curriculum map introduction · 2018-07-09 · archdiocese of cincinnati – social studies...

ARCHDIOCESE OF CINCINNATI – SOCIAL STUDIES CURRICULUM MAPPING

Grade 8 Social Studies – 2018 Archdiocese of Cincinnati

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.



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SS H 8.1.1 Examine historical documents and artifacts for perspective and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?



GRADE 8

Science Theme


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


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.



GRADE 8

Science Theme




position.

West Africa

Powerful and wealthy kingdoms

Trade in West Africa

Slavery in West Africa

Berbers

Mansa Musa

Hajj

Mosque

Askia the Great


point of view.


Secondary sources.



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.



GRADE 8

Science Theme




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.


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.



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.



GRADE 8

Science Theme





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






geography.

SS G 8.1.2 Analyze the ways in which historical events are shaped by


geographic tools.


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.



GRADE 8

Science Theme




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


point of view.


Secondary sources.

SS H 8.1.3 Analyze and explain how historical documents separate factual

information from opinion or fiction.


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?



GRADE 8

Science Theme




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


point of view.


Secondary sources.




Secondary source.








SS H 8.2.3 Analyze and list the major religious reasons that brought

Europeans to North America.







SS H 8.3.3 Explain how competition for territorial control and resources

led to conflicts among colonizing powers.



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?



SS H 8.3.4 Explain how and why the quest for freedom and control has

consequences.



geography.



GRADE 8

Science Theme




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


point of view.


Secondary sources.




Secondary source.










consequences.



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.



GRADE 8

Science Theme


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




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.


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?



GRADE 8

Science Theme




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


point of view.


Secondary sources.




Secondary source.





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





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.



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.



GRADE 8

Science Theme




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.


Secondary sources.




Secondary source.










SS H 8.3 Competition for control of territory and resources in

North America led to conflicts among colonizing powers.



SS H 8.3.2 List the five major European countries that struggled with

each other for settlement and control of North America

territories.



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?






consequences.



GRADE 8

Science Theme


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















consequences.



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


geographic tools.



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?



GRADE 8

Science Theme





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
















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.






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?








consequences.

SS G 8.2.1 Explain how U.S. natural resources influenced geographic and




SS GV 8.1 Participation in social and civic groups can lead to the

attainment of individual and public goals.



GRADE 8

Science Theme




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


point of view.


Secondary sources.




Secondary source.







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



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.



GRADE 8

Science Theme





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






following actions:

- Proclamation Act of 1765 - Townshend Acts

- Sugar Act - Coercive Acts

- Tea Act - Quebec Act

- Quartering Act - Stamp Act


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.


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?



GRADE 8

Science Theme





Thomas Paine

Common Sense

Choosing sides

Declaration of Independence

Common Sense

Thomas Paine

Declaration of

Independence

Thomas Jefferson

Loyalist






following actions:


- 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


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.







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









GRADE 8

Science Theme


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.









following actions:


- Sugar Act

- Tea Act

- Quartering Act

- Stamp Act

- Townshend Acts

- Coercive Acts

- Quebec Act



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?








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




GRADE 8

Science Theme





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.



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?



GRADE 8

Science Theme


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.


Secondary sources.




Secondary source.

SS H 8.6 The outcome of the American Revolution was national





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


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.



- 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 8.3.5 Research and report how the patterns of settlement in the

development of the U.S. influenced the passage of the

Northwest Ordinance of 1787.



GRADE 8

Science Theme


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




- paying war debts


- regulating trade


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:








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 8.6.4 Analyze the new political, social, and economic relationships for the

American people as a result of the American Revolution.



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?



GRADE 8

Science Theme





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



Confederation.





SS H 8.6.4 Analyze the new political, social, and economic relationships

for the American people as a result of the American

Revolution.






- paying war debts


- regulating trade




the following:





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”?





SS 8.7.3 Compare/contrast the views and opinions of the Federalist vs.

the Anti-Federalists.



GRADE 8

Science Theme





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 8.3.4 Using primary and secondary sources, write a report on the

reasons for the displacement of American Indians, and the sites

of relocation.




SS G 8.3.6 Analyze the impact that the patterns of settlement had on the







- paying war debts


- regulating trade




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.





the following:





SS H 8.7.3 Compare/contrast the views and opinions of the Federalist vs.

the Anti-Federalists.



GRADE 8

Science Theme


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


the following:





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.



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


position. SS H 8.1.1 Examine historical documents and artifacts for perspective and

point of view.


