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MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 1 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
FIRST AMERICANS AND EXPLORATION
Grade Level: GRADE 8
Two weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
Migration Theories
Native American Culture
Meeting of the Cultures

Colombian
Exchange
Explorers, Their Claims
and Contributions

Portuguese

Spanish

French

Dutch
1. Identify and describe the
migration theories.
I.1.MS.1
II.3.MS.3
1a. On a map, locate and trace the
route for each migration theory.
1b. "Take a Stand" in support of
one of the migration theories
using evidence; debate or in
writing.
2. Recognize the characteristics
and contributions of the major
Native American cultures.
I.1.MS.2
I.2.MS.4
II.1.MS.1
2a. Make a chart comparing and
contrasting the common
elements of the North
American Indian cultures.
2b. List foods and other items
contributed to our society from
Native American cultures.
3. Identify the pros and cons of
Columbus' interaction with
Native Americans.
II.1.MS.1
II.1.MS.2
3a. Write a story from the Native
American point of view telling
how your life has changed
since the Europeans have
arrived.
3b. Position Paper: Should
Colombus Day be celebrated?
Use evidence and CDV's to
support position taken.
MEAP
VOCABULARY/
CONCEPTS
World Regions
Life
Human
Environment
Interaction
Pursuit of
Happiness
4a. Construct a timeline and a map
that includes the arrival of the
early European explorers.
4b. Create a chart or map of
explorers and claims.
4c. As a member of the crew of an
exploration team, write a
journal account or letter about
your experiences.
POSSIBLE RESOURCES
What possible instructional resources
could be used?
TECHNOLOGY

Timeliner 5.0 (Tom Snyder
Productions)

CD-Rom Conquistador (Procal
Harum)
Diversity
Economic and
Political
Connections
Global
Consequences
Geographic
Aspects of World
Events
Individual Rights
Disparities in
American Ideals
and Realities
Historical Eras
Historical Origins
4. Identify the first European
explorers and their motivations
for exploration.
I.1.MS.3
II.1.MS.2
II.3.MS.1
IV.5.MS.3
CORE
DEMOCRATIC
VALUES
Risks
Barter
Commerce
Incentives
Justice
MULTIMEDIA

American Indians - A Brief
History (VC 27177) (MISD)

Columbus Has Landed (VC
29098) (MISD)

Spanish Conquests of the New
World (VC 29203) (MISD)
PRINT MATERIAL

Eyes on the Economy; Unit 2:
lessons 1 + 2, Unit 3: lessons 1
+ 2, by the National Council on
Economics Education (MISD)

Pro vs Con: Conflicting Views of
Major Events in American
History, 1492 - 1815 (Published
by Education Innovations in the
Social Studies School Services
catalogue)

Encounter (Jane Yolen)
MISCELLANEOUS

Wall Maps

Atlases

Nystrom American History
Transparencies

Discovery 3 Simulation
(Interact)
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 2 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
FIRST AMERICANS AND EXPLORATION (continued)
Grade Level: GRADE 8
Two weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
4d. Write a proposal to a ruler for
support in exploration of the
"New World".
5. Describe the impact of early
European settlers and Native
Americans upon American
culture today.
I.1.MS.3
II.5.MS.3
5a. Create pre and post population
charts/graphs/maps on Native
American populations then and
now.
5b. Write a position paper or chartout the positive and negative
contributions of European
contact with the New World
and how it effects American
culture today.
MEAP
VOCABULARY/
CONCEPTS
Alternative
Courses of Action
Historical
Violations of
Human Dignity
Defining
Characteristics
Perspectives
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 3 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
COLONIZATION
Grade Level: GRADE 8
Three weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
English Colonies

New England

Middle Colonies

Southern Colonies
1. Locate and identify the various
European colonies.
II.1.MS.1
1.
Make a map of early colonies
and describe the geographic
differences of these colonial
regions.
Sectional
Characteristics

Economic (Triangle
Trade)

Religious

Government

Population Diversity

Geographical
Characteristics
2. Locate and identify the
rationale for founding of the
early English colonies.
I.2.MS.1
I.2.MS.3
2a. Compare and contrast with a
Venn Diagram Jamestown and
Plymouth colonies.
2b. Create a travel brochure
entitled "Come to Our Colony"
in pairs to illustrate the
characteristics of the colonies.
Students could use
Appleworks or Microsoft
Publishing to make the
brochure.
3. Distinguish the differences and
similarities that have shaped
the New England, Middle and
Southern Colonies.
II.1.MS.1
II.1.MS.2
3a. Create a chart representing the
differences and similarities of
the New England, Middle and
Southern Colonies.
3b. Create a poster for each region
of the colonies and make
presentations on those
regions.
4. Describe the development of
economic exchange through
the triangle trade.
IV.4.MS.1
IV.5.MS.3
4a. Research the experiences of
enslaved Africans during the
Middle Passage. Produce a
monologue, journal or essay
about the Middle Passage.
4b. Create a sketch map from
memory of the Triangular
Trade, labeling destinations
and goods exchanged.
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
Historical Origins
Life
Historical Eras
Pursuit of
Happiness
Perspective
Diversity
Economic and
Political
Connections
Representative
Democracy
Commerce
Human
Environment
Interaction
Historic Violations
of Human Dignity
Global
Consequences
Individual Rights
Disparities in
American Ideals
and Realities
Freedom of
Religion
Justice
Representative
Government
Equality
Popular
Sovereignty
POSSIBLE RESOURCES
What possible instructional resources
could be used?
TECHNOLOGY

Jamestown Rediscovered
www.apva.org/jr

Colonization: Decisions,
Decisions Kit (Tom Snyder)
MULTIMEDIA

Colonial America (VC 29203)
(MISD)

Colonial America in the 1760's
(VC 33019) (MISD)

Colonial America (VC 28192)
(MISD)

Salem Witch Trials (VC 27166)
(MISD)

William Penn and the Quakers
(VC 33030) (MISD)

