Download 8th Social Studies - Warren County Schools

Warren County Public Schools
8th Grade Social Studies
I Can….Targets
Unit Title
Program of Studies
Core Content 4.1
Economics
2 Weeks
SS-8-E-U-1
SS-08-3.1.1
Students will understand that Students will explain and give
the basic economic problem examples of how scarcity
I can explain how scarcity
required individuals, groups leads people to make
confronting individuals,
societies and government in and the government in the
decisions based on their
the development of the United United States prior to
wants and needs.
States prior to Reconstruction Reconstruction to make
decisions about how
was scarcity; as a result of
I can describe the
scarcity, economic choices and productive resources (natural productive resources
resources, human resources,
decisions were made.
o Natural
capital goods) were used.
o Human
DOK 2
SS-8-E-U-3
o Capital
Students will understand that
the United States government SS-08-3.1.2
I can explain the
and its policies played a major Students will identify how
production process using
financial decisions (considering the production equation.
role in determining how the
U.S. economy functioned prior finance and opportunity cost) by
individuals and groups
to Reconstruction.
I can give examples of
impacted historical events in
goods.
U.S. History prior to
SS-8-E-S-1
Students will demonstrate an Reconstruction
I can give examples of
understanding of the nature of
services.
limited resources and scarcity SS-08-3.2.1
in the United States prior to Students will describe the
I can explain how supply
economic system that developed and demand affects price
Reconstruction, using
information from a variety of in the United States prior to
of goods and services.
Reconstruction.
print and non-print sources
DOK 2
(e.g., news media, news
I can describe
magazines, textbook, Internet):
characteristics of the
explain how scarcity required
economic systems.
1
Critical Vocabulary
Resources
Scarcity
Supply
Demand
Competition
Resources
Natural Resources
Human Resources
Economic systems
Goods
Services
Specialization
Interdependence
Productivity
Production
Production Equation
Consume
Opportunity Cost
Tax
Tariff
June 2009
o Market
SS-08-3.2.2
o Mixed
Students will explain how profit
o Command
motivated individuals and
o Traditional
groups to take risks in
producing goods and services in I can give examples of
the early United States prior to how nations of the world
Reconstruction and influenced are dependent on each
the growth of a free enterprise other.
system
o US on other
nations
SS-08-3.3.3
o Other nations on
Students will explain how
the US
competition among buyers and
SS-8-E-S-3
sellers impacted the price of
Students will analyze
interdependence of economic goods and services in the
activities among individuals United States prior to
and groups in the United
Reconstruction.
States prior to Reconstruction
SS-08-3.1.2
Students will identify how
financial decisions (considering
finance and opportunity cost) by
individuals and groups
impacted historical events in
U.S. History prior to
Reconstruction.
individuals, groups and
governments to make
decisions about use of
productive resources (e.g.,
natural resources, human
resources and capital goods)
SS-08-3.4.3
Students will explain how
personal, national
and international economic
activities were interdependent
in the United States prior to
Reconstruction.
DOK 2
2
June 2009
SS-08-3.2.2
I can explain the process
Students will explain how profit of how goods are
motivated individuals and
distributed in the US.
groups to take risks in
producing goods and services in
the early United States prior to I can define specialization.
Reconstruction and influenced
the growth of a free enterprise I can describe how
system.
productivity is increased.
o New Technology/
SS-08-3.4.1
tools
Students will explain ways in
SS-8-E-U-4
o Specialization
Students will understand that which the basic economic
individuals, businesses and the questions about the
government of the U.S. prior production, distribution and
consumption of goods and
to Reconstruction made
economic decisions about the services were addressed in the
United States prior to
use of resources in the
production, distribution and Reconstruction.
DOK 2
consumption of goods and
services.
SS-08-3.4.2
Students will describe how
SS-8-E-S-2
Students will investigate the new knowledge,
production and distribution of technology/tools and
specialization increased
goods and services in the
productivity in the United
United States prior to
States prior to
Reconstruction:
examine ways in which basic Reconstruction.
economic questions about the DOK 2
production, distribution and
consumption of goods and
services were addressed
explain how resources were
SS-8-E-U-2
Students will understand that
the development of the
American economic system,
institutions and markets prior
to Reconstruction helped
individuals, groups and
governments achieve their
goals and impacted life in the
United States.
3
June 2009
Geography
2 Weeks
used to produce goods and
services and how profit
motivated individuals and
groups to take risks in
producing goods and services
analyze how new knowledge,
technology/tools and
specialization influenced
productivity of goods and
services
SS-8-G-U-1
Students will understand that
use of geographic tools (e.g.,
maps, globes, photographs,
models, charts, graphs,
databases) and mental maps
helps to interpret information,
analyze patterns and spatial
data, and understand
geographic issues encountered
in the United States prior to
Reconstruction.
