrine of judicial review as manifested in Marbury v. Madison (1803) and the role of Chief Justice John Marshall and the Supreme Court in interpreting the power of the national government (e.g., McCullouch v. Maryland, Dartmouth College v. Woodward, Gibbons v. Ogden) 8-U4.2.3 Westward Expansion- Explain the expansion, conquest, and settlement of the west through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny. Cross Curricular Connections: ELA, Art Education, Technology Integration: classzone.com, Transparencies G-19, A-9, A-11, A-13, A-23, A-25, A-27 Month - November Key Concepts/Vocabulary: inauguration, precedent, Cabinet, Judiciary Act, national debt, Weeks: 2 bond, Bank of the United States, tariff, Whiskey Rebellion, French Revolution, foreign policy, Neutrality Proclamation, Jay’s Treaty, faction, unconstitutional Democratic Republican, Federalist, XYZ Affair, Alien and Sedition acts, Kentucky and Virginia resolutions, democratic, laissez faire, free market, Marbury v. Madison, judicial review, Pinckney Treaty, Louisiana Purchase, continental divide CDV: Liberty, Popular sovereignty, Patriotism, Equality, Diversity, Common Good, Representative Government, Rule of Law, Justice, Federalism, Checks and Balances, Separation of Powers CCV: Kujichagulia, Ujima, Kuumba, Imani, Umoja ,Nia, Imani Teaching Resources: Student Learning Activities:  Textbook: The American Nation: Chapter 10: The Age  Target Reading Skill: Compare and Contrast, p. 302 of Jefferson, pp. 302-325 8-U4.1.4  Supplemental textbook: Atlas of American History:  Graphic Organizer: Goals and Policies of Jefferson. 303 Section 4: The Nation Expands and Changes (1790-1870),  Critical Thinking and Writing p. 305 8-U4.1.4 pp. 55-56  Target Reading Skill: Sequencing p. 306  Computer/projector 8-U4.1.2, 8-U4.2.3  classzone.com  Prentice Hall United States History Video Collection Vol. 5, Ch. 40 Bell work/Do Now:  Critical Thinking and Writing: Making a Decision, p. 310 8-  Engage, p. 302 U4.2.3  Connecting to Today: The Supreme Court, p. 305  Target Reading Skill: Cause and Effect p. 316 8-U4.1.2  Journal entry:  Critical Thinking and Writing p. 319 8-U4.2.3 1. Celebrating the Louisiana Purchase, p. 307  Target Reading Skill: Reading Process p. 320 8-U4.1.2 2. An American Profile, p. 309  Voices of Freedom (TRK), Sympathy for Oppressed  Activity- “Writing a Journal, p. 310 Americans, pp. 80-81  American Wildlife, p. 311  Critical Thinking and Writing: Exploring the Main Idea, p. 325 8-U4.1.2  Explore (TE), p. 312  Expanding Through Treaties, Purchase, and War (AAH), pp.  Synthesizing Information, p. 315 55-56 PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 17 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing Chart Assessment: Unit 3/ Ch. 10- Chapter Tests, pp. 31-32, 34-36, and Review and Assessment, pp. 326-327 8-U4.1.2, 8-U4.1.4, 8-U4.2.3PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 18 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing ChartU.S. HISTORY AND GEOGRAPHY– GRADE 8 Unit 3: The Early Republic Overarching Question: How did people respond to the challenges presented by regional and economic growth? Focus Question(s): 1) How did territorial, demographic, and economic growth affect regional differences in the nation? 2) How did the political, social, and economic consequences of westward expansion complicate national issues? 3) How does historical evidence support the claim that the Age of Jackson was a period of contradictions? Objectives/Grade Level Content Expectations (GLCE): 8-U4.1.4: Explain the development of the power of the Supreme Court through the doctrine of judicial review as manifested in Marbury v. Madison (1803) and the role of Chief Justice John Marshall and the Supreme Court in interpreting the power of the national government (e.g., Mc Cullouch v. Maryland, Dartmouth College v. Woodward, Gibbons v. Ogden) 8-U4.2.1 Comparing Northeast and the South- Compare and contrast the social and economic systems of the Northeast and the South with respect to geography and climate and the development of:  agriculture, including changes in productivity, technology, supply and demand, and price.  industry, including entrepreneurial development of new industries, such as textiles  the labor force including labor incentives and changes in labor forces  transportation, including changes in transportation (steamboats and canal barges) and impact on economic markets and prices.  immigration and the growth of nativism  race relations  class relations 8-U5.1.3 Describe the competing views of Calhoun, Webster, and Clay on the nature of the Union among the states (e.g., sectionalism, nationalism, federalism, state rights) 8-U6.1.1 America at Century’s End – Compare and contrast the United States in 1800 with the United States in 1898 focusing on similarities and differences in:  territory, including the size of the unites States and land use.  