Download Social Studies, 4th 9 weeks

2016.17 Eighth Grade, Social Studies, Quarter 4
Division and Union and Western Development: Students analyze the multiple causes, key events, and complex consequences of the Civil War,
Reconstruction and the role Tennessee played in both events. Also, students will study the development of the American West.
On-Going Standards
On-Going “I Can” Statements
8.WCE.SS.2 Honor the U.S. Constitution and recognize its significance
and purpose.
I can honor the U.S. Constitution and each additional Amendments
during this era of study as well as recognize its significance.
Analyze various historical sources effectively, including:
 Primary sources
 Texts
 Political cartoons
 Maps
 Songs
 Movies
 Recordings
I can analyze historical primary sources, texts, political cartoons,
maps, songs, movies and recordings effectively.
Use technology effectively and appropriately to enhance the learning
and develop 21st century learners.
I can think in creative and innovative ways using technology to
communicate and collaborate, research and solve problems in an
appropriate manner to learn history and geography.
I can understand the ebb and flow of political parties over the 19 th
century.
I can investigate and discover historical facts and make connections
that impact my life today.
Tennessee State Standards
Student Friendly “I Can” Statements
Southern Slavery Standards Continued
Southern Slavery Continued [1800s]
8.SS.71 Identify the conditions of enslavement, and explain how slaves
adapted and resisted in their daily lives.
I can understand the daily lives of slaves and how slaves resisted
captivity.
8.SS.64 Describe the significance of the Northwest Ordinance and the
banning of slavery in new states north of the Ohio River.
I can understand how the Northwest Ordinance of 1787 banned
slavery in several northern states.
8.SS.65 Describe the reasons for and the impact of the Missouri
Compromise of 1820.
I can explain the causes and impacts of the Missouri Compromise of
1820.
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8.SS.66 Analyze the impact of the various leaders of the abolitionist
movement, including John Brown and armed resistance; Harriet
Tubman and the Underground Railroad; William Lloyd Garrison and The
Liberator; Frederick Douglass and the Slave Narratives; and Harriet
Beecher Stowe’s Uncle Tom’s Cabin, Virginia Hill and Free Hill,
Tennessee; Francis Wright and Nashoba Commune; and Elihu Embree’ s
The Emancipator.
I can identify the accomplishments of leaders of the abolitionist
movement:
 John Brown/armed resistance
 Harriet Tubman/Underground Railroad
 Frederick Douglass/Slave Narratives
 William Lloyd Garrison/The Liberator
 Harriet Beecher Stowe/Uncle Tom’s Cabin
 Virginia Hill/Free Hill, Tennessee
 Francis Wright /Nashoba Commune
 Elihu Embree/The Emancipator
8.SS.67 Explain the reasons for and the impact of the Compromise of
1850, including the roles played Daniel Webster and John C. Calhoun
and the Fugitive Slave Law.
I can explain the causes and effects of the Compromise of 1850,
including the Fugitive Slave Law.
I can evaluate the opinions and motivations of John C. Calhoun and
Daniel Webster.
8.SS.68 Explain the motivations behind passage of the Kansas-Nebraska
Act of 1854, including the rise of the Republican Party, “Bleeding
Kansas,” the Sumner Brooks incident, and the John Brown raid on
Harper’s Ferry.
I can explain the controversy and impacts of the Kansas-Nebraska Act,
including:
 “Bleeding Kansas”
 John Brown’s violent actions
 Sumner/Brooks incident
 rise of the Republican Party
8.69 Analyze the reasons for and applied by the Supreme Court in the
Dred Scott v. Sandford case and the resulting divisiveness between the
North and South.
I can analyze and explain the impact of the Dred Scott case in dividing
the nation.
8.70 Examine the arguments presented by Stephen Douglas and
Abraham Lincoln in the Illinois Senate race debate of 1858.
I can chart the arguments of Stephen Douglas and Abraham Lincoln in
the Illinois Senate race debate of 1858.
I can analyze how John Brown’s raid on Harper’s Ferry threatened the
southern slaveholders.
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Civil War Standards
Civil War [1860-1865]
8.SS.74 Evaluate each candidate and the election of 1860 and analyze
how that campaign reflected the sectional turmoil in the country.
I can compare the candidates of the election of 1860 and analyze how
the election represented a divided nation.
