what are dbqs/tdqs? - shelby county schools grade 8 q2 final.… · web viewthe framework is...

Curriculum Map Quarter 2 United States History & GeographyGrade 8

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.

Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage. There is a Study Guide for the SCS Citizenship Test at the end of this map.

Trouble with the links? Use Google Chrome or Mozilla Firefox! 1 of 18


“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TN Corehttp://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

What are DBQs/TDQs?Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information. All task suggested in this document are text dependent. DBQS/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents. Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.


KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

WIDAhttps://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

https://www.wida.us/standards/ELP_standardlookup.aspx

http://www.tncurriculumcenter.org/social_studies


Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessmentsExample: 6-8 Speaking Civil WarEntering:Identify historical figures or events of the Civil War period from photographs or illustrations in small groups

Beginning:Describe historical figures or events of the Civil War period from photographs, illustrations, or videos in small groups

Developing:Role-play scenes from historical events or lives of figures of the Civil War period in small groups

Expanding:Re-enact historical events or lives of figures of the Civil War period from varied perspectives with peers (e.g., Lincoln-Douglas debates) from varied perspectives in small groups

Bridging:Give monologues simulating historical events or figures of the Civil War period (e.g., scenes in plays)

Example: 6-8 Reading Civic Rights and ResponsibilitiesEntering:Identify rights or responsibilities of people in U.S. or other countries using illustrations and labels, or phrases

Beginning: Sort rights or responsibilities of people in U.S. or other countries using illustrations and written statements

Developing:Select examples of rights or responsibilities of people in U.S. or other countries using illustrations and written descriptions

Expanding:Evaluate rights or responsibilities of people in U.S. or other countries using illustrated text

Bridging:Infer rights or responsibilities of people in U.S. or other countries from grade level text



. Common Core State Standards: Focus on Vocabulary

Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction. (Ex: write, read and gather)

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. (Ex: obvious, expose, establish and verify.)

Content Vocabulary (Tier 3) - Words are used in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Ex: lynching, abolitionist, slavery)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word

with the written word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.References

McEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.

8th Grade U.S. History & Geography Pacing Guide



Suggested Time 1st QuarterWeek 1-3 Colonialism (1600-1750)

Big Ideas: The Nation Grows; Conflict Development

Week 4-6 Development of a New Nation (1720-1787)Big Ideas: Government is needed; New ideas changing ways of life; Do governments change?

Week 7-9 The Constitution and Foundation of the American Political System (1777-1789)Big Idea: Governing the People

Suggested Time 2nd QuarterWeek 1-2 Growth of a Young Nation (1789-1849)

Big Idea: The Changing Government

Week 3-5 The United States’ Role on the World Stage (1789-1849)Big Idea: The War of 1812: One War, Several Battles

Week 6-9 The Sectionalism of the American North, South and West (1800-1850) part 1Big Idea: Different regions, different motivations

Suggested Time 3rd QuarterWeek 1 The Sectionalism of the American North, South and West (1800-1850) part 2

Weeks 2-5 Slavery in America (1800-1850) Big Idea: The Struggle Begins

Weeks 6-9 Civil War (1830-1865) Big Idea: It’s all about the Money

Suggested Time 4th QuarterWeeks 1-3 Reconstruction (1865-1877) Big Idea: Getting it all started

Weeks 4-5 Westward Expansion after the Civil War (1865-1890) Big Idea: Money Guiding Life Choices

Weeks 6-9 Citizenship Unit

* Please note these time frames are suggested/estimated times. Actual class instruction may vary due to schedule complications, remediation efforts or other factors.Growth of the Young Nation (1789-1849)

Weeks: 1-2

Textbook (Anchor Text):



McGraw-Hill Discovering Our Past: A History of the United States, Early Years

TN State recommended Primary Documents and Supporting Readings:excerpts from John Marshall’s decisions in Gibbons v. Ogden and McCulloch v. Marylandhttps://www.ourdocuments.gov/doc.php?doc=24&page=transcripthttps://www.ourdocuments.gov/doc.php?doc=21&page=transcriptexcerpts from “Rip Van Winkle” (Lexile: 1280L) and “The Legend of Sleepy Hollow” (850L) by Washington Irving http://www.bartleby.com/195/4.htmlhttp://www.eastoftheweb.com/short-stories/UBooks/LegSle.shtmlexcerpts from The Deerslayer series by James Fenimore Cooper The Deerslayer: http://www.gutenberg.org/files/3285/3285-h/3285-h.htm (1340L)The Last of the Mohicans: http://www.gutenberg.org/files/940/940-h/940-h.htm (1270L)The Pathfinder: http://www.gutenberg.org/files/1880/1880-h/1880-h.htm (NR)The Pioneers: http://www.gutenberg.org/files/2275/2275-h/2275-h.htm (1260L)The Prairie: http://www.gutenberg.org/files/6450/6450-h/6450-h.htm (NR)

TN State Social Studies Standards Big Ideas, Questions & Vocabulary Suggested TDQs, Activities and Resources

8.38 Describe daily life – including traditions in art, music and literature – of early national America by examining excerpts from the stories of Washington Irving and James Fenimore Cooper.

