Volusia District Social Studies Office 2017-2018
Social Studies
Curriculum Map
Volusia County Schools
M/J United States History and Career Planning
M/J United States History Advanced and Career Planning
2100015/NAD & 2100025/NAE
Volusia District Social Studies Office 2017-2018
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
Karen Norvell Kevin Copes
Volusia County Schools
Emily Price Greg Dunaway
Volusia District Social Studies Office 2017-2018
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 2017-2018
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 2017-2018
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.
Volusia District Social Studies Office 2017-2018
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 16-22 Constitution Week
All social studies courses will study one of the most important documents in United States history. Constitution Week commemorates the
formation 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 become citizens.
(Teachers will receive further instruction from content area specialist)
September Celebrate Freedom Week
Last full week of Per Florida Statute
the month
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. The
observation started in 1968 as Hispanic Heritage Week under President Lyndon Johnson and was expanded by President Ronald Reagan in
1988 to cover a 30-day period starting on September 15 and ending on October 15. 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.
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. (Teachers will receive further instruction from content area specialist)
Volusia District Social Studies Office 2017-2018
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 proclaim the week beginning March 7, 1982 as “Women’s History Week." Throughout the next five years,
Congress continued to pass joint resolutions 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.”
Volusia District Social Studies Office 2017-2018
UNITED STATES HISTORY and CAREER PLANNING
Career and Education Planning is an INTEGRATED unit of study in Volusia County Schools as part Resources
of our MJ United States History and Career Planning course.
Per section 1003.4156, Florida Statutes, the Career and Education Planning course must result in a http://www.fldoe.org/academics/college-career-
completed personalized academic and career plan for the student; must emphasize the importance of planning/educators-toolkit/
entrepreneurship skills; must emphasize technology or the application of technology in career fields;
and, beginning in the 2014-2015 academic year, must provide information from the Department of This Toolkit provides easy access to classroom
Economic Opportunity’s economic security report as described in section 445.07, Florida Statutes. activities, lesson plans, and related web-based
The Career and Education Planning integrated unit must result in a completed personalized academic resources. Each module includes a module
and career plan for the student; must emphasize the importance of entrepreneurship skills, technology, description, lesson plans with student handouts,
or the application of technology in career fields; and must provide information from the Department of recommended websites for additional information,
Economic Opportunity’s economic security report as described in Section 445.07, Florida Statutes. and a glossary for the unit. A crosswalk is provided
for handy reference between both the course
For additional information on the Middle School Career and Education Planning course, go to standards and lesson plans.
http://www.fldoe.org/academics/college-career-planning/educators-toolkit/
CAREER PLANNING COURSE STANDARDS STUDENTS WILL: • Modules
1.0 Describe the influences that societal, economic, and technological changes have on employment A. Understanding the Workplace
B. Self-Awareness
trends and future training. C. Exploring Careers
2.0 Develop skills to locate, evaluate, and interpret career information. D. Goal Setting/Decision-Making
3.0 Identify and demonstrate processes for making short and long term goals. E. Workplace Skills
4.0 Demonstrate employability skills such as working in a group, problem-solving and F. Career and Education Planning
G. Job Search
organizational skills, and the importance of entrepreneurship.
5.0 Understand the relationship between educational achievement and career • List of 8 Course Standards (PDF)
• Crosswalk of Standards and Lesson
choices/postsecondary options.
6.0 Identify a career cluster and related pathways through an interest assessment that match career Plans (PDF)
• High School Course Plan Worksheet (PDF)
and education goals. • High School Course Plan Worksheet (Word)
7.0 Develop a career and education plan that includes short and long-term goals, high school
program of study, and postsecondary/career goals.
8.0 Demonstrate knowledge of technology and its application in career fields/clusters.
This unit can be completed in 2-3 days during the 1st quarter or weekly before the winter break.
Volusia District Social Studies Office 2017-2018
Organizing Principle 1: Historians study about people and events of the past. They use many tools August – 1.5 weeks – finish by August 30th
and employ knowledge of geography, economics, civics, and government to learn about the past.
Measurement Topics Curriculum Standards Benchmarks Academic Language
SS.8.A.1.1
America, Africa, and Provide supporting details for an answer from text, interview for oral chronology
Europe before 1500 history, check validity of information from research/text, and identify SS.8.A.1.2 timeline
strong vs. weak arguments. globe
landforms
• Verify historical information by checking it against multiple sources. elevation
• Evaluate strengths and weaknesses of historical arguments based environment
culture
upon evidence. Primary source
• Utilize the Florida research process model, FINDS, to conduct their Secondary source
research on American history. SS.8.A.1.3
Analyze charts, graphs, maps, photographs and timelines; analyze political
cartoons; determine cause and effect. 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.
• 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.
• Review a variety of American history texts including biographies,
nonfiction books, and historical fiction books.
• Analyze texts on American history topics and distinguish historical
facts from author opinions.
• Conduct research and cite appropriate factual resources to support
statements on a topic in American history.