Williamsbury, Story of a Patriot
(VC 28660) (MISD)

Colonial Life in New England
(VC 28460) (MISD)

Colonization, The Era Of (VC
29658) (MISD)

Colonizing North America Early
Settlements (VC 29031) (MISD)

Where America Began,
Jamestown Colonial (VC
28990) (MISD)

Williamsburg, Sampler A (VC
28370) (MISD)

Early Colonists (VC29097)
(MISD)

Plymouth Colony, The First
Year (VC 33028) (MISD)

Puritan Family of New England
(VC 33024) (MISD)
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 4 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
COLONIZATION (continued)
Grade Level: GRADE 8
Three weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
PRINT MATERIAL

Eyes on the Economy; Unit 4:
lesson 1, Unit 3: lesson 2, by
the National Council on
Economics Education (MISD)

If You Lived in Colonial Times
(series of books)

Life on the Plantation (trade
book)
MISCELLANEOUS

Colonial and Revolutionary
Songs (WEM Records)

School House Rock (CD)
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 5 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
AMERICAN REVOLUTIONARY ERA
Grade Level: GRADE 8
Four weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
Emerging American
Culture

John Locke

Great Awakening
1. Explain the causes and effects
of the French and Indian War.
I.1.MS.2
French and Indian War
Mercantilism
Colonial Conflicts

War Debts

Taxes

Representation

Propaganda

Intolerable Acts

First Continental
Congress

Boycotts

Proclamation of
1763

Committees of
Correspondence
Historical Documents

Common Sense
(Thomas Paine)

Declaration of
Independence
George Washington /
Continental Army
2. Determine the reasons for the
"Americanization" of the
thirteen original English
colonies in North America.
I.1.MS.2
II.3.MS.4
III.2.MS.1
3. Identify the factors that
contributed to the unification of
the American colonies.
II.3.MS.3
II.3.MS.4
1a. Create a graphic web of the
causes and effects of the war.
1b. Create a map that shows the
changes in land ownership by
nations before and after the
war.
1c. Write a position paper: Should
Quebec be an independent
country apart from Canada
today?
2a. Write a letter to a relative on
either side of the conflict
showing support or disapproval
of British foreign policy.
2b. Create a collage/poster of
photos/pictures that represent
students' interpretation of
natural rights.
3a. Write a Committee of
Correspondence letter from
Massachusetts to Virginia
describing the "Boston
Massacre".
3b. Divide the class into different
revolutionary roles (merchant,
governor, Son of Liberty, Tea
Shipper, etc) and have
students role play their reaction
to events from taxes to
Continental Congress to the
Boston Tea Party.
MEAP
VOCABULARY/
CONCEPTS
Historical
Biographies
CORE
DEMOCRATIC
VALUES
Patriotism
Common Good
Alternative
Courses of Action
Core Democratic
Values
Economic and
Political
Connections
Common Good
Risks
Scarcity
Demand
Taxation
Profit
Private Goods
Supply
Perspective
Timeline
Liberty
Justice
Representative
Government
Individual
Rights
Popular
Sovereignty
POSSIBLE RESOURCES
What possible instructional resources
could be used?
TECHNOLOGY

Revolutionary War; Decisions,
Decisions (Simulation by Tom
Snyder)

www.thepatriotresource.com
MULTIMEDIA

1776 (Musical)

April Morning (Hallmark Classic
Hall of Fame)

Johnny Tremain (Disney)

The Crossing (A+E)

The Patriot (selected scenes)

Shot Heard Round the World
(VC 28298) (MISD)

Domesticating A Wilderness
(French-Indian War) (VC
27144) (MISD)

Benjamin Franklin (VC 27052)
(MISD)

Paul Revere Messenger of
Liberty (VC 33040) (MISD)

Boston Tea Party (VC 28287)
(MISD)

Prelude to Revolution (VC
33039) (MISD)

Fighting for Freedom (VC
33041) (MISD)

Making a Revolution (VC
27140) (MISD)
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 6 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
AMERICAN REVOLUTIONARY ERA (continued)
Four weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
Major Personalities in
the War
Significant Battles

Lexington/Concord

Saratoga

Yorktown
Treaty of Paris
Grade Level: GRADE 8
4. Examine the European
mercantilism policy.
I.4.MS.4
II.3.MS.4
IV.1.MS.1
MEAP
VOCABULARY/
CONCEPTS
3c. Trace the participation of
colonies at the four Colonial
Congresses that were held
over the years.
Global
Consequences
4a. Create a flow chart on a poster
that illustrates the process of
mercantilism.
4b. Write a letter to the Editor or
create a political cartoon that
describes the American
reaction to Mercantilism.
Role of
Government in the
Economy
5. Identify and evaluate reasons
for growing tensions between
England and her colonies.
I.2.MS.1
I.4.MS.4
IV.3.MS.3
IV.3.MS.4
5a. Create a cause and effect
chart of England's actions and
America's reactions.
5b. Create construction paper
"raffle tickets" of colonial British
events/actions and have
students choose, arrange and
explain their ticketed event and
how it helped to cause the
Revolution. Could be done as
partners.
5c. Write a news article or
broadcast interview describing
an event from both English and
colonial points of view.
6. Compare and contrast
strengths and weaknesses of
England and the American
colonies.
I.2.MS.1
6.
Create a chart showing
strengths and weaknesses of
England and her colonies
during the Revolutionary War.
Individual Rights
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
PRINT MATERIAL

Eyes on the Economy; Unit 4:
lessons 1-3

My Brother Sam is Dead
(Collier)

Johnny Tremain (Forbe)

The Midnight Ride of Paul
Revere (Longfellow)

