Download Social Studies – Texas History

Social Studies – United States History Until 1877
CURRICULUM GUIDE
TAKS Review and Preview (10 days)
Essential Questions
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Essential Pre-requisite Skills
What were the major events and issues that affected the United States and what were
their effects?
What were the major geographical influences on the history of the United States and
what were their effects?
What were the major social and economic issues and events that affected the United
States from 1877 to the present and what were their effects?
What were the major political influences on the United States and what were their
effects?
How can social studies skill be used to analyze social studies information?
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Using social studies skills to interpret and analyze information (Grade 1-Grade 7)
Understanding political, social, and economic issues surrounding a historical
event. (Grade 1-Grade 7)
Instructional Model & Teacher Directions
The teacher will…
See your campus TAKS review plan for details on processes and the 8 th grade TAKS RAP Resource CD for lessons and
strategies
See the Student Review Guide on the TAKS
RAP Resource CD
Vocabulary:
 See the 8th Grade TAKS Rap Resource CD for vocabulary lists, lessons, and strategies
Textbook – The American Republic to 1877
Print Resources
So students can…
History Alive
Adventure Tales of America
Media Resources
PowerMediaPlus
Ignite! Learning
Differentiation
What do you do for students who need further
support?
See the 8th Grade TAKS RAP Resource CD for
vocabulary lists, lessons, and strategies.
Evidence of Learning
Interims/TAKS/Benchmark
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Released TAKS Test Questions (See Resource CD)
What do you do for students who master the learning
quickly?
See the 8th Grade TAKS RAP Resource CD for
vocabulary lists, lessons, and strategies.
SAISD © 2008-09 – Fourth Grading Period
Social Studies – Grade 8
Page 1 of 10
Social Studies – United States History Until 1877
Unit 10: The Coming of the Civil War
CURRICULUM OVERVIEW
Fourth Grading Period – Week 7
Big Idea
Unit Rationale
Enduring Understandings
 Differences between people or groups may become so severe that they are very difficult to resolve.
 The failure of compromise may make conflict inevitable
Overarching Question
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Was slavery the primary cause of the Civil War?
 Why did compromises between the North and South fail before the Civil War?
The spread of slavery to the territories became a focus for
sectional tensions and congressional attempts at compromise.
In the late 1850’s, compromise between pro slavery and anti
slavery forces became almost impossible. Southern secession
and Lincoln’s preserving the union made the Civil War
inevitable.
Lessons for this Unit
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Skills
Concepts
TEKS
Lesson 1: The Causes of the Civil War
TEKS Specificity - Intended Outcome
TEKS 8.7 History
I can
A. Analyze the impact of tariff policies on sections of the United States before the Civil War.
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explain how the spread of slavery to new territories added
B. Compare the effects of political, economic, and social factors on slaves and freed blacks.
to the conflicts between the North and the South (8.7C)
C. Analyze the impact of slavery on different sections of the United States.
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describe how people like John C. Calhoun, Henry Clay,
D. Compare the provisions and effects of congressional conflicts and compromises prior to the Civil War,
and Daniel Webster attempted to help the North and
including the roles of John C. Calhoun, Henry Clay, and Daniel Webster.
South compromise and how successful they were. (8.7D,
TEKS 8.11 Geography
8.22B)
B. Compare places and regions of the United States in terms of physical and human characteristics.
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compare the compromises reached before the Civil War
TEKS 8.13 Economics
based on what they included and what they
A. Identify economic differences among different regions of the United States.
B. Explain reasons for the development of the plantation system, the growth of the slave trade, and the spread of slavery.accomplished. (8.7D)
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explain why people wanted to spread slavery into the
TEKS 8.19 Government
newly
acquired territories of the United States (8.13B)
B. Evaluate the impact of selected landmark Supreme Court decisions including Dred Scott v. Sanford on life in the United
States.
