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ii

Table of Contents

Board Page.................................................................................................. iii

Course Description ......................................................................................iv

Writing Team................................................................................................v

Addressing the Needs of Your Students .......................................................vi

Social Studies Scope and Sequence ........................................................... vii

Required Instructional Mandates Matrix 9-12..............................................ix

M/J U.S. History Curriculum Guide ...........................................................10

Non-Discrimination Notice .........................................................................41

*Images used by permission of Microsoft.

iii

SCHOOL BOARD OF BREVARD COUNTY Educational Services Facility

2700 Judge Fran Jamieson Way Viera, Florida 32940-6601

SCHOOL BOARD MEMBERS Amy Kneessy, Chairman

Dr. Barbara A. Murray, Vice Chairman Karen Henderson

Robert Jordan Andrew Ziegler

SUPERINTENDENT Dr. Brian T. Binggeli

DIVISION OF CURRICULUM AND INSTRUCTION ASSOCIATE SUPERINTENDENT

Cyndi VanMeter

OFFICE OF SECONDARY PROGRAMS Dr. Walter Christy, Director

OFFICE OF MIDDLE SCHOOL PROGRAMS

Elizabeth Thedy, Director

iv

Course Description Title: M/J U. S. History Course Number: 2100010

Abbreviated Title: M/J US HIST

Course Length: Year

Course Level: 2

General Notes: The eighth grade social studies curriculum consists of the following area strands: American History,

Geography, Economics, and Civics. Primary content emphasis for this course pertains to the study of American history from the

Exploration and Colonization period to the Reconstruction period following the Civil War. Students will be exposed to the historical,

geographic, political, economic and sociological events which influenced the development of the United States and the resulting

impact on world history. So that students can clearly see the relationship between cause and effect in historical events, students should

have the opportunity to explore those fundamental ideas and events which occurred after Reconstruction.

Title: M/J U.S. History Advanced

Course Number: 2100020

Abbreviated Title: M/J U.S. HIST ADV

Course Length: Year

Course Level: 3

General Notes: The eighth grade social studies curriculum consists of the following area strands: American History,

Geography, Economics, and Civics. Primary content emphasis for this course pertains to the study of American history from the

Exploration and Colonization period to the Reconstruction period following the Civil War. Students will be exposed to the historical,

geographic, political, economic and sociological events which influenced the development of the United States and the resulting

impact on world history. So that students can clearly see the relationship between cause and effect in historical events, students should

have the opportunity to explore those fundamental ideas and events which occurred after Reconstruction.

Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and

evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in

the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized

information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and

document based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills

through participating in a capstone and/ or extended research based paper/project (e.g. history fair, participatory citizenship

project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-

directed projects).

v

Anthony Ghezzi Eau Gallie High School Anthony Haman Bayside High School Marilyn Hernandez Bayside High School Edward Kinsel Heritage High School Sharon Moore Jefferson Middle School Irene Ramnarine Secondary Social Studies Resource Teacher Bob McLaren Middle School Language Arts and

Social Studies Resource Teacher

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vi

Addressing the Needs of Your Students

The Next Generation Sunshine State Standards are the driving force of education today in Florida. They

form the basis of our curriculum and a measure of our success. As you review the Next Generation Sunshine State

Standards for Social Studies, you will notice that each benchmark the student is asked to attain is the same in the

honors as well as the regular course. Students in all courses will have the opportunity to work at all levels of

Bloom’s Taxonomy. Students in the honors courses will have an increased focus on developing the critical skills of

analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. They are empowered to

perform at higher levels as they engage in the following: analyzing historical documents and supplementary

readings, working on the context of thematically categorized information, becoming proficient in note-taking,

participating in Socratic seminars/discussions, emphasizing free response and document based writing, contrasting

opposing viewpoints, and problem solving. Throughout the teacher’s edition suggestions are made as how to

differentiate instruction for limited English speakers, gifted, and talented students.

vii

New Scope and Sequence

2010-2011 2011-2012

Textbook Adoption

2012-2013

Full Standards

Implementation

2013-2014

6th

Western Hemisphere

(United States, Canada,

and Latin America)

Strong focus on geography

skills

Western Hemisphere

(United States, Canada,

and Latin America)

Strong focus on geography

skills

Ancient Civilizations and

Eastern Hemisphere

First class to be tested on

new Civics curriculum.

Students must pass to be

promoted.

Ancient Civilizations and

Eastern Hemisphere

7th

World Cultures

(Eastern Hemisphere:

Europe, Russia, Africa,

and the Pacific. Focusing

on geography, politics, and

culture). Field test at

selected sites of new

district developed civics

unit.

Eastern Hemisphere and

District developed

transition Civics unit and

district practice EOC test at

all middle schools

Civics

Map skills

Economics

Statewide EOC Civics

Field Test at selected sites

Civics

Map Skills

Economics

Civics added to school

grade

Civics assessment accounts

for 30% of final grade

EOC Civics test

administered

8th M/J U.S. History

(Colonial period through

Reconstruction)

Geography incorporated

M/J U.S. History


Reconstruction)

Geography incorporated

M/J U.S. History

(Colonial period -

Reconstruction)

Geography incorporated,

Study of

Constitution revised

M/J U.S. History


Reconstruction)

Geography incorporated,

Study of

Constitution revised

viii

2010-2011 2011-2012

Textbook Adoption

2012-2013

Full Standards

Implementation

2013-2014

World

History

(Ancient Civilization

through the Cold War)

(Ancient Civilization

through the Cold War)

Early Americans to 21st

Century Globalization

Ancient Civilizations

moved to 6th grade

Medieval world to 21st

Century Globalization

Ancient Civilizations

moved to 6th grade

U.S. History

U.S. History

(Reconstruction through

present day)

Keeping review of pre-

Reconstruction to two

weeks

U.S. History


present day)



weeks

EOC Field Test

U.S. History


present day)



weeks

EOC Baseline data

U.S. History


present day)



weeks

EOC test administered

U.S.

