Standard 1 History



Download 213.84 Kb.
Date07.05.2016
Size213.84 Kb.
#36709
History

Grade Eight

Standard 1---History

Students will examine the relationship and significance of themes, concepts, and movements in the development of United States history, including review of key ideas related to the discovery, exploration, and colonization of America, and the revolution and founding era. This will be followed by emphasis on social reform, nation development and westward expansion, and the Civil War and Reconstruction period.



Historical Knowledge

The American Revolution and Founding of the United States: 1754 to 1801




SKILLS

SUGGESTED ACTIVITIES

ASSESSMENT

8.1.1

Describe major Indian groups of eastern North America, Including early conflicts with European settlers.


-Mapping exercise showing major Native American regions

-Develop timeline depicting major events

-Test/Quiz

-Worksheets

-Discussion

-Rubric

Historical Knowledge

The American Revolution and founding of the United States of America: 1754 to 1801

8.1.2

Compare and contrast the relationships among the British, French, Spanish, and Dutch in their struggle for control of North America during European settlement and colonization.


-Chart: Compare and Contrast

-Worksheets

-Test/Quiz

-Discussions


8.1.3

Identify and explain the conditions, causes, consequences, and significance of the French and Indian War (1754 – 1763), and the resistance and rebellion against British imperial rule by the 13 colonies in North America (1761 – 1775).

­-Textbook work

-Use historical maps to explain

-Worksheet

-Discussion

-Test/Quiz

-Rubric


8.1.4

Identify fundamental ideas in the Declaration of Independence (1776) and analyze the causes and effects of the Revolutionary War (1775 – 1783), including enactment of the Articles of Confederation and the Treaty of Paris.

-Timeline

-Cause and effect charts

-Discussion

-Worksheet

-Test/Quiz


8.1.5

Identify and explain key events leading to the creation of a strong union among the 13 original states and in the establishment of the United States as a federal republic.


-Cause and effect charts

-Transparency/PowerPoint slideshow

-Discussion

-Worksheet

-Test/Quiz


8.1.6

Identify the steps in the implementation of the federal government under the United States Constitution, including the First and Second Congresses of the United States (1789–1792).


-Venn Diagram

-Web Charts


-Discussion

-Worksheet

-Test/Quiz


8.1.7

Describe the origin and development of political parties, the Federalists, and the Democratic Republicans (1793 – 1801).


-Video

-Compare and Contrast Charts

-Discussion

-Worksheet

-Test/Quiz


8.1.8

Evaluate the significance of the presidential and congressional election of 1800 and the transfer of political authority and power to the Democratic-Republican party led by the new President, Thomas Jefferson (1801).


-Role Playing

-Primary Documents

-Discussion

-Worksheet

-Test/Quiz

-Rubric


8.1.9

Describe the influence of individuals on social and political developments.


-Internet or media center research

-Report

-Discussion

-Presentations

-Test/Quiz



8.1.10

Compare differences in ways of life in the northern and southern states, including the growth of towns and cities in the North and the growing dependence on slavery in the South.



-Venn diagram


-Discussion

-Worksheet

-Test/Quiz


National Expansion and Reform: 1801 to 1861

8.1.11

Explain the events leading up to and the significance of the Louisiana Purchase (1803) and the expedition of Lewis and Clark (1803 – 1806).



-Video

-Historical map with timeline: Coloring and research

-Discussion

-Worksheet

-Test/Quiz

-Rubric


8.1.12

Explain the main issues, decisions, and consequences of landmark supreme Court cases: Marbury v. Madison (1803), McCulloch v. Maryland (1819), and Gibbons v. Ogden (1824).


-Handout of court cases: Dates, issues, participants, and consequences

-Discussion

-Worksheet

-Test/Quiz


8.1.13

Explain the causes and consequences of the War of 1812, including the Rush-Bagot Agreement (1818).

-Cause and effect chart

-Detailed maps of the progression of war

-Discussion

-Worksheet

-Test/Quiz

-Rubric


8.1.14

Examine the international problem that led to the Monroe Doctrine (1823 and assess its consequences.)

