MS US History Curriculum Map 2018-2019

Volusia District Social Studies Office 2018-2019

Social Studies

Curriculum Map

Volusia County Schools

M/J United States History
M/J United States History Advanced

2100010 & 2100020

Volusia District Social Studies Office 2018-2019

Everything begins with the purpose, the Organizing Principle. The OP is like a thesis statement in an essay. It provides the direction
for an essay and lets the reader know what the writer is trying to prove. Similarly, an OP provides direction for a unit of study in a
classroom. It lets the student know what you as a teacher are trying to prove. All the measurement topics, curriculum standards and
vocabulary that you teach should come back to the Organizing Principle in some way.

The Measurement Topic reflects the standards created by the Department of Education and the Curriculum Standards reflect the
benchmarks created by the Department of Education.

The Measurement Topics and the Curriculum Standards have been chunked together to allow for a Resource Page to immediately follow
the standards/content. The Resource Page includes textbook alignment, Safari Montage links, websites, Document Based Question
(DBQ) lesson plans, teacher hints, assessment and Activities aligned to the Florida Literacy Standards. These are only examples of
some of the items you can use to teach the unit.

Considering the Next Generation Sunshine State Standards please keep in mind the Department of Education has determined the content
that will be delivered to students. Please find in the curriculum maps the pacing expected when delivering the content. Additionally,
the Florida Literacy Standards are complimentary to the NGSS standards we are expected to teach. Florida Literacy Standards alignment
is found on the Resource Page with example activities.

The maps are designed to help teachers determine areas of coverage and to avoid trying to teach every chapter in a textbook. Instead
the maps are designed around the Organizing Principles and are broken down into Curriculum Standards. Teachers are encouraged to
use a variety of resources to teach the content and skills. The textbook should be merely one of the resources used.

The mapping teams have done a great job on the maps but something important to know is the curriculum maps are not static documents;
they are dynamic and open to revision. If you have questions or suggestions, please contact the Volusia County Social Studies Office.

Robert Milholland Curriculum Map Revision Committee
Social Studies Curriculum Specialist Richard Crow
Stacey DeCamp
Volusia County Schools Jacob Harper
Danell Tills

Volusia District Social Studies Office 2018-2019

Social Studies Curriculum Mapping
-TEACHING WITH A PURPOSE IN MIND-

Next Generation Sunshine
State Standards

Organizing Principle
(Thesis)

Measurement Topic Curriculum Standards Academic Language Teaching Resources
(NGSSS) (Florida Literacy Standards)

Assessment
Formative and Summative

Volusia District Social Studies Office 2018-2019

ADVANCED COURSE - Teacher and Student Expectations

Advanced coursework is offered in middle school to provide a more rigorous course of study for middle school students and to prepare them for advanced work
in high school. After taking advanced courses, an incoming freshman should be prepared to take and be successful in courses such as AP Human Geography and
World History, or Pre-IB Government and Economics. To this end, Advanced Middle School Social Studies teachers are expected to utilize a variety of
instructional strategies / activities and students are expected to participate in more rigorous coursework to include the following:

- Instruction should be based on content / skills from the Volusia County Schools Curriculum Map. The course curriculum map should serve as the
instructional guide, not a textbook or other resource.

- Use the unit Organizing Principle as your starting point: have it posted, and review it regularly with your students to provide them with a framework for
instruction (remember, it’s like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Curriculum Standards you
are focusing on each day. They should be visible and discussed before and after instruction.

- Social Studies Literacy Strategies should be utilized regularly (Cornel Notes or similar note-taking method, SOAPStone or APPARTS analysis tools, and
PERSIA or G-SPRITE categorization tools).

- Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary
sources), methodology affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. Geography/History Alive lessons).

- Students should conduct research projects related to the Social Studies Fair (Geography and History) or portfolios related to Project Citizen (Civics)

- Assessment should include both formative assessments “for learning” and summative assessments. Questions should include Level 1 items that involve low
order, foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more abstract thought,
thinking beyond the information at hand.

- Writing for Understanding is not only the name of a TCI strategy but is an essential element in the learning process. Students should be engaged in higher
order writing on a regular basis, short and extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical
writing, that is, they must be able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).

- Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they provide
cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).

- Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework
shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work
related to projects, etc.
o Previews involve activating prior knowledge, preparing students for the next topic of instruction.
o Process activities relate to content/skills recently learned where students are involved in metacognition.

Volusia District Social Studies Office 2018-2019

THE BIG PICTURE
History involves continuity and change over time.
Geographic and environmental factors impact historical development.

Ideas have consequences.
History provides models of human behavior.
The study of history is essential to transmit and preserve civilization.

Note to teachers: The essential social studies skills and concepts referenced in Organizing
Principle 1 should be taught throughout the curriculum map. These standards should be
weaved into lesson plans and activities repeatedly during the school year.

Standards in bold represent benchmarks identified by the state as being assessed on the EOC.

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Key Ideas and Details

LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources.

LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct

from prior knowledge or opinions.

LAFS.68.RH.1.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest

rates are raised or lowered).

Craft and Structure

LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to

history/social studies.

LAFS.68.RH.2.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).

LAFS.68.RH.2.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular

facts).

Integration of Knowledge and Ideas

LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

LAFS.68.RH.3.8 Distinguish among fact, opinion, and reasoned judgment in a text.

LAFS.68.RH.3.9 Analyze the relationship between a primary and secondary source on the same topic.

Text Types and Purposes

LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content.

a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the
topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons,
and evidence.

d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical
processes.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as
appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and
examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

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d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing

LAFS.68.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,

and audience.

LAFS.68.WHST.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

LAFS.68.WHST.2.6 Use technology, including the Internet, to produce and publish writing and present the relationships between

information and ideas clearly and efficiently.

Research to Build and Present Knowledge

LAFS.68.WHST.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources

and generating additional related, focused questions that allow for multiple avenues of exploration.

LAFS.68.WHST.3.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility

and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and

following a standard format for citation.

LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research.

Range of Writing

LAFS.68.WHST.4.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or

a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening: Comprehension and Collaboration

LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners

on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines,
and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with
relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in
light of the evidence presented.

LAFS.8.SL.1.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and

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evaluate the motives (e.g., social, commercial, political) behind its presentation.

LAFS.8.SL.1.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and

sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

LAFS.8.SL.2.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound

valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.

MAFS.K12.MP.3.1 Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry
points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form
and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They
consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight
into its solution. They monitor and evaluate their progress and change course if necessary. Older students might,
depending on the context of the problem, transform algebraic expressions or change the viewing window on their
graphing calculator to get the information they need. Mathematically proficient students can explain correspondences
between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships,
graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help
conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a
different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of
others to solving complex problems and identify correspondences between different approaches.
Construct viable arguments and critique the reasoning of others.

MAFS.K12.MP.5.1 Mathematically proficient students understand and use stated assumptions, definitions, and previously established
results in constructing arguments. They make conjectures and build a logical progression of statements to explore the
truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use
counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others.
They reason inductively about data, making plausible arguments that take into account the context from which the data
arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments,
distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it
is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and
actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later
grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or
read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the
arguments.
Use appropriate tools strategically.

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MAFS.K12.MP.6.1 Mathematically proficient students consider the available tools when solving a mathematical problem. These tools
might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra
system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools
appropriate for their grade or course to make sound decisions about when each of these tools might be helpful,
recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school
students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by
strategically using estimation and other mathematical knowledge. When making mathematical models, they know that
technology can enable them to visualize the results of varying assumptions, explore consequences, and compare
predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external
mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are
able to use technological tools to explore and deepen their understanding of concepts.

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in

discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using

the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to

clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical

answers with a degree of precision appropriate for the problem context. In the elementary grades, students give

carefully formulated explanations to each other. By the time they reach high school they have learned to examine

claims and make explicit use of definitions.

Language of Social and Instructional Purposes

ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.

Language of Social Studies

ELD.K12.ELL.SS.1 English language learners communicate information, ideas and concepts necessary for academic success in the content

area of Social Studies.

Internal and External Influence

HE.8.C.2.4 Critique school and public health policies that influence health promotion and disease prevention.

Remarks/Examples:
Speed-limit laws, immunization requirements, universal precautions, zero tolerance, report bullying, and cell
phone/texting laws.

Volusia District Social Studies Office 2018-2019

Important Events Observed by Volusia County Social Studies Courses

September American Founders Month
All public and private educational institutions are to recognize and observe this occasion through appropriate programs, meetings, services, or
celebrations in which state, county, and local governmental officials are invited to participate. All public schools in the state are encouraged to

coordinate, at all grade levels, instruction related to our nation's founding fathers. (H.B. 7069, Section 683.1455)

Sept 17-23 Constitution Week
All social studies courses will study one of the most important documents in United States history. Constitution Week commemorates the formation
September and signing of the U.S. Constitution by thirty-nine brave men on September 17, 1787, recognizing all who, are born in the U.S. or by naturalization, have
Last full week of become citizens.
the month
Celebrate Freedom Week
Per Florida Statute

September 15- Hispanic Heritage Month
October 15 Each year, Americans observe National Hispanic Heritage Month from September 15 to October 15, by celebrating the histories, cultures and
contributions of American citizens whose ancestors came from Spain, Mexico, the Caribbean and Central and South America. It was enacted into law on
August 17, 1988, on the approval of Public Law 100-402. The day of September 15 is significant because it is the anniversary of independence for Latin
American countries Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. In addition, Mexico and Chile celebrate their independence days on
September 16 and September 18, respectively. Also, Columbus Day or Día de la Raza, which is October 12, falls within this 30-day period.

November Native American Heritage Month
What started at the turn of the century as an effort to gain a day of recognition for the significant contributions the first Americans made to the
establishment and growth of the U.S., has resulted in a whole month being designated for that purpose.