Government

American Government

(Political philosophy;

Legislative, Executive,

Judicial Branches; civil

liberties, Florida

Constitution and

government)

American Government




liberties, Florida

Constitution and

government)

American Government




liberties, Florida

Constitution and

government)

American Government

(Political philosophy:



liberties, Florida

Constitution and

government)

Economics

Economics

(Microeconomics,

Macroeconomics and

required Financial Literacy

unit-budgeting, banking

and credit)

Economics

(Microeconomics,

Macroeconomics and



and credit)

Economics

(Microeconomics,

Macroeconomics and



and credit)

Economics

(Microeconomics,

Macroeconomics and



and credit)

ix

Required Instructional Mandates Matrix

Florida State Statutes (1003.421) provide for required instruction of various topics as outlined in the above matrix. Regular

instruction within the course of study, as indicated by the chapters from district textbooks in the chart above, will satisfy the

requirements of this statute.

In order to encourage patriotism, the sacrifices that veterans have made in serving our country and protecting democratic values

worldwide, public schools are required to teach appropriate curriculum. Such instruction must occur on or before Veterans Day and

Memorial Day. Members of the instructional staff are encouraged to use the assistance of local veterans when practical.

Celebrate Freedom Week must occur during the last full week of September and include three (3) hours of appropriate instruction in

courses identified by the district in the intent, meaning and importance of the Declaration of Independence. To emphasize the

importance of this week, at the beginning of each school day, or in homeroom, during the last full week of September, public school

principals and teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence:

“ We hold these truths to be self evident, that all men are created equal, that they are endowed by their creator with certain

unalienable rights that among those are life, liberty, and the pursuit of happiness. That to secure these rights, governments are

instituted among men, deriving their just powers from the consent of the governed.” Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence. By federal law, public schools are required to hold an education program pertaining to the United States Constitution on September

17th

of each year.

Mandate Curriculum Connection

Declaration of Independence Ch. 6

Women’s Contributions Ch. 2,8,14,16,22

U.S. Constitution Ch. 8, Constitutional Handbook

Patriotism On or before Veterans Day and

Memorial Day

Flag Education Ch. 7

Celebrate Freedom Week Last full week of September

Federalist Papers Ch. 8

Constitution Day September 17th

Elements of Civil Government Ch. 5,6,7,8 Constitutional Handbook

History of the Holocaust Ch. 25

African American History Ch. 1, 4, 11, 14, 21, 25

History of the State Ch. 2,10,12, 16

Hispanic Contributions Ch. 1, 13, 19

Brevard Public Schools Social Studies Curriculum Guide 2010-2011

Subject: M/J U.S. History Textbook: Creating America: Beginnings through WWI

10

Month

August

Instruction

Assessment

Chapter Correlation

Chapters 1-4

Essential Questions

Why do people move? How did explorations cause conflict? What happens when different societies meet? What dangers did settlers face? How and why did slavery take hold in North America?

Content European exploration and discovery; Protestant Reformation; Renaissance; Crusades; European settlement in North America; religious rivalry.

Skills Critical thinking; map reading; sequencing events; interpreting graphics; identifying main idea, facts, and details; recognizing compare and contrast; fact and opinion; making inferences; analyzing points of view; drawing conclusions; recognizing propaganda; forming and supporting opinions.

Next Generation Sunshine

State Standard

Benchmarks

SS. 8.A.1.1 Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments. SS. 8.A.1.2 Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect. SS. 8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts. SS. 8.A.2.1 Compare the relationships among the British, French, Spanish, and Dutch in their struggle for colonization of North America. SS.8.A.2.2 Compare the characteristics of the New England, Middle, and Southern colonies. SS.8.A.2.3 Differentiate economic systems of New England,



11

Middle, and Southern colonies including indentured servants and slaves as labor sources. SS.8.A.2.4 Identify the impact of key colonial figures on the economic, political, and social development of the colonies. SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations. SS.8.A.2.7 Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America. SS.8.A.3.15 Examine this time period (1763-1815) from the prospective of historically under-represented groups (children, indentured servants, Native Americans, slaves, women, and working class). SS.8.A.4.3 Examine the experiences and perspectives of significant individuals and groups during this era of American history. SS.8.A.4.6 Identify technological improvements (inventions/inventors) that contributed to industrial growth. SS.8.A.4.8 Describe the influence of individuals on social and political developments of this era in American history. SS.8.E.1.1 Examine motivating economic factors that influenced the development of the United States economy over time including scarcity, supply and demand, opportunity costs, incentives, profits and entrepreneurial aspects. SS.8.G.1.1 Use maps to explain physical and cultural attributes of major regions throughout American History. SS.8.G.1.2 Use appropriate geographic tools and terms to identify and describe significant places and regions in American history. SS.8.G.4.2 Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination. SS.8.G.4.4 Interpret databases, case studies, and maps to describe



12

the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout time. SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.

