ࡱ> =}D%` objbj 7̟̟a ~ ~ ~ ~ ~ ~ ~  4hrhrhr8rl s  KFT$w(LwLwLwLwyNeyySUUUG!4$!E$GhJE~ x@yE~ ~ LwLwF~ Lw~ LwSSrMR~ ~ Lww F=Thrj F0KFAZK KK~ yW{D|}NyyyEEyyyKF Ŀ Ŀ 4 " ~ ~ ~ ~ ~ ~     Neshaminy School District Langhorne, Pennsylvania Social Studies 8th Grade American History Revised: April 2005Prepared by: Staff  Neshaminy Eighth Grade: American History Course Framework State and National Pennsylvania, National, Social Studies, U. S. History and Neshaminy Standards NeshaminyStandardsStandardsGovernment and Civics (PA Standards) Explain the principles and ideals that shape government. Interpret the basic documents shaping the government of the U.S. Describe the rights, responsibilities, and participatory role of citizens in America. History (NCSS) Identify and use key concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity. Geography (NCSS) Examine, interpret, and analyze physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural transmission of customs and ideas. Economics (NCSS) Explain and illustrate how values and beliefs influence different economic decisions in history. Neshaminy students will: React to the statement, All men are created equal as it applies to the post revolutionary period. Demonstrate an understanding of how the Constitution manages conflicts among citizens on issues of liberty and equality. Explain how each geographic area of the United States came to be part of the country, what were the conditions of its acquisition and what social, political and economic conflicts were created by that acquisition. Explain how the conflicts which resulted from the Industrial revolution, increasing immigration, the rapid expansion of slavery and the westward movement led to regional tensions and civil war. Explain how the Civil War and Reconstruction shaped the American concepts of Equality and Liberty. Essential Questions answered in the Neshaminy Curriculum What are the roles of the citizen in American democracy? How have the concepts of equality and liberty evolved in American history? How have important, long-standing conflicts shaped American history? How does one develop and express well informed positions? Essential Content Includes: Application of the principles of citizenship, equality, liberty, and conflict to the seven social groups in America between 1775 and 1880 (Free Blacks, Slaves, Women, Rich and Poor Whites, Native Americans, Immigrants); trace the evolution of liberty and equality among the same social groups in all units of study.Review the economic and political causes of the American Revolution; develop the principles of republicanism found in the Declaration of Independence; establish the economic, political and social realities of the seven social groups in Post Revolutionary America; how the application of the principles of citizenship, equality, and liberty cause conflicts among the social groupsStrengths and weaknesses of the Articles of Confederation; The Constitutional Convention of 1787; compromises and conflicts created by long-standing historical complexities; Federalist/Antifederalist views of government; the Constitution as framework for U.S. government; federalism; Constitutional compromises and regional political, social, and economic realities; separation of powers, checks and balances, judicial review, limited government, passing laws as means of limiting power of government and managing conflict; the Bill of Rights and its impact on the evolution of liberty and equalityFive themes of geography applied to westward expansion; geographic acquisitions of U.S. between 1790-1860; six major land acquisitions (Trans-Appalachia, Louisiana Purchase, Florida, Texas Annexation, Oregon Cession, and Mexican Cession); long-standing conflicts over expansion; social, economic, and political impact of Manifest Destiny on the seven social groupsCauses and effects of sectionalism on social, political, and economic life of America; Industrial Revolution and King Cotton; social, political, and economic impact of slavery on South and North; Abolitionism and the rise of the womens movement; compromises and conflicts that mark the regional periodCauses and effects of the Civil War; Reconstruction and the evolution of equality and liberty for the seven social groups; Black Codes: Amendments 13, 14 and 15; civil rights then and now.Neshaminy District Performance Assessment: 8th Grade American History Students will present a portfolio of their writings and notes that will assist them in responding to a contemporary problem reflecting the evolution of equality in America. This will act as the students final examination. Enduring Understandings for this UnitEssential Questions for this Unit  EMBED Word.Picture.8 The republican principles of equality, liberty, and citizenship have historically been compromised when applied to various social groups in the United States. As individuals attempt to exercise/demand their rights of equality, liberty, and citizenship conflict arises. The rule of law controls the social, political, and economic conflicts arising from individuals seeking the promises of equality, liberty, and citizenship. EMBED Word.Picture.8 How have the Concepts of equality and liberty evolved in American history? How have important, long-standing conflicts shaped American history? What does it mean to be free? Why is conflict the price of exercising ones rights? How do people live together and honor each others equality, liberty, and citizenship? How do governments balance the rights of the individual with the common good? 8th GRADE SOCIAL STUDIES - AMERICAN HISTORY ESSENTIAL QUESTIONS THAT THE COURSE CONTENT ANSWERS: What are the roles of the citizen in American democracy? How have the concepts of equality and liberty evolved in American history? How have important, long-standing conflicts shaped American history? How does one develop and express well informed positions? NATIONAL STANDARDS STUDENTS WILL ACHIEVE IN THIS COURSE: Essential Concepts: Principle of Citizenship Principle of Conflict Principles of Equality and Liberty All standards are to be focused on the essential questions and essential concepts. Lesson design, assessment, and instruction will target the interrelationship between the essential questions and concepts and the historical content. PA STANDARDS 5.1.9A. Identify and explain the major arguments advanced for the necessity of government. 5.1.9B Describe historical examples of the importance of the rule of law. (Sources, Purposes, Functions) 5.1.9C Analyze the principles and ideals that shape government Constitutional government, classical republicanism, federalism. 5.1.9E Analyze the basic documentsshaping the government of the United States Magna Carta, English Bill of Rights, Mayflower Compact, Articles of Confederation, Declaration of Independence, Federalist papers, Anti-federalist writings, U.S. Constitution. 5.1.9F Contrast the individual rights created by the Constitution of the united States. 5.1.9G Describe the procedures for proper uses, display and repect for the United States Flag as per the National Flag Code. 5.1.9H Explain and interpret the roles of basic documents of government from a national perspective. 5.1.9I Explain the essential characteristics of limited and unlimited governments and explain the advantages and disadvantages of systems of government 5.1.9J Explain how law protects individual rights and the common good. 5.1.9K Explain why symbols and holidays were created and the ideals they commemorate. 5.1.9L Interpret United States court decisions that have impacted the principles and ideals of government. 5.1.9M Interpret the impact of famous speeches and writings on civic life. 5.2.9A Contrast the essential rights and responsibilities of citizens in Democracies and Republics. 