I can use geographic tools
SS-08-4.1.1
Students will use a variety of to explain patterns and
geographic tools (maps,
locations on the earth’s.
photographs, charts, graphs,
o Maps
databases) to interpret patterns
o Photographs
and locations on Earth’s
o Charts
surface in United States history
o Graphs
prior to Reconstruction.
o Computers
DOK 3
SS-08-4.1.2
Students will describe how
different factors (e.g., rivers,
mountains, plains, harbors)
SS-8-G-S-1
Students will demonstrate an affected where human activities
understanding of patterns on were located in the United
Earth’s surface using a variety States prior to Reconstruction.
of geographic tools (e.g.,
maps, globes, charts, graphs,
photographs, models):
locate, in absolute or relative
terms, landforms and bodies of
water
locate, interpret patterns on
Earth’s surface, and explain
how different physical factors
4
5 themes of Geography
Regions
Migration
Map projection
Globe
Urban
Rural
Adaptation
Developed Country
Technical Advances
Climate
Weather
Longitude/Latitude
Push/Pull Factors
June 2009
(e.g., rivers, mountains,
seacoasts) impacted where
human activities were located
in the United States prior to
Reconstruction
SS-8-G-U-2
SS-08-4.3.1
Students will understand that Students will describe
patterns emerge as humans
patterns of human settlement
move, settle, and interact on in the United States prior to
Reconstruction and explain
Earth’s surface and can be
how these patterns were
identified by examining the
influenced by human needs.
location of physical and
DOK 2
human characteristics, how
they are arranged, and why
they are in particular locations. SS-08-4.3.2
Economic, political, cultural Students will explain why and
and social processes interact to give examples of how human
populations changed and/or
shape patterns of human
populations, interdependence, migrated because of factors
cooperation and conflict in the such as war, disease, economic
opportunity and technology in
United States prior to
the United States prior to
Reconstruction.
Reconstruction.
DOK 3
SS-8-G-U-3
Students will understand that
regions help us to see Earth as SS-08-4.2.1
an integrated system of places Students will describe how
and features organized by such regions in the U.S. prior to
principles as landform types, Reconstruction were made
distinctive by human
political units, economic
patterns and cultural groups. characteristics (e.g., dams,
roads, urban centers) and
physical characteristics (e.g.,
SS-8-G-S-2
mountains, bodies of water)
Students will investigate
regions of the Earth’s surface that created advantages and
in the United States prior to disadvantages for human
5
I can explain how physical
features cause people to
live where they do.
o Rivers
o Mountains
o Sea Coasts
I can describe factors that
push people to move.
o War
o Famine
o Disease
o Persecution
o Over population
o Lack of
opportunity
I can describe pull factors
that cause people to move.
o Economic
Opportunity
o Freedom
o Family
I can describe how
humans changed their
environment to meet their
needs.
June 2009
Reconstruction using
information from print and
non-print sources (e.g., books,
films, magazines, Internet,
geographic tools):
explain relationships between
and among physical
characteristics of regions and
how they were made
distinctive by human
characteristics (e.g., dams,
roads, urban centers); describe
advantages and disadvantages
for human activities (e.g.,
exploration, migration, trade,
settlement) that resulted
describe patterns of human
settlement; explain
relationships between these
patterns and human needs;
analyze how factors (e.g., war,
famine, disease, economic
opportunity, and technology)
affected human migration
SS-8-G-U-4
Students will understand that
people depended on, adapted
to, or modified the
environment to meet basic
needs. Human actions
modified the physical
environment and in turn, the
physical environment limited
or promoted human activities
in the United States prior to
Reconstruction.
activities (e.g., exploration,
migration, trade, settlement).
DOK 2
SS-08-4.4.3
Students will explain how the
natural resources of a place or
region impact its political,
social and economic
development in the United
States prior to Reconstruction.
I can describe how places
SS-08-4.2.2
Students will describe how
change using:
places and regions in United
o Technology
States history prior to
o Resources
Reconstruction changed over
o New Knowledge
time as technologies, resources
and knowledge became
I can describe how
available.
resources found in a
DOK 2
region cause it to change.
SS-08-4.4.1
Students will explain how
6
June 2009
SS-8-G-S-3
Students will investigate
interactions among human
activities and the physical
environment in the United
States prior to Reconstruction:
analyze cause-effect
relationships between and
among natural resources and
political, social, and economic
development
technology in the United States
prior to Reconstruction assisted
human modification (e.g.,
irrigation, clearing land,
building roads) of the physical
environment.
SS-08-4.4.2
Students will describe ways in
which the physical environment
(e.g., natural resources,
physical geography, natural
disasters) both promoted and
limited human activities (e.g.,
exploration, migration, trade,
settlement, development) in the
United States prior to
Reconstruction.
