Download INDIAN HILL EXEMPTED VILLAGE SCHOOL DISTRICT Social

INDIAN HILL EXEMPTED VILLAGE SCHOOL DISTRICT
Social Studies Curriculum - May 2009
Grade 8
Explorers
Main Idea: European exploration led to American discoveries and the Columbian Exchange.
Essential Questions:
• What motivating factors resulted in European exploration?
• How did European exploration change life in both hemispheres?
• How did European exploration impact non-Europeans?
Skill & Objectives:
• Describe the political, religious and economic aspects of North American colonization.
Essential Vocabulary: Columbian Exchange, Northwest Passage, Hernando Cortez,
Montezuma, Francisco Pizarro, Hernando DeSoto, Christopher Columbus, Ferdinand Magellan,
Vasco DaGama, Indies, missions
Page 1 of 12 INDIAN HILL EXEMPTED VILLAGE SCHOOL DISTRICT
Social Studies Curriculum - May 2009
Grade 8
Native Americans and Colonial America
Main Idea: The colonization of America had a profound impact on Native American
civilizations.
Essential Questions:
• How did interactions between American Indians and European settlers affect agriculture
and cultural exchanges, alliances and conflicts?
Skills & Objectives:
• Describe the political, religious and economic aspects of North American colonization.
• Trace the development of religious diversity in the colonies, and analyze how the
concept of religious freedom has evolved in the United States.
• Write a position paper or give an oral presentation that includes citation of sources.
Essential Vocabulary: archaeology, Paleo-Indians, domestication, maize, longhouses,
potlatches, kaykas, Iroquois League, Pocahontas, powhatan, indentured servants, Magna
Carta, Mayflower Compact, Pilgrims, Puritans, Quakers, House of Burgesses, Separatists, town
meeting, Roger Williams, Anne Hutchinson, William Penn
Page 2 of 12 INDIAN HILL EXEMPTED VILLAGE SCHOOL DISTRICT
Social Studies Curriculum - May 2009
Grade 8
French and Indian War
Main Idea: Conflicts among colonial powers resulted in control of North America.
Essential Question:
• What changes in colonization in North America did colonial power conflict result in?
Skills & Objectives:
• Describe the political, religious and economic aspects of North American colonization.
Essential Vocabulary: George Washington, Albany Plan of Union, Fort Duquesne, Fort
Necessity, Proclamation of 1763, Pontiac's Rebellion
Page 3 of 12 INDIAN HILL EXEMPTED VILLAGE SCHOOL DISTRICT
Social Studies Curriculum - May 2009
Grade 8
Mercantilism
Main Idea: Colonial mercantilism led to increased global trading during the 17th and 18th
centuries.
Essential Question:
• How did mercantilism affect American colonial trade and the colonies relationship with
Great Britain?
Skills & Objectives:
• Discuss how mercantilism and the establishment of colonies led to increased global
trading during the 17th and 18th centuries.
• Explain how lack of power to regulate the economy contributed to the demise of the
Articles of Confederation and the creation of United States Constitution.
• Explain how governmental protection of property rights and regulation of economic
activity impacted the development of the United States economy.
Essential Vocabulary: Navigation Acts, mercantilism, Triangular Trade, Middle Passage,
imports, exports, duties
Page 4 of 12 INDIAN HILL EXEMPTED VILLAGE SCHOOL DISTRICT
Social Studies Curriculum - May 2009
Grade 8
American Revolution
Main Idea: The consequences of the American Revolution, and its impact on women, African
Americans, and Indians.
Essential Questions:
• What was the Declaration of Independence and what was its significance?
• What were the major events of the American Revolutionary War? How did these events
affect its conclusion?
• How were women, African-Americans, and American Indians impacted by the
Revolution?
Skills & Objectives:
• Identify and explain the sources of conflict which led to the American Revolution, with
emphasis on the perspectives of the Patriots, Loyalists, neutral colonists and the British.
• Explain the results of important developments of the American Revolution.
• Analyze the principles of self-government and natural rights expressed in the Declaration
of Independence and their relationship to Enlightenment ideas.
• Show the relationship between participating in civic and political life and the attainment
of individual and public goals.
Essential Vocabulary: First Continental Congress, Second Continental Congress, minutemen,
Lexington and Concord, Olive Branch Petition, Red Coats, Loyalists, Patriots, Tories,
Declaration of Independence, Thomas Jefferson, July 4, 1776, George Washington, Battle of
Bunker Hill, Battle of Saratoga, Yorktown, Common Sense
Page 5 of 12 INDIAN HILL EXEMPTED VILLAGE SCHOOL DISTRICT
Social Studies Curriculum - May 2009
Grade 8
Articles of Confederation/U.S. Constitution
Main Idea: There were many political and economic challenges faced by the United States
after the Revolutionary War.
Essential Questions:
• What were the major problems the Articles of Confederation created for the new United
States?
• How were lessons learned under the Articles of Confederation applied to the creation of
the U.S. Constitution?
• What were the challenges needed to be resolved and how were they resolved in the
creation of the U.S. Constitution?
