independent study los angeles unified school …...7. integrate visual information (e.g., in charts,...
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City of Angels School Independent Study – Los Angeles Unified School District
United States History and Geography B — CCSS Field Test Course # 370126
Middle School Instructional Pacing Guide – History 8B
This course is the PACED VERSION of the United States History and Geography B course and a requirement for
graduation. It is aligned with Reading and Writing Standards for Literacy in History/Social Studies for Grades 6–12,
part of the Common Core State Standards (CCSS) available at http://www.cde.ca.gov/re/cc/. (See the next page for a
list of the Career and College Ready Anchor Standards.)
Content
Material covered in this course will include the following California Social Studies Content Standards:
❑ 8.1 Students understand the major events preceding the founding of the nation and relate their significance to the
development of American constitutional democracy.
❑ 8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and
implied powers of the federal government.
❑ 8.3 Students understand the foundation of the American political system and the ways in which citizens
participate in it..
❑ 8.4 Students analyze the aspirations and ideals of the people of the new nation.
❑ 8.5 Students analyze U.S. foreign policy in the early Republic.
❑ 8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges
they faced, with emphasis on the Northeast.
❑ 8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and
the challenges they faced.
❑ 8. 8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the
challenges they faced.
❑ 8. 9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration
of Independence.
❑ 8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
❑ 8.11 Students analyze the character and lasting consequences of Reconstruction.
❑ 8.12 Students analyze the transformation of the American economy and the changing social and political
conditions in the United States in response to the Industrial Revolution.
Text
IMPACT: California Social Studies: United States History & Geography – Growth & Conflict. McGraw Hill
Education 2019
Websites
The course website is at the student City of Angels website www.cityofangelsschool.org. Some coursework must be
completed online. If you do not have internet access at home, you may complete online assignments from a student
computer at your school site. See your teacher for usernames and passwords.
Assignments and Grades
In order to successfully complete this course, students are expected to be working a total of 10 hours per week or 2
hours per day, Monday through Friday.
Weekly Assignments will be graded based on the following standard breakdown for work complete/correct:
A 90-100%
B 80-89%
C 70-79%
D 60-69%
F 0-59%
Weekly coursework makes up 90% of your final course grade. The Final Exam or Project will constitute the
remaining 10%.
Instructional Guide Middle School History 8B City of Angels School Course ID # 370126
Revised 5/16/20 Page 2 of 17 www.cityofangelsschool.org
Common Core State Literacy Standards for History/Social Studies, Science, and Technical Subjects College and Career Readiness Anchor Standards for
Reading College and Career Readiness Anchor Standards for
Writing Key Ideas and Details
1. Cite specific textual evidence to support analysis of
primary and secondary sources.
2. Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
3. Identify key steps in a text's description of a process
related to history/social studies (e.g., how a bill becomes
law, how interest rates are raised or lowered).
Craft and Structure
4. Determine the meaning of words and phrases as they
are used in a text, including vocabulary specific to
domains related to history/social studies.
5. Describe how a text presents information (e.g.,
sequentially, comparatively, causally).
6. Identify aspects of a text that reveal an author's point
of view or purpose (e.g., loaded language, inclusion
or avoidance of particular facts).
Integration of Knowledge and Ideas
7. Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information
in print and digital texts.
8. Distinguish among fact, opinion, and reasoned
judgment in a text. 9. Analyze the relationship between a primary and secondary
source on the same topic.
Range of Reading and Level of Text Complexity
10. Read and comprehend history/social studies texts in
the grades 6-8 text complexity band independently
and proficiently.
Text Types and Purposes
1. Introduce claim(s) about a topic or issue, acknowledge
and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence
logically.
2. Support claim(s) with logical reasoning and relevant,
accurate data and evidence that demonstrate an
understanding of the topic or text, using credible
sources.
3. Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
5. With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience
have been addressed.
6. Use technology, including the Internet, to produce and
publish writing and present the relationships between
information and ideas clearly and efficiently.
Research to Build and Present Knowledge
7. Conduct short research projects to answer a question
(including a self-generated question), drawing on
several sources and generating additional related,
focused questions that allow for multiple avenues of
exploration.
8. Gather relevant information from multiple print and
digital sources, using search terms effectively; assess
the credibility and accuracy of each source; and quote
or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format
for citation.
9. Draw evidence from literary and/or informational texts
to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Instructional Guide Middle School History 8B City of Angels School Course ID # 370126
Revised 5/16/20 Page 3 of 17 www.cityofangelsschool.org
ASSIGNMENTS FOR WEEK #1: Chapter 10 - THE JACKSON ERA (1824 – 1845)
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________________________
Essential Questions: What are the characteristics of a leader? / What are the consequences when cultures interact? / How do
governments change?
Day 1: Jacksonian Democracy (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.7)
o Watch: Crash Course – Age of Jackson (YouTube) https://www.youtube.com/watch?v=beN4qE-e5O8
o Read: Lesson 1: Jacksonian Democracy, Pgs. 364 - 370
o Complete the following exercises:
1. ANALYZING KEY IDEAS AND DETAILS, Pg. 365 (Political Parties Diagram)
2. LESSON 1 REVIEW AND ACTIVITIES, Pg. 370 - Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 2: Conflicts Over Land (CA History 8.1, 8.2, 8.3, 8.4, 8.5)
o Watch: Crash Course - Westward Expansion (YouTube)
https://www.youtube.com/results?search_query=Crash+course+Westward+expansion o Read: Lesson 2: Conflicts Over Land, Pgs. 371 - 378
o Complete the following exercises:
1. ANALYZING KEY IDEAS AND DETAILS, Pg. 372 (Native American Resistance and Removal Diagram)
2. LESSON 2 REVIEW AND ACTIVITIES, Pg. 378 - Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 3: Jackson and the Bank (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5)
o Watch: Andrew Jackson | 60-Second Presidents | PBS (YouTube)
https://www.youtube.com/watch?v=bWQLZoIFwtA
o Read: Lesson 3: Jackson and the Bank, Pgs. 379 - 385
o Complete the following exercises:
1. ANALYZING KEY IDEAS AND DETAILS, Pg. 380 (Andrew Jackson and the Bank of the United States Diagram)
2. LESSON 2 REVIEW AND ACTIVITIES, Pg. 385 - Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 4: Supplemental Review – Analyzing Sources (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5)
o Watch: Chief John Ross (YouTube) https://www.youtube.com/watch?v=91_HR7rt9SA
o Watch: American Experience President Jackson and the Indian Removal Bill (PBS) https://www.pbs.org/video/american-
experience-president-jackson-and-indian-removal-bill/ o Read: ANLYZING SOURCES – THE JACKSON ERA, Pgs. 386 - 387
o Complete the following exercises:
1. PRIMARY SOURCE: LETTER – BLOCKING IMPROVEMENTS, Pg. 386 (ANALYZE THE TEXT: Questions 1 & 2)
2. PRIMARY SOURCE: LETTER – TO THE AMERICAN PEOPLE, Pgs. 386 – 387 (ANALYZE THE TEXT: Questions 1
& 2)
Day 5: Supplemental Review – Analyzing Sources (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5)
o Watch: Historical Analysis and Interpretation (YouTube) https://www.youtube.com/watch?v=HEj8MjQd1K4 o Read: ANLYZING SOURCES – THE JACKSON ERA, Pg. 387
o Complete the following exercises:
1. PRIMARY SOURCE: BOOK – DEMOCRACY IN AMERICA, Pg. 387 (ANALYZE THE TEXT: Questions 1 & 2)
2. MULTIPLE PERSPECTIVES, Pg. 387 (DESCRIBING: Question 1)
WEEK 1 – CHAPTER 10 – The Jackson Era (Optional Assessment) Respond to the following “Short Answer” question:
ANALYZING POINT OF VIEW President Jackson promised “equal protection and equal benefits” for ordinary Americans. What do his policies toward Native Americans suggest about these beliefs?