5.2.9B Analyze citizens rights and responsibilities in local, state, and national government. 5.2.9C Analyze skills used to resolve conflicts in society and government. 5.2.9D Analyze political leadershiop and public service in a republican form of government. 5.2.9E Explain the importance of the political process to competent and responsible participation in civic life. 5.2.9G Analyze political and civic participation in government and society. 5.3.9A Explain the structure, organization and operation of the national government including domestic and national policy-making. 5.3.9B Compare the responsibilities and powers of the three branches within the national government. 5.3.9C Explain how a bill becomes a law at the federal level. 5.3.9E Explain how citizens participate in choosing their leaders through political parties, campaigns and elections. 5.3.9F Explain the election process. 5.3.9G Explain how the government protects individual rifghts Equal protection, Habeas Corpus, Self-Incrimination, Double Jeopardy, Right of Appeal, Due Process 5.3.9H Analyze how interest groups provide opportunities for citizens to participate in the political process. 5.3.9I Analyze how and why government raises money to pay for its operation and services. 5.3.9J Analyze the importance of the freedom of the press. 5.3.9K Identify and explain systems of government Autocracy, Democracy, Republic. 5.4.9D Contrast how the three branches of federal government function in foreign policy. 6.1.9D Describe historical examples of expansion, recession, and depression in the United States. 6.1.9I Explain how government provides public goods. 6.2.9J Contrast the taxation policies of the local, state and national governments in the economy. 6.3.9C Explain how resources can be used in different ways to produce different goods and services. 6.4.9A Explain why specialization may lead to increased production and distribution. 6.4.9B Explain how trade may improve a societys standard of living. 6.4.9C Explain why governments sometimes restrict or subsidize trade. 6.4.9D Explain how the location of resources, transportation and communication networks and technology have affected United States economic patterns. 6.4.9G Describe geographic patterns of economic activities in the United States. Primary extractive industries and secondary materials processing industries. 7.1.9B Explain and locate places and regions. How characteristics contribute to regional changes, how structures and alliances impact regions, how regions are connected. 7.2.9A Expolain the physical characteristics of places and regions including spatial patterns of Earths physical systems: Climate and Landform regions. 7.3.9A Explain the human characteristics of places and regions by their population characteristics. Spatial distribution, size, density and demographic characteristics of population at the stae and National level and effects of different types and patterns of human movement. 7.3.9B Explain the human characteristics of places and regions by their cultural characteristics. Ethnicity of people at national levels and culture distribution. 7.3.9C Explain the human characteristics of places and regions by their settlement characteristics. Current and past settlement patterns in Pennsylvania and the U.S. as well as, forces that have re-shaped modern settlement patterns. 7.3.9D Explain the human characteristics of places and regions by their economic activities. Spatial distribution of economic activities in the United States and factors that shaped spatial patterns of economic activity both nationally and internationally. 7.3.9E Explain the human characteristics of places and regions by their political activities. Spatial pattern of political untis in the U.S., geographic factors that affect decisions made in the United States, and political and public policies that affect geography. 7.4.9B Explain the impacts of people on physical systemsincluding forces by which people modify the physical environment. 8.1.9A Analyze chronological thinking. 8.1.9B Analyze and interpret historical sources. 8.1.9C Analyze fundamentals of historical interpretation. 8.1.9D Analyze and interpret historical research. 8.3.9A Identify and analyze the political and cultural contributions of individuals and gropups to United States history 1787-1914. 8.3.9B Identify primary documents, material artifacts and historic sites important in U.S. history from 1787 to 1914. 8.3.9C Analyze how continuity and change has influenced United States history from 1787 to 1914. 8.3.9D Identify and analyze conflict and cooperation among social groups and organizations in United States history from 1787 to 1914. STANDARDS #1: React to the statement, "All men are created equal" as it applies to the post revolutionary period. (Begins to answer essential question #2)Student Learning Indicators Essential Content, Skills, Knowledge Suggested Learning Activities and Instructional Strategies Develop an understanding of the concepts of CITIZENSHIP, EQUALITY, LIBERTY and CONFLICT. Describe the conflicts between British and American points of view that caused the American Revolution. Explain how equality and liberty are shaped by the Declaration of Independence. Describe the various groups (race, gender and economic status) found in post-revolutionary America. Explain how the various groups found in post-revolutionary America (slaves, women, Indians and the rich and poor) were affected by the then contemporary concepts of equality, liberty and citizenship. Essential Content: Citizenship: Each citizen is a full and equal member of a self-governing community endowed with fundamental rights and entrusted with responsibilities. Equality: Equality means all citizens are the same before the law. There are no classes of citizenship; no superior, dominant ruling class. Liberty: The personal, political and economic freedom of citizens to choose behaviors which they believe will best benefit their personal good. These choices often conflict when people attempt to exercise their liberty in society. Conflict: A dispute between people that may be settled peacefully or violently. In American democracy conflict has generally taken place within a constitutional framework which allows for protest politics and promotes the peaceful resolution of differences.Create a pictograph or concept chart - for concept attainment (Citizenship, Equality, Liberty, and Conflict) Read Patrick Henry's speech, "Give me liberty or give me death" and discuss the willingness for students to die for liberty. Read the Declaration of Independence and analyze the divisions of the document (Introduction, Basic rights, charges against the king, response to the king and statement of Independence. Read Thomas Paine's "Common Sense" to help students discover the reasons for and need for the Am. Revolution. Use a Venn Diagram to note the differences and similarities between the colonist and British points of view. Create a "Jig-Saw" (cooperative teams ) to read and research the various groups in American society in the post-revolutionary period. Have students present their findings to their teams on the conflicts encountered by each group as they searched for citizenship, equality, and liberty. Course of Study:8th Grade American History STANDARDS #1: React to the statement, "All men are created equal" as it applies to the post revolutionary period. (Begins to answer essential question #2)Student Learning Indicators Essential Content, Skills, Knowledge Suggested Learning Activities and Instructional Strategies  Define the following key terms: embargo, boycott, salutary neglect, writs of assistance, patriots, Tories, loyalists, militia, minutemen, democracy, republic, revolution, and