-Video

-Draw political cartoons

-Discussion

-Worksheet

-Test/Quiz

-Rubric


8.1.15

Explain the concept of Manifest Destiny and its relationship to the westward movement of settlers and territorial expansion, including the purchase of Florida (1819), the annexation of Texas (1845), the acquisition of the Oregon Territory (1846), and territorial acquisition resulting from the Mexican War (1846-1848).

-Video

-Cause and effect chart

-Map: Showing expansion


-Discussion

-Worksheet

-Test/Quiz

-Rubric


8.1.16

Describe the abolition of slavery in the northern states, conflict and compromises associated with westward expansion of slavery, such as the Missouri compromise (1820), and the continued resistance to slavery by African Americans.



-Cause and effect chart

-Video

-Debates

-Discussion

-Debates


-Worksheet

-Test/Quiz

-Rubric


8.1.17

Identify the key ideas of Jacksonian democracy and explain their influence on political participation, political parties, and constitutional government.



-Compare and contrast chart

-Poster displays

-Discussion

-Compare and contrast chart

-Test/Quiz

-Rubric


8.1.18

Analyze different interests and points of view of individuals and groups involved in the abolitionist, feminist, and social reform movements and in sectional conflicts.

­-Compile a list of people/groups and the influence or involvement they had

-Discussion

-Worksheet and projects

-Test/Quiz

-Rubric


8.1.19

Describe the impact of the California gold rush (1849) on the westward expansion of the United States.



-Cartoons

-Transparency/PowerPoint slideshow

-Maps showing impact and routes

-Discussion

-Worksheet

-Test/Quiz

-Maps and projects

-Rubric


8.1.20

Explain the influence of individuals on key events and developments of the early United States.


-Read biographies

-Internet or media center research

-Oral presentations

-Montage posters

-Discussion

-Presentations

-Worksheet and projects

-Test/Quiz

-Rubric


The Civil War and Reconstruction period: 1850 to 1877

8.1.21

Analyze the causes and effects of events leading to the Civil War, including development of sectional conflict over slavery.



-Read excerpts from Uncle Tom’s Cabin

-Cause and effect chart

-Debates

-Discussion and debates

-Worksheet

-Test/Quiz

-Rubric


8.1.22

Describe the importance of key events in the Civil War, including the battles of Antietam, Vicksburg, and Gettysburg, and the emancipation Proclamation and Gettysburg Address (1861-1865).

-Timeline

-Video

-Audio of Gettysburg Address

-Transparency/PowerPoint slideshow

-Discussion

-Worksheet

-Test/Quiz


8.1.23

Explain and evaluate the policies, practices, and consequences of Reconstruction, including the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution.

-Small group research

-Oral presentations

-Discussion

-Project


-Test/Quiz

-Rubric


8.1.24

Describe the conflicts between Indians and settlers of the Great Plains.


­-Timeline

-Cause and effect chart

-Discussion

-Worksheet

-Test/Quiz


8.1.25

Identify the influence of individuals on political and social events and movements.


-Internet and media center research

-Biographies on individuals

-Timeline

-Discussion

-Worksheet and project

-Test/Quiz

-Rubric

Chronological Thinking

8.1.26

Develop and interpret United States history timelines from 1750 to 1877 by designating appropriate intervals of time and recording events according to the chronological order in which they occurred.



-Several timelines using different colors representing time periods

-Discussions

-Timeline

-Discussions

-Rubric

-Test/quiz



Comprehension, Analysis, and Interpretation

8.1.27

Recognize historical perspective by identifying the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms.

-Research time periods

-Discussion

8.1.28

Identify, evaluate, and distinguish fact from opinion in a variety of information resources; differentiate between historical facts and interpretations, recognizing that the facts the historian reports reflects his or her judgment of what is most significant about the past.


-Political cartoons

-Poster with newspaper and magazine articles for discussion


-Cartoons

-Posters


-Rubric

8.1.29

Distinguish in historical narratives between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.


-Opinion and fact exercises

-Compare and contrast websites

-Exercises

Research Capabilities

8.1.30

Form historical research questions and seek responses by analyzing primary resources – such as autobiographies, diaries, maps, photographs, letters, and government documents – and secondary resources, such as biographies and other nonfiction books and articles on the history of the United States.

