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ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 1
CURRICULUM MAP – INTRODUCTION
The Archdiocese of Cincinnati’s 8th grade Social Studies curriculum serves as a basis for what all students should know and be
able to do in order to become literate and equipped with knowledge for the 21st century.
The 8th grade Curriculum Map provides a framework to guide teachers with information and support for developing,
implementing, and evaluating instruction directly aligned to The New Ohio Learning Social Studies Standards.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 2
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.1 Primary and secondary sources are used to examine events
from multiple perspectives and to present and defend a
position.
First migration to the Americas
Climate changes
Early societies
Mesoamerica and South
America
Bering Land Bridge
Paleo-Indians
Migration
Hunter – gathers
Environment
Culture
SS H 8.1.1 Examine historical documents and artifacts for perspective and
point of view.
SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS G 8.1 Modern and historical maps and other geographic tools are
used to analyze how historic events are shaped by
geography.
SS G 8.1.2 Analyze the ways in which historical events are shaped by
geography using modern and historical maps and other
geographic tools.
SS G 8.2 The availability of natural resources contributed to the
geographic and economic expansion of the United States,
sometimes resulting in unintended environmental
consequences.
SS G 8.2.1 Explain how U.S. natural resources influenced geographic and
economic expansion of the United States.
SS G 8.2.2 Explain how natural resources resulted in unintended
environmental consequences.
Social Studies Unit I Our Colonial Heritage (Beginning-1783)
Chapter: The World before the Opening of the Atlantic
Lesson 1: The Earliest Americans
EQ: Where did Native American societies develop in
the Western Hemisphere?
Catholic Identity Why does history begin and end in God?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 3
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.2 North America, originally inhabited by American Indians,
was explored and colonized by Europeans for economic
and religious reasons.
Early societies in North
America before Europeans
Geographic influences on
Native American cultures
Native American cultural
beliefs about religion and land
ownership
Pueblos
Kivas
Totems
Teepees
Matrilineal
Iroquois League
SS H 8.2.1 List and describe different American Indian cultures in North
America prior to the arrival of Europeans.
SS H 8.2.2 Analyze and list the major economic reasons behind European
explorations in North America.
Social Studies Unit I Our Colonial Heritage
Chapter: The World before the Opening of the Atlantic
Lesson 2: Native American Cultures
EQ: What diverse Native American cultures developed
across different geographic regions of North America?
Catholic Identity Analyze how God has revealed Himself throughout time and history,
using primary and secondary sources.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 4
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.1 Primary and secondary sources are used to examine events
from multiple perspectives and to present and defend a
position.
West Africa
Powerful and wealthy kingdoms
Trade in West Africa
Slavery in West Africa
Berbers
Mansa Musa
Hajj
Mosque
Askia the Great
SS H 8.1.1 Examine historical documents and artifacts for perspective and
point of view.
SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
Social Studies Unit I Our Colonial Heritage
Chapter: The World before the Opening of the Atlantic
Lesson 3: Trading Kingdoms of West Africa
EQ: Who were Africa’s most powerful kingdoms and
how did they gain wealth?
Catholic Identity Discuss how historical events and patterns help predict and plan for
future events.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 5
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.1 Primary and secondary sources are used to examine events
from multiple perspectives and to present and defend a
position.
New forms of government from
the Greeks and Romans
Changing from Feudal system
to middle class workers
The Renaissance
Socrates
Plato
Aristotle
Reason
Democracy
Knights
Black Death
Michelangelo
Leonardo de Vinci
Johannes Gutenberg
Joint stock companies
SS H 8.1.1 Examine historical documents and artifacts for perspective
and point of view.
SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS H 8.1.3 Analyze and explain how historical documents separate
factual information from opinion or fiction.
SS H 8.1.4 Describe how to construct debates based on Primary and
Secondary source.
SS E 8.1 Choices made by individuals, businesses and governments
have both present and future consequences.
SS E 8.1.1 Analyze and explain the three basic economic questions.
SS E 8.1.2 Explain how economic choices are made.
SS E 8.1.3 List some of the consequences that businesses must weigh
when making an economic decision.
Social Studies Unit I Our Colonial Heritage
Chapter: The World before the Opening of the Atlantic
Lesson 4: Europe before Transatlantic Travel
EQ: How did new ideas and trade change Europeans’
lives?
Catholic Identity Describe the ways and means that societies have changed with ideas
truths and human conditions.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 6
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.2 North America, originally inhabited by American Indians,
was explored and colonized by Europeans for economic
and religious reasons.
Viking sailors
Europeans reach North America
Prince Henry
Portuguese start exploring the
ocean
Portuguese sailors discover a
sea route to Asia
Leif Eriksson
Henry the Navigator
Astrolabe
Caravels SS H 8.2.1 List and describe different American Indian cultures in North
America prior to the arrival of Europeans.
SS H 8.2.2 Analyze and list the major economic reasons behind European
explorations in North America.
SS G 8.1 Modern and historical maps and other geographic tools are
used to analyze how historic events are shaped by
geography.
SS G 8.1.2 Analyze the ways in which historical events are shaped by
geography using modern and historical maps and other
geographic tools.
Social Studies Unit I Our Colonial Heritage
Chapter: New Empires in the Americas 1400-1750
Lesson 1: Europeans Set Sail
EQ: How did Europeans change life in the Americas?
Catholic Identity List and discuss some of the major religious problems that Europeans
had and came to America to help resolve them.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 7
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.1 Primary and secondary sources are used to examine events
from multiple perspectives and to present and defend a
position.
Christopher Columbus
Columbus’s discoveries in the
new continent
Other explorers voyages to the
Americas
Christopher Columbus
Line of Demarcation
Treaty of Tordesillas
Ferdinand Magellan
Circumnavigate
Vasco Balboa
Amerigo Vespucci
SS H 8.1.1 Examine historical documents and artifacts for perspective and
point of view.
SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS H 8.1.3 Analyze and explain how historical documents separate factual
information from opinion or fiction.
SS H 8.1.4 Describe how to construct debates based on Primary and
Secondary source.
SS H 8.3 Competition for control of territory and resources in North
America led to conflicts among colonizing powers.
SS H 8.3.1 Explain why and how powerful European countries used land
claims to explore resources of the Western Hemisphere.
SS H 8.3.2 List the five major European countries that struggled with each
other for settlement and control of North America territories.
Social Studies Unit 1 Our Colonial Heritage
Chapter: New Empires in the Americas (1400-1750)
Lesson 2: Europeans Reach the Americas
EQ: What were the three continents and new exchanges
from Christopher Columbus’s voyages?
Catholic Identity How has God revealed Himself throughout time and history?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 8
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.1 Primary and secondary sources are used to examine events
from multiple perspectives and to present and defend a
position.
Spanish conquistadors
Aztec empire
Inca empire
Spanish explorers
New Spain
Claiming land
Treatment of Native Americans
Conquistadors
Herman Cortes
Moctezuma II
Francisco Pizarro
Encomienda system
Plantations
Bartolome de Las Casas
SS H 8.1.1 Examine historical documents and artifacts for perspective and
point of view.
SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS H 8.1.3 Analyze and explain how historical documents separate factual
information from opinion or fiction.
SS H 8.1.4 Describe how to construct debates based on Primary and
Secondary source.
SS H 8.2 North America, originally inhabited by American Indians,
was explored and colonized by Europeans for economic
and religious reasons.
SS H 8.2.1 List and describe different American Indian cultures in North
America prior to the arrival of Europeans.
SS H 8.2.2 Analyze and list the major economic reasons behind European
explorations in North America.
SS H 8.2.3 Analyze and list the major religious reasons that brought
Europeans to North America.
SS H 8.3 Competition for control of territory and resources in North
America led to conflicts among colonizing powers.
SS H 8.3.1 Explain why and how powerful European countries used land
claims to explore resources of the Western Hemisphere.
SS H 8.3.2 List the five major European countries that struggled with each
other for settlement and control of North America territories.
SS H 8.3.3 Explain how competition for territorial control and resources
led to conflicts among colonizing powers.
Social Studies Unit 1 Our Colonial Heritage
Chapter: New Empires in the Americas 1400-1750
Lesson 3: Spain Builds an Empire
EQ: What large empires did Spain establish in the
Americas?
Catholic Identity What religious beliefs did Spain bring to the Americas?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 9
SS H 8.3.4 Explain how and why the quest for freedom and control has
consequences.
SS G 8.1 Modern and historical maps and other geographic tools are
used to analyze how historic events are shaped by
geography.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 10
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.1 Primary and secondary sources are used to examine events
from multiple perspectives and to present and defend a
position.
Settlements of North America
Northwest Passage
Search for the Northwest
passage
Race to establish empires in
North America
Protestant Reformation
Protestants
Spanish Amado
Northwest Passage
Jacques Cartier
Charter
SS H 8.1.1 Examine historical documents and artifacts for perspective and
point of view.
SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS H 8.1.3 Analyze and explain how historical documents separate factual
information from opinion or fiction.
SS H 8.1.4 Describe how to construct debates based on Primary and
Secondary source.
SS H 8.3 Competition for control of territory and resources in North
America led to conflicts among colonizing powers.
SS H 8.3.1 Explain why and how powerful European countries used land
claims to explore resources of the Western Hemisphere.
SS H 8.3.2 List the five major European countries that struggled with each
other for settlement and control of North America territories.
SS H 8.3.3 Explain how competition for territorial control and resources
led to conflicts among colonizing powers.
SS H 8.3.4 Explain how and why the quest for freedom and control has
consequences.
Social Studies Unit 1 Our Colonial Heritage
Chapter: New Empires in the Americas 1400-1750
Lesson 4: The Race for Empires
EQ: What other European nations challenged Spain for
the Americas?
Catholic Identity
Research: Identify early missionaries in Early America who helped
share Christianity among the Native Americans and settlers.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 11
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.3 Competition for control of territory and resources in
North America led to conflicts among colonizing powers. European Diseases
Death of many Native
Americans
Europeans enslave Africans
Slaves in the Americas
Immune
Middle Passage
African Diaspora SS H 8.3.1 Explain why and how powerful European countries used land
claims to explore resources of the Western Hemisphere.
SS H 8.3.2 List the five major European countries that struggled with each
other for settlement and control of North America territories.
SS H 8.3.3 Explain how competition for territorial control and
resources led to conflicts among colonizing powers. SS H 8.3.4 Explain how and why the quest for freedom and control has
consequences.
SS H 8.4 The practice of race-based slavery led to the forced
migration of Africans to the American colonies. Their
knowledge and traditions contributed to the development
of those colonies and the United States.
SS H 8.4.1 Analyze and discuss the perspective of the European
viewing the black African being inferior and uncivilized. SS H 8.4.2 Describe why the European’s perspective of black African
being inferior led to the forced relocation of hundreds of
thousands of Africans to the American colonies.
SS H 8.4.3 Explain the term “enslavement” and how slavery was “race-
based” and economically motivated.
Social Studies Unit 1 Our Colonial Heritage
Chapter: New Empire in the Americas 1400-1750
Lesson 5: Beginnings of Slavery in the Americas
EQ: Why did the European settlers have to establish a
new work force?
Catholic Identity How have life experiences created a personal history with eternal
consequences?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 12
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.1 Primary and secondary sources are used to examine events
from multiple perspectives and to present and defend a
position.
Jamestown
Daily life in Virginia
Religious freedom
Economic opportunities
Southern Colonies
Farming
Slavery
Jamestown
John Smith
Pocahontas
Indentured servants
Bacon’s Rebellion
Toleration Act of 1649
Olaudah Equiano
Slave Codes
SS H 8.1.1 Examine historical documents and artifacts for perspective and
point of view.
SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS H 8.1.3 Analyze and explain how historical documents separate factual
information from opinion or fiction.
SS H 8.1.4 Describe how to construct debates based on Primary and
Secondary source.
SS H 8.4 The practice of race-based slavery led to the forced
migration of Africans to the American colonies. Their
knowledge and traditions contributed to the development
of those colonies and the United States.
SS H 8.4.1 Analyze and discuss the perspective of the European viewing
the black African being inferior and uncivilized.
SS H 8.4.2 Describe why the European’s perspective of black African
being inferior led to the forced relocation of hundreds of
thousands of Africans to the American colonies.
SS H 8.4.3 Explain the term “enslavement” and how slavery was “race-
based” and economically motivated.
SS H 8.4.4 Research and report how African slaves were intricately
involved in the economic development of the colonies.
SS H 8.4.6 Using primary and secondary sources produce in writing facts
that support that slavery was the foundation of the “agricultural
system” in the Southern colonies.
Social Studies
Unit 1 Our Colonial Heritage
Chapter: The English Colonies
Lesson 1: The Southern Colonies
EQ: How did the experiences of the colonist shape
America’s political and social life?
Catholic Identity EQ: Discuss why dignity of work, and rights of workers, are vital.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 13
SS H 8.4.7 List and discuss some of the “cultural contributions” of
American slavery.
SS G 8.3 The movement of people, products and ideas resulted in
new patterns of settlement and land use that influenced the
political and economic development of the United States.
SS G 8.3.1 Analyze and demonstrate using a digital map how the
development of the colonies reflected the origins of its settlers.
SS G 8.3.2 Using primary and secondary sources, explain why slavery was
not prevalent in the northern colonies.
SS G 8.3.3 Using primary and secondary sources, discuss the different
influences and ideas of the “institution of slavery” between the
northern and southern colonies.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 14
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.1 Primary and secondary sources are used to examine events
from multiple perspectives and to present and defend a
position.
Pilgrims
Puritans
Religious persecution
New England colonies
New England economy
Education in New England
Puritans
Pilgrims
Immigrants
Mayflower Compact
Squanto
John Winthrop
Anne Hutchinson
SS H 8.1.1 Examine historical documents and artifacts for perspective
and point of view.
SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS H 8.1.3 Analyze and explain how historical documents separate
factual information from opinion or fiction.
SS H 8.1.4 Describe how to construct debates based on Primary and
Secondary source.
SS H 8.2 North America, originally inhabited by American Indians,
was explored and colonized by Europeans for economic
and religious reasons.
SS H 8.2.1 List and describe different American Indian cultures in North
America prior to the arrival of Europeans.
SS H 8.2.2 Analyze and list the major economic reasons behind European
explorations in North America.
SS H 8.2.3 Analyze and list the major religious reasons that brought
Europeans to North America.
SS H 8.3 Competition for control of territory and resources in
North America led to conflicts among colonizing powers.
SS H 8.3.1 Explain why and how powerful European countries used land
claims to explore resources of the Western Hemisphere.
SS H 8.3.2 List the five major European countries that struggled with
each other for settlement and control of North America
territories.
Social Studies Unit 1 Our Colonial Heritage
Chapter: The English Colonies
Lesson 2: The New England Colonies
EQ: What was the main reason for the English Colonists to
travel to New England?
Catholic Identity EQ: Why is Religious Freedom part of the framework for our
American heritage?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 15
SS H 8.3.3 Explain how competition for territorial control and resources
led to conflicts among colonizing powers.
SS H 8.3.4 Explain how and why the quest for freedom and control has
consequences.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 16
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.2 North America, originally inhabited by American
Indians, was explored and colonized by Europeans for
economic and religious reasons.
Creation of New York and
New Jersey
Dutch territory
William Penn
Pennsylvania
Economy of middle colonies
Peter Stuyvesant
Quakers
William Penn
Staple Crops SS H 8.2.1 List and describe different American Indian cultures in North
America prior to the arrival of Europeans.