grievance. Different points of view in economic and political issues led to conflicts between Britain and her American colonies. These conflicts led to the American Revolution. Interpretations of the principles of The Declaration of Independence have initiated conflicts in American society on issues of equality and liberty. African slaves, free blacks, Indians, women, plantation owners, farmers, artisans, merchants, and laborers ( rich and poor whites) made up the various groups in post-revolutionary America. Slaves, Indians, women and rich and poor whites had different status under the law after the revolution. The concepts of equality, liberty and citizenship were applied differently to each group. These differences created conflicts which were not completely resolved during this time. Essential Skills: SQ3R reading techniques Introduce the use of Graphic Organizers for informational reading notes. Teach Pre, During, and Post reading techniques for informational reading Begin Notebook organization Introduce persuasive writing strategies (Thesis statement, supportive information, and conclusion). Teach oral discussion techniques Review cooperative learning techniques Review cause and effect relationships Read My Brother Sam is Dead (Novel by James Lincoln Collier) to help understand the colonial point of view for rebellion. Read Johnny Tremain (Novel by Esther Forbes) to understand social, economic and political reasons for the revolution. (Check school library for video - comes in two short sections) Read or View "April Morning" for background information on causes for the revolution. Refer to text for other suggested instructional strategies.  Course of Study:8th Grade American History STANDARDS #1: React to the statement, "All men are created equal" as it applies to the post revolutionary period. (Begins to answer essential question #2)Student Learning Indicators Essential Content, Skills, Knowledge Suggested Learning Activities and Instructional Strategies  Creative Thinking Engaging intensely in tasks even when answers/solutions are not immediately apparent Pushing the limits of one's knowledge and abilities Generating, trusting, and maintaining one's own standards of evaluation Generating new ways of viewing a situation outside the boundaries of standard convention Self-Regulation Being aware of one's own thinking Planning Being aware of necessary resources Being responsive to feedback Evaluating the effectiveness of one's own actions  Course of Study:8th Grade American History Assessment for Course Standards Write a persuasive essay in which the student reacts to the statement "All Men Are Created Equal." Develop a character sketch of one of the groups in post-revolutionary America that reflects the character's understanding of his/her citizenship, liberty, or equality. Use quizzes and tests to support the students understanding of the indicators. Materials/Technology for Course Standards Text book Creating America Chapter 6, Lesson 1-4. Text book Exploring America's Past: Chapter 4 and 5 (avoid details on the war itself). CD-ROM, Laserdisc and specialized materials for Exploring America's Past. Videos: Johnny Tremain Disney April Morning Hallmark Liberty series by PBS Trade books: My Brother Sam Is Dead Collier Johnny Tremain Forbes Or Give Me Death - Rinaldi Selected readings from A History of US: From Colonies to Country Check Appendix A for additional strategies and materials. Check with librarian for PBS video materials housed at the high school. Remediation Strategies Redesign teacher materials at various levels. Work with resource and support teachers to adapt basic curriculum. Seek remedial support for student from reading specialist. Seek remedial writing support from team English teacher. Opportunity to redo assignment to increase proficiency. Extend support to student during Instructional Opportunity Period. Enrichment Strategies Read one of the suggested novels. Develop a survey to analyze the adult community's thoughts on the equality of all people, liberty, and citizenship. Address the idea that Thomas Paine's Common Sense was nothing but a propaganda document. Write a letter to the editor taking a position on the Declaration of Independence.  Course of Study:8th Grade American History STANDARDS #2: Demonstrate an understanding of how the Constitution manages conflicts among citizens on issues of liberty and equality.Student Learning Indicators Essential Content, Skills, Knowledge Suggested Learning Activities and Instructional Strategies Describe the problems that post-revolutionary America had in managing conflicts under the Articles of Confederation. Explain how the debates between the Antifederalists and Federalists shaped the concept of federalism. Define constitution. Discuss the process of compromise which led to the shaping and adoption of the Constitution. 3/5 Compromise (counting slaves for purposes of representation) Great Compromise (House of Representatives and Senate) Commerce Compromise (tariff and interstate trade) Slave Trade Election Compromise (Electoral College; election of Senators and Representatives) Explain how each one of the following Constitutional systems helps to manage conflict in American society: separation of powers (three branches) checks and balances judicial review limited government (distribution and limitations of central government powers) How A Bill Becomes A Law Amendment Process Explain the impact of the Bill of Rights on conflicts of equality and liberty. Explain how the various groups found in America (slaves, women, Indians and the rich and poor) were affected by the new Constitution. Define key terms: federalists, anti-federalists, ratify, amendment, tariff, compromise, commerce, federalism, judicial, confederation, popular vote, electoral vote, suffrage, legislature, states' rights, judicial review. The Articles of Confederation were created to govern United States during the Revolutionary War. As the first constitution, it had strengths and weaknesses. Under the Articles the states retained a high degree of sovereignty, therefore the national government had little power to manage conflicts among states. The Constitutional Convention was called to deal with the conflicts between states that existed under the Articles. Instead of revising the Articles, the Convention created and new constitution. Drafters of the Constitution weakened state sovereignty in favor of the national government. This transfer of power away from the states created a longstanding conflict between supporters of a strong central government (Federalists) and supporters of states rights (Anti-Federalists). Federalism is the division of power between the states and the national government. States were to retain certain powers of government within their boundaries but give up certain powers to the national government. The Constitution is the supreme law of the United States. A constitution is a written plan for government. Disagreements on issues of slavery, elections, representations, taxes and tariffs made it difficult for the Constitutional Convention to agree on the plan for government. These issues required compromise: a process of settling disputes that requires each side to give up some of what it wants in order to get some of what it wants. Make a chart demonstrating the strengths and weaknesses of the Articles of Confederation. Discuss the importance of Shay's Rebellion as an example of the problems caused by the weaknesses of the Articles. Create cause and effect graphic organizers showing the events leading up to Shay's Rebellion using textbooks, Internet and library. Use concept attainment strategies to teach the concept of federalism. Identify examples of powers granted to each level of government. The Constitutional Convention Compromises role play. See Appendix B. Define constitution. Analyze the Simplified Outline of the United States Constitution. See Appendix B. Identify examples of each of the constitutional systems in operation. Design a chart on How A Bill Becomes A Law. How A Bill Becomes A Law simulation. See Appendix B. Read the case of John Peter Zenger in text. Examine sample cases involving conflicts over the interpretation or application of the Bill of Rights. Encourage students to list some of the rights they have as students and how they would react if those rights were violated. Have students bring to class newspaper articles that relate to Constitutional or Bill of Rights issues. Have the students speculate about the benefits that the various groups in American society might have expected to gain from the Constitution.  