Download Unit 6, Manifest Destiny

Grade 8 Social Studies
Unit 6
Title
●
Suggested Time Frame
th​
Manifest Destiny
5​ Six Weeks
11 Days
Big Ideas/Enduring Understandings
● Westward expansion affected the political, economic, and
social development of the nation.
●
●
●
●
Guiding Questions
How does geography influence the way people live?
Why does conflict develop?
What justifications did Americans give for moving west?
How did westward expansion affect the political, economic, and
social development of the nation?
TEKS
Readiness TEKS
1A
5E
*6B 6 DE
10BC
12B
*23A
Supporting TEKS
6C
​ *​7C
10A
11AB
12C
21AC
22B
23BCD
27D
Process Skills
7D
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
SS TEKS
Sample Assessment Question
CISD 2016 updated 12/06/16
29ABCEH
30AD
,
See lesson reviews at the end of each lesson in the McGraw-Hill textbook. Utilize Eduphoria test maker.
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth
and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested
resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district
curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.
Ongoing TEKS
Knowledge and Skills
with Student
Expectations
(1) ​History. ​The student
understands traditional
historical points of reference
in U.S. history through
1877. The student is
expected to (A) identify the
major eras and events in
U.S. history through 1877,
including colonization,
revolution, drafting of the
Declaration of
Independence, creation and
ratification of the
Constitution, religious
revivals such as the Second
CISD 2016 updated 12/06/16
District Specificity/
Examples
Recurring
Vocabulary
Cause
Effect
Absolute
Chronology
Relative
Chronology
Instructiona
l Strategies
Coming Soon
Suggested Resources
Resources listed and categorized to indicate suggested
uses. Any additional resources must be aligned with the
TEKS.
Great Awakening, early
republic, the Age of
Jackson, ​westward
expansion​, reform
movements, sectionalism,
Civil War, and
Reconstruction, and describe
their causes and effects;
Readiness Standard RC 1
5E
(6) History. The student
understands westward
expansion and its effects on
the political, economic, and
social development of the
nation. The student is
expected to: ​*​ (B) explain
the political, economic, and
social roots of Manifest
Destiny; ​Readiness
Standard RC 1
Bloom’s Level- Understanding
● Area ceded by Britain after
the American Revolution,
● Florida Aquisition
● area ceded by Britain in
1818
● Louisiana Purchase,
● Texas Annexation,
● Mexican Cession,
● Oregon Country,
● Gadsden Purchase.
● Transcontinental Railroad
For​- the U.S. needed the fertile
land of the west for growth,
access to the Pacific, and
defensible borders.
Against​- attacked the
sovereignty of Mexico; the
United States was already large
enough.
Lewis and Clark
explorations and findings,
● Reasons why settlers went to
Texas (Gone to Texas),
●
CISD 2016 updated 12/06/16
Destiny
Expansion
The students should be able to define/identify:
Manifest Destiny-​ the idea that it was the nation's
destiny to expand across the continent to the
Pacific Ocean. The U.S. believed it was its
"God-given right" to own and control all land
between the Atlantic and Pacific Ocean. This idea
was used as a reason for westward expansion of
the U.S. during the 19th century.
Westward expansion-​ the movement of large
numbers of settlers into the western lands after
the acquisition of the Louisiana Purchase
Louisiana Purchase​- the United States' purchase
from France in 1803 of 900,000 square miles of
land west of the Mississippi River.
Annexation of Texas-​ Texas and the United
States claimed the Rio Grande as the border of
the newly annexed territory.
Gadsden Purchase – ​purchased from Mexico to
build the transcontinental railroad
Oregon Country​ – disputed land with Great
Britain
Mexican Cession​ – Land received from Mexico
after the Mexican War
Expansionist​ - a person who believed in
expanding the nation's borders
Mormon Trail and Salt Lake City
Oregon Trail
Reasons why the Mormons
moved west,
● Importance of the California
gold rush.
California ​– the gold rush in 1849 led the people
to be called 49ers
Adolescent Literature
Children of the West by Russell Freedman.
Houghton Mifflin, 1983.
●
​
Students were introduced to this
content in fifth and seventh
grades
On a map of the U.S., label and color-code (by
means of acquisition) each territorial acquisition
of the U.S. from 1801 to 1861.
Chart U.S. territorial expansion from 1801 to
1861 and explain the relationship between the
causes for the annexation of each are and the
method of acquisition.
Write an editorial arguing for or against the
acquisition of additional land for the United
States.
Reading like a Historian ​Unit 4: Lewis and Clark
History Alive Lesson 15: Manifest Destiny and
the Growing Nation
(6) History. The student
understands westward
expansion and its effects on
the political, economic, and
social development of the
nation. The student is
expected to: (C) analyze
the relationship between the
concept of Manifest Destiny
and the westward growth of
the nation; ​Supporting
Standard RC 1
(6) History. The student
understands westward
expansion and its effects on
the political, economic, and
social development of the
nation. The student is
CISD 2016 updated 12/06/16
Bloom’s Level-Analyzing
Students need to define Manifest
Destiny and be able to articulate
the political, economic and
social reasons it was so widely
accepted.