Volusia District Social Studies Office 2017-2018
Identify, within both primary & secondary sources, the author, audience, SS.8.A.1.5
format, & purpose of significant historical documents. SS.8.A.1.6
SS.8.A.1.7
• Identify the author and audience of significant American history
documents. SS.8.G.1.2
SS.8.G.3.1
• 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.
• 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.
• 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.
• Illustrate each ecosystem on a blank map of the United States,
placing each ecosystem in an appropriate region
Volusia District Social Studies Office 2017-2018
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
Websites
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
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
Primary Source http://docsteach.org/documents/search?
Virtual interactive history maps http://www.timemaps.com/history
History of our calendar http://www.webexhibits.org/calendars/year-history.html
Teacher Hints FOCUS: Geography and Map Skills; Access domain knowledge from 7th grade civics.
CPALMS Resources URL: http:www.cpalms.org/public/search/Search
Assessment HMH Module Test: Module 1 Assessment – pgs. 30-31
Florida Literacy Activities- include using Native American ideas to complete the OP
Standards 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
Reading: 8 Map – Create a world geography map
(LAFS.68.RH.3.8) Project – create and design a home of a Native American
Reading: 7
(LAFS.68.RH.3.7) • 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
Volusia District Social Studies Office 2017-2018
Organizing Principle 2: Europeans explored and colonized the Americas in the 15th & 16th centuries. They September – 2.5 weeks by September 15th
encountered multiple Native American societies leading to what historians refer to as the Columbian Celebrate Freedom Week: Last full week in
Exchange. September
Measurement Topics Curriculum Standards Benchmarks Content Language
Exploring the Americas Compare the relationships among the British, French, Spanish, and Dutch in SS.8.A.2.1 charter
their struggle for colonization of North America. SS.8.A.2.5 circumnavigate
Columbian Exchange
• Discuss the impact of the British, French, Spanish, and Dutch on compass
economic, political, cultural, and religious principles in colonial conquistador
America. encomienda system
Line of Demarcation
• Examine the competition between the colonial powers to expand mission
and control their claims in North America through economic, Northwest passage
diplomatic, and military means. pueblo
presidio
• Identify the French, British, and Dutch roles in the fur trade. plantation
• Examples: studying ways that economic, political, cultural, and Protestants
Protestant Reformation
religious competition between these Atlantic powers shaped early Spanish Armada
colonial America strait
Treaty of Tordesillas
Discuss the impact of colonial settlement on Native American populations.
• 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. SS.8.E.3.1
Volusia District Social Studies Office 2017-2018
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
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)
o Exploration https://www.gilderlehrman.org/history-by-era/americas-1620/exploration
o America in 1620 https://www.gilderlehrman.org/history-by-era/americas-1620
o Imperial Rivalries https://www.gilderlehrman.org/history-by-era/imperial-rivalries/essays/imperial-rivalries
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?
Volusia District Social Studies Office 2017-2018
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. by October 13th - DBQ
Measurement Topics Curriculum Standards Benchmarks Content Language
Compare the characteristics of the New England, Middle, and Southern colonies. SS.8.A.2.2 charter
• Identify the economic activities of the New England, Middle, and SS.8.A.2.3 joint-stock company
Southern colonies. headright
The English Colonies, • Compare and contrast the colonial settlement motivations among the Puritan
1600-1770 New England, Middle, and Southern colonies. Separatist
• Compare and contrast the religious beliefs and degrees of religious Pacifist
toleration in the New England, Middle, and Southern colonies. Indentured servant
• Compare and contrast the geographical impact on life in the New debtor
England, Middle, and Southern colonies. Items may include charts and Catholicism
tables of characteristics of the New England, Middle, and Southern Pilgrim
colonies. Quakers
• Examples: colonial governments, geographic influences, occupations, burgess
religion, education, settlement patterns, and social patterns. militia
Iroquois Confederacy
Differentiate economic systems of New England, Middle and Southern colonies alliance
including indentured servants and slaves as labor sources. Triangular Trade
mercantilism
• Compare and contrast the geographical impact on the economy in the
New England, Middle, and Southern colonies. SS.8.A.2.4
SS.8.A.2.5
• 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.
• Examples include, but are not limited to, John Smith, William Penn,
Roger Williams, Anne Hutchinson, John Winthrop, Jonathan Edwards,
William Bradford, Nathaniel Bacon, John Peter Zenger, and Lord Calvert.
Discuss the impact of colonial settlement on Native American populations.
• Compare and contrast life for the Native Americans before and after
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.
Volusia District Social Studies Office 2017-2018
Examine the causes, course, and consequences of the French and Indian War. SS.8.A.2.6
• Identify the ongoing conflict, including territorial disputes and trade
competition between the English and the French. SS.8.A.2.7
• Discuss the outcome of the conflict including, but not limited to, ongoing SS.8.G.2.3
conflict between France and England, territorial disputes, trade SS.8.C.1.3
competition, Ft. Duquesne, Ft. Quebec, Treaty of Paris, heavy British SS.8.E.2.3
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.
