first six weeks - southwest middle...

Sweetwater Union High School District U.S. History 8 Instructional Sequence and Aligned Resources

Any review objectives are indicated by italics. All Content Objectives are listed in teaching order. © 2010 Sweetwater Union High School District Revised on: November 29, 2010 1

Adopted Textbooks: U.S. History, Independence to 1914 Additional Resources:

First Six Weeks

State Content Standards *Standard not ranked for

emphasis. ** Emphasis: A=high;

B=medium; C=low.

Pacing

(In Hrs)

Essential Vocabulary

Suggested Aligned Resources

Essential Skills

Civic Responsibility

Describe the evolution of constitutional democracy in Europe. 7.11.5 Describe how democratic thought and institutions were influenced by Enlightenment thinkers (e.g., John Locke, Charles-Louis Montesquieu, American Founders). A** 8.1.4 Describe the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions. A**

6 Hours Constitutional Democracy Republic Magna Carta English Parliament Habeas corpus Legislature Protestant Reformation English Bill of Rights Enlightenment John Locke Natural Rights Social Contract Montesquieu

HOLT Greece p. 273 Magna Carta p. 114, 119, R40 English Parliament

Reformation p. 55-56 Protestant Reformation p. 24-

25 English Bill of Rights p. 55,

114, 119, R42 Locke p. 59, 115 Montesquieu p. 115 Enlightenment p. 59, 83, 114,

119 Support Materials for GATE students: • Oxford – From Colonies to

Country Greece and Rome p. 79 Magna Carta p. 46-49 Parliament p. 46-49 English Bill of Rights p. 46-49 Enlightenment p. 79

Knowledge and Comprehension: Complete a concept organizer or concept map for the term constitutional democracy. (See Kate Kinsella’s Strategies to Bolster Academic Language and Literacy for English Learners in Social Studies). Application: Construct a timeline for the purpose of showing the evolution of constitutional democracy from Greece and Rome to the Enlightenment. a) list the main documents as major categories in the timeline; b) write the ideas and rights included in each document as subcategories. Essential Question: What were the origins of constitutional democracy in Europe?

Indicator #1: Social Contract

U.S. History 8


8.2.1 Discuss the significance of the Magna Carta, the English Bill of Rights, and the Mayflower Compact. C**

Separation of Powers

• Oxford Sourcebook Magna Carta p. 111-112 English Bill of Rights p. 22-23 CST Release Questions: #59, #60, #61, #64

U.S. History 8


State Content Standards *Standard not ranked for


B=medium; C=low.

Pacing

(In Hrs)



Essential Skills


Relate the progression toward constitutional democracy in colonial America to ideas that originated in Europe. 8.1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor. B** 8.2.1 Discuss the significance of the Magna Carta, English Bill of Rights, and the Mayflower Compact. C**

4 Hours Mayflower Compact Self-Government Consent of the Governed Mercantilism Triangular Trade Middle Passage Navigational Acts Great Awakening

HOLT Mayflower Compact p. 43,

43F, 115, 118, R41 Mercantilism and triangular

trade p. 56-58 Colonies – regional

differences Northern p. 42-48 Middle p. 49-51 Southern p. 36-41 Great Awakening p. 58-59 Support Materials for GATE students: • Oxford – From Colonies to

Country Mercantilism p. 53 Great Awakening p. 36 • Oxford Sourcebook Mayflower Compact p. 16-17s CST Release Questions: #57, #62, #65

Analysis: • complete an APPARTS organizer on the Mayflower Compact. Knowledge and Comprehension: • create a pictoword for the term mercantilism. • Using a blank map of the world and arrows, create two samples of Triangular Trade routes. Be sure to label the countries involved in the trade AND products being traded. Identify the “leg” of the trade route known as the Middle Passage. • complete a graphic organizer describing the regional differences of the Northern, Middle and southern Colonies regarding economy, religion, social divisions and politics • create a map of the 13 colonies divided into the three regions. Application: • create an annotated diagram to show how the Great Awakening promoted unity and political equality in the colonies. Essential Question: In what ways did Europe contribute ideas toward constitutional democracy in the American colonies?

Indicator #1: Social Contract Indicator #3: Voting- Knowledge of Public Affairs

U.S. History 8


State Content Standards *Standard not ranked for emphasis. ** Emphasis: A=high; B=medium;

C=low.

Pacing (In Hrs)


Suggested Aligned Resources Essential Skills Civic Responsibility

Describe events and examine their significance as causes of the American Revolution. 8.1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor. B** 8.1.3 Analyze how the American Revolution affected other nations, especially France. C** 8.1.2 Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”). A** 8.2.1 Discuss the significance of the Magna Carta, the English Bill of Rights, and the Mayflower Compact. C**

8 Hours

Revolution Taxation Without Representation Proclamation of 1763 Quartering Act Stamp Act Townshend Acts Boston Massacre Boston Tea Party Intolerable Acts First Continental Congress Militia Minutemen Lexington and Concord Second Continental Congress Battle of Bunker Hill Thomas Paine

HOLT French and Indian War p. 60, 64 Stamp Act p. 66, 68 Townshend Acts p. 66, 68-69 Boston Massacre p. 67, 67F, 67P, 69 Tea Act p. 68 Boston Tea Party p. 68 Intolerable Acts p. 68-69, 78 First Continental Congress p. 78 Concord and Lexington p. 79-80, 79M, 79P Second Continental Congress p. 80, 84, 116 Battle of Bunker Hill p. 80M, 81 Thomas Paine’s Common Sense p. 83, 316 Declaration of Independence p. 115, 135,

84-85, 84P, 85P, 86-89 Battle of Saratoga p.94, 94M, 95 Treaty of Paris p. 60, 101 Support Materials for GATE students: • Oxford – From Colonies to Country French and Indian War p. 21-35, 52 Stamp Act p. 50-55, 57, 61 Townshend Act p. 52-53 Boston Massacre p. 63-65 Tea Act p. 51, 54 Boston Tea Party p. 51-54 Intolerable Act p. 54-55 First Continental Congress p. 66-68 Concord and Lexington p. 69-75 Second Continental Congress p. 80-89, 98-

99, 104-105 Bunker Hill p. 89-93 Thomas Paine Common Sense. 56-62 Declaration of Independence p. 98-102,

104-105 Battle of Saratoga p. 126-129

Writing: Synthesize the writings of Thomas Jefferson and the Declaration of Independence Reading: Analyze the Declaration of Independence and compare and contrast it with the Magna Carta, Mayflower Compact, and English Bill of Rights *see Essential Skills guide for other MDM Analysis: Create a cause and effect chart on the French and Indian War. Knowledge, Comprehension and Application: Complete a graphic organizer on events leading to the American Revolution, stating the degree of unrest that in your opinion these events created. Explain the reason for the rating. (TCI: Understanding Colonial Unrest). From Comprehension to Evaluation (depending on the level of mastery of students): Editorial Cartoons The Boston Massacre by Paul Revere