April Morning

Sara Bishop (O'Day)
MISCELLANEOUS

Independent Simulation
(Interact)
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 7 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
AMERICAN REVOLUTIONARY ERA (continued)
Grade Level: GRADE 8
Four weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
7. Outline the course of the key
events of the Revolutionary
War.
I.1.MS.1
I.2.MS.1
I.3.MS.1
7a. Create a traditional timeline or
use Tom Snyder "Time Liner"
to sequence the battles.
7b. Write a news article or
interview describing
events/battles from both the
English and colonial points of
view.
8. Discuss and analyze the major
primary documents of this era.
I.3.MS.1
III.2.MS.1
8a. Write a personal Declaration of
Independence following the
structure of the real one.
8b. Paraphrase any of the key
documents.
8c. Write how the Declaration of
Independence applied to the
colonies and has relevance to
our lives today.
8d. Note and explain examples of
as many Core Democratic
Values that can be found in the
Declaration of Independence.
9. Identify the alliances that
benefited both sides during the
Revolutionary War.
II.3.MS.4
9a. Write a petition to the King of
France asking for assistance
for the colonies.
9b. Write a position paper: Would
we have won the war without
the help of France?
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 8 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
AMERICAN REVOLUTIONARY ERA (continued)
Grade Level: GRADE 8
Four weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
10. Recognize the impact of
noteworthy individuals upon
the Revolutionary movement.
I.2.MS.2
I.2.MS.4
10a. Assign students to be living
History (first person) Colonial
leaders; have them compete
as "Who am I?"
10b. Play 20 Questions about any
of the student's adopted roles.
10c. Position Paper: Would the
death of George Washington
at the early Battle of New
York have changed the
outcome of the war?
11. Describe the terms and
impact of the 1783 Treaty of
Paris.
I.3.MS.1
II.3.MS.2
II.3.MS.4
11a. Design maps of territorial
holdings in North America
from before and after the
Revolution.
11b. Analyze and determine the
most important single aspect
of the Treaty of Paris for the
future of the US.
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 9 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
THE CONFEDERATION AND CONSTITUTIONAL ERA
Four weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
Articles of
Confederation

Strengths

Weaknesses
Northwest Territory

Land Ordinance of
1785

Northwest
Ordinance of 1787
1. Recognize the difficulties
Americans faced in learning to
govern themselves.
III.1.MS.1
III.3.MS.2
Shay's Rebellion
Constitutional
Convention

3/5's Compromise

Great Compromise
Ratification

Federalists

Anti-Federalists
Constitution and The Bill
of Rights
Founding Fathers

G. Washington

B. Franklin

A. Hamilton

J. Madison
Grade Level: GRADE 8
1a. Role play 13 states in groups
of 2 or more students per state;
assign limited common budget
and different goals for each
state; Can they come to a
consensus for a future
government and budget plan?
(goal is class failure to agree)
1b. Write in journals responding to
school issue that illustrates a
conflict between Federal and
local goals; ie. school lunch
funding, etc.
1c. Write an essay on why it would
be important to have a
president, a court system and
a common currency.
2. Indicate strengths and
weaknesses leading to the
success and failure of the
Articles of Confederation.
I.4.MS.4
III.1.MS.3
2a. Create a chart on the strengths
and weaknesses of the Articles
of Confederation.
2b. Debate the problems /
accomplishments of the
Articles of Confederation.
3. Explain and identify the
various obstacles and
compromises the delegates
faced in developing the
Constitution.
III.1.MS.1
III.3.MS.2
3a. Create a Venn Diagram
comparing and contrasting the
Articles of Confederation and
the Constitution.
3b. Illustrate or diagram the
compromises and depict
obstacles encountered in
developing the Constitution.
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
Contemporary
Factors
Freedom of
Religion
Alternative
Courses of Action
Justice
Common Good
Constitution
Disparities in
American Ideals
and Realities
Popular
Sovereignty
Rule of Law
Representative
Democracy
Separation of
Powers
Risk
Representative
Government
Criminal
Procedure
Checks and
Balances
Civic Procedure
Taxation
Individual
Rights
Commerce
Federalism
Common Good
Civilian Control
of the Military
Role of
Government in the
Economy
Barter
Individual Rights
POSSIBLE RESOURCES
What possible instructional resources
could be used?
TECHNOLOGY

The Constitution; (Decisions,
Decisions Kit by Tom Snyder
Productions)
MULTIMEDIA

Founding Fathers (History
Channel series)

American Justice (series) (A&E)

Constitution - The Compromise
that made a Union (VC 28831)
(MISD)

The Judicial Branch (VC 27094)
(MISD)

More Perfect Union
Tape 1 (VC 28184) (MISD)
Tape 2 (VC 28185) (MISD)
Tape 3 (VC 28186) (MISD)
Tape 4 (VC 28187) (MISD)
Tape 5 (VC 28188) (MISD)

American Constitution Road
from Runnymede (VC 33043)
(MISD)

Living Constitution (VC 33044)
(MISD)

Inventing a Nation (VC 27141)
(MISD)

To Form a More Prefect Nation
(VC 27178) (MISD)

Constitution - The Compromise
That Made A Union (VC 28831)
(MISD)

Our Constitution - Document
that Gave Birth (VC 28857)
(MISD)
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 10 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
THE CONFEDERATION AND CONSTITUTIONAL ERA (continued)
Grade Level: GRADE 8
Four weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
MEAP
VOCABULARY/
CONCEPTS
3c. Write a journal response as to
being left out of the
Constitutional Convention
process; ie. women, minorities,
landless, etc.
Perspective
4. Interpret the significance of
a) the Constitution as a
document
b) separation of powers /
checks and balances
c) need for the Bill of Rights
III.1.MS.4
III.2.MS.2
III.2.MS.3
III.4.MS.2
4a. Using the three branches of
government, the teacher
creates a long list of
characteristics and actions of
government; students then
match characteristics to the
appropriate branch.
4b. Write a school constitution,
using the U.S. Constitution as
a model and including 3
articles and a Bill of Rights.
Governments
5. Describe the conflict over the
ratification of the Constitution
in terms of personal rights,
states rights and Federal
power.
III.1.MS.3
III.1.MS.4
III.4.MS.2
5a. Create a chart of states with
reasons for their supporting or
opposing the Constitution.
5b. Create propaganda poster that
is pro or con the Constitution.
6. Analyze how the Constitution
and Bill of Rights effects
present daily life.
II.5.MS.3
6a. Search newspapers for articles
relating to Constitutional issues
and explain the relationship.
Economic and
Political
Connections
Alternate Forms of
Government
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
PRINT MATERIAL