Students also need to connect
the concept (Manifest Destiny)
to the concrete steps used to
acquire the land.
Expansion
Manifest Destiny
Bloom’s Level- Understanding
Resolution
Treaty
Expansionism
Causes of the War:
● Dispute over Texas
boundary
Reading Like a Historian ​Unit 4: Manifest
Destiny
United Streaming: (before clicking on this link,
open United Streaming and log-in)
​“Manifest Destiny”
Write an editorial from the American or Mexican
view of the war, explaining the war's issues and
events.
expected to: (D) explain
the causes and effects of the
U.S.-Mexican War and their
impact on the United States;
Readiness Standard RC 1
●
U.S. need for a west coast
port
Effects of the War:
● Treaty of Guadalupe
–Hidalgo
● Expansion of slavery
discussions
Manifest Destiny-was it the right
and duty for the U.S. to expand
to the Pacific Ocean?
Expansion of slavery-the
annexation of Texas had been
stalled for almost 10 years
because northerners were
opposed to adding another slave
state to the Union and it was
assumed that slavery would
extend into the area between
Texas and the Pacific gained
from Mexico. [Students will be
able to identify the reason for
the civil disobedience of Henry
David Thoreau in refusing to
pay taxes because of the
Mexican War as a form of
protest over the extension of
slavery.]
Mexico was opposed to Texas
becoming part of the U.S. The
United States claimed that the
southern boundary of Texas was
the Rio Grande River. Mexico
claimed it was the Nueces River,
further north. President Polk
used this border dispute to move
U.S. troops into Mexican
territory​.​ Each country sent
troops into the disputed territory
CISD 2016 updated 12/06/16
Write a "what if" paragraph-"What if the
Mexican War had never occurred. How would
life in the U.S. be different today?"
United Streaming: (before clicking on this link,
open United Streaming and log-in)
“The Mexican War, 1846-1848”
to lay claim to the land, and
fighting resulted with each side
saying the other had invaded
"their" territory.​.
In the Treaty of
Guadalupe-Hidalgo, Mexico
agreed that the Rio Grande was
the southern boundary of Texas.
Mexico gave up all of
present-day California, Nevada,
Colorado, and Wyoming to the
United States. The United States
paid $15 million for this area,
known as the Mexican Cession.
The size and power of the
United States increased. Gold
was discovered in California in
1848 and the Gold Rush of 1849
brought hundreds of thousands
of forty-niners to California
Students were introduced to this
content in fourth, fifth and
seventh grades, and in previous
objectives in grade eight.
Students should be able to
discuss the importance of the
following:
Manifest Destiny-​ the belief in
the 1840s of the right and duty
of the United States to expand
from the Atlantic Ocean to the
Pacific Ocean.
(6) History. The student
understands westward
expansion and its effects on
the political, economic, and
social development of the
nation. The student is
CISD 2016 updated 12/06/16
Bloom’s Level- Remembering
●
●
●
●
Louisiana Purchase
Annexation of Texas
Gadsden Purchase
Oregon Country
Annexation
Expansionism
expected to: (E) identify
areas that were acquired to
form the United States,
including the Louisiana
Purchase. ​Supporting
Standard RC 1
*​(7C)Analyze the impact of
slavery on different sections
of the United States
(7D) SS Identify the
provisions and compare the
effects of congressional
conflicts and compromises
prior to the Civil War,
including the roles of John
Quincy Adams, John C.
Calhoun, Henry Clay, and
Daniel Webster
(10) Geography. The
student understands the
location and characteristics
of places and regions of the
United States, past and
present. The student is
expected to: (A) locate
places and regions of
importance in the United
States during the 17th, 18th,
and 19th centuries;
Supporting Standard RC 2
(10) Geography. The
student understands the
location and characteristics
of places and regions of the
CISD 2016 updated 12/06/16
Bloom’s Level Remembering
● Area ceded by Britain after
the American Revolution,
● Florida Acquisition
● area ceded by Britain in 1818
● Louisiana Purchase,
● Texas Annexation,
● Mexican Cession
● Oregon Country,
● Gadsden Purchase.
● California – San
Francisco
● Salt Lake City
● Oregon Trail
● Mormon Trail
Bloom’s Level Analyzing
Geographic features influenced
the location and development of
Regions
Physical Feature
Human Geography
Physical
Geography
Human Geography
On maps of the U.S., locate and label important
cities and regions of 18th and 19th century
America.