Indicator #1: Social Contract

U.S. History 8


Common Sense Natural Rights Declaration of Independence Patriots Loyalists Battle of Saratoga Treaty of Paris

• Oxford Sourcebook Stamp Act p. 26-28 Thomas Paine Common Sense p. 31-37 Declaration of Independence p. 37-41 CST Release Question: #63

Comprehension: Write excerpts of Common Sense in your own words (TCI: Matrix of Excerpts from Common Sense). Application: Create a book cover for Common Sense keeping in mind that the booklet was published anonymously. (TCI: Making Sense of Common Sense). Comprehension: Write the meaning of excerpts from the Declaration of Independence in your own words. (TCI: Analyzing the Declaration of Independence). Synthesis: In one to two paragraphs, explain what the writers of the Declaration of Independence felt was the purpose of a government and list ideas of what they felt a government should include. Be sure to identify the main points found within the Magna Carta, English Bill of Rights, and Mayflower Compact that became the focus for the writers of the Declaration of Independence.

U.S. History 8


Analysis: • Analyze the colonial rebellion from various perspectives by responding to images of the rebellion. (TCI: Perspectives on Rebellion). • Write an editorial from a Patriot or British point of view on any event from the revolutionary period. (TCI: Editorializing on Rebellion). Evaluation: • DBQ The Declaration of Independence describes Enlightenment ideas in contradiction to the colonial experience. Evaluate this statement using the primary sources provided by your teacher.

Comprehension and Application: • Why is the Battle of Saratoga considered a turning point in the American Revolutionary War? • Create a pictoword of “Saratoga” indicating the significance of this battle. • Create pictowords or acrostics to indicate the significance of other battles and / or the Treaty of Paris

U.S. History 8


From Comprehension to Evaluation (depending on the level of mastery of students): The Horse America Throwing His Master editorial cartoon:

Synthesis and Evaluation: DBQ Use the primary sources provided by your teacher to evaluate this statement: How revolutionary was the American Revolution?

U.S. History 8


Second Six Weeks State Content Standards

*Standard not ranked for emphasis. ** Emphasis: A=high; B=medium;

C=low.

Pacing (In Hrs)



Recognize the rationale behind the development of the Articles of Confederation in implementing the ideals of the Declaration of Independence and its inherent weaknesses that led to its demise. 8.2.2 Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence. B** 8.3.1 Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed. B** 8.3.2 Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states. *

5 Hours Articles of Confederation Ratification Land Ordinance of 1785 Northwest Ordinance Northwest Territory Shays’ Rebellion

HOLT Weak Central Government pp.116, 130 Land Ordinance of 1785 p.117 Northwest Ordinance p.117 Shays’ Rebellion pp.123-124 Support Materials for GATE students: • Oxford From Colonies to Country Weak Central Government pp.147-150 Land Ordinance of 1785 pp.151-153 Northwest Ordinance pp.151-153 • Oxford Sourcebook Articles of Confederation pp. 42-50 Northwest Ordinance pp. 80-81 CST Release Question: #72

Writing: Compare and contrast the change and continuity of democracy and natural rights from the Magna Carta, English Bill of Rights, and Mayflower Compact to the Declaration of Independence and Articles of Confederation. Reading: Compare and contrast the change and continuity of democracy and natural rights by analyzing the Magna Carta, English Bill of Rights, the Mayflower Compact, Articles of Confederation, United States Constitution and the Declaration of Independence. *see Essential Skills guide for other MDM Knowledge and Comprehension: Create a matrix that explains the features of the Articles of Confederation. The matrix must include: • features • reasons for having them • possible problems with them (TCI 1.3A)

Indicator #1: Social Contract Indicator #3: Voting- Knowledge of Public Affairs Indicator #5: Ethical Decision Making

U.S. History 8


8.3.5 Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays’ Rebellion, the Whiskey Rebellion). B** 8.9.3 Describe the significance of the Northwest Ordinance in education and in the banning of slavery in new states north of the Ohio River. B**

Application: Create an acrostic to describe the weaknesses of the Articles of Confederation: • each sentence must begin with one of the letters in the word Articles • each sentence must explain why a particular feature created problems for the new government. (TCI 1.4A) Create a sensory figure on Daniel Shays. Include sentences that describe the causes and effects of Shays’ Rebellion. Synthesis and Evaluation: Evaluate the effectiveness of the central government under the Articles of Confederation. Consider the efforts to in winning the war, protecting individual and states’ rights, and managing the new country’s financial, foreign and domestic affairs?

U.S. History 8


State Content Standard

Pacing (In Hrs)

Essential Vocabulary Suggested Aligned Resources Activities That Support Essential Skills

Essential Skills


Discuss and evaluate the foundation of political principles underlying the major debates of the Constitutional Convention. 8.2.3 Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states, and the status of American Indian nations under the commerce clause. A** 8.2.4 Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution. B**

20 Hours Constitution Suffrage Popular Sovereignty Bill of Rights Virginia Statute for Religious Freedom James Madison George Washington Roger Sherman Virginia Plan New Jersey Plan Compromise Great Compromise

HOLT State Constitutions 1777-1781 p. 115 Jefferson’s Statute for Religious Freedom pp. 115, R42 Political Philosophies and roles of Madison, Washington and Sherman pp.126-130, 149 Major Debates: Great Compromise pp. 126-127 Three-Fifths Compromise p. 128 Federalism p.129 Divided state-federal power (Concurrent Powers) p.144 Popular sovereignty p. 129 Separation of powers p. 145 Checks and balances p. 129 Nature and purpose of majority rule p. 178 Constitutionalism preserving individual rights p.133 Slavery p.128 Rights of individuals and states (Bill of Rights) pp. 132-135 Status of American Indian nations under Commerce Clause p.155F Political philosophy underpinning the Constitution as Specified in the Federalist Papers pp.133-134

Writing: Defend the views of the Federalist Papers or those of the Anti-Federalist and organize reasons and evidence logically. Reading: Compare and contrast the philosophies underpinning the Constitution by reading and analyzing excerpts of the Federalist Papers as well as excerpts from the Anti-Federalist speeches. *see Essential Skills guide for other MDM Analysis: Read excerpts from the following state constitutions: • Vermont (1777) • South Carolina (1778) • New York (1780) • Use three different colors to highlight parts of the excerpt that refer to popular sovereignty, separation of powers, individual rights. Optional: create a key to explain what these colors represent. Comprehension: Complete an APPARTS Organizer for Jefferson’s Statute for Religious Freedom.

