Download DOK 2

Grade 8 Social Studies Curriculum Map
Boone County Schools
2009-2010
Time
Unit I: the
Great
Convergence
5 weeks
Content Topics
The First Americans
-The earliest peoples in
America
- Cities and Empires
*Aztecs
*Incas
* Mayas
-North American Cultural
-Regions
Geography of the
America
-Geographic Regions
-Climatic Regions
-Geography Tools
*maps
*globes
*projections
*charts
*graphs
-Five Themes of
Geography
POS Skills
SS-8-GC-S-1
Students will demonstrate an
understanding (e.g., illustrate, write,
model, projects, present) of the nature of
government:
a) describe how democratic governments
in the United States prior to
Reconstruction functioned to preserve
and protect the rights (e.g., voting),
liberty and property of their citizens by
making, enacting and enforcing rules
and laws (e.g., constitutions, laws,
statutes)
b) compare purposes and sources of
power in the most common forms of
government (e.g., monarchy,
democracy, republic)
SS-8-GC-S-5
Students will analyze information from a
variety of print and non-print sources (e.g.,
books, documents, articles, interviews,
Internet) to research answers to questions
and explore issues
Core Content 4.1
SS-08-1.1.1
Students will compare purposes and
sources of power in the most
common forms of government
(monarchy, democracy, republic).
DOK 2
SS-8-GC-S-3
Students will make inferences about and
among significant historical events and
historical documents (e.g., the Declaration
of Independence, the Constitution of the
United States) to illustrate connections to
democratic principles and guaranteed
rights for all citizens
SS-8-GC-S-5
SS-08-1.3.1
Students will explain and give
examples of how significant United
States documents (Declaration of
Independence, Constitution, Bill of
Rights) established democratic
principles and guaranteed certain
rights for all citizens.
DOK 2
SS-08-1.1.2
Students will describe and give
examples to support how democratic
government in the United States prior
to Reconstruction functioned to
preserve and protect the rights (e.g.,
voting), liberty and property of their
citizens by making, enacting and
enforcing appropriate rules and laws
(e.g., constitutions, laws, statutes).
DOK 3
Resources
Convergence
Irrigation
Projection
Migration
Domestication
Region
Natural resources
Culture
Society
Artifacts
Primary sources
Secondary sources
Timeline
Crusades
Feudalism
Renaissance
Reformation
Mercantilism
Conquistador
Columbian Exchange
Historical Figures
Christopher
Columbus
Hernando Cortes
Francisco Pizarro
Prince Henry the
Navigator
Ferdinand Magellan
Vasco DeGama
Bartholomew Diaz
Ferdinand
Isabella
Europeans Explore the
Americas
-A Changing World
*Crusades
*Renaissance
*Reformation
-Early Exploration
-Spain in America
-Columbus
-Conquistadors
-Columbian Exchange
-Exploring North America
Boone County Schools
June 30, 2009
Vocabulary
1
Time
Content Topics
Boone County Schools
June 30, 2009
Grade 8 Social Studies Curriculum Map
Boone County Schools
2009-2010
POS Skills
Core Content 4.1
Students will analyze information from a
variety of print and non-print sources (e.g.,
books, documents, articles, interviews,
Internet) to research answers to questions
and explore issues
SS-8-CS-S-1
SS-08-2.1.1
Students will explain how elements of
Students will demonstrate an
culture (e.g., language, the arts,
understanding (e.g., speak, draw, write,
customs, beliefs, literature) defined
sing, create) of the nature of culture by
specific groups in the United States
exploring cultural elements (e.g., beliefs,
prior to Reconstruction and resulted
customs/traditions, languages, skills,
literature, the arts) of diverse groups in the in unique perspectives.