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compare the political, social, and economic differences
TEKS 8.21 Citizenship
between the North and the South (8.7A/C, 8.11B/8.13A)
A. Identify reasons for and the impact of selected examples of civil disobedience in U.S. history such as Henry David Thoreau’s
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describe the impact that the case Dred Scott v Sanford
refusal to pay a tax.
had on the existing tensions in the United States (8.19B)
TEKS 8.22 Citizenship
B. Summarize a historical event in which compromise resulted in a peaceful resolution.
TEKS 8.30 Social studies skills
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use social studies skills and terminology to analyze
B. Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
information by various methods, and interpret/organize
contrasting, finding the main idea, summarizing, making generalizations and
predictions, and drawing
information gathered from different types of resources.
inferences and conclusions.
(8.30 B/C, 8.31 A/B/C)
C. organize and interpret information from outlines, reports, databases, and visuals including graphs, charts,
timelines, and maps
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communicate historical information and research to others in
TEKS 8.31 Social studies skills
various forms. (8.30B/D)
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.
Evidence of Learning
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Given a list of descriptive sentences, students will identify the differences between the North and the South with 80% accuracy.
Given a timeline, students will demonstrate their understanding by correctly sequencing events with 80% accuracy.
Given a document based question, students will analyze primary and secondary sources to determine the causes of the Civil War.
Given an era map graphic organizer, students will correctly identify and explain the characteristics and significance of the Civil War period with 80% accuracy.
SAISD © 2008-09 – Fourth Grading Period
Social Studies – Grade 8
Page 2 of 10
(3-5 days)
Essential Questions
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Lesson 1: The Coming of the Civil War
CURRICULUM GUIDE
Essential Pre-requisite Skills
Was slavery the primary cause of the Civil War?
Could war between the North and South have been avoided?
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Civil War (4th grade)
slavery (4th grade)
Fort Sumter, beginning of Civil war (5th grade)
How to read and interpret primary source documents (4th grade)
Sequencing of events (K-7th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the History Alive! Textbook , Lesson Guide: Lesson 20, resources from the Social Studies website, and the Social Studies
framework to conduct this lesson and daily classroom instruction
Hook
 Have students complete the Preview on page 137 of the interactive notebook. Project Transparency 20 and pose the
following questions What do you see in each picture? which picture represents people in the North? Which picture
represents people in the South? What are both sides preparing to do? How does each side feel about the coming war?
 Introduce the graphic organizer for this unit on page 273 and direct students to read section 20.1 in History Alive!
Experiential Exercise
 Place students in groups of four. Within the group, assign two students the role of northerner and two students the role of
southerner.
 Distribute Reading Notes 20. Tell students, in this activity, to assume the role of a northerner or southerner and, like the
statesmen before the Civil War, attempt to settle the issues in order to preserve the Union. Tell students that for each
issue they will do the following: Listen to a recording that explains the issues that threaten the Union. (Found on History
Alive! disk distributed at the beginning of the school year during the Literacy with an Attitude conference)
Independent Practice:
 Repeat process for situations 2 through 5.
 Allow students to discover what actually happened by looking at the image on page 288 in History Alive!
 Direct students to read Section 20.9 and record the South’s reaction to the election of Lincoln in Part 3 of the Reading
Notes
 Debrief the activity by asking the following questions: How did you feel with your little fingers interlocked as you tried to
reach agreement on the issues? On which issue was it easiest to reach agreement? On which issue was it most difficult
to reach agreement? Do you think the Civil War could have been avoided? Explain
Processing Assignment:
 Using Reading Notes for information. Students will write a letter from the perspective they portrayed in the activity. When
students have completed the letter, have “northern” students exchange notebooks with “southern” students, and write
rebuttals.
Complete and share answers to the class.
Read the assigned section and using the graphic
organizer answer the following questions: What
issue divided the country? What happened that
made it impossible to ignore the slavery
question? Why did compromise fail?
Complete the information in Part 1 of Reading
Notes to explain why the issue led to tension
between the North and the South.
Attempt to reach a compromise on the issue and
describe the compromise in Part 2
Read about what actually happened and record
that information in Part 3
Complete each Reading Notes section.
Respond to questions in interactive notebook
and pair/share responses with class.
Write and exchange letters.