SS-08-4.4.4
Students will compare and
contrast different perspectives
(viewpoints) that people have
about how to use land (e.g.,
farming, industrial, residential,
recreational) in the United
States prior to Reconstruction.
Early Americans
/Culture
2 Weeks
SS-8-CS-U-1
Students will understand that SS-08-2.1.1
culture is a system of beliefs, Students will explain how
I can use the 8 elements of Elements of Culture
elements of culture (e.g.,
knowledge, institutions,
culture to describe a group Civilization
customs/traditions, languages language, the arts, customs, of people.
Culture
and skills shared by a group of beliefs, literature) defined
o Art
Conflict
people. Through a society’s specific groups in the United
o Music
Competition
culture, individuals learn the States prior to Reconstruction
o Language
Compromise
7
June 2009
relationships, structures,
patterns and processes to be
members of the society.
and resulted in unique
perspectives.
DOK 2
SS-8-CS-S-1
Students will demonstrate an SS-08-2.2.1
Students will compare how
understanding (e.g., speak,
draw, write, sing, create) of the cultures (United States prior to
nature of culture by exploring Reconstruction) developed
cultural elements (e.g., beliefs, social institutions (family,
customs/traditions, languages, religion, education,
government, economy) to
skills, literature, the arts) of
diverse groups in the United respond to human needs,
States prior to Reconstruction structure society and influence
and explain how culture served behavior.
to define specific groups and
resulted in unique perspectives
o
o
o
o
o
Food
Daily life
Government
Clothing
Religion
Perspective
Artifact
I can find elements of
culture in artifacts.
I can compare the
culture of the U.S. today
with the culture of the
U.S. prior to
reconstruction.
SS-8-CS-S-5
Students will compare
examples of cultural elements
of today to those in the United
States prior to Reconstruction,
using information from a
variety of print and non-print
sources (e.g., media, literature,
interviews, observations,
documentaries, artifacts)
I can define conflict.
SS-8-CS-U-3
SS-08-2.3.1
Students will understand that Students will explain how
o Political
interactions among individuals conflict and competition (e.g.,
o Cultural
political, economic, religious,
and groups assume various
o Economic
ethnic) occurred among
forms (e.g., compromise,
o Religious
individuals and groups in the
cooperation, conflict,
United States prior to
competition) and are
I can define competition.
8
June 2009
influenced by culture.
SS-8-CS-S-3
Students will explain how
communications between
groups were influenced by
cultural differences; explain
how interactions influenced
conflict and competition (e.g.,
political, economic, religious,
ethnic) among individuals and
groups in the United States
prior to Reconstruction
Reconstruction.
DOK 2
SS-08-2.3.2
Students will explain how
compromise and cooperation
were possible choices to
resolve conflict among
individuals and groups in the
United States prior to
Reconstruction.
DOK 2
o
o
o
o
Political
Cultural
Economic
Religious
I can give examples of
conflict.
I can give examples of
competition.
I can explain how
compromise is used to
resolve conflicts.
SS-8-CS-U-4
Students will understand that
multiple factors contributed to
the cultural diversity of the
United States prior to
Reconstruction; an
understanding and
appreciation of the diverse
complexity of cultures is
essential in our society.
SS-8-CS-S-4
Students will describe conflicts
between individuals or groups
and explain how compromise
and cooperation were possible
choices to resolve conflict
among individuals and groups
in the United States prior to
Reconstruction
Exploration
SS-8-HP-U-2
I can define
SS-08-5.1.1
9
June 2009
/Colonization
3 Weeks
Students will understand that Students will use a variety of
o Primary Source
U.S. History can be analyzed tools (e.g., primary and
o Secondary
by examining significant eras secondary sources) to describe
Source
(Exploration as it relates to the and explain historical events
and conditions and to analyze
settlement of America, The
the perspectives of different
Great Convergence,
Colonization and Settlement, individuals and groups (e.g.,
gender, race, region, ethnic
Revolution and the New
group, age, economic status,
Nation, Expansion and
Reform, Civil War) to develop religion, political group) in
chronological understanding U.S. history prior to
I can use primary sources
and recognize cause-and-effect Reconstruction.
to:
DOK 3
relationships and multiple
o Tell what
causation.
happened in
SS-08-5.1.2
history
Students will explain how
o Tell how people
SS-8-HP-S-1
Students will demonstrate an history is a series of connected
had different
events shaped by multiple
understanding of the
views about what
interpretative nature of history cause-and-effect relationships
happened in
and give examples of those
using a variety of tools and
history
resources (e.g., primary and relationships.
o Connect events in
secondary sources, Internet, DOK 3
history to one
timelines, maps):
another.