DOK 2
United States prior to Reconstruction and
explain how culture served to define
specific groups and resulted in unique
perspectives
SS-8-CS-S-5
Students will compare examples of
cultural elements of today to those in the
United States prior to Reconstruction,
using information from a variety of print
and non-print sources (e.g., media,
literature, interviews, observations,
documentaries, artifacts)
SS-8-CS-S-2
SS-08-2.2.1
Students will compare how cultures
Students will investigate social institutions
(United States prior to Reconstruction)
(e.g., family, religion, education,
developed social institutions (family,
government, economy) in relation to how
religion, education, government,
they responded to human needs,
structured society and influenced behavior economy) to respond to human needs,
structure society and influence behavior.
in the United States prior to
Reconstruction
SS-8-HP-S-1
SS-08-5.1.1
Students will use a variety of tools
Students will demonstrate an
(e.g., primary and secondary sources)
understanding of the interpretative nature
to describe and explain historical
of history using a variety of tools and
events and conditions and to analyze
resources (e.g., primary and secondary
the perspectives of different
sources, Internet, timelines, maps):
individuals and groups (e.g., gender,
a) investigate, describe and analyze
race, region, ethnic group, age,
significant historical events and
economic status, religion, political
conditions in the U.S prior to
group) in U.S. history prior to
Reconstruction, drawing inferences
Reconstruction.
about perspectives of different
DOK 3
individuals and groups (e.g., gender,
race, region, ethnic group, age,
Vocabulary
Resources
2
Time
Content Topics
Boone County Schools
June 30, 2009
Grade 8 Social Studies Curriculum Map
Boone County Schools
2009-2010
POS Skills
Core Content 4.1
SS-08-5.1.2
economic status, religion, political
Students will explain how history is a
group)
series of connected events shaped by
b) examine multiple cause-effect
multiple cause-and-effect
relationships that have shaped history
relationships and give examples of
(e.g., showing how a series of events
those relationships.
are connected)
SS-8-HP-S-2
DOK 3
Students will investigate, using primary
and secondary sources (e.g., biographies, SS-08-5.2.1
Students will explain events and
films, magazines, Internet resources,
conditions that led to the "Great
textbooks, artifacts) to answer questions
Convergence" of European, African
about, locate examples of, or interpret
and Native American people beginning
factual and fictional accounts of major
in the late 15th century, and analyze
historical events and people:
how America's diverse society
a) analyze how exploration and the
developed as a result of these events.
settlement of America caused diverse
DOK 3
cultures to interact in various forms
(e.g., compromise, cooperation,
SS-08-5.2.2
conflict, competition); explain how
Students will explain and give
governments expanded their territories
examples of how the ideals of equality
and the impact this had on the United
and personal liberty (rise of individual
States prior to Reconstruction
b) describe events and conditions that led rights, economic freedom, religious
diversity) that developed during the
to the "Great Convergence" of
colonial period, were motivations for
European, African and Native
the American Revolution and proved
American people beginning in the late
instrumental in the development of a
15th century; analyze how America's
new nation.
diverse society developed as a result
DOK 3
of these events
c) explain how the ideals of equality and
SS-08-5.2.3
personal liberty (e.g., rise of individual
Students will explain how the growth
rights, economic freedom, religious
of democracy and geographic
diversity) that developed during the
colonial period were motivations for the expansion occurred and were
significant to the development of the
American Revolution and proved
United States prior to Reconstruction.
instrumental in forging a new nation
DOK 3
d) describe how the growth of democracy
and geographic expansion occurred
and were significant to the
SS-08-5.2.4
development of the United States prior
Students will describe the political,
to Reconstruction
social, economic and cultural
e) compare the political, social, economic
differences (e.g., slavery, tariffs,
and cultural differences (e.g., slavery,
industrialism vs. agrarianism, federal
tariffs, industrialism vs. agrarianism,
vs. states' rights) among sections of
federal vs. states' rights) between and
the U.S. and explain how these
among regions of the U.S. and explain
Vocabulary
Resources
3
Time
Content Topics
Boone County Schools
June 30, 2009
Grade 8 Social Studies Curriculum Map
Boone County Schools
2009-2010
POS Skills
Core Content 4.1
differences resulted in the American
how these differences contributed to
Civil War.
the American Civil War
DOK 3
f) evaluate how advances in science and
technology contributed to the changing
American society in the United States
prior to Reconstruction
SS-8-HP-S-1
SS-08-5.1.1
Students will demonstrate an understanding Students will use a variety of tools
(e.g., primary and secondary sources)
of the interpretative nature of history using a
to describe and explain historical
variety of tools and resources (e.g., primary
events and conditions and to analyze
and secondary sources, Internet, timelines,
the perspectives of different
maps):
individuals and groups (e.g., gender,
a) investigate, describe and analyze
race, region, ethnic group, age,
significant historical events and
economic status, religion, political
conditions in the U.S prior to
group) in U.S. history prior to
Reconstruction, drawing inferences
Reconstruction.
about perspectives of different
DOK 3
individuals and groups (e.g., gender,
race, region, ethnic group, age,
economic status, religion, political
SS-08-5.1.2
group)
Students will explain how history is a
b) examine multiple cause-effect
series of connected events shaped by
relationships that have shaped history
multiple cause-and-effect
(e.g., showing how a series of events
relationships and give examples of
are connected)
those relationships.