- OR -
In your IMPACT INQUIRY JOURNAL, complete:
ANALYZE THE SOURCE: “Tippecanoe and Tyler Too!” Pgs. 262-263 – activities (Questions 2 – 4)
Instructional Guide Middle School History 8B City of Angels School Course ID # 370126
Revised 5/16/20 Page 4 of 17 www.cityofangelsschool.org
ASSIGNMENTS FOR WEEK #2: Chapter 11 – Manifest Destiny (1818 – 1853)
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________________________
Essential Questions: How does geography influence the way people live? / How does conflict develop? / How do new ideas
change the way people live?
Day 1: The Oregon Country (CA History Standard 8.1, 8.2, 8.4, 8.5, 8.6, 8.7, 8.9)
o Watch: Crash Course - War & Expansion (YouTube) https://www.youtube.com/watch?v=tkdF8pOFUfI
o Watch: Manifest Destiny | Khan Academy https://www.khanacademy.org/humanities/us-history/civil-war-era/sectional-tension-
1850s/v/manifest-destiny
o Read: Lesson 1 – The Oregon Country, Pgs. 394 - 399
o Complete the following exercises:
1. GEOGRAPHIC REASONING, Pg. 398 (Question 2)
2. ANALYZING KEY IDEAS AND DETAILS, Pg. 395 (History of Oregon County diagram)
3. LESSON 1 REVIEW AND ACTIVITIES, Pg. 399 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 2: Statehood for Florida and Texas (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.7, 8.8, 8.9)
o Watch: Crash Course - War & Expansion (YouTube) https://www.youtube.com/watch?v=tkdF8pOFUfI
o Watch: America the Story of Us - Alamo (Vimeo) https://vimeo.com/227167297
o Read: Lesson 2 – Statehood for Florida and Texas, Pgs. 400 - 405
o Complete the following exercises:
1. GEOGRAPHIC REASONING, Pg. 404 (Question 1)
2. INTEGRATING KNOWLEDGE AND IDEAS, Pg. 401 (Timeline – War for Texas Independence diagram)
3. LESSON 2 REVIEW AND ACTIVITIES, Pg. 405 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 3: War with Mexico (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5, 8.7, 8.9)
o Watch: US Mexican War (YouTube) https://www.youtube.com/watch?v=PYEUJC_cLIw
o Watch: Latino Americans: Mexican American War (SoCal PBS) https://www.pbs.org/video/latino-americans-mexican-
american-war/
o Watch: Remembering History in Pueblo: The Treaty of Guadalupe Hidalgo https://www.youtube.com/watch?v=K-X2M8ZpRlU
o Read: Lesson 3 – War with Mexico, Pgs. 408 - 413
o Complete the following exercises:
1. GEOGRAPHIC REASONING, Pg. 410 (Questions 1 & 2)
2. ANALYZING KEY IDEAS AND DETAILS, Pg. 409 (Becknell, Frémont, & Scott “Achievements” diagram)
3. LESSON 3 REVIEW AND ACTIVITIES, Pg. 413 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 4: California and Utah (CA History Standards: 8.2, 8.3, 8.4, 8.5)
o Watch: The California Gold Rush & the Chinese (YouTube) https://www.youtube.com/watch?v=pCMsOX844_s
o Read: Lesson 4 – California and Utah, Pgs. 414 - 419
o Complete the following exercises:
1. ANALYZING KEY IDEAS AND DETAILS, Pg. 415 (Gold Rush and Mormon Affects on the West diagram)
2. LESSON 4 REVIEW AND ACTIVITIES, Pg. 419 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 5: Supplemental Review – Analyzing Sources – MANIFEST DESTINY (CA History Standards 8.1, 8.2, 8.5, 8.6) o Watch: James K Polk and Manifest Destiny (YouTube) https://www.youtube.com/watch?v=27Bh72b_haw
o Watch: The American West - Wagon Trails to the West (1849) (YouTube) https://www.youtube.com/watch?v=QsqpFuI6aQQ
o Read: ANLYZING SOURCES – MANIFEST DESTINY, Pgs. 420 - 421
o Complete the following exercises:
1. PRIMARY SOURCE: DIARY – ON THE OREGON TRAIL, Pg. 420 (ANALYZE THE TEXT: Questions 1 & 2)
2. PRIMARY SOURCE: SPEECH – THE OREGON ISSUE, Pgs. 420 & 421(ANALYZE THE TEXT: Questions 1 & 2)
3. PRIMARY SOURCE: MEMOIR – ARRIVING IN SAN FRANCISCO, Pg. 421 (ANALYZE THE TEXT: Ques. 1 & 2)
4. MULTIPLE PERSPECTIVES, Pg. 421 – (MAKING CONNECTIONS: Question 1)
Instructional Guide Middle School History 8B City of Angels School Course ID # 370126
Revised 5/16/20 Page 5 of 17 www.cityofangelsschool.org
WEEK 2 – CHAPTER 11 – Manifest Destiny (Optional Assessment) Respond to the following “Short Answer” question:
DESCRIBING What were the terms of the Treaty of Guadalupe Hidalgo?
- OR -
In your IMPACT INQUIRY JOURNAL, complete:
ANALYZE THE SOURCE: All Was Not Gold That Glittered – PRIMARY SOURCE: DIARY, Pgs. 292 - 293 activities (Exercises
3 & 4)
ASSIGNMENTS FOR WEEK #3: Chapter 12 – North and South (1820 - 1860)
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________________________
Essential Questions: How does technology change the way people live? / How do people adapt to their environment? / Why do
people make economic choices?