Textbook – The American Republic to 1877
Ch. 15, Sec. 1-2
Vocabulary:
sectionalism
 John C. Calhoun
 Henry Clay
 Daniel Webster
 States’ Rights
 Wilmot Proviso
 Compromise of 1850
 Fugitive Slave Act
SAISD © 2008-09 – Fourth Grading Period
So students can…
Print Resources
History Alive
Ch. 19-20
Adventure Tales of America
Secs. 19 and 21
Social Studies – Grade 8
Page 3 of 10
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Media Resources
PowerMedia Plus
Kansas-Nebraska Act
Bleeding Kansas
Republican Party
Dred Scott v. Sanford
Uncle Tom’s Cabin
Lincoln-Douglas Debates
Raid on Harper’s Ferry
Election of 1860
Secession
Ignite! Learning
Unit: Sectionalism-Differences Between
North and South 1832-1861Topic 3: Northern & Southern Economies,
Topic 4: Land Division, Topic 5: Congressional
Representation in Congress Topic 6: Separate
Northern and Southern Cultures and Topic 11:
States’ Rights.
Evidence of Learning
Extension Activity:
Interims/TAKS/Benchmark
Sequencing Activity:
Create a timeline of events, include a visual and
summary, leading to the Civil War.
Reteaching Resources: Teachers may use Ignite!
Learning for review or re-teaching content.
Ignite! Learning
Unit: Sectionalism-Differences Between North and
South 1832-1861Topic 3: Northern & Southern Economies, Topic 4:
Land Division, Topic 5: Congressional Representation
in Congress Topic 6: Separate Northern and Southern
Cultures and Topic 11: States’ Rights.
SAISD © 2008-09 – Fourth Grading Period
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Document Based Question:
The President of the United States during the Civil War wasA. George Washington
B. Abraham Lincoln*
C. Thomas Jefferson
D. Benjamin Franklin
Was the Civil War inevitable?
TAKS 2004 Grade 8
Social Studies – Grade 8
Page 4 of 10
Social Studies – United States History Until 1877
Unit 11: The Civil War and Reconstruction
CURRICULUM OVERVIEW
Fourth Grading Period –
Big Idea
Unit Rationale
Enduring Understandings
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Differences between people or groups may become so severe that they are very difficult to resolve.
The failure of compromise may make conflict inevitable
Individual people can have an impact on events
The winner of conflicts do not always achieve all their goals
Overarching Question
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Did the actions of leaders have a significant impact on the outcome of the Civil War?
Did the North achieve the goals it sought in the Civil War?
Skills
Concepts
TEKS
Leadership played a significant role in deciding the outcome
of the Civil War on the battlefield and in the Presidency.
While abolishing slavery, the Civil War and Reconstruction
failed to achieve political rights and economic equality for
African Americans
Lessons for this Unit
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Lesson 1: The Civil War
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Lesson 2: Reconstruction
TEKS Specificity - Intended Outcome
TEKS 8.1 History
I can
C. Explain the significance of the following dates: 1861-1865.
 why the years of the Civil War (1861-1865) were a
TEKS 8.8 History
turning point in American history. (8.1C)
A. Explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee,
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explain the roles of Abraham Lincoln, Jefferson
and Abraham Lincoln.
Davis,
B. Explaining the issues surrounding significant events of the Civil War, including firing on Fort Sumter, battles of Gettysburg
and Robert E. Lee, and Ulysses S. Grant.
(8.8A,C,
8.23A)
Vicksburg, the announcement of the Emancipation Proclamation, the assassination of Lincoln, and Lee’s surrender at Appomattox
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explain
why
Gettysburg and Vicksburg are
Court House.
considered turning points in the Civil War. (8.8B)
C. Analyze Abraham Lincoln’s ideas about liberty, equality, union, and government as contained in his
 tell why Lincoln issued the Emancipation
first and second inaugural addresses and the Gettysburg Address.
Proclamation (8.8B)
TEKS 8.18 Government
 explain the issue of state rights’ and how it
B. Describe historical conflicts arising over the issue of state rights’, including the Civil War.
contributed to the Civil War (8.18B)
TEKS 8.23 Citizenship TEKS 8.9 History
 A. Evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments.  explain the significance of Lee’s surrender at
Appomattox Court House and why Lincoln was
 B. Describe the economic difficulties faced by the United States during Reconstruction.
assassinated. (8.8B)
 C. Explain the social problems that faced the South during Reconstruction and evaluate their impact on different groups.
 describe how the 13th, 14th, and 15th amendments
TEKS 8.17 Government
did not result in long term political rights for African
 B. Describe the impact of 19th-century amendments including the 13th, 14th, and 15th amendments on life in the United States.