SS H 8.2.2 Analyze and list the major economic reasons behind European
explorations in North America.
SS H 8.2.3 Analyze and list the major religious reasons that brought
Europeans to North America.
SS H 8.3 Competition for control of territory and resources in North
America led to conflicts among colonizing powers.
SS H 8.3.1 Explain why and how powerful European countries used land
claims to explore resources of the Western Hemisphere.
SS H 8.3.2 List the five major European countries that struggled with each
other for settlement and control of North America territories.
SS H 8.3.3 Explain how competition for territorial control and resources
led to conflicts among colonizing powers.
SS H 8.3.4 Explain how and why the quest for freedom and control has
consequences.
SS G 8.1 Modern and historical maps and other geographic tools are
used to analyze how historic events are shaped by
geography.
SS G 8.1.1 Describe the function and purpose of the Global Positioning System
(GPS) and the Global Internet System (GSI), and how it may provide
information for the U.S. Military for defense purposes.
SS 8.1.2 Analyze the ways in which historical events are shaped by
geography using modern and historical maps and other
geographic tools.
Social Studies Unit 1 Our Colonial Heritage
Chapter: The English Colonies
Lesson 3: The Middle Colonies
EQ: What nations did the people who moved to the middle
colonies originate from?
Catholic Identity How did the colonies provide a sense and meaning to shaping
Christian values?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 17
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.2 North America, originally inhabited by American Indians,
was explored and colonized by Europeans for economic
and religious reasons.
Colonial governments
English trade laws
The Great Awakening
The Enlightenment
French and Indian War
Town meeting
English Bill of Rights
Triangular Trade
Great Awakening
Jonathan Edwards
Enlightment
John Locke
Pontiac
Treaty of Paris
SS H 8.2.1 List and describe different American Indian cultures in North
America prior to the arrival of Europeans.
SS H 8.2.2 Analyze and list the major economic reasons behind European
explorations in North America.
SS H 8.2.3 Analyze and list the major religious reasons that brought
Europeans to North America.
SS H 8.3 Competition for control of territory and resources in North
America led to conflicts among colonizing powers.
SS H 8.3.1 Explain why and how powerful European countries used land
claims to explore resources of the Western Hemisphere.
SS H 8.3.2 List the five major European countries that struggled with each
other for settlement and control of North America territories.
SS H 8.3.3 Explain how competition for territorial control and resources
led to conflicts among colonizing powers.
SS H 8.3.4 Explain how and why the quest for freedom and control has
consequences.
SS H 8.5 The ideas of the Enlightenment and dissatisfaction with
colonial rule led English colonists to write the Declaration
of Independence and launch the American Revolution.
SS H 8.5.1 Define and explain the ideas of Enlightenment.
SS H 8.5.2 Explain how the ideas of Enlightenment made the American
Revolution possible.
SS G 8.3 The movement of people, products and ideas resulted in
new patterns of settlement and land use that influenced the
political and economic development of the United States.
Social Studies Unit 1 Our Colonial Heritage
Chapter: The English Colonies
Lesson 4: Life in the English Colonies
EQ: What were some of the biggest challenges that developed
during the establishment of the English Colonies?
Catholic Identity What were the biggest religious challenges during the establishment
of the English Colonies?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 18
SS G 8.3.1 Analyze and demonstrate using a digital map how the
development of the colonies reflected the origins of its settlers.
SS G 8.2 The availability of natural resources contributed to the
geographic and economic expansion of the United States,
sometimes resulting in unintended environmental
consequences.
SS G 8.2.1 Explain how U.S. natural resources influenced geographic and
economic expansion of the United States.
SS G 8.2.2 Explain how natural resources resulted in unintended
environmental consequences.
SS GV 8.1 Participation in social and civic groups can lead to the
attainment of individual and public goals.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 19
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.1 Primary and secondary sources are used to examine events
from multiple perspectives and to present and defend a
position.
Taxes
Colonist protest
Boston Tea Party
Boston Massacre
Intolerable Acts
Samuel Adams
Committees of
Correspondence
Stamp Act of 1765
Boston Massacre
Tea Act
Boston Tea Party
Intolerable Acts
SS H 8.1.1 Examine historical documents and artifacts for perspective and
point of view.
SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS H 8.1.3 Analyze and explain how historical documents separate factual
information from opinion or fiction.
SS H 8.1.4 Describe how to construct debates based on Primary and
Secondary source.
SS H 8.5 The ideas of the Enlightenment and dissatisfaction with
colonial rule led English colonists to write the Declaration
of Independence and launch the American Revolution.
SS H 8.5.1 Define and explain the ideas of Enlightenment.
SS H 8.5.2 Explain how the ideas of Enlightenment made the American
Revolution possible.
SS H 8.5.3 After the French and Indian War, the British government
instituted actions on the American colonies. Describe the
following actions:
- Proclamation Act of 1765
- Sugar Act
- Tea Act
- Quartering Act
- Stamp Act
- Townshend Acts
- Coercive Acts
- Quebec Act
Social Studies Unit 1 Our Colonial Heritage
Chapter: The English Colonies
Lesson 5: Conflicts in the Colonies
EQ: What was the biggest source of tension placed on the
colonists by the British government?
Catholic Identity Discuss the course of human events instilled on the colonists by the
British government and if these events had worth in the eyes of God.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 20
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.5 The ideas of the Enlightenment and dissatisfaction with
colonial rule led English colonists to write the Declaration
of Independence and launch the American Revolution.
The First Continental Congress
Conflict between British
soldiers and colonists
The Second Continental
Congress
The Continental Army
Losing control of Boston
First Continental Congress
Patriots
Minutemen
Redcoats
Second Continental
Congress
Continental Army
Gorge Washington
Battle of Bunker Hill
SS H 8.5.1 Define and explain the ideas of Enlightenment.
SS H 8.5.2 Explain how the ideas of Enlightenment made the American
Revolution possible.
SS H 8.5.3 After the French and Indian War, the British government
instituted actions on the American colonies. Describe the
following actions:
- Proclamation Act of 1765 - Townshend Acts
- Sugar Act - Coercive Acts
- Tea Act - Quebec Act
- Quartering Act - Stamp Act
SS GV 8.1 Participation in social and civic groups can lead to the
attainment of individual and public goals. SS GV 8.1.1 Describe the functions of social and civic groups during early
America. SS GV 8.1.2 Create a digital chart of social and civic groups of early
America and compare it to social and civic groups in the 21st
century. List the purpose of each group, and those who are
serviced by each group. SS GV 8.1.3
Explain how the quest for freedom creates changes.
SS GV 8.1.4 Explain how participation in social and civic groups can lead to
the attainment of individual and public goals.
Social Studies Unit 1 Our Colonial Heritage
Chapter: The American Revolution 1774-1783
Lesson 1: The Revolution Begins
EQ: How was it possible for the American Patriots to gain
their independence from the British Empire?
Catholic Identity Why are human conditions and the role of dignity of man in God’s
plan?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 21
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.5 The ideas of the Enlightenment and dissatisfaction with
colonial rule led English colonists to write the Declaration
of Independence and launch the American Revolution.
Thomas Paine
Common Sense
Choosing sides
Declaration of Independence
Common Sense
Thomas Paine
Declaration of
Independence
Thomas Jefferson
Loyalist
SS H 8.5.1 Define and explain the ideas of Enlightenment.
SS H 8.5.2 Explain how the ideas of Enlightenment made the American
Revolution possible.
SS H 8.5.3 After the French and Indian War, the British government
instituted actions on the American colonies. Describe the
following actions:
- Proclamation Act of 1765
- Sugar Act
- Tea Act
- Quartering Act
- Stamp Act
- Townshend Acts
- Coercive Acts
- Quebec Act
SS H 8.5.4 Explain how the ideas of Enlightenment influenced the writing
of the Declaration of Independence.
SS H 8.5.5 Explain the reasons why the Declaration of Independence
emphasized the following:
- Natural Rights
- Limitations on the power of the government
- Social contract
- Consent of the governed
Social Studies Unit 1 Our Colonial Heritage
Chapter: The American Revolution (1774-1783)
Lesson 2: Declaring Independence
EQ: How and why did the Colonies formally declare their
independence from Great Britain?
Catholic Identity Discuss the purpose of the British Council and why it is important for
the Bishops to be up-to-date with issues regarding the Catholic
Church.
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SS H 8.4 The practice of race-based slavery led to the forced
migration of Africans to the American colonies. Their
knowledge and traditions contributed to the development
of those colonies and the United States.
SS H 8.4.1 Analyze and discuss the perspective of the European viewing
the black African being inferior and uncivilized.
SS H 8.4.2 Describe why the European’s perspective of black African
being inferior led to the forced relocation of hundreds of
thousands of Africans to the American colonies.
SS H 8.4.3 Explain the term “enslavement” and how slavery was “race-
based” and economically motivated.
SS H 8.4.4 Research and report how African slaves were intricately
involved in the economic development of the colonies.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 8.5 Americans began to develop a common national identity
among its diverse regional and cultural populations based
on democratic ideals.
Battles during 1775-1777
Patriots’ wins and losses
France and Spain help the
patriots
Fighting on the Sea and in the
West
Mercenaries
Battle of Trenton
Battle of Saratoga
Marquis de Lafayette
Baron Frederick von
Steuben
Bernardo de Galvez
John Paul Jones
George Rogers Clark
SS G 8.5.1 Identify and explain the four cornerstones of “democratic
ideals”.
SS G 8.5.2 Describe what “being an American” looked like after the
American Revolutionary War.
SS G 8.5.3 Using primary and secondary sources create a digital map or
graph of the immigrants who came to the Unites States after
the American Revolutionary War, and include the countries
from where they emigrated.
SS H 8.5 The ideas of the Enlightenment and dissatisfaction with
colonial rule led English colonists to write the Declaration
of Independence and launch the American Revolution.
SS H 8.5.1 Define and explain the ideas of Enlightenment.
SS H 8.5.2 Explain how the ideas of Enlightenment made the American
Revolution possible.
SS H 8.5.3 After the French and Indian War, the British government
instituted actions on the American colonies. Describe the
following actions:
- Proclamation Act of 1765
- Sugar Act
- Tea Act
- Quartering Act
- Stamp Act
- Townshend Acts
- Coercive Acts
- Quebec Act
Social Studies Unit 1 Our Colonial Heritage
Chapter: The American Revolution (1774-1783)
Lesson 3: The Struggle for Liberty
EQ: What were some of the obstacles that the patriates faced
in the war against the British?
Catholic Identity Discuss: Why did Catholics in the “New Colonies” struggle to profess
their faith?
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SS GV 8.1 Participation in social and civic groups can lead to the
attainment of individual and public goals. SS GV 8.1.1 Describe the functions of social and civic groups during early
America. SS GV 8.1.2 Create a digital chart of social and civic groups of early
America and compare it to social and civic groups in the 21st
century. List the purpose of each group, and those who are
serviced by each group. SS GV 8.1.3 Explain how the quest for freedom creates changes. SS GV 8.1.4 Explain how participation in social and civic groups can lead to
the attainment of individual and public goals.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.5 The ideas of the Enlightenment and dissatisfaction with
colonial rule led English colonists to write the Declaration
of Independence and launch the American Revolution.
War in the South
American Patriots defeat British
Battle of Yorktown
Treaty of Paris 1783
Francis Marion
Comte de Rochambeau
Battle of Yorktown
Treaty of Paris 1783 SS H 8.6 The outcome of the American Revolution was national
independence and new political, social and economic
relationships for the American people.
SS H 8.6.1 Describe the importance of the Articles of Confederation.
Describe the strengths and weaknesses of the Articles of
Confederation.
SS H 8.6.2 Using primary and secondary sources describe the transitioning
problems of the 13 sovereign states.
SS H 8.6.3 Explain the important of the passage of the Northwest
Ordinance in 1787, and what it protected.
SS H 8.6.4 Analyze the new political, social, and economic relationships
for the American people as a result of the American
Revolution.
Social Studies Unit 1 Our Colonial Heritage
Chapter: The American Revolution (1774-1783)
Lesson 4: Independence
EQ: Where were the British finally defeated in the Colonies?
Catholic Identity Discuss: How did Catholics defend their faith during Colonial times?
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.1 Primary and secondary sources are used to examine
events from multiple perspectives and to present and
defend a position.
The Articles of Confederation
Americans examine ideas for a
new government
The Confederation Congress
The Northwest Territory
The Northwest Ordinance
Land Ordinance
Magna Carta
Constitution
Virginia Statute for
Religious Freedom
Suffrage
Articles of Confederation
Ratification
Land Ordinance of 1785
Northwest Ordinance of
1787
Northwest Territory
SS H 8.1.1 Examine historical documents and artifacts for
perspective and point of view.
SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS H 8.1.3 Analyze and explain how historical documents separate
factual information from opinion or fiction.
SS H 8.1.4 Describe how to construct debates based on Primary and
Secondary source.
SS H 8.6 The outcome of the American Revolution was national
independence and new political, social and economic
relationships for the American people.
SS H 8.6.1 Describe the importance of the Articles of Confederation.
Describe the strengths and weaknesses of the Articles of
Confederation.
SS H 8.6.2 Using primary and secondary sources describe the
transitioning problems of the 13 sovereign states. SS H 8.6.3 Explain the important of the passage of the Northwest
Ordinance in 1787, and what it protected.
SS H 8.7 Problems arising under the Articles of Confederation led to
debate over the adoption of the U.S. Constitution.
SS H 8.7.1 Analyze the following flaws in the Articles of Confederation:
- maintaining national security
Social Studies Unit 2 A New Nation (1777-1800)
Chapter: The Articles of Confederation
Lesson 1: Forming a Government
EQ: What events and ideas affected the writing of The Articles of
Confederation? What did the Articles of Confederation
provide?
Catholic Identity Research and discuss: Fr. Juan de Padilla’s successful encounters with
the Quivira Indians.
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- stable economic system
- paying war debts
- collecting revenue
- regulating trade
- correcting flaws in the central government
SS H 8.7.2 Using primary and secondary resources, write a narrative essay
on the challenges for ratifying the U.S. Constitution. Include
the following:
- powers of central government vs. the states
- representation of the states vs. the people
- the extent of democratic participation
- the continued institution of slavery
SS G 8.3 The movement of people, products and ideas resulted in
new patterns of settlement and land use that influenced the
political and economic development of the United States.
SS G 8.3.5 Research and report how the patterns of settlement in the
development of the U.S. influenced the passage of the
Northwest Ordinance of 1787.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.7 Problems arising under the Articles of Confederation led
to debate over the adoption of the U.S. Constitution. Difficulties faced by a new
nation
Internal economic problems
Shays’ Rebellion
Weakness of the Articles of
Confederation
Demands for changes in the
national government
Tariffs
Interstate Commerce
Inflation
Depression
Daniel Shays
Shays’ Rebellion
SS H 8.7.1 Analyze the following flaws in the Articles of Confederation:
- maintaining national security
- stable economic system
- paying war debts
- collecting revenue
- regulating trade
- correcting flaws in the central government
SS H 8.7.2 Using primary and secondary resources, write a narrative
essay on the challenges for ratifying the U.S. Constitution.
Include the following:
- powers of central government vs. the states
- representation of the states vs. the people
- the extent of democratic participation
- the continued institution of slavery
SS H 8.6 The outcome of the American Revolution was national
independence and new political, social and economic
relationships for the American people.