SS-8-HP-S-2
DOK 3
Students will investigate, using primary
and secondary sources (e.g., biographies, SS-08-5.2.1
films, magazines, Internet resources,
Students will explain events and
textbooks, artifacts) to answer questions
conditions that led to the "Great
about, locate examples of, or interpret
Convergence" of European, African
factual and fictional accounts of major
and Native American people beginning
historical events and people:
in the late 15th century, and analyze
a) analyze how exploration and the
how America's diverse society
settlement of America caused diverse
developed as a result of these events.
cultures to interact in various forms
DOK 3
(e.g., compromise, cooperation,
conflict, competition); explain how
SS-08-5.2.2
governments expanded their territories
Students will explain and give
and the impact this had on the United
examples of how the ideals of equality
States prior to Reconstruction
and personal liberty (rise of individual
b) describe events and conditions that led rights, economic freedom, religious
to the "Great Convergence" of
diversity) that developed during the
European, African and Native
colonial period, were motivations for
American people beginning in the late
the American Revolution and proved
Vocabulary
Resources
4
Time
Content Topics
Unit II:
Colonial
America
Colonial American
-Early English Settlers
-New England Colonies
-Middle Colonies
-Southern Colonies
-Other European
Settlements
4 Weeks
Slavery in the Colonies
-Triangular Trade
-Life of the slave
The Colonies Grow
-Life in the colonies
-Government, Religion,
and Culture
The French and Indian
-England and France
Boone County Schools
June 30, 2009
Grade 8 Social Studies Curriculum Map
Boone County Schools
2009-2010
POS Skills
Core Content 4.1
instrumental in the development of a
15th century; analyze how America's
new nation.
diverse society developed as a result
DOK 3
of these events
c) explain how the ideals of equality and
SS-08-5.2.3
personal liberty (e.g., rise of individual
Students will explain how the growth
rights, economic freedom, religious
of democracy and geographic
diversity) that developed during the
colonial period were motivations for the expansion occurred and were
significant to the development of the
American Revolution and proved
United States prior to Reconstruction.
instrumental in forging a new nation
DOK 3
d) describe how the growth of democracy
and geographic expansion occurred
SS-08-5.2.4
and were significant to the
Students will describe the political,
development of the United States prior
social, economic and cultural
to Reconstruction
differences (e.g., slavery, tariffs,
e) compare the political, social, economic
industrialism vs. agrarianism, federal
and cultural differences (e.g., slavery,
vs. states' rights) among sections of
tariffs, industrialism vs. agrarianism,
the U.S. and explain how these
federal vs. states' rights) between and
differences resulted in the American
among regions of the U.S. and explain
Civil War.