Course of Study:8th Grade American History STANDARDS #2: Demonstrate an understanding of how the Constitution manages conflicts among citizens on issues of liberty and equality.Student Learning Indicators Essential Content, Skills, Knowledge Suggested Learning Activities and Instructional Strategies  The Framers of the Constitution used the systems of: separation of powers, checks and balances, judicial review, limited government, How A Bill Becomes A Law and Amendment Process as the principal means of limiting the power of government and managing conflict. The Bill of Rights establishes the principles which mediate the conflicts over equality and liberty in American society. Slaves, Indians, women and rich and poor whites had different status under the law after the adoption of the Constitution. The concepts of equality, liberty and citizenship were applied differently to each group. These differences created conflicts which were not completely resolved during this time. Essential Skills: Reinforce SQ3R reading techniques Reinforce the use of Graphic Organizers for informational reading notes. Reinforce Pre, During, and Post reading techniques for informational reading. Reinforce Notebook organization Reinforce persuasive writing strategies (Thesis statement, supportive information, and conclusion). Reinforce oral discussion techniques Reinforce cooperative learning techniques Reinforce cause and effect relationships Reinforce Productive Habits of Mind in history  Course of Study:8th Grade American History Assessment for Course Standards Possible Performance Assessment Traditional tests and quizzes. Scored Discussion on elements of the Bill of Rights as applied to students. Write a persuasive essay in which the students support or oppose the ratification of the Constitution. Have the students respond to the critical questions on page 129 of A More Perfect Union. Materials/Technology for Course Standards Textbook Creating America: Chapter 8 and Constitution Handbook Textbook Exploring America's Past: Chapter 6, Sections 1. 2, 3, 4. Laser Disk and CD ROMs for Exploring America's Past are available. Check Appendix B for additional strategies and materials. Selected readings from A History of US: From Colonies to Country Check with librarian for PBS video materials housed at the high school. Remediation Strategies Redesign teacher materials at various levels. Work with resource and support teachers to adapt basic curriculum. Seek remedial support for student from reading specialist. Seek remedial writing support from team English teacher. Opportunity to redo assignment to increase proficiency. Extend support to student during Instructional Opportunity Period. Enrichment Strategies Illustrate one of the ten amendments in the Bill of Rights. Create a newspaper scrapbook of articles dealing with Constitutional rights. Write a constitution for the class or school. Create a teenagers Bill of Rights. Discuss a contemporary issue of American society which involves the Bill of Rights. Create a timeline of events in the Constitutional Period. Design a character sketch of any five of the framers of the Constitution. Create a "Constitution Mobile." See Appendix B for details.  Course of Study:8th Grade American History STANDARDS #3: Explain how each geographic area of the United States came to be a part of the country, what were the conditions of its acquisition and what social, political and economic conflicts were created. Student Learning Indicators Essential Content, Skills, Knowledge Suggested Learning Activities and Instructional Strategies Locate and label the major geographic land forms/features of each area of the United States: Rivers (Mississippi, Ohio, Rio Grande, etc.) Mountain ranges (Appalachian, Rockies, etc.) Coastal plains (eastern, southern) Highlands (Ozarks, Great Plains) Continental Divides Lakes (Great Lakes, Great Salt Lake) Deserts (Mojave, Painted) Locate and label the geographic areas that were acquired by the United States between 1783 (Treaty of Paris) and 1860 (complete continental United States). Explain how the United States acquired each of the geographic areas that were acquired by the United States between 1783 (Treaty of Paris) and 1860 (complete continental United States). Analyze each geographic area that was acquired by the United States in terms of the social, political, and economic conflicts it created. Define the term manifest destiny. Define the following key terms: annexation, cession, territory, immigration, location, place, interaction, migration/movement and region. The physical characteristics of places influence the human interaction with the land. The migration/movement of people, products, and ideas have a dramatic impact on the history of the place (United States). The geographic areas acquired by the United States between 1783 - 1860 have unique physical and human characteristics. The geographic areas acquired by the United States between 1783 - 1860 were: Trans-Appalachian (1783) Louisiana Purchase (1803) Florida Cession (1819) Texas Annexation (1845) Oregon Country Cession (1846) Mexican Cession (1848) The United States acquired lands in various ways (war, purchase, annexation, cession). Each geographic area noted above has its own narrative of acquisition. As each area was acquired, conflict occurred in principles of liberty and equality. The acquisition of each of the areas noted above had a dramatic impact on the social, political, and economic life in America, and initiated conflicts of liberty and equality. Manifest Destiny was the 19th century belief that the United States had the right and duty to expand throughout North America to spread white American culture. Have students design various maps of the geographic areas. (See Appendix C) Strongly Suggested: Divide students into cooperative groups and require a presentation about how the United States acquired a geographical area and what conflicts arose over equality and liberty. Each group will 'report' back to the class their geographic analysis as it applies to the social, political, and economic conflicts created by their project area. Each student in the group must present an analysis of the acquisition of their area through the concept of manifest destiny. (Individual analysis could take the form of: editorial, essay, letter to the editor, oral presentation, scored discussion, etc.). Develop cluster web on the concept of expansion focusing on geography, political, social, and economic conditions and conflicts. (See Appendix C for example of cluster webs)  Course of Study:8th Grade American History STANDARDS #3: Explain how each geographic area of the United States came to be a part of the country, what were the conditions of its acquisition and what social, political and economic conflicts were created. Student Learning Indicators Essential Content, Skills, Knowledge Suggested Learning Activities and Instructional Strategies  Essential Skills: Reinforce SQ3R reading techniques Reinforce the use of Graphic Organizers for informational reading notes. Reinforce Pre, During, and Post reading techniques for informational reading. Reinforce Notebook organization Reinforce persuasive writing strategies (Thesis statement, supportive information, and conclusion). Reinforce oral discussion techniques Reinforce cooperative learning techniques Reinforce cause and effect relationships Reinforce Productive Habits of Mind in history Use map reading skills. Teach the five themes of geography for the purpose of analysis: (Appendix C) Location - Absolute and Relative Place - Physical and Human Characteristics Interaction of people with the land Movement/Migration of people, ideas and products (trade) Region - the common characteristics that identify a place.  