SS H 8.6.1 Describe the importance of the Articles of Confederation. Describe
the strengths and weaknesses of the Articles of Confederation.
SS H 8.6.2 Using primary and secondary sources describe the transitioning
problems of the 13 sovereign states.
SS H 8.6.3 Explain the important of the passage of the Northwest
Ordinance in 1787, and what it protected.
SS H 8.6.4 Analyze the new political, social, and economic relationships for the
American people as a result of the American Revolution.
Social Studies Unit 2 A New Nation (1777-1800)
Chapter: The Articles of Confederation
Lesson 2: The New Nation Faces Challenges
EQ: What were the problems with the Articles of Confederation
that proved that a new constitution was needed?
Catholic Identity Describe: What were the challenges the Ursuline nuns faced in their
ministry in Louisiana?
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.6 The outcome of the American Revolution was national
independence and new political, social and economic
relationships for the American people.
The first Constitutional
Convention
Issues of representation
Great Compromise
Three-Fifths Compromise
Federalism
Balance of power
Constitutional Convention
James Madison
Virginia Plan
New Jersey Plan
Great Compromise
Three-Fifths Compromise
Popular Sovereignty
Federalism
Legislative Branch
Executive Branch
Judicial Branch
Checks and Balances
Benjamin Franklin
SS H 8.6.1 Describe the importance of the Articles of Confederation.
Describe the strengths and weaknesses of the Articles of
Confederation.
SS H 8.6.2 Using primary and secondary sources describe the transitioning
problems of the 13 sovereign states.
SS H 8.6.3 Explain the important of the passage of the Northwest
Ordinance in 1787, and what it protected.
SS H 8.6.4 Analyze the new political, social, and economic relationships
for the American people as a result of the American
Revolution.
SS H 8.7 Problems arising under the Articles of Confederation led to
debate over the adoption of the U.S. Constitution.
SS H 8.7.1 Analyze the following flaws in the Articles of Confederation:
- maintaining national security
- stable economic system
- paying war debts
- collecting revenue
- regulating trade
- correcting flaws in the central government
SS H 8.7.2 Using primary and secondary resources, write a narrative essay
on the challenges for ratifying the U.S. Constitution. Include
the following:
- powers of central government vs. the states
- representation of the states vs. the people
Social Studies Unit 2 A New Nation (1777-1800)
Chapter: The Articles of Confederation
Lesson 3: Creating the Constitution EQ: How did a new constitution provide a framework for a
stronger national government?
Catholic Identity Research and answer: Why was Father Andrew White called “The
Apostle of Maryland”?
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- the extent of democratic participation
- the continued institution of slavery
SS 8.7.3 Compare/contrast the views and opinions of the Federalist vs.
the Anti-Federalists.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 8.3 The movement of people, products and ideas resulted in
new patterns of settlement and land use that influenced the
political and economic development of the United States.
Federalists
Antifederalists
New Constitution
Federalist Papers
Ratification of the Constitution
Ten Amendments to the
Constitution
Bill of Rights
Antifederalists
George Mason
Federalists
Federalist Papers
Amendments
Bill of Rights
SS G 8.3.1 Analyze and demonstrate using a digital map how the
development of the colonies reflected the origins of its settlers.
SS G 8.3.2 Using primary and secondary sources, explain why slavery was
not prevalent in the northern colonies.
SS G 8.3.3 Using primary and secondary sources, discuss the different
influences and ideas of the “institution of slavery” between the
northern and southern colonies.
SS G 8.3.4 Using primary and secondary sources, write a report on the
reasons for the displacement of American Indians, and the sites
of relocation.
SS G 8.3.5 Research and report how the patterns of settlement in the
development of the U.S. influenced the passage of the
Northwest Ordinance of 1787.
SS G 8.3.6 Analyze the impact that the patterns of settlement had on the
political and economic development of the United States.
SS H 8.7 Problems arising under the Articles of Confederation led to
debate over the adoption of the U.S. Constitution.
SS H 8.7.1 Analyze the following flaws in the Articles of Confederation:
- maintaining national security
- stable economic system
- paying war debts
- collecting revenue
- regulating trade
- correcting flaws in the central government
Social Studies Unit 2 A New Nation (1777-1800)
Chapter: The Articles of Confederation
Lesson 4: Ratifying the Constitution
EQ: What were some of the issues that Americans debated
before ratifying the Constitution?
Catholic Identity Read: The life of Kateri Tekakwitha and her quest to learn about God.
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SS H 8.7.2 Using primary and secondary resources, write a narrative essay
on the challenges for ratifying the U.S. Constitution. Include
the following:
- powers of central government vs. the states
- representation of the states vs. the people
- the extent of democratic participation
- the continued institution of slavery
SS H 8.7.3 Compare/contrast the views and opinions of the Federalist vs.
the Anti-Federalists.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 8.4 The U.S. Constitution protects citizens’ rights by limiting
the powers of government. Framers of the Constitution
Federal System
Legislative Branch
Executive Branch
Judicial Branch
Historical Documents
Federal System
Impeach
Veto
Executive orders
Pardons
Thurgood Marshall
Sandra Day O’Connor
SS GV 8.4.1 The U.S. Constitution protects the rights of citizens by limiting
the powers of government. List the first ten amendments—The
Bill of Rights, and discuss the freedoms that are being
protected.
SS GV 8.4.2 Explain due process of law and the three rights that it provides
to protect citizens. SS GV 8.3 The U.S. Constitution established a federal system of
government, a representative democracy and a framework
with separation of powers and checks and balances. SS GV 8.3.1 Explain the differences between the federal government and
state government. SS GV 8.3.2 Describe the reason the U.S. Constitution divided powers
between the federal and state governments. SS GV 8.3.3 Explain why the U.S. is a republic or representative
democracy, and the power rests in its citizens. SS H 8.7 Problems arising under the Articles of Confederation led to
debate over the adoption of the U.S. Constitution. SS H 8.7.2 Using primary and secondary resources, write a narrative essay
on the challenges for ratifying the U.S. Constitution. Include
the following:
- powers of central government vs. the states
- representation of the states vs. the people
- the extent of democratic participation
- the continued institution of slavery
Social Studies Unit 2 A New Nation (1789-present)
Chapter: Citizenship and the Constitution
Lesson 1: Understanding the Constitution
EQ: How do the ideas in the Constitution affect the lives of
Americans? How is The U.S. Constitution balanced?
Catholic Identity Project: Divide the original colonies in 3 groups:
1-New England 2-Middle 3-Southern
Make a chart listing the most prevalent religion in each area and why
that religion is prevalent.
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SS H 8.7.3 Compare/contrast the views and opinions of the Federalist vs.
the Anti-Federalists. SS H 8.1 Primary and secondary sources are used to examine events
from multiple perspectives and to present and defend a
position. SS H 8.1.1 Examine historical documents and artifacts for perspective and
point of view.
SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS H 8.1.3 Analyze and explain how historical documents separate factual
information from opinion or fiction.
SS H 8.1.4 Describe how to construct debates based on Primary and
Secondary source.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 8.4 The U.S. Constitution protects citizens’ rights by limiting
the powers of government. First Amendment
Basic freedoms
Protecting citizens
Rights of the accused
Bill of Rights
Amendments: I - X
James Madison
Majority rule petition
Search warrant
Due process
Indict
Double jeopardy
Eminent domain
Amendment
SS GV 8.4.1 The U.S. Constitution protects the rights of citizens by limiting
the powers of government. List the first ten amendments—The
Bill of Rights, and discuss the freedoms that are being
protected. SS GV 8.4.2 Explain due process of law and the three rights that it provides
to protect citizens.
Social Studies Unit 2 A New Nation (1789-1800)
Chapter: Citizenship and Constitution
Lesson 2: The Bill of Rights
EQ: Why was the Bill of Rights added to the Constitution?
Catholic Identity Research: How did Archbishop John Carroll’s family become
instrumental in helping Catholics become part of the newly
established U.S. congress?
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 8.1 Participation in social and civic groups can lead to the
attainment of individual and public goals. How citizenship is determined
Duties of citizens
Involvement in government and
community
Naturalized citizens
Deport
Draft
Political action committee
Interest groups
SS GV 8.1.1 Describe the functions of social and civic groups during early
America. SS GV 8.1.2 Create a digital chart of social and civic groups of early
America and compare it to social and civic groups in the 21st
century. List the purpose of each group, and those who are
serviced by each group. SS GV 8.1.3 Explain how the quest for freedom creates changes. SS GV 8.1.4 Explain how participation in social and civic groups can lead to
the attainment of individual and public goals. SS GV 8.4 The U.S. Constitution protects citizens’ rights by limiting
the powers of government. SS GV 8.4.1 The U.S. Constitution protects the rights of citizens by limiting
the powers of government. List the first ten amendments—The
Bill of Rights, and discuss the freedoms that are being
protected. SS GV 8.4.2 Explain due process of law and the three rights that it provides
to protect citizens.
Social Studies Unit 2 A New Nation (1789-1800)
Chapter: Citizenship and the Constitution
Lesson 3: Rights and Responsibilities of Citizenship
EQ: What are some of the privileges and responsibilities
involved with having American Citizenship?
Catholic Identity Research: How did Bishop Fenwick of Boston try to overcome
prejudice against Catholics in the early history of the United States?
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 8.1 Participation in social and civic groups can lead to the
attainment of individual and public goals. President George Washington
Congress and President
organize government
Three branches of government
Americans’ expectations for
their new nation
George Washington
Electoral college
Martha Washington
Precedent
Judiciary Act of 1789
SS GV 8.1.1 Describe the functions of social and civic groups during early
America. SS GV 8.1.2 Create a digital chart of social and civic groups of early
America and compare it to social and civic groups in the 21st
century. List the purpose of each group, and those who are
serviced by each group. SS GV 8.1.3 Explain how the quest for freedom creates changes. SS GV 8.1.4 Explain how participation in social and civic groups can lead to
the attainment of individual and public goals. SS GV 8.3 The U.S. Constitution established a federal system of
government, a representative democracy and a framework
with separation of powers and checks and balances. SS GV 8.3.1 Explain the differences between the federal government and
state government. SS GV 8.3.2 Describe the reason the U.S. Constitution divided powers
between the federal and state governments. SS GV 8.3.3 Explain why the U.S. is a republic or representative
democracy, and the power rests in its citizens.
SS GV 8.3.4 Create a digital graph explaining the “Separation of Powers”
and the three branches of government.
SS GV 8.3.5 Analyze and give examples of how the system of Checks and
Balances allows the branches of government to function.
Social Studies Unit 2 A New Nation (1789-1800)
Chapter: Launching the Nation
Lesson 1: Washington Leads a New Nation
EQ: What important events occurred during the terms of the
first two U.S. presidents?
Catholic Identity Research: In the 1700’s, there were no dioceses in the U.S. How did
the Catholic lay people organize and build churches so Catholics
could practice their faith?
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SS GV 8.4 The U.S. Constitution protects citizens’ rights by limiting
the powers of government. SS GV 8.4.1 The U.S. Constitution protects the rights of citizens by limiting
the powers of government. List the first ten amendments—The
Bill of Rights, and discuss the freedoms that are being
protected. SS GV 8.4.2 Explain due process of law and the three rights that it provides
to protect citizens.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 8.4 The effective management of one’s personal finances
includes using basic banking services (e.g., savings accounts
and checking accounts) and credit.
Settling national and state debt
by Hamilton
Thomas Jefferson’s views on
government and economy
Hamilton’s National Bank
Alexander Hamilton
National Debt
Bonds
Speculators
Thomas Jefferson
Loose construction
Street construction
Bank of the United States
SS E 8.4.1 Discuss the creation of the First Bank of the United States and
what the government deemed its service and purpose.
SS E 8.4.2 Research the historical events of the study of banking services
for the U.S. government and the state of Ohio.
SS H 8.11 Disputes over the nature of federalism, complicated by
economic developments in the United States, resulted in
sectional issues, including slavery, which led to the
American Civil War.
SS H 8.11.1 Research and report the Virginia and Kentucky Resolutions of
1798-99 and how it contradicted the powers of the federal
government with the powers reserved to the states.
SS H 8.11.2 Research and create a digital chart depicting the reasons why
the newly developed sections of the U.S. held distinct
characteristics on key issues. Include: tariff policies, the
national bank, internal improvements, sales of public land, and
slavery.
Social Studies Unit 2 A New Nation (1789-1800)
Chapter: Launching the Nation
Lesson 2: Hamilton and National Finances
EQ: What was the financial plan that Alexander Hamilton
developed for the national government?
Catholic Identity Research: Discuss the method of “Lay Trusteeism” in the 1700’s and
the pros and cons of such trusts.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.8 Actions of early presidential administrations
established a strong federal government, provided
peaceful transitions of power and repelled a foreign
invasion.
U.S. neutrality with Europe
Conflict with Native Americans
in the Northwest Territory
The Whiskey Rebellion
Washington’s Farewell Address
French Revolution
Neutrality Proclamation
Privateers
Jay’s Treaty
Pinckney’s Treaty
Little Turtle
Battle of Fallen Timbers
Treaty of Greenville
Whiskey Rebellion
SS H 8.8.1 Using primary and secondary resources create a power point
presentation of early presidential administrations’
accomplishments to establish a strong federal government.
Include the following issues:
-assuming state debts
-creating a national bank
-the conclusion of the Whiskey Rebellion
-The Treaty of Paris
-negotiating the Jay Treaty
-creation of the Navy Department
-Louisiana Purchase
-War of 1812
-McCulloch vs. Maryland
-Instituting the Monroe Doctrine
SS H 8.8.2 Explain President Washington’s creation of a “two-term” limit
of power.
SS H 8.10 Westward expansion contributed to economic and
industrial development, debates over sectional issues, war
with Mexico and the displacement of American Indians.
SS H 8.10.1 Analyze and report how the U.S. expansion after the War of
1812 contributed to economic development. Include:
-providing land for settlers
-development of transportation networks
-new resources in the acquired territories
Social Studies Unit 2 A New Nation (1789-1800)
Chapter: Launching the Nation
Lesson 3: Challenges for the New Nation
EQ: What were some of the foreign and domestic challenges
the U.S. faced under Washington?
Catholic Identity Research: Why was Pennsylvania called William Penn’s “Holy
Experiment”?
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SS H 8.10.2 Describe the key issues that escalated and were fiercely
debated regarding the Westward Expansion. SS H 8.10.3 Analyze and explain how the annexation of Texas led to the
Mexican War.
SS H 8.10.4 Using primary and secondary sources, write a narrative
summary of why the settlement of the United States led to the
displacement of the Native Americans from their native lands.
SS H 8.10.5 Describe the Treaty of Greenville and the Indian Removal Act
and why it was necessary for legal and military actions to be
involved.
SS H 8.11 Disputes over the nature of federalism, complicated by
economic developments in the United States, resulted
in sectional issues, including slavery, which led to the
American Civil War. SS H 8.11.1 Research and report the Virginia and Kentucky Resolutions of
1798-99 and how it contradicted the powers of the federal
government with the powers reserved to the states.
SS H 8.11.2 Research and create a digital chart depicting the reasons
why the newly developed sections of the U.S. held
distinct characteristics on key issues. Include: tariff
policies, the national bank, internal improvements, sales
of public land, and slavery.