how these differences contributed to
DOK 3
the American Civil War
f) evaluate how advances in science and
technology contributed to the changing
American society in the United States
prior to Reconstruction
SS-8-CS-S-1
Students will demonstrate an
understanding (e.g., speak, draw, write,
sing, create) of the nature of culture by
exploring cultural elements (e.g., beliefs,
customs/traditions, languages, skills,
literature, the arts) of diverse groups in the
United States prior to Reconstruction and
explain how culture served to define
specific groups and resulted in unique
perspectives
SS-8-CS-S-5
Students will compare examples of
cultural elements of today to those in the
United States prior to Reconstruction,
using information from a variety of print
and non-print sources (e.g., media,
literature, interviews, observations,
documentaries, artifacts)
Vocabulary
Resources
Roanoke Island
Slavery
Racism
Charter
Proprietary Colony
Joint-Stock Colony
Royal Colony
Mayflower Compact
House of Burgesses
Puritans
Quakers
Separatists
Pilgrims
Huguenots
Middle Passage
Great Awakening
Indentured Servant
Proclamation of 1763
Triangular Trade
5
Time
Content Topics
clash in American
POS Skills
Grade 8 Social Studies Curriculum Map
Boone County Schools
2009-2010
Core Content 4.1
SS-8-CS-S-2
Students will investigate social institutions
(e.g., family, religion, education,
government, economy) in relation to how
they responded to human needs,
structured society and influenced behavior
in the United States prior to
Reconstruction
SS-8-CS-S-5
Students will compare examples of
cultural elements of today to those in the
United States prior to Reconstruction,
using information from a variety of print
and non-print sources (e.g., media,
literature, interviews, observations,
documentaries, artifacts)
SS-8-E-S-1
Students will demonstrate an
understanding of the nature of limited
resources and scarcity in the United
States prior to Reconstruction, using
information from a variety of print and
Boone County Schools
June 30, 2009
Vocabulary
Cash Crop
Overseer
Treaty of Paris (1763)
Master
Journeyman
Apprentice
Monarchy
Tariff
Import
Export
Historical Figures
John Smith
John Rolfe
Pocahontas
Squanto
Samoset
Massasoit
Sir Walter Raleigh
William Penn
James Oglethorpe
Roger Williams
Anne Hutchinson
Henry VIII
Elizabeth I
Resources
SS-08-2.1.1
Students will explain how elements of
culture (e.g., language, the arts,
customs, beliefs, literature) defined
specific groups in the United States
prior to Reconstruction and resulted
in unique perspectives.
DOK 2
SS-08-2.2.1
Students will compare how cultures
(United States prior to Reconstruction)
developed social institutions (family,
religion, education, government,
economy) to respond to human needs,
structure society and influence behavior.
SS-08-3.1.1
Students will explain and give
examples of how scarcity required
individuals, groups and the
government in the United States prior
to Reconstruction to make decisions
6
Time
Content Topics
Grade 8 Social Studies Curriculum Map
Boone County Schools
2009-2010
POS Skills
Core Content 4.1
non-print sources (e.g., news media, news about how productive resources
(natural resources, human resources,
magazines, textbook, Internet):
capital goods) were used.
a) explain how scarcity required
individuals, groups and governments to DOK 2
make decisions about use of
SS-08-3.2.1
productive resources (e.g., natural
Students will describe the economic
resources, human resources and
system that developed in the United
capital goods)
States prior to Reconstruction.
DOK 2
SS-8-G-S-2
SS-08-4.3.1
Students will describe patterns of
Students will investigate regions of the
human settlement in the United States
Earth’s surface in the United States prior
prior to Reconstruction and explain
to Reconstruction using information from
how these patterns were influenced
print and non-print sources (e.g., books,
by human needs.
films, magazines, Internet, geographic
DOK 2
tools):
a)explain relationships between and
SS-08-4.3.2
among physical characteristics of
Students will explain why and give
regions and how they were made
examples of how human populations
distinctive by human characteristics
changed and/or migrated because of
(e.g., dams, roads, urban centers);
factors such as war, disease, economic
describe advantages and
opportunity and technology in the
disadvantages for human activities
United States prior to Reconstruction.
(e.g., exploration, migration, trade,
DOK 3
settlement) that resulted
b)describe patterns of human settlement;
explain relationships between these
patterns and human needs; analyze
how factors (e.g., war, famine, disease,
economic opportunity, and technology)
affected human migration
See POS Skills and Concepts from unit See Core Content for Assessment
I. (page 3)
from Unit I
(page 3)
SS-8-HP-S-1
SS-8-HP-S-2
Unit III:
American
Revolution
Road to Independence
-Taxation without
representation
Boone County Schools
June 30, 2009
SS-8-GC-S-3
Students will make inferences about and
among significant historical events and
SS-8-5.1.1
SS-8-5.1.2
SS-8-5.2.1
SS-8-5.2.2
SS-8-5.2.3
SS-8-5.2.4
SS-08-1.3.1
Students will explain and give
examples of how significant United
Vocabulary
Resources
1st Continental
Congress
2nd Continental
7
Time
5 weeks
Content Topics
-Building colonial unity
-Moving toward
independence
The Declaration of
Independence
The American
Revolution
-The early years of war
-The war in the south
and west
-Winning the war
Grade 8 Social Studies Curriculum Map
Boone County Schools
2009-2010
POS Skills
Core Content 4.1
historical documents (e.g., the Declaration States documents (Declaration of
Independence, Constitution, Bill of
of Independence, the Constitution of the
Rights) established democratic
United States) to illustrate connections to
principles and guaranteed certain
democratic principles and guaranteed
rights for all citizens.