8.39 Identify the leaders and events and analyze the impact of western expansion to the development of Tennessee statehood, including: William Blount, John Sevier, Rocky Mount, Treaty of Holston, Cumberland Gap, River systems, Natchez Trace, and Jackson Purchase.

8.40 Analyze the role played by John Marshall in strengthening the central government.

The Changing Government

8.38 What was daily life like in early America?

8.38 What can historians learn about the past by reading literature?

8.39 What leaders and events helped Tennessee become a state?

8.38 Using a variety of secondary and primary source documents, examine the impact of James Fenimore Cooper and Washington Irving on early American culture using a cause and effect chart.Reference: http://ucbhssp.berkeley.edu/sites/default/files/8.4%20Washington%20Irving%20and%20James%20Fenimore%20Cooper%20.docLITERACY.RH.6-8.1

8.39 Using the textbook (p.306-307) and Tennessee History for Kids booklet, students should create a timeline of major events leading to the development of Tennessee statehood, which at least one ‘entry’ for each item from the standard.LITERACY.RH.6-8.7

8.40 Choosing an important case from the Marshall Court (Marbury v. Madison, Gibbons v. Ogden, McCulloch v. Maryland), students should write an article for a newspaper from the 1800s. They should also feature a profile of John Marshall and write a letter to the editor of someone from the time’s opinion on Marshall’s court.excerpts from John Marshall’s decisions in Gibbons v. Ogden and


http://ucbhssp.berkeley.edu/sites/default/files/8.4%20Washington%20Irving%20and%20James%20Fenimore%20Cooper%20.doc

http://ucbhssp.berkeley.edu/sites/default/files/8.4%20Washington%20Irving%20and%20James%20Fenimore%20Cooper%20.doc

http://www.gutenberg.org/files/6450/6450-h/6450-h.htm





http://www.eastoftheweb.com/short-stories/UBooks/LegSle.shtml

http://www.bartleby.com/195/4.html

https://www.ourdocuments.gov/doc.php?doc=21&page=transcript



8.41 Explain the major events of Jefferson’s Presidency.

8.42 Analyze the impact of the Lewis and Clark expedition.

8.41 Why was the election in 1800, the Louisiana Purchase, the defeat of the Barbary Pirates and the Embargo Act important?

8.42 What did the Lewis and Clark Expedition Achieve?

Content Vocabulary (Tier 2): Frigate, secede, customs duty, jurisdiction

McCulloch v. Maryland

Reference:https://www.ourdocuments.gov/doc.php?doc=24&page=transcripthttps://www.ourdocuments.gov/doc.php?doc=21&page=transcripthttp://www.history.com/topics/marbury-v-madison/videoshttp://www.lawnix.com/cases/gibbons-ogden.htmlhttp://www.history.com/topics/mcculloch-v-marylandLITERACY.WHST.6-8.1

8.41 Student will create a brochure for Jefferson’s presidency, with flaps explaining the details the Election of 1800, the Louisiana Purchase, the defeat of the Barbary Pirates and the Embargo Act.Reference:The Election of 1800http://www.ushistory.org/us/20a.aspThe Louisiana Purchasehttp://www.history.com/topics/louisiana-purchasethe Barbary Pirateshttp://www.socialstudiesforkids.com/wwww/us/barbarypiratesdef.htmThe Embargo Acthttp://www.u-s-history.com/pages/h2621.htmlActivity reference:http://www.brighthubeducation.com/teaching-methods-tips/75435-rubric-for-brochure-project/LITERACY.WHST.6-8.1