Volusia District Social Studies Office 2017-2018
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
Websites New World: The Nightmare in Jamestown (National Geographic) 51:12 16th and 17th Century Turning Points in U.S. History: Program 3
DBQ Binder/History Alive Pocahontas Revealed (PBS) 55:22 (Ambrose Video) 28:25
Teacher Hints America: The Story of US: Rebels (A & E) 43:49 Slavery & Freedom – Enslaved Labor in the Colonies (Schlesinger) 31:26
Lost Colony of Roanoke (A & E) 43:37
Era of Colonization (Schlessinger) 32:15
Crash Course: John Green: When is Thanksgiving? https://youtu.be/o69TvQqyGdg?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s 12:25
Jamestown Colony: http://www.history.com/topics/jamestown/videos/mystery-roanoke 2:00
Roanoke: The Lost Colony: 10:29 http://www.schooltube.com/video/89c920dac3962b0ae572/
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
History Channel: Life in Jamestown: http://www.history.com/topics/jamestown/videos/life-in-jamestown 3:00
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/history-by-
era/colonization-and-settlement-1585-1763
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
Volusia District Social Studies Office 2017-2018
CPALMS Resources URL: http:www.cpalms.org/public/search/Search
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.
Volusia District Social Studies Office 2017-2018
Organizing Principle 4: Between 1763 and 1785, British attempts to exert control over the colonies led to October/November – 3 weeks-- Lessons 1-3
violent, organized, and successful resistance and revolution. by November 3 – Colonial Reactions
November/December – 4 weeks --Lessons 4-5
by December 6 – American Revolution and
DBQ
Measurement Topics Curriculum Standards Benchmarks Content Language
British Controls and Explain American colonial reaction to British policy from 1763-1774. SS.8.A.3.2 boycott
Colonial Reactions • Identify specific acts by colonists in response to British policies, such as the SS.8.A.3.3 Committee of
Boston Tea Party. SS.8.A.3.8 Correspondence
Declaring • Explain the motivation behind the meeting of the First Continental SS.8.A.3.3 effigy
Independence Congress. Intolerable Acts
• Examples: written protests, boycotts, unrest leading to the Boston Loyalists
Massacre, Stamp Act Congress, and Committees of Correspondence. Minutemen
Patriots
Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, propaganda
Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Quartering Act
Madison, George Mason, and George Washington) during American Revolutionary repeal
efforts. resolution
Sons of Liberty
• Recognize the varied roles and influence of the Founding Fathers. Stamp Act
• Examples: Thomas Paine, John Jay, and Peter Salem. Sugar Act
Examine individuals and groups that affected political and social motivations Tea Act
during the American Revolution. Tories
Examples: Ethan Allen and the Green Mountain Boys, the Committees of Townshend Act
Correspondence, Sons of Liberty, Abigail Adams, Daughters of Liberty, the Black Writs of Assistance
Regiment (in churches), Patrick Henry, Patriots, Loyalists, individual colonial militias,
and Undecideds. grievances
petition
Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, preamble
Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James rights
Madison, George Mason, and George Washington) during American Revolutionary tyranny
efforts. Redcoats
• Recognize the varied roles and influence of the Founding Fathers.
Examples: Thomas Paine, John Jay, and Peter Salem.
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Describe the influence of individuals on social and political developments during SS.8.A.3.5
the Revolutionary ear. SS.8.A.3.6
SS.8.A.3.7
• Recognize the influence of the Enlightenment on the Founding Fathers.
• Examples: Thomas Paine, James Otis, Mercy Otis Warren, Abigail Adams, SS.8.A.3.3 blockade
SS.8.A.3.4 guerilla warfare
Benjamin Banneker, Lemuel Haynes, and Phyllis Wheatley. mercenary
Examine the causes, course, and consequences of the American Revolution. privateer
ratify
• Understand change in colonial government under the Second Continental siege
Congress. strategy
• Identify events leading up to Declaration of Independence.
Examine the structure, content, and consequences of the Declaration of
Independence.
• 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.
Recognize the contributions of the Founding Fathers (John Adams, Sam Adams,
Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James
Madison, George Mason, and George Washington) during American Revolutionary
efforts.
• Recognize the varied roles and influence of the Founding Fathers.
• Examples: Thomas Paine, John Jay, and Peter Salem.
The American Examine the contributions of influential groups to both the American and British war
Revolution efforts during the American Revolutionary War and their effects on the outcome of
the war.
• 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.
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American Revolution
continued
Examine the causes, course, and consequences of the American Revolution. SS.8.A.3.6
• Identify the key events and turning points of the Revolutionary War. SS.8.A.3.15
• Examples: Battles of Lexington and Concord, Common Sense, Second
Continental Congress, Battle of Bunker Hill, Battle of Cowpens, Battle of SS.8.A.3.16
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).
• 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.
• Examine various Native American reactions to the growth of the newly
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.
• 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.
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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
Virtual Animated Maps: http://historyanimated.com/verynewhistorywaranimated/?page_id=17
Gilder Lehrman Institute: Must create account (no fee involved) - Road to Revolution: https://www.gilderlehrman.org/history-
by-era/road-revolution/essays/road-revolution
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 Patriot.