Population, including immigration, reactions to immigrants, and the changing demographic structure of rural and urban America  Systems of transportation (canals and railroads, including the Transcontinental Railroad), the their impact on the economy and society  Governmental policies promoting economic development (e.g., tariffs, banking, land grants and mineral rights, the Homestead Act)  Economic change, including industrialization, increased global competition, and their impact on conditions of farmers and industrial workers  The treatment of African Americans, including the rise of segregation in the South as endorsed by the Supreme Court’s decision in Plessy v. Ferguson, and the response of African Americans  The policies toward American Indians, including removal, reservations, the Dawes Act of 1887, and the response of American Indians Cross Curricular Connections: ELA, Science, Mathematics Technology Integration: classzone.com, Transparencies G-21,G-23,H-21, H-23 Months - December Key Concepts/Vocabulary: Industrial Revolution, spinning jenny, capital, capitalist, Weeks: 3 factory system, interchangeable parts, urbanization, flat boat, turnpike, National Road, steam transportation, Erie Canal, sectionalism, McCullouch v. Maryland, Gibbons v. Ogden, interstate commerce, states’ rights, Nullification Act, Trail of Tears, Indian Removal Act, Seminole War, depression CDV: Liberty, Popular sovereignty, Representative Government, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality,Diversity, Justice, Life CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia, Umoja, NiaPE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 19 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing Chart Teaching Resources: Student Learning Activities:  Textbook: The American Nation: Chapter 11: The  Target Reading Skill: Sequence p. 330 (Note: Students Nation Grows and Prospers, pp. 330-347 should keep notes from this chapter to use for chapters 14  Computer/projector and 18) 8-U4.2.1  classzone.com  Timeline Activity, pp. 328-329  Investigating the Industrial Revolution (TE), p. 328D Bell work/Do Now:  Critical Thinking and Writing: Drawing Conclusions, p. 335 The American Nation 8-U4.2.1  Journal entry:  Target Reading Skill: Reading Process p. 337 8-U6.1.1 1. Inside a Textile Mill, p. 333  Voices of Freedom: Mark Twain on the Lure of Steamboats 2. Circuses Then and Now, p. 334 (TRK), p. 85 3. An English Traveler’s View of American  Geography Skills: Major Canals, p. 340  Critical Thinking and Writing: Identify Alternatives, p. 341 Travel, p. 339 8-U4.2.1 4. An American Profile, p. 343  Activity: Writing a Newspaper Story, p. 341 8-U4.2.1 5. Comparing and Contrasting, p. 347  Target Reading Skill: Main Idea p. 342 8-U4.1.4, 8-U4.2.1, 6. Distinguishing Facts From Opinion, p. 369 8-U5.1.3 7. The Log Cabin Campaign, p. 375  Voices of Freedom (TRK), A Southerner Objects to the  How a Textile Mill Worked, p. 336 Tariff, p.p. 86-87  Activity- “Writing a Newspaper Story”, p. 341  Graphic Organizer, p. 345  Chairing a Debate, p. 346 8-U4.1.4, 8-U5.1.3 African American History  Free Africans, p. 169  Assessment: Unit 3/Ch. 11 Chapter Tests, pp. 47-51, and Review and Assessment, pp. 352-353; 8-U4.1.4, 8-U4.2.1, 8- U4.2.2, 8-U5.1.3, 8-U6.1.1PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 20 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing ChartU.S. HISTORY AND GEOGRAPHY– GRADE 8 Unit 3: The Early Republic Overarching Question: How did people respond to the challenges presented by regional and economic growth? Focus Question(s): 1) How did territorial, demographic, and economic growth affect regional differences in the nation? 2) How did the political, social, and economic consequences of westward expansion complicate national issues? 3) How does historical evidence support the claim that the Age of Jackson was a period of contradictions? Objectives/Grade Level Content Expectations (GLCE): 8-U4.2.3 Westward Expansion- Explain the expansion, conquest, and settlement of the West through the Loiusiana Purchase, the removal of American Indians (Trail of Tears) from the their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny. 8-U4.2.4 Consequences of Expansion-Develop an argument based on evidence about the positive and negative consequences of territorial and economic expansion on American Indians, the institution of slavery, and the relations between free and slaveholding states. 8-U5.1.3 Describe the competing views of Calhoun, Webster, and Clay on the nature of the Union among the states (e.g., sectionalism, nationalism, federalism, state rights). Cross Curricular Connections: ELA, Science, Mathematics Technology Integration: classzone.com, Transparencies G-23, H-23 Months - January Key Concepts/Vocabulary: states’ rights, Nullification Act, Trail of Tears, Indian Weeks: 2 Removal Act, Seminole War, depression CDV: Liberty, Popular sovereignty, Representative Government, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality,Diversity, Justice, Life CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia, Umoja, Nia Teaching Resources: Student Learning Activities:  Textbook: The American Nation: Chapter 12: The  Target Reading Skill: Sequencing p. 370 8-U4.2.3, 8-U5.1.3 Jacksonian Era, pp. 370-375  Historical Outline Map Book (TRK) Indian Removal, 1830-  Supplemental Textbook: Atlas of American History: 1842, p. 37 Section 4: The Nation Expands & Changes, pp. 57-58  Prentice Hall United States History Video Collection Vol. 6,  Computer/projector Ch. 19  classzone.com  Comprehension, p. 374: 8-U5.1.3  Critical