Indicator #3: Voting- Knowledge of Public Affairs Indicator #5: Ethical Decision Making

U.S. History 8


8.2.5 Understand the significance of Jefferson’s Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state. B** 8.2.7 Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights. A** 8.3.7 Understand the functions and responsibilities of a free press. * 8.9.2 Discuss the abolition of slavery in early state constitutions. C**

Three-fifths Compromise Federalism Concurrent powers Legislative Branch Executive Branch Judicial Branch Checks and Balances Separation of Powers Amendments U.S. Bill of Rights Federalist Papers Federalists Antifederalists

Support Materials for GATE students: • Oxford From Colonies to Country Principles and Concepts in State Constitutions 1777-1781 p. 177 Jefferson’s Statute for Religious Freedom p.157 Political Philosophies and Roles of Madison, Washington and Sherman pp.158-166, 172-173 Major Debates: Federalism pp. 171, 176, 186 Popular Sovereignty p.186 Separation of Powers pp.174-177 Checks and Balances pp.174-177 Constitutionalism Preserving Individual Rights p.177 Slavery pp.177-182 Rights of Individuals and States (Bill of Rights) pp.177, 186-188 Political Philosophy Underpinning the Constitution as Specified in the Federalist Papers p.186 • Oxford Sourcebook Jefferson’s Statute for Religious Freedom pp. 56-58 Federalist Papers pp. 82-88 CST Release Questions: #66, #68, #69, #93

Analysis: Create a flow chart for each of the following compromises explaining the opposing sides and the outcome of each: • Great Compromise • Three-Fifths Compromise • Commerce Compromise Before the outcome is revealed, students rank different possibilities for solving the problems and explain their reasoning. (See TCI: Activity 2.2) Comprehension: Create a Venn diagram on Federalism. Label one circle Delegated Powers, another Reserved Powers, and the overlapping area Concurrent Powers. Application: Create a persuasive speech in which you outline the strengths (at least 3) of federalism. From Comprehension to Evaluation (depending on the level of mastery of students): Editorial Cartoons • Road to Philadelphia (on Constitutional Convention) • Rise it Will (on ratification)

Synthesis: Create a diagram to explain the system of Checks and Balances. List the powers that each branch has upon the others by listing them on top of the appropriate arrow. Pay attention to the start point and the direction of each arrow. Use three different colors in your key to

U.S. History 8


State Content Standard *Standard not ranked for


B=medium; C=low.

Pacing (In Hrs)



Distinguish the political principles underlying the development of the U.S. Constitution and compare the enumerated and implied powers of the federal government. 8.2.6 Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights. A** 8.3.3 Enumerate the advantages of common market among the states as foreseen in and protected by the Constitution’s clauses on interstate commerce, common coinage, and full-faith and credit. *

5 Hours Enumerated Powers Implied Powers Veto Petition Eminent Domain Grand Jury Due Process Regulate

HOLT Enumerate the powers in the Constitution and the liberties in the Bill of Rights pp.135, 144-148, 150-177, 178-183 Enumerate the advantages of a common market among the States pp.144, 155 Describe the basic law-making process and . . . opportunities…to participate in the political process … pp.154, 184-187 Support Materials for GATE students: • Oxford Sourcebook The Constitution pp. 58-80

Knowledge, Comprehension and Application: • Complete a graphic organizer to select and explain the right and amendment number in the Bill of Rights that best applies to a situation in a picture. See TCI Activity 3.3 Matrix for Understanding the Bill of Rights • Select a current news story that relates to a freedom in the Bill of Rights. Explain the following about the story:

1. who, what, where, when, why.

2. the source 3. the amendment number

that the story relates to. 4. an explanation of how the

story relates to that amendment.

Comprehension: Create a Venn diagram to compare trade among the states before and after the Constitution. Pages 122,123,144,155 (Holt).

Indicator #1: Social Contract Indicator #2: Active Citizen Indicator #3: Voting-Knowledge of Public Affairs Indicator #5: Ethical Decision Making

U.S. History 8


8.3.6 Describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups). A**

Synthesis: Create a board game that explains the process of how a bill becomes a law. Application: • Letter to the Editor • Writing Editorials and Editorial Cartoons • Letter of Concern to A Government Official See: The Write Path - An Interdisciplinary Writing and Reading Curriculum by Gary Kroesch and Mary Catherine Swanson, AVID Press. Synthesis and Evaluation: To what degree are the Constitution and its Bill of Rights the result of a compromise between the Federalists and the Antifederalists?

U.S. History 8



Pacing (In Hrs)

Essential Vocabulary Suggested Aligned Resources Activities That Support Essential Skills Essential Skills


Washington – 1789-1797 8.3.4 Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt. A** 8.3.5 Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays’ Rebellion, the Whiskey Rebellion). B** 8.4.2 Explain the policy significance of famous speeches (e.g., Washington’s Farewell Address, Jefferson’s 1801 Inaugural Address, John Q. Adams’ Fourth of July 1821 Address). B** 8.5.2 Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influence westward expansion and the Mexican-American War. A**

6 Hours Loose Construction Strict Construction Whiskey Rebellion Washington’s Farewell Address Neutrality Jay’s Treaty Pinckney’s Treaty Treaty of Greenville

HOLT Jefferson and Hamilton pp. 200-204 N. Bank pp. 203-204 Whiskey Rebellion p. 209 Washington’s Farewell Address pp.

210-211, R43 French Revolution pp. 205-206 Neutrality Process p. 206 Jay’s Treaty p. 207 Pinckney’s Treaty pp. 207-208 Treaty of Greenville p. 209 Support Materials for GATE students: • Oxford The New Nation Hamilton and Jefferson pp. 24-29 National Bank p. 29 Whiskey Rebellion p. 23 French Revolution pp. 18-19 • Oxford Sourcebook Farewell Address p. 94 CST Release Questions: #67, #70, #71, #75

Comprehension: • Complete a graphic organizer to compare the ideals of Hamilton and Jefferson. See TCI activity 4.1 • Create mind diagrams of Hamilton and Jefferson. Synthesis and Evaluation: In one or two paragraphs, evaluate the central government’s ability to “insure domestic tranquility” under the Constitution. Be sure to mention Shays’ Rebellion and the significance of the Whiskey Rebellion. Analysis: • Complete an APPARTS Organizer for Washington’s Farewell Address. • Create a three-circle Venn Diagram to compare Jay’s Treaty, Pinckney’s Treaty and the Treaty of Greenville. In what overlapping areas would you write the following?

a. signed with European powers

b. involved a payment from the United States c. signed in 1795 d. encouraged expansion on the frontier.