Benchmark Clarification

SS.8.A.2.2 Examples are Jamestown, Plymouth, colonial governments, geographic influences, resources and economic system, occupations, religion, and social patterns. SS.8.A.2.4 Examples are John Smith, William Penn, Roger Williams, Anne Hutchinson, and John Winthrop. SS.8.A.4.3 Examples are Lewis and Clark, Sacajawea, York, Pike, Native Americans, Buffalo Soldiers, Mexicanos, Chinese immigrants, Irish immigrants, children, slaves, and women. SS.8.A.4.8 Examples are Daniel Boone, Tecumseh, Black Hawk, John Marshall, James Madison, Dolly Madison, Andrew, Jackson, John C. Calhoun, Henry Clay, Daniel Webster, James Polk, Susan B. Anthony, Elizabeth Cady Stanton, William Lloyd Garrison, Frederick Douglass, Horace Mann, Dorothea Dix, Lucretia Mott, Sojourner Truth and Harriet Tubman.

Integrated Curriculum Benchmarks

LA.8.1.6.1 The student will use new vocabulary that is introduced and taught directly. LA.8.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text. LA.8.1.6.3 The student will use context clues to determine meanings of unfamiliar words. LA.8.6.2.2 The student will assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources. MA.8.A.1.6 Compare the graphs of linear and non-linear functions for real-world situations.



13

Month

September

Instruction

Assessment

Chapter Correlation

Chapters 5-7

Essential Questions

What rights provided in England did settlers expect to be given in the colonies? How did winning the French and Indian War cause more problems for the British and their colonies? How did the colonists and British officials differ on their feelings about taxes? Is there anything to be gained by protesting? What is the best way to show opposition to policies considered unjust? How do solutions often cause more problems? What challenges did the new nation face? What might you be willing to sacrifice to win freedom?

Content Settlement of English colonies; beginnings of representative government; rule of law in establishing and protecting rights; Enlightenment; Glorious Revolution; French and Indian War; results of the war; conflict over taxes; escalation of colonial resistance; British versus American strategy/tactics; and causes/effects of the American Revolution

Skills Critical thinking; map reading; sequencing events; interpreting graphics; identifying main idea, facts, and details; recognizing compare and contrast; fact and opinion; making inferences; analyzing points of view; drawing conclusions; recognizing propaganda.


State Standard

SS.8.A.1.1 Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments. SS.8.A.1.2 Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect. SS.8.A.1.4 Differentiate fact from opinion, utilize appropriate historical research and fiction/non-fiction support materials.



14

Benchmarks SS.8.A.1.5 Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents. SS.8.A.1.6 Compare interpretations of key events and issues throughout American history. SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts. SS.8.A.2.4 Identify the impact of key colonial figures on the economic, political, and social development of the colonies. SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations. SS.8.A.2.6 Examine the causes, course, and consequences of the French and Indian War. SS.8.A.2.7 Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America. SS.8.A.3.1 Explain the consequences of the French and Indian War in British policies for the American colonies from 1763-1774. SS.8.A.3.2 Explain American colonial reaction to British policy from 1763-1774. SS.8.A.3.3 Recognize the contributions of the founding fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, George Washington) during American Revolutionary efforts. SS.8.A.3.4 Examine the contributions of influential groups to both American and British war efforts during the American Revolutionary War and their effects on the outcome of the war. SS.8.A.3.5 Describe the influence of individuals on social and political developments during the Revolutionary era. SS.8.A.3.6 Examine the causes, course, and consequences of the



15

American Revolution. SS.8.A.3.7 Examine the structure, content, and consequences of the Declaration of Independence. SS.8.A.3.8 Examine individuals and groups that effected political and social motivations during the American Revolution. SS.8.C.1.2 Compare views of self-government and the rights and responsibilities of citizens held by Patriots, Loyalists, and other colonists. SS.8.C.1.3 Recognize the role of civic virtue in the lives of citizens and leaders from the Colonial period through Reconstruction. SS.8.C.1.4 Identify the evolving forms of civic and political participation from the Colonial period through Reconstruction. SS.8.C.2.1 Evaluate and compare the essential ideals and principals of American constitutional government expressed in primary sources from the Colonial period through Reconstruction. SS.8.E.1.1 Examine motivating economic factors that influenced the development of the United States economy over time including scarcity, supply and demand, opportunity costs, incentives, profits and entrepreneurial aspects. SS.8.E.2.2 Explain the economic impact of government policies. SS.8.E.3.1 Evaluate domestic and international interdependence. SS.8.G.1.1 Use maps to explain physical and cultural attributes of major regions throughout American history. SS.8.G.1.2 Use appropriate geographic tools and terms to identify and describe significant places and regions in American history. SS.8.G.4.1 Interpret population growth and other demographic data for any given place in the United States throughout its history. SS.8.G.4.2 Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination.



16

SS.8.G.4.6 Use political maps to describe changes in boundaries and governance throughout American history. SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States. SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.