Thinking and Writing, p. 374 8-U4.2.3 Bell work/Do Now: 1. Exploring the Main Idea The American Nation 2. Solving Problems  Engage: Warm-up, p. 370  Changes in the West and the East (AAH), pp. 57-58 8-  Journal entry U4.2.4 1. Sequoyah, p. 371 2. Van Buren Opposes Handouts, p. 373  The Log Cabin Campaign, p. 375 . Assessment: Unit 4/Ch. 12 –Section Quizzes, p. 12, Chapter Tests, pp. 17-18, Review and Assessment, pp. 376-377 , 8-U4.2.4, 8-U5.1.3PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 21 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing ChartU.S. HISTORY AND GEOGRAPHY– GRADE 8 Unit 4: An Era of Expansion Overarching Question: How did people respond to the challenges presented by regional and economic growth? Focus Question(s): 1) How did territorial, demographic, and economic growth affect regional differences in the nation? 2) How did the political, social, and economic consequences of westward expansion complicate national issues? 3) How does historical evidence support the claim that the Age of Jackson was a period of contradictions? Objectives/Grade Level Content Expectations (GLCE): 8-P3.1.1 Identify, research, analyze, discuss, and defend a position on a national public policy issue.  Identify a national public policy issue.  Use inquiry methods to trace the origins of the issue and to acquire data about the issue. Identify and apply core democratic value or constitutional principles. 8-U4.1.2: Explain the changes in American’s relationships with other nations by analyzing treaties with American Indian nations, Jay’s Treaty (1795), French Revolution, Pinckney’s Treaty (1795), Louisiana Purchases, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine. 8-U4.2.2 The Institution of Slavery – Explain the ideology of the Institution of Slavery, its policies, and consequences. 8-U4.2.3 Westward Expansion-Explain the expansion, conquest, and settlement of the West through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny. 8-U4.2.4 Consequences of Expansion-Develop an argument based on evidence about the positive and negative consequences of territorial and economic expansion on American Indians, the institution of slavery, and the relations between free and slaveholding states. Cross Curricular Connections: ELA, Science, Mathematics Technology Integration: classzone.com, www.phschool.com, Transparencies A-11, A-13, G-25 Months - January-February Key Concepts/Vocabulary: Oregon Country, mountain man, Oregon Trail, dictator, Weeks: 3 Tejano, Alamo, Battle of San Jacinto, Lone Star Republic, annex, Santa Fe Trail, Manifest Destiny, Treaty of Guadalupe-Hidalgo, cede, Mexican Cession, Gadsden Purchase CDV: Liberty, Popular sovereignty, Representative Government, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality,Diversity, Justice, Life CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia, Umoja, Nia Teaching Resources: Student Learning Activities: Textbook: The American Nation: Chapter 13: “A Public Policy Issue” (Second Semester) Students will Westward Expansion, pp. 380-397 begin a project that should span over several weeks. Supplemental Textbook: African American History: Unit 7: Classroom presentations should take place during March- Contesting Enslavement, Ch. 20, pp. 190-197 and Ch. 23, pp. April. See Student Activity Section for the lesson plan. 8- 216-221 P3.1.1  Supplemental Textbook: Atlas of American History:  Time Line Activity, p. 378-379 Section 4: The Nation Expands & Changes, pp. 59-61  Target Reading Skill: Sequencing p. 8-U4.2.3  Computer/projector  Historical Outline Map Book: Oregon Country (TRK), p. 48  classzone.com  Go Online: Writing a Diary, www.phschool.com, web code: mfd-1301 (TE), p. 384  Recall, Comprehension, and Critical Thinking and Writing p. Bell work/Do Now: 384 8-U4.2.3 The American Nation  Target Reading Skill: Sequencing p. 385 8-U4.2.2,  “Traveling Along the Oregon Trail” (TE), p. 378D 8-U4.2.3  Journal entry:  Critical Thinking and Writing p. 389 8-U4.2.2, 8-U4.2.3 1. Narcissa Whitman, p. 382  Acquiring New Territories (AAH), pp. 59-61 2. On the Trail, p. 383  Engage (TE), p. 391  Target Reading Skill: Sequencing p. 391 8-U4.2.3 PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 22 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing Chart Bell work/Do Now: (Cont’d.) Student Learning Activities: (Cont’d.)  Determining Patterns and Distributions on Maps, p. 390  Activity: Drawing a Political Cartoon (TE) also see  Women and the California Gold Rush, p. 403 “Activity”(PE), p. 393 8-U4.2.3  Critical Thinking and Writing: Supporting a Point of View, African American History p. 393 8-U4.2.3  Free Africans: Before You Read (TE), p. 169  Target Reading Skill: Sequencing p. 394 8-U4.1.2, 8-U4.2.3  Prentice Hall United States History Video (TRK), Vol.6, Ch.31  Comprehension, and Critical Thinking and Writing p. 397 8-U4.1.2, 8-U4.2.3  Unit 7/Ch. 20, “Colonization” (AfAH), pp. 190-197 1. Global Connection, p. 197  Unit 7/Ch. 23, “Manifest Destiny”, pp. 216-221 (AFAH) 8-U4.2.3 1. Multiple Perspectives, p. 221Assessment: Unit 4/ Ch. 13. –Chapter Tests, pp. 30-34, Review and Assessment, pp. 404-405 8-U4.1.2, 8-U4.2.2, 8-U4.2.3PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 23 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing ChartU.S. HISTORY AND GEOGRAPHY– GRADE 8 Unit 4: An Era of Expansion Overarching Question: How did people respond to the challenges presented by regional and economic growth? Focus Question(s): 1) How did territorial, demographic, and economic growth affect regional differences in the nation? 