Indicator #3: Voting-Knowledge of Public Affairs Indicator #5: Ethical Decision Making

U.S. History 8


8.5.3 Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties. *

U.S. History 8


State Content Standard *Standard not ranked for emphasis.

** Emphasis: A=high; B=medium; C=low.

Pacing (In Hrs)



Adams – 1797-1801 8.2.6 Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights. A** 8.3.4 Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt). A**

4 Hours Alien and Sedition Acts XYZ Affair Democratic-Republican Party Federalist Party

HOLT Alien and Sedition Acts p.215 XYZ Affair pp. 213-214 Support Materials for GATE students: •Oxford The New Nation Alien and Sedition Acts pp. 45-

47, 51 XYZ Affair p. 43

Application: Write a letter or create an editorial cartoon criticizing the Alien and Sedition Acts. Include freedom of speech, freedom of the press, and the rights of states as part of your argument and keep in mind that you would be breaking the law by doing this. From Comprehension to Evaluation (depending on the level of mastery of students): Editorial Cartoon: Cinque-tetes, or the Paris Monster (Anonymous, 1798)

Indicator #2: Active Citizen Indicator #3: Voting- Knowledge of Public Affairs

U.S. History 8


Jefferson – 1801-1809 8.4.1 Describe the country’s physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents. * 8.4.2 Explain the policy significance of famous speeches (e.g., Washington’s Farewell Address, Jefferson’s 1801 Inaugural Address, John Q. Adams’ Fourth of July 1821 Address). B** 8.4.3 Analyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g., Jackson’s opposition to the National Bank; early decisions of the U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic system of law). B** 8.5.1 Understand the political and economic causes and consequences of the War of 1812 and know the major battles, leaders, and events that led to a final peace. B** 8.8.2 Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concepts of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,” settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades. A**

6 Hours

Jefferson’s Inaugural Address Marbury v. Madison Judicial review John Marshall Embargo Act Louisiana Meriwether Lewis William Clark

HOLT Election of 1800 pp. 228-229 Jefferson’s Inaugural Address

pp. 230, R44 Marbury v. Madison pp. 231-

232, R32 The Marshall Court p. 323 Embargo Act pp.241-242 Louisiana Purchase pp. 234-236 Lewis and Clark pp. 237-238 Support Materials for GATE students: • Oxford The New Nation Election of 1800 p. 51 Marbury v. Madison pp. 50-51 The Marshall Court pp.48-51 Louisiana Purchase p. 55 Lewis and Clark pp. 57-63 • Oxford Sourcebook Jefferson’s First Inaugural Address p. 97 Marbury v. Madison p.102 Report to Thomas Jefferson p.105 CST Release Questions: #73, #74

Comprehension: Complete an APPARTS Organizer for Jefferson’s Inaugural Address Analysis: Complete an APPARTS Organizer for Marbury v. Madison. Create a cause-and-effect chart on the Embargo Act of 1807. From Comprehension to Evaluation (depending on the level of mastery of students): Editorial Cartoon: Ograbme (on the Embargo Act)

Application: Louisiana Purchase and Lewis and Clark Map activity. Label important landmarks. In the appropriate space on the map, include one sentence summaries of important events. Number these events in chronological order. Synthesis and Evaluation: In one paragraph speculate how important the acquisition and the exploration of the Louisiana will be to the growth of the United States of America. Compare Jefferson’s decision to purchase the Louisiana territory with his previously stated views on the Constitution.

Indicator #3: Voting- Knowledge of Public Affairs

U.S. History 8


Third Six Weeks State Content Standard

*Standard not ranked for emphasis. ** Emphasis: A=high; B=medium; C=low.

Pacing (In Hrs)



Madison – 1809-1817 8.5.1 Understand the political and economic causes and consequences of the War of 1812 and know the major battles, leaders, and events that led to a final peace. B** 8.5.3 Outline the major treaties with American Indian nations during the administrations of the first four presidents. *

4 Hours Impressments Embargo Tecumseh Battle of Tippecanoe War Hawks

HOLT Cause of War of 1812 pp. 240-245 War of 1812 pp. 246-249 Tecumseh pp. 242-244 Battle of Tippecanoe pp. 243-244 Support Materials for GATE students: • Oxford The New Nation Tecumseh pp. 68-72 Tippecanoe pp. 71-72 Causes of War pp. 76-78 War of 1812 pp.78-83 CST Release Question: #76

Application: • Assume the role of a U.S. senator in 1812. Write a letter to a friend asking advice on how to vote on whether or not to go to war with England. Be sure to explain the events that led to this crisis. Include your fears and concerns for either course of action: war or peace. • Create a story board or flow chart explains the Battle of Tippecanoe and the significance of Tecumseh’s defeat by American soldiers. Analysis: Create a cause-and-effect chart on the War of 1812.


U.S. History 8




Pacing

(In Hrs)

Essential

Vocabulary


Essential Skills


Monroe – 1817-1825 8.4.3 Analyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g., Jackson’s opposition to the National Bank; early decisions of the U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic system of law). B** 8.5.2 Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War. A** 8.9.5 Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858). A**

3 Hours McCulloch v. Maryland Sectionalism Missouri Compromise Monroe Doctrine Adams-Onís Treaty

HOLT McCulloch v. Maryland pp. 266,

292, R32 Missouri Compromise pp. 266-267 Monroe Doctrine pp. 262-263, R45 Convention of 1818 p. 260 Adams-Onís Treaty p. 261 Support Materials for GATE students: • Oxford The New Nation Adam-Onís Treaty pp. 90-92 The Monroe Doctrine p. 92 Missouri Compromise pp. 91, 154-

155 • Oxford Sourcebook McCulloch v. Maryland p. 108 The Monroe Doctrine p. 110 CST Release Question: #78

Analysis: Complete an APPARTS Organizer for McCulloch v. Maryland Knowledge and Comprehension: Label and color the Missouri Compromise Map using the map on page 266 as reference. 1. Why are there two red lines, a solid one and one that is broken? 2. Why do you think there is a broken line in a territory that belonged to Spain in 1820? Comprehension: In one or two paragraphs, explain the three main points of the Monroe Doctrine and how effective this doctrine was in controlling European influence in the Americas. Synthesis: Summarize the meaning of the Monroe Doctrine and predict how this policy will affect America’s ability to expand westward.