Pro vs Con, Events in American
History, 1942 - 1875 (Published
by edinnovations.net)

Fanning the Flames (Sandra
Broderick, Published by
Perfection Learning Corp,
Logan, Iowa)

Fever 1793; (Lory HalseAnderson)

Citizenship Activities (Hansen
Pub. Center for Applied Reason
in Education)
www.phdirect.com
MISCELLANEOUS

Mock Trial Activity

Disunia Simulation (Interact)
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 11 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
THE CONFEDERATION AND CONSTITUTIONAL ERA (continued)
Grade Level: GRADE 8
Four weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
6b. In groups of 3, draw
amendments "out of a hat" and
role play a skit wherein the
class must guess the
Amendment.
6c. Write a position paper on
which right of the Bill of Rights
you would be most/least willing
to give up.
7. Explain the Amendment
process.
III.1.MS.3
III.2.MS.1
7.
Create a flow chart of the
Amendment process.
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 12 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
THE NEW NATION
Grade Level: GRADE 8
Two weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
Washington's
Presidency

Cabinet

Two Term Tradition
Whiskey Rebellion
Neutrality Act
Development of Political
Parties

Federalists

Democratic Republicans
National Bank

Hamilton's
Financial Policies
Loose vs Strict
Interpretation of the
Constitution
Washington's Farewell
Address
John Adam's
Presidency
XYZ Affair
Alien-Sedition Acts
1. Explain how George
Washington demonstrated
good character and wise
leadership.
I.2.MS.2
I.2.MS.4
1.
Compare George III to George
Washington and their approach
to ruling: How were they alike
and different? Could be done
as Venn Diagram or role
playing activity.
2. Recognize the new supreme
powers of the Federal
Government.
III.2.MS.2
III.4.MS.2
2a. Focusing on the Whiskey
Rebellion, have students write
an opinion paper supporting or
opposing Washington's role.
2b. Alternative History: What would
have happened if Washington
had not crushed the Whiskey
Rebellion?
3. Describe how the development
of the political parties was a
response to the role of
government in economic and
political issues.
III.4.MS.1
IV.3.MS.3
VI.1.MS.1
3a. Write a position paper
supporting a political party of
that time.
3b. Divide class into Federalists
and Democratic-Republicans
and have them debate the
central issues dividing them.
4. Explain Hamilton's financial
plan as a case study of the
role of government in the
economy.
IV.3.MS.3
IV.3.MS.4
4.
Hold a class discussion
relating students to situations
faced by citizens during the
implementing of Hamilton's
financial plan.
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
What possible instructional resources
could be used?
POSSIBLE RESOURCES
Economic and
Political
Connections
Federalism
TECHNOLOGY
Role of
Government in the
Economy
Common Good
Liberty
MULTIMEDIA
Taxation
Global
Consequences
Individual
Rights
PRINT MATERIAL

Current Newspapers

Letters of a Nation (Edited by A
Carroll, Published by Broadway
Books, NY)
MISCELLEANOUS
Economic
Institutions
Alternate Course
of Action
Perspective
Constitution
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 13 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
THE NEW NATION (continued)
Grade Level: GRADE 8
Two weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
Kentucky/Virginia
Resolutions
5. Describe the role of the U.S. in
world affairs, as per George
Washington's Farewell
Address.
I.2.MS.3
II.3.MS.4
5.
Respond to the question: How
has the U.S. followed George
Washington's advice?
6. Analyze how the Alien-Sedition
Acts violated our Core
Democratic Values.
I.4.MS.3
I.4.MS.4
6a. Select 3 Core Democratic
Values that were either
violated by or could be used to
support the Alien-Sedition
Acts.
6b. Compare and contrast the
Patriot Act of 2001 to the AlienSedition Acts.
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 14 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
THE JEFFERSONIAN ERA
Grade Level: GRADE 8
Three weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
Jeffersonian Democracy

Changes in the
Federal
Government

Changes in
Thomas Jefferson
Louisiana Purchase

Lewis and Clark
Beginnings of the
Industrial Revolution

Eli Whitney

Lowell Textiles

McCormick Reaper

Sam Slater
Marbury v Madison

Judicial Review
Jefferson's Foreign
Policy

Embargo Act

Tripoli

Responses to
Impressment
The War of 1812
Treaty of Ghent
1. Describe how Jefferson's
ideals changed during his
Presidency.
I.2.MS.2
III.3.MS.2
2. Describe how the U.S.
acquired the Louisiana
Territory, locate it on a map
and explain its significance.
II.1.MS.1
II.3.MS.2
1.
Have students list five
contradictions of Jefferson's
original ideals and his later
practices.
2a. Using a blank map, label the
territories acquired.
2b. Trace the route of Lewis and
Clark.
2c. Create journal entries as a
member of the Corps of
Discovery.
3. Analyze the effects of the
Industrial Revolution on
American Life.
I.1.MS.2
I.2.MS.3
II.5.MS.1
IV.4.MS.3
3a. Do internet research on
inventors and inventions; use
webquest.
3b. Invent an improvement on an
every day item.
3c. Using miscellaneous common
items, try to invent something
to solve a common household
problem.
4. Explain how the Judicial
Review evolved to become a
part of the checks and
balances.
III.2.MS.2
III.4.MS.2
4.
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
What possible instructional resources
could be used?
Historical Eras
Patriotism
TECHNOLOGY
Human
Environment
Interaction
Justice
Global
Consequences
Checks and
Balances
Economic and
Political
Connections
Role of
Government in the
Economy
MULTIMEDIA