2) How did the political, social, and economic consequences of westward expansion complicate national issues? 3) How does historical evidence support the claim that the Age of Jackson was a period of contradictions? Objectives/Grade Level Content Expectations (GLCE): 8-U5.1.1 Explain the differences in the lives of free blacks (including those who escaped from slavery) with the lives of free whites and enslaved peoples. 8-U6.1.1 America at Century’s End – Compare and contrast the United States in 1800 with the United States in 1898 focusing on similarities and differences in:  territory, including the size of the unites States and land use.  Population, including immigration, reactions to immigrants, and the changing demographic structure of rural and urban America  Systems of transportation (canals and railroads, including the Transcontinental Railroad), the their impact on the economy and society  Governmental policies promoting economic development (e.g., tariffs, banking, land grants and mineral rights, the Homestead Act)  Economic change, including industrialization, increased global competition, and their impact on conditions of farmers and industrial workers  The treatment of African Americans, including the rise of segregation in the South as endorsed by the Supreme Court’s decision in Plessy v. Ferguson, and the response of African Americans  The policies toward American Indians, including removal, reservations, the Dawes Act of 1887, and the response of American Indians Cross Curricular Connections: ELA, Science, Mathematics Technology Integration: classzone.com, Transparencies E-3, E-5, E-7, E-9, G-27 Months - February Key Concepts/Vocabulary: telegraph, locomotive, clipper ship, boom, cultivate, Weeks: 2 cottonocracy, slave codes, extended family CDV: Liberty, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality,Diversity, Justice, Life CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia, Umoja, Nia Teaching Resources: Student Learning Activities:  Computer/projector  Prentice Hall United States History Video (TRK), Vol.8,  classzone.com Ch.4  Textbook: The American Nation: Chapter 14: North and  Historical Outline Map Book (TRK), p. 43 South, pp. 408-426  Target Reading Skill: Cause and Effect, p. 408 (Note: Students should keep notes from this chapter and from chapter 11 for use with chapter 18) 8-U6.1.1 Bell work/Do Now:  Critical Thinking and Writing p. 411 8-U6.1.1 The American Nation  Geography Skills: United States Railroads, p. 410  Creating an Advertisement also see “Activity” (TE), p. 8-U6.1.1 411  Target Reading Skill: Clarify Meaning, p. 418 8-U5.1.1  The Telegraph, p. 412  Historical Outline Map Book: (TRK) The Southern States, p.  Connecting with Economics: Examining a Business 44 Boon (TE) p. 410  Voices of Freedom (TRK) Inventing the Cotton Gin, pp. 104- 105  Graph Skills: Cotton Production and Slavery, p. 420 Skills Mini Lesson, pp. 419  Making Generalizations, p. 427  Critical Thinking and Writing p. 421 8-U5.1.1  Target Reading Skill: Cause and Effect, p. 422 8-U5.1.1 PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 24 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing Chart Bell work/Do Now: (Cont’d.) Student Learning Activities: (Cont’d.) Journal entry:  Engage, p. 422 1. Viewing History: Elias Howe and the  Recall, Comprehension, and Critical Thinking and Writing Sewing Machine, p. 409 p. 421 8-U5.1.1 2. The Cotton Gin, p. 419  Target Reading Skill: Comparison and Contrast, p. 422 3. Norbert Rillieux, p. 423 8-U5.1.1 4. Two Ways of Life, p. 424  Prentice Hall United States History Video (TRK), Vol. 8, Ch. 13  Graphic Skills: Southern Society in 1860, p. 425 8-U5.1.1  Comprehension, p. 426 8-U5.1.1Assessment: Unit 4/ Ch. 14 Chapter Tests, pp. 46, 47, 49-51, Review and Assessment, pp. 428-429 8-U5.1.1, 8-U6.1.1PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 25 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing ChartU.S. HISTORY AND GEOGRAPHY– GRADE 8 Unit 4: An Era of Expansion Overarching Question: How did changes caused by economic and territorial growth and the actions of reformers lead to growing sectionalism? Focus Question(s): 1) How successful were reformers of the mid-1800s in reducing the disparities between American ideals and reality? 2) How did religion and democratic ideals influence reform movements? 3) In what ways do current public issues have their roots in antebellum reform movements? Objectives/Grade Level Content Expectations (GLCE): 8-U4.3.1 Explain the origins of the American education system and Horace Mann’s campaign fro free compulsory public education. 8-U4.3.2 Describe the formation and development of the abolitionist movement by considering the roles of key abolitionist leaders (e.g., John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Sojourner Truth, William Lloyd Garrison, and Frederick Douglass), and the response of southerners and northerners to the abolitionist movement. 