(LAFS.68.RH.1.1) Close Read - - Midnight Ride of Paul Reeve – Text Dependent Questions
Reading 7 T-Chart – Compare Reeve’s cartoon of the “Boston Massacre” to the reading. Identify similarities and differences. Students may also create a
(LAFS.68.RH.3.7) cartoon from the viewpoint of a British supporter.
Reading 8 Detective: create the crime scene of the Boston Massacre as a DBQ
(LAFS.68.RH.3.8) News Report - - Imagine you are a newspaper reporter covering the Boston massacre. Your report should focus on differentiating between
Writing 1 facts and propaganda.
(LAFS.68.WH.1.1) Political Cartoon - - Create a political cartoon in opposition to one of following taxes (Tea Tax, Stamp Act, Sugar Act, etc.)
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!
• United States: Colonial Life and the American Revolution
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Teacher Hints FOCUS: Turning points in the war: Saratoga, gaining foreign allies, advantages and disadvantages; the role of the Founding Fathers during the
CPALMS Resources American Revolution; examine the motivations of individuals and groups during the American Revolution.
Assessment 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 by December 20th
designed a new constitution that strengthened the government but limited its power.
Measurement Topics Curriculum Standards Benchmarks Academic Language
SS.8.A.3.9
Evaluate the structure, strengths, and weaknesses of the Articles of Confederation Constitution
and its aspects that led to the Constitutional Convention. Confederation
republic
• Describe the voting system under the Articles of Confederation. ordinance
• Identify the structure of the U.S. government under the Articles of depression
compromise
Confederation. convention
• Evaluate the weaknesses (e.g., inability to directly collect taxes, inability to federalism
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.
• Compare the Virginia Plan and the New Jersey Plan. SS.8.C.1.5 popular sovereignty
Citizenship and the • Identify reasons why the Founding Fathers chose an electoral college for SS.8.C.1.6 limited government
Constitution federal elections. SS.8.C.2.1 enumerated power
• Analyze challenges that led to the Great Compromise, the Three Fifths reserved power
Compromise, and tension between state vs. federal powers. SS.8.C.1.1 concurrent power
• Investigate the Commerce and Slave Trade Compromise and identify the separation of powers
groups who benefited from this agreement. implied power
Analyze support and opposition (Federalists, Federalist Papers, Anti-Federalists, Bill judicial review
of Rights) to ratification of the U.S. Constitution.
• 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.
Evaluate and compare the essential ideals and principles of American constitutional
government expressed in primary sources from the colonial period to Reconstruction.
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) - Creating a New Government:
https://www.gilderlehrman.org/history-by-era/new-nation-1783-1815/creating-new-government
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
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Florida Literacy Standards Activities
Reading 1 Close Read: Washington’s Farewell Address
(LAFS.68.RH.1.1)
Reading 4 Chart: Create a chart showing the highlights of the new government. Divide into Economic Affairs / Political Affairs /
(LAFS.68.RH.2.4) Foreign Affairs
Writing 1,2
(LAFS.68.WH.1.1) Persuasive Essay: Strong Federal government or Limited Federal Government. Whose opinion (Hamilton or Jefferson) is
more relevant today?
(LAFS.68.WH.1.2)
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Organizing Principle 6: The first three Presidents faced both domestic and foreign policy challenges.
Their decisions established traditions and policies which still affect our country.
Measurement Topics Curriculum Standards Benchmarks Academic Language
SS.8.A.3.12
Examine the influences of George Washington’s presidency in the precedent
formation of the new nation. cabinet
bond
• Describe examples of precedents established by Washington that alien
continue today. sedition
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).
Explain major domestic and international economic, military, political, and SS.8.A.3.13
socio-cultural events of John Adam’s presidency.
Launching the Nation
• 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.
Examine the experiences and perspectives of significant individuals and SS.8.A.4.3
groups during this era of American History. SS.8.A.4.8
• Students will identify the various groups involved in westward
expansion and their contributions.
• Students will identify individuals and their impact on westward
movement.
• Example: Lewis and Clark, Sacajawea, York, Zebulon Pike, Native
Americans.
Describe the influence of individuals on social and political developments
of this era in American History.
• Examples: Daniel Boone, Tecumseh, Black Hawk, John Marshall.
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Examine the effects of the 1804 Haitian Revolution on the United States SS.8.A.4.12
acquisition of the Louisiana Territory.
• 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.
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Textbook United States History - Module 7 pgs. 242-277
Safari Montage
Lewis & Clark (Schlesinger) 27:22
Videos Lewis & Clark: Explorers of the New Frontier (PBS) 44:41
The Journey of Sacagawea (PBS) 56:45
George Washington: American Revolutionary (A&E) 44:38
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
Websites Gilder Lehrman Institute: Must create account (no fee involved) - Age of Jefferson and Madison:
https://www.gilderlehrman.org/history-by-era/new-nation-1783-1815/age-jefferson-and-madison
DBQ Binder/History Alive
CPALMS Resources 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 this
Reading 1,2,6 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
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Organizing Principle 7: The desire to demonstrate strength led to the War of 1812 and was followed January/February – 2.5 weeks by February 16th
by expansion throughout continental North America. Black History Month
Measurement Curriculum Standards Benchmarks Content Language
Topics
Examine the causes, course, and consequences of United States westward SS.8.A.4.1 customs duty
expansion and its growing diplomatic assertiveness (War of 1812, Convention of SS.8.A.4.3 embargo
1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine). 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.