Lewis and Clark, the Corps of
Discovery (Ken Burns) (A&E)

Lewis and Clark Journey (VC
28837) (MISD)

War of 1812 (VC 29286) (MISD)

Gone West - America
(Louisiana Purchase, Lewis and
Clark) (VC 28142) (MISD)
PRINT MATERIAL

Once on this Island (Gloria
Whelan, Published by HarperTrophy)
Commerce
Defining
Characteristics
Alternative
Courses of Action
Risks
Identify where the power of
Judicial Review has been
exercised in Supreme Court
cases since Marbury v.
Madison.
Rule of Law
POSSIBLE RESOURCES
MISCELLANEOUS

Sacajawea $1 coin
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 15 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
THE JEFFERSONIAN ERA (continued)
Grade Level: GRADE 8
Three weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
5. Describe foreign policy in the
Jeffersonian Era.
III.5.MS.2
IV.3.MS.3
5.
Create a graphic organizer that
illustrates the activities of
Jefferson's foreign policy.
6. Analyze the goals and
outcomes of the War of 1812.
I.2.MS.1
I.3.MS.1
6.
In cooperative learning groups,
evaluate the U.S. goals in the
War of 1812 and then the
reasons why the British lost.
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 16 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
GROWTH OF THE NATION
Grade Level: GRADE 8
Three weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
Industrial Revolution

English Roots

Factory System

Telegraph
Urban Living Conditions
Transportation Systems

Roads

Erie Canal

Clinton-Kalamazoo
Canal

Railroads
1. Explain the economic
development of the U.S. during
the Industrial Revolution
(scarcity, supply and demand,
profits, etc).
IV.2.MS.2
IV.2.MS.4
IV.4.MS.1
IV.4.MS.3
Era of Good Feelings

Nationalism
Sectionalism

Missouri
Compromise
Clay, Calhoun and
Webster
Foreign Policy

The Monroe
Doctrine
2. Analyze the effects of the
Industrial Revolution on
America (ie. urbanization, the
environment).
II.1.MS.3
II.2.MS.4
II.2.MS.5
II.4.MS.3
1a. Simulate the factory system by
creating a product using
division of labor,
interchangeable parts, and
mass production by dividing
class into separate production
groups and actually producing
an item; ie. notebooks, Lincoln
log home, Lego cars, etc.
1b. Divide the class per row to
create paper airplanes with
specialized folds per row.
Compare to a group that
makes the complete product,
start to finish. Compare quality
and quantity.
2a. Explain through illustrations
how the environment of an
area changed due to the
Industrial Revolution.
2b. Develop a presentation on
founding and characteristics of
a major city east of the
Mississippi River; use posters
and/or PowerPoint.
MEAP
VOCABULARY/
CONCEPTS
Supply and
Demand
CORE
DEMOCRATIC
VALUES
What possible instructional resources
could be used?
POSSIBLE RESOURCES
Common Good
TECHNOLOGY
Patriotism
Scarcity
Diversity
Distribution
Historical
Biographies
Geographic
Aspects of World
Events
Global
Consequences
MULTIMEDIA

Industrial Revolution
(Encyclopedia Britannia)

Michigan's Upper Peninsula
(VC 28903) (MISD)
PRINT MATERIAL

Liddie (Patterson)

Fanning the Flames (Sandra
Broderick)
MISCELLANEOUS

Bloomer State Park Historical
Marker

Canal Road Park, Sterling
Heights

Yates Cider Mill
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 17 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
GROWTH OF THE NATION (continued)
Grade Level: GRADE 8
Three weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
3. Explain how the transportation
systems were developed in
response to the Industrial
Revolution; both by the
government and private
enterprise.
II.3.MS.3
IV.2.MS.2
IV.5.MS.2
3a. Make a map/chart of
transportation routes and
analyze their motives and
impact.
3b. Write a position paper
supporting the "best" mode of
transportation to move a
product during this era. Follow
the MEAP Extended Response
Format.
4. Explain why feelings of
nationalism increased among
Americans in the early 1800's.
I.1.MS.2
III.1.MS.1
4a. Illustrate nationalism by having
the class list reasons why they
are the best class of the day.
Argue merits of one class vs
another.
4b. Make a list or draw symbols of
American nationalism then
and/or now.
5. Describe why the rivalries
between the sections of the
country increased during this
time.
II.2.MS.5
III.1.MS.4
III.3.MS.2
IV.2.MS.4
5a. Role play 3 sections of the
U.S. as part of the American
System; their wants and their
needs; present as citizens of
the different sections.
5b. Role play the 4 candidates of
the Election of 1824,
researching the background
issues and goals of each
candidate. Present as citizens
of different locales and
professions.
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 18 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
GROWTH OF THE NATION (continued)
Grade Level: GRADE 8
Three weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
6. Explain how the Monroe
Doctrine affected American
foreign policy and its
continuing importance today.
II.3.MS.4
III.5.MS.2
6a. Create a political cartoon
illustrating any of the major
points of the Monroe Doctrine.
6b. Role play round table
discussion/debate of U.S.,
Latin American, and European
nations responses to the
Monroe Doctrine.
6c. Create a letter to the editor that
describes how we still use and
need the Monroe Doctrine
today.
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 19 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
THE JACKSONIAN ERA
Grade Level: GRADE 8
Three weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
New Political Parties

Election of 1824

Election of 1828
Expanding Democracy
Jackson's Presidency

Spoils System

Kitchen Cabinet

Indian Removal Act

Trail of Tears

Bank of the U.S.