8-U4.3.3 Analyze the antebellum women’s rights (and suffrage) movement by discussing the goals of its leaders (e.g., Susan B. Anthony and Elizabeth Cady Stanton) and comparing the Seneca Falls Resolution with the Declaration of Independence. 8-U4.3.4 Analyze the goals and effects of the antebellum temperance movement. 8-U4.3.5 Evaluate the role of religion in shaping antebellum reform movements. 8-U5.1.5 Describe the resistance of enslaved people (e.g., Nat Turner, Harriet Tubman and the Underground Railroad, John Brown, Michigan’s role in the Underground Railroad) and effects of their actions before and during the Civil War. Cross Curricular Connections: ELA, Art, Music, Mathematics Technology Integration: classzone.com, www.phschool.com, Transparencies G-29, I-37, I-39 Months - March Key Concepts/Vocabulary: Social reform, predestination, Second Great Awakening, Weeks: 3 revival, debtor, temperance movement, American Colonization Society, abolitionist, The Liberator, Underground Railroad, Seneca Falls Convention, women’s rights movement CDV: Liberty, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality, Diversity CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia Teaching Resources: Student Learning Activities:  Textbook: The American Nation: Chapter 15: Reform  Time Line Activity (TE), pp. 432-433 and a New American Culture, pp. 434-447  Prentice Hall United States History Video Collections, Vol 7,  Supplemental Textbook: African American History: Ch. 16, 25 Unit 7: Contesting Enslavement, Ch. 21, pp. 198-207 and  Engage (TE), p. 434 Ch. 22, pp, 208-215  Target Reading Skill: Cause and Effect p. 434 8-U4.3.1,  Computer/projector 8-U4.3.4, 8-U4.3.5  classzone.com  Political Cartoon, p. 436  Critical Thinking and Writing p. 437 8-U4.3.1, 8-U4.3.4, 8-U4.3.5 Bell work/Do Now:  Target Reading Skill: Reading Process p. 439 8-U4.3.2,  History Through Literature: “Incidents in the Life of a 8-U5.1.5 Slave Girl, p. 430-Interdisciplinary Activities: Traveling  Activity: Connecting with Culture (TE), p. 441 on the underground Railroad”, p. 432D  Critical Thinking and Writing: Identifying Alternatives, p. 442 8-U4.3.2, 8-U5.1.5  An American Classroom, p. 438  Activity: Sending a Secret Message, p. 442 8-U4.3.2  Making Decisions, p. 443  Unit 7/Ch. 21, “The Abolitionist Movement” (AfAH), pp.  Journal entries: 198-207 8-U4.3.2 1. Roots of Reform, p. 435 8-U4.3.5 1. Center Your Writing, p. 207 2. Frederick Douglass, p. 440 8-U5.1.5 PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 26 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing Chart Bell work/Do Now: (Cont’d.) Student Learning Activities: (Cont’d.) 3. Elizabeth Cady Stanton, p. 445 8-U4.3.3  Unit 7/Ch. 22, “The Underground Railroad ” (AfAH), pp. 4. Reforming Fashions, p. 446 208-215 8-U4.3.2 1. Multiple Perspectives, p. 215  Target Reading Skill: Sequence p. 445 8-U4.3.3  Prentice Hall United States History Video (TRK), Vol. 7, Ch. 22  Critical Thinking and Writing: Exploring the Main Idea, p. 447 8-U4.3.3  Designing a Banner, p. 447 8-U4.3.3 Assessment: Unit 4 /Ch. 15 Chapter Tests, pp.62-65, and Review and Assessment, pp. 452-453, Test Preparation, pp. 454- 455. 8-U4.3.1, 8-U4.3.2, 8-U4.3.3, 8-U4.3.4, 8-U4.3.5, 8-U5.1.5PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 27 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing ChartU.S. HISTORY AND GEOGRAPHY– GRADE 8 Unit 5: Division and Reunion Overarching Question: How did the Civil War reflect American society’s move toward or away from its core ideal of freedom as found in the Declaration of Independence and the Constitution? Focus Question(s): 1) How did slavery and abolitionism reflect issues involving majority rule and individual liberty? 2) How did the reasons for secession reflect unresolved political, social, and economic tensions? 3) How did questions of race manifest themselves in antebellum American? Objectives/Grade Level Content Expectations (GLCE): 8-U5.1.4 Describe how the following increased sectional tensions  the Missouri Compromise (1820)  the Wilmot Proviso (1846)  the Compromise of 1850 including the Fugitive Slave Act  the Kansas-Nebraska Act (1854) and subsequent conflict in Kansas  the Dred-Scott v. Sandford decision (1857)  changes in the party system (e.g., the death of the Whig party, rise of the Republican part, and division of the Democratic party) 8-U5.1.6 Describe how major issues debated at the Constitutional Convention such as disagreements over the distribution of political power, rights of individuals (liberty and property), rights of states, election of the executive, and slavery help explain the Civil War. 8-U5.2.1 Explain the reasons (political, economic, and social) why Southern states seceded and explain the differences in the timing of secession in the Upper and Lower South. 