Course of Study:8th Grade American History Assessment for Course Standards Group oral presentations (See suggested Rubric in Appendix C). Scored discussion on manifest destiny. Individual presentation on manifest destiny. Traditional test and quizzes on geographic information. Materials/Technology for Course Standards Textbook Creating America: Chapter 13 (pgs. 375-403) Textbook Exploring America's Past: Chapters 8,9,10,11,12, and 13 (Sections 1-2). Exploring America's Past CD-ROM, Laserdisk, and study guides. Map packet (See Appendix C). See Appendix B for Scored Discussion materials. Contact Librarian about PBS video materials housed at high school. Remediation Strategies Redesign teacher materials at various levels. Work with resource and support teachers to adapt basic curriculum. Seek remedial support for student from reading specialist. Seek remedial writing support from team English teacher. Opportunity to redo assignment to increase proficiency. Extend support to student during Instructional Opportunity Period. Enrichment Strategies Allow individual students to pursue research on the Red River Cession, Gadsden Purchase, Alaskan Purchase, and Hawaiian Annexation. Make a presentation in which the student views manifest destiny from the point of view of Native Americans or Mexicans. Analyze the painting "Moving West" for the political, social, and economic implications of westward expansion. (See Appendix C). Create a political cartoon or comic strip depicting manifest destiny.  Course of Study:8th Grade American History STANDARDS #4: Explain how the conflicts which resulted from the industrial revolution, increasing immigration, the rapid expansion of slavery and the westward movement led to regional tensions and civil war. Student Learning Indicators Essential Content, Skills, Knowledge Suggested Learning Activities and Instructional Strategies Explain how the major technological developments that revolutionized land and water transportation arose and analyze how they transformed the economy and created international markets. Evaluate national and state policies regarding a protective tariff, a national bank and federally funded internal improvement. Analyze how the factory system affected gender roles and changed the lives of men, women, and children. Assess the connection between industrialization and immigration. Assess the ways immigrants adapted to life in the United States and to the hostility sometimes directed at them by the nativist movement and the Know Nothing party. Explain how the cotton gin and the opening of new lands in the South and West led to the increased demand for slaves. Describe the plantation system and the roles of their owners, their families, hired white workers, and enslaved African Americans. Identify the various ways in which African Americans resisted the conditions of their enslave movement and analyze the consequences of violent uprisings. Analyze how westward expansion had an impact on regional/sectional conflicts like free western land, immigration, Indian policy, slavery, protective tariff, internal improvements, the national bank and nullification. Explain the Missouri Compromise and evaluate its political consequences. Analyze the proslavery and antislavery ideologies in the North and South and explain the fundamental beliefs of abolitionism. Analyze the activities of women of different racial and social groups in reform movements for education, abolition, temperance, and women's suffrage.Define the following key terms: slavery, cattle, agrarian, urban, industrial, plantation, cotton gin, protective tariff, creditor, debtor, industrial revolution, raw materials, internal improvements, nullification, nativist, abolitionist, temperance, suffrage, factory system, unions, antebellum, cash crop, anti/pro, sectionalism/regionalism, underground railroad, free labor, passive resistance and 'peculiar institution'. The inventions of the cotton gin and the steam engine (steamboat and railroads) revolutionized the economic and social life in the United States. Northern business people supported a high protective tariff while southerners opposed the concept of a protective tariff. The National Bank created a creditor vs. debtor controversy. The federal government placed all revenues (taxes) in the National Bank. The bank in return controlled the process of loans. This bank favored northern business interests over agrarian interests of the west and south. Internal improvements (canals, roads, bridges, and railroads, etc.) aided the northern and western states. The major question arose as to how these improvements should be financed. The South objected to the use of their tax dollars being used to make these improvements. Many young, unmarried women were drawn to factory work. Most planned to work until they married. This system changed the status and role of women in the northern industrial cities. Women gained a new sense of independence based on wages earned in this system. They also developed some of the early unions that monitored working conditions and hours. With the employment of women and children at a lower wage in the new factory system the role of men began to change. Competition between the sexes for work had a dramatic impact on family life in the north.Design a pictograph using the cotton gin and the steam engine as the central symbol. Have students create connecting symbols that demonstrate their understanding of the impact economically, socially, and politically of the machines on society. Works with essential content #'s 1 and 9. Sectionalism Simulation - by using this simulation, students should be able to understand the following elements of essential content #'s 2,3,4,7 and 10. (See Appendix D) Construct a narrative which marshals historical evidence on such questions as should the federal government impose protective tariffs, do tariffs promote or hinder commercial development, to what extent did economic differences intensify sectional differences in the antebellum era? Present students with details on the 'Know Nothing' - American party and have them design campaign posters that demonstrate the party's political philosophy. Create a newspaper that presents the party's views on immigration. Write an essay on whether they would have joined this political party and defend their decision. Write an essay analyzing the impact of a 'Know Nothing' party today. Conduct a scored discussion on the Missouri Compromise or the Abolitionist/Anti-Abolitionist conflict. Use the materials in the unit Slavery in the 19th Century, produced by the National Center for History in the Schools. See Appendix D. This will assist in the completion of Essential Content #10, 11 and 12.  