November 11th Veterans Day - celebrates the service of all U.S. military veterans

February Black History Month
February is "Black History Month," a time to commemorate African-Americans who have changed the world. Celebrating Black History began in 1926,
when Dr. Carter G. Woodson, a Harvard Ph.D., initiated "Negro History Week." Dr. Woodson, a historian, chose the second week in February because it
included the birthdays of Frederick Douglass and Abraham Lincoln. In 1976, the Bicentennial (200th birthday) of the U.S.A., the week-long observance
was extended to the entire month of February in order to have enough time for celebratory programs and activities.

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March Women's History Month
Women’s History Month had its origins as a national celebration in 1981 when Congress passed Pub. L. 97-28 which authorized and requested the President to
March proclaim the week beginning March 7, 1982 as “Women’s History Week." Throughout the next five years, Congress continued to pass joint resolutions
25th designating a week in March as "Women’s History Week." In 1987 after being petitioned by the National Women’s History Project, Congress passed Pub. L. 100-
9 which designated the month of March 1987 as “Women’s History Month." Between 1988 and 1994, Congress passed additional resolutions requesting and
authorizing the President to proclaim March of each year as Women’s History Month. Since 1995, Presidents Clinton, Bush and Obama have issued a series of
annual proclamations designating the month of March as “Women’s History Month.”

Public Law 101-564: Whereas the Medal of Honor is the highest distinction that can be awarded by the president, in the name of the congress, to members of
the armed forces who have distinguished themselves conspicuously by gallantry and intrepidity at the risk of their lives above and beyond the call of duty…

May Memorial Day is a day of remembering the men and women who died while serving.
Last
Monday

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Geography Standards should be incorporated throughout the year where applicable.

Geography Curriculum Standards Benchmarks

Understand how to use maps and other geographic representations, tools, and technology to report information. SS.8.G.1.1
• Use maps to explain physical and cultural attributes of major regions throughout history. SS.8.G.1.2
• Use appropriate geographic tools and terms to identify and describe significant places and regions in American History.
SS.8.G.2.1
Understand physical and cultural characteristics of places. SS.G.2.2
• Identify the physical elements and the human elements that define and differentiate regions as relevant to American History. SS.G.2.3
• Use geographical terms and tools to analyze case studies of regional issues in different parts of the United States that have had SS.G.3.1
critical economic, physical, or political ramifications. SS.G.3.2
• Use geographical terms and tools to analyze case studies of how selected regions of the United States have changed over time.
SS.8.G.4.1
Understand the relationships between the Earth’s ecosystems and the populations that dwell within them. SS.8.G.4.2
• Locate and describe in geographic terms the major ecosystems of the United States. SS.8.G.4.3
• Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in the SS.8.G.4.4
United States and Florida over time. SS.8.G.4.5
SS.8.G.4.6
Understand the characteristics, distribution, and migration of human populations.
• Interpret population growth and other demographic data for any given place in the United States throughout its history. SS.8.G.5.1
• Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United SS.8.G.5.2
States, both on the place of origin and destination.
• Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory. SS.8.G.6.1
• Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and SS.8.G.6.2
cultural/political interaction in the United States throughout time.
• Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban
centers in the United States over time.
• Use political maps to describe changes in boundaries and governance throughout American history.

Understand how human actions can impact the environment.
• Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in
the United States.
• Describe the impact of human modifications or the physical environment and ecosystems of the United States throughout
history.

Understand how to apply geography to interpret the past and present and plan for the future.
• Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout
American history.
• Illustrate places and events in U.S. history throughout the use of narratives and graphic representations.

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Organizing Principle 1: Historians study about people and events of the past. They use many tools August: 1.5 weeks
and employ knowledge of geography, economics, civics, and government to learn about the past. August 13th – August 24th

Measurement Topics Curriculum Standards Benchmarks Academic Language

Provide supporting details for an answer from text, interview for oral SS.8.A.1.1 chronology
history, check validity of information from research/text, and identify timeline
strong vs. weak arguments. globe
Some examples of success criteria may include: landforms
elevation
• Verify historical information by checking it against multiple environment
sources. culture
Primary source
• Evaluate strengths and weaknesses of historical arguments based Secondary source
upon evidence.
SS.8.A.1.2
• Utilize the Florida research process model, FINDS, to conduct their
America, Africa, and research on American history.
Europe before 1500
Analyze charts, graphs, maps, photographs and timelines; analyze
political cartoons; determine cause and effect. SS.8.A.1.3
Some examples of success criteria may include:
SS.8.A.1.4
• Draw conclusions and answer questions by analyzing visual aids
such as charts, graphs, maps, photographs, and timelines.

• Infer ideas and public opinions about political topics by analyzing
political cartoons and the perspective of their artists.

Analyze current events relevant to American History topics through a
variety of electronic and print media resources.
Some examples of success criteria may include:

• Analyze current events through newspapers, online news sites,
television news programming, and articles in magazines and
journals.

• Compare and contrast current events to events from American
history.

• Examples may include newspaper articles and editorials, journals,
periodicals, television and radio reports, websites, videos, and
podcasts.

Differentiate fact from opinion; utilize appropriate historical research and
fiction/nonfiction support materials.
Some examples of success criteria may include:

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• Review a variety of American history texts including biographies, SS.8.A.1.5
nonfiction books, and historical fiction books.
SS.8.A.1.6
• Analyze texts on American history topics and distinguish historical SS.8.A.1.7
facts from author opinions.
SS.8.G.1.2
• Conduct research and cite appropriate factual resources to SS.8.G.3.1
support statements on a topic in American history.

Identify, within both primary & secondary sources, the author, audience,
format, & purpose of significant historical documents.
Some examples of success criteria may include:

• Identify the author and audience of significant American history
documents.

• Discuss the author’s purpose in writing significant American
history documents.

• Distinguish between primary and secondary sources using excerpts
or complete text.

Compare interpretations of key events and issues throughout American
History.
Some examples of success criteria may include:

• Analyze a variety of passages pertaining to key events and issues in
American history written from a range of political and social
perspectives.

View historic events through the eyes of those who were there as shown
in art, writings, music, and artifacts.
Some examples of success criteria may include:

• Analyze a variety of artistic works and artifacts depicting historic
events.

• Discuss circumstances relating to the creation of artifacts, art,
writings, and music during American history.

• Examples may include paintings, poetry, passages, songs, and
artifacts from throughout American history.

Use appropriate geographic tools and terms to identify and describe
significant places and regions in American History.
Locate and describe in geographic terms the major ecosystems of the
United States.
Some examples of success criteria may include:

• Illustrate each ecosystem on a blank map of the United States,
placing each ecosystem in an appropriate region

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Resources America, Africa, and Europe before 1500
Textbook/Workbook
Safari Montage HMH United States History Module 1 - pgs. 2 - 31

Videos Maps and Globes (Creation Station) 15:22 History of Native Americans – Schlessinger – 44:36

Physical and Topographical Maps – QA International 1:38 Machu Pichu – Schlessinger – 19:07

Thematic Maps – QA International 1:25 Three Worlds Meet – Schlessinger – 37:20

Ancient Aztec Empire- Schlessinger 19:35 The Maya – Schlessinger – 28:41

Why We Study History intro: https://youtu.be/vgmNkYUL_Cw 3:25

US History Class opener: https://www.youtube.com/watch?v=grK8s9qc_VM 5:27
Intro to 8th Grade Social Studies https://www.youtube.com/watch?v=I6DlAuGNgkw

Primary/Secondary Sources: https://youtu.be/4fp3FO0fflg 15:01
Understanding time https://volusia.instructure.com/courses/171/modules/items/55582

How time works http://science.howstuffworks.com/science-vs-myth/everyday-myths/time7.htm

Who Was Here First? Rap: https://www.youtube.com/watch?v=MyQAmoBE0Ps

Websites Kahoot: 5 Themes of Geography: https://play.kahoot.it/#/k/431cebca-2b2d-42ed-8d5b-72803213bcfd
Primary/Secondary Source Activity: https://sheg.stanford.edu/lunchroom-fight
Teacher Hints Primary Source http://docsteach.org/documents/search?
CPALMS Resources Virtual interactive history maps http://www.timemaps.com/history
Assessment History of our calendar http://www.webexhibits.org/calendars/year-history.html

Florida Literacy FOCUS: Geography and Map Skills; Access domain knowledge from 7th grade civics.
Standards URL: http:www.cpalms.org/public/search/Search

Reading: 8 HMH Module Test: Module 1 Assessment – pgs. 30-31
(LAFS.68.RH.3.8)
Reading: 7 Activities- include using Native American ideas to complete the OP
(LAFS.68.RH.3.7) Map - Students create a map of the school using scale, compass rose and key.
Map – Students complete states and capitals to restore knowledge of US geography
Map – Create a world geography map
Project – create and design a home of a Native American

• Design a poster describing Native American culture, weapons, housing, clothing, location, and food
Reading- Create a timeline of your life
Reading – using newspapers or magazines for current events
Compare and Contrast – photographs, artwork
Review – Primary and Secondary source

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Organizing Principle 2: Europeans explored and colonized the Americas in the 15th & 16th centuries. September: 2.5 weeks
They encountered multiple Native American societies leading to what historians refer to as the August 27th to September 14th
Columbian Exchange. Celebrate Freedom Week: Last full week in

September

Measurement Topics Curriculum Standards Benchmarks Content Language

Exploring the Americas Compare the relationships among the British, French, Spanish, and Dutch SS.8.A.2.1 charter
in their struggle for colonization of North America. circumnavigate
Some examples of success criteria may include: SS.8.A.2.5 Columbian Exchange
SS.8.E.3.1 compass
• Discuss the impact of the British, French, Spanish, and Dutch on conquistador
economic, political, cultural, and religious principles in colonial encomienda system
America. Line of Demarcation
mission
• Examine the competition between the colonial powers to expand Northwest passage
and control their claims in North America through economic, pueblo
diplomatic, and military means. presidio
plantation
• Identify the French, British, and Dutch roles in the fur trade. Protestants
• Examples: studying ways that economic, political, cultural, and Protestant Reformation
Spanish Armada
religious competition between these Atlantic powers shaped early strait
colonial America Treaty of Tordesillas

Discuss the impact of colonial settlement on Native American populations.
Some examples of success criteria may include:

• Compare and contrast life for the Native Americans before and
after European colonial settlement.

