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Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study Course Description This course is an in-depth study of the early years of our country, covering the time periods of colonization through reconstruction. This study incorporates each of the seven standards into the chronology. While students are studying a particular historical event in the United States, they also look at its geographic settings, economic implications, developments in government and the role of citizens. Students will use multiple sources to apply learning to real world settings while encouraging civic participation. In addition to the regular curriculum, students will participate in mini-units, which extend social studies concepts. Students will experience a rigorous, accelerated and enriched curriculum that is compacted to accommodate the regular course of study and differentiated to meet the needs of advanced students. Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study TOPIC: Historical Thinking and Skills (ongoing) Historical thinking begins with a clear sense of time - past, present and future - and becomes more precise as students progress. Historical thinking includes skills such as locating, researching, analyzing and interpreting primary and secondary sources so that students can begin to understand the relationships among events and draw conclusions. CONTENT STATEMENT Primary and secondary sources are used to examine events from multiple perspectives and to present and defend a position. CONCEPTS This topic will be integrated throughout the course. VOCABULARY Primary source Secondary source Narrative Bias PERFORMANCE SKILLS: ▪ ▪ Identify characteristics and examples of primary and secondary sources. Write a historical narrative using both kinds of sources. Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study TOPIC: Colonization to Independence (1 week) European countries established colonies in North America as a means of increasing wealth and power. As the English colonies developed their own governments and economies, they resisted domination by the monarchy, rebelled and fought for independence. CONTENT STATEMENT (History 2d,e,f) North America, originally inhabited by American Indians, was explored and colonized by Europeans for economic and religious reasons. CONCEPTS VOCABULARY Reasons for colonization Colonization Push/Pull Factors Religious Differences Land Opportunity Attainment of Wealth Economic/Trade Power in Global Community Political Freedom PERFORMANCE SKILLS: ▪ ▪ Explain the purpose of colonization. Identify/analyze the reasons for colonization including religion, quest for land, wealth, economics and trade, power in global community, and political freedom. INSTRUCTIONAL RESOURCES TOPIC: Colonization to Independence (1 week) European countries established colonies in North America as a means of increasing wealth and power. As the English colonies developed their own governments and economies, they resisted domination by the monarchy, rebelled and fought for independence. Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study CONTENT STATEMENT (History 2d,e,f; 3a,b) Competition for control of territory and resources in North America led to conflicts among colonizing powers. CONCEPTS ▪ Makeup of early colonies. English (Jamestown, Plymouth) French Spanish ▪ Native American’s concept of “land ownership.” ▪ Agricultural exchange – what/how to grow. ▪ Alliance formation. ▪ Cultural exchange. ▪ Conflicts. ▪ Colonial powers in North America. ▪ Reasons for conflict. ▪ Territorial control. VOCABULARY John Rolfe Farming Techniques Cash crops Subsistence farming Pilgrim/Puritans French/Indian War Pontiac’s Rebellion Treaty of Paris Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study PERFORMANCE SKILLS: ▪ Describe the unique differences in the makeup of the English colonies, French, and Spanish. Compare Native American concept of land ownership to European concept. Identify agricultural and cultural exchanges that occurred between Native American and European settlers including growing of crops, introduction of new foods, survival techniques, customs. Evaluate the reasons alliances were formed between Native Americans and Europeans and determine the impact of these alliances on relationships with Europeans and other tribe. Identify the major colonial powers in North America including England, France, and Spain. Scrutinize the underlying causes for conflict among these nations that carried over into the colonies. ▪ ▪ ▪ ▪ ▪ INSTRUCTIONAL RESOURCES TOPIC: Colonization to Independence (1 week) European countries established colonies in North America as a means of increasing wealth and power. As the English colonies developed their own governments and economies, they resisted domination by the monarchy, rebelled and fought for independence. CONTENT STATEMENT (History 2d,e,f) The practice of race-based slavery led to the forced