Nullification Crisis

Tariffs
Panic of 1836
Rise of the Whig Party

Election of 1840
1. Describe how the political
parties of the era began to
reflect greater representation.
III.1.MS.2
III.2.MS.1
1.
2. Assess Jackson's Presidency
in light of our Core Democratic
Values.
I.4.MS.3
I.4.MS.4
2a. Write an Andrew Jackson
obituary.
2b. Interview Jackson on a talk
show.
2c. Create a position paper:
Should Andrew Jackson be
impeached?
3. Examine the U.S.
government's policy toward
Native Americans prior to the
Civil War.
I.4.MS.3
I.4.MS.4
3a. Map the forced movement of
Native Americans west of the
Mississippi River (where they
came from and where they
moved to).
3b. Write essay: Could the Trail of
Tears happen today?
4. Explain how Jackson's
economic policies impacted
the United States immediately
and in the future.
IV.3.MS.4
IV.4.MS.2
Define the new political
practices of the era and explain
how they were more
democratic. Write a short
essay.
4a. Debate tariffs on modern
items: cars, Play Stations, etc.
and compare to the past.
4b. Describe the causes and
effects of the Nullification
Crisis.
4c. Create a timeline that
illustrates alternating Federal
and State control over U.S.
issues from 1781 - 1860.
MEAP
VOCABULARY/
CONCEPTS
Disparities in
American Ideals
and Realities
Crimes Against
Humanity
CORE
DEMOCRATIC
VALUES
Popular
Sovereignty
TECHNOLOGY
Representative
Government
MULTIMEDIA

Towards the Civil War (Learning
Corporation)
Time Line
Individual
Rights
Scarcity
Rule of Law
Historical
Biographies
Checks and
Balances
Alternative
Courses of Action
Justice
Economic and
Political
Connections
(tariffs)
Role of
Government in the
Economy
POSSIBLE RESOURCES
What possible instructional resources
could be used?
PRINT MATERIAL
MISCELLANEOUS

Maps

Political Cartoons

Collisions - Conflict between US
Government and Native
Americans (Simulation Interact)
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 20 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
THE JACKSONIAN ERA (continued)
Grade Level: GRADE 8
Three weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
5. Explain how the Whigs came
to power.
III.4.MS.1
5a. Create a mock Presidential
campaign and design slogans
in groups that avoid issues but
popularizes the candidates
(propaganda).
5b. Compare Election of 1840 to
current Student Council
elections; similarities and
differences.
5c. Create a 60 second skit that
sells a candidate or illustrates
mudslinging.
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 21 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
ERA OF MANIFEST DESTINY
Grade Level: GRADE 8
Three weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
Motivations for Manifest
Destiny
Conflicting Claims to
Oregon
Birth of Texas

War of Texas
Independence
1. Recognize the reasons for,
and geographic areas of,
westward expansion under
Manifest Destiny.
I.2.MS.1
I.3.MS.3
I.4.MS.4
Mexican War
Gadsden Purchase
Texas Annexation
Mexican Cession
49'ers and California
Mormons and Utah
2. Explain how Texas won its
independence from Mexico.
I.2.MS.3
I.2.MS.4
Immigrants
3. Explain the causes,
controversies and results of
the Mexican War.
II.3.MS.2
II.3.MS.4
III.5.MS.2
1a. Play Oregon Trail CD-Rom
software.
1b. Simulate Oregon Trail
experience with real life
situations of the era.
1c. Journal on the pros and cons
of moving today in their lives.
1d. Compare and contrast moving
West in the 1800's to moving
today.
1e. Choose 3 pioneers from
website on Oregon Trail and
write a diary including
provisions list and their costs.
2a. Create a timeline of Texas
independence (could use
Timeliner 5.0).
2b. Position Paper: Should you
stay in the Alamo?
2c. Role play a debate between
the leading characters of the
conflict over Texas
independence.
3a. Divide the class into Hawks
and Doves and debate the
merits/ethics of the Mexican
War.
3b. Create a map showing how the
Mexican War changed U.S.
boundaries (make it two sided:
before and after).
MEAP
VOCABULARY/
CONCEPTS
Risks
Supply and
Demand
CORE
DEMOCRATIC
VALUES
Individual
Rights
Freedom of
Religion
Entrepreneur
Scarcity
Geographic
Aspects of World
Events
Human
Environment
Interaction
Occupations
Defining
Characteristics
Perspective
Historical Era
Timeline
Economic and
Political
Connections
Global
Consequence
Pursuit of
Happiness
Diversity
Liberty
POSSIBLE RESOURCES
What possible instructional resources
could be used?
TECHNOLOGY

Timeliner 5.0 (Tom Snyder)

www.endoftheoregontrail.org

Oregon Trail software program
MULTIMEDIA

Selected scenes from:
13 Days of Glory
Alamo
Davy Crockett
Gone to Texas

Oregon Trail (VC 29197)
(MISD)
PRINT MATERIAL
MISCELLANEOUS

Gold Rush (Simulation Interact)
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 22 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
ERA OF MANIFEST DESTINY (continued)
Grade Level: GRADE 8
Three weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
3c. Analyze the impact of the
Mexican War on the U.S.
4. Describe how money and
religion both can motivate
settlers; ie 49'ers and
Mormons.
I.4.MS.4
II.3.MS.3
4.
Create an advertisement to
persuade people to move West
for money or religious reasons.
5. Recognize the role immigrants
played in the settlement of the
U.S. before the Civil War.
II.1.MS.3
II.3.MS.1
5a. List the positive contributions
of leading immigrant groups
and then the reasons they
were discriminated against.
5b. Create a bar graph that
illustrates the numbers of
immigrant groups that come to
the U.S. during this era.
MEAP
VOCABULARY/
CONCEPTS
Common Good
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 23 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
CULTURE AND REFORM IN THE 19TH CENTURY
Grade Level: GRADE 8
Three weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
1. Recognize primary sources of
that time that created a
uniquely American style.
I.2.MS.1
I.3.MS.1
1a. Identify important American
authors and painters and their
contributions to American
culture; use PowerPoint,
posters, reports.
1b. Analyze a piece of art from that
time looking for characteristics
that reflected our American
character.
American Arts and
Literature