Day 1: The Industrial North (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.7)
o Watch: Crash Course – The Civil War, Part I (YouTube) https://www.youtube.com/watch?v=rY9zHNOjGrs
o Watch: The North Before the Civil War (YouTube) https://www.youtube.com/watch?v=rwVbgLZJX4k
o Read: Lesson 1 – The Industrial North, Pgs. 428 - 434
o Complete the following exercises: 1. GEORAPHIC REASONING, Pg. 432 (Question 2)
2. INTEGRATING KEY IDEAS AND DETAILS, Pg. 429 (Development of Industrialization diagram)
3. LESSON 1 REVIEW AND ACTIVITIES, Pg. 434 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 2: People of the North (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5, 8.7)
o Watch: Crash Course: Slavery (YouTube) https://www.youtube.com/watch?v=Ajn9g5Gsv98
o Watch: John Brown's Raid in American Memory (YouTube) https://www.youtube.com/watch?v=bB_kbFAui-U
o Read: Lesson 2 – People of the North, Pgs. 435 - 440
o Complete the following exercises: 1. ANALYZING KEY IDEAS AND DETAILS, Pg. 436 (Growth of Cities diagram)
2. LESSON 2 REVIEW AND ACTIVITIES, Pg. 440 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 3: Southern Cotton Kingdom (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5, 8.7)
o Watch: Crash Course - The Civil War Part 2 (YouTube) https://www.youtube.com/watch?v=GzTrKccmj_I
o Watch: The History of Slavery In America, Part 2 (YouTube) https://www.youtube.com/watch?v=YPXHrMDvBm0
o Watch: Life on a Southern Plantation (YouTube) https://www.youtube.com/watch?v=b5JWYllXILY
o Read: Lesson 3 – Southern Cotton Kingdom, Pgs. 441 - 445
o Complete the following exercises:
1. GEOGRAPHIC REASONING, Pg. 443 (Question 2)
2. ANALYZING KEY IDEAS AND DETAILS, Pg. 442 (Cotton Industry diagram)
3. LESSON 3 REVIEW AND ACTIVITIES, Pg. 445 – Time and Place (Question 1) & Building History – Social
Science Analysis Skills (Questions 2 – 4)
Day 4: People of the South (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5, 8.7)
o Watch: The African Americans: Many Rivers to Cross / Classroom | Nat Turner Rebellion
https://www.pbs.org/video/african-americans-many-rivers-cross-classroom-nat-turner-rebellion/
o Read: Lesson 4 – People of the South, Pgs. 446 - 453
o Complete the following exercises:
1. ANALYZING KEY IDEAS AND DETAILS, Pg. 447 (Working on a Plantation diagram),
2. LESSON 4 REVIEW AND ACTIVITIES, Pg. 453 – Time and Place (Question 1) & Building History – Social
Science Analysis Skills (Questions 2 – 4)
Instructional Guide Middle School History 8B City of Angels School Course ID # 370126
Revised 5/16/20 Page 6 of 17 www.cityofangelsschool.org
Day 5: Supplemental Review-Analyzing Sources – NORTH AND SOUTH (CA History Standards 8.1, 8.2, 8.5, 8.8, 8.9)
o Watch: Lucy Larcom (YouTube) https://www.youtube.com/watch?v=GKH-gZCh0Ck
o Watch: THE SLAVE CODES: TEN CODES (YouTube) https://www.youtube.com/watch?v=Di5EzkmV5As
o Read: ANLYZING SOURCES – NORTH AND SOUTH, Pgs. 454 - 455
o Complete the following exercises:
1. PRIMARY SOURCE: AUTOBIOGRAPHY – A NEW ENGLAND GIRLHOOD, Pg. 454 - ANALYZE THE TEXT
(Question 1)
2. PRIMARY SOURCE: LETTER – QUEEN OF THE WEST, Pg. 454 (ANALYZE THE TEXT: Question 2)
3. PRIMARY SOURCE: LETTER – SOUTHERN RAILROAD, Pg. 455 (ANALYZE THE TEXT: Question 1)
4. MULTIPLE PERSPECTIVES, Pg. 455 (COMPARING AND CONTRASTING TEXTS: Question 2)
WEEK 3 – CHAPTER 12 – North and South (Optional Assessment) Assessment:
Respond to the following “Short Answer” question:
EXPLAINING ISSUES How were slave codes used to control enslaved people in the Southern States?
- OR -
In your IMPACT INQUIRY JOURNAL, complete:
ANALYZE THE SOURCE: Speech to the African Lodge – PRIMARY SOURCE: REPORT, Pgs. 306 - 307 activities
(Exercises 3 & 4)
ASSIGNMENTS FOR WEEK #4: Chapter 13 – The Spirit of Reform (1820 - 1860)
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________________________
Essential Questions: Why do societies change? / What motivates people to act? / How do new ideas change the way people
live?
Day 1: Social Reform (CA History Standards 8.1, 8.2, 8.4, 8.5, 8.6, 8.9)
o Watch: Crash Course 19th Century Reforms (YouTube) https://www.youtube.com/watch?v=t62fUZJvjOs
o Watch: The Second Great Awakening (YouTube) https://www.youtube.com/watch?v=OiSB0B3uvks
o Read: Lesson 1 – Social Reform, Pgs. 462 - 467
o Complete the following exercises:
1. ANALYZING KEY IDEAS AND DETAILS, Pg. 463 (Social Reform diagram)
2. LESSON 1 REVIEW AND ACTIVITIES, Pg. 467 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 2: The Abolitionists (CA History Standards 8.1, 8.2, 8.4, 8.5, 8.6, 8.7, 8.9)
o Read: Lesson 2 – The Abolitionists, Pgs. 468 - 475
o Complete the following exercises:
1. GEORAPHIC REASONING, Pg. 470 (Question 2) 2. ANALYZING KEY IDEAS AND DETAILS, Pg. 469 (Abolitionists diagram)
3. LESSON 2 REVIEW AND ACTIVITIES, Pg. 475 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 3: The Women’s Movement (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.6, 8.9)
o Watch: Crash Course – Women in the 19th Century (YouTube) https://www.youtube.com/watch?v=fM1czS_VYDI o Watch: Have Fun with History and Learn About Susan B. Anthony. Here's a Susan B. Anthony for Kids Video
(YouTube) https://www.youtube.com/watch?v=2QjkuAZOnFw
o Watch: Elizabeth Cady Stanton and the Stronghold of the Fortress (YouTube)
https://www.youtube.com/watch?v=IFdoHJnmR_U
o Read: Lesson 3 – The Women’s Movement, Pgs. 476 - 481
o Complete the following exercises: 1. ANALYZING KEY IDEAS AND DETAILS, Pg. 477 (Women’s Movement Contributors diagram)
2. LESSON 3 REVIEW AND ACTIVITIES, Pg. 481 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Instructional Guide Middle School History 8B City of Angels School Course ID # 370126
Revised 5/16/20 Page 7 of 17 www.cityofangelsschool.org
Day 4: Supplemental Review – Analyzing Sources – THE SPIRIT OF REFORM (CA History Standards 8.1, 8.3, 8.4,
8.6, 8.7) o Watch: Dorothea Dix (TeacherTube) https://www.teachertube.com/video/dorothea-dix-417000
o Read: ANLYZING SOURCES – THE SPIRIT OF REFORM, Pgs. 482 - 483
o Complete the following exercises:
1. PRIMARY SOURCE: PAMPHLET – OUTRAGE UPON HUMANITY, Pg. 482 (ANALYZE THE TEXT: Questions
1 & 2)
Day 5: Supplemental Review – Analyzing Sources – THE SPIRIT OF REFORM (CA History Standards 8.1, 8.3, 8.4,
8.6, 8.7) o Watch: The Economics of Slavery | Season 25 Episode 12 | American Experience (PBS)
https://www.pbs.org/video/american-experience-economics-slavery/
o Read: ANLYZING SOURCES – THE SPIRIT OF REFORM, Pgs. 482 - 483
o Complete the following exercises:
1. PRIMARY SOURCE: BOOK – THE SLAVE STATES OF AMERICA, Pgs. 482 - 483 (ANALYZE THE TEXT:
Question 1)
2. PRIMARY SOURCE: PAMPHLET – OTHER SPHERES OF USEFULNESS, Pg. 483 (ANALYZE THE TEXT:
Question 1)
WEEK 4 – CHAPTER 13 – The Spirit of Reform (Optional Assessment)
Assessment:
Respond to the following “Short Answer” question:
DRAWING CONCLUSIONS Why do you think most African Americans rejected the plan of the American
Colonization Society?