• Examples: war, disease, loss of land, westward displacement of
tribes causing increased conflict between tribes, and dependence
on trade for European goods, including guns.

Evaluate domestic and international interdependence.

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Resources Exploring the Americas
Textbook/Workbook
Safari Montage HMH United State History - Module 2 pgs. 3-63

Videos History of Exploration (Schlesinger) 25:28 Spanish Explorers (Schlesinger) 21:08

Websites Three Worlds Meet (Schlesinger) 32:20 French Explorers (Schlesinger) 23:07

DBQ Binder/History Alive Secrets of the Aztec Empire (A&E) 45.59 English Explorers (Schlesinger) 21:08

Teacher Hints Lost Kingdom of the Maya (National Geographic) 56:25 Settling the New World (Schlesinger) 23:07
CPALMS Resources
Assessment Horrible Histories: Extraordinary Explorers (Scholastic) 24:09 The Dutch & New Amsterdam (Schlesinger) 25:01

Florida Literacy Standards History Channel-Columbus Uses the Skies to Survive: http://www.history.com/topics/exploration/christopher-
Reading: 8 (LAFS.68.RH.3.8)
Reading: 5 (LAFS.68.RH.2.5) columbus/videos/columbus-uses-the-skies-to-survive 3:12

Conquistador rap: https://www.youtube.com/watch?v=HhyaAqf6dz0&index=1&list=RDHhyaAqf6dz0

History Channel-Columbus Controversy: http://www.history.com/topics/exploration/columbus-controversy 2:08

Crash Course-World History: Columbian Exchange: https://www.youtube.com/watch?v=HQPA5oNpfM4 12:08

Gilder Lehrman Institute: Must create account (No fee involved) https://www.gilderlehrman.org

Exploring Florida CD or website http://fcit.usf.edu/florida/lessons/cur.htm

• The Calusa: “The Shell Indians” The Timucua

• The Tocobaga Indians of Tampa Bay The Tequesta Indians of Biscayne Bay

• The Apalachee of Tallahassee: “Mission Indians” Ponce De Leon: Florida’s First Spanish Explorer

• Hernando de Soto Arrives and Explores Florida Jean Ribault Claims Florida for France

• Pedro Menendez de Avilla Claims Florida for Spain

Ordinary Americans Teacher’s Guide:

• Lesson 1, Culture’s Collide

History Alive!

• World History: Europe’s Transition to the Modern World, Section 4 The Age of Exploration

• World History: Civilizations of the Americas

FOCUS: Trade (Columbian Exchange)

URL: http:www.cpalms.org/public/search/Search SS.8.A.2.1- N/A SS.8.A.2.5- N/A
HMH Module Test: Module 2 Assessment pgs. 62-63

Activities
Biography – Research a historical explorer from this unit. Create a T-Chart with headings for facts and opinions about
the person.
Map – Create a map locating areas of European colonization. Use a map key to color code the regions with their mother
country.
Debate – Why might Native Americans disagree with the claim that Columbus “discovered” America?

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Organizing Principle 3: Between 1607 and 1763, the British North American colonies began to develop September/October: 4 weeks
practices of self-government, religious freedom, and economic independence from Great Britain. September 18th – October 12th

Hispanic Heritage Month

Constitution Week

Measurement Topics Curriculum Standards Benchmarks Content Language

The English Colonies, Compare the characteristics of the New England, Middle, and Southern SS.8.A.2.2 charter
1600-1770 colonies. SS.8.A.2.3 joint-stock company
Some examples of success criteria may include: headright
Puritan
• Identify the economic activities of the New England, Middle, and Separatist
Southern colonies. Pacifist
Indentured servant
• Compare and contrast the colonial settlement motivations among the debtor
New England, Middle, and Southern colonies. Catholicism
Pilgrim
• Compare and contrast the religious beliefs and degrees of religious Quakers
toleration in the New England, Middle, and Southern colonies. burgess
militia
• Compare and contrast the geographical impact on life in the New Iroquois Confederacy
England, Middle, and Southern colonies. Items may include charts and alliance
tables of characteristics of the New England, Middle, and Southern Triangular Trade
colonies. Mercantilism
Fundamental Orders of
• Examples: colonial governments, geographic influences, occupations, Connecticut
religion, education, settlement patterns, and social patterns. House of Burgesses

Differentiate economic systems of New England, Middle and Southern colonies SS.8.A.2.4
including indentured servants and slaves as labor sources.
Some examples of success criteria may include:

• Compare and contrast the geographical impact on the economy in the
New England, Middle, and Southern colonies.

• Compare and contrast economies of subsistence farming, cash crop
farming, and maritime industries.

• Differentiate among free labor, indentured servitude, and slave labor
and explain the extent to which each existed in all three colonial
regions.

Identify the impact of key colonial figures on the economic, political, and social
development of the colonies.
Some examples of success criteria may include:

• Examples include, but are not limited to, John Smith, William Penn,
Roger Williams, Anne Hutchinson, John Winthrop, Jonathan Edwards,

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William Bradford, Nathaniel Bacon, John Peter Zenger, and Lord SS.8.A.2.5

Calvert. SS.8.A.2.6

Discuss the impact of colonial settlement on Native American populations. SS.8.A.2.7
Some examples of success criteria may include: SS.8.G.2.3
SS.8.C.1.3
• Compare and contrast life for the Native Americans before and after SS.8.E.2.3
European colonial settlement.

• Areas of focus: war, disease, loss of land, westward displacement of
tribes causing increased conflict between tribes, and dependence on
trade for European goods, including guns.

Examine the causes, course, and consequences of the French and Indian War.
Some examples of success criteria may include:

• Identify the ongoing conflict, including territorial disputes and trade
competition between the English and the French.

• Discuss the outcome of the conflict including, but not limited to,
ongoing conflict between France and England, Iroquois Confederacy,
territorial disputes, trade competition, Ft. Necessity, Ft. Duquesne, Ft.
Quebec, Treaty of Paris, heavy British debt.

Describe the contributions of key groups (Africans, Native Americans, women,
and children) to the society and culture of colonial America.
Use geographic terms and tools to analyze case studies of how selected regions
of the United States have changed over time.

Recognize the role of civic virtue in the lives of citizens and leaders from the
colonial period through Reconstruction.

Assess the role of Africans and other minority groups in the economic
development of the United States.

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Resources The English Colonies
Textbook/Workbook
Safari Montage HMH United States History - Module 3 - pgs. 63-101

Videos Jamestown (Schlessinger) 24:40 Origins of Democracy (Schlessinger) 22:39
New World: The Nightmare in Jamestown (National Geographic) 51:12 16th and 17th Century Turning Points in U.S. History: Program 3
Websites Pocahontas Revealed (PBS) 55:22 (Ambrose Video) 28:25
DBQ Binder/History Alive America: The Story of US: Rebels (A & E) 43:49 Slavery & Freedom – Enslaved Labor in the Colonies (Schlesinger) 31:26
Teacher Hints Lost Colony of Roanoke (A & E) 43:37
CPALMS Resources Era of Colonization (Schlessinger) 32:15

Crash Course: John Green: When is Thanksgiving? https://youtu.be/o69TvQqyGdg?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s 12:25
Crash Course: John Green: The Seven Years War and the Great Awakening. https://www.youtube.com/watch?v=5vKGU3aEGss 10:39
Crash Course: John Green: The Quakers, the Dutch and Ladies. https://youtu.be/p47tZLJbdag?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s 10:39
Crash Course: John Green: The Natives and the English - Crash Course US History. 10:39
https://youtu.be/TTYOQ05oDOI?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
Crash Course: John Green: The Seven Years War and the Great Awakening. 10:39
https://youtu.be/5vKGU3aEGss?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
Mr. Zoller’s Social Studies Podcast: Middle Colonies. https://youtu.be/Yw9pw8rIDlU 11:21
Mr. Zoller’s Social Studies Podcast: New England Colonies. https://youtu.be/4ScZh2-QLOE 11:21
Mr. Zoller’s Social Studies Podcast: Southern Colonies. https://youtu.be/j3KAOWye1AM 11:21
Atlantic Slave Trade: https://www.youtube.com/watch?v=znwRJ5K85XI 6:58
Tom Richey – Magna Carta, English Bill of Rights: https://www.youtube.com/watch?v=Ca_kI948JUA 15:00
Join or Die Political Cartoon: https://www.youtube.com/watch?v=jmMosYyqYDk 1:30
Mr. Betts' Class: Jamestown Colony "Shut Up and Dance with Me Parody": https://www.youtube.com/watch?v=sxGvHs9CQkA 3:05

Mr. Betts' Class: Moving to The Colonies "Party in The USA Parody" https://www.youtube.com/watch?v=Cznq6F6y32w 4:01

Gilder Lehrman Institute: Must create account (no fee involved) - Colonization and Settlement: https://www.gilderlehrman.org
African Americans Settle in Fort Mose - Exploring Florida CD or website: http://fcit.usf.edu/florida/lessons/cur.htm
Jeopardy Labs: Chapter 3- Colonial America: https://jeopardylabs.com/play/chapter-3-colonial-america3
Jeopardy Labs: Chapter 4 – Life in The American Colonies: https://jeopardylabs.com/play/chapter-4-life-in-the-american-colonies-1607-1770
Mini Q – Jamestown: Why did so many colonists die?
Ordinary Americans Teacher’s Guide:

• Lesson 2, England’s New World
History Alive!