SS G 8.3 The movement of people, products and ideas resulted
in new patterns of settlement and land use that
influenced the political and economic development of
the United States. SS G 8.3.4 Using primary and secondary sources, write a report on
the reasons for the displacement of American Indians, and
the sites of relocation. SS G 8.3.5 Research and report how the patterns of settlement in the
development of the U.S. influenced the passage of the
Northwest Ordinance of 1787.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.11 Disputes over the nature of federalism, complicated by
economic developments in the United States, resulted in
sectional issues, including slavery, which led to the
American Civil War.
The rise of political parties
The XYZ Affair
President John Adams
Alien and Sedition Acts
Political parties
Federalist Party
Democratic-Republican
Party
XYZ Affair
Alien and Sedition Acts
Kentucky and Virginia
Resolutions
SS H 8.11.1 Research and report the Virginia and Kentucky Resolutions of
1798-99 and how it contradicted the powers of the federal
government with the powers reserved to the states.
SS H 8.11.2 Research and create a digital chart depicting the reasons why
the newly developed sections of the U.S. held distinct
characteristics on key issues. Include: tariff policies, the
national bank, internal improvements, sales of public land, and
slavery.
SS G 8.5 Americans began to develop a common national identity
among its diverse regional and cultural populations based
on democratic ideals.
SS G 8.5.1 Identify and explain the four cornerstones of “democratic
ideals”.
SS G 8.5.2 Describe what “being an American” looked like after the
American Revolutionary War.
SS G 8.5.3 Using primary and secondary sources create a digital map or
graph of the immigrants who came to the Unites States after
the American Revolutionary War, and include the countries
from where they emigrated.
SS G 8.5.4 Describe how the creation of the public education system
(public schools) helped foster the ideals of “democratic ideals”.
SS G 8.5.5 Identify the developments that helped bring about a common
national identity for Americans and describe the democratic
ideals around which that identity is based.
Social Studies Unit 2 A New Nation (1789-1800)
Chapter: Launching the Nation
Lesson 4: John Adams’s Presidency
EQ: How did the political parties in the U.S. contribute to the
different ideas about the role of federal government?
Catholic Identity Research Project:
Compare Catholic schools in the 1700’s to Catholic schools in the
21st century. List the first three Catholic colleges in the U.S., the first
Catholic hospital and the first Cathedral.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.1 Primary and secondary sources are used to examine events
from multiple perspectives and to present and defend a
position.
Election of 1800
Transitioning power
Jefferson’s beliefs
Marbury vs Madison
Changing of political party
John Adams
Thomas Jefferson
John Marshall
Marbury vs Madison
Judicial review
SS H 8.8 Actions of early presidential administrations established a
strong federal government, provided peaceful transitions of
power and repelled a foreign invasion.
SS H 8.8.1 Using primary and secondary resources create a power point
presentation of early presidential administrations’
accomplishments to establish a strong federal government.
Include the following issues:
-assuming state debts
-creating a national bank
-the conclusion of the Whiskey Rebellion
-The Treaty of Paris
-negotiating the Jay Treaty
-creation of the Navy Department
-Louisiana Purchase
-War of 1812
-McCulloch vs. Maryland
-Instituting the Monroe Doctrine
SS GV 8.3 The U.S. Constitution established a federal system of
government, a representative democracy and a framework
with separation of powers and checks and balances. SS GV 8.3.1 Explain the differences between the federal government and
state government. SS GV 8.3.2 Describe the reason the U.S. Constitution divided powers
between the federal and state governments.
Social Studies Unit 3 The New Republic (1800-1855)
Chapter: The Jefferson Era
Lesson 1: Jefferson Becomes President
EQ: How did the events of the Jefferson Era strengthen the
nation?
Catholic Identity Research: What connection did Thomas Jefferson have to the Ursuline
nuns in Louisiana in 1803?
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SS GV 8.3.3 Explain why the U.S. is a republic or representative
democracy, and the power rests in its citizens. SS GV 8.4 The U.S. Constitution protects citizens’ rights by limiting
the powers of government. SS GV 8.4.1 The U.S. Constitution protects the rights of citizens by limiting
the powers of government. List the first ten amendments—The
Bill of Rights, and discuss the freedoms that are being
protected. SS GV 8.4.2 Explain due process of law and the three rights that it
provides to protect citizens.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 8.3 The U.S. Constitution established a federal system of
government, a representative democracy and a framework
with separation of powers and checks and balances.
Election of 1800
Transition of power
President’s beliefs about federal
government
Marbury vs Madison
Judicial branch of government
John Adams
Thomas Jefferson
John Marshall
Marbury vs Madison
Judicial review
SS GV 8.3.1 Explain the differences between the federal government and
state government. SS GV 8.3.2 Describe the reason the U.S. Constitution divided powers
between the federal and state governments. SS GV 8.3.3 Explain why the U.S. is a republic or representative
democracy, and the power rests in its citizens. SS GV 8.3.4 Create a digital graph explaining the “Separation of Powers”
and the three branches of government. SS GV 8.3.5 Analyze and give examples of how the system of Checks and
Balances allows the branches of government to function. SS GV 8.4 The U.S. Constitution protects citizens’ rights by limiting
the powers of government. SS GV 8.4.1 The U.S. Constitution protects the rights of citizens by limiting
the powers of government. List the first ten amendments—The
Bill of Rights, and discuss the freedoms that are being
protected. SS GV 8.4.2 Explain due process of law and the three rights that it provides
to protect citizens. SS GV 8.4.3 Research and describe Amendments 13, 14, and 15, and
explain the impact they had on the expansion of human rights
for African Americans. SS GV 8.4.4 Write an informational summary describing and evaluating
how the U.S. Constitution protects citizen’s rights by limiting
the powers of government, and why it is important for citizens
to vote.
Social Studies Unit 3 The New Republic (1800-1855)
Chapter: The Jefferson Era
Lesson 2: Jefferson Becomes President
EQ: What new era in American government started with the
election of Thomas Jefferson?
Catholic Identity Research: What was Thomas Jefferson’s belief on “Religious Liberty”
and what primary source can defend his belief?
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.9 The United States added to its territory through treaties
and purchases. Moving West
Importance of the Mississippi
River
Louisiana Purchase
Lewis and Clark
Zebulon Pike
Relationship with Native
Americans
Louisiana Purchase
Merriweather Lewis
William Clark
Lewis and Clark expedition
Sacagawea
Zebulon Pike
SS H 8.9.1 Research and write an informational paper describing how the
United States added to its territory through treaties and
purchases. Include the following information:
-The Adams-Onis Treaty
-Webster-Ashburton Treaty
-Oregon Treaty
-Treaty of Guadalupe Hidalgo
-Louisiana Purchase
-Gadsden Purchase
-Alaska Purchase SS H 8.10 Westward expansion contributed to economic and
industrial development, debates over sectional issues, war
with Mexico and the displacement of American Indians. SS H 8.10.1 Analyze and report how the U.S. expansion after the War of
1812 contributed to economic development. Include:
-providing land for settlers
-development of transportation networks
-new resources in the acquired territories SS H 8.10.2 Describe the key issues that escalated and were fiercely
debated regarding the Westward Expansion.
Social Studies Unit 3 The New Republic (1800-1855)
Chapter: The Jefferson Era
Lesson 3: The Louisiana Purchase
EQ: How did President Jefferson manage to almost double
the size of the U.S. during his presidency?
Catholic Identity Research: Who were the two Catholic signers to the U.S.
Constitution?
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.10 Westward expansion contributed to economic and
industrial development, debates over sectional issues, war
with Mexico and the displacement of American Indians.
Violation of U.S. neutrality
Ban on trade
Conflict in the West
The War Hawks
USS Constitution
Impressment
Embargo
Embargo Act
Non-Intercourse Act
Tecumseh
Battle of Tippecanoe
War Hawks
James Madison
SS H 8.10.1 Analyze and report how the U.S. expansion after the War of
1812 contributed to economic development. Include:
-providing land for settlers
-development of transportation networks
-new resources in the acquired territories SS H 8.10.2 Describe the key issues that escalated and were fiercely
debated regarding the Westward Expansion. SS H 8.10.3 Analyze and explain how the annexation of Texas led to the
Mexican War. SS H 8.10.4 Using primary and secondary sources, write a narrative
summary of why the settlement of the United States led to the
displacement of the Native Americans from their native lands.
Social Studies Unit 3 The New Republic (1800-1855)
Chapter: The Jefferson Era
Lesson 4: The Coming of War
EQ: What were the facts that led the U.S. to declare war on
Great Britain?
Catholic Identity Research: How was the “diocese” of Cincinnati established?
Cincinnati was first part of what other diocese? When was the
“Archdiocese of Cincinnati” established?
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.10 Westward expansion contributed to economic and
industrial development, debates over sectional issues, war
with Mexico and the displacement of American Indians.
Americans vs British in war
U.S. stop British
National pride and prosperity
Olivier Hazard Perry
Battle of Lake Erie
Andrew Jackson
Treaty of Fort Jackson
Battle of New Orleans
Hartford Convention
Treaty of Ghent
SS H 8.10.1 Analyze and report how the U.S. expansion after the War of
1812 contributed to economic development. Include:
-providing land for settlers
-development of transportation networks
-new resources in the acquired territories SS H 8.10.2 Describe the key issues that escalated and were fiercely
debated regarding the Westward Expansion. SS H 8.10.3 Analyze and explain how the annexation of Texas led to the
Mexican War.
Social Studies Unit 3 The New Republic (1800-1855)
Chapter: The Jefferson Era
Lesson 5: The War of 1812
EQ: What two countries were at battle in the War of 1812?
Catholic Identity Project: Make a chart of the 8 dioceses formed from the Diocese of
Bardstown from 1808-1826
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.8 Actions of early presidential administrations established a
strong federal government, provided peaceful transitions of
power and repelled a foreign invasion.
U.S. and Great Britain settle
their disputes over boundaries
U.S. gains Florida
Monroe Doctrine help U.S. with
Latin America
Rush - Bagot Agreement
Convention of 1818
James Monroe
Adam-Onis Treaty
Simon Bolivar
Monroe Doctrine
SS H 8.8.1 Using primary and secondary resources create a power point
presentation of early presidential administrations’
accomplishments to establish a strong federal government.
Include the following issues:
-assuming state debts
-creating a national bank
-the conclusion of the Whiskey Rebellion
-The Treaty of Paris
-negotiating the Jay Treaty
-creation of the Navy Department
-Louisiana Purchase
-War of 1812
-McCulloch vs. Maryland
-Instituting the Monroe Doctrine SS H 8.9 The United States added to its territory through treaties
and purchases.
Social Studies Unit 3 The New Republic (1800-1855)
Chapter: A New National Identity (1812-1830)
Lesson 1: American Foreign Policy
EQ: What forces and events affected national unity and growth
and how did the U.S. peacefully settle disputes with foreign
powers?
Catholic Identity Research: How does a Cathedral become designated as a Basilica?
List all the Basilicas in the U.S. with their name and state.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.10 Westward expansion contributed to economic and
industrial development, debates over sectional issues, war
with Mexico and the displacement of American Indians.
Growing Nationalism
Improvements in the nation’s
transportation system
Missouri Compromise
Election of 1824
Nationalism
Henry Clay
American system
Cumberland Road
Erie Canal
Era of Good Feelings
Sectionalism
Missouri Compromise
John Quincy Adams
SS H 8.10.4 Using primary and secondary sources, write a narrative
summary of why the settlement of the United States led to the
displacement of the Native Americans from their native lands. SS H 8.10.5 Describe the Treaty of Greenville and the Indian Removal Act
and why it was necessary for legal and military actions to be
involved. SS H 8.10.6 Explain the term Manifest Destiny, and how this term was used
to justify continental expansion by the United States.
Social Studies Unit 3 The New Republic (1800-1855)
Chapter: A New National Identity (1812-1830)
Lesson 2: Nationalism and Sectionalism
EQ: How did “national unity” arise in order for regional
differences to be served?
Catholic Identity Research: As our nation grew during the 1800’s how did Catholicism
grow? Who were some people who were instrumental in spreading the
faith to the territories in the west?
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 8.4 Cultural biases, stereotypes and prejudices had social,
political and economic consequences for minority groups
and the population as a whole.
American Writers
New style of: literature, art,
ideals, culture, religion, music,
architecture, cultural ideas
Washington Irving
James Fenimore Cooper
Hudson River School
Thomas Cole
George Caleb Bingham
SS GV 8.1 Participation in social and civic groups can lead to the
attainment of individual and public goals. SS GV 8.1.1 Describe the functions of social and civic groups during early
America. SS GV 8.1.2 Create a digital chart of social and civic groups of early
America and compare it to social and civic groups in the 21st
century. List the purpose of each group, and those who are
serviced by each group.
SS GV 8.2 Well informed citizens understand how media and
communication technology influence public opinion. SS GV 8.2.1 List what media was used to influence public opinion in early
America. SS GV 8.2.2 Using primary and secondary sources describe how the
invention of the telegraph transformed the way early citizens
received news. SS GV 8.2.3 Defend the statement: “Early American citizens who could
read were likely to be well-informed”.
SS G 8.5 Americans began to develop a common national identity
among its diverse regional and cultural populations based
on democratic ideals. SS G 8.5.1 Identify and explain the four cornerstones of “democratic
ideals”. SS G 8.5.2 Describe what “being an American” looked like after the
American Revolutionary War.
Social Studies Unit 3 The New Republic (1800-1855)
Chapter: A New National Identity (1812-1830)
Lesson 3: American Culture
EQ: How did the growth of America and its many cultural
areas create a new American identity?
Catholic Identity Research: What were some reasons that Catholics were discriminated
in the early history of the U.S.?
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SS G 8.5.3 Using primary and secondary sources create a digital map or
graph of the immigrants who came to the Unites States after
the American Revolutionary War, and include the countries
from where they emigrated. SS G 8.5.4 Describe how the creation of the public education system
(public schools) helped foster the ideals of “democratic ideals”. SS G 8.5.5 Identify the developments that helped bring about a common
national identity for Americans and describe the democratic
ideals around which that identity is based.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 8.5 Americans began to develop a common national identity
among its diverse regional and cultural populations based
on democratic ideals.
Democracy expands in the
1820’s
The Right to Vote
Jackson’s victory
Changes to American politics
Nominating conventions
Jacksonian Democracy
Democratic Party
John C. Calhoun
Spoil system
Martin Van Buren
Kitchen Cabinet
SS G 8.5.1 Identify and explain the four cornerstones of “democratic
ideals”. SS G 8.5.2 Describe what “being an American” looked like after the
American Revolutionary War. SS G 8.5.3 Using primary and secondary sources create a digital map or
graph of the immigrants who came to the Unites States after
the American Revolutionary War, and include the countries
from where they emigrated. SS G 8.5.4 Describe how the creation of the public education system
(public schools) helped foster the ideals of “democratic ideals”. SS G 8.5.5 Identify the developments that helped bring about a common
national identity for Americans and describe the democratic
ideals around which that identity is based.
SS GV 8.1 Participation in social and civic groups can lead to the
attainment of individual and public goals. SS GV 8.1.1 Describe the functions of social and civic groups during early
America. SS GV 8.1.2 Create a digital chart of social and civic groups of early
America and compare it to social and civic groups in the 21st
century. List the purpose of each group, and those who are
serviced by each group. SS GV 8.1.3
Explain how the quest for freedom creates changes.