- OR -
In your IMPACT INQUIRY JOURNAL, complete:
ANALYZE THE SOURCE: Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself –
PRIMARY SOURCE: AUTOBIOGRAPHY, Pgs. 338 - 341 activities (Exercises 4 & 5)
ASSIGNMENTS FOR WEEK #5: Chapter 14 – Toward Civil War (1840 - 1861)
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________________________
Essential Question: Why does conflict develop?
Day 1: The Search for Compromise (CA History Standards 8.1, 8.2, 8.4, 8.7, 8.10)
o Watch: Crash Course – The Civil War, Part I (YouTube) https://www.youtube.com/watch?v=rY9zHNOjGrs
o Watch: The North Before the Civil War (YouTube) https://www.youtube.com/watch?v=rwVbgLZJX4k
o Read: Lesson 1 – The Search for Compromise, Pgs. 490 - 495
o Complete the following exercises:
1. GEOGRAPHIC REASONING, Pg. 492 (Question 1)
2. ANALYZING KEY IDEAS AND DETAILS, Pg. 491 (Kansas-Nebraska Act diagram) 3. LESSON 1 REVIEW AND ACTIVITIES, Pg. 495 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 2: Challenges to Slavery (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5, 8.8, 8.11)
o Watch: The Dred Scott Case by Shmoop (YouTube) https://www.youtube.com/watch?v=7HT-q1Eu5as
o Watch: John Brown Explained: US History Review (YouTube) https://www.youtube.com/watch?v=NwvdeyUXeUA
o Read: Lesson 2 – Challenges to Slavery, Pgs. 500 - 506
o Complete the following exercises:
1. GEOGRAPHIC REASONING, Pg. 502 (Question 2) 2. ANALYZING KEY IDEAS AND DETAILS, Pg. 501 (Rise of the Republican Party diagram)
3. LESSON 2 REVIEW AND ACTIVITIES, Pg. 506 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Instructional Guide Middle School History 8B City of Angels School Course ID # 370126
Revised 5/16/20 Page 8 of 17 www.cityofangelsschool.org
Day 3: Secession and War (CA History Standards 8.1, 8.2, 8.4, 8.5, 8.6, 8.9)
o Watch: Crash Course – The Election of 1860 & The Road to Disunion (YouTube)
https://www.youtube.com/watch?v=roNmeOOJCDY
o Watch: Animated History of the Confederate States of America 1860 – 1870 (YouTube)
https://www.youtube.com/watch?v=LJ8W2zLX4kk
o Watch: Fort Sumter | Season 1 | The Civil War | PBS https://www.pbs.org/video/the-civil-war-the-civil-war-fort-sumter/
o Read: Lesson 3 – Secession and War, Pgs. 507 - 513
o Complete the following exercises:
1. GEOGRAPHIC REASONING, Pg. 510 (Question 1)
2. ANALYZING KEY IDEAS AND DETAILS, Pg. 508 (Secession Timeline diagram) 3. LESSON 3 REVIEW AND ACTIVITIES, Pg. 513 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 4: Supplemental Review – AMERICA’S LITERATURE – Uncle Tom’s Cabin (CA History Standards 8.2, 8.5)
o Watch: Uncle Tom's Cabin | Season 1 | American Experience | PBS https://www.pbs.org/video/american-experience-
uncle-toms-cabin/
o Watch: Khan Academy – Uncle Tom’s Cabin, Part 1 (YouTube) https://www.youtube.com/watch?v=Z08N7pqr_cw
o Watch: Who is Harriet Beecher Stowe? (YouTube) https://www.youtube.com/watch?v=ijFy4RjYGbQ
o Read: AMERICA’S LITERATURE – Uncle Tom’s Cabin, Pgs. 496 - 499
o Complete the following exercises:
1. AMERICA’S LITERATURE – Uncle Tom’s Cabin, Pgs. 496 – 499: TEXT-BASED QUESTIONS, Pg. 499
(Questions 1 - 4)
Day 5: Supplemental Review – Analyzing Sources – TOWARD THE CIVIL WAR (CA History Standards 8.1, 8.2,
8.6) o Watch: Angelina Grimke – Abolitionist/PBS (YouTube) https://www.youtube.com/watch?v=OzjWT1jyi1c
o Watch: Debating Slavery | PBS Learning Media
https://www.pbslearningmedia.org/resource/adlit08.ush.rev.slavery/debating-slavery/
o Read: ANLYZING SOURCES – TOWARD THE CIVIL WAR, Pgs. 516 - 517
o Complete the following exercises:
1. PRIMARY SOURCE: SPEECH – ON SLAVERY, Pg. 516 (ANALYZE THE TEXT: Question 2)
2. PRIMARY SOURCE: SPEECH – NO NEUTRAL GROUND, Pgs. 516 - 517 (ANALYZE THE TEXT: Question 1)
3. PRIMARY SOURCE: ARTICLE – THE DEBATE OVER SLAVERY, Pg. 517 (ANALYZE THE TEXT: Question 1)
4. MULTIPLE PERSPECTIVES, Pg. 517 (Question 2)
WEEK 5 – CHAPTER 14 – Toward Civil War (Optional Assessment) Assessment:
Respond to the following “Short Answer” question:
EXPLAINING EFFECTS What was the impact of the Dred Scott decision on life in the United States? Consider how different
groups reacted to the decision.
- OR -
In your IMPACT INQUIRY JOURNAL, complete:
ANALYZE THE SOURCE: “Northern Outrage over Scott v. Sanford,” March 7, 1857 - PRIMARY SOURCE: NEWSPAPER
EDITORIAL, Pgs. 360 - 361 activities (Exercises 1 & 3)
Instructional Guide Middle School History 8B City of Angels School Course ID # 370126
Revised 5/16/20 Page 9 of 17 www.cityofangelsschool.org
ASSIGNMENTS FOR WEEK #6: Chapter 15 – The Civil War (1861 - 1865)
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________________________
Essential Question: Why does conflict develop?