8.SS.75 Explain the geographical division of Tennessee over the issue of
slavery and secession, including Governor Harris, the secession
convention vote of 1861, anti-secession efforts, and Scott County.
I can explain how Tennessee was divided over the issues of slavery
and secession, including:
 Governor Harris
 the Secession Convention vote-1861
 Anti- secession efforts
 Scott County’s secession from Tennessee
8.SS.76 Describe Abraham Lincoln’s presidency and his significant
writings and speeches, including his House Divided speech in 1858,
Gettysburg Address in 1863, Emancipation Proclamation in 1863 and
inaugural addresses in 1861 and 1865.
I can describe Lincoln’s presidency and analyze his well-known
speeches and writings, including:
 1858 House Divided
 1861 Inaugural Address
 1863 Emancipation Proclamation
 1863 Gettysburg Address
 1865 Inaugural Address
8.SS.77 Explain the roles of leaders during the Civil War, including
Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Stonewall Jackson and
soldiers on both sides of the war, including Tennesseans David Farragut,
Nathan Bedford Forrest and William Brownlow.
I can explain the roles of leaders during the Civil War, including:
 Ulysses S. Grant
 David Farragut
 Jefferson Davis
 Robert E. Lee
 Nathan Bedford Forrest
 Stonewall Jackson
 William Brownlow
8.SS.78 Describe African-American involvement in the Union army,
including the Massachusetts 54th Regiment and the 13th U.S. Colored
Troops in the Battle of Nashville.
I can describe African American involvement in the Union army,
including
 Massachusetts 54th Regiment
 13th U.S. Colored Troops [Battle of Nashville]
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8.SS.79 Cite textual evidence analyzing the life of the common soldier in
the Civil War, including Sam Watkins and Sam Davis.
Citing textual evidence, I can analyze the life of the common soldier in
the Civil War, including Sam Watkins and Sam Davis.
8.SS.80 Trace the critical developments and events in the war, including
geographical advantages and economic advantages of both sides,
technological advances and the location and significance of the
following battles:
 Anaconda Plan
 First Battle of Bull Run
 Fort Henry and Fort Donelson
 Shiloh
 Antietam
 Stones River
 Fredericksburg
 Chancellorsville
 Gettysburg
 Vicksburg
 Chickamauga
 Lookout Mountain
 Franklin
 Nashville
 Sherman’s “March to the Sea”
 Appomattox Court House
I can compare the strengths of the Union and Confederate Armies
during the Civil War, including
 economic advantages
 geographical advantages
 technological advantages
I can explain the strategy of the Anaconda Plan.
I can name and location and importance of battles of the Civil War,
including
 Fort Sumter
 First Battle of Bull Run
 Fort Henry and Fort Donelson
 Shiloh
 Antietam
 Stones River
 Fredericksburg
 Chancellorsville
 Gettysburg
 Vicksburg
 Chickamauga
 Lookout Mountain
 Franklin
 Nashville
 Sherman’s “March to the Sea”
 Surrender at Appomattox Court House
Reconstruction and Western Development Standards
Reconstruction and Western Development [1865-1880]
8.SS.81 Assess the impact of the assassination of President Abraham
I can write an argumentative piece of how the history of the United
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Lincoln on both the North and the South.
States would be different if Lincoln was not assassinated.
8.SS.82 Explain the significance of 13th, 14th and 15th Amendments to
the Constitution.
I can explain the significance of the 13th, 14th, and 15th amendments.
8.SS.83 Analyze the choice of Andrew Johnson as Vice-President, his
succession to the Presidency, his plan for Reconstruction and his
conflict with the Radical Republicans.
I can follow the career of Andrew Johnson’s presidency, including:
 Lincoln’s choice for vice-president
 succession to presidency
 Reconstruction plan
 conflict with Radical Republics
8.SS.84 Compare the 10% Plan to the Radical Republican Plan for
Reconstruction.
I can compare and contrast Lincoln’s 10% Plan with the Radical
Republican’s Wade Davis Bill by drawing and labeling a Venn diagram.
8.SS.85 Explain the effects of the Freedmen’s Bureau and the
restrictions placed on the rights and opportunities of freedmen,
including racial segregation and Jim Crow laws.
I can explain the purpose and effectiveness of the Freedmen’s
Bureau.