U.S. History 8




Pacing (In Hrs)



JQ Adams – 1825-1829 8.4.2 Explain the policy significance of famous speeches (e.g., Washington’s Farewell Address, Jefferson’s 1801 Inaugural Address, John Q. Adams’ Fourth of July 1821 Address). B** 8.9.1 Describe the leaders of the movement (e.g., John Q. Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass). A**

1 Hour John Quincy Adams Electoral Votes Corrupt Bargain

HOLT Election of 1824 p. 267 Support Materials for GATE students: • Oxford The New Nation Election of 1824 p. 93

Choose one activity from the list below to show why the Election of 1824 was controversial: Knowledge and Comprehension: Create a story map, flow chart or cartoon strip showing the sequence of events of this election. Application: Write a letter to the editor of the Washington Times newspaper in which you express your opinions about the outcome of the election of 1824. Be sure to state who you felt should have won the election. Give at least three reasons for your position. Synthesis: • Devise a way to insure that this problem will not happen again. • Write words to add to a familiar tune to tell the story of this election. From Comprehension to Evaluation: Create an editorial cartoon on this topic.


U.S. History 8




Pacing (In Hrs)



Jackson – 1829-1837 8.8.1 Discuss the election of Andrew Jackson and president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court). A** 8.10.1 Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun. A** 8.10.3 Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine. B** 8.12.3 Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies. C**

7 Hours Jacksonian Democracy Spoils System Tariff of Abominations Nullification States’ Rights Doctrine Worcester v. Georgia Trail of Tears

HOLT Election of 1838 pp. 285-286 Jacksonian Democracy pp. 284-

285 Spoils System p. 286 National Bank pp. 291-292 States’ Rights p. 290 Indians pp. 294-299 Support Materials for GATE students: • Oxford The New Nation Jacksonian Democracy pp. 99-

102 Indians pp.127-132 • Oxford Sourcebook Proclamation to the People of South Carolina pp.117-122 Memorial of the Cherokee Nation pp. 113-114 CST Release Question: #89

Knowledge and Comprehension: Create a flow chart of events that led to Jackson’s victory in the 1828 election. Application: Draw a simple image of a federalist and a Jackson supporter to show their different perspectives on the fairness of the spoils system. Analysis: Editorial Cartoon Activity: Compare the cartoon King Andrew I to Jackson Destroying the Devil’s Bank (1833) or Jackson Against the Bank (Jackson fighting a hydra) Compare the two points of view regarding Andrew Jackson and the Bank of the United States.

Indicator #2: Active Citizen Indicator #3: Voting- Knowledge of Public Affairs Indicator #5: Ethical Decision Making

U.S. History 8


Comprehension: Draw a simple representation of a northerner and a southerner and show their different perspectives on the tariff. Analysis: Complete an APPARTS Organizer for Worcester v. Georgia. Application: Pretend you are a Cherokee Indian, forced to leave your native land and embark on the Trail of Tears. Create three diary entries of one paragraph each, where you describe your emotions as you leave your land as well as what you see around you on your journey. Synthesis and Evaluation: DBQ: Use the primary sources provided by your teacher to evaluate this statement: How democratic was Andrew Jackson?

U.S. History 8




Pacing (In Hrs)



Locate the territorial acquisitions and changing boundaries of the United States that spanned numerous decades and influenced westward expansion. 8.8.2 Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concepts of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,” settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades. A**

2 Hours Treaty of Greenville Jay’s Treaty Pinckney’s Treaty Louisiana Purchase Convention of 1818 Adams-Onís Treaty

HOLT Treaty of Greenville p. 209 Jay’s Treaty p. 207 Pinckney’s Treaty pp. 207-208 Louisiana Purchase pp. 234-236 Convention of 1818 pp. 260 Adams-Onís Treaty p.261 Support Materials for GATE students: • Oxford The New Nation Louisiana Purchase: 55 Adams-Onís Treaty: 90-92 CST Release Question: #88

Application: • Create a flow chart or time line that includes the Treaty of Greenville, Jay’s Treaty, the Louisiana Purchase, the Convention of 1818 and the Adams-Onís Treaty. Write a one sentence summary and draw a symbol to represent each event.


U.S. History 8


Describe the purpose, challenges, and economic incentives associated with westward expansion. 8.8.2 Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concepts of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,” settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades. A** 8.8.3 Describe the role of pioneer women and the new status the western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869). B** 8.8.4 Examine the importance of the great rivers and the struggle over water rights. B**

2 Hours Mountain Men Mormons Brigham Young

HOLT Mountain Men pp. 308-309 The Mormons p. 311 Support Materials for GATE students: Oxford Liberty for All? Mountain Men: 16-20 Mormons: 43-47

• Create a sensory figure of a mountain man.

Summarize American territorial settlements and trade routes. 8.8.2 Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concepts of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,” settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades. A**

1 Hour Oregon Trail Santa Fe Trail Empresarios

HOLT Oregon Trail p.310 Santa Fe Trail p. 311 Texas Colony pp. 312-315 Support Materials for GATE students: Oxford Liberty for All? Santa Fe Trail pp. 21-25 Other Trails West pp. 30-42 Texas colony pp. 58-59 CST Release Question: #87

• Color and label the Trails to the West Map using page 309 of your textbook as reference. Include the Oregon Trail, the Santa Fe Trail and the Mormon Trail. • Create an annotated map of the Oregon Trail, describing the challenges and experiences of travelers who used this route. (See TCI Activity 3.1A).

U.S. History 8




Pacing (In Hrs)



Describe the Texas War for Independence (1836). 8.8.5 Discuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies. B** 8.8.6 Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today. A**

2 Hours Antonio López de Santa Anna Alamo Battle of San Jacinto Stephen Austin

HOLT Texas War for Independence pp. 312-315 Support Materials for GATE students: Oxford Liberty for All? Texas War for Independence pp. 59-63 CST Release Question: #90

Knowledge and Comprehension: Create a cause and effect chart on the Texas Revolution. Application: Create a historical marker for the Alamo. Include a drawing, a summary of events that took place there in 1836, and a brief explanation of its significance.

Indicator #5: Ethical Decision Making

Describe the Mexican-American War. 8.8.6 Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today. A**

2 Hours Río Grande Nueces River

HOLT Mexican–American War pp. 319-325 Support Materials for GATE students: Oxford Liberty for All? Mexican-American War pp. 64-68 CST Release Question: #77

Knowledge and Comprehension: Create a cause and effect chart on the Mexican-American War. Application: One army officer who fought against Mexico called the Mexican-American War, “one of the most unjust ever waged by a stronger against a weaker nation”. In several paragraphs, explain what the officer meant and whether you agree or disagree with this statement. Include details that support your position and demonstrate your understanding of the topic.