• United States: Colonial Life and the American Revolution

FOCUS: Economic and Religious Differences; Role of Representative Government

URL: http:www.cpalms.org/public/search/Search

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Assessment HMH Module Test: Module 3 Assessment – pgs. 100-101

Florida Literacy Standards Activities
Reading 8 Biography – Research a historical figure from this unit. Create a T-Chart with headings for facts and opinions about the person.
(LAFS.68.RH.3.8)
Writing 2,6 Colonial Fair – Students present all 13 colonies in a convention type fair to convince the student body to join their colony. Students create a slogan,
(LAFS.68.WH.1.2) banner, songs, dress in character, and provide food items at their booth.
(LAFS.68.WH.2.6)
Reading 5 Brochure – You are a British publisher in the Colonial Period who is asked to create an advertising campaign to recruit and attract settlers to a British
(LAFS.68.RH.2.5) North American Colony. Your brochure should include persuasive use pictures, symbols and words to convey your message.

Map – Create a map of the original 13 colonies and label the key physiographic features in each region along with their main resources.

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Organizing Principle 4: Between 1763 and 1785, British attempts to exert control over the colonies led to October/November: 7 weeks
violent, organized, and successful resistance and revolution. October 16th – 26th; British Controls &

Colonial Reaction
October 29th-November 2nd, Declaring

Independence
November 5th – 30th, Revolutionary War

Measurement Topics Curriculum Standards Benchmarks Content Language

British Controls and Explain the consequences of the French and Indian War in British policies for SS.8.A.3.1 boycott
Colonial Reactions SS.8.A.3.2 Committee of
the American colonies from 1763-1774. Remarks/Examples: Examples may Correspondence
Declaring SS.8.A.3.3 effigy
Independence include, but are not limited to, Proclamation of 1763, Sugar Act, Quartering Intolerable Acts
Loyalists
Act, Stamp Act, Declaratory Act, Townshend Acts, Tea Act, Quebec Act, and Minutemen
Patriots
Coercive Acts. propaganda
Quartering Act
Explain American colonial reaction to British policy from 1763-1774. repeal
Some examples of success criteria may include: resolution
Sons of Liberty
• Identify specific acts by colonists in response to British policies, such as Stamp Act
the Boston Tea Party. Sugar Act
Tea Act
• Explain the motivation behind the meeting of the First Continental Tories
Congress. Townshend Act
Writs of Assistance
• Examples: written protests, boycotts, unrest leading to the Boston
Massacre, Stamp Act Congress, and Committees of Correspondence. SS.8.A.3.8

Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, SS.8.A.3.3 grievances
Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James petition
Madison, George Mason, and George Washington) during American
Revolutionary efforts.
Some examples of success criteria may include:

• Recognize the varied roles and influence of the Founding Fathers.
• Examples: Thomas Paine, John Jay, and Peter Salem.
Examine individuals and groups that affected political and social motivations
during the American Revolution.
Examples: Ethan Allen and the Green Mountain Boys, the Committees of
Correspondence, Second Continental Congress, Sons of Liberty, Abigail Adams,
Daughters of Liberty, the Black Regiment (in churches), Patrick Henry, Patriots,
Loyalists, individual colonial militias, and Undecideds.

Recognize the contributions of the Founding Fathers (John Adams, Sam Adams,
Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James

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Madison, George Mason, and George Washington) during American preamble
Revolutionary efforts. rights
Some examples of success criteria may include: tyranny
Redcoats
• Recognize the varied roles and influence of the Founding Fathers. Common Sense
Examples: Thomas Paine, John Jay
SS.8.A.3.5
Describe the influence of individuals on social and political developments during SS.8.A.3.6
the Revolutionary ear.
Some examples of success criteria may include: SS.8.A.3.7

• Recognize the influence of the Enlightenment on the Founding Fathers. SS.8.C.1.2
• Examples: Thomas Paine, James Otis, Mercy Otis Warren, Abigail Adams,

Benjamin Banneker, Lemuel Haynes, and Phyllis Wheatley.
Examine the causes, course, and consequences of the American Revolution.
Some examples of success criteria may include:

• Understand change in colonial government under the Second Continental
Congress.

• Identify events leading up to Declaration of Independence.
Examine the structure, content, and consequences of the Declaration of
Independence.
Some examples of success criteria may include:

• Identify specific charges outlined in the Declaration of Independence.
• Examine the influence of Enlightenment philosophers on shaping of ideas

in the Declaration of Independence.
• Describe the consequences the Declaration of Independence had on

colonial society.
Compare views of self-government and the rights and responsibilities of citizens
held by Patriots, Loyalists, and other colonists.

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Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, SS.8.A.3.3 blockade
Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James SS.8.A.3.4 guerilla warfare
Madison, George Mason, and George Washington) during American mercenary
Revolutionary efforts. SS.8.A.3.6 privateer
Some examples of success criteria may include: SS.8.A.3.15 siege
strategy
• Recognize the varied roles and influence of the Founding Fathers. Continental Army
• Examples: Thomas Paine, John Jay, and Peter Salem.
The American
Revolution Examine the contributions of influential groups to both the American and British
war efforts during the American Revolutionary War and their effects on the
outcome of the war.
Some examples of success criteria may include:

• Examine the roles and actions of Patriots, Loyalists, Native Americans, and
the British.

• Examine the role of guerilla warfare, state militias, and the Continental
Army.

• Explain how foreign powers (France, Spain, and the Netherlands) impacted
the outcome of the war.

• Examples: foreign alliances, Native Americans, slaves, women, soldiers,
Hessians.

Examine the causes, course, and consequences of the American Revolution.
Some examples of success criteria may include:

• Identify the key events and turning points of the Revolutionary War.
• Examples: Battles of Lexington and Concord, Common Sense, Second

Continental Congress, Battle of Bunker Hill, Battle of Cowpens, Battle of
Trenton, Battle of Princeton, Olive Branch Petition, winter at Valley Forge,
Battles of Saratoga and Yorktown, Treaty of Paris.
Examine this time period (1763-1815) from the perspective of historically
underrepresented groups (children, indentured servants, Native Americans,
slaves, women, and working class).
Some examples of success criteria may include:
• Explain slaves’ decision to fight with the Loyalists rather than the Patriots
and describe the fate of those slaves after the war.
• Examine the conflict within the Iroquois Confederacy (whether to support
the British, support the Patriots, or remain neutral) and the effects their
decisions had on the tribes.

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• Examine various Native American reactions to the growth of the newly SS.8.A.3.16
formed United States as it expanded westward.

• Identify contributions that colonial women made to the Revolutionary War
effort.

Examine key events in Florida history as each impacts this era of American
History.
Some examples of success criteria may include:

• Identify groups of individuals who relocated to Florida after Spain
reclaimed the territory in 1783.

• Name the groups with which Floridians placed their loyalties during the
American Revolution.

• Identify actions related to the Revolutionary War that occurred in Florida
(e.g., the Battle of Pensacola and the Battle of Thomas Creek).

• Examples: Treaty of Paris, British rule, Second Spanish Period.

Volusia District Social Studies Office 2018-2019

Resources British Controls and Colonial Reactions/ Declaring Independence
Textbook/Workbook
Safari Montage HMH United States History Module 4 pgs. 102-147
Videos
Liberty!: The American Revolution: The Reluctant Revolutionaries (PBS) 55:50 Patrick Henry: Voice of Liberty (A&E) 45:50
Websites
Liberty!: The American Revolution: Blows Must Decide (PBS) 56:50 Abigail Adams (Schlesinger) 26:19
DBQ Binder/History Alive
Teacher Hints Liberty!: The American Revolution: The Times that Try Men’s Souls(PBS) 56:61 The Declaration of Independence (Schlesinger) 23:00

Causes of the Revolution (Schlesinger) 22:40 Freedom A History of Us: Independence (PBS) 26:32

Paul Revere: The Midnight Rider (A&E) 44:21 Johnny Tremain (Disney) 1:20:41

“Too Late to Apologize: A Declaration” Soomo Publishing https://www.youtube.com/watch?v=uZfRaWAtBVg 3:21

Crash Course-US History: Taxes and Smuggling. https://www.youtube.com/watch?v=Eytc9ZaNWyc 12:19

Hip Hughes: Boston Massacre: https://www.youtube.com/watch?v=dPiYIiFwXJ4&feature=youtu.be 10:13

Halo Teach: Lexington and Concord: https://www.youtube.com/watch?v=XA-S_u9KHak 3:23

Mr. Striplin: Loyalist and Patriots: https://www.youtube.com/watch?v=_2p21-soVuA 3:26

History.com-Thomas Jefferson Videos: http://www.history.com/topics/us-presidents/thomas-jefferson/videos/jefferson-writes-

declaration-of-independence

Mr. Betts' Class: The Declaration of Independence "I Can't Feel My Face Parody"

https://www.youtube.com/watch?v=shwNBBJj15M 3:46

Boston Tea Party: https://www.youtube.com/watch?v=LFq657QFNqc&index=6&list=RDHhyaAqf6dz0

Virtual Animated Maps: http://historyanimated.com/verynewhistorywaranimated/?page_id=17
Gilder Lehrman Institute: Must create account (no fee involved) – https://www.gilderlehrman.org
The War that made America website: http://www.pbs.org/thewarthatmadeamerica/summary.html
Mount Vernon Virtual Field Trip: http://pbseduelectioncentral.com/field-trips
Mission-US.org Mission1: For Crown or Glory: www.mission-us.org
Jeopardy Labs: Chapter 5 - Spirit of Independence https://jeopardylabs.com/play/chapter-5-review78
Ordinary Americans Teacher’s Guide:

• Lesson 4, Revolution & Independence
History Alive!