Day 1: The Two Sides (CA History Standards 8.1, 8.2, 8.4, 8.5, 8.7, 8.9)
o Read: Lesson 1 – The Two Sides, Pgs. 524 - 530
o Complete the following exercises:
1. ANALYZING KEY IDEAS AND DETAILS, Pg. 525 (North and South Venn diagram)
2. RESOURCES IN NORTH & SOUTH, Pg. 527 (Question 2) 3. LESSON 1 REVIEW AND ACTIVITIES, Pg. 530 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 2: Early Years of the War (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5, 8.7, 8.8, 8.9)
o Watch: The Emancipation Proclamation Explained: US History Review (YouTube)
https://www.youtube.com/watch?v=FBDgEST14O8
o Watch: American Experience - The Emancipation Proclamation (PBS) https://www.pbs.org/video/american-experience-
garrison-closes-liberator/?continuousplayautoplay=true
o Read: Lesson 2 – Early Years of the War, Pgs. 531 - 538
o Complete the following exercises:
1. GEOGRAPHIC REASONING, Pg. 535 (Question 1) 2. ANALYZING KEY IDEAS AND DETAILS, Pg. 532 (Civil War Battles diagram)
3. LESSON 2 REVIEW AND ACTIVITIES, Pg. 538 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 3: Life During the Civil War (CA History Standards 8.1, 8.2, 8.4, 8.5, 8.6, 8.7, 8.9) o Watch: Battle of The Ironclads (YouTube) https://www.youtube.com/watch?v=exM2YuGoWIE
o Watch: How the Civil War Draft Incited Violence in New York City (YouTube)
https://www.youtube.com/watch?v=TAWu2cPAsjo
o Read: Lesson 3 – Life During the Civil War, Pgs. 540 - 546
o Complete the following exercises:
1. ANALYZING KEY IDEAS AND DETAILS, Pg. 540 (Women’s Contributions to The Civil War diagram)
2. LESSON 3 REVIEW AND ACTIVITIES, Pg. 546 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 4: The Strain of War (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7) o Watch: Crash Course – Battles of the Civil War (YouTube) https://www.youtube.com/watch?v=25HHVDOaGeE
o Watch: Black Soldiers: The Civil War in Four Minutes (YouTube) https://www.youtube.com/watch?v=DOyO75HJygI
o Watch: The Civil War / Gettysburg (PBS) https://www.pbs.org/video/the-civil-war-the-civil-war-gettysburg/
o Read: Lesson 1 – The Strain of War, Pgs. 547 - 554
o Complete the following exercises:
1. GEOGRAPHIC REASONING, Pg. 552 (Question 2)
2. ANALYZING KEY IDEAS AND DETAILS, Pg. 548 (Union / Confederate Victories diagram)
3. LESSON 4 REVIEW AND ACTIVITIES, Pg. 554 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 5: The War’s Final Stages (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.9) o Watch: The Civil War / Sherman's March (PBS) https://www.pbs.org/video/civil-war-shermans-march/
o Read: Lesson 5 – The War’s Final Stages, Pgs. 555 - 563
o Complete the following exercises:
1. GEOGRAPHIC REASONING, Pg. 558 (Question 2) 2. ANALYZING KEY IDEAS AND DETAILS, Pg. 556 (Events That Led to the End of the Civil War diagram)
3. LESSON 5 REVIEW AND ACTIVITIES, Pg. 563 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Instructional Guide Middle School History 8B City of Angels School Course ID # 370126
Revised 5/16/20 Page 10 of 17 www.cityofangelsschool.org
WEEK 6 – CHAPTER 15 – The Civil War (Optional Assessment) Assessment: Respond to the following “Short Answer” question:
EXPLAINING ISSUES Why was Lincoln initially hesitant to make the Civil War a battle to end slavery?
- OR -
In your IMPACT INQUIRY JOURNAL, complete:
ANALYZE THE SOURCE: A Southern Woman Describes a Bread Riot in Richmond - PRIMARY SOURCE: LETTER, Pgs. 388 -
389 activities (Exercises 1 & 3)
ASSIGNMENTS FOR WEEK #7: Chapter 16 – The Reconstruction Era (1865 - 1896)
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________________________
Essential Question: How do new ideas change the way people live?
Day 1: Planning Reconstruction (CA History Standards 8.1, 8.2, 8.4, 8.5, 8.6) o Watch: Crash Course - Reconstruction and 1876 (YouTube) https://www.youtube.com/watch?v=nowsS7pMApI
o Watch: PBS The Freedmen’s Bureau (YouTube) https://www.youtube.com/watch?v=W5-xTRhw-Zw
o Read: Lesson 1 – Planning Reconstruction, Pgs. 569 - 576
o Complete the following exercises:
1. GEOGRAPHIC REASONING, Pgs. 570 - 571 (Question 3)
2. ANALYZING KEY IDEAS AND DETAILS, Pg. 573 (Reconstruction Plans – Radical Republicans v. Johnson diagram)
3. LESSON 1 REVIEW AND ACTIVITIES, Pg. 576 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 2: The Radicals Take Control (CA History Standards 8.1, 8.2, 8.4, 8.5, 8.6, 8.7, 8.8)
o Watch: The Fourteenth Amendment - Part I (PBS)
https://ca.pbslearningmedia.org/resource/vtl07.la.ws.style.fourameni/the-fourteenth-amendment-part-i/
o Watch: The Fourteenth Amendment - Part II (PBS)
https://ca.pbslearningmedia.org/resource/vtl07.la.ws.style.fouramenii/the-fourteenth-amendment-part-ii/
o Watch: The 15th Amendment Explained (YouTube) https://www.youtube.com/watch?v=HYSEBneYFX8
o Watch: RECONSTRUCTION ACTS OF 1867 (YouTube) https://www.youtube.com/watch?v=AQwsZqI2a2w
o Read: Lesson 2 – The Radicals Take Control, Pgs. 577 - 583
o Complete the following exercises: 1. GEOGRAPHIC REASONING, Pg. 581 (Question 2) 2. ANALYZING KEY IDEAS AND DETAILS, Pg. 578 (Impact of Fourteenth & Fifteenth Amendments diagram) 3. LESSON 2 REVIEW AND ACTIVITIES, Pg. 583 – Time and Place (Question 1) & Building History – Social Science
Analysis Skills (Questions 2 – 4)
Day 3: The South During Reconstruction (CA History Standards 8.1, 8.2, 8.4, 8.5, 8.6, 8.9)
o Watch: RECONSTRUCTION (PBS) https://www.kpbs.org/news/2019/apr/04/reconstruction-america-after-civil-war/
o Watch: Reconstruction: A Moment In The Sun (PBS) https://www.pbs.org/video/tennessee-civil-war-150-reconstruction-
moment-sun/
o Watch: Reconstruction Brings White Resistance (PBS)
https://ca.pbslearningmedia.org/resource/bf09.socst.us.const.backlash/reconstruction-brings-white-resistance/
o Read: Lesson 3 – The South During Reconstruction, Pgs. 584 - 588