SS.8.A.2.4 Examples are John Smith, William Penn, Roger Williams, Anne Hutchinson, and John Winthrop. SS.8.A.3.1 Examples are Proclamation of 1763, Sugar Act, Quartering Act, Stamp Act, Declaratory Act, Townshend Acts, Tea Act, and Coercive Acts. SS.8.A.3.2 Examples are written protests, boycotts, Boston Massacre, Boston Tea Party, and First Continental Congress. SS.8.A.3.4 Examples are foreign alliances, freedmen, Native Americans, slaves, and women. SS.8.A.3.5 Examples are James Otis, Mercy Otis Warren, Abigail Adams, and Benjamin Banneker. SS.8.A.3.6 Examples are Battles of Lexington and Concord, Common Sense, Second Continental Congress, Battle of Bunker Hill, Olive Branch Petition, Declaration of Independence, winter at Valley Forge, Battles of Saratoga and Yorktown, and Treaty of Paris. SS.8.A.3.8 Examples are Ethan Allen and the Green Mountain Boys, the Committees of Correspondence, Sons of Liberty, Patrick Henry, Patriots, Loyalists, individual colonial militias, and undecideds. SS.8.G.5.2 Examples are deforestation, urbanization, and agriculture.


LA.8.1.6.1 The student will use new vocabulary that is introduced and taught directly. LA.8.1.6.2 The student will listen to, read, and discuss familiar and



17

conceptually challenging text. LA.8.1.6.3 The student will use context clues to determine meanings of unfamiliar words. LA.8.6.2.2 The student will assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources. LA.8.6.2.4 The student will understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law. MA.8.A.1.3 Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear equations. MA.8.A.1.6 Compare the graphs of linear and non-linear functions for real-world situations.



18

Month

October

Instruction

Assessment

Chapter Correlation

Chapter 8

Constitution Handbook

Essential Questions

How was our government formed? Why is the Constitution described as a living document? How is the Constitution the backbone of America? What were the challenges faced by the first two presidents?

Content Articles of Confederation; Treaty of Paris 1783; expansion of the nation; Shays’ Rebellion; Northwest Territory; Constitutional Convention; compromises; ratification; Federalist Papers; Bill of Rights; administrations of Washington and Adams; establishment of financial programs; interpretation of the Constitution; Native American conflicts; Whiskey Rebellion; French Revolution; development of political parties; Alien and Sedition Acts; XYZ Affair

Skills Critical thinking; map reading; sequencing events; interpreting graphics; identifying main idea, facts, and details; recognizing compare and contrast and fact and opinion; making inferences; analyzing points of view; drawing conclusions; recognizing propaganda; forming and supporting opinions.


State Standard

Benchmarks

SS.8.A.1.1 Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments. SS.8.A.1.2 Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect. SS.8.A.1.6 Compare interpretations of key events and issues throughout American history.



19

SS.8.A.2.4 Identify the impact of key colonial figures on the economic, political, and social development of the colonies. SS.8.A.3.3 Recognize the contributions of the founding fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, and George Washington) during American revolutionary efforts. SS.8.A.3.7 Examine the structure, content, and consequences of the Declaration of Independence. SS.8.A.3.9 Evaluate the structure, strengths, and weaknesses of the Articles of Confederation and its aspects that led to the Constitutional Convention. SS.8.A.3.10 Examine the course and consequences of the Constitutional Convention (New Jersey Plan, Virginia Plan, Great Compromise, Three-Fifths Compromise, compromises regarding taxation and slave trade, electoral college, state versus federal power, empowering a president). SS.8.A.3.11 Analyze support and opposition (Federalists, Federalist Papers, Anti-Federalists, Bill of Rights) to ratification of the U.S. Constitution. SS.8.A.4.8 Describe the influence of individuals on social and political developments in this era of American history. SS.8.C.1.1 Identify the constitutional provisions for establishing citizenship. SS.8.C.1.5 Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today. SS.8.C.1.6 Evaluate how amendments to the Constitution have expanded voting rights from our nation’s early history to present day. SS.8.C.2.1 Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources from the Colonial period through Reconstruction.



20

SS.8.G.2.2 Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications. SS.8.G.4.1 Interpret population growth and other demographic data for any given place in the United States throughout its history. SS.8.G.4.6 Use political maps to describe changes in boundaries and governance throughout American history.


SS.8.A.1.3 Examples are articles, editorials, journals, periodicals, and reports. SS.8.A.4.8 Examples are Daniel Boone, Tecumseh, Black Hawk, John Marshall, James Madison, Dolly Madison, Andrew Jackson, John C. Calhoun, Henry Clay, Daniel Webster, James Polk, Susan B. Anthony, Elizabeth Cady Stanton, William Lloyd Garrison, Frederick Douglass, Horace Mann, Dorothea Dix, Lucretia Mott, Sojourner Truth and Harriet Tubman. SS.8.G.2.2 Examples are cataclysmic natural disasters, and shipwrecks.


LA.8.1.6.1 The student will use new vocabulary that is introduced and taught directly. LA.8.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text. LA.8.1.6.3 The student will use context clues to determine meanings of unfamiliar words. LA.8.6.2.2 The student will assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources. LA.8.6.2.4 The student will understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law.



21

MA.8.A.1.6 Compare the graphs of linear and non-linear functions for real-world situations.



22

Month

November-December

Instruction

Assessment

Chapter Correlation

Chapters 8-9

Essential Questions

What led to the success of our early attempts at government? What were the challenges faced by the first two presidents?