-Research time periods

-Internet sources

-Discussion

Issues-Analysis, Decision-Making, Planning, and Problem Solving



8.1.31

Examine the causes of problems in the past and evaluate solutions chosen as well as possible alternative courses of actions. Consider the information available at the time, the interests of those affected by the decision, and the consequences of each course of action.


-Research time periods

-Cause and effect charts

-Discussion

-Worksheet


Standard 2---Civics and Government

Students will explain the major principles, values, and institutions of constitutional government and citizenship, which are based on the founding documents of the United States.



Foundations of Government




SKILLS

SUGGESTED ACTIVITIES

ASSESSMENT

8.2.1

Identify and explain essential ideas of constitutional government, which are expressed in the founding documents of the United States, including the Virginia Declaration of Rights, the Declaration of Independence, Virginia Statute for Religious Freedom, Massachusetts Constitution of 1780, the Northwest Ordinance, the 1787 U.S. Constitution, Bill of Rights, Federalist and Anti-Federalist Papers, Washington’s Farewell Address (1796), Jefferson’s First Inaugural Address (1801).

-Posters

-PowerPoint presentations

-Internet clips

-Supported notes

-Guest speaker

-Primary sources

-Test/quiz

-Discussion

-Worksheets


8.2.2

Distinguish between a subject and a citizen.



-Venn diagram

-Primary documents

-Discussion

-Worksheets

-Test/quiz


8.2.3

Identify and explain the relationship between rights and responsibilities of citizenship in the United States.



-Resources from textbook

-Venn diagram


-Discussion

-Worksheets

-Quiz/Test


8.2.4

Define and explain the importance of individual and civic responsibilities.


-Adapting current events

-Primary documents

-Year-round Discussion

-Worksheets

-Quiz/Test


8.2.5

Identify the ways that people become citizens of the United States.

-Historical publication

-Sample questions from INS

-Discussion

-Worksheet

-Sample citizenship test


Functions of Government

8.2.6

Define, compare, and contrast unitary, federal and confederate forms of governmental organization.



-Venn diagram

-Classroom discussions


-Discussion

-Worksheets

-Quiz/Test


8.2.7

Distinguish between the different functions of national and state government within the federal system by analyzing the Constitution of the United States and the Indiana Constitution.

-Field trip to state house

-Field trip to Washington, D.C.


-Discussion

-Quiz/Test





8.2.8

Explain how and why legislative, executive, and judicial powers are distributed, shared, and limited in the constitutional government of the United States.


-Videos

-Venn diagram


-Worksheets

-Test/quiz

-Discussions


8.2.9

Examine functions of the national government in the lives of people, including purchasing and distributing public goods and services, financing government through taxation, conducting foreign policy, and providing a common defense.



-Discussion with current events

-Connection with Reality Store

-Worksheets

-Discussions

-Test/quiz

-Formal Writing

-Rubric

Roles of Citizens




8.2.10

Explain the importance in a democratic republic of responsible participation by citizens in voluntary civil associations/nongovernmental organizations that comprise civil society.



-Small group research

-Oral presentations

-Poster/PowerPoint

-Rubric


8.2.11

Describe various types of elections and explain ways that citizens can participate in political parties, campaigns, and elections, such as primary, general, state, local, and national elections.


-Internet activities

-Primary source


-Mock election

8.2.12

Explain how citizens can monitor and influence the development and implementation of public policies.


-Primary sources

-Discussion with current events

-Cause and effect chart

-Discussion

-Worksheets





Standard 3---Geography

Students will identify the major geographic characteristics of the United States and its regions. They will name and locate the major physical features of the United States, each of the states, and major cities, and use geographic skills and technology to examine the influence of geographic factors on national development.



The World in Spatial Terms




SKILLS

SUGGESTED ACTIVITIES

ASSESSMENT

8.3.1

Read a topographic map to interpret its symbols. Determine the land forms and human features that represent physical and cultural characteristics of areas in the United States.


-Mapping exercises

-Map Rubric

-Worksheets



Places and Regions

8.3.2

Map and locate all states of the United States, major cities, mountain ranges, and river systems of the United States.



-Mapping exercises (color coded with key)


-Worksheets

-Map Rubric

-Test/Quiz

Physical Systems



8.3.3

Locate and map the major climate regions in the United States and describe the characteristics of each climate type.