United States, past and
present. The student is
expected to: (B) compare
places and regions of the
United States in terms of
physical and human
characteristics; ​Readiness
Standard RC 2
(10) Geography. The
student understands the
location and characteristics
of places and regions of the
United States, past and
present. The student is
expected to: (C) analyze the
effects of physical and
human geographic factors
on major historical and
contemporary events in the
United States. ​Readiness
Standard RC 2
(11) Geography. The
student understands the
physical characteristics of
North America and how
humans adapted to and
modified the environment
through the mid-19th
century. The student is
expected to: (A) analyze
CISD 2016 updated 12/06/16
specific places in the United
States.
Human characteristics that
affected development in the 18th​
and 19th​ ​ centuries might include
examples of leading cities such
as: (e.g., New Orleans, San
Francisco) and geographic areas
(e.g., Louisiana Purchase, Texas
Annexation, Northwest
Territory, Mexican Cession,
Oregon Country, Mississippi
River, Ohio River, Appalachian
Mountains.).
Bloom’s Level Analyzing
Bloom’s Level Analyzing
Using maps, students will create a chart
comparing regions
Physical
Geography
Human Geography
Rural
Urban
Population
distribution
how physical characteristics
of the environment
influenced population
distribution, settlement
patterns, and economic
activities in the United
States during the 17th, 18th,
and 19th centuries;
Readiness Standard RC
(11) Geography. The
student understands the
physical characteristics of
North America and how
humans adapted to and
modified the environment
through the mid-19th
century. The student is
expected to: (B) describe
the positive and negative
consequences of human
modification of the physical
environment of the United
States; ​Supporting Standard
RC 2
(12B) RS Explain reasons
for the development of the
plantation system, the
transatlantic slave trade, and
the spread of slavery
(12C) SS Explain the
reasons for the increase in
factories and urbanization
(21A) SS Identify different
points of view of political
parties and interest groups
on important historical and
contemporary issues
(21C) SS Summarize a
historical event in which
CISD 2016 updated 12/06/16
Bloom’s Level Understanding
● Farmers cleared forests,
fenced fields, and built
permanent houses.
● Planted new crops (wheat,
rice)
● Brought in new animals
(horses, cattle, pigs)
● Increased greatly the number
of animals trapped for fur
(completely depopulating
regions)
● Built roads, fences, villages,
cities, and harbors
● Mined for iron ore
Modifications
Human Geography
compromise resulted in a
peaceful resolution
(22B) SS Describe the
contributions of significant
political, social, and military
leaders of the United States
such as Frederick Douglass,
John Paul Jones, James
Monroe, Stonewall Jackson,
Susan B. Anthony, and
Elizabeth Cady Stanton
*​(23A) RS Identify selected
racial, ethnic, and religious
groups that settled in the
United States and explain
their reasons for
immigration (23B) SS
Explain the relationship
between urbanization and
conflicts resulting from
differences in religion,
social class, and political
beliefs
(23C) SS Identify ways
conflicts between people
from various racial, ethnic,
and religious groups were
resolved (23D) SS Analyze
the contributions of people
of various racial, ethnic, and
religious groups to our
national identity
(23E) SS Identify the
political, social, and
economic contributions of
women to American society
(27) Science, technology,
and society. The student
understands the impact of
CISD 2016 updated 12/06/16
Bloom’s Level Understanding
Industrialization
Transcontinental
Innovations
science and technology on
the economic development
of the United States. The
student is expected to:
(D) Explain how
technological innovations
brought about economic
growth such as how the
factory system contributed
to rapid industrialization and
the Transcontinental
Railroad led to the opening
of the west. ​Supporting
Standard RC 4
(29) Social studies skills.
The student applies
critical-thinking skills to
organize and use
information acquired
through established research
methodologies from a
variety of valid sources,
including electronic
technology. The student is
expected to: (B) ​analyze
information by sequencing,
categorizing, identifying
cause-and-effect
relationships, comparing,
contrasting, finding the main
idea, summarizing, making
generalizations and
predictions, and drawing
inferences and conclusions;
Social Studies Skills
Incorporated
(C) ​organize and interpret
information from​ ​outlines,
reports, databases, and
CISD 2016 updated 12/06/16
Bloom’s Level Analyzing
visuals, including graphs,
charts, timelines, and ​maps;
Social Studies Skills
Incorporated
(J) pose and answer
questions about geographic
distributions and patterns
shown on maps, graphs,
charts, models, and
databases. ​Social Studies
Skills Incorporated
(I) create thematic maps,
graphs, charts, models, and
databases representing
various aspects of the United
States
(30) Social studies skills.
The student communicates
in written, oral, and visual
forms. The student is
expected to: (A) use social
studies terminology
correctly; ​Social Studies
Skills Incorporated ​(B) use
standard grammar, spelling,
sentence structure,
punctuation, and proper
citation of sources;
(C) transfer information
from one medium to
another, including written to
visual and statistical to
written or visual, using
computer software as
appropriate;
(D) create written, oral, and
visual presentations of social
studies information.
CISD 2016 updated 12/06/16
Recurring
CISD 2016 Last updated: 11/10/2016
CISD 2016 updated 12/06/16