rights for all citizens
DOK 2
SS-8-GC-S-5
Students will analyze information from a
variety of print and non-print sources (e.g.,
books, documents, articles, interviews,
Internet) to research answers to questions
and explore issues
A “More Perfect” Union
-The Articles of
Confederation
-Constitutional
Compromise and
multiple compromises
-Writing the Constitution
-Ratifying the
Constitution
SS-8-CS-S-3
Students will explain how communications
between groups were influenced by
cultural differences; explain how
interactions influenced conflict and
competition (e.g., political, economic,
religious, ethnic) among individuals and
groups in the United States prior to
Reconstruction
SS-8-CS-S-4
Students will describe conflicts between
individuals or groups and explain how
compromise and cooperation were
possible choices to resolve conflict among
individuals and groups in the United
States prior to Reconstruction
Boone County Schools
June 30, 2009
Vocabulary
Congress
Common Sense
Boston Tea Party
Sons of Liberty
Boston Massacre
Navigation Acts
Intolerable Acts
Sugar Act
Townsend Acts
Stamp Act
Quartering Act
No Taxation without
Representation
Magna Carta
Parliament
Committees of
Correspondence
Lexington and
Concord
Minutemen
Boycott
Patriot
Loyalist
Tory
Continental Army
Natural rights
Resources
SS-08-2.3.1
Students will explain how conflict and
competition (e.g., political, economic,
religious, ethnic) occurred among
individuals and groups in the United
States prior to Reconstruction.
DOK 2
SS-08-2.3.2
Students will explain how
compromise and cooperation were
possible choices to resolve conflict
among individuals and groups in the
United States prior to Reconstruction.
DOK 2
8
Time
Unit IV:
Civics and
Constitution
5 Weeks
Content Topics
The Constitution of the
United States
-Goals of the Constitution
-Underlying democratic
principles
-Types of power
The Federal
Government
-The Legislative Branch
-The Executive Branch
-The Judicial Branch
-Balance of Power
The Bill of Rights
Rights and
responsibilities of
citizens
Boone County Schools
June 30, 2009
Grade 8 Social Studies Curriculum Map
Boone County Schools
2009-2010
POS Skills
Core Content 4.1
See POS Skills and Concepts from unit See Core Content for Assessment
I. (page 3)
from Unit I.
(page 3)
SS-8-HP-S-1
SS-8-HP-S-2
SS-8-5.1.1
SS-8-5.1.2
SS-8-5.2.1
SS-8-5.2.2
SS-8-5.2.3
SS-8-5.2.4
SS-8-GC-S-1
Students will demonstrate an
understanding (e.g., illustrate, write,
model, projects, present) of the nature of
government:
a) describe how democratic
governments in the United States
prior to Reconstruction functioned to
preserve and protect the rights (e.g.,
voting), liberty and property of their
citizens by making, enacting and
enforcing rules and laws (e.g.,
constitutions, laws, statutes)
b) compare purposes and sources of
power in the most common forms of
government (e.g., monarchy,
democracy, republic)
SS-8-GC-S-5
Students will analyze information from a
variety of print and non-print sources (e.g.,
books, documents, articles, interviews,
Internet) to research answers to questions
and explore issues
SS-08-1.1.1
Students will compare purposes and
sources of power in the most
common forms of government
(monarchy, democracy, republic).
DOK 2
SS-08-1.1.2
Students will describe and give
examples to support how democratic
government in the United States prior
to Reconstruction functioned to
preserve and protect the rights (e.g.,
voting), liberty and property of their
citizens by making, enacting and
enforcing appropriate rules and laws
(e.g., constitutions, laws, statutes).