• Identify the various groups involved in westward expansion and their SS.8.A.4.5
contributions.
SS.8.A.4.13
• Identify individuals and their impact on westward movement. SS.8.A.4.17
• 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.
• 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)
Examine key events and peoples in Florida history as each impact this era of
American History.
• 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.
Volusia District Social Studies Office 2017-2018
• Examples: Andrew Jackson’s military expeditions to end Indian uprisings, SS.8.E.2.3
developing relationships between the Seminole and runaway slaves,
Adams-Onis Treaty, Florida becoming a United States territory, combining SS.8.G.3.1
former East and West Florida, establishing the first state capital, Florida’s SS.8.G.5.1
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 2017-2018
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) - Age of Jefferson and Madison:
https://www.gilderlehrman.org/history-by-era/new-nation-1783-1815/age-jefferson-and-madison
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 2017-2018
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. By March 8th
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
Mudslinging
• Identify the various groups involved in westward expansion and Bureaucracy
their contributions. Spoils system
Nominating convention
• Identify individuals and their impact on westward movement. Nullify
• Examples: Native Americans, children, slaves, women, political
parties.
Discuss the impact of westward expansion on cultural practices and SS.8.A.4.4
migration patterns of Native American and African slave populations.
The Age of Jackson SS.8.A.4.8
• Identify lifestyle changes forced upon Native Americans after the SS.8.A.4.13
passage of the Indian Removal Act. SS.8.A.4.16
• 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,
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.
• 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 2017-2018
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
• 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 2017-2018
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) - Age of Jackson: https://www.gilderlehrman.org/history-by-
era/national-expansion-and-reform-1815-1860/age-jackson
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 2017-2018
Organizing Principle 9: The desire to expand throughout continental North America resulted in March – 2 weeks by March 30th
exploration, conflict and settlement of western territory.
Measurement Topics Curriculum Standards Benchmarks Content Language
SS.8.A.4.1
Manifest Destiny Examine the causes, course, and consequences of United States westward 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
forty-niner
• Explain the causes for United States westward expansion and its frontier
growing diplomatic assertiveness. immigrant
Manifest Destiny
• Examine the economic, political, and social impact of the westward Mormons
expansion of the United States. mountain men
prospecting
• Examples: the battle cry “Remember the Alamo,” the slogan “Fifty- vigilante
Four Forty or Fight”
SS.8.A.4.8
Examine the experiences and perspectives of significant individuals and
groups during this era of American History. SS.8.G.4.2
• Students will identify the various groups involved in westward SS.8.G.4.3
expansion and their contributions. SS.8.G.5.1
SS.8.G.5.2
• 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
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.
Describe the impact of human modifications on the physical environment
and ecosystems of the United States throughout history.
Volusia District Social Studies Office 2017-2018
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
Westward Ho: The Wagon Trains (A&E) 47:17 Remember the Alamo (PBS) 54:17
Websites
DBQ Binder/History Alive Expansionism (Schlesinger) 32:06 Battle of the Alamo (A&E) 46:50
Teacher Hints U.S. Mexican War: Neighbors and Strangers (PBS) 1:50:00 Freedom A History of Us: Liberty for All? (PBS) 26:33
CPALMS Resources
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
America the Story of US: Oregon Country: https://www.youtube.com/watch?v=xkFBJJp_xNE 20:17
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
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 2017-2018
Organizing Principle 10: During the first half of the 1800s, changes occur in the lives of Americans in the North March/April – 1.5 weeks
due to rapid industrialization. The South will develop an agricultural economy dependent on slave labor. By April 11th
Measurement Curriculum Standards Benchmarks Academic Language
Topics
Explain the causes, course, and consequences of the 19th century transportation revolution SS.8.A.4.5 Textiles
The North and on the growth of the nation's economy. SS.8.A.4.7 Interchangeable
The South SS.8.A.4.10 parts
• Explain the impact of steamboats and canals on agriculture and westward expansion. Mass production
• Identify why railway travel became the most popular form of travel. Trade unions
• Identify the important role of new modes of transportation on the shipping of goods Strikes
Telegraph
and people. Cotton gin
• Examples: roads, canals, bridges, steamboats, railroads. Planters
Explain the causes, course, and consequences (industrial growth, subsequent effect on Cotton belt
children and women) of New England's textile industry. Yeoman
• Students will identify the reasons for the location of textile mills in New England. Overseer
• Students will explain how the new textile industry affected self-sufficient farm Spirituals
Oral tradition
families. Folktales
• Students will describe life in a typical New England mill town.
Analyze the impact of technological advancements on the agricultural economy and slave
labor.
• 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 role SS.8.A.4.11
of the slaves' spiritual system.
• 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.
• Students will describe how westward expansion led to the spread of slavery and
conflict over the institution.