Use the links below as references to write a research paper that analyses the impact of life in early America. Useexcerpts from “Rip Van Winkle” (Lexile: 1280L) and “The Legend of Sleepy Hollow” (850L) by Washington Irving http://www.bartleby.com/195/4.htmlhttp://www.eastoftheweb.com/short-stories/UBooks/LegSle.shtmlexcerpts from The Deerslayer series by James Fenimore Cooper The Deerslayer: http://www.gutenberg.org/files/3285/3285-h/3285-



http://www.eastoftheweb.com/short-stories/UBooks/LegSle.shtml

http://www.bartleby.com/195/4.html

http://www.brighthubeducation.com/teaching-methods-tips/75435-rubric-for-brochure-project/

http://www.brighthubeducation.com/teaching-methods-tips/75435-rubric-for-brochure-project/

http://www.u-s-history.com/pages/h2621.html

http://www.socialstudiesforkids.com/wwww/us/barbarypiratesdef.htm

http://www.socialstudiesforkids.com/wwww/us/barbarypiratesdef.htm

http://www.history.com/topics/louisiana-purchase

http://www.ushistory.org/us/20a.asp

http://www.history.com/topics/mcculloch-v-maryland

http://www.lawnix.com/cases/gibbons-ogden.html

http://www.history.com/topics/marbury-v-madison/videos




Academic Vocabulary (Tier 3): Underestimate, restriction, authority, purchase

(For Vocabulary Instructions see p. 4)

h.htm (1340L)The Last of the Mohicans: http://www.gutenberg.org/files/940/940-h/940-h.htm (1270L)The Pathfinder: http://www.gutenberg.org/files/1880/1880-h/1880-h.htm (NR)The Pioneers: http://www.gutenberg.org/files/2275/2275-h/2275-h.htm (1260L)The Prairie: http://www.gutenberg.org/files/6450/6450-h/6450-h.htm (NR)LITERACY.RH.6-8.1;3 and LITERACY .WHST.6-8.1

8.42 Students should complete a RAFT writing assignment on the Lewis and Clark Expedition’s achievements. Ideas for Role: pioneer, Meriwether Lewis, William Clark, Sacagawea, Thomas Jefferson, etc. Ideas for audience: newspaper, friend, pioneers, etc. Format: letter, speech, newspaper opinion piece, etc. Activity reference:http://writingfix.com/wac/Writing_Across_Curriculum_RAFTS_Soc_Studies.htmLITERACY.WHST.6-8.1

References:Textbook Reference Pp. 274-276.http://lewisclark.net/journalshttp://www.nationalgeographic.com/lewisandclark/http://lewisandclarkjournals.unl.edu/read/?_xmlsrc=lc.img.corpus.01.xml&_xslsrc=LCstyles.xsl

The United States’ Role on the World Stage (1789-1849)Weeks: 3-5

Textbook (Anchor Text):McGraw-Hill Discovering Our Past: A History of the United States, Early Years TN State recommended Primary Documents and Supporting Readings:excerpts from The Monroe Doctrine https://www.ourdocuments.gov/doc.php?doc=23&page=transcript (1580L)




http://lewisandclarkjournals.unl.edu/read/?_xmlsrc=lc.img.corpus.01.xml&_xslsrc=LCstyles.xsl

http://lewisandclarkjournals.unl.edu/read/?_xmlsrc=lc.img.corpus.01.xml&_xslsrc=LCstyles.xsl

http://www.nationalgeographic.com/lewisandclark/

http://lewisclark.net/journals

http://writingfix.com/wac/Writing_Across_Curriculum_RAFTS_Soc_Studies.htm

http://writingfix.com/wac/Writing_Across_Curriculum_RAFTS_Soc_Studies.htm











8.43 Explain the causes, course and consequences of the war of 1812, including the major battles, leaders, event and role of Tennessee.

Impressment War hawks Henry Clay Burning of Washington Fort McHenry William Henry Harrison Tecumseh Andrew Jackson Battle of Horseshoe Bend Battle of New Orleans

8.44 Identify on a map the changing boundaries of the United States including the convention of 1818 and Adams-Onis Treaty.

8.45 Analyze the relationship the United States had with Europe including the influence of the Monroe Doctrine.

The War of 1812: One War, Several Battles

8.43 What was the cause of the War of 1812?

8.44 How has the United States changed over time?

8.45 How did the Monroe Doctrine influence the relationship of the United States with other countries?

8.43 Student will prepare for a debate using the discussion web strategy. They with argue either pro/con: the War of 1812. Textbook reference Pp. 285-286.Activity reference (specifics for debating with discussion web towards bottom of page): http://www.educationworld.com/a_lesson/lesson/lesson032.shtmlContent references:http://militaryhistory.about.com/od/warof1812/tp/war-of-1812-overview.htmand for imageshttps://search.yahoo.com/yhs/search?p=war+of+1812&ei=UTF-8&hspart=mozilla&hsimp=yhs-001LITERACY.WHST.6-8.1