Secondary sources.




Secondary source.



GRADE 8

Science Theme



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




protected. SS GV 8.4.2 Explain due process of law and the three rights that it provides

to protect citizens.


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?



GRADE 8

Science Theme



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





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






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?



GRADE 8

Science Theme



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





the attainment of individual and public goals. SS GV 8.3 The U.S. Constitution established a federal system of





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.


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?



GRADE 8

Science Theme


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.



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.



GRADE 8

Science Theme


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



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”?



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.


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



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





GRADE 8

Science Theme





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








slavery.





ideals”.







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.



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.



GRADE 8

Science Theme




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.











-Louisiana Purchase

-War of 1812


-Instituting the Monroe Doctrine

SS GV 8.3 The U.S. Constitution established a federal system of




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?



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




protected. SS GV 8.4.2 Explain due process of law and the three rights that it

provides to protect citizens.



GRADE 8

Science Theme


SS GV 8.3 The U.S. Constitution established a federal system of


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



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





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.



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?



GRADE 8

Science Theme


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


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




-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.



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?



GRADE 8

Science Theme





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







Mexican War. SS H 8.10.4 Using primary and secondary sources, write a narrative


displacement of the Native Americans from their native lands.



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?



GRADE 8

Science Theme





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







Mexican War.



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



GRADE 8

Science Theme





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











-Louisiana Purchase

-War of 1812


-Instituting the Monroe Doctrine SS H 8.9 The United States added to its territory through treaties

and purchases.


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.



GRADE 8

Science Theme





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


displacement of the Native Americans from their native lands. SS H 8.10.5 Describe the Treaty of Greenville and the Indian Removal Act


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.



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?



GRADE 8

Science Theme


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






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”.



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




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.?






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





GRADE 8

Science Theme





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



American Revolutionary War. SS G 8.5.3 Using primary and secondary sources create a digital map or












serviced by each group. SS GV 8.1.3





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



GRADE 8

Science Theme





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











-Louisiana Purchase

-War of 1812


-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



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?



-Treaty of Guadalupe Hidalgo

-Louisiana Purchase

-Gadsden Purchase

-Alaska Purchase



GRADE 8

Science Theme


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




the following:







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?





with Mexico and the displacement of American Indians. SS H 8.10.2 Describe the key issues that escalated and were fiercely






involved.



GRADE 8

Science Theme





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
















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



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?





political and economic development of the United States. SS G 8.3.4 Using primary and secondary sources, write a report on the


of relocation.



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.



GRADE 8

Science Theme





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



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



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






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.



GRADE 8

Science Theme





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















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.



GRADE 8

Science Theme





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


environmental consequences. SS G 8.3 The movement of people, products and ideas resulted in


political and economic development of the United States. SS H 8.3.6 Analyze the impact that the patterns of settlement had on the




and the population as a whole. SS G 8.4.2 Explain how cultural bias, stereotyping, and prejudices







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.



GRADE 8

Science Theme


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?



GRADE 8

Science Theme






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


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.


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?



GRADE 8

Science Theme






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



production of:

-steam engine

-cotton

-mechanical reaper

-sewing machine



production process.

SS E 8.2.4 Analyze how the Industrial Revolution changed the means of

production.


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?



GRADE 8

Science Theme






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



production of:

-steam engine

-cotton

-mechanical reaper

-sewing machine



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.



America.


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.



SS GV 8.2.2 Using primary and secondary sources describe how the



read were likely to be well- informed”.



GRADE 8

Science Theme


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.





factory work. SS E 8.2.2 Describe how the improvements in technology moved the

production of:

-steam engine

-cotton

-mechanical reaper

-sewing machine



production process. SS E 8.2.4 Analyze how the Industrial Revolution changed the means of

production.


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?



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







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




GRADE 8

Science Theme





Southern Society

Southern culture

Four main groups of society and

culture

Free African Americans

Discrimination

Yeomen


not prevalent in the northern colonies. SS G 8.3.3 Using primary and secondary sources, discuss the different


northern and southern colonies. SS G 8.4 Cultural biases, stereotypes and prejudices had social,



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


States.

SS G 8.4.3 Identify some of the social, political, and economic







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?




ideals”.






serviced by each group. SS GV 8.1.3 Explain how the quest for freedom creates changes.





GRADE 8

Science Theme




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







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


system” in the Southern colonies.

SS H 8.4.7 List and discuss some of the “cultural contributions” of

American slavery.



political and economic development of the United States. SS G 8.3.2 Using primary and secondary sources, explain why slavery was






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?