Authors

Poets
Reform Movements

Education (Horace
Mann)

Social Welfare

Temperance

2nd Great
Awakening

Abolitionism

Underground
Railroad

Women's Rights

Seneca Falls
Convention

Women's Suffrage

Mental Health
2. Describe the goals,
achievements and failures of
the reform movements of the
mid 19th century.
I.4.MS.3
I.4.MS.4
II.1.MS.2
III.3.MS.2
2a. Research modern day reform
movements that are related to,
or outgrowths of, 19th Century
reform movements. Report on
the goals now and how they
have changed over the years.
2b. Create a commemorative
stamp, crest or pennant that
captures a reform issue.
2c. Identify the major reformers of
this era and report on what
they are noted for.
2d. Make a chart of major early
1800's Reform movements and
their goals and achievements.
2e. Describe the issues of the
Seneca Falls Women's Rights
Convention and how they have
changed today.
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
Disparities in
American Ideals
and Reality
Life
Diversity
TECHNOLOGY

Grolier's Encyclopedia CD-Rom

www.marcopolo.com
Historical
Violations of
Human Dignity
Equality
MULTIMEDIA
Historical
Biographies
Justice
Liberty
Rule of Law
Historical Origins
Defining
Characteristics
Individual
Rights
Common Good
Alternative
Courses of Action
Perspective
Primary Sources
Common Good
Individual Rights
PRINT MATERIAL
MISCELLANEOUS
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 24 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
THE CIVIL WAR ERA
Grade Level: GRADE 8
Four weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
1. Compare and contrast the
economic strengths and
weaknesses between the
industrial North and the
agricultural South and West.
II.3.MS.1
IV.2.MS.4
1a. Make a comparison chart of
the social, geographical,
political and economic
sectional differences between
North and South before the
Civil War.
1b. Compare and contrast life of a
worker in a Northern factory to
that of life as an enslaved
African on a Southern
Plantation.
1c. Write a position statement by
Thomas Jefferson on any
event leading to the Civil War.
1d. Role play the Lincoln-Douglas
debate.
Advances in the
Industrial North

Immigration

Factory System
Southern Cotton
Economy

Plantation System

Institution of
Slavery

Social Classes
Sectionalism
Events Leading to War

Missouri
Compromise

Compromise of
1850

Uncle Tom's Cabin

Kansas-Nebraska
Act

Dred Scott Decision

Republican Party

Harper's Ferry

Election on 1860
Secession
Confederate States of
America
Strengths and
Weaknesses of the
North and South
2. Describe how the issues of
slavery generated strong
feelings in the North, South
and West.
I.4.MS.3
I.4.MS.4
3. Identify the events that
intensified the approaching
conflict between North and
South.
I.4.MS.1
I.4.MS.4
2a. Write a newspaper article on
slavery from the perspective of
a Northerner or Southerner.
2b. Report on the actions of a
historical character involved in
defending slavery or promoting
abolitionism.
MEAP
VOCABULARY/
CONCEPTS
Economic and
Political
Connections
Life
Governments
Common Good
Alternative Forms
of Government
Equality
Liberty
Patriotism
Individual Rights
Rule of Law
Constitution
Commerce
Disparity in
American Ideals
and Realities
Contemporary
Factors
Historical
Biographies
Historical Origins
3a. Create editorial cartoons from
the perspective of the North
and South that characterize
key events of this era.
3b. Create a graphic web of the
causes and effects of a
selected event leading to Civil
War.
CORE
DEMOCRATIC
VALUES
Perspective
Economic Trade
Price
Taxation
Individual
Rights
Justice
Civilian Control
of the Military
POSSIBLE RESOURCES
What possible instructional resources
could be used?
TECHNOLOGY

Civil War Music CD's
MULTIMEDIA

Selected Scenes from
Glory
Gettysburg
Civil War Series (Ken
Burns)
Red Badge of Courage
Gods and Generals

Fredricksburg and
Chancellorsville (VC 27127)
(MISD)

Free at Last! Free at Last! (VC
29154) (MISD)

Firebell in the Night (VC 27143)
(MISD)

The Civil War (VC 28031)
(MISD)

Gettysburg (VC 28595) (MISD)

Abe Lincoln in Illinois (VC
28733) (MISD)
PRINT MATERIAL

Bull Run (Paul Fleischman)

Soldier's Heart (Gary Paulson)

Across the Five Aprils (Cotton)
MISCELLANEOUS

Civil War Simulation (Interact)
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 25 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
THE CIVIL WAR ERA (continued)
Grade Level: GRADE 8
Four weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
Major Battles