DOK 3
Vocabulary
Historical Figures
Nathaniel Greene
Alexander Hamilton
Nathan Hale
Benedict Arnold
Henry Knox
John Hancock
Patrick Henry
Benjamin Franklin
Samuel Adams
John Adams
George Washington
Montesquieu
Rosseau
John Locke
Thomas Hobbes
Thomas Jefferson
Thomas Paine
Marquis de Lafayette
Constitutional
Convention
Federalism
Concurrent powers
Reserved powers
Delegated powers
Checks and balances
New Jersey Plan
Virginia Plan
3/5 Compromise
Rights and
responsibilities
Amendments
Popular sovereignty
Separation of powers
Limited powers
Democracy/republic
Judicial review
Due process
Bi-cameral vs.
unicameral
State vs. federal
power
Voting as civic duty
Articles
Statutes
Resources
9
Time
Content Topics
POS Skills
Grade 8 Social Studies Curriculum Map
Boone County Schools
2009-2010
Core Content 4.1
SS-8-GC-S-1
Students will demonstrate an
understanding (e.g., illustrate, write,
model, projects, present) of the nature of
government:
a) explain the role of government (e.g.,
establishing order, providing security,
achieving common goals) in the United
States prior to Reconstruction and make
connections to how government
influences culture, society and the
economy
SS-8-GC-S-5
Students will analyze information from a
variety of print and non-print sources (e.g.,
books, documents, articles, interviews,
Internet) to research answers to questions
and explore issues
SS-8-GC-S-2
Students will investigate the Constitution
of the United States:
a) examine ways the Constitution is a
document that can be changed from
time to time through both formal and
informal processes (e.g., amendments,
court cases, executive actions) to meet
the needs of its citizens
b) explain the political process
established by the U.S. Constitution
and ways the Constitution separates
power among the legislative, executive
and judicial branches to prevent the
Boone County Schools
June 30, 2009
SS-08-1.1.2
Students will describe and give
examples to support how democratic
government in the United States prior
to Reconstruction functioned to
preserve and protect the rights (e.g.,
voting), liberty and property of their
citizens by making, enacting and
enforcing appropriate rules and laws
(e.g., constitutions, laws, statutes).
DOK 3
Vocabulary
Congress
House of
representatives
Senate
President
Supreme Court
Justices
Chief Justice
Cabinet
Inaugurated
Preamble
Inalienable rights
Veto
Historical Figures
Resources
SS-08-1.1.3
Students will describe and give
examples of the ways the Constitution
of the United States is a document
that can be changed from time to time
through both formal and informal
processes (e.g., amendments, court
cases, executive actions) to meet the
needs of its citizens.
DOK 2
SS-08-1.2.1
Students will identify the three
branches of government, describe
10
Time
Content Topics
Grade 8 Social Studies Curriculum Map
Boone County Schools
2009-2010
POS Skills
Core Content 4.1
their functions and analyze and give
concentration of political power and to
examples of the ways the U.S.
establish a system of checks and
Constitution separates power among
balances
the legislative, executive and judicial
c) analyze why the powers of the state
branches to prevent the concentration
and federal governments are
of political power and to establish a
sometimes shared and sometimes
system of checks and balances.
separated (federalism)
DOK 3
SS-8-GC-S-5
SS-08-1.2.2
Students will analyze information from a
variety of print and non-print sources (e.g., Students will explain the reasons why
the powers of the state and
books, documents, articles, interviews,
Internet) to research answers to questions national/federal governments are
sometimes shared and sometimes
and explore issues
separate (federalism) and give
examples of shared and separate
powers.
DOK 2
SS-8-GC-S-4
SS-08-1.3.1
Students will explain and give
Students will explain pros and cons of
examples of how significant United
how citizen responsibilities (e.g.,
States documents (Declaration of
participate in community activities, vote in
Independence, Constitution, Bill of
elections) and duties (e.g., obey the law,
Rights) established democratic
pay taxes, serve on a jury, register for the
principles and guaranteed certain
military) impact the U.S. government’s
rights for all citizens.
ability to function as a democracy
DOK 2
SS-8-GC-S-5
SS-08-1.3.2
Students will analyze information from a
variety of print and non-print sources (e.g., Students will explain and give
examples of how, in order for the U.S.
books, documents, articles, interviews,
Internet) to research answers to questions government to function as a
democracy, citizens must assume
and explore issues
responsibilities (e.g., participating in
community activities, voting in
elections) and duties (e.g., obeying
the law, paying taxes, serving on a
jury, registering for the military)
DOK 2
See POS Skills and Concepts from unit See Core Content for Assessment
I. (page 3)
from Unit I.