-Mapping exercises (color coded with key)

-Internet research

-Worksheets

-Map Rubric

-Test/Quiz


8.3.4

Name and describe processes that build up the land and processes that erode it.



-Drawings depicting processes

-Projects

-Poster/PowerPoint



Human Systems

8.3.5

Identify the agricultural regions of the United States and be able to give reasons for the type of land use during different historical periods.


-Mapping exercises


-Worksheets

-Map Rubric




8.3.6

Map changes in national boundaries, distribution of population, and economic activities at critical stages of development in the eighteenth and nineteenth centuries in the United States.


-Transparency/PowerPoint slideshow

-Venn diagram

-Worksheets

-Discussion




8.3.7

Analyze geographic factors that have influenced migration and settlement patterns and relate them to the economic development of the United States.


-Timeline

-Graphs over population distribution

-Worksheets

Environment and Society

8.3.8

Develop maps showing the distribution of natural resources, such as forests, water sources, and wildlife, in the United States at the beginning of the nineteenth century and give examples of how people exploited these resources as the country became more industrialized and people moved westward.

-Classroom discussion

-Transparency/PowerPoint slideshow

-Test/quiz

-Discussion



8.3.9

Identify ways people modified the physical environment as the United States developed and the types of problems that resulted.


-Classroom discussion

-Discussion

-Test/quiz


Uses of Geography



8.3.10

Explain the importance of the major mountain ranges and the major river systems in the development of the United States in the eighteenth and nineteenth centuries.


-Transparency/PowerPoint slideshow

-Classroom discussion

-Discussion

-Test/quiz



8.3.11

Use information technology, such as Geographic Information Systems (GIS) and remotely sensed images, to gather information on ways people changed the physical environment of the United States in the nineteenth century.



-Internet sources

-Internet activities


-Discussion

-Worksheets




Standard 4---Economics

Students will identify, describe, and evaluate the influence of economic factors on national development from the founding of the nation to the end of Reconstruction.






SKILLS

SUGGESTED ACTIVITIES

ASSESSMENT

8.4.1

Identify economic factors contributing to the European exploration and colonization in North America and the American Revolution, and the drafting of the Constitution of the United States.


-Transparency/PowerPoint slideshow

-Timeline

-Worksheets

-Discussion

-Test/quiz


8.4.2

Illustrate elements of the three types of economic systems, using cases from United States history.

-Transparency/PowerPoint slideshow

-Venn diagram

-Worksheets

-Discussion

-Test/quiz


8.4.3

Evaluate how the characteristics of a market economy have affected the economic development of the United States.



-Transparency/PowerPoint slideshow showing trade patterns

-Discussion with current events

-Timeline

-Discussion

-Test/quiz

-Worksheets


8.4.4

Explain the basic economic functions of the government in the economy of the United States.


-Discussion with current events

-Transparency/PowerPoint slideshow

-Discussion

-Test/quiz

-Worksheets


8.4.5

Analyze contributions of entrepreneurs, inventors, and other key individuals in the development of the United States economy.


-Small group research

-Oral presentations

-Discussion

-Project


-Test/Quiz

-Rubric


8.4.6

Relate technological change and inventions to changes in labor productivity in the United States in the eighteenth and nineteenth centuries.


-Timeline

-Videos

-Transparency/PowerPoint slideshow


-Worksheets

-Discussion

-Test/quiz


8.4.7

Trace the development of different kinds of money used in the United States and explain how money helps make saving easier.



-Timeline with specific currencies

-Internet research

-Worksheet

-Rubric



8.4.8

Examine the development of the banking system in the United States.

-Classroom discussion

-Internet activities (such as, Federal Reserve, etc.)

-Rubric

-Discussion

-Worksheets

-Test/quiz



8.4.9

Explain and evaluate examples of domestic and international interdependence throughout United States history.



-Trade route maps (such as, Triangular Trade, Columbian Exchange, etc.)

-Timeline

-Worksheets

-Discussion

-Test/quiz


8.4.10

Examine the importance of borrowing and lending (the use of credit) in the United States and list the advantages and disadvantages of using credit.


-Discussion with current events

-Connection with Reality Store

-Discussion

-Worksheets

-Formal writing

-Rubric


8.4.11

Compare and contrast job skills needed in different time periods in United States history and use a variety of information resources to research jobs and careers.