SS GV 8.1.4 Explain how participation in social and civic groups can lead to
the attainment of individual and public goals.
Social Studies Unit 3 The New Republic (1800-1855)
Chapter: The Age of Jackson (1828-1840)
Lesson 1: Jacksonian Democracy
EQ: What impact did Andrew Jackson’s presidency have on
the nation?
Catholic Identity Research and project: Make a chart about information pertaining to you:
The name of your diocese and the year it was established
The name of your parish and school and the date it was established
The name of Archbishops and Bishop
Name of cathedral and dates
Name of your pastor
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.8 Actions of early presidential administrations established a
strong federal government, provided peaceful transitions of
power and repelled a foreign invasion.
Regional friction
Rights of states
National tariff
Jackson’s attack on the bank
Panic of 1837
Tariff of Abominations
States’ rights doctrine
Nullification crisis
Daniel Webster
McCulloch vs Maryland
Whig Party
Panic of 1837
William Henry Harrison
SS H 8.8.1 Using primary and secondary resources create a power point
presentation of early presidential administrations’
accomplishments to establish a strong federal government.
Include the following issues:
-assuming state debts
-creating a national bank
-the conclusion of the Whiskey Rebellion
-The Treaty of Paris
-negotiating the Jay Treaty
-creation of the Navy Department
-Louisiana Purchase
-War of 1812
-McCulloch vs. Maryland
-Instituting the Monroe Doctrine SS H 8.9 The United States added to its territory through treaties
and purchases.
SS H 8.9.1 Research and write an informational paper describing how the
United States added to its territory through treaties and
purchases. Include the following information:
-The Adams-Onis Treaty
-Webster-Ashburton Treaty
-Oregon Treaty
Social Studies Unit 3 The New Republic (1800-1855)
Chapter: The Age of Jackson (1828-1840)
Lesson 2: Jackson’s Administration
EQ: What were the political conflicts that marked Andrew
Jackson’s presidency?
Catholic Identity Research: What were the underlining factors in public schools that led
to the development of a parochial Catholic school system?
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-Treaty of Guadalupe Hidalgo
-Louisiana Purchase
-Gadsden Purchase
-Alaska Purchase
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 8.3 Governments can impact markets by means of spending,
regulations, taxes and trade barriers. Indian Removal Act
Relocation of Native Americans
Cherokee resistance
Jackson vs Supreme Court
Native Americans resist
relocation
Indian Removal Act
Indian Territory
Bureau of Indian Affairs
Sequoya
Worcester vs Georgia
Trail of Tears
Black Hawk
Osceola
SS E 8.3.1 Give examples of how the U.S. and state governments can
impact markets with spending and other areas. SS E 8.3.2 Analyze why governments have used regulations to control
markets for limiting production or exchange of goods. (e.g.
Navigation Acts) SS E 8.3.3 Explain the meaning of a tariff and how a tariff can make
goods more competitive. (e.g. Tariff of 1828) SS E 8.3.4 Analyze trade barriers and explain how they are used to
prevent certain exchanges of import and export goods. (e.g.
Embargo Act of 1807 SS E 8.3.5 Explain the impact government can have on markets by
spending, regulating, taxing and creating trade barriers. SS E 8.4. The effective management of one’s personal finances includes
using basic banking services (e.g., savings accounts and
checking accounts) and credit.
SS E 8.4.1 Discuss the creation of the First Bank of the United States and
what the government deemed its service and purpose. SS H 8.7 Problems arising under the Articles of Confederation led to
debate over the adoption of the U.S. Constitution.
SS H 8.7.2 Using primary and secondary resources, write a narrative essay
on the challenges for ratifying the U.S. Constitution. Include
the following:
- powers of central government vs. the states
- representation of the states vs. the people
- the extent of democratic participation
- the continued institution of slavery
Social Studies Unit 3 The New Republic (1800-1855)
Chapter: The Age of Jackson (1828-1840)
Lesson 3: Indian Removal
EQ: Give reason why President Jackson supported the Indian
removal policy.
Catholic Identity Research: What order of religious nuns dedicated their mission to the
conversion of Native Americans?
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SS H 8.10 Westward expansion contributed to economic and
industrial development, debates over sectional issues, war
with Mexico and the displacement of American Indians. SS H 8.10.2 Describe the key issues that escalated and were fiercely
debated regarding the Westward Expansion. SS H 8.10.3 Analyze and explain how the annexation of Texas led to the
Mexican War. SS H 8.10.4 Using primary and secondary sources, write a narrative
summary of why the settlement of the United States led to the
displacement of the Native Americans from their native lands. SS H 8.10.5 Describe the Treaty of Greenville and the Indian Removal Act
and why it was necessary for legal and military actions to be
involved.
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.10 Westward expansion contributed to economic and
industrial development, debates over sectional issues, war
with Mexico and the displacement of American Indians.
West of the Rocky Mountains in
1800
Mormons travel West
Search for religious freedom
John Jacob Astor
Mountain men
Oregon Trail
Santa Fe Trail
Mormons
Brigham Young
SS H 8.10.1 Analyze and report how the U.S. expansion after the War of
1812 contributed to economic development. Include:
-providing land for settlers
-development of transportation networks
-new resources in the acquired territories SS H 8.10.2 Describe the key issues that escalated and were fiercely
debated regarding the Westward Expansion. SS H 8.10.3 Analyze and explain how the annexation of Texas led to the
Mexican War. SS H 8.10.4 Using primary and secondary sources, write a narrative
summary of why the settlement of the United States led to the
displacement of the Native Americans from their native lands. SS H 8.10.5 Describe the Treaty of Greenville and the Indian Removal Act
and why it was necessary for legal and military actions to be
involved. SS H 8.10.6 Explain the term Manifest Destiny, and how this term was used
to justify continental expansion by the United States.
SS G 8.2 The availability of natural resources contributed to the
geographic and economic expansion of the United States,
sometimes resulting in unintended environmental
consequences. SS G 8.2.1 Explain how U.S. natural resources influenced geographic and
economic expansion of the United States. SS G 8.2.2 Explain how natural resources resulted in unintended
environmental consequences.
Social Studies Unit 3 The New Republic (1800-1855)
Chapter: Expanding West
Lesson 1: Trails to the West
EQ: Why did the American West attract a variety of settlers?
Catholic Identity Research: How did settlers of the American West learn about the
Catholic faith?
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SS G 8.3 The movement of people, products and ideas resulted in
new patterns of settlement and land use that influenced the
political and economic development of the United States. SS G 8.3.4 Using primary and secondary sources, write a report on the
reasons for the displacement of American Indians, and the sites
of relocation.
SS G 8.4 Cultural biases, stereotypes and prejudices had social,
political and economic consequences for minority groups
and the population as a whole. SS G 8.4.1 Define and explain the following terms:
• Cultural bias
• Stereotypes
• Prejudice
• Minority group SS G 8.4.2 Explain how cultural bias, stereotyping, and prejudices
impacted minority groups in the newly established United
States. SS G 8.4.3 Identify some of the social, political, and economic
consequences that were placed on minority groups, and the
minority population, as a whole.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.10 Westward expansion contributed to economic and
industrial development, debates over sectional issues, war
with Mexico and the displacement of American Indians.
The Westward movement of
American settlers
Texan revolt
Texas develops its
independence
Father Miguel Hidalgo
Costilla
Empresarios
Stephen F. Austin
Antonio Lopez de Santa
Anna
Alamo
Battle of San Jacinto
SS G 8.4 Cultural biases, stereotypes and prejudices had social,
political and economic consequences for minority groups
and the population as a whole. SS G 8.4.1 Define and explain the following terms:
• Cultural bias
• Stereotypes
• Prejudice
• Minority group SS G 8.4.2 Explain how cultural bias, stereotyping, and prejudices
impacted minority groups in the newly established United
States. SS G 4.8.3 Identify some of the social, political, and economic
consequences that were placed on minority groups and the
minority population as a whole. SS GV 8.1 Participation in social and civic groups can lead to the
attainment of individual and public goals. SS GV 8.1.3
Explain how the quest for freedom creates changes.
SS GV 8.1.4 Explain how participation in social and civic groups can lead to
the attainment of individual and public goals.
Social Studies Unit 3 The New Republic (1800-1855)
Chapter: Expanding West
Lesson 2: The Texas Revolution
EQ: What country did Texas gain its independence from in
1836?
Catholic Identity Research: Describe the works of Fr. Miguel Hidalgo and his
missionary efforts to teach the Catholic faith.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.10 Westward expansion contributed to economic and
industrial development, debates over sectional issues, war
with Mexico and the displacement of American Indians.
Manifest Destiny
Mexican-American War
U.S. added new territory in the
Southwest
American settlements cause
blending of cultures
Manifest Destiny
James K. Polk
Vaqueros
Californios
Bear Flag Revolt
Treaty of Guadalupe
Hidalgo
Gadsden Purchase
SS H 8.10.1 Analyze and report how the U.S. expansion after the War of
1812 contributed to economic development. Include:
-providing land for settlers
-development of transportation networks
-new resources in the acquired territories SS H 8.10.2 Describe the key issues that escalated and were fiercely
debated regarding the Westward Expansion. SS H 8.10.3 Analyze and explain how the annexation of Texas led to the
Mexican War. SS H 8.10.4 Using primary and secondary sources, write a narrative
summary of why the settlement of the United States led to the
displacement of the Native Americans from their native lands. SS H 8.10.5 Describe the Treaty of Greenville and the Indian Removal Act
and why it was necessary for legal and military actions to be
involved. SS H 8.10.6 Explain the term Manifest Destiny, and how this term was used
to justify continental expansion by the United States.
Social Studies Unit 3 The New Republic (1800-1855)
Chapter: Expanding West
Lesson 3: The Mexican American War
EQ: How did the Manifest Destiny lead to war and U.S.
expansion?
Catholic Identity Research: List the missionaries during the Mexican-American War
and their efforts to teach the Catholic faith.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 8.2 The availability of natural resources contributed to the
geographic and economic expansion of the United States,
sometimes resulting in unintended environmental
consequences.
Discovery of gold
California settlers
Gold rush
California’s population and
economy expands
John Sutter
Donner Party
Forty-Niners
Prospect
Placer miners SS G 8.2.1 Explain how U.S. natural resources influenced geographic and
economic expansion of the United States. SS G 8.2.2 Explain how natural resources resulted in unintended
environmental consequences. SS G 8.3 The movement of people, products and ideas resulted in
new patterns of settlement and land use that influenced the
political and economic development of the United States. SS H 8.3.6 Analyze the impact that the patterns of settlement had on the
political and economic development of the United States.
SS G 8.4 Cultural biases, stereotypes and prejudices had social,
political and economic consequences for minority groups
and the population as a whole. SS G 8.4.2 Explain how cultural bias, stereotyping, and prejudices
impacted minority groups in the newly established United
States. SS G 8.4.3 Identify some of the social, political, and economic
consequences that were placed on minority groups, and the
minority population, as a whole.
Social Studies Unit 3 The New Republic (1800-1855)
Chapter: Expanding West
Lesson 4: The California Gold Rush
EQ: How did the California Gold Rush change the future of
the West?
Catholic Identity Reach: Make a chart of the 9 missions in California that were founded
by Fr. Juniper Serra.
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 8.2 The Industrial Revolution fundamentally changed the
means of production as a result of improvements in
technology, use of new power resources, the advent of
interchangeable parts and the shift from craftwork to
factory work.
Invention of new machines
Beginning of Industrial
Revolution
Improvements in manufacturing
War of 1812
Industrial Revolution
textiles
Richard Arkwright
Samuel Slater
Technology
Eli Whitney
Interchangeable parts
Mass production
SS E 8.2.1 Explain the Industrial Revolution of the late 18th and early
19th century, and how it improved the country’s economy.
Social Studies Unit 4 The Nation Expands (1790-1860)
Chapter: The North
Lesson 1: The Industrial Revolution in America EQ: What changes occurred in the North during the early
1800’s and how did the Industrial Revolution transform
production of goods in the U.S.?
Catholic Identity Research: During the 19
th century was the immigration of Catholics
with different cultures and customs a detriment or a benefit to the
church?
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 8.2 The Industrial Revolution fundamentally changed the
means of production as a result of improvements in
technology, use of new power resources, the advent of
interchangeable parts and the shift from craftwork to
factory work.
The spread of mills
Workers lives changed in
Northeast
Lowell System revolution
Textile industry in Northeast
Workers organize for change
Rhode Island System
Francis Cabot Lowell
Lowell System
Trade unions
Strike
Sarah G. Bagley SS E 8.2.1 Explain the Industrial Revolution of the late 18
th and early
19th century, and how it improved the country’s economy.
SS E 8.2.2 Describe how the improvements in technology moved the
production of:
-steam engine
-cotton
-mechanical reaper
-sewing machine
SS E 8.2.3 Explain how the development of interchangeable parts and
mass production techniques brought great efficiency to the
production process.
Social Studies Unit 4 The Nation Expands (1790-1860)
Chapter: The North
Lesson 2: Changes in Working Life
EQ: Explain how the introduction of factories changed the
working life in America.
Catholic Identity Research: How did the Industrial Revolution interfere with traditional
patterns of worshiping in America?
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 8.2 The Industrial Revolution fundamentally changed the
means of production as a result of improvements in
technology, use of new power resources, the advent of
interchangeable parts and the shift from craftwork to
factory work.
Transportation Evolution
The Steamboat
Importance of railroads
Changes in transportation for
American life and industry.
Transportation Revolution
Robert Fulton
Clermont
Gibbons vs Ogden
Peter Cooper SS E 8.2.1 Explain the Industrial Revolution of the late 18th and early
19th century, and how it improved the country’s economy.
SS E 8.2.2 Describe how the improvements in technology moved the
production of:
-steam engine
-cotton
-mechanical reaper
-sewing machine
SS E 8.2.3 Explain how the development of interchangeable parts and
mass production techniques brought great efficiency to the
production process.
SS E 8.2.4 Analyze how the Industrial Revolution changed the means of
production.
Social Studies Unit 4 The Nation Expands (1790-1860)
Chapter: The North
Lesson 3: The Transportation Revolution
EQ: Describe how new forms of transportation
improved business, travel and communication in
the U.S.
Catholic Identity Research: How did the Industrial Revolution improve the way people
worshiped and practiced their faith in America?
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 8.2 The Industrial Revolution fundamentally changed the
means of production as a result of improvements in
technology, use of new power resources, the advent of
interchangeable parts and the shift from craftwork to
factory work.
Improvements in
communication through the
telegraph
The shift to steam power
Improvement of farm
equipment
Changing lives of Americans
Telegraph
Samuel F.B. Morse
Morse Code
John Deere
Cyrus McCormick
Isaac Singer SS E 8.2.1 Explain the Industrial Revolution of the late 18
th and early
19th century, and how it improved the country’s economy.
SS E 8.2.2 Describe how the improvements in technology moved the
production of:
-steam engine
-cotton
-mechanical reaper
-sewing machine
SS E 8.2.3 Explain how the development of interchangeable parts and
mass production techniques brought great efficiency to the
production process.
SS E 8.2.4 Analyze how the Industrial Revolution changed the means of
production.
SS E 8.3 Governments can impact markets by means of spending,
regulations, taxes and trade barriers.
SS GV 8.2 Well informed citizens understand how media and
communication technology influence public opinion. SS GV 8.2.1 List what media was used to influence public opinion in early
America.