I can explain the restrictions placed on former slaves, including
segregation and Jim Crow laws.
8.SS.86 Trace the rise of the Ku Klux Klan and vigilante justice, including
its role in Tennessee.
I can trace the rise of the Ku Klux Klan including its origins in
Tennessee.
8.SS.87 Explain the movement of both white and black Northern
entrepreneurs [carpetbaggers] from the North to the South.
I can explain why carpetbaggers came to the South during
Reconstruction.
8.SS.88 Explain the controversy of the 1876 presidential election and
the subsequent removal of federal troops from the South.
I can explain what happened during the 1876 election and how it led
to the end of Reconstruction.
8.SS.89 Describe the push-pull effect in the movement of former slaves
to the North and West, including and the Exodusters, Pap Singleton.
I can create a push-pull chart explaining the migration of former
slaves to the North and West, including:
 Exodusters
 Pap Singleton
8.SS.90 Describe the major developments in Tennessee during the
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Reconstruction Era, including the Constitutional Convention of 1870,
the yellow fever epidemic of 1878 and the election of AfricanAmericans to the General Assembly.
I can describe the major developments in Tennessee during the
Reconstruction era, including:
 1870 Constitutional Convention
 the yellow fever epidemic of 1878
 election of African Americans to the General Assembly
8.SS.91 Explain patterns of agricultural and industrial development after I can interpret a map showing agricultural and industrial development
the Civil War as they relate to climate, use of natural resources, markets after the Civil War, including:
and trade and the location of such development on a map.
 climate
 use of natural resources
 markets
 trade and development
8.SS.92 Trace the evolution of federal Indian policy, including
movement to reservations; assimilation, boarding schools, wars with
Indians [Little Big Horn and Wounded Knee], and the impact of the
railroad and settlement patterns of pioneers, Buffalo Soldier [George
Jordon], and the Dawes Act.
I can chart the federal American Indian policy including:
 movement to reservations
 assimilation
 boarding schools
 Little Big Horn
 Wounded Knee
 The Dawes Act
8.SS.93 Explain the significance of various American Indian leaders,
including:
 Crazy Horse
 Geronimo
 Sitting Bull
 Chief Joseph
I can explain the impact of westward expansion on American Indians,
including:
 railroads
 pioneer settlements
 Buffalo Soldiers/George Jordon
I can explain the significance of American Indian leaders, including:
 Crazy Horse
 Geronimo
 Sitting Bull
 Chief Joseph
8.SS.94 Explain the impact of the Homestead Act.
I can explain the impact of the Homestead Act.
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8.SS.95 Analyze how significant inventors and their inventions, including
barbed wire, the six-shooter, windmills, sod housing, and the steel plow
changed life in the West.
I can analyze how new inventions changed life in the West, including:
 barbed wire
 the six-shooter
 sod housing
 steel plow
8.SS.96 Trace the expansion and development of the Transcontinental
Railroad, including the Golden Spike event [1869], and the role that
Chinese immigrant laborers [Central Pacific track] and Irish immigrant
laborers [Union Pacific track] played in its construction.
I can label the expansion of the transcontinental railroad on a map,
including:
 Union Pacific track
 Central Pacific track
 Golden Spike Event, 1869
8.SS.97 Examine the development and life of the iconic American
cowboy, including his skills, clothes and daily life and work.
I can explain the role of immigrants on the construction of the
railroad, including:
 Chinese immigrants
 Irish immigrants
8.SS.98 Explain the concepts of the Open Range, Long Drive and cow
towns in the development of the American ranching industry.
I can describe the daily life of an American cowboy.
8.WCE.SS.4 Identify famous lawless men including Jesse James, the
Younger Brothers, Butch Cassidy and the Sundance Kid.
I can explain the development of the American ranching industry,
including:
 open range
 long drive
 cow towns
I can identify lawless men including Jesse James, the Younger
Brothers, Butch Cassidy, and the Sundance Kid and their depictions as
villains and heroes by dime novels.
Public Charter 1036
*State Mandate: implement a project-based assessment in civics over
public policy, structure of our local, state, and federal governments, and
the TN and US Constitutions.
I can create a PBA [project based assessment] in civics that
demonstrates my understanding of public policy, the structure of our
three levels of government and the TN and U.S. Constitutions.
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