-Venn diagram

-Timeline

-Connection with Reality Store

-Discussion

-Worksheets

-Formal writing

-Rubric


Standard 5--Individuals, Society, and Culture

Students will examine the influence of individuals, ideas, and cultural movements in the development of the United States; consider the impact of scientific and technological developments on cultural life, and analyze the importance of artistic expression in the development of the American nation.




SKILLS

SUGGESTED ACTIVITIES

ASSESSMENT

8.5.1

Examine key ideas of individuals in the Second Great Awakening, such as Henry Ward Beecher, and explain their relationship to social reform movements in the early decades of the 1800s.

-Classroom discussion

-Internet research

-Small group research

-Oral presentations

-Discussion

-Test/quiz

-Worksheets

-Project


-Rubric


8.5.2

Compare and contrast the beliefs of Ralph Waldo Emerson and Henry David Thoreau about the role of individuals in society.

-Venn diagram

-Classroom discussion

-Timeline

-Transparency/PowerPoint slideshow

-Small group research

-Oral presentations

-Worksheets

-Test/quiz

-Discussion

-Project


-Rubric


8.5.3

Examine the concepts of a work ethic, philanthropy, volunteerism, and concern for the common good as important aspects of American society in the eighteenth and nineteenth centuries.
Example: In the 1830s, French observer Alexis de Tocqueville noted the importance of volunteerism, the American tendency to form voluntary associations to address community needs.

-Primary sources

-Classroom discussions

-Small group research

-Oral presentations



-Discussion

-Worksheets

-Test/quiz

-Project


-Rubric


8.5.4

Trace the development of the American educational system, including the work of Horace Mann in the public schools movement (1830s to 1850s), and describe the differences in educational opportunities for girls and women, African Americans, and students in rural areas.


-Classroom discussion with current events

-Timeline

-Small group research

-Oral presentations

-Discussion

-Worksheets

-Test/quiz

-Project


-Rubric


8.5.5

Give examples of how immigration affected American culture in the decades before and after the Civil War, including growth of industrial sites in the North; religious differences; tensions between middle-class and working-class people, particularly in the Northeast; and intensification of cultural differences between the North and the South.

-Charts and graphs

-Classroom discussions

-Primary sources

-Transparency/PowerPoint slideshow

-Small group research

-Oral presentations

-Discussion

-Worksheets

-Project

-Rubric



8.5.6

Give examples of the changing role of women in the northern, southern, and western parts of the United States in the mid-nineteenth century, and examine possible causes for these changes.


-Transparency/PowerPoint slideshow

-Small group research

-Oral presentations

-Classroom discussions

-Project

-Rubric


-Discussion


8.5.7

Give examples of scientific and technological developments that changed cultural life in the nineteenth-century United States, such as the use of photography, the invention of the telegraph (1844), and the invention of the telephone (1876).



-Transparency/PowerPoint slideshow

-Classroom discussion

-Small group research

-Oral presentations

-Classroom discussions


-Discussion

-Project


-Rubric

-Discussion



8.5.8

Identify individuals in the arts and literature and their roles in portraying American culture in the nineteenth century including Louisa May Alcott, John James Audubon, George Caleb Bingham, George Catlin, Emily Dickinson, Frederick Douglass, Washington Irving, Alfred Jacob Miller, Edgar Allan Poe, and Walt Whitman.

-Primary sources

-Small group research

-Oral presentations

-Classroom discussions

-Project

-Rubric


-Discussion

8.5.9

Describe changes in entertainment and recreation, such as the growing interest in sports of various kinds, in the mid-nineteenth century and explain how these changes related to urbanization and technological developments.


-Small group research

-Oral presentations

-Classroom discussions

-Project

-Rubric


-Discussion

8.5.10

Use a variety of information resources to identify examples of traditional arts, fine arts, music, and literature that reflect the ideals of American democracy in different historical periods and plan presentations on or performances of selected works.



-Small group research

-Oral presentations

-Classroom discussions

-Project

-Rubric


-Discussion



Download 213.84 Kb.

Share with your friends:




The database is protected by copyright ©www.essaydocs.org 2023
send message

    Main page