Antietam

Vicksburg

Gettysburg

Gettysburg Address
Social Issues During
War

Suspension of
Habeus Corpus

Conscription

Draft Riots

Income Tax

Greenbacks

Inflation

Emancipation
Proclamation

Copperheads
Impact of the Civil War
3c. Read and recognize primary
sources on events; report on
views expressed.
3d. Debate/role play sectional
differences and policies
assuming the identities of
people of this era.
4.
Identify and explain the
Compromises that attempted
to stabilize the Union.
I.4.MS.1
I.4.MS.4
III.2.MS.3
5. Explain why Southern states
seceded from the Union.
I.2.MS.1
I.4.MS.4
4a. Position Paper: Did the
Compromises create more or
less tension between the North
and South?
4b. Make a timeline of the
Compromises before the Civil
War.
5a. Explain why southern states
seceded from the Union and
why the North opposed
secession. Could be
dramatized as a first person
video, commercial on i-movie,
written editorial, cartoon strip,
or role played skit from either
perspective.
5b. Create a map illustrating the
Union and the Confederacy
showing secession dates and
the creation of West Virginia.
MEAP
VOCABULARY/
CONCEPTS
Role of
Government in the
Economy
Scarcity
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 26 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
THE CIVIL WAR ERA (continued)
Grade Level: GRADE 8
Four weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
6. Compare and contrast the
lives of U.S. and Confederate
civilians during the Civil War;
include social and political
differences.
I.1.MS.2
I.4.MS.4
IV.2.MS.2
IV.3.MS.4
IV.4.MS.3
IV.5.MS.3
6a. Create a talk show format to
interview citizens regarding the
impact of the Civil War on their
lives.
6b. Create a common economic
situation (agriculture: plantation
vs farms; factories: North vs
South; cash crops: North vs
South) and have students in
small groups compare their
situations.
6c. In pairs, form partnerships
where one is a civilian and one
a soldier; write letters to their
partner describing their lives,
including 3 pieces of factual
information from text or other
resources. Read letters orally
to each other in class.
6d. Research a household item or
food and relate how prices
changed during the war.
6e. Write a short paragraph essay
on "How was the war paid for
by the North and South?"
7. Examine and analyze the
impact of the major battles
during the Civil War.
I.2.MS.1
I.3.MS.1
7a. Research a major battle
showing strengths and
weaknesses of both sides.
7b. Create a map showing
locations of battles.
7c. Create a 3-D Diorama of a
battle with accompanying
explanation.
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 27 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
THE CIVIL WAR ERA (continued)
Grade Level: GRADE 8
Four weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
8. Describe the shifting focus of
the Civil War and the
controversial changes in the
Union that contributed to its
victory. Ex. Emancipation
Proclamation, Income Tax,
Conscription, etc.
I.4.MS.3
I.4.MS.4
III.1.MS.3
8a. List some of the social reforms
made during the Civil War and
describe how they changed
society.
8b. Compare and contrast Lincoln
and Andrew Jackson as to
Presidential Power.
9. Profile the major individuals of
the Civil War.
I.2.MS.2
9a. Research and report on Civil
War personalities.
9b. Create a living wax museum
where each student portrays a
character of the war using
appropriate dress and speech.
9c. Write obituaries of leading Civil
War personalities.
9d. Create a Civil War Wall of
Fame or graveyard of
headstones of famous people.
10. Describe Lincoln's vision of
reunification.
I.1.MS.2
I.2.MS.4
I.4.MS.1
10a. Essay: How would the
reunification of the Union be
different if Lincoln had lived?
10b. Write a newspaper article on
Lincoln's vision for
reunification.
10c. Mock trial of Booth and coconspirators: both prosecute
and defend him!
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 28 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
RECONSTRUCTION
Grade Level: GRADE 8
Two weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
Reconstruction

Lincoln's Plan

Johnson's Plan

Radical Plan

Military Plan

Carpetbaggers

Scalawags
1. Explain the conflict that arose
between Andrew Johnson and
Congress regarding
Reconstruction.
I.1.MS.2
Impeachment
African-Americans
during Reconstruction

Civil War
Amendments

Black Codes

Freedmen's Bureau

Share Cropping

Southern Reactions

KKK

Jim Crow
2. Identify the steps of the
impeachment and trial
process.
III.2.MS.3
Reconstruction Ends

Compromise of
1877
3. Describe the effects of the Civil
War on daily life in the post
war era Reconstruction.
I.1.MS.2
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
What possible instructional resources
could be used?
TECHNOLOGY
1a. Compare and contrast
Lincoln's vision for reunification
with the actual events.
1b. Create a chart listing
Reconstruction legislation and
the provisions of each.
1c. Divide class into groups in
order to debate the merits of
the various plans.
Reconstruction
Justice
Defining
Characteristics
Equality
2a. Conduct an impeachment
proceeding: including the
impeachment and trial of
Andrew Johnson.
2b. Do a graphic organizer (eg.
Flowchart, etc.) of the
impeachment process.
2c. Write a paper that compares
and contrasts our two
impeachment trials, Johnson's
and Clinton's. What were the
similarities?
Historical
Biographies
3.
Write a diary from the
viewpoint of a freed man in the
south, war-widow, confederate
solider returning home, settler
relocating in the west or urban
areas (including Michigan),
carpetbagger or a scalawag.
Liberty
Historical Violation
of Human Dignity
Alternate Courses
of Action
Perspective
Patterns
(Segregation)
Occupations
Historical Era
Constitution
Individual Rights
Popular
Sovereignty
Individual
Rights
POSSIBLE RESOURCES
MULTIMEDIA

Impeachment of Andrew
Johnson (VC 27117) (MISD)
PRINT MATERIAL
MISCELLANEOUS

The Trial of Andrew Johnson
(Simulation - Interact)
MACOMB COUNTY
SOCIAL STUDIES CORE UNITS
Page 29 of 29
Course Title:
Unit Title:
Time Allotment:
UNITED STATES HISTORY: 1763 - 1877
RECONSTRUCTION (continued)
Grade Level: GRADE 8
Two weeks
CORE TOPICS
UNIT BENCHMARKS
SUGGESTED ASSESSMENTS
Major topics included in
this unit
What do you want students to:
know, do, be like?
How will you know if benchmarks
have been achieved?
4. Explain actions that continued
to limit or assist the rights of
African Americans as citizens.
I.2.MS.3
I.4.MS.3
I.4.MS.4
4a. Demonstrate discrimination by
role playing (assign by eye
color, height, hair color, etc).
4b. Explain the Civil War
amendments 13 - 15.
4c. Research and chart the postwar methods for controlling
former enslaved Africans (eg.
Jim Crow laws, poll tax, etc).
5. Describe how the Election of
1876 ended the period known
as Reconstruction.
I.2.MS.1
5a. Describe the manipulating of
the Election of 1876 and the
resulting compromises.
5b. Compare the popular vote and
outcome of the Election of
1876 to the Election of 2000.
6. Explain why Reconstruction
ultimately failed.
III.3.MS.2
6.
List and discuss examples of
segregation and racism that
existed after Reconstruction.
MEAP
VOCABULARY/
CONCEPTS
CORE
DEMOCRATIC
VALUES
POSSIBLE RESOURCES
What possible instructional resources
could be used?