8-U5.2.3 Examine Abraham Lincoln’s presidency with respect to  his military and political leadership  the evolution of his emancipation policy (including the Emancipation Proclamation)  the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence Cross Curricular Connections: ELA, Art, Mathematics Technology Integration: classzone.com, www.phschool.com, Transparencies G-31, H-31, I-29, I-31 Months - March-April Key Concepts/Vocabulary: Missouri Compromise, Wilmot Proviso, popular Weeks: 3 sovereignty, Free-Soil party, secede, fugitive, civil war, Compromise of 1850, Fugitive Slave Act, Uncle Tom’s Cabin, Kansas-Nebraska Act, Border Ruffians, guerrilla warfare, Dred Scott v. Sanford, Republican party, treason, unamendable CDV: Liberty, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality, Diversity, Popular sovereignty, Representative Government CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia Teaching Resources: Student Learning Activities:  Textbook: The American Nation: Chapter 16: Slavery  Target Reading Skill: Reading Process, p. 460 8-U5.1.4 Divides the Nation, pp. 460-481  Historical Outline Map Book (TRK) The Missouri  Supplemental Textbook: African American History: Compromise, 1820, p. 45 Unit 8: Striking for Liberty Again, Ch. 24, pp. 226-235 and  Critical Thinking and Writing p. 462 8-U5.1.4 Ch. 25, pp. 236-241  Target Reading Skill: Cause and Effect, p. 463 8-U5.1.4  Supplemental Textbook: Atlas of American History:  Engage (TE), p. 463 Section 5: The Nation Divided, pp. 63-64, 65-66  Graphic Organizer: Compromise of 1850, p. 465  Computer/projector  Critical Thinking and Writing, p. 466 8-U5.1.4  classzone.com  Activity: Making a Decision, p. 466 8-U5.1.4  Unit 8/Ch. 24, “The Seeds of War (AfAH), pp. 226-234 8- U5.1.6 1. Reading a Timeline, p. 234  Target Reading Skill: Cause and Effect, p. 468 8-U5.1.4 PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 28 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing Chart Bell work/Do Now: Student Learning Activities: (Cont’d.)  Debating Slavery in the Western Territories, p. 458D  The Slavery Issue (AAH -TE), pp. 63-64 8-U5.1.6  Uncle Tom’s Cabin, p. 467  Geography Skills: Slavery After the Kansas-Nebraska Act,  Activity: Making a Decision, p. 466  p. 469  Identifying Bias, p. 477  Prentice Hall United States History Video Collection (TRK), Vol. 8, Ch. 31  Journal entry:  Skills Mini Lesson: Recognizing Points of View (TE), p. 471 1. A Family for Sale, p. 461 8-U5.1.4  Target Reading Skill: Comparison and Contrast, p. 473 2. Crisis in the Senate, p. 464 8-U5.1.6 3. Primary Source, p. 466  Political Cartoon: The Election of 1856, p. 474 8-U5.1.4 4. Stopping the Violence, p. 470  Primary Source: Douglas Debates Lincoln, p. 475 8-U5.1.4  Go Online: Writing a Profile, www.phschool.com, Web code: mfd-1602, 8-U5.1.6  The Slavery Issue (AAH), p. 65-66 8-U5.1.6  Unit 8/Ch. 24, “The Seeds of War (AfAH), pp. 226-235 8- U5.1.6 1. Multiple Perspectives, p. 235  Target Reading Skill: Main Idea, p. 478 8-U5.1.6, 8- U5.2.1, 8-U5.2.3  Geography Skills, p. 479  Prentice Hall United States History Video Collection (TRK), A House Divided, Vol. 8, Ch. 34  Critical Thinking and Writing p. 481 8-U5.1.6, 8-U5.2.1, 8-U5.2.3  Unit 8/Ch. 25, “The Southern States Secede” (AfAH), pp. 236-241 8-U5.2.1 1. Multiple Perspectives, p. 241Assessment: Unit 5 /Ch. 16 Chapter Tests, pp.15-20, 8-U5.1.4, 8-U5.1.6, 8-5.2.1, 8-U5.2.3 PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 29 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing ChartU.S. HISTORY AND GEOGRAPHY– GRADE 8 Unit 5: Division and Reunion Overarching Question: How did the Civil War reflect American society’s move toward or away from its core ideal of freedom as found in the Declaration of Independence and the Constitution? Focus Question(s): 1) How did slavery and abolitionism reflect issues involving majority rule and individual liberty? 2) How did the reasons for secession reflect unresolved political, social, and economic tensions? 3) How did questions of race manifest themselves in antebellum American? Objectives/Grade Level Content Expectations (GLCE): 8-U5.2.1 Explain the reasons (political, economic, and social) why Southern sates seceded and explain the differences in the timing of secession in the Upper and Lower South. 8-U5.2.3 Examine Abraham Lincoln’s presidency with respect to  his military and political leadership  the evolution of his emancipation policy (including the Emancipation Proclamation)  the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence 8-U5.2.4 Describe the role of African-Americans in the war, including black soldiers and regiment, and the increased resistance of enslaved people. Cross Curricular Connections: ELA, Art, Mathematics Technology Integration: classzone.com, Prentice Hall United States History Video Collection Vol. 9, Ch. 10, Ch. 13, Ch. 16, Ch. 19, Ch. 22, www.phschool.com, Transparencies A-15, A-17, A-19, A-21, G-33, H-33 Months - April-May Key Concepts/Vocabulary: border state, martial law, emancipate, Emancipation Weeks: 3 Proclamation, 54th Massachusetts Regiment, Fort Wagner, Copperhead, draft, habeas corpus, income tax, inflation, profiteer, siege, Battle of Gettysburg, Pickett’s Charge, Gettysburg Address, total war, Appomattox Court House CDV: Liberty, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality, Diversity, Popular sovereignty, Representative Government CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, Nia Teaching Resources: Student Learning Activities:  Textbook: The American Nation: Chapter 17: The Civil  Engage: Activating Prior Knowledge (TE), p. War, pp. 486-511  Target Reading Skill: Compare and Contrast, p. 486 