U.S. History 8


Analyze the concept of Manifest Destiny in regards to westward expansion. 8.5.2 Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War. A** *** End of Semester One (88 Hours)

1 Hour Manifest Destiny John O’Sullivan

HOLT Manifest Destiny pp. 316-319 Support Materials for GATE students: Oxford Liberty for All? Manifest Destiny pp. 48-53 • Oxford Sourcebook Editorial on Manifest Destiny pp. 127-131 CST Release Question: #86

Application and Analysis: Complete an Image Analysis Worksheet on John Gast’s American Progress (1872). List people, animals, objects, activities, inferences and questions. Using a drawing of this painting, make annotations in speech and thought bubbles and color the drawing as close as possible to the actual painting. (See TCI Processing Activity# 15: Annotating a Famous Historical Painting). Synthesis and Evaluation: To what degree did Manifest Destiny unite or divide the United States from 1830 to 1860?


U.S. History 8


Fourth Six Weeks State Content Standard


Pacing (In Hrs)



Essential Skills Civic Responsibility

Southern Society and Slavery 8.7.1 Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin. A** 8.7.2 Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (eg., through the writings and historical documents on Nat Turner, Denmark Vesey). A** 8.7.3 Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War. C** 8.7.4 Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South. C** 8.9.1 Describe the leaders of the movement (e.g., John Q. Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass). A**

6 Hours Agrarian Economy Cotton Gin Cotton Belt Planters Yeomen Folktales Spirituals Underground Railroad Nat Turner Denmark Vesey Slave Codes

HOLT The South pp. 376-391 Support Materials for GATE students: • Oxford Liberty for All? Underground Railroad 188-195 • Oxford War, Terrible War Slavery pp. 48-53 CST Release Questions: #82, #83, #84, #85

Knowledge and Comprehension: Label the states and color the area of the cotton belt in 1860. Create a graphic organizer to describe the characteristics of white Southern society. Create a flow chart to trace the origins and development of slavery in the South. Synthesis: Create a graph to compare cotton production by state in the cotton belt from 1800 to 1860. Write a brief explanation on the causes and the effects of this cotton boom. Synthesis and Evaluation: DBQ: In 1835 the governor of South Carolina said of the slaves, “They are cheerful, contented, happy, (unlike) the general condition of the human race” Evaluate the accuracy of this statement. Use documents that contain information on spirituals, folktales, slave codes, slave rebellions and the Underground Railroad.


U.S. History 8




Pacing (In Hrs)




Northeast and the Manufacturing Revolution 8.4.4 Discuss daily life, including traditions in art, music, and literature, of early national America (e.g., through writings by Washington Irving, James Fenimore Cooper). A** 8.6.1 Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction). * 8.6.2 Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay’s American System). A** 8.6.3 List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine). B**

8 Hours Industrial Eli Whitney Interchangeable Parts Lowell System Henry Clay’s American System Washington Irving James Fenimore Cooper

HOLT Industrialization pp. 346-357 Transportation Revolution pp. 358-363 Other Technological Advances pp. 364-367 National American Culture pp. 270-273 Support Materials for GATE students: • Oxford Liberty for All? Industrialization pp. 138-141 Cities pp. 107-111 Transportation Revolution pp. 83-94, 116-119 Other Technological Advances pp. 81-84 National American Culture pp. 152-170 CST Release Questions: #79, #80, #81

Application: Create an annotated diagram that includes the following terms: growing cities water power steam power telegraph factories railroads steamboats workers’ strike Lowell system (water powered textile mills) Comprehension: Students create a biographical poster that includes: • the author’s name and image • A brief biography • A list of the author’s best known writings • a quote from a popular work • illustrations of characters, symbols or events in the author’s works.


U.S. History 8




Pacing (In Hrs)

Essential Vocabulary Key Terms



Reform Movements 8.6.5 Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann’s campaign for free public education and its assimilating role in American culture. * 8.6.6 Examine the women’s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B., Anthony). A** 8.6.7 Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow). B** 8.9.1 Describe the leaders of the movement (e.g., John Q. Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass). A** 8.9.6 Describe the lives of free blacks and the laws that limited their freedom and economic opportunities. C**

8 Hours Second Great Awakening Temperance Horace Mann Abolition William Lloyd Garrison Grimké Sisters Frederick Douglass Sojourner Truth Harriet Tubman Underground Railroad Elizabeth Cady Stanton Lucretia Mott Seneca Falls Convention Declaration of Sentiments Susan B. Anthony Transcendentalism Individualism

HOLT Reform Movements pp. 410-429 Transcendentalism and Individualism pp. 405-409 Support Materials for GATE students: • Oxford Liberty for All? Reform Movements pp. 120-137, 191-197 Transcendentalism and Individualism pp. 147- 161 • Oxford War, Terrible War Harriet Tubman pp. 27-33 • Oxford Sourcebook Fourth of July Oration pp. 146-149 Ain’t I A Woman” pp. 144-146 Declaration of Sentiments pp. 136-138 Self Reliance pp. 124-127 Civil Disobedience pp. 138-142 CST Release Questions: #91, #92

Synthesis: Create a political cartoon that depicts the abolitionist viewpoint that slavery is morally wrong and show how it contradicts the ideas expressed in the Declaration of Independence. Analysis: When Abraham Lincoln met Harriet Beecher Stowe, author of the novel, Uncle Tom’s Cabin, he made the statement, “So you are the little woman who wrote the book that started this great war!” In 2-3 paragraphs, explain what Lincoln meant by these remarks. Include information about her story and what made it so remarkable and moving.


U.S. History 8




Pacing (In Hrs)

Essential Vocabulary Key Terms


Trace the historical developments, compromises and provisions made for slavery in America. (12 hours) 8.9.2 Discuss the abolition of slavery in early state constitutions. C** 8.9.4 Discuss the importance of the slavery issue as raised by the annexation of Texas and California’s admission to the union as a free state under the Compromise of 1850. A** 8.9.5 Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858). A** 8.10.1 Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun. A** 8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. B**

12 Hours

Popular sovereignty Sectionalism Missouri Compromise Wilmot Proviso Compromise of 1850 Daniel Webster John C. Calhoun Kansas-Nebraska Act Dred Scott v. Sanford

HOLT State Constitutions p. 115 Northwest Ordinance p. 117 Missouri Compromise pp. 266-267 State’s Rights Doctrine pp. 290-291 Compromises and Provisions for slavery pp. 438-453 Lincoln-Douglas Debates pp. 453-454 John Brown and Harpers Ferry pp. 455-456 Harriet Beecher Stowe’s Uncle Tom’s Cabin pp. 443-444 Support Materials for GATE students: • Oxford Liberty for All? Compromises and Provisions for Slavery pp. 177-187 • Oxford War, Terrible War Fugitive Slave Law pp. 52-53 Lincoln-Douglas Debates pp. 41-43 John Brown and Harpers Ferry pp. 54-58 Harriet Beecher Stowe’s Uncle Tom’s Cabin pp. 23-26