Social Studies Unit 4 The Nation Expands (1790-1860)
Chapter: The North
Lesson 4: More Technological Advances
EQ: Explain how advances in technology led to new
inventions that changed daily life and work?
Catholic Identity Research: List how Catholic traditions and customs expanded due to
the large number of Catholic immigrants.
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SS GV 8.2.2 Using primary and secondary sources describe how the
invention of the telegraph transformed the way early citizens
received news. SS GV 8.2.3 Defend the statement: “Early American citizens who could
read were likely to be well- informed”.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS E 8.1 Choices made by individuals, businesses and governments
have both present and future consequences. Invention of Cotton Gin
South’s economy
“Cotton Boom”
One crop economy
Encouraging industry and other
crops
Cotton gin
Planters
Cotton belt
Factory
Tredegar Iron Works
SS E 8.1.1 Analyze and explain the three basic economic questions. SS E 8.1.2 Explain how economic choices are made.
SS E 8.1.3 List some of the consequences that businesses must weigh
when making an economic decision.
SS E 8.2 The Industrial Revolution fundamentally changed the
means of production as a result of improvements in
technology, use of new power resources, the advent of
interchangeable parts and the shift from craftwork to
factory work. SS E 8.2.2 Describe how the improvements in technology moved the
production of:
-steam engine
-cotton
-mechanical reaper
-sewing machine
SS E 8.2.3 Explain how the development of interchangeable parts and
mass production techniques brought great efficiency to the
production process. SS E 8.2.4 Analyze how the Industrial Revolution changed the means of
production.
Social Studies Unit 4 The Nation Expands (1790-1860)
Chapter: The South
Lesson 1: Growth of the Cotton Industry
EQ: How did slavery and agriculture affect the economy of
the society of the South? How did the invention of the
cotton gin make the South a one-crop economy?
Catholic Identity Research: What was the Catholic Church’s stance on slavery during
the expansion of the Industrial Revolution?
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SS G 8.2 The availability of natural resources contributed to
the geographic and economic expansion of the United
States, sometimes resulting in unintended
environmental consequences. SS G 8.2.1 Explain how U.S. natural resources influenced geographic and
economic expansion of the United States.
SS G 8.2.2 Explain how natural resources resulted in unintended
environmental consequences.
SS G 8.3 The movement of people, products and ideas resulted
in new patterns of settlement and land use that
influenced the political and economic development of
the United States. SS G 8.3.1 Analyze and demonstrate using a digital map how the
development of the colonies reflected the origins of its settlers. SS G 8.3.2 Using primary and secondary sources, explain why slavery was
not prevalent in the northern colonies.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 8.3 The movement of people, products and ideas resulted in
new patterns of settlement and land use that influenced the
political and economic development of the United States.
Southern Society
Southern culture
Four main groups of society and
culture
Free African Americans
Discrimination
Yeomen
SS G 8.3.2 Using primary and secondary sources, explain why slavery was
not prevalent in the northern colonies. SS G 8.3.3 Using primary and secondary sources, discuss the different
influences and ideas of the “institution of slavery” between the
northern and southern colonies. SS G 8.4 Cultural biases, stereotypes and prejudices had social,
political and economic consequences for minority groups
and the population as a whole.
SS G 8.4.1 Define and explain the following terms: Cultural bias
Stereotypes
Prejudice
Minority group
SS G 8.4.2 Explain how cultural bias, stereotyping, and prejudices
impacted minority groups in the newly established United
States.
SS G 8.4.3 Identify some of the social, political, and economic
consequences that were placed on minority groups, and the
minority population, as a whole.
SS G 8.5 Americans began to develop a common national identity
among its diverse regional and cultural populations based
on democratic ideals.
Social Studies Unit 4 The Nation Expands (1790-1860)
Chapter: The South
Lesson 2: Southern Society
EQ: What did Southern society focus around?
Catholic Identity Discuss: Some wealthy Southern men were religious but believed God
created some people to rule others. How is this thinking opposed to
your Catholic faith?
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SS G 8.5.1 Identify and explain the four cornerstones of “democratic
ideals”.
SS GV 8.1 Participation in social and civic groups can lead to the
attainment of individual and public goals. SS GV 8.1.1 Describe the functions of social and civic groups during early
America. SS GV 8.1.2 Create a digital chart of social and civic groups of early
America and compare it to social and civic groups in the 21st
century. List the purpose of each group, and those who are
serviced by each group. SS GV 8.1.3 Explain how the quest for freedom creates changes.
SS GV 8.1.4 Explain how participation in social and civic groups can lead to
the attainment of individual and public goals.
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.4 The practice of race-based slavery led to the forced
migration of Africans to the American colonies. Their
knowledge and traditions contributed to the development of
those colonies and the United States.
Plantation jobs for slaves
Life as a slave
Slave culture
Slave family, community and
religion
Slave codes
Folktales
Spirituals
Nat Turner’s Rebellion
Nat Turner SS H 8.4.1 Analyze and discuss the perspective of the European viewing
the black African being inferior and uncivilized. SS H 8.4.2 Describe why the European’s perspective of black African
being inferior led to the forced relocation of hundreds of
thousands of Africans to the American colonies.
SS H 8.4.3 Explain the term “enslavement” and how slavery was “race-
based” and economically motivated.
SS H 8.4.4 Research and report how African slaves were intricately
involved in the economic development of the colonies.
SS H 8.4.5 Explain how the “Maritime Trade” involved slaves and “freed
Africans” in the northern and southern colonies.
SS H 8.4.6 Using primary and secondary sources produce in writing facts
that support that slavery was the foundation of the “agricultural
system” in the Southern colonies.
SS H 8.4.7 List and discuss some of the “cultural contributions” of
American slavery.
SS G 8.3 The movement of people, products and ideas resulted in
new patterns of settlement and land use that influenced the
political and economic development of the United States. SS G 8.3.2 Using primary and secondary sources, explain why slavery was
not prevalent in the northern colonies.
SS G 8.3.3 Using primary and secondary sources, discuss the different
influences and ideas of the “institution of slavery” between the
northern and southern colonies.
Social Studies Unit 4 The Nation Expands (1790-1860)
Chapter: The South
Lesson 3: The Slave System
EQ: Describe the harsh living conditions in the South for the
slaves in the slave system?
Catholic Identity Research: Explain how slaves secretly practiced and protected their
religion. Why was the religion of slaves called the “invisible
institution” by historians?
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 8.2 The availability of natural resources contributed to
the geographic and economic expansion of the United
States, sometimes resulting in unintended
environmental consequences.
Millions of immigrants
German and Irish immigrants
Anti-immigrant movement
Industrialization
Growth of American cities
Urban growth
Urban problems
Nativists
Know-Nothing Party
Middle class
Tenements SS G 8.2.1 Explain how U.S. natural resources influenced geographic and
economic expansion of the United States. SS G 8.2.2 Explain how natural resources resulted in unintended
environmental consequences.
SS G 8.3 The movement of people, products and ideas resulted
in new patterns of settlement and land use that
influenced the political and economic development of
the United States. SS G 8.3.1 Analyze and demonstrate using a digital map how the
development of the colonies reflected the origins of its settlers.
SS G 8.3.2 Using primary and secondary sources, explain why slavery was
not prevalent in the northern colonies.
SS GV 8.1 Participation in social and civic groups can lead to the
attainment of individual and public goals. SS GV 8.1.1 Describe the functions of social and civic groups during early
America. SS GV 8.1.2 Create a digital chart of social and civic groups of early
America and compare it to social and civic groups in the 21st
century. List the purpose of each group, and those who are
serviced by each group.
Social Studies Unit 4 The Nation Expands (1790-1860)
Chapter: New Movements in America (1815-1850)
Lesson 1: Immigrants and Urban Challenges
EQ: What goals did the American social reformers have
during the early 1800’s with the arrival of millions of
immigrants?
Catholic Identity Research: How was it possible for Irish and some German immigrants
to continue practicing their Catholic religion when they immigrated to
the United States in the 1800’s? What changes in religious customs
did they have to make?
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SS GV 8.1.3 Explain how the quest for freedom creates changes.
SS GV 8.1.4 Explain how participation in social and civic groups can lead to
the attainment of individual and public goals. SS E 8.2 The Industrial Revolution fundamentally changed the
means of production as a result of improvements in
technology, use of new power resources, the advent of
interchangeable parts and the shift from craftwork to
factory work. SS E 8.2.1 Explain the Industrial Revolution of the late 18
th and early
19th century, and how it improved the country’s economy.
SS E 8.2.2 Describe how the improvements in technology moved the
production of:
-steam engine
-cotton
-mechanical reaper
-sewing machine
SS E 8.2.3 Explain how the development of interchangeable parts
and mass production techniques brought great efficiency
to the production process. SS E 8.2.4 Analyze how the Industrial Revolution changed the
means of production. SS G 8.5 Americans began to develop a common national
identity among its diverse regional and cultural
populations based on democratic ideals. SS G 8.5.1 Identify and explain the four cornerstones of “democratic
ideals”. SS G 8.5.2 Describe what “being an American” looked like after the
American Revolutionary War. SS G 8.5.3 Using primary and secondary sources create a digital map or
graph of the immigrants who came to the Unites States after
the American Revolutionary War, and include the countries
from where they emigrated.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 8.5 Americans began to develop a common national
identity among its diverse regional and cultural
populations based on democratic ideals.
Transcendentalists
Utopian Communities
American Society
American Romantic painters
and writers
Contribution to American art
and literature
Transcendentalism
Ralph Waldo Emerson
Margret Fuller
Henry David Thoreau
Utopian communities
Nathaniel Hawthorne
Edgar Allen Poe
Emily Dickenson
Henry Wadsworth
Longfellow
Walt Whitman
SS G 8.5.1 Identify and explain the four cornerstones of “democratic
ideals”. SS G 8.5.2 Describe what “being an American” looked like after the
American Revolutionary War. SS G 8.5.3 Using primary and secondary sources create a digital map or
graph of the immigrants who came to the Unites States after
the American Revolutionary War, and include the countries
from where they emigrated. SS G 8.5.4 Describe how the creation of the public education system
(public schools) helped foster the ideals of “democratic ideals”. SS G 8.5.5 Identify the developments that helped bring about a common
national identity for Americans and describe the democratic
ideals around which that identity is based.
SS GV 8.1 Participation in social and civic groups can lead to the
attainment of individual and public goals. SS GV 8.1.1 Describe the functions of social and civic groups during early
America. SS GV 8.1.2 Create a digital chart of social and civic groups of early
America and compare it to social and civic groups in the 21st
century. List the purpose of each group, and those who are
serviced by each group. SS GV 8.1.3 Explain how the quest for freedom creates changes.
Social Studies Unit 4 The Nation Expands (1790-1860)
Chapter: New Movements in America (1815-1850)
Lesson 2: American Arts
EQ: How did art and literature influence many Americans in
the 1800’s?
Catholic Identity Research: How did the Transcendental and Utopian communities
influence the Catholic religion?
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SS GV 8.1.4 Explain how participation in social and civic groups can lead to
the attainment of individual and public goals.
SS GV 8.2 Well informed citizens understand how media and
communication technology influence public opinion. SS GV 8.2.1 List what media was used to influence public opinion in early
America. SS GV 8.2.2 Using primary and secondary sources describe how the
invention of the telegraph transformed the way early citizens
received news. SS GV 8.2.3 Defend the statement: “Early American citizens who could
read were likely to be well- informed”. SS GV 8.2.4 Using primary and secondary sources create a list of
pamphlets, books and newspaper articles from early American
publications that influenced public opinion of that era.
SS G 8.4 Cultural biases, stereotypes and prejudices had social,
political and economic consequences for minority
groups and the population as a whole. SS G 8.4.1 Define and explain the following terms:
Cultural bias
Stereotypes
Prejudice
Minority group SS G 8.4.2 Explain how cultural bias, stereotyping, and prejudices
impacted minority groups in the newly established United
States. SS G 8.4.3 Identify some of the social, political, and economic
consequences that were placed on minority groups, and the
minority population, as a whole.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 8.4 Cultural biases, stereotypes and prejudices had social,
political and economic consequences for minority
groups and the population as a whole.
Second Great Awakening
Social Reform
Temperance and prison reform
Educational reforms
Northern African American
communities
Second Great Awakening
Charles Grandison Finney
Lyman Beecher
Temperance movement
Dorothea Dix
Common School
Movement
Catharine Beecher
Thomas Gallaudet
SS G 8.4.1 Define and explain the following terms:
Cultural bias
Stereotypes
Prejudice
Minority group
SS G 8.4.2 Explain how cultural bias, stereotyping, and prejudices
impacted minority groups in the newly established United
States.
SS G 8.4.3 Identify some of the social, political, and economic
consequences that were placed on minority groups, and the
minority population, as a whole.
SS G 8.5 Americans began to develop a common national identity
among its diverse regional and cultural populations based
on democratic ideals. SS G 8.5.1 Identify and explain the four cornerstones of “democratic
ideals”.
SS G 8.5.2 Describe what “being an American” looked like after the
American Revolutionary War. SS G 8.5.3 Using primary and secondary sources create a digital map or
graph of the immigrants who came to the Unites States after
the American Revolutionary War, and include the countries
from where they emigrated. SS G 8.5.4 Describe how the creation of the public education system
(public schools) helped foster the ideals of “democratic ideals”.
Social Studies Unit 4 The Nation Expands (1790-1860)
Chapter: New Movements in America (1815-1850)
Lesson 3: Reforming Society
EQ: How did reform movements in the early 1800’s affect
religion, education and society?
Catholic Identity Why do you think the birth of Catholic schools was so desired at this
time in history?
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SS G 8.5.5 Identify the developments that helped bring about a common
national identity for Americans and describe the democratic
ideals around which that identity is based. SS GV 8.1 Participation in social and civic groups can lead to the
attainment of individual and public goals. SS GV 8.1.1 Describe the functions of social and civic groups during early
America. SS GV 8.1.2 Create a digital chart of social and civic groups of early
America and compare it to social and civic groups in the 21st
century. List the purpose of each group, and those who are
serviced by each group. SS GV 8.1.3 Explain how the quest for freedom creates changes.
SS GV 8.1.4 Explain how participation in social and civic groups can lead to
the attainment of individual and public goals.
SS GV 8.2 Well informed citizens understand how media and
communication technology influence public opinion. SS GV 8.2.1 List what media was used to influence public opinion in early
America. SS GV 8.2.2 Using primary and secondary sources describe how the
invention of the telegraph transformed the way early citizens
received news. SS GV 8.2.3 Defend the statement: “Early American citizens who could
read were likely to be well- informed”. SS GV 8.2.4 Using primary and secondary sources create a list of
pamphlets, books and newspaper articles from early American
publications that influenced public opinion of that era. SS GV 8.2.5 Explain the difference between Propaganda and Bias, and
how it can manipulate logic and emotions. SS GV 8.2.6 Explain how investigation of reliable information can impact
and influence public opinion.
SS GV 8.4 The U.S. Constitution protects citizens’ rights by limiting
the powers of government. SS GV 8.4.1 The U.S. Constitution protects the rights of citizens by limiting
the powers of government. List the first ten amendments—The
Bill of Rights, and discuss the freedoms that are being
protected.