8.44 On an Outline map use the links listed to show the border changes in different colors and write an explanation for why those changes occurred.https://search.yahoo.com/yhs/search?p=outline+u+s+map&ei=UTF-8&hspart=mozilla&hsimp=yhs-001Boundary change shown here…https://search.yahoo.com/yhs/search?p=conventin+of+1818&ei=UTF-8&hspart=mozilla&hsimp=yhs-001Adams-Onis Treatyhttp://www.u-s-history.com/pages/h3985.htmlLITERACY.RH.6-8.7

8.45 Analyze excerpts from the Monroe Doctrine and write an opinion piece on the primary reasons for the Monroe Doctrine citing evidence from the text. Complete lesson plan, with resources, here: http://edsitement.neh.gov/lesson-plan/monroe-doctrine-close-reading#sect-introductionLITERACY.WHST.6-8.1

The Monroe Doctrine https://www.ourdocuments.gov/doc.php?Trouble with the links? Use Google Chrome or Mozilla Firefox! 9 of 18


http://edsitement.neh.gov/lesson-plan/monroe-doctrine-close-reading#sect-introduction

http://edsitement.neh.gov/lesson-plan/monroe-doctrine-close-reading#sect-introduction

http://www.u-s-history.com/pages/h3985.html

https://search.yahoo.com/yhs/search?p=conventin+of+1818&ei=UTF-8&hspart=mozilla&hsimp=yhs-001

https://search.yahoo.com/yhs/search?p=conventin+of+1818&ei=UTF-8&hspart=mozilla&hsimp=yhs-001

https://search.yahoo.com/yhs/search?p=outline+u+s+map&ei=UTF-8&hspart=mozilla&hsimp=yhs-001

https://search.yahoo.com/yhs/search?p=outline+u+s+map&ei=UTF-8&hspart=mozilla&hsimp=yhs-001

https://search.yahoo.com/yhs/search?p=war+of+1812&ei=UTF-8&hspart=mozilla&hsimp=yhs-001

https://search.yahoo.com/yhs/search?p=war+of+1812&ei=UTF-8&hspart=mozilla&hsimp=yhs-001

http://militaryhistory.about.com/od/warof1812/tp/war-of-1812-overview.htm

http://militaryhistory.about.com/od/warof1812/tp/war-of-1812-overview.htm

http://www.educationworld.com/a_lesson/lesson/lesson032.shtml


Content Vocabulary (Tier 2): Impressment, war hawk, Monroe Doctrine

Academic Vocabulary (Tier 3): Boundary, campaign, doctrine


doc=23&page=transcript

LITERACY.WHST.6-8.1

The Sectionalism of the American North, South and West (1800-1850) part 1Weeks: 6-9

Textbook (Anchor Text):McGraw-Hill Discovering Our Past: A History of the United States, Early Years TN State recommended Primary Documents and Supporting Readings:The Declaration of Sentiments (Lexile – 1360L) http://www.womensrightsfriends.org/pdfs/1848_declaration_of_sentiments.pdfNature by Ralph Waldo Emerson (1140L) http://www.gutenberg.org/files/29433/29433-h/29433-h.htmSelf- Reliance by Ralph Waldo Emerson (1360L) http://www.emersoncentral.com/selfreliance.htmCivil Disobedience by Henry David Thoreau (Lexile – 1300) http://www.gutenberg.org/files/205/205-h/205-h.htmWalden By Henry David Thoreau (Lexile – 1420L) http://www.gutenberg.org/files/205/205-h/205-h.htmAint I A Woman By Sojourner Truth (960L) http://schools.nyc.gov/NR/rdonlyres/E151FA9D-6017-4556-981F-CD076D731A72/0/SecondaryTextGuideAnswerKeyAintWoman.pdfEliza Bryan on the New Madrid Earthquakes (1340L) http://hsv.com/genlintr/newmadrd/accnt1.htm Roughing It Mark Twain (NR) https://archive.org/stream/roughingitbymark01twaiuoft/roughingitbymark01twaiuoft_djvu.txtA Narrative in the life of David Crockett (1160L) https://archive.org/details/narrativeoflifeo00croc


8.46 Analyze the physical obstacles to and the economic and political factors involved in building a network of roads, canals and railroads, including

8.46 Roleplaying as Henry Clay, students should create a one pager on the importance of the American System to convince congressional leaders to support building the infrastructure of the


https://archive.org/details/narrativeoflifeo00croc

https://archive.org/stream/roughingitbymark01twaiuoft/roughingitbymark01twaiuoft_djvu.txt

http://hsv.com/genlintr/newmadrd/accnt1.htm

http://schools.nyc.gov/NR/rdonlyres/E151FA9D-6017-4556-981F-CD076D731A72/0/SecondaryTextGuideAnswerKeyAintWoman.pdf



http://www.emersoncentral.com/selfreliance.htm


http://www.womensrightsfriends.org/pdfs/1848_declaration_of_sentiments.pdf



Henry Clay’s "American System".