Americans. (8.19B)
A. Analyze the leadership qualities of elected and appointed leaders of the United States such as Abraham Lincoln.
TEKS 8.30 Social studies skills
 use social studies skills and terminology to
B. Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
analyze information by various methods, and
contrasting, finding the main idea, summarizing, making generalizations and
predictions, and drawing inferences and
interpret/organize information gathered from
conclusions.
different types of resources. (8.30 B/C, 8.31
D. organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines,
A/B/C)
and maps
 communicate historical information and research to
TEKS 8.31 Social studies skills
others in various forms. (8.30B/D)
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.
Evidence of Learning
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Given excerpts from Lincoln’s speeches, students will interpret in writing and orally the main idea of the excerpt with 80% accuracy.
Given a timeline, students will demonstrate their understanding by correctly sequencing events with 80% accuracy.
Given a document based question, students will analyze primary and secondary sources to determine the causes of the Civil War.
Given an era map graphic organizer, students will correctly identify and explain the characteristics and significance of the Civil War period with 80% accuracy.
SAISD © 2008-09 – Fourth Grading Period
Social Studies – Grade 8
Page 5 of 10
(3-5 days)
Essential Questions
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CURRICULUM GUIDE
Lesson 1: The Civil War
Was slavery the primary cause of the Civil War?
Could war between the North and South have been avoided?
Who were the major role players during the Civil War?
What innovations played a role during the Civil War?
Essential Pre-requisite Skills
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Civil War (4th grade)
Gettysburg Address (5th grade)
Surrender at Appomattox (5th grade)
How to read and interpret primary source documents (4th grade)
Sequencing of events (K-7th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the History Alive! Textbook , Lesson Guide: Lesson 21, resources from the Social Studies website, and the Social Studies
framework to conduct this lesson and daily classroom instruction
Hook
 Play CD Track 22 and 23, “The Bonnie Blue Flag,” and “Tenting Tonight”
 Introduce the graphic organizer for this unit and direct students to read section 21.1 in History Alive! And explain that in this
lesson students will learn how the U.S. expanded across North America during the first half of the 19 th century and how the
country used Manifest Destiny to justify its actions.
 Explain that students will use this graphic organizer to take notes on six territorial acquisitions by the U.S.
Guided Practice
 Have students read and discuss Section 21.2. Help students understand the strengths and weaknesses of the Union and
the Confederacy by asking these questions: What key advantages did the Union have over the Confederacy at the
beginning of the Civil War? What key advantages did the Confederacy have over the Union? What were the personal
strengths and weaknesses of President Abraham Lincoln and President Jefferson Davis?
Experiential Exercise:
 Place students in groups of four. Tell students that in the lesson they will learn how the Civil War affected civilians and
soldiers in the Union and Confederacy by experiencing six important events from the war. Explain that for each experience
students will assume the roles of different Americans involved in the event. Students will work as a class for Experiences 4
and 5.
 Follow the directions enclosed in the CD given to each teacher at the beginning of the school year during the Literacy with
An Attitude Conference.
Processing Assignment:
 Direct students to draw heads and facial features to express how three individuals felt about the end of the Civil War.
Include the following: a Union or a Confederate soldier, a northern or a southern citizen, and an African American. Make
thought bubbles above the heads showing what each individual might be thinking.
Listen and record responses to the prompts on
page 145 of their Interactive Notebooks. After
each selection, share answers with the class.
Read the assigned section and using the graphic
organizer answer the following questions: What
do you see here? Why do you think a soldier
carries a pack like this? What might be the
purpose of these objects?
Respond to the questions in the interactive
notebook.
Complete each Reading Notes section.
Respond to questions in interactive notebook
and pair/share responses with class.
Create drawings which contain thought bubbles.
Each thought bubble should:
Describe how fighting in the Civil war affected
the individual’s life; explain how the end of the
Civil War might change the individual’s life, be
free of misspellings and grammatical errors.