GRADE 8

Science Theme


SS G 8.2 The availability of natural resources contributed to

the geographic and economic expansion of the United

States, sometimes resulting in unintended


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






the United States. SS G 8.3.1 Analyze and demonstrate using a digital map how the









serviced by each group.


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?



SS GV 8.1.3 Explain how the quest for freedom creates changes.


the attainment of individual and public goals. SS E 8.2 The Industrial Revolution fundamentally changed the




factory work. SS E 8.2.1 Explain the Industrial Revolution of the late 18

th and early



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








GRADE 8

Science Theme


SS G 8.5 Americans began to develop a common national


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


















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?










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.


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







GRADE 8

Science Theme




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



States.







ideals”.









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?





ideals around which that identity is based. SS GV 8.1 Participation in social and civic groups can lead to the















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.





protected.



GRADE 8

Science Theme


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










to vote.



defend a position. SS H 8.1.1 Examine historical documents and artifacts for perspective and

point of view.


Secondary sources.





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.




Secondary source.





the following:















slavery.




the United States. SS G 8.3.2 Using primary and secondary sources, explain why slavery was







GRADE 8

Science Theme





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




slavery.



political and economic development of the United States. SS G 8.3.2 Using primary and secondary sources, explain why slavery was




groups and the population as a whole. SS G 8.4.1 Define and explain the following terms:

Cultural bias

Stereotypes

Prejudice

Minority group



States.






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.






ideals”.





















communication technology influence public opinion.

SS GV 8.2.1 List what media was used to influence public opinion in early




read were likely to be well- informed”.



SS GV 8.2.4 Using primary and secondary sources create a list of


publications that influenced public opinion of that era. SS GV 8.2.5 Explain the difference between Propaganda and Bias, and





GRADE 8

Science Theme


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




- paying war debts


- regulating trade




the following:




- 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



the United States.


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.




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


northern and southern colonies. SS G 8.3.4 Using primary and secondary sources, write a report on the


of relocation.




SS G 8.3.6 Analyze the impact that the patterns of settlement had on the


SS G 8.5 Americans began to develop a common national


populations based on democratic ideals. SS G 8.5.1 Identify and explain the four cornerstones of “democratic














GRADE 8

Science Theme





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








slavery. SS GV 8.4 The U.S. Constitution protects citizens’ rights by limiting










to vote.


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?



GRADE 8

Science Theme




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


Stereotypes

Prejudice





minority population, as a whole. SS GV 8.2 Well informed citizens understand how media and







publications that influenced public opinion of that era.



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.



SS GV 8.2.5 Explain the difference between Propaganda and Bias, and



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









to vote.



GRADE 8

Science Theme




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


point of view. SS H 8.1.2 Describe the different perspectives between Primary and

Secondary sources.


information from opinion or fiction. SS H 8.1.4 Describe how to construct debates based on Primary and

Secondary source.



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


system” in the Southern colonies. SS H 8.4.7 List and discuss some of the “cultural contributions” of

American slavery.



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.








government with the powers reserved to the states. SS H 8.11.2 Research and create a digital chart depicting the reasons why




slavery. SS G 8.4 Cultural biases, stereotypes and prejudices had social,


groups and the population as a whole. SS G 8.4.3 Identify some of the social, political, and economic





GRADE 8

Science Theme





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







slavery.





Cultural bias

Stereotypes

Prejudice



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?










Secondary sources.



Secondary source.



GRADE 8

Science Theme




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



Secondary sources.



Secondary source.










slavery.



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.



GRADE 8

Science Theme




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”



Secondary sources.



Secondary source.


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






involved.



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?



SS H 8.10.6 Explain the term Manifest Destiny, and how this term was used











slavery.



GRADE 8

Science Theme




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



Secondary sources.



Secondary source.










slavery.






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?




Cultural bias

Stereotypes

Prejudice

Minority group SS H 8.4.2 Explain how cultural bias, stereotyping, and prejudices


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.



GRADE 8

Science Theme


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.





Secondary sources.



Secondary source.



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?



GRADE 8

Science Theme





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



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


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?



GRADE 8

Science Theme





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



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



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.



GRADE 8

Science Theme





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


Stereotypes

Prejudice





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


for African Americans.





factory work. SS E 8.2.1 Explain the Industrial Revolution of the late 18

th and early




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?




production of:

-steam engine

-cotton

-mechanical reaper

-sewing machine



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.



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)