SS-08-5.2.1
investigate, describe and
analyze significant historical Students will explain events
I can give examples of
and conditions that led to the diversity in the US.
events and conditions in the
"Great Convergence" of
U.S prior to Reconstruction,
European, African and Native I can explain why the
drawing inferences about
American people beginning in “Great Convergence”
perspectives of different
the late 15th century, and
individuals and groups (e.g.,
occurred.
analyze how America's diverse
gender, race, region, ethnic
society developed as a result of I can define:
group, age, economic status,
these events.
religion, political group)
o Personal liberties
examine multiple cause-effect DOK 3
o Economic
relationships that have shaped
freedom
SS-08-5.2.2
history (e.g., showing how a
o Religious
Students will explain and give
10
June 2009
series of events are connected) examples of how the ideals of
equality and personal liberty
(rise of individual rights,
SS-8-HP-U-1
Students will understand that economic freedom, religious
history is an account of human diversity) that developed
activities that is interpretive in during the colonial period,
nature, and a variety of tools were motivations for the
(e.g., primary and secondary American Revolution and
proved instrumental in the
sources, data, artifacts) are
development of a new nation.
needed to analyze and
understand historical events. DOK 3
diversity
I can explain how
development of individual
freedoms led to changes in
Americans’ views.
SS-8-HP-U-3
Students will understand that
U.S. History (prior to
Reconstruction) has been
impacted by significant
individuals and groups.
SS-8-HP-U-4
Students will understand that
geography, culture and
economics have a significant
impact on historical
perspectives and events.
SS-8-HP-U-5
Students will understand that
advances in science and
technology have a significant
impact on historical events.
11
June 2009
SS-8-HP-S-2
Students will investigate, using
primary and secondary sources
(e.g., biographies, films,
magazines, Internet resources,
textbooks, artifacts) to answer
questions about, locate
examples of, or interpret
factual and fictional accounts
of major historical events and
people:
analyze how exploration and
the settlement of America
caused diverse cultures to
interact in various forms (e.g.,
compromise, cooperation,
conflict, competition); explain
how governments expanded
their territories and the impact
this had on the United States
prior to Reconstruction
describe events and conditions
that led to the "Great
Convergence" of European,
African and Native American
people beginning in the late
15th century; analyze how
America's diverse society
developed as a result of these
events
explain how the ideals of
equality and personal liberty
(e.g., rise of individual rights,
economic freedom, religious
diversity) that developed
12
June 2009
during the colonial period
were motivations for the
American Revolution and
proved instrumental in forging
a new nation.
Road to American
Revolution
5 Weeks
SS-8-HP-S-1
Students will demonstrate an
understanding of the
interpretative nature of history
using a variety of tools and
resources (e.g., primary and
secondary sources, Internet,
timelines, maps):
investigate, describe and
analyze significant historical
events and conditions in the
U.S prior to Reconstruction,
drawing inferences about
perspectives of different
individuals and groups (e.g.,
gender, race, region, ethnic
group, age, economic status,
religion, political group)
examine multiple cause-effect
relationships that have shaped
history (e.g., showing how a
series of events are connected)
I can explain the cause
SS-08-5.1.1
Students will use a variety of and effects of the French
tools (e.g., primary and
and Indian War.
secondary sources) to describe
and explain historical events
and conditions and to analyze
the perspectives of different I can connect the French
individuals and groups (e.g., and Indian War to the
gender, race, region, ethnic
American Revolution.
group, age, economic status,
religion, political group) in
U.S. history prior to
I can explain the ideal of
Reconstruction.
“no taxation without
DOK 3
representation.”
Tyranny
French and Indian War
Primary Sources
Secondary Sources
Acts/Taxes/Events leading to
Revolution (e.g. Stamp,
Quartering, Sugar)
Patriot
Loyalist
Declaration of Independence
Writs of Assistance
SS-08-5.1.2
I can summarize the
Students will explain how
various `points of view' of
history is a series of connected people during the
events shaped by multiple
American Revolutionary
cause-and-effect relationships War.
and give examples of those
o Patriots
relationships.
o Loyalists
DOK 3
o Other Countries
SS-8-HP-S-2
Students will investigate, using SS-08-5.2.2
I can summarize the acts
primary and secondary sources Students will explain and give leading to the American
examples of how the ideals of Revolution.
(e.g., biographies, films,
magazines, Internet resources, equality and personal liberty
o Proclamation of
textbooks, artifacts) to answer (rise of individual rights,
1763
economic freedom, religious
questions about, locate
o Quartering Act
13
June 2009
examples of, or interpret
factual and fictional accounts
of major historical events and
people:
explain how the ideals of
equality and personal liberty
(e.g., rise of individual rights,
economic freedom, religious
diversity) that developed
during the colonial period
were motivations for the
American Revolution and
proved instrumental in forging
a new nation
diversity) that developed
during the colonial period,
were motivations for the
American Revolution and
proved instrumental in the
development of a new nation.