Content Administrations of Washington and Adams; establishment of financial programs; interpretation of the Constitution; Native American conflicts; Whiskey Rebellion; French Revolution; development of political parties; Alien and Sedition Acts; states rights; XYZ Affair

Skills Critical thinking; map reading; sequencing events; interpreting graphics; identifying main idea, facts, and details; recognizing compare and contrast; fact and opinion; making inferences; analyzing points of view; drawing conclusions; recognizing propaganda; forming and supporting opinions


State Standard

Benchmarks

SS.8.A.1.1 Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments. SS.8.A.1.2 Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect. SS.8.A.1.4 Differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials. SS.8.A.1.6 Compare interpretations of key events and issues throughout American history. SS.8.A.3.3 Recognize the contributions of the founding fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George



23

Mason, George Washington) during American revolutionary efforts. SS.8.A.3.9 Evaluate the structure, strengths, and weaknesses of the Articles of Confederation and its aspects that led to the Constitutional Convention. SS.8.A.3.10 Examine the course and consequences of the Constitutional Convention (New Jersey Plan, Virginia Plan, Great Compromise, Three-Fifths Compromise, compromises regarding taxation and slave trade, electoral college, state vs. federal power, empowering a president). SS.8.A.3.11 Analyze support and opposition (Federalists, Federalist Papers, Anti-Federalists, Bill of Rights) to ratification of the U.S. Constitution. SS.8.A.3.12 Examine the influence of George Washington’s presidency in the formation of a new nation. SS.8.A.3.13 Explain major domestic and international economic, military, political, and socio-cultural events of Thomas Jefferson’s presidency. SS.8.A.3.15 Examine this time period (1763-1815) from the prospective of historically under-represented groups (children, indentured servants, Native Americans, slaves, women, and working class). SS.8.A.4.3 Examine the experiences and perspectives of significant individuals and groups during this era of American history. SS.8.A.4.8 Describe the influence of individuals on social and political developments of this era in American history. SS.8.C.1.3 Recognize the role of civic virtue in the lives of citizens and leaders from the Colonial period through Reconstruction. SS.8.C.1.4 Identify the evolving forms of civic and political participation from the Colonial period through Reconstruction. SS.8. C.2.1 Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources



24

from the Colonial period through Reconstruction. SS.8.E.1.1 Examine motivating economic factors that influenced the development of the United States economy over time including scarcity, supply and demand, opportunity costs, incentives, profits and entrepreneurial aspects. SS.8.E.2.2 Explain the economic impact of government policies. SS.8.E.3.1 Evaluate domestic and international interdependence.


SS.8.A.3.12 Examples are personal motivations, military experience, political influence, establishing Washington, D.C. as the nation’s capital, and Farewell Address. SS.8.A.3.13 Examples are XYZ Affair, Alien and Sedition Acts, and Land Act of 1800. SS.8.A.4.3 Examples are Lewis and Clark, Sacajawea, York, Pike, Native Americans, Buffalo Soldiers, Mexicanos, Chinese immigrants, Irish immigrants, children, slaves, and women. SS.8.A.4.8 Examples are Daniel Boone, Tecumseh, Black Hawk, John Marshall, James Madison, Dolly Madison, Andrew, Jackson, John C. Calhoun, Henry Clay, Daniel Webster, James Polk, Susan B. Anthony, Elizabeth Cady Stanton, William Lloyd Garrison, Frederick Douglass, Horace Mann, Dorothea Dix, Lucretia Mott, Sojourner Truth and Harriet Tubman. SS.8.E.2.2 Examples are mercantilism, colonial establishment, Articles of Confederation, Constitution, and compromises over slavery. SS.8.E.3.1 Examples are triangular trade routes and regional exchange of resources.


LA.8.1.6.1 The student will use new vocabulary that is introduced and taught directly. LA.8.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text. LA.8.1.6.3 The student will use context clues to determine meanings of unfamiliar words.



25

LA.8.6.2.2 The student will assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources. LA.8.6.2.4 The student will understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law.



26

Month

January

Instruction

Assessment

Chapter Correlation

Chapters 10-12

Essential Questions

How did democracy change in the early years of the nation? How did the United States expand? What foreign policy challenges occurred? How did the philosophy of government change? How did inventions change the nation? What qualities make a strong leader?

Content Administrations of Jefferson through Polk; Louisiana Purchase; War of 1812; Embargo Act; judicial review; the frontier and Native Americans; Industrial Revolution; slavery; Monroe Doctrine; nationalism; sectionalism; nullification; new political parties; states rights; Manifest Destiny



State Standard

Benchmarks

SS. 8.A.1.5 Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents. SS. 8.A.1.6 Compare interpretations of key events and issues throughout American history. SS. 8.A.3.14 Explain major domestic and international economic, military, political and socio-cultural events of Thomas Jefferson’s presidency. SS.8.A.3.16 Examine key events in Florida history as each impacts this era of American history.



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SS.8.A.4.1 Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas Annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase). SS.8.A.4.3 Examine the experiences and perspectives of significant individuals and groups during this era of American history. SS.8.A.4.4 Discuss the impact of westward expansion on cultural practices and migration patterns of Native American and African slave populations. SS.8.A.4.5 Explain the causes, course, and consequences of the 19th century transportation revolution on the growth of the nation’s economy. SS.8.A.4.6 Identify technological improvements (inventions/inventors) that contributed to industrial growth. SS.8.A.4.7 Explain the causes, course and consequences (industrial growth, subsequent effect on children and women) of New England’s textile industry. SS.8.A.4.10 Analyze the impact of technological advancements on the agricultural economy and slave labor. SS.8.A.4.11 Examine the aspects of slave culture including plantation life, resistance efforts, and the role of the slaves’ spiritual system. SS.8.A.4.12 Examine the effects of the 1804 Haitian Revolution on the United States acquisition of the Louisiana Territory. SS.8.A.4.13 Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Ogden [1824], Cherokee Nation v. Georgia [1831], and Worcester v. Georgia [1832]) significant to this era of American history.