• United States: Colonial Life and the American Revolution

FOCUS: Examine causes of American resistance; The role of the Founding Fathers during the American Revolutionary efforts;
The content and consequences of the Declaration of Independence; The causes and effects of the American Revolution.

CPALMS Resources URL: http:www.cpalms.org/public/search/Search
SS.8.A.3.3- Lesson Plan, Unit/Lesson Sequence
SS.8.A.3.6- Teaching Ideas SS.8.A.3.5- Teaching Idea, Lesson Plans, Unit/Lesson Sequence
SS.8.A.3.8- Teaching Idea, Lesson Plan, Unit/Lesson

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Florida Literacy Standards Activities

Reading 1 Editorial – Write an editorial response to the creation of the Declaration of Independence from the viewpoint of either a Loyalist or a
(LAFS.68.RH.1.1) Patriot.
Reading 7 Close Read - - Midnight Ride of Paul Reeve – Text Dependent Questions
(LAFS.68.RH.3.7) T-Chart – Compare Reeve’s cartoon of the “Boston Massacre” to the reading. Identify similarities and differences. Students may also create
Reading 8 a cartoon from the viewpoint of a British supporter.
(LAFS.68.RH.3.8) Detective: create the crime scene of the Boston Massacre as a DBQ
Writing 1 News Report - - Imagine you are a newspaper reporter covering the Boston massacre. Your report should focus on differentiating between
(LAFS.68.WH.1.1) facts and propaganda.
Political Cartoon - - Create a political cartoon in opposition to one of following taxes (Tea Tax, Stamp Act, Sugar Act, etc.)
Reading 8 Lesson- Boston Massacre Lesson – students examine primary sources from the Boston Massacre and then will come to their own
LAFS.68.RH.3.7 conclusion on the verdict. http://chnm.gmu.edu/tah-loudoun/blog/lessons/the-boston-massacre-you-be-the-judge/

Resources The American Revolution
Safari Montage
The Revolutionary War (Schlesinger) 22:56 George Washington: American Revolutionary (A&E) 44:38
Videos
Websites Liberty! The American Revolution: “Times that Try Men’s Souls (PBS) 56:16 Washington Crosses the Delaware (A&E) 21:52

DBQ Binder/History Alive Liberty! The American Revolution: “The World Turned Upside Down”(PBS) Benedict Arnold: Triumph or Treason (A&E) 45:21

Liberty Kids George Washington: The Man Who Wouldn’t Be King (WGBH) 56:33

America: The Story of Us: Revolution (A&E) 44:04

Crash Course-US History: Who won the American Revolution?

https://youtu.be/3EiSymRrKI4?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s 12:40

The Patriot The Crossing

Gilder Lehrman Institute: Must create account (no fee involved) - American Revolution: https://www.gilderlehrman.org/history-by-

era/american-revolution-1763-1783

History Channel American Revolution: http://www.history.com/topics/american-revolution

Jeopardy Labs: Chapter 6 - The American Revolution https://jeopardylabs.com/play/chapter-651

DBQ – How Revolutionary was the American Revolution?

Mini Q – Valley Forge “Would you have quit?”

Ordinary Americans Teacher’s Guide:

• Lesson 4, Revolution & Independence

History Alive!

Volusia District Social Studies Office 2018-2019

Teacher Hints • United States: Colonial Life and the American Revolution
CPALMS Resources
FOCUS: Turning points in the war: Saratoga, gaining foreign allies, advantages and disadvantages; the role of the Founding Fathers during
Assessment the American Revolution; examine the motivations of individuals and groups during the American Revolution.
URL: http:www.cpalms.org/public/search/Search
SS.8.A.3.3- Lesson Plan, Unit/Lesson Sequence
SS.8.A.3.6- Teaching Ideas SS.8.A.3.15- Lesson Plan
HMH Module Test: Module 4 Assessment pgs. 146-14

Florida Literacy Standards Activities

Reading 1 Editorial – Write an editorial response to the creation of the Declaration of Independence from the viewpoint of either a Loyalist or a
(LAFS.68.RH.1.1) Patriot.
T- Chart- Compare the battles during the War of Independence (Revolutionary War) highlighting the southern battles compared to
Reading 7 northern battles.
(LAFS.68.RH.3.7) Historical Images and Documents– Analyze a choice of historical images or documents such as the Washington Crossing the Delaware,
Surrender at Yorktown, Patrick Henry’s speech, Treaty of Paris.

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Organizing Principle 5: The U.S. experimented first with a weak form of central government, and then later December: 2 weeks
designed a new constitution that strengthened the government but limited its power. December 3rd – 20th

Measurement Topics Curriculum Standards Benchmarks Academic Language

Evaluate the structure, strengths, and weaknesses of the Articles of Confederation SS.8.A.3.9 Constitution
and its aspects that led to the Constitutional Convention. Confederation
Some examples of success criteria may include: republic
ordinance
• Describe the voting system under the Articles of Confederation. depression
compromise
• Identify the structure of the U.S. government under the Articles of convention
Confederation. federalism
bicameral
• Evaluate the weaknesses (e.g., inability to directly collect taxes, inability to
regulate interstate trade, no national court system) and the successes (e.g., SS.8.A.3.10
settling of conflicting western land claims, passage of the Northwest
Forming a Ordinance). SS.8.A.3.11
Government
Examine the course and consequences of the Constitutional Convention. SS.8.C.1.5 popular sovereignty
Citizenship and the Some examples of success criteria may include: SS.8.C.1.6 limited government
Constitution enumerated power
• Compare the Virginia Plan and the New Jersey Plan. reserved power

• Identify reasons why the Founding Fathers chose an electoral college for
federal elections.

• Analyze challenges that led to the Great Compromise, the Three Fifths
Compromise, and tension between state vs. federal powers.

• Investigate the Commerce and Slave Trade Compromise and identify the
groups who benefited from this agreement.

Analyze support and opposition (Federalists, Federalist Papers, Anti-Federalists, Bill
of Rights) to ratification of the U.S. Constitution.
Some examples of success criteria may include:

• Compare and evaluate the positions Federalists and Anti-Federalists held on
the ratification of the U.S. Constitution.

• Understand roles played by Alexander Hamilton and James Madison.

• Understand how the promise to include the Bill of Rights encouraged states
to support the ratification of the U.S. Constitution.

Apply the rights and principles contained in the Constitution and Bill of Rights to the
lives of citizens today.

Evaluate how amendments to the Constitution have expanded voting rights from our
nation’s early history to present day.

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Evaluate and compare the essential ideals and principles of American constitutional SS.8.C.2.1 concurrent power
government expressed in primary sources from the colonial period to SS.8.C.1.1 separation of powers
Reconstruction. implied power
judicial review
Identify the constitutional provisions for establishing citizenship.

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Resources Forming a Government/Citizenship and the Constitution
Textbook/Workbook
Safari Montage HMH United States History Module 5 pgs. 148 – 177 Module 6 pgs. 178- 241

Videos George Washington: American Revolutionary (A&E) 44:38 The Executive Branch (Schlesinger) 25:39
Creating a New Nation (Schlesinger) 22:50 The Judicial Branch (Schlesinger) 23:11
Websites Liberty! The American Revolution: “Are We to Be a Nation” (PBS) The U.S. Constitution an & Bill of Rights (Schlesinger) 22:32
56:09 A New Nation (Schlesinger) 32:12
DBQ Binder/History Alive The Legislative Branch (Schlesinger) 23:04
CPALMS Resources
Assessment Rights Rights Baby: YouTube: https://www.youtube.com/watch?v=rjvo6yrrA5A 4:43
Crash Course: John Green: The Constitution, the Articles and Federalism.
https://youtu.be/bO7FQsCcbD8?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s 13:03
Crash Course: John Green: Where U.S. Politics Came From.
https://youtu.be/r161cLYzuDI?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s 13:56
Hip Hughes: Articles of Confederation: https://www.youtube.com/watch?v=QQtJNK5_8Ukip 14:28

Hip Hughes: Constitutional Convention: https://www.youtube.com/watch?v=xXA4Ob3s-V0 15:00

Hip Hughes: Feds vs Anti Feds: https://www.youtube.com/watch?v=DnDh9-X12Gc 5:00

Gilder Lehrman: Must create user account (no fee involved) https://www.gilderlehrman.org
Bill of Rights Institute: http://www.billofrightsinstitute.org/
Jeopardy Labs: Chapter 7 - A More Perfect Union https://jeopardylabs.com/play/chapter-7-a-more-perfect-union9
Jeopardy Labs: Chapter 8 - The Constitution https://jeopardylabs.com/play/chapter-8-creating-the-constitution4
The Federalist Era website: http://federalistera.weebly.com/index.html
Mini Q – How Did The Constitution Guard Against Tyranny?
History Alive!
o United States: The Constitution in a New Nation
URL: http:www.cpalms.org/public/search/Search

HMH Module Tests: Module 5 Assessment pgs. 176-177
Module 6 Assessment pgs. 240-241

Florida Literacy Standards Activities

Reading 1 Close Read: Washington’s Farewell Address
(LAFS.68.RH.1.1)
Reading 4

Volusia District Social Studies Office 2018-2019

(LAFS.68.RH.2.4) Chart: Create a chart showing the highlights of the new government. Divide into Economic Affairs / Political Affairs /
Writing 1,2 Foreign Affairs
(LAFS.68.WH.1.1)
Persuasive Essay: Strong Federal government or Limited Federal Government. Whose opinion (Hamilton or Jefferson)
(LAFS.68.WH.1.2) is more relevant today?