DOK 3
o
o
o
o
o
o
Sugar Act
Stamp Act
Declatory Act
Townshend Acts
Tea Act
Coercive Act
(Intolerable Act)
SS-08-2.3.1
Students will explain how
conflict and competition (e.g.,
political, economic, religious,
ethnic) occurred among
I can summarize the
individuals and groups in the events/people leading to
United States prior to
the American Revolution.
SS-8-CS-S-3
Reconstruction.
Students will explain how
o Boston Massacre
DOK 2
communications between
o Boston Tea Party
groups were influenced by
o First Continental
cultural differences; explain SS-08-2.3.2
Congress
Students will explain how
how interactions influenced
o Olive Branch
conflict and competition (e.g., compromise and cooperation
Petition
political, economic, religious, were possible choices to
o Lexington and
ethnic) among individuals and resolve conflict among
Concord
individuals and groups in the
groups in the United States
o Second
United States prior to
prior to Reconstruction
Continental
Reconstruction.
Congress
DOK 2
SS-8-CS-S-4
o Thomas Payne
Students will describe conflicts
“Common Sense”
between individuals or groups
o Declaration of
and explain how compromise
Independence
and cooperation were possible
- Thomas
choices to resolve conflict
Jefferson
among individuals and groups
-John Locke
in the United States prior to
-natural rights
Reconstruction
- life
14
June 2009
- liberty
- pursuit of
happiness
I can explain why
individuals do not get
along because of
differences of opinion.
I can explain how
competition can create
problems.
o Groups
o Individuals
U.S. Constitution
/Government
6 Weeks
SS-8-GC-U-1
Students will understand that
the American political system
developed from a colonial
base of representative
democracy by the actions of
people who envisioned an
independent country and new
purposes for the government
I can define the three
Articles of Confederation
SS-08-1.1.1
forms of government
U.S. Constitution
Students will compare
o
Monarchy
Bill of Rights
purposes and sources of
o Democracy
Ratify
power in the most common
o Republic
Amendment
forms of government
Limited Government
(monarchy, democracy,
I can explain where the
Popular Sovereignty
republic).
DOK 2 three forms of government Separation of Powers
get their power
Checks and Balances
o Monarchy
Federalism
o Democracy
Three Branches
o Republic
Judicial Review
Duties of Citizens
I can compare the three Responsibilities of Citizens
forms of government
o Monarchy
o Democracy
o Republic
SS-8-GC-S-1
SS-08-1.1.2
I can give examples of
15
June 2009
Students will demonstrate an Students will describe and
how the U.S. government
understanding (e.g., illustrate, give examples to support how preserves and protects
write, model, projects, present) democratic government in the citizens rights
of the nature of government: United States prior to
o Voting
explain the role of government Reconstruction functioned to
o Constitution
preserve and protect the
(e.g., establishing order,
o Laws
rights (e.g., voting), liberty
providing security, achieving
o Statues
and property of their citizens
common goals) in the United
States prior to Reconstruction by making, enacting and
and make connections to how enforcing appropriate rules
government influences culture, and laws (e.g., constitutions,
laws, statutes).
society and the economy
DOK 3
SS-8-GC-U-2
Students will understand that
the United States government
was formed to establish order,
provide security and
accomplish common goals.
SS-8-GC-S-5
Students will analyze
information from a variety of
print and non-print sources
(e.g., books, documents,
articles, interviews, Internet)
to research answers to
questions and explore issues
SS-8-GC-U-3
SS-08-1.3.1
Students will understand that Students will explain and give
the fundamental values and
examples of how significant
principles (e.g., liberty, justice, United States documents
individual human dignity, the (Declaration of Independence,
Constitution, Bill of Rights)
rule of law) of American
representative democracy as established democratic
16
I can explain how the
rights of all citizens are
guaranteed by
o Constitution
o Bill of Rights
I can give examples of the
June 2009
expressed in historical
rights that are guaranteed
principles and guaranteed
documents (e.g., the
certain rights for all citizens. by
Declaration of Independence, DOK 2
o Constitution
the Constitution of the United
o Bill of Rights
States) are enduring and
remain significant today.
I can describe how the
Preamble of the
Declaration of
Independence helped lead
to the rights for all
citizens.
SS-8-GC-S-3
Students will make inferences
about and among significant
I can discuss the goals of
historical events and historical
the Preamble to the
documents (e.g., the
Constitution.