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SS.8.A.4.16 Identify key ideas and influences of Jacksonian democracy. SS.8.A.4.17 Examine key events and peoples in Florida history. SS.8.A.4.18 Examine the experiences and perspectives of different ethnic, national, and religious groups in Florida, explaining their contributions to Florida’s and America’s society and culture during the Territorial period. SS.8.A.5.1 Explain the causes, course, and consequences of the Civil War (sectionalism, slavery, states’ rights, and balance of power in the Senate). SS.8.A.5.2 Analyze the role of slavery in the development of sectional conflict. SS.8.C.1.1 Identify the constitutional provisions for establishing citizenship. SS.8.E.1.1 Examine motivating economic factors that influenced the development of the United States economy over time including scarcity, supply and demand, opportunity costs, incentives, profits and entrepreneurial aspects. SS.8.E.2.1 Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic backgrounds in the development of the United States economy. SS.8.E.2.2 Explain the economic impact of government policies. SS.8.E.2.3 Assess the role of Africans and other minority groups in the economic development of the United States. SS.8.G.2.1 Identify the physical and human elements that define and differentiate regions as relevant to American history. SS. 8.G.2.3 Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time. SS. 8.G.3.2 Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in the



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United States and Florida over time. SS. 8.G.4.5 Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States over time.


SS.8.A.1.3 Examples are articles, editorials, journals, periodicals, and reports. SS.8.A.3.14 Examples are Election of 1800, birth of political

parties, Marbury v. Madison, judicial review, Jefferson’s First

Inaugural Address, Judiciary Act of 1801, Louisiana Purchase, Lewis

and Clark Expedition, Hamilton and Burr conflict/duel, and Embargo

of 1807.

SS.8.A.3.16 Examples are Treaty of Paris, British rule, and Second

Spanish Period.

SS.8.A.4.3 Examples are Lewis and Clark, Sacajawea, York, Pike,

Native Americans, Buffalo Soldiers, Mexicanos, Chinese immigrants,

Irish immigrants, children, slaves, and women.

SS.8.A.4.5 Examples are roads, canals, bridges, steamboats, and

railroads.

SS.8.A.4.6 Examples are Fitch/steamboat, Slater/textile mill

machinery, Whitney/cotton gin, interchangeable parts,

McCoy/industrial lubrication, Fulton/commercial steamboat, and

Lowell/mechanized cotton mill.

SS.8.A.4.10 Examples are cotton gin, steel plow, and rapid growth

of slave trade.

SS.8.A.4.16 Examples are political participations, political parties,

constitutional government, spoils system, National Bank veto,

Maysville Road veto, tariff battles, and Indian Removal Act.

SS.8.A.4.17 Examples are Andrew Jackson’s military expeditions

to end Indian uprisings, developing relationships between the

Seminole and runaway slaves, Adams-Onis Treaty, Florida becoming



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a United States territory, combining former East and West Florida,

establishing first state capital, Florida’s constitution, and Florida’s

admittance to the Union as 27th

state.

SS.8.A.4.18 Examples are Osceola, white settlers, U.S. troops,

Black Seminoles, southern plantation and slave owners, Seminole

Wars, Treaty of Moultrie Creek, Seminole relocation, Chief Billy

Bowlegs, and Florida Crackers.

SS.8.A.5.2 Examples are Abolition Movement, Nat Turner’s Rebellion, Black Codes, Missouri Compromise, Compromise of 1850, Uncle Tom’s Cabin, Kansas-Nebraska Act, Dred Scott v. Sanford, Lincoln-Douglas Debates, raid on Harper’s Ferry, Underground Railroad, Presidential Election of 1860, and Southern secession. SS.8.E.1.1 Examples are Triangular Trade, colonial development –

New England, Middle, and Southern colonies, Revolutionary War,

Manifest Destiny, compromises over slavery issues, the Civil War,

Reconstruction.

SS.8.E.2.2 Examples are mercantilism, colonial establishment,

Articles of Confederation, Constitution, and compromises over

slavery.

SS.8.G.2.1 Examples of physical elements are climate, terrain, and

resources, Examples of human elements are religion, government,

economy, language, and demography.


LA.8.1.6.1 The student will use new vocabulary that is introduced and taught directly. LA.8.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text. LA.8.1.6.3 The student will use context clues to determine meanings of unfamiliar words. LA.8.6.2.2 The student will assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both



31

primary and secondary sources. MA.8.A.1.3 Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear equations. MA.8.A.1.6 Compare the graphs of linear and non-linear functions for real-world situations.


Subject: M/J U.S. History Textbook: Creating America Beginning to WWI

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Month

February-March

Instruction

Assessment

Chapter Correlation

Chapters 13-15

Essential Questions

What is Manifest Destiny? What social reforms most benefited American society? How did sectionalism further divide the nation?