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Science Theme
Standard Description Content Focus Academic Vocabulary
SS GV 8.4 The U.S. Constitution protects citizens’ rights by
limiting the powers of government. Opposing slavery
Abolitionists
Underground Railroad
Opposition to keeping slavery
Abolition list
William Lloyd Garrison
American Anti-Slavery
Society
Angelina and Sarah Grimké
Frederick Douglas
Sojourner Truth
Underground Railroad
Harriet Tubman
SS GV 8.4.1 The U.S. Constitution protects the rights of citizens by limiting
the powers of government. List the first ten amendments—The
Bill of Rights, and discuss the freedoms that are being
protected. SS GV 8.4.2 Explain due process of law and the three rights that it provides
to protect citizens. SS GV 8.4.3 Research and describe Amendments 13, 14, and 15, and
explain the impact they had on the expansion of human rights
for African Americans. SS GV 8.4.4 Write an informational summary describing and evaluating
how the U.S. Constitution protects citizen’s rights by limiting
the powers of government, and why it is important for citizens
to vote.
SS H 8.1 Primary and secondary sources are used to examine
events from multiple perspectives and to present and
defend a position. SS H 8.1.1 Examine historical documents and artifacts for perspective and
point of view.
SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS H 8.1.3 Analyze and explain how historical documents separate factual
information from opinion or fiction.
Social Studies Unit 4 The Nation Expands (1790-1860)
Chapter: New Movements in America (1815-1850)
Lesson 4: The Movement to End Slavery
EQ: How did the abolitionists’ debates over slavery bring
attention to human rights?
Catholic Identity Research: Bible passage – Exodus 21:16; Galatians 3:28 and 5:1;
Matthew 25:45; Luke 4:18
Read and discuss to why the practice of slavery was against these
Bible passages.
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SS H 8.1.4 Describe how to construct debates based on Primary and
Secondary source.
SS H 8.7 Problems arising under the Articles of Confederation led to
debate over the adoption of the U.S. Constitution.
SS H 8.7.2 Using primary and secondary resources, write a narrative essay
on the challenges for ratifying the U.S. Constitution. Include
the following:
- powers of central government vs. the states
- representation of the states vs. the people
- the extent of democratic participation
- the continued institution of slavery
SS H 8.11 Disputes over the nature of federalism, complicated by
economic developments in the United States, resulted
in sectional issues, including slavery, which led to the
American Civil War. SS H 8.11.1 Research and report the Virginia and Kentucky Resolutions of
1798-99 and how it contradicted the powers of the federal
government with the powers reserved to the states.
SS H 8.11.2 Research and create a digital chart depicting the reasons why
the newly developed sections of the U.S. held distinct
characteristics on key issues. Include: tariff policies, the
national bank, internal improvements, sales of public land, and
slavery.
SS G 8.3 The movement of people, products and ideas resulted
in new patterns of settlement and land use that
influenced the political and economic development of
the United States. SS G 8.3.2 Using primary and secondary sources, explain why slavery was
not prevalent in the northern colonies.
SS G 8.3.3 Using primary and secondary sources, discuss the different
influences and ideas of the “institution of slavery” between the
northern and southern colonies.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.11 Disputes over the nature of federalism, complicated by
economic developments in the United States, resulted in
sectional issues, including slavery, which led to the
American Civil War.
Women struggle to gain rights
Opposition from men
Seneca Falls Convention
Elizabeth Cady Stanton
Lucretia Mott
Seneca Falls Convention
Lucy Stone
Susan B. Anthony SS H 8.11.2 Research and create a digital chart depicting the reasons why
the newly developed sections of the U.S. held distinct
characteristics on key issues. Include: tariff policies, the
national bank, internal improvements, sales of public land, and
slavery.
SS G 8.3 The movement of people, products and ideas resulted in
new patterns of settlement and land use that influenced the
political and economic development of the United States. SS G 8.3.2 Using primary and secondary sources, explain why slavery was
not prevalent in the northern colonies.
SS G 8.4 Cultural biases, stereotypes and prejudices had social,
political and economic consequences for minority
groups and the population as a whole. SS G 8.4.1 Define and explain the following terms:
Cultural bias
Stereotypes
Prejudice
Minority group
SS G 8.4.2 Explain how cultural bias, stereotyping, and prejudices
impacted minority groups in the newly established United
States.
SS G 8.4.3 Identify some of the social, political, and economic
consequences that were placed on minority groups, and the
minority population, as a whole.
Social Studies Unit 4 The Nation Expands (1790-1860)
Chapter: New Movements in America (1815-1850)
Lesson 5: Women’s Rights
EQ: How did reformers try to improve women’s rights in
America?
Catholic Identity Research: List all the Religious Orders of Women that began in the
United States in the 19th
Century. Make a geographical chart showing
where these women ministered to those needing help.
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SS G 8.5 Americans began to develop a common national identity
among its diverse regional and cultural populations based
on democratic ideals. SS G 8.5.1 Identify and explain the four cornerstones of “democratic
ideals”.
SS G 8.5.2 Describe what “being an American” looked like after the
American Revolutionary War.
SS G 8.5.3 Using primary and secondary sources create a digital map or
graph of the immigrants who came to the Unites States after
the American Revolutionary War, and include the countries
from where they emigrated.
SS G 8.5.4 Describe how the creation of the public education system
(public schools) helped foster the ideals of “democratic ideals”.
SS G 8.5.5 Identify the developments that helped bring about a common
national identity for Americans and describe the democratic
ideals around which that identity is based.
SS GV 8.1 Participation in social and civic groups can lead to the
attainment of individual and public goals. SS GV 8.1.1 Describe the functions of social and civic groups during early
America. SS GV 8.1.2 Create a digital chart of social and civic groups of early
America and compare it to social and civic groups in the 21st
century. List the purpose of each group, and those who are
serviced by each group. SS GV 8.1.3 Explain how the quest for freedom creates changes.
SS GV 8.1.4 Explain how participation in social and civic groups can lead to
the attainment of individual and public goals.
SS GV 8.2 Well informed citizens understand how media and
communication technology influence public opinion.
SS GV 8.2.1 List what media was used to influence public opinion in early
America. SS GV 8.2.2 Using primary and secondary sources describe how the
invention of the telegraph transformed the way early citizens
received news. SS GV 8.2.3 Defend the statement: “Early American citizens who could
read were likely to be well- informed”.
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SS GV 8.2.4 Using primary and secondary sources create a list of
pamphlets, books and newspaper articles from early American
publications that influenced public opinion of that era. SS GV 8.2.5 Explain the difference between Propaganda and Bias, and
how it can manipulate logic and emotions. SS GV 8.2.6 Explain how investigation of reliable information can impact
and influence public opinion.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.7 Problems arising under the Articles of Confederation
led to debate over the adoption of the U.S.
Constitution.
Addition of new land in the
West
Dispute over slavery in the
West
Compromise of 1850
Fugitive Slave Act
Antislavery literature
Popular sovereignty
Wilmot Proviso
Sectionalism
Free-Soil Party
Secede
Compromise of 1850
Fugitive Slave Act
Anthony Burns
Uncle Tom’s Cabin
Harriet Beecher Stowe
SS H 8.7.1 Analyze the following flaws in the Articles of Confederation:
- maintaining national security
- stable economic system
- paying war debts
- collecting revenue
- regulating trade
- correcting flaws in the central government
SS H 8.7.2 Using primary and secondary resources, write a narrative essay
on the challenges for ratifying the U.S. Constitution. Include
the following:
- powers of central government vs. the states
- representation of the states vs. the people
- the extent of democratic participation
- the continued institution of slavery SS H 8.7.3 Compare/contrast the views and opinions of the Federalist
vs. the Anti-Federalists. SS G 8.3 The movement of people, products and ideas resulted
in new patterns of settlement and land use that
influenced the political and economic development of
the United States.
Social Studies Unit 4 The Nation Expands (1790-1860)
Chapter: A Divided Nation (1848-1860)
Lesson 1: The Debate Over slavery
EQ: How did the issue of slavery affect politics in the United
States?
Catholic Identity Research and write about African American Catholics who have
historical significance.
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SS G 8.3.1 Analyze and demonstrate using a digital map how the
development of the colonies reflected the origins of its settlers. SS G 8.3.2 Using primary and secondary sources, explain why slavery was
not prevalent in the northern colonies. SS G 8.3.3 Using primary and secondary sources, discuss the different
influences and ideas of the “institution of slavery” between the
northern and southern colonies. SS G 8.3.4 Using primary and secondary sources, write a report on the
reasons for the displacement of American Indians, and the sites
of relocation.
SS G 8.3.5 Research and report how the patterns of settlement in the
development of the U.S. influenced the passage of the
Northwest Ordinance of 1787.
SS G 8.3.6 Analyze the impact that the patterns of settlement had on the
political and economic development of the United States.
SS G 8.5 Americans began to develop a common national
identity among its diverse regional and cultural
populations based on democratic ideals. SS G 8.5.1 Identify and explain the four cornerstones of “democratic
ideals”. SS G 8.5.2 Describe what “being an American” looked like after the
American Revolutionary War.
SS G 8.5.3 Using primary and secondary sources create a digital map or
graph of the immigrants who came to the Unites States after
the American Revolutionary War, and include the countries
from where they emigrated.
SS G 8.5.4 Describe how the creation of the public education system
(public schools) helped foster the ideals of “democratic ideals”.
SS G 8.5.5 Identify the developments that helped bring about a common
national identity for Americans and describe the democratic
ideals around which that identity is based.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.11 Disputes over the nature of federalism, complicated by
economic developments in the United States, resulted in
sectional issues, including slavery, which led to the
American Civil War.
Debate over expansion of
slavery
Election of 1852
Kansas Nebraska Act
Voters choice
Pro-slavery vs anti-slavery
“Bleeding Kansas”
Franklin Pierce
Stephen Douglas
Kansas-Nebraska Act
Pottawatomie Massacre
Charles Sumner
Preston Brooks
SS H 8.11.1 Research and report the Virginia and Kentucky Resolutions of
1798-99 and how it contradicted the powers of the federal
government with the powers reserved to the states.
SS H 8.11.2 Research and create a digital chart depicting the reasons why
the newly developed sections of the U.S. held distinct
characteristics on key issues. Include: tariff policies, the
national bank, internal improvements, sales of public land, and
slavery. SS GV 8.4 The U.S. Constitution protects citizens’ rights by limiting
the powers of government. SS GV 8.4.1 The U.S. Constitution protects the rights of citizens by limiting
the powers of government. List the first ten amendments—The
Bill of Rights, and discuss the freedoms that are being
protected. SS GV 8.4.2 Explain due process of law and the three rights that it provides
to protect citizens. SS GV 8.4.3 Research and describe Amendments 13, 14, and 15, and
explain the impact they had on the expansion of human rights
for African Americans. SS GV 8.4.4 Write an informational summary describing and evaluating
how the U.S. Constitution protects citizen’s rights by limiting
the powers of government, and why it is important for citizens
to vote.
Social Studies Unit 4 The Nation Expands (1790-1860)
Chapter: A Divided Nation 91848-1860)
Lesson 2: Trouble in Kansas
EQ: How did the Kansas-Nebraska Act heighten tension over
Slavery?
Catholic Identity Read: Harriet Thompson’s letter to the Pope in 1853. What was the
situation of African Americans Catholics in the U.S. at this time?
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 8.4 Cultural biases, stereotypes and prejudices had social,
political and economic consequences for minority
groups and the population as a whole.
Political parties in the U.S.
Expansion of Slavery
Dred Scott decision
Lincoln-Douglas debates
Republican Party
James Buchanan
John C. Fremont
Dred Scott
Roger B. Taney
Abraham Lincoln
Lincoln-Douglas debates
Freeport Doctrine
SS G 8.4.1 Define and explain the following terms: Cultural bias
Stereotypes
Prejudice
Minority group SS G 8.4.2 Explain how cultural bias, stereotyping, and prejudices
impacted minority groups in the newly established United
States. SS G 8.4.3 Identify some of the social, political, and economic
consequences that were placed on minority groups, and the
minority population, as a whole. SS GV 8.2 Well informed citizens understand how media and
communication technology influence public opinion. SS GV 8.2.1 List what media was used to influence public opinion in early
America. SS GV 8.2.2 Using primary and secondary sources describe how the
invention of the telegraph transformed the way early citizens
received news. SS GV 8.2.3 Defend the statement: “Early American citizens who could
read were likely to be well- informed”. SS GV 8.2.4 Using primary and secondary sources create a list of
pamphlets, books and newspaper articles from early American
publications that influenced public opinion of that era.
Social Studies Unit 4 The Nation Expands (1790-1860)
Chapter: A Divided Nation (1848-1860)
Lesson 3: Political Division
EQ: How did political and judicial decisions split the issues
over slavery?
Catholic Identity Research and discuss three accomplishments of Dannie Rudd, founder
of the National Black Catholic Congress.
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SS GV 8.2.5 Explain the difference between Propaganda and Bias, and
how it can manipulate logic and emotions. SS GV 8.2.6 Explain how investigation of reliable information can impact
and influence public opinion.
SS GV 8.4 The U.S. Constitution protects citizens’ rights by
limiting the powers of government. SS GV 8.4.1 The U.S. Constitution protects the rights of citizens by limiting
the powers of government. List the first ten amendments—The
Bill of Rights, and discuss the freedoms that are being
protected. SS GV 8.4.2 Explain due process of law and the three rights that it provides
to protect citizens. SS GV 8.4.3 Research and describe Amendments 13, 14, and 15, and
explain the impact they had on the expansion of human rights
for African Americans. SS GV 8.4.4 Write an informational summary describing and evaluating
how the U.S. Constitution protects citizen’s rights by limiting
the powers of government, and why it is important for citizens
to vote.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.1 Primary and secondary sources are used to examine
events from multiple perspectives and to present and
defend a position.
John Brown’s Raid
Harpers Ferry
Free States vs Slave States
Election of 1860 outcomes
Secession of Southern States
John Brown’s Raid
John C. Breckinridge
Constitutional Union Party
John Bell
John J. Crittenden
Confederate states of
America
Jefferson Davis
SS H 8.1.1 Examine historical documents and artifacts for perspective and
point of view. SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS H 8.1.3 Analyze and explain how historical documents separate factual
information from opinion or fiction. SS H 8.1.4 Describe how to construct debates based on Primary and
Secondary source.
SS H 8.4 The practice of race-based slavery led to the forced
migration of Africans to the American colonies. Their
knowledge and traditions contributed to the
development of those colonies and the United States. SS H 8.4.3 Explain the term “enslavement” and how slavery was “race-
based” and economically motivated. SS H 8.4.4 Research and report how African slaves were intricately
involved in the economic development of the colonies. SS H 8.4.6 Using primary and secondary sources produce in writing facts
that support that slavery was the foundation of the “agricultural
system” in the Southern colonies. SS H 8.4.7 List and discuss some of the “cultural contributions” of
American slavery.
Social Studies Unit 4 The Nation Expands (1790-1860)
Chapter: A Divided Nation (1848-1860)
Lesson 4: The Nation Divides
EQ: What issues broke apart the United States?
Catholic Identity Research: Understand and discuss the Latin word for Catholic.
Catholicus means “universal”. Discuss instances of segregation and
rejection of African Americans in the Catholic Church in the 1900’s.