• How did Washington's precedents, the creation of the national bank, and the
establishment of an independent federal court system unite the 13 states?
Skills & Objectives:
• Explain major domestic problems faced by the leaders of the new republic under the
Articles of Confederation.
• Explain the challenges in writing and ratifying the United States Constitution.
• Describe the actions taken to build one country from 13 states.
• Explain how political parties developed as a result of attempts to resolve issues in the
early years of the United States.
• Explain how events and issues demonstrated the need for a stronger form of
governance in the early years of the United States.
• Explain the political concepts expressed in the United States Constitution.
• Explain how the United States Constitution protects the rights of citizens, regulates the
use of territory, manages conflict and establishes order and security.
• Explain how specific provisions of the United States Constitution, including the Bill of
Rights, limit the powers of government in order to protect the rights of individuals.
• Explain how the Northwest Ordinance established principles and procedures for the
orderly expansion of the United States.
• Describe the process by which a bill becomes a law.
• Show connections between the rights and responsibilities of citizenship.
Essential Vocabulary: confederation, congress, Constitutional Convention, Articles of
Confederation, Northwest Ordinance 1787, Northwest Territory, Bill of Rights, constitution,
amendments, Legislative Branch, Judicial Branch, Executive Branch, Supreme Court, Great
Compromise, 3/5 Compromise, veto, bill, committee, Shay's Rebellion, federalism,
representative, democracy, separation of powers, checks and balances, due process,
precedents, cabinet
Page 6 of 12 INDIAN HILL EXEMPTED VILLAGE SCHOOL DISTRICT
Social Studies Curriculum - May 2009
Grade 8
Territorial Expansion of the U.S.
Main Idea: Westward expansion intensified the slave debate between the North and the South
and had a huge negative impact on the American Indians.
Essential Questions:
• How did the Northwest Ordinance affect how territories became states and contributed
to the debate over slavery?
• How did the Louisiana Purchase and territory gain from the Mexican American War
change the United States and intensify the slave debate?
• What was the idea behind Manifest Destiny and how did it affect westward expansion?
Skills & Objectives:
• Describe and analyze the territorial expansion of the United States.
• Analyze how contact between white settlers and American Indians resulted in treaties,
land acquisition and Indian removal.
• Analyze the economic, geographic, religious and political factors that contributed to the
enslavement of Africans in North America and resistance to slavery.
• Describe the historical limitations on participation of women in United States society and
their efforts to gain equal rights.
• Explain how the diverse peoples of the United States developed a common national
identity.
• Compare places and regions in the United States as they existed prior to 1877 with the
same places and regions today to analyze changes in land use and population, political,
social and economic characteristics.
• Analyze how physical characteristics of the environment influenced population
distribution, settlement patterns and economic activities in the United States during the
18th and 19th centuries.
• Explain how colonization, westward expansion, immigration and advances in
transportation and communication changed geographic patterns in the United States.
• Explain how the Northwest Ordinance established principles and procedures for the
orderly expansion of the United States.
• Evaluate the role of historical figures and political bodies in furthering and restricting the
rights of individuals.
• Compare accuracy and point of view of fiction and nonfiction sources about a particular
era or event.
• Construct a historical narrative using primary and secondary sources.
• Organize and lead a discussion.
• Identify ways to manage conflict within a group.
Essential Vocabulary: Louisiana Purchase, Lewis and Clark Expedition, Sacagawea,
Napoleon Bonaparte, New Orleans, Mississippi River, Missouri River, Rocky Mountains, Pikes
Peak, Red River, Rio Grande, impressments, Embargo Act, Non-Intercourse Act, Tecumseh,
Battle of Tippecanoe, War Hawks, Henry Clay, James Madison, James Monroe, Andrew
Page 7 of 12 INDIAN HILL EXEMPTED VILLAGE SCHOOL DISTRICT
Social Studies Curriculum - May 2009
Grade 8
Jackson, Monroe Doctrine, Rush-Bagot Agreement, Convention of 1818, Adams-Onis Treaty,
Missouri Compromise, American System, Cumberland Road, Erie Canal, Indian Removal Act,
Indian Territory, Bureau of Indian Affairs, Treaty of Dancing Rabbit Creek, Worcester v.
Georgia, Trail of Tears
Page 8 of 12 INDIAN HILL EXEMPTED VILLAGE SCHOOL DISTRICT
Social Studies Curriculum - May 2009
Grade 8
Seneca-Falls/Women’s-Rights
Main Idea: The Seneca Fall's Convention marked the beginning of an organized movement
towards women's suffrage.
Essential Question:
• How did the Declaration of Sentiments illustrate the inequities women endured in the
19th century?
Skills & Objectives:
• Describe and explain the social, economic and political effects of stereotyping and
prejudice, racism and discrimination.
• Describe the historical limitations on participation of women in United States society and
their efforts to gain equal rights.
• Explain how the opportunities for civic participation expanded during the first half of the
19th century.
• Evaluate the role of historical figures and political bodies in furthering and restricting the
rights of individuals.