Volusia District Social Studies Office 2017-2018
Analyze the role of slavery in the development of sectional conflict. SS.8.A.5.2
• Describe the difference in how Southern whites and Northerners viewed slavery.
• Evaluate the impact of the book Uncle Tom’s Cabin. SS.8.E.1.1
• Identify and describe the key individuals and goals of the abolitionist movement. SS.8.E2.3
• Examples: Nat Turner’s Rebellion, Black Codes, Missouri Compromise, Compromise of
1850, Uncle Tom’s Cabin, Underground Railroad.
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.
Assess the role of Africans and other minority groups in the economic development of the
United States.
Volusia District Social Studies Office 2017-2018
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
Websites Mill Times (PBS) 56:56 Sojourner Truth (Schlesinger) 29:39
DBQ Binder/History Alive Textiles: Birth of an American Industry (A&E) 48:00 Steal Away: The Harriet Tubman Story (National Geographic) 29:32
CPALMS Resources
Eli Whitney (Schlesinger) 24:22 Harriet Tubman (Schlesinger) (5-Adult) 25:32
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)
• Slavery & Anti-Slavery
https://www.gilderlehrman.org/history-by-era/national-expansion-and-reform-1815-1860/slavery-and-anti-slavery
• 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 2017-2018
Organizing Principle 11: From 1815-1855, changes in the makeup of American society led to April – 1 week - by April 18th
reformers attempting to improve living conditions for all populations.
Measurement Topics Curriculum Standards Benchmarks Academic Language
SS.8.E.2.1
Analyze contributions of entrepreneurs, inventors, and other key individuals revival
from various gender, social, and ethnic backgrounds in the development of SS.8.G.2.2 utopia
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, physical, civil disobedience
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
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 aspects of slave culture including plantation life, resistance SS.8.A.4.11
efforts, and the role of the slaves' spiritual system. SS.8.A.4.14
Examine the causes, course, and consequences of the women's suffrage
movement (1848 Seneca Falls Convention, Declaration of Sentiments).
• 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 2017-2018
Analyze the role of slavery in the development of sectional conflict. SS.8.A.5.2
• Describe the difference in how Southern whites and Northerners
viewed slavery. SS.8.C.1.4
SS.8.C.1.6
• Evaluate the impact of the book Uncle Tom’s Cabin. Students will SS.8.A.4.15
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.
Identify the evolving forms of civic and political participation from the
colonial period through Reconstruction.
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.
• 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 2017-2018
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.
Volusia District Social Studies Office 2017-2018
Organizing Principle 12: The Civil War was caused by historic differences between the North and April – 1.5 weeks – by April 27th
South (economic, social, political, and sectional) that were emotionalized by the slavery issue.
Measurement Topics Curriculum Standards Benchmarks Content Language
SS.8.A.1.2
Analyze charts, graphs, maps, photographs and timelines; analyze political SS.8.A.1.7 arsenal
cartoons; determine cause and effect. SS.8.A.4.1 Bleeding Kansas
View historic events through the eyes of those who were there as shown in Civil War
their art, writings, music, and artifacts. SS.8.A.4.2 Confederate States of America
Dred Scott decision
Examine the causes, course, and consequences of United States westward Fugitive Slave Act
expansion and its growing diplomatic assertiveness (Wilmot Proviso, martyr
Compromise of 1850, Kansas Nebraska Act, Lincoln-Douglas Debates). popular sovereignty
secession
• Examine the economic, political, and social impact of the westward states’ rights
expansion of the United States.
Road to Civil War
• Examples: sectionalism, slavery.
SS.8.A.4.8
Describe the debate surrounding the spread of slavery into western SS.8.A.5.1
territories and Florida. SS.8.A.5.2
• Describe how the Kansas-Nebraska Act affected the spread of
slavery in the western territories.
• Examples: abolitionist movement, Missouri Compromise, Bleeding
Kansas, Kansas-Nebraska Act, Compromise of 1850.
Describe the influence of individuals on social and political developments
of this era in American History.
• Examples: Stephen Douglas, Abraham Lincoln, Roger B. Taney, Dred
Scott, John Brown, Jefferson Davis, Harriet Beecher Stowe
Explain the causes, course, and consequence of the Civil War (sectionalism,
slavery, states' rights, balance of power in the Senate).
• Describe the economic and social environment of the North and
South and explain how they contributed to the Civil War.
Analyze the role of slavery in the development of sectional conflict.
• Evaluate the impact of the book Uncle Tom’s Cabin.
• Identify and describe the key individuals and goals of the
abolitionist movement. (Harriet Beecher Stowe & John Brown)
• Examples: Compromise of 1850, Uncle Tom’s Cabin, Kansas-
Nebraska Act, Dred Scott v. Sandford, Lincoln-Douglas Debates, raid
on Harper’s Ferry, Presidential Election of 1860, Southern secession.
Volusia District Social Studies Office 2017-2018
Identify the division (Confederate and Union States, Border states, western SS.8.A.5.4
territories) of the United States at the outbreak of the Civil War. SS.8.A.5.7
• Identify the Border states.
• Identify whether a state was Confederate or Union.
• Prepare a labeled map of the western territories, Border,
Confederate, and Union states.