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SS H 8.11 Disputes over the nature of federalism, complicated by
economic developments in the United States, resulted
in sectional issues, including slavery, which led to the
American Civil War. SS H 8.11.1 Research and report the Virginia and Kentucky Resolutions of
1798-99 and how it contradicted the powers of the federal
government with the powers reserved to the states. SS H 8.11.2 Research and create a digital chart depicting the reasons why
the newly developed sections of the U.S. held distinct
characteristics on key issues. Include: tariff policies, the
national bank, internal improvements, sales of public land, and
slavery. SS G 8.4 Cultural biases, stereotypes and prejudices had social,
political and economic consequences for minority
groups and the population as a whole. SS G 8.4.3 Identify some of the social, political, and economic
consequences that were placed on minority groups, and the
minority population, as a whole.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.11 Disputes over the nature of federalism, complicated by
economic developments in the United States, resulted in
sectional issues, including slavery, which led to the
American Civil War.
Fort Sumter
Americans chose sides
Union vs Confederacy
The Civil War
Blue vs Gray
Fort Sumter
Border states
Winfield Scott
Cotton diplomacy
Secede
Bayonet SS H 8.11.1 Research and report the Virginia and Kentucky Resolutions of
1798-99 and how it contradicted the powers of the federal
government with the powers reserved to the states.
SS H 8.11.2 Research and create a digital chart depicting the reasons why
the newly developed sections of the U.S. held distinct
characteristics on key issues. Include: tariff policies, the
national bank, internal improvements, sales of public land, and
slavery.
SS G 8.4 Cultural biases, stereotypes and prejudices had social,
political and economic consequences for minority groups
and the population as a whole.
SS G 8.4.1 Define and explain the following terms:
Cultural bias
Stereotypes
Prejudice
Minority group SS G 8.4.2 Explain how cultural bias, stereotyping, and prejudices
impacted minority groups in the newly established United
States.
Social Studies Unit 5 The Nation Breaks Apart (1861-1877)
Chapter: The Civil War (1861-1865)
Lesson 1: The War Begins
EQ: In what ways did the Civil War transform the nation?
The Civil War broke out between what sections of our
country?
Catholic Identity
EQ: Why did Parish Schools in the East grow so rapidly in the early
1800’s?
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SS G 8.4.3 Identify some of the social, political, and economic
consequences that were placed on minority groups, and the
minority population, as a whole.
SS H 8.1 Primary and secondary sources are used to examine
events from multiple perspectives and to present and
defend a position. SS H 8.1.1 Examine historical documents and artifacts for perspective and
point of view. SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS H 8.1.3 Analyze and explain how historical documents separate factual
information from opinion or fiction. SS H 8.11.4 Describe how to construct debates based on Primary and
Secondary source.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.1 Primary and secondary sources are used to examine
events from multiple perspectives and to present and
defend a position.
The war in Virginia
Battle of Antietam
The Union naval blockade
The Confederacy attempts
First Battle of Bull Run
Thomas “Stonewall”
Jackson
George B. McClellan
Robert E. Lee
Seven Day’s Battle
Second Battle of Bull Run
Battle of Antietam
Ironclads
SS H 8.1.1 Examine historical documents and artifacts for perspective and
point of view. SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS H 8.1.3 Analyze and explain how historical documents separate factual
information from opinion or fiction. SS H 8.1.4 Describe how to construct debates based on Primary and
Secondary source.
SS H 8.11 Disputes over the nature of federalism, complicated by
economic developments in the United States, resulted
in sectional issues, including slavery, which led to the
American Civil War. SS H 8.11.1 Research and report the Virginia and Kentucky Resolutions of
1798-99 and how it contradicted the powers of the federal
government with the powers reserved to the states. SS H 8.11.2 Research and create a digital chart depicting the reasons why
the newly developed sections of the U.S. held distinct
characteristics on key issues. Include: tariff policies, the
national bank, internal improvements, sales of public land, and
slavery.
Social Studies Unit 5 The Nation Breaks Apart (1861-1877)
Chapter: The Civil War (1861-1865)
Lesson 2: The War in the East
EQ: Where was the original “face off” of the Confederate
and Union forces?
Catholic Identity
Read: Matthew 19:13 and Mark 9:30 and discuss why the Church
worked so hard in establishing orphanages in the 19th
century.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.1 Primary and secondary sources are used to examine
events from multiple perspectives and to present and
defend a position.
Union strategies in the West
Control of the Mississippi River
Troops struggle for dominance
in the far West
Ulysses S. Grant
Battle of Shiloh
David Farragut
Siege of Vicksburg
“Unconditional S urrender”
SS H 8.1.1 Examine historical documents and artifacts for perspective and
point of view. SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS H 8.1.3 Analyze and explain how historical documents separate factual
information from opinion or fiction. SS H 8.1.4 Describe how to construct debates based on Primary and
Secondary source.
SS H 8.10 Westward expansion contributed to economic and
industrial development, debates over sectional issues,
war with Mexico and the displacement of American
Indians. SS H 8.10.2 Describe the key issues that escalated and were fiercely
debated regarding the Westward Expansion. SS H 8.10.3 Analyze and explain how the annexation of Texas led to the
Mexican War. SS H 8.10.4 Using primary and secondary sources, write a narrative
summary of why the settlement of the United States led to the
displacement of the Native Americans from their native lands. SS H 8.10.5 Describe the Treaty of Greenville and the Indian Removal Act
and why it was necessary for legal and military actions to be
involved.
Social Studies Unit 5 The Nation Breaks Apart (1861-1877)
Chapter: The Civil War (1861-1865)
Lesson 3: The War in the West
EQ: Why did the Civil War spread to the western United
States?
Catholic Identity
EQ: What is a diocese? What is an archdiocese? What does
ecclesiastical province mean?
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SS H 8.10.6 Explain the term Manifest Destiny, and how this term was used
to justify continental expansion by the United States.
SS H 8.11 Disputes over the nature of federalism, complicated by
economic developments in the United States, resulted
in sectional issues, including slavery, which led to the
American Civil War. SS H 8.11.1 Research and report the Virginia and Kentucky Resolutions of
1798-99 and how it contradicted the powers of the federal
government with the powers reserved to the states. SS H 8.11.2 Research and create a digital chart depicting the reasons why
the newly developed sections of the U.S. held distinct
characteristics on key issues. Include: tariff policies, the
national bank, internal improvements, sales of public land, and
slavery.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.1 Primary and secondary sources are used to examine
events from multiple perspectives and to present and
defend a position.
Emancipation Proclamation
African American’s
participation in the Civil War
President Lincoln’s stance of
the Civil War
Life for soldiers and civilians
during the Civil War
Emancipation
Emancipation Proclamation
Contrabands
54th
Massachusetts Infantry
Copperheads
Habeas Corpus
Clara Barton
American Red Cross
SS H 8.1.1 Examine historical documents and artifacts for perspective and
point of view. SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS H 8.1.3 Analyze and explain how historical documents separate factual
information from opinion or fiction. SS H 8.1.4 Describe how to construct debates based on Primary and
Secondary source.
SS H 8.11 Disputes over the nature of federalism, complicated by
economic developments in the United States, resulted
in sectional issues, including slavery, which led to the
American Civil War. SS H 8.11.1 Research and report the Virginia and Kentucky Resolutions of
1798-99 and how it contradicted the powers of the federal
government with the powers reserved to the states. SS H 8.11.2 Research and create a digital chart depicting the reasons why
the newly developed sections of the U.S. held distinct
characteristics on key issues. Include: tariff policies, the
national bank, internal improvements, sales of public land, and
slavery.
SS G 8.4 Cultural biases, stereotypes and prejudices had social,
political and economic consequences for minority groups
and the population as a whole.
Social Studies Unit 5 The Nation Breaks Apart (1861-1877)
Chapter: The Civil War (1861-1865)
Lesson 4: Daily Life During the War
EQ: How were the lives of many Americans affected by the
Civil War?
Catholic Identity How were the lives of Catholics living in the Eastern part of the U.S.
different from Catholics in the South or West in the early1800’s?
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SS G 8.4.1 Define and explain the following terms:
Cultural bias
Stereotypes
Prejudice
Minority group SS H 8.4.2 Explain how cultural bias, stereotyping, and prejudices
impacted minority groups in the newly established United
States. SS H 8.4.3 Identify some of the social, political, and economic
consequences that were placed on minority groups and the
minority population as a whole.
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.12 The Reconstruction period resulted in changes to the
U.S. Constitution, an affirmation of federal authority
and lingering social and political differences.
Fredericksburg
Battle of Gettysburg
Turning point in the War
The struggles of the
Confederate Soldiers
The South surrenders
The Gettysburg Address
Battle of Gettysburg
George Pickett
Pickett’s Charge
Gettysburg Address
Wilderness Campaign
William Tecumseh
Sherman
Total War
Appomattox Courthouse
SS H 8.12.2 Report on the passages of the 13th, 14
th, and 15th amendments.
Include the year each was passed, what each amendment
specified, and the rights each amendment afforded.
SS H 8.1 Primary and secondary sources are used to examine
events from multiple perspectives and to present and
defend a position. SS H 8.1.1 Examine historical documents and artifacts for perspective and
point of view. SS H 8.1.2 Describe the different perspectives between Primary and
Secondary sources.
SS H 8.1.3 Analyze and explain how historical documents separate factual
information from opinion or fiction. SS H 8.1.4 Describe how to construct debates based on Primary and
Secondary source.
Social Studies Unit 5 The Nation Breaks Apart (1861-1877)
Chapter: The Civil War (1861-1865)
Lesson 5: The Tides of War Turns
EQ: How did Union victories in 1863, 1864 and 1856 end
the Civil War?
Catholic Identity
EQ: What was the purpose of a “National” parish in the 1800’s?
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.12 The Reconstruction period resulted in changes to the
U.S. Constitution, an affirmation of federal authority
and lingering social and political differences.
President Lincoln vs Congress
Freedom for African Americans
in the South
President Johnson’s plan for
Reconstruction
Reconstruction
Ten Percent Plan
Thirteenth Amendment
Freedom’s Bureau
Andrew Johnson
SS H 8.12.1 Discuss the secessionist states and emancipated slaves at the
conclusion of the Civil War. SS H 8.12.2 Report on the passages of the 13
th, 14
th, and 15th amendments.
Include the year each was passed, what each amendment
specified, and the rights each amendment afforded. SS H 8.12.3 Define “Military Reconstruction” and what actions needed to
be completed before being readmitted to the Union
Social Studies Unit 5 The Nation Breaks Apart (1861-1877)
Chapter: Reconstruction
Lesson 1: Rebuilding the South
EQ: How did the divided country continue on after the Civil
War?
Catholic Identity Research: Onward Catholic Soldiers
EQ: What position did the Catholic Church have during the Civil
War?
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GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS H 8.12 The Reconstruction period resulted in changes to the
U.S. Constitution, an affirmation of federal authority
and lingering social and political differences.
Black Codes
Oppositions to President
Johnson’s plan for
Reconstruction
13th
14th
15th
amendments
Radical Republicans
Black codes
Radical Republicans
Civil Rights Act of 1866
Fourteenth Amendment
Reconstruction Acts
Impeachment
Fifteenth Amendment
SS H 8.12.1 Discuss the secessionist states and emancipated slaves at the
conclusion of the Civil War. SS H 8.12.2 Report on the passages of the 13
th, 14
th, and 15th amendments.
Include the year each was passed, what each amendment
specified, and the rights each amendment afforded. SS H 8.12.3 Define “Military Reconstruction” and what actions needed to
be completed before being readmitted to the Union
SS H 8.12.4 Reconstruction brought many resentments and new issues to
the United States. Analyze and discuss the following issues
after Reconstruction:
-Black Codes
-Ku Klux Klan
-Carpetbaggers
Social Studies Unit 5 The Nation Breaks Apart (1861-1877)
Chapter: Reconstruction
Lesson 2: The Fight Over Reconstruction
EQ: Why did the return of power of the pre-war southern
leadership lead Republicans in congress to take control
of reconstruction?
Catholic Identity
Describe the role of a Catholic Chaplain during the Civil War.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 101
GRADE 8
Science Theme
Standard Description Content Focus Academic Vocabulary
SS G 8.4 Cultural biases, stereotypes and prejudices had social,
political and economic consequences for minority groups
and the population as a whole.
Reconstruction governments
reforming the South
Ku Klux Klan
African American rights
restricted
Relying on “industry” to rebuild
the South
Hiram Revels
Ku Klux Klan
Compromise of 1877
Poll Tax
Segregation
Jim Crow Laws
Plessy vs Ferguson
Sharecropping
SS G 8.4.1 Define and explain the following terms: Cultural bias
Stereotypes
Prejudice
Minority group SS G 8.4.2 Explain how cultural bias, stereotyping, and prejudices
impacted minority groups in the newly established United
States. SS G 8.4.3 Identify some of the social, political, and economic
consequences that were placed on minority groups, and the
minority population, as a whole. SS GV 8.4 The U.S. Constitution protects citizens’ rights by limiting
the powers of government. SS GV 8.4.3 Research and describe Amendments 13, 14, and 15, and
explain the impact they had on the expansion of human rights
for African Americans.
SS E 8.2 The Industrial Revolution fundamentally changed the
means of production as a result of improvements in
technology, use of new power resources, the advent of
interchangeable parts and the shift from craftwork to
factory work. SS E 8.2.1 Explain the Industrial Revolution of the late 18
th and early
19th century, and how it improved the country’s economy.
Social Studies Unit 5 The Nation Breaks Apart (1861-1877)
Chapter: Reconstruction
Lesson 3: Reconstruction in the South
EQ: As Reconstruction ended, what hurdles did African
Americans face? How did the South rebuild?
Catholic Identity
EQ: What African American Catholics have historical significance for
their faith and accomplishments?
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 102
SS E 8.2.2 Describe how the improvements in technology moved the
production of:
-steam engine
-cotton
-mechanical reaper
-sewing machine
SS E 8.2.3 Explain how the development of interchangeable parts and
mass production techniques brought great efficiency to the
production process. SS E 8.2.4 Analyze how the Industrial Revolution changed the means of
production. SS E 8.3 Governments can impact markets by means of spending,
regulations, taxes and trade barriers. SS E 8.3.1 Give examples of how the U.S. and state governments can
impact markets with spending and other areas. SS E 8.3.2 Analyze why governments have used regulations to control
markets for limiting production or exchange of goods. (e.g.
Navigation Acts) SS E 8.3.3 Explain the meaning of a tariff and how a tariff can make
goods more competitive. (e.g. Tariff of 1828) SS E 8.3.4 Analyze trade barriers and explain how they are used to
prevent certain exchanges of import and export goods. (e.g.
Embargo Act of 1807 SS E 8.3.5 Explain the impact government can have on markets by
spending, regulating, taxing and creating trade barriers.
SS E 8.4 The effective management of one’s personal finances
includes using basic banking services (e.g., savings accounts
and checking accounts) and credit. SS E 8.4.3 Explain the benefits of understanding “financial literacy”.
SS E 8.4.4 Describe the different types of saving accounts a person may
have, and explain why the bank pays interest to individuals for
maintaining a savings account. SS E 8.4.5 Describe the functions of a “checking account”, and explain
how checking accounts can earn interest. SS E 8.4.6 Analyze the different types of credit, and how banks can make
money by offering credit to its customers.
ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING
Grade 8 Social Studies – 2018 Archdiocese of Cincinnati Page 103
SS E 8.4.7 Describe the benefits and the hazards of credit card use.
SS E 8.4.8 Demonstrate how effective management of one’s personal
finances includes using basic banking services. (e.g. savings
accounts, checking accounts, and credit cards)
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