Course of Study:8th Grade American History STANDARDS #4: Explain how the conflicts which resulted from the industrial revolution, increasing immigration, the rapid expansion of slavery and the westward movement led to regional tensions and civil war. Student Learning Indicators Essential Content, Skills, Knowledge Suggested Learning Activities and Instructional Strategies Industrial expansion created huge demands for cheap labor which immigrants from Ireland, Germany and Great Britain rushed to fill. Some Americans opposed unlimited immigration because they believed that too many newcomers would destroy American institutions. They were called nativists because they wanted to keep the country for "Native Americans" (Not Indians). Some nativists formed the American Party later to be called 'Know Nothing' Party. The invention of the cotton gin enabled a single slave to do the work of ten slaves. This invention made cotton production, therefore, slavery more profitable. With the expansion of the United States cotton growers moved westward creating a cotton belt and a demand for more slaves. This movement of slavery into new territories created major conflicts between north and south. The plantation system created a "peculiar institution" or system of relationships that affected the social, economic and political life of the south. African Americans did not accept their lot as slaves easily. There were various methods they used to resist their enslavement. These methods ranged from open, violent revolt (Nat Turner) to passive resistance (the simple slowing down of work, faking an illness, etc.). Slaves also resisted by running away to the north and south (Florida and Mexico) through the assistance of the Underground Railroad. Due to the conflicts over the following factors: expanded western land, immigration, Indian removal, slavery, the protective tariff, internal improvements, the national bank, and nullification, the tension among the North, South, and West increased. Construct a case study of an immigrant family of the 1840s. Write journal entries from the perspective of a 14 or 15 year old member of the family explaining his or her views of life in the United States. How different was life in American from previous experience? What problems did immigrants face and what opportunities were afforded them in America? Assume the role of an American industrialist and construct a flyer to attract immigrant labor. What assurances would you give prospective immigrants of improving their standard of living. Have students write a persuasive essay reacting to Lincoln's statement, "As I would not be a slave, I would not be a slave owner." Show the film Uncle Tom's Cabin and have the students react to the roles placed upon individuals by the "peculiar institution." (See Appendix D for excerpt from the novel- "Images of the South On The Eve Of The Civil War." Teach "Geography-The Cotton and Slave Economy of the South" lesson found in Appendix D. Teach "Impact of Slavery on Southern Economy" found in Appendix D. Develop a debate in the profitability of slavery. Teach "Workers on the Underground Railroad" from Appendix D. (Contains two primary source readings.)  Course of Study:8th Grade American History STANDARDS #4: Explain how the conflicts which resulted from the industrial revolution, increasing immigration, the rapid expansion of slavery and the westward movement led to regional tensions and civil war. Student Learning Indicators Essential Content, Skills, Knowledge Suggested Learning Activities and Instructional Strategies  The Missouri Compromise (1820) was established to settle the conflict over the expansion of slavery into the Louisiana Territory. This compromise was a signal that sectional interests would heighten tensions among the three regions. Antislavery arguments were based on principles of human rights and interpretations of the Declaration of Independence and Constitution. Pro slavery arguments were based on principles of property rights and interpretations of the Declaration of Independence and Constitution (5th and 10th amendments). Abolitionists were people who wanted to bring an immediate end to slavery. Many Northern woman, free blacks, former slaves, Quakers, and newspaper publishers played key roles in the abolitionist movement. By working for the end of slavery, many abolitionists became aware of the need to work for equal rights of women. The action of women in the abolitionist movement became the impetus for the development of the woman's suffrage movement. Essential Skills Reinforce SQ3R reading techniques 2.Reinforce the use of Graphic Organizers for informational reading notes. Reinforce Pre, During, and Post reading techniques for informational reading. Reinforce Notebook organization Reinforce persuasive writing strategies (Thesis statement, supportive information, and conclusion). Reinforce oral discussion techniques Reinforce cooperative learning techniques Reinforce cause and effect relationships Reinforce Productive Habits of Mind in history Introduce Informational Writing (Writing to Explain) Introduce the skills and procedures of a scored discussion.When teaching the abolitionist movement, have the students deal with the following questions: Were the fundamental beliefs of Abolitionist consistent with the Constitution? Did Abolitionists advocate the fundamental equality of African-Americans? To what extent did Abolitionists agree on strategies to end slavery? What were the issues which divided the Abolitionists. Why did William Lloyd Garrison and Frederick Douglas reject the goals of the American Colonization Society? Write biographical sketches of leading women abolitionists of the 19th century such as Sarah and Angelina Grimke, Abbe Kelley, Harriet Tubman, Soujourner Truth, Elizabeth Cady Stanton and Lucretia Mott, and, of course, Susan B. Anthony. Create a speech, role play, newspaper editorial, persuasive essay, letter to the editor reenacting the struggle for one of the reforms women sought at that time: the vote for women, temperance, free public education, the abolition of slavery.  Course of Study:8th Grade American History Assessment for Course Standards Use quizzes and tests to support the students understanding of the indicator. Design a chart which explains the conflicts encountered by the North, South and West in the flowing areas: industrial revolution, increasing immigration, the rapid expansion of slavery and the westward movement. Explain how the conflicts explained in the chart increased the sectional tensions and led to the Civil War. Write a persuasive essay in which the student reacts to the statement "All men are created equal" based on the developments from 1800 through 1850. Materials/Technology for Course Standards Textbook Creating America: Unit IV, Chapter 14, and Unit V, Chapters 15. Textbook Exploring America's Past: Chapters 9,10,11. Exploring America's Past CD-ROM, Laserdisk, and study guides. Contact Librarian about PBS video materials housed at high school. Slavery in the 19th Century materials- see appendix D. Videotape Uncle Tom's Cabin. Creative Strategies for Teaching American History materials- see appendix D. Remediation Strategies Redesign teacher materials at various levels. Work with resource and support teachers to adapt basic curriculum. Seek remedial support for student from reading specialist. Seek remedial writing support from team English teacher. Opportunity to redo assignment to increase proficiency. Extend support to student during Instructional Opportunity Period. Enrichment Strategies Depending upon building availability, use the novel Liddy, by K. Patterson, to examine a woman's life in New England mill towns. Construct historical arguments (balance sheet - pros and cons, debate, or written narrative) that gathers historical evidence about the advantages and