Declaration of Independence,
o Form a more
the Constitution of the United
perfect Union
States) to illustrate
o Establish Justice
connections to democratic
o Ensure domestic
principles and guaranteed
tranquility
rights for all citizens
o Provide for
common defense
o Promote general
welfare
o Secure the
blessings of
liberty
I can explain the major
principles of the
Constitution
o Popular
Sovereignty
o Limited
Government
o Federalism
17
June 2009
o
o
o
SS-8-GC-U-4
SS-08-1.1.3
Students will understand that Students will describe and
the Constitution of the United give examples of the ways the
Constitution of the United
States establishes a
government of limited powers States is a document that can
that are shared among different be changed from time to time
through both formal and
levels and branches. The
Constitution is a document that informal processes (e.g.,
can be changed from time to amendments, court cases,
time through both formal and executive actions) to meet the
needs of its citizens.
informal processes (e.g.,
DOK 2
amendments, court cases,
executive actions) to meet the
needs of its citizens.
SS-8-CS-U-2
Students will understand that
cultures develop social
institutions (e.g., government,
economy, education, religion,
family) to structure society,
influence behavior, and
respond to human needs.
Separation of
Powers
Checks and
Balances
Individual Rights
I can identify the
processes to change the
U.S. Constitution.
I can identify the 3
branches of the U.S.
Government.
o Executive
o Judicial
o Legislature
I can describe the
functions of each of the 3
branches of government.
o Executive
o Judicial
o Legislature
SS-08-1.2.1
Students will identify the
three branches of government,
their functions and analyze
I can explain the checks
and give examples of the ways that each branch of
the U.S. Constitution
government has over the
separates power among the
other.
legislative, executive and
o Executive over
judicial branches to prevent
Judicial
the concentration of political
Legislature
power and to establish a
o Judicial over
system of checks and balances.
Executive
DOK 3
Legislature
o Legislature over
18
June 2009
SS-8-GC-S-2
SS-08-1.2.2
Students will investigate the Students will explain the
Constitution of the United
reasons why the powers of the
state and national/federal
States:
examine ways the Constitution governments are sometimes
shared and sometimes
is a document that can be
separate (federalism) and give
changed from time to time
examples of shared and
through both formal and
separate powers.
informal processes (e.g.,
DOK 2
amendments, court cases,
executive actions) to meet the
needs of its citizens
explain the political process
established by the U.S.
Constitution and ways the
Constitution separates power
among the legislative,
executive and judicial
branches to prevent the
concentration of political
power and to establish a
system of checks and balances
analyze why the powers of the
state and federal governments
are sometimes shared and
sometimes separated
(federalism)
SS-8-GC-U-5
Students will understand that
as members of a democratic
society, all citizens of the
United States have certain
rights and responsibilities,
including civic participation.
SS-08-1.3.1
Students will explain and give
examples of how significant
United States documents
(Declaration of Independence,
Constitution, Bill of Rights)
established democratic
principles and guaranteed
19
Executive
Judicial
I can identify the powers
given to
o Federal
(Enumerated)
o Shared
(Concurrent)
o State (Reserved)
I can tell the difference
between federalism and
separation of powers.
I can explain why certain
powers are
o reserved for the
States
o given to the
National
o shared between
the National and
States
I can define the difference
between duties and
responsibility.
I can list the duties of
citizens.
I can list the
June 2009
certain rights for all citizens. responsibilities of citizens.
DOK 2
I can explain using
examples why it is
SS-8-GC-S-4
SS-08-1.3.2
important for citizens to
Students will explain pros and Students will explain and give carry out their
cons of how citizen
examples of how, in order for
o duties
responsibilities (e.g.,
the U.S. government to
o responsibilities
participate in community
function as a democracy,
activities, vote in elections)
citizens must assume
and duties (e.g., obey the law, responsibilities (e.g.,
participating in community
pay taxes, serve on a jury,
activities, voting in elections)
register for the military)
impact the U.S. government’s and duties (e.g., obeying the
law, paying taxes, serving on a
ability to function as a
jury, registering for the
democracy
military)
DOK 2
Early Republic
3 Weeks
I can identify all 3
Federalist
SS-8-HP-S-2
SS-08-1.2.1
Students will investigate, using Students will identify the
branches of national
Democratic-Republicans
primary and secondary sources three branches of government, government.
Judicial Review
describe their functions and
(e.g., biographies, films,
Political Party
magazines, Internet resources, analyze and give examples of I can describe the
Loose
textbooks, artifacts) to answer the ways
functions of the executive Construction/interpretation
the U.S. Constitution
questions about, locate
branch of the national
Strict
separates power among the
examples of, or interpret
government.
Construction/interpretation
factual and fictional accounts legislative, executive and
Whiskey rebellion
of major historical events and judicial branches to prevent
Tribute
the concentration of political I can describe the
people:
Monroe Doctrine
power and to establish a
describe how the growth of
functions of the legislative Impressment
system of checks and balances. branch of the national
democracy and geographic
Neutrality
expansion occurred and were DOK 3
government.