Textbook – The American Republic to 1877
Ch. 16, Sec. 1 -3
Vocabulary:
 1861-1865
 The Confederate States of America
 Jefferson Davis
 Lincoln’s First Inaugural Address
 Fort Sumter
 Border States
 Ulysses S. Grant
 Robert E. Lee
 Emancipation Proclamation
SAISD © 2008-09 – Fourth Grading Period
So students can…
Print Resources
History Alive
Ch. 21
Adventure Tales of America
Sec. 21
Media Resources
Digital Curriculum
Social Studies – Grade 8
Page 6 of 10
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Lincoln’s Second Inaugural Address
Appomattox Courthouse
1861-1865
Vicksburg
Gettysburg
Gettysburg Address
Freemen’s Bureau
Assassination of Lincoln
Ignite! Learning
Unit: The Civil War- A House Divided 1861-1865
Topic 1: Secession, Topic 2:
The Beginning of the War, and
Topic 3: The War Years.
Internet Resources
Civil War Links
Literature Connections
Sweet Clara and the Freedom Quilt by Deborah
Hopkinson
Evidence of Learning
Extension Activity:
 Create a timeline of events, include a visual and
summary, leading to the Civil War.
 Direct students list out the strengths and
weaknesses of the North and the South using a TChart. Predict who will win the war, providing facts
as evidence.
 create a letter as if he/she was a soldier on the front
line during the Civil War.
Reteaching Resources: Teachers may use Ignite!
Learning for review or re-teaching content.
Interims/TAKS/Benchmark
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Mini-Document Based Question:
The General of the Union Army wasE. Robert E. Lee
F. Abraham Lincoln
G. Jefferson Davis
H. Ulysses S. Grant*
Was the Battle of Gettysburg truly a turning point?
TAKS 2004 Grade 8
Ignite! Learning
Unit: The Civil War- A House Divided 1861-1865
Topic 1: Secession, Topic 2:
The Beginning of the War, and
Topic 3: The War Years.
SAISD © 2008-09 – Fourth Grading Period
Social Studies – Grade 8
Page 7 of 10
CURRICULUM GUIDE
Lesson 2: Reconstruction
Essential Questions
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Essential Pre-requisite Skills
How would the assassination of Lincoln influence the Reconstruction process?
Why did the plan for Reconstruction change?
How did Radical Reconstruction influence life in the South?
How did Radical Reconstruction influence life in the North?
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Reconstruction (4th grade)
13th, 14th and 15th amendments (5th grade)
Freedmen’s Bureau (5th grade)
How to read and interpret primary source documents (4th grade)
Sequencing of events (K-7th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the History Alive! Textbook , Lesson Guide: Lesson 22, resources from the Social Studies website, and the Social Studies
framework to conduct this lesson and daily classroom instruction
Hook
 Create a spectrum by using placing 10 pieces of masking tape, two feet apart and parallel on the floor, from the front of
the room to the back. At the front of the spectrum, post a sign that reads, “Same rights as adults at school name goes
here” at the back of the spectrum, post a sign that reads “No Rights.”
 Ask students to stand on the spectrum to indicate how they rate their rights as students at their school on a scale from one
to ten. Have several students share why they placed themselves where they did.
 Read a series of decisions made by school authorities about student’s rights. Explain that after you read each decision,
students may take one, two, or three steps in either direction to show how they feel their rights have been affected by the
decision.
 Preface each of the following decisions with, “It has been decided that…” After students have shifted positions on the
spectrum in reaction to the decision, hold a brief discussion before reading the next decision.
Decisions on Students Rights:
Students may eat any time they are hungry, even in class.
Students may help design the school curriculum to include classes they think are interesting and fun
Students may go to the bathroom or get a drink without a pass
Students will decide the punishments for students and adults who break campus rules.
Students must choose classes from a list written by parents and teachers
Students may go to the bathroom or get a drink only during the last three minutes of class.
Teachers may drink soda in class, but students may not
Students can bring comfortable chairs or cushions to class.
Teachers do not have to let students sit on their comfortable chairs or cushions.