o Complete the following exercises: 1. ANALYZING KEY IDEAS AND DETAILS, Pg. 585 (African Americans – Improvements in Education diagram) 2. LESSON 3 REVIEW AND ACTIVITIES, Pg. 588 – Time and Place (Question 1) & Building History – Social Science
Analysis (Questions 2-4)
Instructional Guide Middle School History 8B City of Angels School Course ID # 370126
Revised 5/16/20 Page 11 of 17 www.cityofangelsschool.org
Day 4: The Post-Reconstruction Era (CA History Standards 8.1, 8.2, 8.4, 8.5, 8.6, 8.7)
o Watch: The Supreme Court | The Civil Rights Cases (PBS)
https://ca.pbslearningmedia.org/resource/bf09.socst.us.const.civilrts/the-civil-rights-cases/
o Watch: The Rise and Fall of Jim Crow | Blacks and Whites in the New South (PBS)
https://ca.pbslearningmedia.org/resource/bf10.socst.us.indust.blckwhte/blacks-and-whites-in-the-new-south/
o Watch: The Rise and Fall of Jim Crow | Booker T. Washington: An Education (PBS)
https://ca.pbslearningmedia.org/resource/bf10.socst.us.prog.tuskeegee/booker-t-washington-an-education/
o Watch: The Atlanta Riot (PBS) https://ca.pbslearningmedia.org/resource/bf09.socst.us.prog.atlriot/the-atlanta-riot/
o Read: Lesson 2 – The Post-Reconstruction Era, Pgs. 589 - 595
o Complete the following exercises: 1. INTEGRATING KNOWLEDGE AND IDEAS, Pg. 590 (Goals for The New South diagram) 2. LESSON 4 REVIEW AND ACTIVITIES, Pg. 595 – Time and Place (Question 1) & Building History – Social Science
Analysis (Questions 2-4)
Day 5: Supplemental Review – ANALYZING SOURCES – THE RECONSTRUCTION ERA (CA History
Standards 8.2, 8.4, 8.6, 8.7) o Watch: Slavery by Another Name (PBS) https://www.pbs.org/video/tpt-preview-slavery-another-name/
o Watch: Slavery by Another Name: The Origins of Black Codes (PBS) https://www.pbs.org/video/slavery-another-name-
origins-black-codes/
o Watch: Laws to Criminalize Black Life? (PBS) https://www.pbs.org/tpt/slavery-by-another-name/themes/black-codes/
o Read: ANALYZING SOURCES – THE RECONSTRUCTION ERA, Pgs. 598 - 599
o Complete the following exercises:
1. PRIMARY SOURCE: LETTER – FREEDMEN WANT TO WORK, Pg. 596 (ANALYZING THE TEXT, Pg. 596
(Question 2)
2. PRIMARY SOURCE: AUTOBIOGRAPHY – STILL ENSLAVED TO SOCIETY, Pgs. 596 – 597 (ANALYZING
THE TEXT, Pg. 599: Question 2)
3. PRIMARY SOURCE: POLITICAL CARTOON – “THE MAN WITH THE (CARPET) BAGS” 1872, Pg. 597
(ANALYZE THE CARTOON: Question 1)
4. MULTIPLE PERSPECTIVES, Pg. 597 (DRAWING CONCLUSIONS)
WEEK 7 – CHAPTER 16 – The Reconstruction Era (Optional Assessment)
Assessment:
Respond to the following “Short Answer” question:
DESCRIBING How did the Freedmen’s Bureau help African Americans adjust to life after slavery?
- OR -
In your IMPACT INQUIRY JOURNAL, complete:
ANALYZE THE SOURCE: An interview with a Formerly Enslaved Person - PRIMARY SOURCE: INTERVIEW,
Pgs. 418 - 419 activities (Exercises 1 - 4)
ASSIGNMENTS FOR WEEK #8: Chapter 17 – Opening the West (1858 - 1896)
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________________________
Essential Questions: Why do people make economic choices? / How does geography influence the way people live? / Why
does conflict develop? / How do governments change?
Day 1: Mining and Railroads in the West (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5, 8.7, 8.9)
o Read: Lesson 1 – Mining and Railroads in the West, Pgs. 601 - 610
o Complete the following exercises:
1. GEOGRPAHIC REASONING, Pgs. 602 – 603 (Question 2)
2. ANALYZING KEY IDEAS AND DETAILS, Pg. 605 (Effects of Mining Boom diagram) 3. LESSON 1 REVIEW AND ACTIVITIES, Pg. 610 – Time and Place (Question 1) & Building History – Social Science
Analysis (Questions 2-4)
Instructional Guide Middle School History 8B City of Angels School Course ID # 370126
Revised 5/16/20 Page 12 of 17 www.cityofangelsschool.org
Day 2: Ranchers and Farmers (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5, 8.6)
o Read: Lesson 2 – Ranchers and Farmers, Pgs. 611 - 617
o Complete the following exercises:
1. GEOGRAPHIC REASONING, Pg. 615 (Question 2)
2. ANALYZING KEY IDEAS AND DETAILS, Pg. 612 (Reasons for Settling the Great Plains diagram) 3. LESSON 2 REVIEW AND ACTIVITIES, Pg. 617 – Time and Place (Question 1) & Building History – Social Science
Analysis
Day 3: Native American Struggles (CA History Standards 8.1, 8.2, 8.5, 8.6, 8.7, 8.9)
o Read: Native American Struggles, Pgs. 618 - 625
o Complete the following exercises: 1. GEOGRAPHIC REASONING, Pg. 623 (Question 2) 2. ANALYZING KEY IDEAS AND DETAILS, Pg. 619 (Government Actions Toward Native Americans diagram) 3. LESSON 3 REVIEW AND ACTIVITIES, Pg. 625 – Time and Place (Question 1) & Building History – Social Science
Analysis (Questions 2-4)
Day 4: Farmers – A New Political Force (CA History Standards 8.1, 8.2, 8.4, 8.5, 8.6, 8.7, 8.9, 8.11)
o Read: Lesson 4 – Farmers – A New Political Force, Pgs. 630 - 635
o Complete the following exercises: 1. GEOGRAPHIC REASONING, Pg. 634 (Question 2) 2. ANALYZING KEY IDEAS AND DETAILS, Pg. 631 (Successes and Failures of Farmer Organization diagram) 3. LESSON 4 REVIEW AND ACTIVITIES, Pg. 635 – Time and Place (Question 1) & Building History – Social Science
Analysis (Questions 2-4)
Day 5: Supplemental Review – ANALYZING SOURCES – OPENING THE WEST (CA History Standards 8.1, 8.2,
8.4, 8.6) o Read: ANALYZING SOURCES – OPENING THE WEST, Pgs. 636 - 637
o Complete the following exercises:
1. PRIMARY SOURCE: SPEECH – A PLEA FOR HIS PEOPLE, Pg. 636 (ANALYZING THE TEXT: Question 2)
2. PRIMARY SOURCE: EDITORIAL – DANGEROUS AND DETERMINED FOE, Pgs. 636 – 637 (ANALYZING
THE TEXT: Question 2)
3. PRIMARY SOURCE: ESSAY – THE FRONTIER HAS GONE, Pg. 637 (ANALYZING THE TEXT: Question 2)
4. MULTIPLE PERSPECTIVES, Pg. 637 (Question 1)
WEEK 8 – CHAPTER 17 – Opening the West (Optional Assessment)
Assessment:
Respond to the following “Short Answer” question:
EXPLAINING EFFECTS How did American settlement on the Great Plains effect Native Americans in the West?