8.47 Explain the causes and effects of the wave of immigration from Northern Europe to the United States, and describe the growth in the number, size and spatial arrangements of cities as a result of events such as the Great Potato Famine.

8.48 Analyze the 19th century reforms influenced by the 2nd Great Awakening such as the Temperance Movement, Prison Reform, Mental Health Reform and education, including tent meetings, establishment of new churches, Horace Mann, Dorothea Dix and temperanceSocieties.

8.49 Analyze the women’s suffrage movement and its major proponents, including Elizabeth Cady Stanton, Lucretia Mott, and Susan B. Anthony and examine excerpts from the writings of Stanton, Anthony and Sojourner Truth.

8.50 Identify common themes in American art and literature, including transcendentalism and individualism by analyzing essays and stories by Ralph Waldo Emerson, Henry David Thoreau, Louisa May Alcott, Nathaniel Hawthorne and Henry Wadsworth Longfellow.

8.51 Trace the development of the agrarian economy in the South, the locations of the cotton producing

Different regions, different motivations

8.46 How does movement influence an economy and society?

8.47 How did the United States change as a result of immigration from Northern Europe in the 1800s?

8.48 How does a country reform itself to fix societal problems?

8.49 Why was the woman’s suffrage movement controversial?

United States. The one pager should summarize what the American System is and address its importance despite the geographic, economic, and political factors that may make it difficult to achieve. LITERACY.WHST.6-8.1

8.47 Write a letter to the editor from the point of view of someone in support or against immigration to the United States in the 1800s. The letter should explain either the positive or negative effects immigration has had on the United States and the changes it has made to American cities. LITERACY.WHST.6-8.1

8.48 Students should research a reform movement of the 19th century and create a speech to be given at a tent rally to gain support for their cause. Activity reference: https://highfivehistory.com/2015/10/28/inspirational-speeches-2/Content reference: https://www.youtube.com/watch?v=t62fUZJvjOsLITERACY.WHST.6-8.1

8.49 Compare and contrast the Declaration of Sentiments with the Declaration of Independence.Full lesson materials, including primary sources:http://www.eastconn.org/tah/SenecaFallsDeclarationLessonPlan.pdf LITERACY.RH.6-8.7

8.50 Analyze Emerson’s Self-Reliance to define the theme of individualism and explain Emerson’s argument for how individualism can and should affect American society. Full lesson materials, including primary sources:http://americainclass.org/individualism-in-ralph-waldo-emersons-self-reliance/LITERACY.WHST.6-8.1

8.51 Create an advertisement for the newly invented cotton gin. The advertisement should explain the invention and provide arguments for why cotton is such an important crop.LITERACY.WHST.6-8.1


http://americainclass.org/individualism-in-ralph-waldo-emersons-self-reliance/

http://americainclass.org/individualism-in-ralph-waldo-emersons-self-reliance/

http://www.eastconn.org/tah/SenecaFallsDeclarationLessonPlan.pdf

http://www.eastconn.org/tah/SenecaFallsDeclarationLessonPlan.pdf

https://www.youtube.com/watch?v=t62fUZJvjOs

https://www.youtube.com/watch?v=t62fUZJvjOs

https://highfivehistory.com/2015/10/28/inspirational-speeches-2/


states, and the significance of cotton, the cotton gin and the role of Memphis as the Cotton Capital of the South.

8.52 Analyze the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War.

8.53 Write a narrative with supporting text describing the effects of the New Madrid Earthquakes of 1811-12 on the land and people of Tennessee.

8.54 Identify the constitutional issues posed by the doctrine of nullification and secession and analyze the earliest origins of that doctrine.

8.55 Explain the events and impact of the presidency of Andrew Jackson.

8.56 Analyze the contributions of Sequoyah to the Cherokee.

8.57 Write a narrative piece that describes the impact of the Indian Removal Act of 1830 and the struggle between the Cherokee Nation and the United States government citing evidence from primary source accounts of the Trail of Tears.