8-  Supplemental Textbook: African American History: U5.2.3 Unit 8: Striking for Liberty Again, Ch. 26, pp. 242-251  Resources of the North and South, 1861, p. 487 (Also see Supplemental Textbook: Atlas of American History: Activity: Analyzing a Chart, p. 489) 8-U5.2.1 Section 5: The Nation Divided (1850-1865), pp. 67-70  Activity (TE), p. 489 8-U5.2.3  Computer/projector  Target Reading Skill: Cause and Effect, p. 496 8-U5.2.4  classzone.com  Prentice Hall United States History Video Collection (TRK) “Oh, Freedom!” Vol. 9, Ch. 16  Critical Thinking and Writing, p. 499 8-U5.2.3, 8-U5.2.4 Bell work/Do Now:  The Civil War (AAH), pp. 67-70 8-U5.2.3, 8-U5.2.4  Fighting with the Blue and Gray, p. 484D  Unit 8/Ch. 26, “Africans in the Civil War” (AfAH), pp. 242- 251 8-U5.2.4  The Battle of Fredericksburg, p. 495 1. Global Connection, p. 251  Graphic Organizer Skills: Cause and Effect, p. 503  Engage: Activating Prior Knowledge, p. 500  Geography Skills: Union Advances in the South, p. 507  Target Reading Skill: Compare and Contrast, p. 500  Geography Skills: The Final Battles, p. 509 8-U5.2.1  Analyzing Photographs, p. 511  Prentice Hall United States History Video Collection (TRK) Journal entry: “1863 at Home” Vol. 9, Ch. 19 1. Primary Source: The Emancipation  Graphic Organizer: Cause and Effect, (Also see Skills Mini Proclamation, p. 497 Lesson: Reading a Graphic Organizer (TE) p. 503 8-U5.2.1PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 30 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing Chart Bell work/Do Now: (Cont’d.) Student Learning Activities: (Cont’d.) 2. Viewing History: Battlefield Medicine, p.  Critical Thinking and Writing: Exploring the Main Idea, 501 p. 504 8-U5.2.1  Target Reading Skill: Sequence, p. 505 8-U5.2.1  Geography and History: The Vicksburg Campaign, p. 506 8-U5.2.1  Geography Skills: Union Advances in the South, p. 507  Geography Skills: The Final Battles, p. 509  Writing a Speech, p. 476 8-U5.2.3 Assessment: Unit 5 /Ch. 17 Chapter Tests, pp.32, 34-37, Fighting with the Blue and the Gray (TE) 8-U5.2.1, 8-U5.2.3, 8- U5.2.4PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 31 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing ChartU.S. HISTORY AND GEOGRAPHY– GRADE- 8 Unit 5: Division and Reunion Overarching Question: Why was the Civil War and Reconstruction Era considered a critical period in American history? Focus Question(s): 1) How did government reconstruction policies affect race relations? 2) How did the Reconstruction era reflect America’s movement toward and/or away from its core ideals found in the Declaration of Independence and Constitution? 3) How did issues concerning the rule of law, limited government, and individual rights affect Americans during the Reconstruction era? Objectives/Grade Level Content Expectations (GLCE): 8-U5.2.5 Construct generalizations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future of warfare, including technological developments. 8-U5.3.2 Describe the early responses to the end of the Civil War by describing the  policies of the Freedmen’s Bureau  restrictions placed on the rights and opportunities of freedmen, including racial segregation and Black Codes 8-U5.3.3 Describe the new role of African-Americans in local, state and federal government in the years after the Civil War and the resistance of Southern whites to this change, including the Ku Klux Klan. 8-U5.3.4 Analyze the intent and the effect of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution. 8-U5.3.5 Explain the decision to remove Union troops in 1877 and describe its impact on Americans. 8-U6.1.1 America at Century’s End – Compare and contrast the United States in 1800 with the United States in 1898 focusing on similarities and differences in:  territory, including the size of the unites States and land use.  Population, including immigration, reactions to immigrants, and the changing demographic structure of rural and urban America  Systems of transportation (canals and railroads, including the Transcontinental Railroad), the their impact on the economy and society  Governmental policies promoting economic development (e.g., tariffs, banking, land grants and mineral rights, the Homestead Act)  Economic change, including industrialization, increased global competition, and their impact on conditions of farmers and industrial workers  The treatment of African Americans, including the rise of segregation in the South as endorsed by the Supreme Court’s decision in Plessy v. Ferguson, and the response of African Americans The policies toward American Indians, including removal, reservations, the Dawes Act of 1887, and the response of American Indians 8-P3.1.1 Identify, research, analyze, discuss, and defend a position on a national public policy issue.  Identify a national public policy issue.  Use inquiry methods to trace the origins of the issue and to acquire data about the issue.  