Examine key events and peoples in Florida history as each impact this era
of American history.
• Describe the political motivations behind the passing of Florida’s
1861 Ordinance of Secession.
• Examples: slavery, influential planters, Florida’s secession and
Confederate membership
Volusia District Social Studies Office 2017-2018
Resources Road to Civil War
Textbook HMH United States History Module 17 pgs.538-565
Safari Montage
Causes of the Civil War (Schlesinger) 32:04 John Brown’s Holy War (PBS) 1:22:00
Videos
Websites The Civil War: The Cause (PBS) 1:40:00 Civil War Journal: The Conflict Begins-John Brown’s War (A&E) 45:43
DBQ Binder/History Alive The West: Death Runs Riot (PBS) 1:26:00 Civil War Journal: The Conflict Begins-Destiny at Fort Sumter(A&E) 45:45
Teacher Hints America: The Story of Us: Division (A&E) 43:58
CPALMS Resources History Channel: The Path to Civil War: http://www.history.com/topics/american-civil-war/american-civil-war-history/videos/us-
Assessment inches-closer-to-war 2:25
Florida Literacy Standards
Reading 7 Gilder Lehrman Institute: Must create account (no fee involved) - Failure to Compromise: https://www.gilderlehrman.org/history-
(LAFS.68.RH.3.7)
by-era/civil-war-and-reconstruction-1861-1877/failure-compromise
Writing 1
(LAFS.68.WH.1.1) Kahoot: Road to Civil War: https://play.kahoot.it/#/k/ddc692e6-66c0-46a1-8d1d-97b53a1f38ae
Jeopardy Labs: Chapter 16 - Towards Civil War https://jeopardylabs.com/play/chapter-16-jeopardy-upper-school-us-history
DBQ: What Caused the Civil War?
Ordinary Americans Teacher’s Guide:
• Lesson 3, Sectional Crisis & Civil War
History Alive!
• United States: Civil War and Reconstruction (Section 1 Contrasting North and South)
• United States: Manifest Destiny in a Growing Nation (Section 5 A Case Study of Reform)
FOCUS: state’s rights; describing the debate surrounding the spread of slavery into western territories; explaining the causes and
effects of the Civil War; identifying the division of the United States at the outbreak of the Civil War
URL: http:www.cpalms.org/public/search/Search
SS.8.A.4.1- Lesson Plan SS.8.A.4.8- Lesson Plans SS.8.A.4.11- Lesson Plans
SS.8.A.5.1- Lesson Plans, Teaching Idea, tutorial SS.8.A.5.2- Lesson Plans SS.8.A.5.4- Lesson Plans
HMH Module Test:
Module 17 Assessment pgs. 564-565
Activities
Political Cartoon – Draw a political cartoon that illustrates Lincoln’s statement: “A house divided against itself cannot stand.”
DBQ: What Caused the Civil War?
Defend slavery from the Southern point of view
Volusia District Social Studies Office 2017-2018
Organizing Principle 13: The Civil War was a brutal conflict that resulted in tremendous loss of life April/May – 2.5 weeks by May 14th
and property and led to major changes in the American way of life. 1 Week DBQ/Remediation
Measurement Topics Curriculum Standards Benchmarks Content Language
The Civil War Analyze charts, graphs, maps, photographs and timelines; analyze political SS.8.A.1.2 border state
cartoons; determine cause and effect. SS.8.A.5.3 casualty
Explain major domestic and international economic, military, political, and SS.8.A.5.4 contraband
socio-cultural events of Abraham Lincoln's presidency. Copperheads
SS.8.A.5.5 cotton diplomacy
• Examples: sectionalism, states’ rights, slavery, Civil War, attempts at draft
foreign alliances, Emancipation Proclamation, Gettysburg Address, Emancipation Proclamation
suspension of habeas corpus, First and Second Inaugural Addresses. enlist
entrench
Identify the division (Confederate and Union States, Border states, western flank
territories) of the United States at the outbreak of the Civil War. greenback
habeas corpus
• Identify the Border states. ironclad
resistance
• Identify whether a state was Confederate or Union. strategy
total war
• Identify the reasons for the separation of West Virginia to form a
new state. SS.8.A.5.6
SS.8.A.5.7
• Prepare a labeled map of the western territories, Border,
Confederate, and Union states.
Compare Union and Confederate strengths and weaknesses.
• Discuss the advantage for the Confederacy of defending home soil
and better military leadership.
• Explain how the industrial strength gave the Union an initial
advantage.
• Examples: technology, resources, alliances, geography, and military
leaders—Lincoln, Davis, Grant, Lee, Jackson, and Sherman.
Compare significant Civil War battles and events and their effects on
civilian populations.
• Examples: Fort Sumter, Bull Run, Monitor v. Merrimack, Antietam,
Vicksburg, Gettysburg, Emancipation Proclamation, Sherman’s
March, and Lee’s surrender at Appomattox.
Examine key events and peoples in Florida history as each impacts this era
of American history.