migration of millions of Africans to the American colonies. Their knowledge and traditions contributed to the development of those colonies and the United States. CONCEPTS Differences between indentured servants/slaves. Economic factors leading to institutionalization of slavery. Geographic factors affecting use of slavery. Racism Institutionalization VOCABULARY Indentured Servant Slave Cash Crops Racism Slave Codes Triangular trade Middle Passage Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study PERFORMANCE SKILLS: ▪ ▪ ▪ Define indentured servant/slave. Explain differences between the state of indentured servitude and slavery. Discuss economic factors that led to slavery as an institution including: climate, physical features, growing season, cash crops. INSTRUCTIONAL RESOURCES TOPIC: Colonization to Independence (3 weeks) European countries established colonies in North America as a means of increasing wealth and power. As the English colonies developed their own governments and economies, they resisted domination by the monarchy, rebelled and fought for independence. CONTENT STATEMENT (History 2d,e,f) The ideas of the Enlightenment and dissatisfaction with colonial rule led English colonists to write the Declaration of Independence and launch the American Revolution. CONCEPTS ▪ Declaration of Independence. Three (3) parts. o Rights of people o Wrongs of king o Intent to separate Enlightenment philosophies. Consequences of signing the documents. Lack of minority rights. Right of rebellion. VOCABULARY Natural Rights Thomas Jefferson Tyranny Enlightenment John Locke Self-government Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study PERFORMANCE SKILLS: ▪ ▪ ▪ ▪ ▪ Discuss three (3) parts of the Declaration of Independence including the rights of the people, wrongs of the king, intent to establish the U.S.A. Distinguish which enlightenment philosophy ideas were incorporated into the Declaration of Independence. Interpret what the founding fathers really meant by “all men are created equal” in relationship to minority rights. Recognize the consequences of signing the Declaration of Independence in relationship to life/liberty of signers. Analyze the Enlightenment ideas that were incorporated into the Declaration of Independence. INSTRUCTIONAL RESOURCES: Interact Unit: “Independence” (8th Advanced) TOPIC: A New Nation (3 weeks) The United States shifted in governing philosophy from a loosely organized system characterized by strong states’ rights to a federal system. CONTENT STATEMENT The outcome of the American Revolution was national independence and new political, social and economic relationships for the American people. CONCEPTS VOCABULARY Effect of state government on postrevolution American government. Roles of women. African-American involvement. Native American involvement. Democratic Processes State Constitutions Suffrage Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study PERFORMANCE SKILLS: ▪ ▪ ▪ ▪ Discuss reasons individual colonies were encouraged to create state constitutions. Examine democratic processes found in state constitutions and what impact they had on democratic ideals of the American Revolution and the creation of a new government. Investigate the effects the “state of war” had on women’s roles. Examine the roles of African Americans and Native Americans in the war and the effect various military policies had on these roles. INSTRUCTIONAL RESOURCES TOPIC: A New Nation (2 weeks) The United States shifted in governing philosophy from a loosely organized system characterized by strong states’ rights to a federal system. CONTENT STATEMENT Problems arising under the Articles of Confederation led to debate over the adoption of the U.S. Constitution. CONCEPTS VOCABULARY Major problems: Maintaining national security. Creating a stable economic system. Dealing with war debts. Collecting revenue. Defining authority of central government. Constitution. Compromise Representation. Varying points of view concerning purpose and role of government. Articles of Confederation Federalists Anti-Federalists Republic Ratification Three-Fifths Compromise Virginia Plan New Jersey Plan Great Compromise Constitutional Convention Civil Rights Limited Government Federalist Papers Bill of Rights Federalism Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study PERFORMANCE SKILLS: Examine the problems faced by the government under the Articles of Confederation by debating views of Federalists and Anti-Federalists. Evaluate the strengths and weaknesses of the Articles of Confederation. Examine shortcomings of Articles of Confederation and predict how the Constitution will address those shortcomings. Distinguish the various plans/proposals of representation including Virginia and New Jersey Plans. Examine how the Great Compromise incorporated and balanced the New Jersey and Virginia Plans. Explain why some people opposed the new Constitution. Construct an argument of a Federalist/Anti-Federalist including civil rights, limited government, Bill of Rights. Explain civic participation in the ratification of the Constitution. Identify how Three-Fifths Compromise highlighted regional differences which existed at the time. INSTRUCTIONAL RESOURCES TOPIC: A New Nation (2 weeks) The United States shifted in governing philosophy from a loosely organized system characterized by strong states’ rights to a federal system. CONTENT STATEMENT Actions of early presidential administrations established a strong federal government, provided peaceful transitions of power and repelled a foreign invasion. Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study CONCEPTS Significance of Washington’s first term in setting precedents for future presidents. Economic role of our new government. Creation of expanded and more organized judicial system. VOCABULARY Precedent Cabinet Presidency Electoral College Roles of the Federal Government Loose and Strict Construction Elastic Clause National Debt State Debts Protective Tariffs National Bank Inflation Bonds Speculators Thomas Jefferson Federal Court System/Levels Judiciary Act Supreme Court PERFORMANCE SKILLS: ▪ ▪ ▪ ▪ ▪ ▪ Analyze the precedents of George Washington and their effect on the establishment of the government and future presidents. Examine the purpose and function of the electoral college. Students will examine the role of the federal government in paying off the national debt and its impact in creating a financially strong country. Discuss arguments for and against the creation of a national bank and interpretation of the Constitution. Identify levels of courts of judicial system. Understand significance of the Judiciary Act and how it gave power to the judicial branch. INSTRUCTIONAL RESOURCES: We The People (Center of Civic Education) History Alive: “The Constitution” Constitutional Handbook (PBS) Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study TOPIC: Expansion (2 weeks) The addition of new territories and economic and industrial development contributed to the growth of sectionalism in the United States. CONTENT STATEMENT The United States added to its territory through treaties, purchases and conquests. CONCEPTS Dealing with an expanding county. Guidelines for establishing new states. Outlawing of slavery. Establish public education. Exploration. Expansion. Relationship with North Americans. Manifest Destiny. Westward movement. Expansion. VOCABULARY Northwest Ordinance Westward Expansion Lewis and Clark Louisiana Purchase Sacajawea Pioneers Gold Rush PERFORMANCE SKILLS: ▪ ▪ ▪ ▪ ▪ Identify the important principles of the Northwest Ordinance. Understand the importance of the Louisiana Purchase in opening the west to expansion. Explain how the Lewis and Clark expedition was a key development in establishing relations with Native Americans and opening the territory for settlement. Judge the effect of Manifest Destiny on native peoples and settlement of the west. Examine the challenges and hardships faced by pioneers. INSTRUCTIONAL RESOURCES Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study TOPIC: Expansion (2 weeks) The addition of new territories and economic and industrial development contributed to the growth of sectionalism in the United States. CONTENT STATEMENT Westward expansion contributed to economic and industrial development, debates over sectional issues, war with Mexico and the displacement of American Indians. CONCEPTS Westward expansion. Land acquisition. VOCABULARY Republic Annexation Empresarios Alamo Mexican Laws Vs. Texan Abuse Slavery Immigration Treaty of Guadalupe-Hidalgo Stephen Austin PERFORMANCE SKILLS: ▪ ▪ ▪ ▪ Describe conditions that existed between Texans and Mexicans that led to the fight for Texan independence. Identify events including the Alamo that led to Texan independence. Explain the republic of Texas’ policy towards new immigrants and people already living there. Analyze reasons for immigration from the United States to Texas. INSTRUCTIONAL RESOURCES TOPIC: Civil War & Reconstruction (3 weeks) Sectional differences divided the North and South prior to the American Civil War. Both the American Civil War and resulting period of Reconstruction had significant consequences for the nation. Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study CONTENT STATEMENT (History 10 a,b,c) Disputes over the nature of federalism, complicated by economic developments in the United States, resulted in sectional issues, including slavery, which led to the American Civil War. CONCEPTS VOCABULARY Different economies of the north and south contributed to major regional differences. Inability to form an effective compromise. States’ Rights Slavery Compromise of 1850 Kansas-Nebraska Act Secession Abolition Popular Sovereignty Sectionalism Dred Scott Decision Lincoln-Douglas Debates Confederate States of America Uncle Tom’s Cabin Political Parties Abraham Lincoln PERFORMANCE SKILLS: ▪ ▪ ▪ ▪ ▪ ▪ ▪ Explain the major provisions of the Compromise of 1850 and the Fugitive Slave Act and views expressed for and against. Analyze the impact of Uncle Tom’s Cabin. Explain how various sections of the country responded to the Kansas-Nebraska Act and the ways people tried to settle the conflict over slavery. Analyze the effect of the Kansas-Nebraska Act on U.S. political parties, the rise of Abraham Lincoln, popular sovereignty, and sectionalism. Examine the impact of the Supreme Court’s decision in the Dred Scott case. Compare and contrast views of Lincoln/Douglas on slavery. Distinguish between the roles of Frederick Douglass and John Brown in the abolitionist movement. INSTRUCTIONAL RESOURCES Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study TOPIC: Civil War & Reconstruction (1 week) Sectional differences divided the North and South prior to the American Civil War. Both the American Civil War and resulting period of Reconstruction had significant consequences for the nation. CONTENT STATEMENT (History 10 a,b,c) The Reconstruction period resulted in changes to the U.S. Constitution, an affirmation of federal authority and lingering social and political differences CONCEPTS VOCABULARY Consequences of Reconstruction. Racism. Assassination Black Codes Ku Klux Klan Reconstruction Impeachment Andrew Johnson Amendments 13, 14, and 15 Freedmen’s Bureau Radical Republicans PERFORMANCE SKILLS: ▪ ▪ ▪ ▪ ▪ ▪ ▪ Analyze effect of end of Civil War on southern life. Compare and contrast the views of Lincoln, Congress, and Andrew Johnson about Reconstruction. Evaluate impact of Freedmen’s Bureau on former slaves lives along with Amendments 13, 14, and 15. Explain how Black Codes restricted freedoms of African-Americans. Analyze reasons Radical Republicans wanted to impeach President Johnson. Determine the impact of President Lincoln’s assassination on the Reconstruction process. Explain how the Ku Klux Klan attempted to disrupt the Reconstruction process. INSTRUCTIONAL RESOURCES Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study TOPIC: Spatial Thinking and Skills (ongoing) Spatial thinking examines the relationships among people, places and environments by mapping and graphing geographic data. Geographic data are compiled, organized, stored and made visible using traditional and geospatial technologies. Students need to be able to access, read, interpret and create maps and other geographic representations as tools of analysis. CONTENT STATEMENT Modern and historical maps and other geographic tools are used to analyze how historic events are shaped by geography. CONCEPTS Geography has changed prior to 1877 to the present in terms of population, political, social, and economic characteristics. VOCABULARY Regions Industrialization PERFORMANCE SKILLS: Analyze and explain reasons that land use has changed in various political and economic regions of the country. Analyze the importance of geography and how it affects historical events. INSTRUCTIONAL RESOURCES TOPIC: Human Systems (1 week) Human systems represent the settlement and structures created by people on Earth’s surface. The growth, distribution and movements of people are driving forces behind human and physical events. Geographers study patterns in culture and the changes that result from human processes, migrations and the diffusion of new cultural traits. CONTENT STATEMENT The availability of natural resources contributed to the geographic and economic expansion of the United States, sometimes resulting in unintended environmental consequences. The movement of people, products and ideas resulted in new patterns of settlement and land use that influenced the political and economic development of the United States. Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study CONCEPTS Physical characteristics of environment influencing population, settlement, and economic activities in 18th and 19th centuries. Expansion changed geography through advances in communication and transportation. Uneven distribution of productive resources influenced historic events VOCABULARY Physical Characteristics of Regions Population Distribution Westward Expansion Immigration Advances in Transportation/ Communication Colonization Productive Resources Distribution of Resources Scarcity PERFORMANCE SKILLS: ▪ ▪ ▪ ▪ Identify the physical characteristics which would encourage or discourage people from settling in a region. Analyze how settlement patterns influenced economic activities during the 18th and 19th centuries. Examine the effects of colonization, westward expansion, and immigration on the geography and physical environment of the regions of the United States. Identify the advances in communication and transportation that further affected geography. INSTRUCTIONAL RESOURCES TOPIC: Human Systems (1 week) Human systems represent the settlement and structures created by people on Earth’s surface. The growth, distribution and movements of people are driving forces behind human and physical events. Geographers study patterns in culture and the changes that result from human processes, migrations and the diffusion of new cultural traits. Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study CONTENT STATEMENT Cultural biases, stereotypes and prejudices had social, political and economic consequences for minority groups and the population as a whole. CONCEPTS Evolving of stereotyping and prejudice into institutionalized racism and discrimination. Limitations on women in effort to gain equal rights. VOCABULARY Stereotype Racism Discrimination Prejudice Institutionalized Racism/Discrimination Women’s Rights Seneca Falls Convention Declaration of Sentiments Equality Elizabeth Cady Stanton Susan B. Anthony Grimke Sisters William Lloyd Garrison Franchise PERFORMANCE SKILLS: ▪ ▪ ▪ ▪ Explain how minorities are affected socially, economically, and politically by stereotyping, racism, and discrimination both legally and culturally. Explain the effect the abolition movement had on the women’s rights movement. Describe the goals and important people of the women’s rights movement. Analyze the purpose and significance of the Seneca Falls Convention and Declaration of Sentiments. INSTRUCTIONAL RESOURCES TOPIC: Human Systems (2 weeks) Human systems represent the settlement and structures created by people on Earth’s surface. The growth, distribution and movements of people are driving forces behind human and physical events. Geographers study patterns in culture and the changes that result from human processes, migrations and the diffusion of new cultural traits. Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study CONTENT STATEMENT Americans began to develop a common national identity among its diverse regional and cultural populations based on democratic ideals. CONCEPTS Diverse people in the United States in the development of a common national identity. VOCABULARY Melting Pot Vs. Salad Bowl Cultural Diversity Immigration Nationalism PERFORMANCE SKILLS: ▪ Describe events that led immigrants to give up their cultural diversity to form a melting pot and a national identity. INSTRUCTIONAL RESOURCES TOPIC: Civic Participation and Skills (1 week) Civic participation embraces the ideal that an individual actively engages in his or her community, state or nation for the common good. Students need to practice effective communication skills including negotiation, compromise and collaboration. Skills in accessing and analyzing information are essential for citizens in a democracy. CONTENT STATEMENT (Government 2 a,b,c,d) Participation in social and civic groups can lead to the attainment of individual and public goals. Informed citizens understand how media and communication technology influence public opinion. Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study CONCEPTS Ways to participate in civic/political life to attain individual and public goals. Expanding civic participation in the 19th century. Rights and responsibilities of citizens. Comparing resources. Credibility. VOCABULARY Sons of Liberty Committees of Correspondence Boycotts Underground Railroad Abolitionists Nominating Convention Franchise Campaigning Amendment 15 Citizenship Rights Responsibilities Taxes Jury Duty Duties Fiction Non-Fiction Point of View Era PERFORMANCE SKILLS: ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ Show a connection between civic and political actions taken by the Sons of Liberty and the Committees of Correspondence and the attainment of independence. Demonstrate how the Underground Railroad and the abolitionist movement drew attention to the slavery issue. Explain the purpose of a nominating convention. Show how the vote was extended through Amendment 15 of the Constitution. Explain how citizens took a more active role in civic participation through conventions and campaigning. Identify rights of citizens and the responsibilities under the Constitution. Show understanding of rights and respecting rights of others. Compare accuracy and point of view using both fiction and non-fiction resources about an era or event. INSTRUCTIONAL RESOURCES Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study TOPIC: Roles and Systems of Government (3 weeks) The purpose of government in the United States is to establish order, protect the rights of individuals and to promote the common good. Governments may be organized in different ways and have limited or unlimited powers. CONTENT STATEMENT The U.S. Constitution established a federal system of government, a representative democracy and a framework with separation of powers and checks and balances. The U.S. Constitution protects citizens’ rights by limiting the powers of government. CONCEPTS Political concepts expressed in the Constitution. Separation of powers is a response to a desire for a limited government. Prevention of allowing one (1) branch from becoming too powerful. U.S. Constitution protects