Reading 8 Multiple perspectives texts: https://sheg.stanford.edu/history-lessons/federalists-and-anti-federalists
(LAFS.68.RH.3.8)

Volusia District Social Studies Office 2018-2019

Organizing Principle 6: The first three Presidents faced both domestic and foreign policy challenges. January: 2 weeks
Their decisions established traditions and policies which still affect our country. January 7th – 18th

Measurement Topics Curriculum Standards Benchmarks Academic Language

Examine the influences of George Washington’s presidency in the SS.8.A.3.12 precedent
formation of the new nation. cabinet
Some examples of success criteria may include: bond
alien
• Describe examples of precedents established by Washington that sedition
continue today. Inauguration

• Examine the influence of Washington’s Farewell Address on U.S.
foreign policy.

• Examples: personal motivations, military experience, political
influence, establishing Washington, D.C., as the nation’s capital,
rise of the party system, setting of precedents (e.g., the Cabinet).

Launching the Nation Explain major domestic and international economic, military, political, SS.8.A.3.13
and socio-cultural events of John Adam’s presidency.
Some examples of success criteria may include: SS.8.A.3.14
SS.8.A.4.3
• Describe how Adams faced both domestic and foreign policy
challenges.

• Analyze the causes and consequences of Adams’ decisions
regarding the Bill of Rights.

• Examples: XYZ Affairs, Alien and Sedition Acts, Land Act of 1800,
the quasi-war, the Midnight Judges.

Explain major domestic and international economic, military, political,
and socio-cultural events of Thomas Jefferson’s presidency.

• Examples: Barbary Pirate Wars, Louisiana Purchase, Lewis & Clark
Expedition, Rise of political parties

Examine the experiences and perspectives of significant individuals and
groups during this era of American History.
Some examples of success criteria may include:

• Students will identify the various groups involved in westward
expansion and their contributions.

• Students will identify individuals and their impact on westward
movement.

Volusia District Social Studies Office 2018-2019

• Example: Lewis and Clark, Sacajawea, York, Zebulon Pike, Native SS.8.A.4.8
Americans. SS.8.A.4.12

Describe the influence of individuals on social and political developments SS.8.E.2.2
of this era in American History.

• Examples: Daniel Boone, Tecumseh, Black Hawk, John Marshall.

Examine the effects of the 1804 Haitian Revolution on the United States
acquisition of the Louisiana Territory.
Some examples of success criteria may include:

• State the reason why France decided to sell the Louisiana Territory
after the 1804 Haitian Rebellion.

• Explain how the costs of the 1804 Haitian Revolution led to the
United States paying a reduced price for the Louisiana Territory.

Explain the economic impact of government policies.
Remarks/Examples: Examples are mercantilism, colonial establishment,
Articles of Confederation, Constitution, compromises over slavery.

Volusia District Social Studies Office 2018-2019

Textbook United States History - Module 7 pgs. 242-277
Safari Montage
Videos Lewis & Clark (Schlesinger) 27:22
Lewis & Clark: Explorers of the New Frontier (PBS) 44:41
Websites The Journey of Sacagawea (PBS) 56:45
DBQ Binder/History Alive George Washington: American Revolutionary (A&E) 44:38
CPALMS Resources
Crash Course: John Green: Thomas Jefferson & His Democracy.
https://youtu.be/_3Ox6vGteek?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s 13:18
Tom Richey: Election of 1800: https://www.youtube.com/watch?v=kIgyxFZBRsI 12:48
Tom Richey: Louisiana Purchases: https://www.youtube.com/watch?v=l3ULuNACmyA 9:43
Bio.com: Alexander Hamilton: https://www.youtube.com/watch?v=NP2a1xkbLgU 3:44
John Adams: HBO Mini-series: use as you like: https://www.youtube.com/playlist?list=PLx9UM6XN4PQ0q5r91bWRYL47IYX2Jois4
The Best George Washington Full Documentary: https://www.youtube.com/watch?v=thin1LeCrxY 45:03
Hamilton: The Musical: the rap – 4:32
https://www.youtube.com/watch?v=WNFf7nMIGnE
Gilder Lehrman Institute: https://www.gilderlehrman.org
Thomas Jefferson and westward expansion website: http://www.loc.gov/exhibits/jefferson/jeffwest.html
Jeopardy Labs: Chapter 10 - The Jefferson Era https://jeopardylabs.com/play/chapter-10-the-jefferson-era
Ordinary Americans Teacher’s Guide:

• Lesson 5, Building a Nation

URL: http:www.cpalms.org/public/search/Search

Assessment HMH Module Test: Module 7 Assessment – pgs. 276-277

Florida Literacy Standards Activities
Writing 1
(LAFS.68.WH.1.1) Journal Writing – Assume the role of William Clark to create your own account of life on the new frontier.
Lewis and Clark Adventure: Numerous choices online using web quests or ideas to highlight and excite students about
Reading 1,2,6 this adventure across the nation.
(LAFS.68.RH.1.1) Reading: Lewis and Me – the story of Meriwether Lewis’s dog during the Corps of Discovery.
LAFS.68.RH.1.2) Close Reading – Marshall’s opinion on Marbury v. Madison

Volusia District Social Studies Office 2018-2019

Organizing Principle 7: The desire to demonstrate strength led to the War of 1812 and was January/February: 2.5 weeks
followed by expansion throughout continental North America. January 22nd – February 8th
February: Black History Month

Measurement Curriculum Standards Benchmarks Content Language
Topics
Examine the causes, course, and consequences of United States westward
expansion and its growing diplomatic assertiveness (War of 1812, Convention of SS.8.A.4.1 customs duty
1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine). SS.8.A.4.3 embargo
Some examples of success criteria may include: frigate
Impressment
• Explain the causes for United States westward expansion and its growing nationalism
diplomatic assertiveness. neutrality
sectionalism
• Examine the economic, political, and social impact of the westward tribute
expansion of the United States. turnpike

War and Examine the experiences and perspectives of significant individuals and groups
Expansion during this period of American History.
Some examples of success criteria may include:
SS.8.A.4.5
• Identify the various groups involved in westward expansion and their
contributions. SS.8.A.4.13

• Identify individuals and their impact on westward movement.

• Examples: Tecumseh, Native Americans, War Hawks, Andrew Jackson,
Oliver Hazard Perry, Henry Clay, John Marshall

Explain the causes, course, and consequences of the 19th century transportation
revolution on the growth of the nation’s economy.
Some examples of success criteria may include:

• Explain the impact of steamboats and canals on agriculture and westward
expansion.

• Identify why railway travel became the most popular form of travel.

• Identify the important role of new modes of transportation on the
shipping of goods and people.

• Examples: roads, canals, bridges, steamboats, railroads.

Explain the consequences of landmark Supreme Court decisions significant to this
era of American History – McCulloch v. Maryland (1819), Gibbons v. Ogden
(1824).

Volusia District Social Studies Office 2018-2019

Examine key events and peoples in Florida history as each impact this era of SS.8.A.4.17
American History.
Some examples of success criteria may include: SS.8.E.2.3
SS.8.G.3.1
• Understand the actions of Andrew Jackson’s military expeditions and their SS.8.G.5.1
impact on Florida and the nation.

• Understand the key events in Florida becoming a territory and then a
state.

• Examples: Andrew Jackson’s military expeditions to end Indian uprisings,
developing relationships between the Seminole and runaway slaves,
Adams-Onis Treaty, Florida becoming a United States territory, combining
former East and West Florida, establishing the first state capital, Florida’s
constitution

Assess the role of Africans and other minority groups in the economic development
of the United States.

Locate and describe in geographic terms the major ecosystems of the United
States.
Describe human dependence on the physical environment and natural resources to
satisfy basic needs in local environments in the United States.

Volusia District Social Studies Office 2018-2019

Resources War and Expansion
Textbook
Safari Montage HMH United States History Modules 8-9 pgs. 278-322 /

Videos Expansionism (Schlessinger) 32:06 (just chapter 4)
Websites 19th Century Turning Points in U.S. History: Program 2
Teacher Hints (Ambrose) 24:29
CPALMS Resources Freedom A History of Us: Wake Up America! (PBS) 26:31
Assessment Crash Course-US History : The War of 1812. https://youtu.be/qMXqg2PKJZU?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
12:42
PBS: War of 1812: https://www.youtube.com/watch?v=ibvUUnFzAFg 2:07
Jeopardy Labs: Chapter 11 - Growth and Expansion https://jeopardylabs.com/play/chapter-11-us-growth-and-expansion-
part-ii
Gilder Lehrman Institute: Must create account (no fee involved) - https://www.gilderlehrman.org
FOCUS: Examining the causes and effects of the War of 1812; examining the causes and effects of Westward Expansion;
Advances in travel (technology)

URL: http:www.cpalms.org/public/search/Search

SS.8.A.4.1- Lesson Plan SS.8.A.4.3- Lesson Plans

HMH Module Tests:
Module 8 Assessment pgs. 296-297
Module 9 Assessment pgs. 322-323

Florida Literacy Standards Activities

Reading 1,2,6 Close Reading – Marshall’s opinion on Marbury v. Madison
(LAFS.68.RH.1.1)
(LAFS.68.RH.1.2)
(LAFS.68.RH.2.6)

Volusia District Social Studies Office 2018-2019

Organizing Principle 8: The election of Andrew Jackson and the expansion of voting rights signal the February/March: 3 weeks
growing power of the American People in an era of political and domestic conflict. February 11th – March 1st

February: Black History Month

Measurement Topics Curriculum Standards Benchmarks Academic Language

Examine the experiences and perspectives of significant individuals and SS.8.A.4.3 Favorite son
groups during this era of American History. Majority
Some examples of success criteria may include: Mudslinging
Bureaucracy
• Identify the various groups involved in westward expansion and Spoils system
their contributions. Nominating convention
Nullify
• Identify individuals and their impact on westward movement.
• Examples: Native Americans, children, slaves, women, political SS.8.A.4.4

The Age of Jackson parties. SS.8.A.4.8
Discuss the impact of westward expansion on cultural practices and SS.8.A.4.13
migration patterns of Native American and African slave populations. SS.8.A.4.16
Some examples of success criteria may include:

• Identify lifestyle changes forced upon Native Americans after the
passage of the Indian Removal Act.