Essential Vocabulary: Sojourner Truth, Elizabeth Cady Stanton, Lucretia Mott, Seneca Falls
Convention, Declaration of Sentiments, Lucy Stone, Susan B. Anthony, abolition
Page 9 of 12 INDIAN HILL EXEMPTED VILLAGE SCHOOL DISTRICT
Social Studies Curriculum - May 2009
Grade 8
Causes of the Civil War
Main Idea: Many diverse events intensified during the 19th century resulting in the civil war.
Essential Question:
• How did the Northwest Ordinance, the Louisiana Purchase, and westward movement,
including Manifest Destiny, contribute to the debate over slavery and federal territory?
• How did the Mexican American War contribute to the debate over whether new territory
should have slavery?
• Which events thought to have contributed to the Civil War were the most powerful?
Skills & Objectives:
• Describe and analyze the territorial expansion of the United States.
• Explain the causes of the Civil War.
• Compare places and regions in the United States as they existed prior to 1877 with the
same places and regions today to analyze changes in land use and population, political,
social and economic characteristics.
• Analyze how physical characteristics of the environment influenced population
distribution, settlement patterns and economic activities in the United States during the
18th and 19th centuries.
• Explain how colonization, westward expansion, immigration and advances in
transportation and communication changed geographic patterns in the United States.
• Explain how the uneven distribution of productive resources influenced historic events
such as the Civil War.
• Explain the purpose and effects of trade barriers such as tariffs enacted before the Civil
War.
• Explain how the Northwest Ordinance established principles and procedures for the
orderly expansion of the United States.
• Show the relationship between participating in civic and political life and the attainment
of individual and public goals.
• Evaluate the role of historical figures and political bodies in furthering and restricting the
rights of individuals.
Essential Vocabulary: sectionalism, popular sovereignty, Free-Soil Party, Compromise of
1850, Fugitive Slave Act, Uncle Tom's Cabin, Daniel Webster, Wilmot Proviso, Henry Clay,
Anthony Burns, Harriet Beecher Stowe, Kansas-Nebraska Act, Pottawatomie Massacre,
Republican Party, Dred Scott decision, Lincoln-Douglas debates, Freeport Doctrine, Abraham
Lincoln, John Brown's raid, Constitutional Union Party, secession, Confederate States of
America
Page 10 of 12 INDIAN HILL EXEMPTED VILLAGE SCHOOL DISTRICT
Social Studies Curriculum - May 2009
Grade 8
The Civil War
Main Idea: Events of the Civil War resulted in consequences that would affect the entire nation.
Essential Questions:
• How did Abraham Lincoln, Robert E. Lee, and Ulysses S. Grant contribute to the course
of the Civil War?
• How did Emancipation Proclamation contribute to the outcome of the Civil War?
• How did the battle of Gettysburg change the course of the Civil War?
Skills & Objectives:
• Select events and construct a multiple-tier time line to show relationships among events.
• Explain the course and consequences of the Civil War.
Essential Vocabulary: Fort Sumter, border states, draft, home front, cotton diplomacy,
Abraham Lincoln, Elizabeth Blackwell, Winfield Scott, First Battle of Bull Run, Seven Days
Battles, Second Battle of Bull Run, Battle of Antietam, ironclads, Thomas "Stonewall" Jackson,
Robert E. Lee, Irvin McDowell, George B. McClellan, Battle of Shiloh, Siege of Vicksburg, Battle
of Pea Ridge, Ulysses S. Grant, David G. Farragut, John C. Pemberton, Emancipation
Proclamation, contrabands, 54th Massachusetts Infantry, Copperheads, habeas corpus, Battle
of Gettysburg, Pickett's Charge, Gettysburg Address, total war, George G. Meade, George
Pickett, William Tecumseh Sherman
Page 11 of 12 INDIAN HILL EXEMPTED VILLAGE SCHOOL DISTRICT
Social Studies Curriculum - May 2009
Grade 8
Reconstruction
Main Idea: The Reconstruction affected the entire nation with an emphasis on the lives of freed
slaves.
Essential Questions:
• How did Lincoln's assassination alter the course of Reconstruction?
• How did the impeachment of Andrew Johnson affect his Reconstruction plan?
• How did the 13th, 14th and 15th amendments to the Constitution attempt to protect the
rights of an enhance opportunities for the freedmen?
• How did the Klu Klux Klan and the enactment of black codes take away freedoms and
opportunities gained during the early years of the Reconstruction?
Skills & Objectives:
• Analyze the consequences of Reconstruction.
Essential Vocabulary: Reconstruction, amnesty, Thirteenth Amendment, Freedmen's Bureau,
John Wilkes Booth, Andrew Johnson, Black Codes, Radical Republicans, Civil Rights Act of
1866, Fourteenth Amendment, Reconstruction Acts, Fifteenth Amendment, Thaddeus Stevens,
carpetbaggers, scalawags, Ku Klux Klan, Panic of 1873, Civil Rights Act of 1875, General
Amnesty Act of 1872, Compromise of 1877, Redeemers, poll tax, segregation, Jim Crow Laws,
Plessy v. Ferguson, Blanche K. Bruce, Rutherford B. Hayes, John Marshall Harlan,
sharecropping
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