the rights of the citizen while maintaining the security of our nation. Provisions of the Constitution that limits the powers of the government in order to protect the rights of individuals (i.e., Bill of Rights). VOCABULARY Representative Democracy Federalism Bicameralism Separation of Powers Reserved Delegated Concurrent Elastic Clause Checks and Balances Three Branches Veto Override Appointments Impeach Judicial Review Unconstitutional Cabinet Pardon Commutation Ambassador Citizens’ Rights Amendments Order and Security Preamble Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study CONCEPTS VOCABULARY(cont’d) Bill of Rights Due Process Equality Assembly Petition Search and Seizure Jury Double Jeopardy Eminent Domain PERFORMANCE SKILLS: ▪ ▪ ▪ ▪ ▪ ▪ ▪ Define the concepts of representative democracy, federalism, and bicameralism. Analyze the division of powers among the three branches of government. List and describe the 3 branches of government. Examine how the branches restrict each other’s power through the system of checks and balances under the Constitution. Analyze and explain the Preamble to the Constitution in relationship to protecting rights of citizens and the general welfare. Discuss freedoms listed in the First Amendment and the Bill of Rights. Explain how provisions of the Constitution limit the government with relation to trial by jury, right to counsel, and due process. INSTRUCTIONAL RESOURCES TOPIC: Economic Decision Making and Skills (ongoing) Effective economic decision making requires students to be able to reason logically about key economic issues that affect their lives as consumers, producers, savers, investors and citizens. Economic decision making and skills engages students in the practice of analyzing costs and benefits, collecting and organizing economic evidence and proposing alternatives to economic problems. Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study CONTENT STATEMENT Choices made by individuals, businesses and governments have both present and future consequences. CONCEPTS Economic choices affect a country’s present and future. VOCABULARY Resources Scarcity Profit Tariffs Taxes PERFORMANCE SKILLS: Examine the economic problems that arose under the Articles of Confederation as a result of war debt and fears of powerful central government. Describe the impact of closed markets on the American economy. Analyze how choices made by individuals, businesses and governments have both present and future consequences. INSTRUCTIONAL RESOURCES TOPIC: Markets (2 ½ weeks) Markets exist when buyers and sellers interact. This interaction determines market prices and thereby allocates scarce resources, goods and services. Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study CONTENT STATEMENT Governments can impact markets by means of spending, regulations, taxes and trade barriers. CONCEPTS Increased global trading as a result of mercantilism and establishment of colonies. The purpose and effects of trade barriers prior to the Civil War. Governmental protection of international and interstate trade. VOCABULARY Mercantilism Global Trade Exports Imports Balance of Trade Tariffs Duties Tariff of Abominations Nullification Crisis Virginia and Kentucky Resolutions Trade (International/State) Property Rights Government Regulation Weights/Measures PERFORMANCE SKILLS: ▪ ▪ ▪ ▪ ▪ ▪ Identify reasons for colonization for economic profit. Define mercantilism. Explain policies employed by colonial powers to control global trade. Explain the purpose of tariffs and duties in creating trade barriers prior to 1860. Explain how the Articles of Confederation to regulate economy and property rights led to the development of the Constitution. Discuss how federal government regulations on international and interstate trade affect the U.S. economies. INSTRUCTIONAL RESOURCES TOPIC: Production and Assumption (1 week) Production is the act of combining natural resources, human resources, capital goods and entrepreneurship to make goods and services. Consumption is the use of goods and services. Pacing Guide Grade 8: Advanced US History 2011-2012 Social Studies Course of Study CONTENT STATEMENT The Industrial Revolution fundamentally changed the means of production as a result of improvements in technology, use of new power resources, the advent of interchangeable parts and the shift from craftwork to factory work. CONCEPTS The effects of the Industrial Revolution created new technology, new sources of powers, and the creation of the factory system. VOCABULARY Factory system Interchangeable parts Cotton gin Steam power Eli Whitney Robert Fulton Industrial Revolution Lowell Mills Samuel Morse Telegraph PERFORMANCE SKILLS: Explain the development of factories as a result of new technology from the Industrial Revolution. Analyze the effects of new power sources and technology on the economic systems of the U.S. (i.e. trade opportunities, urbanization) INSTRUCTIONAL RESOURCES