• Describe how westward expansion led to the spread of slavery and
conflict over the institution.

Describe the influence of individuals on social and political developments
of this era in American History.

• Example: Andrew Jackson, Henry Clay, John Quincy Adams

Explain the consequences of landmark Supreme Court decisions
significant to this era.

• Examples: Cherokee Nation v. Georgia (1831), and Worcester v.
Georgia (1832).

Identify key ideas and influences of Jacksonian democracy.
Some examples of success criteria may include:

• Discuss the expansion of voting rights gained during Andrew

Jackson’s tenure as president.

• Discuss Andrew Jackson’s position on the Bank of the United

States.

• Examples: political participation, political parties, constitutional

government, spoils system, National Bank veto, Maysville Road

veto, tariff battles, Indian Removal Act, nullification crisis.

Volusia District Social Studies Office 2018-2019

Examine key events and peoples in Florida history as each impact this era SS.8.A.4.17
of American History. SS.8.A.4.18
Some examples of success criteria may include:

• Understand the actions of Andrew Jackson’s military expeditions
and their impact on Florida and the nation.

• Understand the key events in Florida becoming a territory and
then a state.

• Examples: Andrew Jackson’s military expeditions to end Indian
uprisings, developing relationships between the Seminole and
runaway slaves, Adams- Onis Treaty, Florida becoming a United
States territory, combining former East and West Florida,
establishing the first state capital, Florida’s constitution, Florida’s
admittance to the Union as twenty-seventh state.

Examine the experiences and perspectives of different ethnic, national,
and religious groups in Florida, explaining their contributions to Florida’s
and America’s society and culture during the Territorial Period.

• Examples: Osceola, white settlers, U.S. troops, Black Seminoles,
southern plantation and slave owners, Seminole Wars, Treaty of
Moultrie Creek, Seminole relocation, Chief Billy Bowlegs, Florida
Crackers.

Volusia District Social Studies Office 2018-2019

Resources The Age of Jackson

Textbook United States History - Module 10 pgs. 324-349
Safari Montage
Andrew Jackson (A&E) 1:29:00 The American President: Expanding Power (PBS) Chapter 2, 55:09
Videos
Websites Democracy & Reform (Schlesinger) 32:01 Freedom, A History of Us: Liberty for All? (PBS) 26:33

DBQ Binder/History Alive • video segment, The Age of Andrew Jackson, Chapter 6 (6 min) The Seminole (Schlesinger) 29:46
CPALMS Resources
Assessment The Trail of Tears (A&E) 41:27

Crash Course: John Green: Age of Jackson
https://youtu.be/beN4qE-e5O8?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

Gilder Lehrman Institute: Must create account (no fee involved): https://www.gilderlehrman.org
Andrew Jackson Era: http://www.digitalhistory.uh.edu/teachers/modules/jacksonian/
Exploring Florida CD or website: http://fcit.usf.edu/florida/lessons/cur.htm

• Transfer of Florida

• Seminole Wars
Seminole Tribe of Florida: http://www.semtribe.com/History/IndianRemoval.aspx

• Indian Resistance and Removal

• Osceola and Abiaka
Kahoot: Chapter 12 Age of Jackson: https://play.kahoot.it/#/k/14b8ed26-3e87-453c-9067-d6b4c9714250
Jeopardy Labs: Chapter 12 - The Jackson Era https://jeopardylabs.com/play/chapter-12-the-jacksonian-era
DBQ – How Democratic was Andrew Jackson?
Ordinary Americans Teacher’s Guide:

Lesson 6, Democracy & Reform
URL: http:www.cpalms.org/public/search/Search

HMH Module Test: Module 10 Assessment – pgs. 324-325

Florida Literacy Standards Activities
Political Cartoon – Analyze the political cartoon “King Andrew”
Reading 7
(LAFS.68.RH.3.7) Chart – Create a T-chart describing the ways in which Andrew Jackson was democratic and undemocratic.
Reading 8
(LAFS.68.RH.3.8) Editorial – Write an editorial about the treatment of Native Americans who were forced from their homeland and marched the
Writing 1 “Trail of Tears”.
(LAFS.68.WH.1.1)

Volusia District Social Studies Office 2018-2019

Organizing Principle 9: The desire to expand throughout continental North America resulted in March: 2 weeks
exploration, conflict and settlement of western territory. March 4 – 15th
Women’s History Month

Measurement Topics Curriculum Standards Benchmarks Content Language

Manifest Destiny Examine the causes, course, and consequences of United States westward SS.8.A.4.1 annex
expansion and its growing diplomatic assertiveness (Texas Annexation, SS.8.A.4.3 boomtown
Manifest Destiny, Oregon Territory, Mexican American War/Mexican Californios
Cession, California Gold Rush, Gadsden Purchase). emigrant
Some examples of success criteria may include: forty-niner
frontier
• Explain the causes for United States westward expansion and its immigrant
growing diplomatic assertiveness. Manifest Destiny
Mormons
• Examine the economic, political, and social impact of the mountain men
westward expansion of the United States. prospecting
vigilante
• Examples: the battle cry “Remember the Alamo,” the slogan “Fifty- Bear Flag Revolt
Four Forty or Fight”
SS.8.A.4.8
Examine the experiences and perspectives of significant individuals and SS.8.G.4.2
groups during this era of American History. SS.8.G.4.3
Some examples of success criteria may include: SS.8.G.5.1

• Students will identify the various groups involved in westward
expansion and their contributions.

• Students will identify individuals and their impact on westward
movement.

• Examples: Zebulon Pike, Brigham Young, Native Americans, Sam
Houston, Davy Crockett, Stephen F. Austin, Mexicanos, Californios,
John C. Fremont, Kit Carson

Describe the influence of individuals on social and political developments
of this era in American History.

• Examples: Daniel Boone, James Polk, Zachary Taylor, John Sutter

Use geographic terms and tools to analyze the effects throughout American
history of migration to and within the United States, both on the place of
origin and destination.

Use geographic terms and tools to explain cultural diffusion throughout the
United States as it expanded its territory.

Describe human dependence on the physical environment and natural
resources to satisfy basic needs in local environments in the United States.

Volusia District Social Studies Office 2018-2019

Describe the impact of human modifications on the physical environment SS.8.G.5.2
and ecosystems of the United States throughout history.

Resources Manifest Destiny

Textbook HMH United States History Modules 11-12 pgs. 350-419 *Ignore Module 11 Lessons 3-4 and only use pages 364-365 of Lesson 2
Safari Montage
Trailblazers & Scouts (A&E) 44:15 U.S. Mexican War: The Hour of Sacrifice (PBS) 1:51:00
Videos
Websites Westward Ho: The Wagon Trains (A&E) 47:17 Remember the Alamo (PBS) 54:17
DBQ Binder/History Alive
Expansionism (Schlesinger) 32:06 Battle of the Alamo (A&E) 46:50
Teacher Hints
CPALMS Resources U.S. Mexican War: Neighbors and Strangers (PBS) 1:50:00 Freedom A History of Us: Liberty for All? (PBS) 26:33
Assessment
Horrible Histories: Wild West (Scholastic) 24:10

Crash Course-US History: Westward Expansion https://www.youtube.com/watch?v=tkdF8pOFUfI 12:46
PBS: Gold Rush: https://www.youtube.com/watch?v=r03DKbVhfvU 2:32
Hip Hughes: Manifest Destiny: https://www.youtube.com/watch?v=japRb6U_FuQ 4:55
History.com-Manifest Destiny: http://www.history.com/topics/manifest-destiny

Mini-Q: Was the United States Justified in Going to War with Mexico?
DBQ: The California Gold Rush – A Personal Journal
Ordinary Americans Teacher’s Guide

• Lesson 9, Westward Expansion
History Alive!

• United States: Manifest Destiny in a Growing Nation
FOCUS: Manifest Destiny, geographical regions, and its various citizens; discussing the spread of slavery into the western territories.

URL: http:www.cpalms.org/public/search/Search

SS.8.A.4.1- Lesson Plan SS.8.A.4.3- Lesson Plans SS.8.A.4.8- Lesson Plans

HMH Module Test: Module 12 Assessment pgs. 418-419

Volusia District Social Studies Office 2018-2019

Florida Literacy Standards Activities
Reading 7
(LAFS.68.RH.3.7) Map – Create a map outlining the territorial expansion of the United States during the period of Manifest Destiny
Project: Consider an American West activity instead of the Colonial Fair using the Trails as your inspiration
Writing 1,2 Mini-Q: Was the United States Justified in Going to War with Mexico?
(LAFS.68.WH.1.1) DBQ: The California Gold Rush – A Personal Journal
(LAFS.68.WH.1.2)

Volusia District Social Studies Office 2018-2019

Organizing Principle 10: During the first half of the 1800s, changes occur in the lives of Americans in the North March/April: 2 weeks
due to rapid industrialization. The South will develop an agricultural economy dependent on slave labor. March 25th – April 5th

March: Women’s History Month

Measurement Curriculum Standards Benchmarks Academic Language
Topics
Identify technological improvements (inventions/inventors) that contributed to industrial
growth. SS.8.A.4.6 Textiles
Remarks/Examples: Examples may include, but are not limited to, Fitch/steamboat, SS.8.A.4.7 Interchangeable
Slater/textile mill machinery, Whitney/cotton gin, interchangeable parts, McCoy/industrial parts
lubrication, Fulton/commercial steamboat, Lowell/mechanized cotton mill, Isaac SS.8.A.4.10 Mass production
Singer/sewing machine. Trade unions
Explain the causes, course, and consequences (industrial growth, subsequent effect on Strikes
children and women) of New England's textile industry. Telegraph
Some examples of success criteria may include: Cotton gin
Planters
• Students will identify the reasons for the location of textile mills in New England. Cotton belt
• Students will explain how the new textile industry affected self-sufficient farm Yeoman
Overseer
families. Spirituals
• Students will describe life in a typical New England mill town. Oral tradition
Folktales
Analyze the impact of technological advancements on the agricultural economy and slave
labor.
Some examples of success criteria may include:

• Discuss the agricultural economy and its connection with slave labor.