Content Administrations of Polk through Buchanan; Manifest Destiny; Texas Revolution; Mexican War; immigration; women’s rights; abolition; advances in literature and art; reform movement; tensions between North and South; Supreme Court decisions



State Standard

Benchmarks

SS.8.A.1.2 Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect. SS.8.A.1.4 Differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials. SS.8.A.1.5 Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents. SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts. SS.8.A.3.16 Examine key events in Florida history as each impacts this era of American history. SS.8.A.4.1 Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic



33

assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas Annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas-Nebraska Act, Gadsden Purchase). SS.8.A.4.2 Describe the debate surrounding the spread of slavery into western territories and Florida. SS.8.A.4.4 Discuss the impact of westward expansion on cultural practices and migration patterns of Native American and African slave populations. SS.8.A.4.8 Describe the influence of individuals on social and political developments of this era of American history. SS.8.A.4.9 Analyze the causes, course, and consequences of the Second Great Awakening on social reform movements. SS.8.A.4.10 Analyze the impact of technological advancements on the agricultural economy and slave labor. SS.8.A.4.11 Examine the aspects of slave culture including plantation life, resistance efforts, and the role of the slaves’ spiritual system. SS.8.A.4.13 Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Ogden [1824], Cherokee Nation v. Georgia [1831], and Worcester v. Georgia [1832]) significant to this era of American history. SS.8.A.4.14 Examine the causes, course, and consequences of the women’s suffrage movement (1848 Seneca Falls Convention, Declaration of Sentiments). SS.8.A.4.15 Examine the causes, course, and consequences of literature movements (Transcendentalism) significant to this era of American history. SS.8.A.5.1 Explain the causes, course, and consequences of the Civil War (sectionalism, slavery, states’ rights, balance of power in



34

the Senate). SS.8.A.5.2 Analyze the role of slavery in the development of sectional conflict. SS.8.E.2.2 Explain the economic impact of government policies. SS.8.E.2.3 Assess the role of Africans and other minority groups in the economic development of the United States. SS.8.E.3.1 Evaluate domestic and international interdependence. SS.8.G.1.2 Use appropriate geographic tools and terms to identify and describe significant places and regions in American history. SS.8.G.2.1 Identify the physical and human elements that define and differentiate regions as relevant to American history. SS. 8.G.2.3 Use geographic terms and tools to analyze case studies

of how selected regions of the United States have changed over time.

SS.8.G.4.2 Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination. SS.8.G.4.3 Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory. SS.8.G.4.4 Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout time. SS.8.G.4.6 Use political maps to describe changes in boundaries and governance throughout American history. SS.8.G.6.1 Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout American history.


SS.8.A.3.16 Examples are Treaty of Paris, British rule, and Second Spanish Period. SS.8.A.4.2 Examples are abolitionist movement, Ft. Mose, Missouri Compromise, Kansas-Nebraska Act, and Compromise of



35

1850. SS.8.A.4.8 Examples are Daniel Boone, Tecumseh, Black Hawk, John Marshall, James Madison, Dolly Madison, Andrew Jackson, John C. Calhoun, Henry Clay, Daniel Webster, James Polk, Susan B. Anthony, Elizabeth Cady Stanton, William Lloyd Garrison, Frederick Douglass, Horace Mann, Dorothea Dix, Lucretia Mott, Sojourner Truth, and Harriet Tubman. SS.8.A.4.9 Examples are abolition, women’s rights, temperance, education, prison, and mental health reform. SS.8.A.4.10 Examples are cotton gin, steel plow, and rapid growth of slave trade. SS.8.A.5.2 Examples are Abolition Movement, Nat Turner’s Rebellion, Black Codes, Missouri Compromise, Compromise of 1850, Uncle Tom’s Cabin, Kansas-Nebraska Act, Dred Scott v. Sanford, Lincoln-Douglas Debates, raid on Harper’s Ferry, Underground Railroad, Presidential Election of 1860, and Southern secession. SS.8.E.2.2 Examples are mercantilism, colonial establishment, Articles of Confederation, Constitution, and compromises over slavery. SS.8.E.3.1 Examples are triangular trade routes and regional exchange of resources. SS.8.G.2.1 Examples of physical elements are climate, terrain, and resources. Examples of human elements are religion, government, economy, language, and demography.


LA.8.1.6.1 The student will use new vocabulary that is introduced and taught directly. LA.8.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text. LA.8.1.6.3 The student will use context clues to determine meanings of unfamiliar words.



36

LA.8.6.2.2 The student will assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources. MA.8.A.1.6 Compare the graphs of linear and non-linear functions for real-world situations.



37

Month

April-May

Instruction

Assessment

Chapter Correlation

Chapters 16-18

Essential Questions

How is a civil war different than other wars? What were soldiers and civilians willing to sacrifice for their country? What problems did the nation face in rebuilding? How did the Civil War and Reconstruction impact civil rights? How would you have dealt with the personal and political challenges that Lincoln faced?

Content Administrations of Lincoln through Hayes; Civil War; Emancipation Proclamation; improvement in technology; results of the war; Reconstruction; Civil War amendments; sharecropping; white supremacy groups; civil rights



State Standard

Benchmarks

SS.8.A.1.1 Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments. SS.8.A.1.2 Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect. SS.8.A.1.4 Differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials. SS.8.A.1.5 Identify, within both primary and secondary sources, the



38

author, audience, format, and purpose of significant historical documents. SS.8.A.1.6 Compare interpretations of key events and issues throughout American history. SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts. SS.8.A.4.6 Identify technological improvements (inventions/inventors) that contributed to industrial growth. SS.8.A.4.8 Describe the influence of individuals on social and political developments of this era of American history. SS.8.A.5.1 Explain the causes, course, and consequences of the Civil War (sectionalism, slavery, states’ rights, balance of power in the Senate). SS.8.A.5.3 Explain major domestic and international economic, military, political, and socio-cultural events of Abraham Lincoln’s presidency. SS.8.A.5.4 Identify the division (Confederate and Union states, border states, western territories) of the United States at the outbreak of the Civil War. SS.8.A.5.5 Compare Confederate and Union strengths and weaknesses. SS.8.A.5.6 Compare significant Civil War battles and events and their effects on civilian populations. SS.8.A.5.7 Examine key events and peoples in Florida history as each impacts this era of American history. SS.8.A.5.8 Explain and evaluate the policies, practices, and consequences of Reconstruction (presidential and congressional reconstruction, Johnson’s impeachment, Civil Rights Act of 1866, the 13th,14th, and 15th amendments, opposition of southern whites to Reconstruction, presidential election of 1876, end of Reconstruction, rise of Jim Crow laws, rise of the Ku Klux Klan).