8.50 How did uniquely American themes in literature reflect the reform movements of the United States?

8.51 How did the production of cotton impact the economy and economic decisions of the South?

8.52 How does geography influence society?

8.53 How do natural disasters change society?

8.54 How are conflicts between states and the Federal government resolved?

8.52 Create a three-circle Venn diagram comparing and contrasting the lives of plantation owners, tenant farmers, and yeomen farmers in the South. Activity reference: http://www.readwritethink.org/files/resources/printouts/Venn3Circles.pdf LITERACY.RH.6-8.7

8.53 Write a journal entry from the perspective of an early Tennessean that has lived through the New Madrid Earthquakes of 1811-1812. Describe how the effects the earthquakes have had on your life. Activity reference (full lesson):http://www.tngeographicalliance.org/uploads/7/7/3/8/7738447/8grade_newmadridearthquakes.pdfLITERACY.WHST.6-8.1

8.54 Working in groups, students should create a propaganda project (poster, motto, symbol, and written summary) in support or against the nullification ordinance.Complete lesson materials:http://khaynessocialstudies.weebly.com/uploads/2/5/6/9/25697796/ordinance_of_nullification_-_lesson_plan_-_eb_sec_.pdfLITERACY.RH.6-8.2

8.55 Construct a historical argument for the popularity of Andrew Jackson during his presidency and the impact of his presidency on the United States. LITERACY.WHST.6-8.1

8.56-58.57 Analyze a variety of primary and secondary source documents on Cherokee culture and experiences, including documents on Sequoyah’s syllabary and its impact on preserving Cherokee culture. Complete lesson:https://www.nps.gov/teachers/classrooms/the-cherokee-people-ms-lesson.htm LITERACY.RH.6-8.1

8.57 Analyze Jackson’s Second Annual Message and a variety of primary source documents against the Indian Removal Act in


https://www.nps.gov/teachers/classrooms/the-cherokee-people-ms-lesson.htm

https://www.nps.gov/teachers/classrooms/the-cherokee-people-ms-lesson.htm

http://khaynessocialstudies.weebly.com/uploads/2/5/6/9/25697796/ordinance_of_nullification_-_lesson_plan_-_eb_sec_.pdf



http://www.tngeographicalliance.org/uploads/7/7/3/8/7738447/8grade_newmadridearthquakes.pdf

http://www.tngeographicalliance.org/uploads/7/7/3/8/7738447/8grade_newmadridearthquakes.pdf

http://www.readwritethink.org/files/resources/printouts/Venn3Circles.pdf

http://www.readwritethink.org/files/resources/printouts/Venn3Circles.pdf


8.58 Describe the concept of Manifest Destiny and its impact on the developing character of the American nation, including the purpose, challenges and economic incentives for westward expansion.

8.59 Describe American settlements in Texas after 1821 and the causes for the Texas War of Independence, including the roles of David Crockett and Sam Houston in the war and the legacy of the Alamo.

8.55 How did Andrew Jackson’s presidency change the United States?

8.56 How did the Cherokee assimilate with white culture and resist white expansion?

8.57 How do you think the Native Americans felt about the Indian Removal Act of 1830 and the corresponding journey of the Trail of Tears?

8.58 What is manifest destiny and how did it impact the United States?

8.59 What were the causes for the Texas War of Independence?

Content Vocabulary (Tier 3):Barricade, Cede, Authority, Census, Civil disobedience, Legacy settlements, revival, normal school, civil disobedience, utopia, suffrage, coeducation, prairie schooner, emigrant, Manifest Destiny, sectionalism, nationalism, unity, patent, interchangeable part, cotton gin, capitalism, capital,

literature circles. Reference (with complete materials):http://www.tolerance.org/lesson/indian-removal-does-history-always-reflect-progress LITERACY.RH.6-8.1

8.58 Analyze Albert Gallatin and John L. O’Sullivans stances for and against manifest destiny. Answer text based questions and divide students into groups to form an argument for or against manifest destiny and have the class participate in a mock debate. Textbook reference (with primary source documents, DBQ questions, and activity): p. 358-359.LITERACY.RH.6-8.1

8.59 Write a newspaper article declaring Santa Anna’s signing the treaties of Velasco, which recognized Texas as an independent country. In your article, include the reasons for the Texas war of Independence and mention the roles of David Crockett, Sam Houston, and the defeat of the Alamo in the article.LITERACY.WHST.6-8.1


http://www.tolerance.org/lesson/indian-removal-does-history-always-reflect-progress

http://www.tolerance.org/lesson/indian-removal-does-history-always-reflect-progress


free enterprise, temperance movement, abolitionist, Amendment, barricade, turnpike, authority, Census, civil disobedience, relocate, consequence, secession, Favorite son, plurality, majority, mudslinging, bureaucracy, spoils system, nominating, convention, veto.