• Identify technological developments and their influence on agriculture and slavery.

• Examples: cotton gin, steel plow, and rapid growth of slave trade.

Examine the aspects of slave culture including plantation life, resistance efforts, and the SS.8.A.4.11
role of the slaves' spiritual system.
Some examples of success criteria may include:

• Describe the outcome of Nat Turner’s Rebellion of 1831.

• Identify songs sung by slaves (“Go Down Moses”; “Swing Low, Sweet Chariot”;
“Follow the Drinking Gourd”; “Wade in the Water”) that contained hidden messages
in the lyrics to help the slaves navigate the Underground Railroad.

Examine this time period from the perspective of historically underrepresented groups SS.8.A.3.15
(slaves). SS.8.A.4.4
Discuss the impact of westward expansion on cultural practices and migration patterns of
Native American and African slave populations.

Volusia District Social Studies Office 2018-2019

Some examples of success criteria may include: SS.8.A.5.2
• Students will describe how westward expansion led to the spread of slavery and
conflict over the institution. SS.8.E.1.1
SS.8.A.4.5
Analyze the role of slavery in the development of sectional conflict.
Some examples of success criteria may include: SS.8.E.2.3

• Describe the difference in how Southern whites and Northerners viewed slavery.
• Evaluate the impact of the book Uncle Tom’s Cabin. Students will identify and

describe the key individuals and goals of the abolitionist movement.
Examples: Nat Turner’s Rebellion, Black Codes, Missouri Compromise, Compromise of 1850,
Uncle Tom’s Cabin, Kansas-Nebraska Act, Dred Scott v. Sandford, Lincoln-Douglas Debates,
raid on Harper’s Ferry, Underground Railroad, Presidential Election of 1860, Southern
secession.
Examine motivating economic factors that influenced the development of the United States
economy over time including scarcity, supply and demand, opportunity costs, incentives,
profits, and entrepreneurial aspects.
Explain the causes, course, and consequences of the 19th century transportation revolution
on the growth of the nation’s economy.
Some examples of success criteria may include:

• Explain the impact of steamboats and canals on agriculture and westward
expansion.

• Identify why railway travel became the most popular form of travel.
• Identify the important role of new modes of transportation on the shipping of goods

and people.
• Examples: roads, canals, bridges, steamboats, railroads.
Assess the role of Africans and other minority groups in the economic development of the
United States.

Volusia District Social Studies Office 2018-2019

Resources The North and The South

Textbook HMH United States History Module 13 pgs. 420- 447 Module 14 pgs. 448-471
Safari Montage
Module 15 pgs. 472-503 – content and standards are also covered in Modules 14 & 16
Videos
Mill Times (PBS) 56:56 Sojourner Truth (Schlesinger) 29:39
Websites
Textiles: Birth of an American Industry (A&E) 48:00 Steal Away: The Harriet Tubman Story (National Geographic) 29:32
DBQ Binder/History Alive
Eli Whitney (Schlesinger) 24:22 Harriet Tubman (Schlesinger) (5-Adult) 25:32
CPALMS Resources
Susan B. Anthony (Schlesinger) (7-Adult) 28:37 Frederick Douglass (A&E) 43:09

The National Underground Freedom Center Presents (Freedom Center)

A Question of Freedom 21:44

Crash Course: John Green: 19th Century Reforms. https://youtu.be/t62fUZJvjOs?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s 14:46

Crash Course: John Green: The Election of 1860 https://youtu.be/roNmeOOJCDY?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s 14:16

Many Myths of the Underground Railroad: https://www.youtube.com/watch?v=cLrLojdDBNc 3:00

Race to Freedom: movie – purchase online – great TV version movie 1:34:18

History of Slavery in America: https://www.youtube.com/watch?v=pDukq8npXBk&list=PLletbkG7wXsN2uf7sZXbZTkpHZvn5v18G 28:32

Gilder Lehrman Institute: Must create account (no fee involved)

• First Age of Reform

https://www.gilderlehrman.org/history-by-era/first-age-reform/essays/first-age-reform

Kahoot: Era of Reform: https://play.kahoot.it/#/k/f6ff2ea7-bee2-49e5-a725-56155ea570bf

Jeopardy Labs: Chapter 14 - North and South https://jeopardylabs.com/play/chapter-14-north-south-1820-1860

Jeopardy Labs: Chapter 15 - The Spirit of Reform https://jeopardylabs.com/play/chapter-15-the-spirit-of-reform

Mini-Q: What was Harriet Tubman’s Greatest Achievement?

Ordinary Americans Teacher’s Guide:

• Lesson 7, The Industrial North Lesson 8, The Plantation South

History Alive!

• United States: Civil War and Reconstruction (Section 1 Contrasting North and South)

URL: http:www.cpalms.org/public/search/Search

Assessment HMH Module Tests: Module 13 Assessment – pgs. 446-447
Module 14 Assessment – pgs. 470-471
Florida Literacy Standards And if you choose to complete Module 15 Assessment – pgs. 502-503
Writing 1
(LAFS.68.WH.1.1) Activities
Writing 4 Mini-Q: What was Harriet Tubman’s Greatest Achievement?
(LAFS.68.WH.4.10) Script: Create a conversation between a Southerner and a Northerner who meet on a train in the mid-1800s.

Volusia District Social Studies Office 2018-2019

Organizing Principle 11: From 1815-1855, changes in the makeup of American society led to April: 1 week
reformers attempting to improve living conditions for all populations. April 8 – 12th

Measurement Topics Curriculum Standards Benchmarks Academic Language
SS.8.E.2.1
Analyze contributions of entrepreneurs, inventors, and other key revival
individuals from various gender, social, and ethnic backgrounds in the SS.8.G.2.2 utopia
development of the United States economy. Temperance
SS.8.A.4.8 transcendentalism
Use geographic terms and tools to analyze case studies of regional issues in normal school
different parts of the United States that have had critical economic, civil disobedience
physical, or political ramifications. abolitionist
Describe the influence of individuals on social and political developments suffrage
of this era in American History. coeducation
ministry
• Examples: Susan B. Anthony, Elizabeth Cady Stanton, William Lloyd
Garrison, Frederick Douglass, Horace Mann, Dorothea Dix, Lucretia
Mott, Sojourner Truth, and Harriet Tubman.

Analyze the causes, course and consequences of the Second Great SS.8.A.4.9
Awakening on social reform movements.
Reform Movements in Some examples of success criteria may include:
the US
• Compare and contrast the motivations and goals of various
individuals involved in the movement.

• Examples: abolition, women’s rights, temperance, education,
prison and mental health reform, Charles Grandison Finney, the
Beecher family.

Examine the causes, course, and consequences of the women's suffrage SS.8.A.4.14
movement (1848 Seneca Falls Convention, Declaration of Sentiments).
Some examples of success criteria may include:

• Examine the Declaration of Sentiments and its significance.

• Compare the lives of women before the women’s suffrage
movement with the lives of women living in the United States
today, identifying key differences.

• Understand the chronology of the women’s suffrage movement.

• Explain how the 15th Amendment served as a precursor to the
women’s suffrage movement.

Volusia District Social Studies Office 2018-2019

Identify the evolving forms of civic and political participation from the SS.8.C.1.4
colonial period through Reconstruction. SS.8.C.1.6
SS.8.A.4.15
Evaluate how amendments to the Constitution have expanded voting rights
from our nation's early history to present day.

Examine the causes, course, and consequences of literature movements
(Transcendentalism) significant to this era of American history.
Some examples of success criteria may include:

• Describe the societal influences that led to the development of
Transcendentalism.

• Identify two major figures in the Transcendentalism movement
and describe their contributions.

• Examples: Ralph Waldo Emerson, Henry David Thoreau, John Muir,
Margaret Fuller, and Louisa May Alcott, Students will compare
Transcendentalism with the Founding Fathers’ ideas about
freedom, identifying similarities and differences.

Volusia District Social Studies Office 2018-2019

Resources Reform Movements in the United States

Textbook HMH United States History Module 16 pgs. 504-537
Safari Montage
Democracy and Reform (Schlessinger) 32:01 Not for Ourselves Alone – Elizabeth Cady Stanton– 1:46:40
Videos
Websites Susan B. Anthony (Schlessinger) (7-Adult) 28:37

DBQ Binder/History Alive One Women, One Vote – (PBS) 1:49:46

CPALMS Resources Age of Reform: https://www.youtube.com/watch?v=X7O4KveImhE 14:09
Assessment
Gilder Lehrman Institute: Must create account (no fee involved) - First Age of Reform
Florida Literacy Standards
Reading 7 https://www.gilderlehrman.org/history-by-era/first-age-reform/essays/first-age-reform
(LAFS.68.RH.3.7)
Writing 1 Jeopardy Labs: Chapter 15 - The Spirit of Reform https://jeopardylabs.com/play/chapter-15-the-spirit-of-reform
(LAFS.68.WH.1.1)
History Alive!

• United States: Manifest Destiny in a Growing Nation (Section 5 - A Case Study of Reform)

URL: http:www.cpalms.org/public/search/Search
HMH Module Test: Module 16 – pgs. 536-537

Activities
Research: Choose one of the five reform movements – Abolition, Temperance, Women’s Rights, Education, Psychiatric Treatment –
and research information to write a short essay describing the original examples and then the changes created by the movement.