States Rights
significant to the development
KY/Virginia Resolution
of the United States prior to
I can describe the
Reconstruction
functions of the judicial
20
June 2009
branch of the national
government.
o Judicial Review
SS-8-GC-S-2
Students will investigate the
Constitution of the United
States:
examine ways the Constitution
is a document that can be
changed from time to time
through both formal and
informal processes (e.g.,
amendments, court cases,
executive actions) to meet the
needs of its citizens
explain the political process
established by the U.S.
Constitution and ways the
Constitution separates power
among the legislative,
executive and judicial
branches to prevent the
concentration of political
power and to establish a
system of checks and balances
analyze why the powers of the
state and federal governments
are sometimes shared and
sometimes separated
(federalism)
Manifest Destiny/
Westward Expansion
/Industrial Revolution
4 Weeks
I can give examples of
how each branch can
check the powers of the
other two branches.
Also see Constitution unit
I can identify
SS-8-HP-S-2
SS-08-5.2.3
Students will investigate, using Students will explain how the
o Primary sources
primary and secondary sources growth of democracy and
o Secondary
geographic expansion
(e.g., biographies, films,
sources
magazines, Internet resources, occurred and were significant
textbooks, artifacts) to answer to the development of the
I can cite evidence of how
21
Manifest Destiny
Louisiana Purchase
Oregon Trail
Groups going West (49er’s,
Railroad Owners etc.)
Canal
June 2009
questions about, locate
United States prior to
examples of, or interpret
Reconstruction.
factual and fictional accounts DOK 3
of major historical events and
people:
d) describe how the growth of
democracy and geographic
expansion occurred and were
significant to the development
of the United States prior to
Reconstruction
f) evaluate how advances in
science and technology
contributed to the changing
American society in the United
States prior to Reconstruction
SS-8-G-S-2
Students will investigate
regions of the Earth’s surface
in the United States prior to
Reconstruction using
information from print and
non-print sources (e.g., books,
films, magazines, Internet,
geographic tools):
explain relationships between
and among physical
characteristics of regions and
how they were made
distinctive by human
characteristics (e.g., dams,
roads, urban centers); describe
advantages and disadvantages
for human activities (e.g.,
exploration, migration, trade,
new technologies helped
with the development of
the west.
o Canals
o Roads
o Steamships
o Rail Roads
Roads
Steamship
Transcontinental RR
Trail of Tears
Gold Rush
Corp of Discovery
Conestoga Wagon
Prairie Schooner
I can explain how the
Inventions of Industrial
westward trails led to the Revolution
development of the west. Mass Production
Interchangeable parts
I can explain the pros
Division of Labor
(good) of the western
migration.
I can explain the cons
(bad) of the western
migration.
SS-08-4.2.1
Students will describe how
regions in the U.S. prior to
[see geography unit]
Reconstruction were made
distinctive by human
characteristics (e.g., dams,
roads, urban centers) and
physical characteristics (e.g.,
mountains, bodies of water)
that created advantages and
disadvantages for human
activities (e.g., exploration,
migration, trade, settlement).
DOK 2
SS-08-4.2.2
Students will describe how
22
June 2009
settlement) that resulted
SS-8-G-S-3
Students will investigate
interactions among human
activities and the physical
environment in the United
States prior to Reconstruction:
analyze cause-effect
relationships between and
among natural resources and
political, social, and economic
development
SS-8-E-S-2
Students will investigate the
production and distribution of
goods and services in the
United States prior to
Reconstruction:
examine ways in which basic
economic questions about the
production, distribution and
consumption of goods and
services were addressed
explain how resources were
used to produce goods and
services and how profit
motivated individuals and
groups to take risks in
producing goods and services
analyze how new knowledge,
technology/tools and
specialization influenced
productivity of goods and
services
places and regions in United
States history prior to
Reconstruction changed over [see geography unit]
time as technologies, resources
and knowledge became
available.
DOK 2
SS-08-3.4.2
Students will describe how
new knowledge,
technology/tools and
specialization increased
productivity in the United
States prior to
Reconstruction.
DOK 2
23
[see economics unit]
June 2009
Social Reform
2 Weeks
SS-8-CS-S-3
Students will explain how
communications between
groups were influenced by
cultural differences; explain
how interactions influenced
conflict and competition (e.g.,
political, economic, religious,
ethnic) among individuals and
groups in the United States
prior to Reconstruction
[see culture unit]
SS-08-2.3.1
Students will explain how
conflict and competition (e.g.,
political, economic, religious,
ethnic) occurred among
individuals and groups in the
United States prior to
Reconstruction.