Identify an d apply core democratic value or constitutional principles. Cross Curricular Connections: ELA, Art Technology Integration: classzone.com, www.phschool.com, Transparencies G-35, H-35, I-37, I-39 Months - May-June Key Concepts/Vocabulary: Freedmen Bureau, Reconstruction, Ten Percent Plan, Weeks: 6 amnesty Wade-Davis Bill, Thirteenth Amendment, black codes, Radical Republican, Fourteenth Amendment, Radical Reconstruction, Reconstruction Act, impeach, Fifteenth Amendment, scalawag, carpetbagger, Conservatives, Ku Klux Klan, sharecropper, poll tax, literacy test, grandfather clause, segregation, Jim Crow laws, Plessy v. Ferguson, “New South”, CDV: Liberty, Rule of Law, Justice, Federalism, Common Good, Life, Individual Rights, Equality, Diversity, Popular sovereignty, Representative Government CCV: Kujichagulia, Ujima, Imani, Umoja, Ujamaa, NiaPE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 32 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing Chart Teaching Resources: Student Learning Activities:  Textbook: The American Nation: Chapter 18:  Students will present their projects during these last weeks of Reconstruction and the Changing South, pp. 516-533 instruction. (8-P3.1.1)  (Supplemental) African American History: Unit 8:  Engage (TE), p. 516 Striking for Liberty Again, Ch. 27, pp. 256-260, Ch. 28,  Target Reading Skill: Sequence, p. 516 8-U5.3.2, 8-U5.3.4 pp. 262-269. Ch. 29, pp. 270-277 and Ch. 30, pp. 278-284  Prentice Hall United States History Video Collection (TRK),  Supplemental Textbook: Atlas of American History: Presidential Reconstruction, Vol. 10, Ch. 7 Section 6: Emerging as a Modern Nation (1860-1920)), pp.  Activity Connecting with Economics: Writing a Speech (TE), 71-72 p 518  Computer/projector  Go Online: Conducting an Interview, www.phschool.com  classzone.com Web code: mfd-1802, p 519  Critical Thinking and Writing p. 519 8-U5.3.2, 8-U5.3.4 Bell work/Do Now:  Target Reading Skill: Cause and Effect, p. 521 8-U5.3.2,  “Looking Back at Reconstruction”, p. 514 8-U5.3.4  Graphic Organizer: Rival Plans for Reconstruction, p. 522  Solving Problems, p. 520  Critical Thinking and Writing: Supporting a Point of View,  Power of the Fourteenth Amendment, p. 525 p. 499 8-U5.3.2, 8-U5.3.4  Target Reading Skill: Compare and Contrast, p. 526 8- Journal Entry: U5.3.2, 8-U5.3.3 1. Viewing History: Richmond in Ruins, p.  Engage: Activating Prior Knowledge (TE), p. 526 517  Political Cartoon, p. 528 2. Connecting to Today: Involuntary  Activity: Writing a Welcoming Speech, p. 529 8-U5.3.2, Servitude, p. 519 8-U5.3.3 3. Primary Source: The Impeachment of  Critical Thinking and Writing p. 529 8-U5.3.2, 8-U5.3.3 Andrew Johnson, p. 523  Target Reading Skill: Sequence, p. 505 8-U5.3.5, 4. An American Profile: Hiram Revels, p. 527 8-U6.1.1 5. Viewing History: A Port in the New South,  Engage (TE) Activating Prior Knowledge, p. 530 p. 532  Geography Skills: Election of 1876, p. 531  Critical Thinking and Writing p. 476 8-U5.3.5, 8-U6.1.1  Go Online: Connecting to Today, www.phschool.com Web code: mfd-1803, p 533  TABLE: This is a culmination from chapters 11, 14 and 18. Students should have their notes (as noted in this pacing chart each chapter) from these chapters to complete the comparison table below.SAMPLE TABLE: Students should complete the table below to note the similarities and differences in the U.S. from the years 1800-1880 8-U6.1.1Year: 1800 Year: 1880 Size of the U.S. Population Transportation Government policies: economy Government policies: African- Americans and Native AmericansPE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 33 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing Chart Student Learning Activities: (Cont’d.)  Unit 8/Ch. 27, “Expanding Civil Rights” (AfAH), pp. 256-260 8-U5.3.4 1. Vocabulary and Concept Development, p. 260  Unit 8/Ch. 28, “Reconstruction” (AfAH), pp. 262-269 8- U5.3.2, 8-U5.3.3 1. Multiple Perspectives, p. 269  Unit 8/Ch. 29, “Reconstruction” (AfAH), pp. 270-277 8- U5.3.3, 8-U5.3.5 1. Center Your Writing, p. 277  Unit 8/Ch. 30, “African American Workers Organize” (AfAH), pp.278-284 8-U5.3.3 1. Reading a Timeline, p. 284  Expansion and involvement Beyond the Mainland (AAH), p. 71-72 8-U5.2.5 Assessment: Unit 5 /Ch. 18 – Section Quizzes, p. 44-47; Chapter Tests, pp.48-53, and Review and Assessment, pp. 534-535 8-U5.3.2, 8-U5.3.3, 8-U5.3.4, 8-U5.3.5, 8-U6.1.1Revised by Office of History, Society and Culture 6-18-09; updated 8/2010PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 34 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History DETROIT PUBLIC SCHOOLS OFFICE OF HISTORY, SOCIETY AND CULTURE Curriculum Instructional Sequence and Pacing ChartDETROIT BOARD OF EDUCATIONAnthony Adams, President, District 5Honorable Tyrone Winfrey, Vice President, District 4Honorable Reverend David Murray, At-LargeHonorable Ida Short, At-LargeHonorable LaMar Lemmons, At-LargeHonorable Carol Banks, At-LargeHonorable Carla D. Scott, M.D., District 1Honorable Elena M. Herrada, District 2Honorable Annie Carter, District 3Honorable Terry Catchings, District 6Honorable Ron Cleveland, District 7DETROIT PUBLIC SCHOOLSRobert C. Bobb Emergency Financial ManagerBarbara Byrd Bennett Chief Academic AuditorPE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-Core Cultural Values ELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among social studies & other content areas) TBDBT-To Be Determined by Teacher 35 SA-Student Activity Section AAH-Atlas of American History AfAH-African American History

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