Writing: Write about the causes and effects of the Civil War and its key events. Reading: Analyze causes and effects of the Civil War by reading and interpreting various primary sources. Writing: Write an expository essay analyzing the multiple view, facts and opinions in the “early and steady attempts to abolish slavery”. Reading: Analyze, compare and contrast the early and steady attempts to abolish slavery. Application: Create a dialogue of 20-30 lines between a Northerner and a Southerner who discuss how three of the following events have had an impact on his or her life: • Missouri Compromise • Fugitive Slave Act • Raid on Harpers Ferry • Compromise of 1850 • Kansas-Nebraska Act • Dred Scott Decision


U.S. History 8


• Oxford Sourcebook A House Divided pp. 155-158 Debate With Stephen Douglas pp. 158-161 CST Release Questions: #94, #95, #96

U.S. History 8




Pacing (In Hrs)



Describe critical developments and events in the Civil War. 8.10.6 Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox. A**

4 Hours Secession Fort Sumter Border states First Battle of Bull Run Second Battle of Bull Run Antietam Shiloh Vicksburg Emancipation Emancipation Proclamation Gettysburg Appomattox Union Confederacy

HOLT The Civil War pp. 472-503 Support Materials for GATE students: • Oxford War, Terrible War The Civil War pp. 14-22, 76-85, 89-142 • Oxford Sourcebook Letters Setting Terms of Lee’s Surrender at Appomattox pp.169-170 CST Release Question: #100

Comprehension: Create a newsletter with vivid pictures and headlines for the events that took place at Fort Sumter. Date the newsletter April 13, 1861 and include information about who won and the role that Jefferson Davis played. Analysis: In two to three paragraphs, compare the role of women during the Civil War with the roles that women serve in our military today. Include various examples of the responsibilities that female soldiers have today. Application: Imagine you are a Union soldier whose brother is a “rebel” (Southern) supporter. In a persuasive letter to your brother, explain the Union point of view towards the Civil War. Try to gain his support of your choice to fight for the Union army. Synthesis and Evaluation: DBQ: Use the primary sources provided by your teacher to evaluate this statement: “The Civil War was inevitable.”

U.S. History 8




Pacing (In Hrs)



Describe the leaders of the Civil War 8.10.5 Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments. B** 8.10.7 Explain how the war affected combatants, civilians, the physical environment, and future warfare. *

1 Hour Abraham Lincoln Jefferson Davis Ulysses S. Grant Robert E. Lee Stonewall Jackson

HOLT Abraham Lincoln pp. 458-459, 474, 477-478, 480, 484-487, 490-492, 494, 500-501, Jefferson Davis pp. 439, 458, 475, 488, 496 Ulysses S. Grant pp. 484-486, 489, 502-503 Robert E. Lee pp. 455-456, 480-481, 498, 502-503 Stonewall Jackson pp. 478, 498, Support Materials for GATE students: • Oxford War, Terrible War Abraham Lincoln 34-43, 59-63, 119-123 Jefferson Davis 45-47, 73-75 Ulysses S. Grant p. 66, 118 Robert E. Lee pp. 70-72 Stonewall Jackson pp. 69-71

Application: Create a short dialogue between Ulysses S. Grant and Robert E. Lee as they negotiate the surrender at Appomattox. Include at least 20 total lines that have the two men discussing the terms of surrender and their feelings about the historic event and the war.

Describe Abraham Lincoln's presidency and his significant writings and speeches. 8.10.4 Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865). A**

2 Hours Lincoln’s Inaugural Address (1861) Emancipation Proclamation Gettysburg Address Lincoln’s Inaugural Address (1865)

HOLT Lincoln’s Inaugural Address (1861) pp. 459, 472, R47 Emancipation Proclamation pp. 491-492, R48, Gettysburg Address pp. 500, R48 Lincoln’s Inaugural Address (1865) p. R49

Comprehension: In several paragraphs, explain the importance and impact of Lincoln’s Emancipation Proclamation and the role played by African American soldiers, especially the 54th Massachusetts Regiment. In two to three paragraphs, discuss why the Gettysburg Address is considered one of the most beautiful and moving speeches ever written.


U.S. History 8


Support Materials for GATE students: • Oxford War, Terrible War Lincoln’s Inaugural Address of1861 pp. 61-62 Emancipation Proclamation p. 98-102 Gettysburg Address pp.119-123 Lincoln’s Inaugural Address of 1865 pp. 130-132 • Oxford Sourcebook Emancipation Proclamation pp.165-167 Gettysburg Address pp.163-164 Lincoln’s Inaugural Address of 1865 pp.167-169 CST Release Questions: #97, #98, #99

U.S. History 8


Fifth Six Weeks State Content Standard


Pacing (In Hrs)



Explain the ideas and events of Reconstruction and analyze their lasting consequences. 8.11.1 List the original aims of Reconstruction and describe its effects on the political and social structures of different regions. A** 8.11.3 Understand the effects of the Freedmen’s Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and “Jim Crow” laws. A** 8.11.4 Trace the rise of the Ku Klux Klan and describe the Klan’s effects. C** 8.11.5 Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction. A**

10 Hours Lincoln’s Ten Percent Plan Wade-Davis Bill Johnson’s Plan Black Codes Freedman’s Bureau Ku Klux Klan Reconstruction Act of 1867 Reconstruction Act of 1868 13th Amendment 14th Amendment 15th Amendment Jim Crow Laws

HOLT pp. 512-531 Support Materials for GATE students: • Oxford War, Terrible War pp.147-149 CST Release Questions: #101, #102, #103, #104

Application: Participate in a debate between Radical Republicans and Moderates who argue about how to readmit Southern states into the Union. Select one of the following debate topics: • You are a Radical Republican who demands strict reforms in the South before you will admit back any Southern State. • You are a Moderate congressman who wants to forgive the South and make it easier for them to gain readmission.