Academic Vocabulary (Tier 2): Lecture, route, capable, ministry, hinder, tidings, plus, access, hinder, tidings, intense, internal, goal, technology, facilitate, participate, legacy, settlements, reveal, region, federal, survive, institution, symbol.


Additional Resources The Fourteenth Amendment: Part I http://www.pbslearningmedia.org/resource/vtl07.la.ws.style.fourameni/the-fourteenth-

amendment-part-i/The Fourteenth Amendment: Part II http://www.pbslearningmedia.org/resource/vtl07.la.ws.style.fouramenii/the-fourteenth-

amendment-part-ii/Freedom’s Bureau http://betterlesson.com/community/lesson/19586/lesson-2-freedmen-s-bureau http://www.schooltube.com/video/75888ce022b24d968ac1/Freedman'sBureau The Road to Impeachment http://civclients.com/nehint/impeach/ Andrew Johnson http://tn.pbslearningmedia.org/resource/3340f0ba-8fce-4990-9ab7-350c915414d1/andrew-

johnson-60-second-presidents/Civil War Reconstruction http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/

1385/5_HealingWounds.pdf http://www.teachingushistory.org/pdfs/Flip-FlapBooklet.pdf

Sparknotes: Westward Expansion http://www.sparknotes.com/history/american/westwardexpansion/section11.rhtml The Battle of the Little Bighorn http://www.eyewitnesstohistory.com/custer.htm .Images of the West http://www.pbs.org/weta/thewest/lesson_plans/lesson05.htm George Jordan http://www.blackpast.org/aaw/jordan-george-1849-1904 Prairie Settlement http://www.loc.gov/teachers/classroommaterials/connections/prairie-settlement/history6.html Circle of Stories http://www.pbs.org/circleofstories/educators/lesson2.html Buffalo Soldiers http://education.texashistory.unt.edu/lessons/psa/Buffalo_Soldiers/ http://www.scholastic.com/teachdearamerica/westward.htm http://www.tn4me.org/sapage.cfm/sa_id/96/era_id/6/major_id/20/minor_id/56/a_id/135 The Gilded Age



Additional Resources http://www.pbslearningmedia.org/resource/bf09.socst.us.const.backlash/reconstruction-

brings-white-resistance/ http://www.hmhco.com/country/us/tennessee/social-studies/the-americans-reconstruction-to-

the-present http://www.tngenweb.org/law/constitution1870.html http://edsitement.neh.gov/lesson-plan/battle-over-reconstruction-aftermath-war Yellow Fever http://historic-memphis.com/memphis-historic/yellow-fever/yellow-fever.html http://www.pbs.org/wgbh/amex/fever/peopleevents/e_1878.html Jim Crow http://tn.pbslearningmedia.org/resource/bf10.socst.us.indust.whowasjim/who-was-jim-crow/ http://www.ferris.edu/jimcrow/links/courses/thunder.pdf English http://www.webenglishteacher.com/mtaylor.html Coca-Cola http://www.chattanoogacocacola.com/history.asp http://cocacolaunited.com/wp-content/uploads/2012/03/HISTORY-OF-CHATTANOOGA-

COCA-COLA-WORLDS-FIRST-BOTTLING-COMPANY.pdf http://cocacolaunited.com/locations/chattanooga/ The Gilded Age http://www.learnnc.org/lp/editions/nchist-newsouth/5489 Tennessee History http://www.tnhistoryforkids.org/geography/a_6 http://www.tnhistoryforkids.org/places/cowan_rr_museum The Chinese in America http://www.pbslearningmedia.org/resource/akh10.socst.ush.now.trchinese/transcontinental-

railroad-recruits-chinese-laborers/ http://cprr.org/Museum/Chinese.html Westward Expansion http://www.pbslearningmedia.org/resource/akh10.socst.ush.now.westexpans/westward-

expansion-18601890/ http://tn.pbslearningmedia.org/resource/e9c31779-948d-4a12-8dc8-5c6a9f5fc9a5/

homesteading-railroad-land-grants/ http://tn.pbslearningmedia.org/resource/79feef6b-984c-4029-b322-585c79080d81/the-civil-

war-and-the-transcontinental-railroad/

https://www.gilderlehrman.org/history-by-era/rise-industrial-america-1877-1900/gilded-age/ teaching-resources