 Tell students that school authorities will make no decisions until next year. Ask students to note where they are in relation
to their goad. and then return to their seats. Ask the following questions: “What did it feel like to imagine a school where
students had the same rights as adults?” “How did you feel when you were getting close to your goal?” How were some
of your new rights limited or taken away?” “How did you feel when this happened?”
 Connect the classroom experience to history. Guide the students in completing the Preview assignment.
Guided Practice
 Follow the instructions found in Lesson Guide: Lesson 22 , to prepare the classroom to begin this activity. Replace the
spectrum sign at the front of the class with one that reads “Full Citizenship” and the sign at the back “Limited Citizenship”
 Tell students that they will analyze images to learn about five phases of Reconstruction. Then they will assess the
progress African Americans have made toward full citizenship during each phase by placing themselves on the classroom
spectrum.
 Distribute Reading Notes 22 to the students. Follow directions from Lesson 22 for each step.
SAISD © 2008-09 – Fourth Grading Period
Social Studies – Grade 8
So students can…
Stand on the spectrum and explain why they
chose that spot.
Move on the spectrum.
Respond in the interactive notebook and share
responses with the class.
Draw a T-Chart in the interactive notebook
comparing the exercise with the historical event.
After each image and activity, students will
complete reading notes.
Page 8 of 10
Processing Assignment:
 Instruct students to use Reading Notes to create an illustrated road entitled “Road to Full Citizenship.” The road should
begin with “Limited Citizenship” and end with “Full Citizenship.”
Create road to show the progress and setbacks
African Americans experienced in their struggle
for full citizenship during Reconstruction. For
example, hills, twists, and turns away from full
citizenship can show setbacks, while straight
paths and bridges can show progress.
Include symbols, visuals, and labels for at least
two events from each phase of Reconstruction.
Stop signs, potholes, and roadblocks might show
events that prevented progress toward full
citizenship. High speed-limit signs or freeway
signs might show events that helped African
Americans to achieve their goals.
Show whether you think African Americans
reached their goal of full citizenship during
Reconstruction.
Be colorful and free from spelling errors.
Textbook – The American Republic to 1877
Chapter 17, Sec. 1-4
Vocabulary:
 Andrew Johnson
 Reconstruction
 Radical Republicans
 Radical Reconstruction
 13th Amendment
 14th Amendment
 15th Amendment Reconstruction
 Radical Republicans
 Radical Reconstruction
 Ulysses S. Grant
 Jim Crow
 Election of 1876
 carpetbaggers
 scalawags
 N.A.A.C..P.
Print Resources
History Alive
Chapter 22
Adventure Tales of America
Section 21
Media Resources
Digital Curriculum
Ignite! Learning
Unit: The Civil War
Topic 10: The Plight of Freedmen and Topic
12: A Defeated South.
Unit: Reconstruction
Topic 1: Definition of Reconstruction, Topic 2:
Radical Reconstruction Congress, Topic 3:
Putting the Plan into Action, Topic 4: The New
Amendments
Evidence of Learning
Extension Activity:
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complete a graphic organizer of the problems that
occurred during Reconstruction.
use a graphic organizer to list out the rights granted
in the 13th, 14th, and 15th Amendments.
visually demonstrating the effects of the 13th, 14th,
and 15th amendments and events leading up to the
SAISD © 2008-09 – Fourth Grading Period
Interims/TAKS/Benchmark
The purpose of the 13th Amendment was toI.
abolish slavery
J. establish women’s suffrage
K. provided citizenship to former slaves
L. allow for temperance
Social Studies – Grade 8
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Mini-Document Based Question:
Was the Battle of Gettysburg truly a turning point?
Page 9 of 10
Civil Rights Acts of the 1960’s.
TAKS 2004 Grade 8
Reteaching Resources: Teachers may use Ignite!
Learning for review or re-teaching content.
Ignite! Learning
Unit: The Civil War
Topic 10: The Plight of Freedmen and Topic 12: A
Defeated South.
Unit: Reconstruction
Topic 1: Definition of Reconstruction, Topic 2: Radical
Reconstruction Congress, Topic 3: Putting the Plan into
Action, Topic 4: The New Amendments
SAISD © 2008-09 – Fourth Grading Period
Social Studies – Grade 8
Page 10 of 10