Synthesis: Create a political cartoon. Imagine you are an African American during Reconstruction and draw a cartoon that is critical of one or more of the following: • sharecropping • voting restrictions • Jim Crow laws

Application: Place the following events in the proper chronological order on a timeline. Write a two to three sentence explanation of each event and its importance: • 15th Amendment • Lincoln’s Ten Percent Plan • 13th Amendment • Freedmen’s Bureau • 14th Amendment • Impeachment of Johnson • Assassination of Lincoln • Ku Klux Klan• Reconstruction Act of 1867


U.S. History 8




Pacing (In Hrs)



Explain the events that allowed for America’s expansion into and populating of the Mid-West. 8.8.2 Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokee’ “Trail of Tears,” settlement of the Great Plains) and the territorial acquisitions that’s spanned numerous decades. A** 8.12.3 Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies. C**

2 Hours

Transcontinental Railroad Homestead Act (1862)

HOLT Transcontinental Railroad pp. 550-552 Homestead Act p. 560 Mechanical Reaper p. 366 Growth of Cattle Industry pp. 548-549 Impact on American Indians pp. 553-559 Support Materials for GATE students: • Oxford Sourcebook The Homestead Act p. 163

Application: Create an advertisement to promote the Transcontinental Railroad. Include text and illustrations. Analysis: Use illustrations and text to compare the views of White Americans and Native Americans regarding the Transcontinental Railroad.


U.S. History 8




Pacing (In Hrs)



Describe the effects America’s expansion westward had upon American Indians. 8.11.2 Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of Buffalo Soldiers). C** 8.12.2 Identify the reasons for the development of federal Indian policy and the Wars with American Indians and their relationship to agricultural development and industrialization. A**

1 Hour Buffalo Soldiers Battle of Little Bighorn Chief Joseph Wounded Knee

HOLT The Use of Treaties pp. 554-555 Buffalo Soldiers p. 556 Battle of Little Bighorn p. 556-557 Chief Joseph and the Nez Percé pp. 557 and 559 Wounded Knee p. 557 Support Materials for GATE students: • Oxford Sourcebook I Will Fight No More Forever pp. 177-178

Comprehension: With your team, present a tableau drama to the class using Chief Joseph’s Surrender Speech.

Indicator #5: Ethical Decision Making

Examine the location and analyze the effects of urbanization with an emphasis on renewed immigration. 8.12.1 Trace patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets, and trade and locate such development on a map. C** 8.12.5 Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement). B**

4 Hours Industrialization Nativism Chinese Exclusion Act

HOLT Immigrants and City Life pp. 588-592, 594-597 Industrialization pp. 574-577 Wealth and Economic Opportunity p. 579-583 Nativism pp. 592-593 Conservation Movement p. 628 Support Materials for GATE students: • Oxford Sourcebook Yick Wo v. Hopkins, Sheriff, etc. pp. 180-182 Declaration of the Conservation Conference pp. 201-203

Application: Create a postcard. Imagine you are an immigrant living in New York City in the early 1900s. On the front of your postcard, draw a scene or image of the city. On the other side, write to a family member back in Europe about some of the problems you’ve experienced living in such a fast growing city. Analysis: Read Yick Wo v. Hopkins. In a paragraph explain why the U.S. Supreme Court struck down the San Francisco law that made it a crime to operate a laundry in a building not made of brick or stone.

Indicator #2: Active Citizen Indicator #3: Voting- Knowledge of Public Affairs Indicator #5: Ethical Decision Making

U.S. History 8


8.12.6 Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions. B** 8.12.7 Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism. C**

CST Release Questions: #106, #108, #109

Synthesis: DBQ: Describe the forms of discrimination faced by Chinese immigrants in the United States in the late 1800s and the ways they tried to overcome it. Use the information from this document as well as other relevant primary sources.

U.S. History 8




Pacing (In Hrs)



Identify the leading industrialists and their impact on American society. 8.12.4 Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford). A** 8.12.5 Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement). B** 8.12.6 Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions. B**

2 Hours Andrew Carnegie John D. Rockefeller Trust Monopoly Gilded Age Sherman Anti-Trust Act Philanthropists

HOLT Industrialists pp. 580-583 Trusts and Monopolies pp. 579-582 Gilded Age pp. 606-609 Sherman Anti-Trust Act p. 582 Philanthropists pp. 581-582 Support Materials for GATE students: • Oxford Sourcebook Wealth pp. 182-185

Comprehension: Create a collage of either Andrew Carnegie or John Rockefeller. Begin with a picture of the man, and draw or clip pictures to past around him that illustrate his life, business, philanthropy, and overall impact to the era of Big Business. Synthesis and Evaluation: Organize a press conference for Andrew Carnegie and John D. Rockefeller. Possible roles for students: • John D. Rockefeller • John D. Rockefeller’s press secretary • Andrew Carnegie • Andrew Carnegie’s press secretary • various members of the press Press secretaries should learn as much as they can about their boss, and should prepare an introduction speech ahead of time to point all the positive good they can about him. Industrialists and press secretaries should also be prepared to present the best defense against any criticism. Members of the press should prepare tough questions for Carnegie or Rockefeller ahead of time.


U.S. History 8




Pacing (In Hrs)



Discuss the development of the labor movement including union leaders. 8.12.6 Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions. B**

2 Hours Laissez-faire Collective Bargaining Samuel Gompers

HOLT Working Conditions and Wages pp. 585, 618-619 Child Labor pp. 615-617 Laissez-Faire Policies Toward Big Business: Congress p. 582 Collective Bargaining pp. 585-586, 619 Strikes pp. 586-587 Samuel Gompers p. 585 CST Release Questions: #105, #107

Application: Write a speech, song or poem that describes the working conditions in the factories during the late 1800s. Share your project with the class. Use the information on pages 615 to 617 of your textbook to create a sensory figure of a working child in the early 1900s. Create a storyboard to describe the events of the Homestead Strike or the Haymarket Riot.

Indicator #2: Active Citizen

U.S. History 8


Sixth Six Weeks State Content Standard


Pacing (In Hrs)



Identify the characteristics and impact of Grangerism and Populism. (1 hour) 8.12.8 Identify the characteristics and impact of Grangerism and Populism. C**

1 Hour Grangerism Populism

HOLT National Grange p. 563 Populist Party p. 564 Support Materials for GATE students: • Oxford Sourcebook Preamble to the Platform of the Populist Party p. 185-187

Application: Imagine you are a farmer who has been experiencing financial problems. Because there has been an overproduction of crops, people are not willing to give pay the same price for your crops as last year. As a member of the newly formed Populist Party you have been asked to create a poster to support William Jennings Bryan for president. Use page 564 of your textbook to list the changes that your party would like the government to make.

Indicator #2 Active Citizen

Name the significant inventors and their inventions and identify how they improved the quality of life. 8.12.9 Name the significant inventors and their inventions and identify how they improved the quality of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright). C**

2 Hours Thomas Edison Alexander Graham Bell Orville and Wilbur Wright

HOLT Thomas Edison pp. 576-577 Alexander Graham Bell p. 577 Orville and Wilbur Wright p. 578

Comprehension: Create a graphic organizer listing the benefits of the inventions of Edison, Bell and the Wright brothers.

Indicator #2: Active Citizen

first six weeks - southwest middle...

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