disadvantages of the factory system from opposing points of view of owners and laborers. To what extent did the factory system create wealth and improve the lives of Americans? Did it stimulate the rise of the labor movement? In what has been called the 'Age of the Common Man', was social mobility improving and to what extent were class distinctions narrowing? Analyze historical maps to analyze the location and size of cities before and after the development of canals and railroads. Where are the majority of the major cities located? Why did the growth of transportation after 1820 spur the development of cities? Why were so many immigrants coming to America and settling in the cities? On a map of the United States identify areas in which immigrants settled. How was the geography of the region similar or different from their homeland? Compare and contrast the experience of Irish and German immigrants in antebellum United States. Examine primary source slave narratives in the book To Be A Slave. Teach "Spirituals As An Art Form Expressing The Inner Life of A People" from Appendix D. Read and evaluate the Seneca Falls "Declaration of Sentiments" (see Appendix D) as a response to the inequities of the period. Course of Study:8th Grade American History STANDARDS #5: Explain how the Civil War and Reconstruction shaped the American concepts of Equality and Liberty.Student Learning Indicators Essential Content, Skills, Knowledge Suggested Learning Activities and Instructional Strategies Identify and explain the economic, social, and cultural differences between the North and the South. Explain how events after the Compromise of 1850 and the Dred Scott decision in 1857 contributed to sectional polarization. Explain the causes of the Civil War and evaluate the importance of slavery as a principle cause of the conflict. Chart the secession of the Southern states and explain the process and reasons for secession. Identify the turning point of the Civil War. Evaluate provisions of the Emancipation Proclamation, Lincoln's reasons for issuing it, and its significance. Analyze the purpose, meaning, and significance of the Gettysburg Address. Contrast the Reconstruction policies advocated by Lincoln, Andrew Johnson, and sharply divided congressional leaders. Describe the 'black codes' used by southern state governments to control the lives of free blacks. Analyze the conflict between the president and Congress and explain the reasons for and consequences of Johnson's impeachment and trial. Explain the provisions of the 13th, 14th, and 15th amendments and relate their impact on the concepts of citizenship, equality, and liberty. Analyze how the Civil War and Reconstruction changed social roles and status relationships. Describe the impact of the Compromise of 1877 on the African Americans of the South. Define the following key terms: secession, emancipation, impeachment, urban/rural, confederacy, union, Bleeding Kansas, popular sovereignty, civil war, cavalry, infantry, artillery, black codes, blockade, Jim Crow laws, segregation/integration, radical/moderate republicans, civil rights, poll tax, literacy test, civil liberties, carpetbaggers, scalawags, redeemers, total war, amnesty, sharecropping, Freedman's Bureau, franchise, martial law, and Ku Klux Klan. The economic basis in the North was found predominantly in small privately owned farms and a rapidly increasing industrial base found in urban areas. The economic basis of the South was found in large- scale plantation farming (cotton). The South was a society divided into three classes: wealthy plantation owners, slaves, and poor whites. Twenty five percent of southern whites lived in families that own slaves. Following the Compromise of 1850: The state of California was admitted to the union as a free state, Popular Sovereignty was agreed upon (the right of a territory to vote on slave or free status), the slave trade was outlawed in the capital (D.C.) and the Fugitive Slave Laws were intensified. With the admission of California the balance in the Senate was tipped toward the North. The Popular Sovereignty issue later created increased tensions in Kansas and Nebraska's attempt to join the union. The intensification of the Fugitive Slave Laws required northerners to not only return runaway slaves but to have property confiscated if they were found in conspiracy to assist runaways. In 1857 the Dred Scott Decision of the Supreme Court over turned the Missouri Compromise of 1820 (No slaves in some territories) and stated that slaves were property and the Constitution allowed citizens to take their property anywhere they pleased. This infuriated the North. Locate northern and southern states on a map, describe their geographic features and resources, and compare northern industries and agricultural products with those in the south. Use primary source materials to describe economic, social, and cultural differences between north and south. Create a timeline from the Missouri compromise of 1820 to the election of Abraham Lincoln in 1860. Identify the issues that divided north and south. Explain how these differences contributed to the causes of the war. (contact C&I department for Timeliner software.) Analyze the southern justification for secession. How did the southerners use the Declaration of Independence for justification? (see Appendix E for South Carolina's Declaration of Independence from the U.S..) Construct a balance sheet listing the social and economic differences between the north and south at beginning of Civil War. (See Appendix E for Balance Sheet) Students answer question about whether Slavery was the primary cause for the Civil War. Have students react to the statement that the battle of Gettysburg was the turning point of the war. Analyze the Emancipation Proclamation. Assess its impact on the outcome of the Civil War. What were Lincoln's reasons for issuing the proclamation? Did the emancipation proclamation affect the foreign recognition of the confederacy? Did the emancipation proclamation transform the goals of the Civil War?  Course of Study:8th Grade American History STANDARDS #5: Explain how the Civil War and Reconstruction shaped the American concepts of Equality and Liberty.Student Learning Indicators Essential Content, Skills, Knowledge Suggested Learning Activities and Instructional Strategies  There were numerous causes for the Civil War: Slavery and all the moral and social tensions it caused, states rights, protective tariffs, internal improvements, political power in Congress (representation), banking policies, and problems with expansion west. As a result of the election of a Republican president in 1860 (Lincoln), South Carolina was the first of eleven southern states to secede (withdraw) from the union. The historical concept of Turning Point means significant change. Lee's invasion of Pennsylvania and his defeat at Gettysburg marked that significant change in the Civil War. Abraham Lincoln's Emancipation Proclamation was a highly charged political document freeing only the slaves in states still in rebellion. It was seen by many as a change in the philosophy of the war effort. At first the war was waged to preserve the union now the purpose of the war was also to free the slaves. This change kept European nations (Great Britain) from entering the war. The Gettysburg Address has become one of the most significant documents in American history. In this brief speech Lincoln memorialized the dead and reinforced the republican - democratic concepts of the nation. "All men are created equal and the government is designed by the people and for the people." Lincoln and Johnson's plan for reconstruction of the union was more forgiving toward the South than the Radical