Women and Children in the Workforce http://tn.pbslearningmedia.org/resource/076b6f88-c368-46f8-b1fb-ce04d087e73e/johnson-

women-children-in-the-workforce-segment-1/ http://www.pbs.org/wgbh/americanexperience/films/triangle/player/ Fruits of Thy Labor http://tn.pbslearningmedia.org/resource/a6b6df48-7063-4ff5-a8d5-b96263817a6e/fruits-of-

thy-labor/ http://www.havefunwithhistory.com/HistorySubjects/index.html

Industrial Revolution http://teva.contentdm.oclc.org/cdm/landingpage/collection/Centennial http://www.socialstudiesforkids.com/subjects/spanishamericanwar.htm http://tn.pbslearningmedia.org/resource/e750af9d-28e8-4912-9ce3-3cc9b22d10c2/spanish-

american-war/ http://www.owlteacher.com/the-progressive-era.html Amendments http://kids.laws.com/ Ida B. Wells http://www.pbslearningmedia.org/resource/bf09.socst.us.const.antilynch/ida-b-wells-a-

lifetime-of-activism/ http://tn.pbslearningmedia.org/resource/bf10.socst.us.indust.whowasjim/who-was-jim-crow/ http://people.duke.edu/~ldbaker/classes/AAIH/caaih/ibwells/ibwbkgrd.html http://www.history.com/shows/men-who-built-america http://www.scholastic.com/teachers/article/history-child-labor http://www.historyplace.com/unitedstates/childlabor/ http://teachersites.schoolworld.com/webpages/BRELibrary/scssscurriculumresou.cfm



Additional Resources https://www.gilderlehrman.org/history-by-era/development-west/resources/transcontinental-

railroad-images-and-poetry https://www.gilderlehrman.org/history-by-era/development-west/resources/all-aboard-

making-connections-with-transcontinental-railro http://www.pbs.org/weta/thewest/lesson_plans/lesson01.htm Ellis Island http://www.history.com/topics/ellis-island/videos/arrival-at-ellis-island http://www.history.com/topics/ellis-island/videos/ellis-island-in-pictures?

m=528e394da93ae&s=undefined&f=1&free=falsehttp://www.history.com/topics/ellis-island/videos/arrival-at-ellis-island

Tennessee PBS Stations: America, The Melting Pot http://tn.pbslearningmedia.org/resource/fyr14.socst.us.colicchio/20th-century-italian-

immigration-america-the-melting-pot-or-not/A Very Sad Period in Irish History http://tn.pbslearningmedia.org/resource/foa10.soc.k-6.histus.verysadper/a-very-sad-period-

in-irish-history/ http://tn.pbslearningmedia.org/resource/foa10.soc.k-6.histus.tenantfarm/tenant-farmers/ http://tn.pbslearningmedia.org/resource/f9f21149-5f5a-415d-b00f-33da0157f512/birds-of-

passage/

UNITED STATES CIVICS TEST STUDY GUIDE

1. What is the laws of the United States based on?● The Constitution

2. What are the first ten amendments to the Constitution? ● The Bill of Rights

3. What rights/freedoms are included in the First Amendment?● Speech● Religion● Assembly● Press● Petition the government

4. What unalienable rights are included in the Declaration of Independence?● Life● Liberty● Pursuit of happiness

5. What does freedom of religion mean?● You can practice any religion, or not practice a religion

6. The branches that make up the government are:● Legislative● Executive



Additional Resources ● Judicial

7. What are the two parts of the US Congress?● The Senate and House of Representatives

8. How many years is a presidential term?● 4

9. In what month do we vote for president?● November

10. If neither the president nor the Vice president cannot longer serve, who becomes president?● The Speaker of the House

11. Who is the Commander-In-Chief of the Military?● The President

12. Who hold the power of veto?● The President

13. What is the highest court in the United States?● The Supreme Court

14. What is are responsibilities reserved for United States citizens only?● Serve on a jury● Vote in a federal election

15. What do we show loyalty to when we say the Pledge of Allegiance?● To the flag of the Unites States of America

16. How old do citizens have to be to vote? ● Eighteen (18) and older

17. Traditionally, when is the last day you can send in federal income tax forms?● April 15



Additional Resources

18. Who lived in America before the Europeans arrived?

● Native Americans

19. What group of people was taken to North America and sold as slaves?

● People from Africa

20. Who was the first president?● George Washington

21. Name the US war between the North and the South.● The Civil War

22. What movement tried to end racial discrimination?● The Civil Rights Movement

23. What did Martin Luther King, Jr. do?● Fought for civil rights

24. What major event happened on September 11, 2001, in the United States?● Terrorists attacked the United States.

25. What is the capital of the United States?● Washington, D.C