DOK 2
SS-08-2.3.2
SS-8-CS-S-4
Students will describe conflicts Students will explain how
between individuals or groups compromise and cooperation
and explain how compromise were possible choices to
and cooperation were possible resolve conflict among
individuals and groups in the
choices to resolve conflict
among individuals and groups United States prior to
in the United States prior to Reconstruction.
DOK 2
Reconstruction
I can explain how political
parties developed.
I can describe the
beginning of the women's
movement.
o Suffrage
o Temperance
o Equal Rights
SS-8-HP-S-2
Students will investigate, using SS-08-5.2.4
primary and secondary sources Students will describe the
I can identify the
important roles of the
leaders of the women's
suffrage movement.
o Elizabeth Cady
Stanton
o Susan B.
Anthony
24
Abolitionist
Anti-slavery movement
W.L.Garrison
F. Douglass
H. Tubman
Underground RR
Women’s Suffrage
Seneca Falls Declaration
Prison reform
Temperance
Suffrage
June 2009
(e.g., biographies, films,
political, social, economic and
magazines, Internet resources, cultural differences (e.g.,
textbooks, artifacts) to answer slavery, tariffs, industrialism
vs. agrarianism, federal vs.
questions about, locate
states' rights) among sections
examples of, or interpret
factual and fictional accounts of the U.S. and explain how
of major historical events and these differences resulted in
the American Civil War.
people:
compare the political, social, DOK 3
economic and cultural
differences (e.g., slavery,
tariffs, industrialism vs.
agrarianism, federal vs. states'
rights) between and among
regions of the U.S. and explain
how these differences
contributed to the American
Civil War
SS-8-HP-S-1
Students will demonstrate an
understanding of the
interpretative nature of history
using a variety of tools and
resources (e.g., primary and
secondary sources, Internet,
timelines, maps):
investigate, describe and
analyze significant historical
events and conditions in the
U.S prior to Reconstruction,
drawing inferences about
perspectives of different
individuals and groups (e.g.,
o
o
o
Sojourner Truth
Lucretia Mott
Elizabeth
Blackwell
I can explain the
development of the
abolitionist movement.
I can identify the
important abolitionist
leaders.
o Fredrick
Douglass
o John Brown
o Grimke Sisters
o Harriet Tubman
o Sojourner Truth
SS-08-5.1.1
Students will use a variety of
tools (e.g., primary and
secondary sources) to describe
and explain historical events
and conditions and to analyze
the perspectives of different
individuals and groups (e.g.,
gender, race, region, ethnic
group, age, economic status,
religion, political group) in
U.S. history prior to
Reconstruction.
DOK 3
25
June 2009
gender, race, region, ethnic
SS-08-5.1.2
group, age, economic status, Students will explain how
history is a series of connected [see Geography,
religion, political group)
examine multiple cause-effect events shaped by multiple
Revolution and Westward
relationships that have shaped cause-and-effect relationships Expansion units]
history (e.g., showing how a and give examples of those
series of events are connected) relationships.
[see Geography,
DOK 3
Revolution and Westward
Expansion units]
Civil War
4 Weeks
SS-8-HP-S-2
SS-08-5.2.3
Students will investigate, using Students will explain how the
primary and secondary sources growth of democracy and
geographic expansion
(e.g., biographies, films,
magazines, Internet resources, occurred and were significant
textbooks, artifacts) to answer to the development of the
United States prior to
questions about, locate
Reconstruction.
examples of, or interpret
factual and fictional accounts DOK 3
of major historical events and
SS-08-5.2.4
people:
e)compare political, social, Students will describe the
political, social, economic and
economic and cultural
cultural differences (e.g.,
differences (e.g., slavery,
slavery, tariffs, industrialism
tariffs, industrialism vs.
agrarianism, federal vs. states' vs. agrarianism, federal vs.
states' rights) among sections
rights) between and among
regions of the U.S. and explain of the U.S. and explain how
these differences resulted in
how these differences
contributed to the American the American Civil War.
DOK 3
Civil War
f) evaluate how advances in
science and technology
contributed to the changing
26
I can list the causes of the Sectionalism
Civil War.
Nationalism
Secede
I can explain the economic Dredd Scott
system of the North.
Uncle Tom’s Cabin
Fugitive Slave Act
I can explain the economic Missouri Compromise
system of the South.
North/South
Union/Confederacy
I can explain the social
States Rights
system of the North.
National supremacy
Compromise of 1850
I can explain the social
Bleeding Kansas
system of the South.
Tariff
Tax
I can describe the issues
that lead to the Civil War
o Slavery
o Tariffs
o Industrialism
o Agrarianism
o Federal vs.
states’ rights
June 2009
American society in the United
States prior to Reconstruction

27
June 2009