Republican Congress who wanted to punish the South. The "Black Codes" were laws passed by southern states to circumvent the 13th, 14th, and 15th Amendments passed by the Radical Republican Congress. Analyze the Reconstruction policies of Lincoln, Johnson, and the Radical Republicans and have students determine which one they would have favored if they were alive during Reconstruction. Use this analysis as background to create the students' own position paper or editorial, advising and justifying their recommendation for a Reconstruction policy. Explain the basic principles incorporated in the Reconstruction amendments, and examine different perspectives on the effectiveness of these amendments. What was the intent of these amendments? How did African American freedmen experience change following these amendments? How did certain southerners restrict the civil rights of African Americans? Construct a historical argument, debate, or narrative which appraises the compromise of 1877 from the perspectives of African Americans, southern political leaders, and northern republicans. Was the compromise an effective way to end the political stalemate over the election of 1876? To what extend did the compromise of 1877 abandon reconstruction goals? What were the long-range consequences of the compromise of 1877? Use Chapter Review of Chapter 13 (A More Perfect Union) to develop strategies concerning Reconstruction. See Appendix E for learning activities on Civil War, Lincoln and Reconstruction.  Course of Study:8th Grade American History STANDARDS #5: Explain how the Civil War and Reconstruction shaped the American concepts of Equality and Liberty.Student Learning Indicators Essential Content, Skills, Knowledge Suggested Learning Activities and Instructional Strategies  The Republican Congress wanted to punish President Johnson for his weak execution of the Reconstruction Acts. This argument between the executive and legislative branches led to the first impeachment but not conviction of a president. President Johnson was found not guilty by the Senate and remained in office. The 13th amendment outlawed slavery. The 14th amendment gave citizenship to former slaves and guaranteed all citizens equal protection under the law. The 15th amendment gave citizens the right to vote regardless of race. These three "Civil War amendments" became the basis for modern day conflicts over the concepts of citizenship, equality, and liberty (as they apply to racial, ethnic, and gender groups). The Civil War and Reconstruction period resulted in constitutional protection and citizenship rights for African Americans. The legal existence of these rights have been politically challenged many times and become the cause for the Civil Rights movement in the 1960's. The granting of citizenship and voting rights to African Americans fostered a strengthening of the woman's suffrage movement. This movement led to the adoption of the 19th amendment granting women the right to vote. The Compromise of 1877 brought an end to Reconstruction. This compromise left southern African Americans at the mercy of the southern white majority who used the opportunity to develop Jim Crow laws that enforced segregation. Poll taxes and literacy tests were passed to circumvent the 15th amendment. (The rise of the KKK occurred during this period.)  Course of Study:8th Grade American History STANDARDS #5: Explain how the Civil War and Reconstruction shaped the American concepts of Equality and Liberty.Student Learning Indicators Essential Content, Skills, Knowledge Suggested Learning Activities and Instructional Strategies  Essential Skills Reinforce SQ3R reading techniques Reinforce the use of Graphic Organizers for informational reading notes. Reinforce Pre, During, and Post reading techniques for informational reading. Reinforce Notebook organization Reinforce persuasive writing strategies (Thesis statement, supportive information, and conclusion). Reinforce oral discussion techniques. Reinforce cooperative learning techniques. Reinforce cause and effect relationships. Reinforce Productive Habits of Mind in history. Reinforce Informational Writing (Writing to Explain) Reinforce the skills and procedures of a scored discussion.  Course of Study:8th Grade American HistoryAssessment for Course Standards Write a persuasive essay in which the student reacts to the statement "All Men are Created Equal", based on their understanding of themes developed throughout the course of study. (This would be the 3rd time students are asked to write this essay - highly recommended.) A portfolio of all 3 essays would demonstrate student thought process and historical development students understand from the presentation of the 8th grade American History program. Traditional test and quizzes to support student understanding of the indicators. Course Performance Assessment-Final Examination (This assessment will replace the traditional final exam) Students will have a portfolio of three essays dealing with the evolution of the concept of equality and their course notebook. Students will be given a set of evaluative questions that require the utilization of historical content found in their notebooks and the three developmental essays. The students will respond to these questions by tracing the evolution of the concept of equality both historically and in their own thinking. A final question will require the students to address an issue of equality found in the present. (ex. Affirmative Action) Advantages of Evaluation/Exam Measures large conceptual goals of program rather than individual facts. Requires organizational skills on part of student. Emphasizes writing skills over memorization. Requires student to engage in metacognition. Focuses on higher level thinking skills. Allows students to use history productively rather than memorize it. Ties concepts of course together. Uses writing across the curriculum. Holistic grading allows for evaluation of student thinking with little increase in grading time. Conforms to district, state, and national concepts of performance assessments.Materials/Technology for Course Standards Textbook Creating America Chapters 16, 17, and 18 Textbook Exploring America's Past: Chapters 13,14 and 15. Trade books - check with your reading specialist. CD-ROM, Laserdisc and specialized materials for Exploring America's Past. "Glory" video (abridged version) Ken Burns' "Civil War" video series (high school library) + Laserdisc (available through C&I) Selections from "Gettysburg" video. "Shadows of Hate" tolerance materials. Check with librarian for PBS video materials housed at high school. Remediation Strategies Redesign teacher materials at various levels. Work with resource and support teachers to adapt basic curriculum. Seek remedial support for student from reading specialist Seek remedial writing support from team English teacher. Opportunity to redo assignment to increase proficiency. Extend support to students during Instructional Opportunity Period. Enrichment Strategies Use primary source materials to develop a skit portraying family life and children's roles under slavery. Use a jigsaw to determine which Civil War battle was the most important and why. Have students decide if the Emancipation Proclamation went far enough. Students should defend their answer. Analyze the Gettysburg Address and have students rewrite the Gettysburg Address from the point of view of Jefferson Davis (and the south). Construct a historical narrative explaining how President Johnson's resistance to congressional authority led to his impeachment. Have students compare black codes to slave codes. Which codes were harsher on African Americans? 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