- OR -
In your IMPACT INQUIRY JOURNAL, complete:
ANALYZE THE SOURCE: An Better and Higher Manhood and Womanhood - PRIMARY SOURCE:
DECLARATION OF PURPOSES, Pgs. 458 - 459 activities (Exercises 3 & 4)
Instructional Guide Middle School History 8B City of Angels School Course ID # 370126
Revised 5/16/20 Page 13 of 17 www.cityofangelsschool.org
ASSIGNMENTS FOR WEEK #9: Chapter 18 – The Industrial Age (1865 - 1914)
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________________________
Essential Questions: How does technology change the way people live and work? / Why does conflict develop?
Day 1: Railroads Lead the Way (CA History Standards 8.1, 8.4, 8.5, 8.6, 8.9)
o Watch: Transcontinental Railroad (History Channel) https://www.history.com/topics/inventions/transcontinental-railroad
o Watch: Crash Course: The Railroad Journey and the Industrial Revolution (YouTube)
https://www.youtube.com/watch?v=GYAk5jCTQ3s
o Watch: Transcontinental Railroad and the American West (YouTube) https://www.youtube.com/watch?v=0CdAzizWiyI
o Read: Lesson 1 – Railroads Lead the Way, Pgs. 644 - 648
o Complete the following exercises:
1. GEOGRPAHIC REASONING, Pg. 647 (Question 2)
2. ANALYZING KEY IDEAS AND DETAILS, Pg. 645 (Effects of Railroad Expansion diagram) 3. LESSON 1 REVIEW AND ACTIVITIES, Pg. 648 – Time and Place (Question 1) & Building History – Social Science
Analysis (Questions 2-4)
Day 2: Inventions Change Society (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.6)
o Watch: TOMÁS ALVA Edison fue MEXICANO? (YouTube) https://www.youtube.com/watch?v=hZOMBpgtswU
o Watch: Henry Ford | 3 Minute Innovative History (YouTube) https://www.youtube.com/watch?v=J9OgpHGxDbY
o Read: Lesson 2 – Inventions Change Society, Pgs. 649 - 655
o Complete the following exercises:
1. ANALYZING KEY IDEAS AND DETAILS, Pg. 650 (Effects of Major Inventions diagram) 2. LESSON 2 REVIEW AND ACTIVITIES, Pg. 655 – Time and Place (Question 1) & Building History – Social Science
Analysis (Questions 2-4)
Day 3: An Age of Big Business (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.6, 8.9)
o Watch: John D. Rockefeller (YouTube) https://www.youtube.com/watch?v=HNT_B0Aqz1U
o Read: Lesson 3 – An Age of Big Business, Pgs. 656 - 661
o Complete the following exercises:
1. ANALYZING KEY IDEAS AND DETAILS, Pg. 657 (Effects of Business Practices & Organization on Industry diagram) 2. LESSON 3 REVIEW AND ACTIVITIES, Pg. 661 – Time and Place (Question 1) & Building History – Social Science
Analysis (Questions 2-4)
Day 4: Workers in the Industrial Age (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5, 8.6)
o Watch: The Labor Movement in the United States | History (YouTube) https://www.youtube.com/watch?v=ewu-v36szlE
o Watch: Tenement Life through the Eyes of Jacob Riis (YouTube) https://www.youtube.com/watch?v=kchN8ZiFGyE
o Watch: Mother Jones | Capital & Labor (YouTube) https://www.youtube.com/watch?v=D8tPpfil-Ws
o Watch: The Triangle Shirtwaist Factory Fire | History (YouTube) https://www.youtube.com/watch?v=FguWSsW21CQ
o Read: Lesson 4 – Workers in the Industrial Age, Pgs. 662 - 670
o Complete the following exercises:
1. GEOGRAPHIC REASONING, Pg. 666 (Question 2)
2. ANALYZING KEY IDEAS AND DETAILS, Pg. 663 (Labor Events Cause & Effects diagram) 3. LESSON 4 REVIEW AND ACTIVITIES, Pg. 667 – Time and Place (Question 1) & Building History – Social Science
Analysis (Questions 2-4)
Instructional Guide Middle School History 8B City of Angels School Course ID # 370126
Revised 5/16/20 Page 14 of 17 www.cityofangelsschool.org
Day 5: Becoming a World Power (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7)
o Watch: Crash Course: American Imperialism (YouTube) https://www.youtube.com/watch?v=QfsfoFqsFk4
o Watch: Annexation of Hawaii (YouTube) https://www.youtube.com/watch?v=as7Hw0uuYeY
o Watch: The Jungle and the Meatpacking Industry (YouTube) https://www.youtube.com/watch?v=ReuNaWPGEoM
o Watch: Spanish American War | Season 1 | Latino Americans | (PBS) https://www.pbs.org/video/latino-americans-
spanish-american-war/
o Read: Lesson 5 – Becoming a World Power, Pgs. 671 - 681
o Complete the following exercises:
1. GEOGRAPHIC REASONING, Pg. 676 (Question 2) 2. ANALYZING KEY IDEAS AND DETAILS, Pg. 672 (Land Acquisition During US Imperialism diagram)
3. LESSON 5 REVIEW AND ACTIVITIES, Pg. 681– Time and Place (Question 1) & Building History – Social Science
Analysis (Questions 2-4)
WEEK 9 – CHAPTER 18 – The Industrial Age (Optional Assessment) Assessment: Respond to the following “Short Answer” question:
IDENTIFYING CAUSES Why did industry depend on such a diverse pool of workers, including women, children, and
immigrants? - OR -
In your IMPACT INQUIRY JOURNAL, complete:
ANALYZE THE SOURCE: “To Help Lift Up the Whole Human Family” - PRIMARY SOURCE: SPEECH, Pgs. 486 - 487
activities (Exercises 1A & 3)
ASSIGNMENTS FOR WEEK #10: Chapter 19 – A Changing Society (1865 - 1920)
Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________________________
Essential Questions: Why do people move? / How do new ideas change the way people live? / Why do societies change?