39

SS.8.C.1.1 Identify the constitutional provisions for establishing citizenship. SS.8.C.1.6 Evaluate how amendments to the Constitution have expanded voting rights from our nation’s early history to present day. SS.8.E.2.2 Explain the economic impact of government policies. SS.8.E.2.3 Assess the role of Africans and other minority groups in the economic development of the United States. SS.8.E.3.1 Evaluate domestic and international interdependence. SS.8.G.1.1 Use maps to explain physical and cultural attributes of major regions throughout American history. SS.8.G.1.2 Use appropriate geographic tools and terms to identify and describe significant places and regions in American history. SS.8.G.2.2 Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications. SS.8.G.2.3 Use geographic terms and tools to analyze case studies

of how selected regions of the United States have changed over time.

SS.8.G.4.6 Use political maps to describe changes of boundaries and governance throughout American history. SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.


SS.8.A.4.6 Examples are Fitch/steamboat, Slater/textile mill machinery, Whitney/cotton gin, interchangeable parts, McCoy/industrial lubrication, Fulton/commercial steamboat, and Lowell/mechanized cotton mill. SS.8.A.4.8 Examples are Daniel Boone, Tecumseh, Black Hawk, John Marshall, James Madison, Dolly Madison, Andrew Jackson, John C. Calhoun, Henry Clay, Daniel Webster, James Polk, Susan B. Anthony, Elizabeth Cady Stanton, William Lloyd Garrison, Frederick Douglass, Horace Mann, Dorothea Dix, Lucretia Mott, Sojourner Truth,



40

and Harriet Tubman. SS.8.A.5.3 Examples are sectionalism, states’ rights, slavery, Civil War, attempts at foreign alliances, Emancipation Proclamation, Gettysburg Address, and Second Inaugural Address. SS.8.A.5.5 Examples are technology, resources, military leaders-Lincoln, Davis, Grant, Lee, Jackson, and Sherman. SS.8.A.5.6 Examples are Fort Sumter, Bull Run, Monitor v. Merrimack, Antietam, Vicksburg, Gettysburg, Emancipation Proclamation, Sherman’s March, and Lee’s surrender at Appomattox. SS.8.A.5.7 Examples are slavery, influential planters, Florida’s secession and Confederate membership, women, children, pioneer environment, Union occupation, Battle of Olustee and role of 54th Massachusetts regiment, and Battle of Natural Bridge. SS.8.E.2.2 Examples are mercantilism, colonial establishment, Articles of Confederation, Constitution, and compromises over slavery. SS.8.E.3.1 Examples are triangular trade routes and regional exchange of resources. SS.8.G.2.2 Examples are cataclysmic natural disasters and shipwrecks. SS.8.G.6.2 Examples are maps, graphs, and tables.


LA.8.1.6.1 The student will use new vocabulary that is introduced and taught directly. LA.8.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text. LA.8.1.6.3 The student will use context clues to determine meanings of unfamiliar words; LA.8.6.2.2 The student will assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources.

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NONDISCRIMINATION NOTICE

It is the policy of the School Board of Brevard County to offer the opportunity to all students to participate in appropriate programs and activities without regard to race, color,

gender, religion, national origin, disability, marital status, or age, except as otherwise provided by Federal law or by Florida state law.

A student having a grievance concerning discrimination may contact:

Dr. Brian T. Binggeli

Superintendent

Brevard Public Schools

Ms. Cyndi Van Meter

Associate Superintendent,

Dr. Walter Christy, Director

Office of Secondary Programs

Division of Curriculum

and Instruction

Equity Coordinator

Ms. Pam Treadwell, Director

ESE Program

Support Services

ADA/Section 504

Coordinator

School Board of Brevard County

2700 Judge Fran Jamieson Way

Viera, Florida 32940-6601

(321) 633-1000

It is the policy of the School Board of Brevard County not to discriminate against employees or applicants for employment on the basis of race, color, religion, sex, national origin,

participation and membership in professional or political organizations, marital status, age, or disability. Sexual harassment is a form of employee misconduct which undermines the

integrity of the employment relationship, and is prohibited. This policy shall apply to recruitment, employment, transfers, compensation, and other terms and conditions of

employment.

An employee or applicant having a grievance concerning employment may contact:

Ms. Susan Standley, Director

Office of Compensation & Benefits

Ms. Joy Salamone, Director

Human Resources Services

and Labor Relations

School Board of Brevard County

2700 Judge Fran Jamieson Way

Viera, Florida 32940-6601

(321) 633-1000

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Telephone or written requests should include your name, address, and telephone number. Requests should be made to Kim Riddle, Exceptional Education Projects, 631-

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