• Describe the political motivations behind the passing of Florida’s
1861 Ordinance of Secession.
Volusia District Social Studies Office 2017-2018
• Compare land use in Florida before the Civil War with land use after SS.8.G.6.2
the war. SS.8.G.1.2
• Examples: slavery, influential planters, Florida’s secession and
Confederate membership, women, children, pioneer environment,
Union occupation, Battle of Olustee and role of 54th Massachusetts
regiment, Battle at Natural Bridge.
Illustrate places and events in U.S. history through the use of narratives and
graphic representations.
Use appropriate geographic tools and terms to identify and describe
significant places and regions in American history.
Volusia District Social Studies Office 2017-2018
Resources The Civil War
Textbook HMH United States History Module 18 pgs.566-609
Safari Montage
The Civil War (Schlesinger) 32:20 The Civil War: The Better Angels of Our Nature (PBS) 1:17:00
Videos
Civil War Journal, Commanders: West Point Classmates; Civil War Enemies (A&E) The Civil War: Simply Murder (PBS) 1:02:00
Websites
46:44 The Civil War: Valley of the Shadow of Death (PBS) 1:09:00
DBQ Binder/History Alive
Civil War Journal, Commanders: Robert E. Lee (A&E) 46:06 The Civil War: Most Hallowed Ground (PBS) 1:12:00
Teacher Hints
CPALMS Resources Civil War Journal: The Conflict Begins—Battle of 1st Bull Run (A&E) 45:45 The Civil War: The Universe of Battle (PBS) 1:35:00
Assessment
Civil War Journal: The Conflict Begins—the 54th Massachusetts (A&E) 45:48 The Civil War: A Bloody Affair (PBS) 1:08:00
Florida Literacy Standards
Reading 1 (LAFS.68.RH.1.1) Civil War Journal, Commanders: Sherman and the March to the Sea(A&E) 46:37
History Channel: America & the Civil War: http://www.history.com/topics/american-civil-war/american-civil-war-
history/videos/civil-war 4:04
Crash Course-US History: Battles https://youtu.be/25HHVDOaGeE?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s 7:24
Crash Course-US History: Civil War Part 1: https://youtu.be/rY9zHNOjGrs?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s 12:00
Crash Course-US History: Civil War Part 2: https://youtu.be/GzTrKccmj_I?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s 10:53
Gilder Lehrman Institute: Must create account (no fee involved)
American Civil War: https://www.gilderlehrman.org/history-by-era/civil-war-and-reconstruction-1861-1877/american-civil-war
African Americans & Emancipation: https://www.gilderlehrman.org/history-by-era/civil-war-and-reconstruction-1861-1877/african-
americans-and-emancipation
The Civil War website: http://www.civilwar.com/
National Park Service: The Civil War: https://www.nps.gov/civilwar/index.htm
Florida in the Civil War: https://www.floridamemory.com/onlineclassroom/floridacivilwar/
Jeopardy Labs: Chapter 17 - The Civil War https://jeopardylabs.com/play/the-civil-war-chapter-17-review
Mini-Q: North or South: Who Killed Reconstruction
Mini-Q: Why was the Battle of Gettysburg a Turning Point
Ordinary Americans Teacher’s Guide:
• Lesson 10, Sectional Crisis & Civil War
History Alive!
• United States: Civil War and Reconstruction
FOCUS: Jim Crow Laws; 13th, 14th, & 15th Amendments; Comparing the Union and Confederate strengths and weaknesses;
Comparing significant Civil War battles and events and their effects on the civilian populations
URL: http:www.cpalms.org/public/search/Search
HMH Module Test: Module 18 Assessment pgs. 608-609
Activities
Close Reading- Gettysburg Address and analyze the address by breaking down the sections
Chart – create a chart comparing battles won by the North and the South
Mini DBQ- The Battle of Gettysburg: Why was it a Turning Point?
Volusia District Social Studies Office 2017-2018
Organizing Principal 14: The United States faced many challenges after the Civil War and May – 1 week – by May 18th
attempts to meet those challenges had varying levels of success. Review for EOC by May 23rd
Measurement Topics Curriculum Standards Benchmarks Academic Language
Analyze charts, graphs, maps, photographs and timelines; analyze political SS.8.A.1.2 Reconstruction
cartoons; determine cause and effect. SS.8.A.1.7 amnesty
View historic events through the eyes of those who were there as shown in SS.8.A.4.3 radical
their art, writings, music, and artifacts. black codes
SS.8.A.5.7 override
Examine the experiences and perspectives of significant individuals and impeach
groups during this era of American History. scalawag
corruption
Reconstruction integrate
sharecropping
poll tax
literacy test
grandfather clause
segregation
lynching
commission
Examine key events and peoples in Florida history as each impacts this era
of American history.
• Describe the political motivations behind the passing of Florida’s
1861 Ordinance of Secession.
• Compare land use in Florida before the Civil War with land use
after the war.
• Examples: slavery, influential planters, Florida’s secession and
Confederate membership, women, children, pioneer environment,
Union occupation, Battle of Olustee and role of 54th
Massachusetts regiment, Battle at Natural Bridge.
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FINAL US History Curriculum 8th Grade 2017 - 2018
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