Day 1: The New Immigrants (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5)
o Watch: Immigration 101: History of Immigration (YouTube) https://www.youtube.com/watch?v=TqnxATig5s4
o Watch: Crash Course: Growth, Cities, and Immigration (YouTube)https://www.youtube.com/watch?v=RRhjqqe750A
o Read: Lesson 1 – The New Immigrants, Pgs. 687 - 697
o Complete the following exercises:
1. GEOGRPAHIC REASONING, Pg. 692 (Question 2) 2. INTEGRATING KNOWLEDGE AND IDEAS, Pg. 691 (Chronology of Immigration Laws diagram)
3. LESSON 1 REVIEW AND ACTIVITIES, Pg. 697 – Time and Place (Question 1) & Building History – Social Science
Analysis (Questions 2-4)
Day 2: Moving to the City (CA History Standards 8.1, 8.2, 8.4, 8.5, 8.9, 8.10) o Watch: Crash Course: The Economics of Immigration (YouTube) https://www.youtube.com/watch?v=4XQXiCLzyAw
o Watch: How the Other Half Lives (YouTube) https://www.youtube.com/watch?v=87SCTEsIufY
o Watch: American Experience: The Gilded Age (PBS) https://www.pbs.org/video/gilded-age-chapter-1-2gdqo8/
o Watch Crash Course: Gilded Age Politics (YouTube) https://www.youtube.com/watch?v=Spgdy3HkcSs
o Read: Lesson 2 – Moving to the City, Pgs. 701 - 706
o Complete the following exercises:
1. INTEGRATING KNOWLEDGE AND IDEAS, Pg. 701 (Effects of Growth of Cities diagram)
2. LESSON 2 REVIEW AND ACTIVITIES, Pg. 706 – Time and Place (Question 1) & Building History – Social Science
Analysis (Questions 2-4)
Day 3: A Changing Culture (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.9) o Watch: The Life and Work of Jane Addams (YouTube) https://www.youtube.com/watch?v=Tw4GZeABlNI
o Watch: Yellow Journalism (YouTube) https://www.youtube.com/watch?v=0wFrAny77UY
o Read: Lesson 3 – A Changing Culture, Pgs. 707 - 714
o Complete the following exercises:
1. INTEGRATING KNOWLEDGE AND IDEAS, Pg. 708 (Effects of Individual Achievements on Culture diagram)
2. LESSON 3 REVIEW AND ACTIVITIES, Pg. 714 – Time and Place (Question 1) & Building History – Social Science
Analysis (Questions 2-4)
Instructional Guide Middle School History 8B City of Angels School Course ID # 370126
Revised 5/16/20 Page 15 of 17 www.cityofangelsschool.org
Day 4: The Rise of Progressivism (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.9) o Watch: Crash Course: The Progressive Era (YouTube) https://www.youtube.com/watch?v=i0Q4zPR4G7M
o Watch: Crash Course: Monopolies and Anti-Competitive Markets (YouTube) https://www.youtube.com/watch?v=Sb_-
wfmJnHA
o Watch: Crash Course: Women's Suffrage (YouTube) https://www.youtube.com/watch?v=HGEMscZE5dY
o Read: Lesson 4 – The Rise of Progressivism, Pgs. 715 - 723
o Complete the following exercises:
1. ANALYZING KEY IDEAS AND DETAILS, Pg. 716 (17th Amendment – Before & After diagram)
2. LESSON 4 REVIEW AND ACTIVITIES, Pg. 723 – Time and Place (Question 1) & Building History – Social Science
Analysis (Questions 2-4)
Day 5: Progressive Achievements (CA History Standards 8.1, 8.2, 8.3, 8.4, 8.6, 8.7, 8.9) o Watch: U.S. Child Labor, 1908-1920 (YouTube) https://www.youtube.com/watch?v=_tY1gk6J6zc
o Watch: Crash Course: Progressive Presidents (YouTube) https://www.youtube.com/watch?v=F7flSW1PGsA
o Watch: Prohibition: Carry Nation (PBS) https://www.pbs.org/video/prohibition-women-of-prohibition-carry-nation/
o Watch: Crash Course: W.E.B. Dubois & Race Conflict (YouTube) https://www.youtube.com/watch?v=-wny0OAz3g8
o Read: Lesson 5 – Progressive Achievements, Pgs. 724 - 731
o Complete the following exercises:
1. ANALYZING KEY IDEAS AND DETAILS, Pg. 725 (Land Acquisition During US Imperialism diagram)
2. LESSON 5 REVIEW AND ACTIVITIES, Pg. 731– Time and Place (Question 1) & Building History – Social Science
Analysis (Questions 2-4)
WEEK 10 – CHAPTER 19 – A Changing Society (Optional Assessment) Assessment: Respond to the following “Short Answer” question:
EXPLAINING ISSUES Why were Catholics, Jews, Asians, African Americans, and other minorities in the United States
discriminated against and excluded from the reforms of the Progressive Era?
- OR -
In your IMPACT INQUIRY JOURNAL, complete:
ANALYZE THE SOURCE: The Other Half - PRIMARY SOURCE: NONFICTION BOOK, Pgs. 502 - 503 activities
(Exercises 1 & 2A)
Instructional Guide Middle School History 8B City of Angels School Course ID # 370126
Revised 5/16/20 Page 16 of 17 www.cityofangelsschool.org
ASSIGNMENTS FOR WEEK #11: Final Assessment - US History 8B
Option 1: Take the Final Exam
Option 2: Choose one (1) of the following POINTS OF VIEW projects: o Chapter 11 – Manifest Destiny | POINTS OF VIEW: Was Manifest Destiny Justified?
What Do You Think?, Pg. 407 (Questions 1 – 3)
o Chapter 14 – Toward Civil War | POINTS OF VIEW: Did the South Have the Right to Secede?
What Do You Think?, Pg. 516 (Questions 1 – 3)
o Chapter 19 – A Changing Society | POINTS OF VIEW: Should Immigration Be Limited?
What Do You Think?, Pg. 699 (Questions 1 – 3)
Option 3: choose one (1) of the following activities:
Museum Visit: Visit a local museum that features exhibits relevant to this course. Write a five-paragraph summary of your visit
using the following format:
o Paragraph 1: A general description of the museum and the date and time you visited.
o Paragraph 2: A description of an exhibit and how it relates to a concept you’ve learned in this course.
o Paragraph 3: A description of a second exhibit and how it relates to another concept you’ve learned in this course.
o Paragraph 4: A description of a third exhibit and how it relates to another concept you’ve learned in this course.
o Paragraph 5: General final thoughts on your visit to the museum.
NOTE: Paragraphs 2, 3 and 4 must be at least five sentences long.
Newspaper or Magazine Article Summary: Find three recent (no more than six months old) newspaper or magazine articles with
topics related to concepts you’ve learned in this course. Write a five-paragraph synopsis of the three articles using the following
format:
o Paragraph 1: Cite the names, authors, and sources of your three articles.
o Paragraph 2: A brief summary of the first article and how it relates to a concept you’ve learned in this course.
o Paragraph 3: A brief summary of the second article and how it relates to a concept you’ve learned in this course.
o Paragraph 4: A brief summary of the third article and how it relates to a concept you’ve learned in this course.
o Paragraph 5: General final thoughts on your three articles.
NOTE: Paragraphs 2, 3 and 4 must be at least five sentences long.
Film Documentary Summary: Watch an hour long documentary on a topic related to a concept you learned in this course.
Write a five-paragraph summary of the documentary using the following format.
o Paragraph 1: Cite the title and source of the movie and give a brief description of what it covers.
o Paragraph 2: A description of one new concept you learned from the movie.
o Paragraph 3: A description of another new concept you learned from the movie.
o Paragraph 4: A description of a third new concept you learned from the movie.
o Paragraph 5: General final thoughts on the movie. (i.e. would you recommend it? Explain.)
NOTE: Paragraphs 2, 3 and 4 must be at least five sentences long.
Poster Presentation: Create a poster that illustrates or diagrams a concept you learned in this course. The poster should be at
least 2x3 feet and use bold letters and colors. It should also include at least five terms you learned in this course. Feel free to
use illustrations in your textbook. You will need to explain your poster in a two-minute speech/presentation to your teacher.
Live PowerPoint Presentation: Prepare and deliver a 5-minute PowerPoint presentation explaining or demonstrating a concept
learned in this course. You must include at least 5 slides. At least five terms learned in this course should be incorporated. You
will present your report to an audience that will include teachers and fellow students.