(page 3)
SS-8-HP-S-1
SS-8-HP-S-2
Boone County Schools
June 30, 2009
Vocabulary
Resources
SS-8-5.1.1
SS-8-5.1.2
11
Time
Content Topics
Unit V:
Federal
Period
The New Nation
-The first presidents
-The first political parties
4 weeks
The Jefferson Era
-Louisiana Purchase
-Lewis and Clark
-Economic challenges
-War of 1812
Growth and Expansion
-Economic Growth
-Moving to the west
-Unity and sectionalism
-The Monroe Doctrine
The Jackson Era
- Jacksonian democracy
- Indian removal
-Conflicts over tariffs and
banks
Grade 8 Social Studies Curriculum Map
Boone County Schools
2009-2010
POS Skills
Core Content 4.1
SS-8-5.2.1
SS-8-5.2.2
SS-8-5.2.3
SS-8-5.2.4
SS-8-E-S-1
SS-08-3.1.2
Students will identify how financial
Students will demonstrate an
decisions (considering finance and
understanding of the nature of limited
opportunity cost) by individuals and
resources and scarcity in the United
groups impacted historical events in U.S.
States prior to Reconstruction, using
History prior to Reconstruction.
information from a variety of print and
non-print sources (e.g., news media, news
SS-08-3.2.1
magazines, textbook, Internet):
a) describe how goods and services were Students will describe the economic
system that developed in the United
exchanged and how supply and
States prior to Reconstruction.
demand and competition determined
DOK 2
prices
b) analyze cause-effect relationships
SS-08-3.2.2
among financial decisions by
Students will explain how profit motivated
individuals and groups and historical
individuals and groups to take risks in
events
producing goods and services in the
early United States prior to
Reconstruction and influenced the
growth of a free enterprise system.
SS-8-E-S-2
Students will investigate the production
and distribution of goods and services in
the United States prior to Reconstruction:
a) examine ways in which basic economic
questions about the production,
distribution and consumption of goods
and services were addressed
b) explain how resources were used to
produce goods and services and how
profit motivated individuals and groups
to take risks in producing goods and
services
c) analyze how new knowledge,
technology/tools and specialization
Boone County Schools
June 30, 2009
SS-08-3.3.3
Students will explain how competition
among buyers and sellers impacted the
price of goods and services in the United
States prior to Reconstruction.
SS-08-3.2.2
Students will explain how profit motivated
individuals and groups to take risks in
producing goods and services in the
early United States prior to
Reconstruction and influenced the
growth of a free enterprise system.
SS-08-3.4.1
Students will explain ways in which
the basic economic questions about
the production, distribution and
consumption of goods and services
were addressed in the United States
prior to Reconstruction.
Vocabulary
Resources
Political party
Sectionalism
Foreign policy
Trail of Tears
Nullification
States’ rights
Federalist
Antifederalist/DemocraticRepublican
Barbary Pirates
XYZ Affair
Jacksonian
Democracy
Tariff
Whiskey Rebellion
Louisiana Purchase
National Bank
Cotton gin
Canals
Railroads
Warhawks
Embargo Act
Interchangeable parts
Monroe Doctrine
Historical Figures
Merriwether Lewis
William Clark
James Monroe
James Madison
John Quincy Adams
Andrew Jackson
Sacagawea
Eli Whitney
York
Zebulon Pike
12
Time
Content Topics
Grade 8 Social Studies Curriculum Map
Boone County Schools
2009-2010
POS Skills
Core Content 4.1
DOK 2
influenced productivity of goods and
services
SS-08-3.4.2
Students will describe how new
knowledge, technology/tools and
specialization increased productivity
in the United States prior to
Reconstruction.
DOK 2
SS-8-G-S-2
SS-08-4.2.1
Students will describe how regions in
Students will investigate regions of the
the U.S. prior to Reconstruction were
Earth’s surface in the United States prior
made distinctive by human
to Reconstruction using information from
characteristics (e.g., dams, roads,
print and non-print sources (e.g., books,
urban centers) and physical
films, magazines, Internet, geographic
characteristics (e.g., mountains,
tools):
a) evaluate how availability of technology, bodies of water) that created
advantages and disadvantages for
resources, and knowledge caused
human activities (e.g., exploration,
places and regions to evolve and
migration, trade, settlement).
change
DOK 2
b) analyze current events to compare
geographic perspectives of today with
SS-08-4.2.2
those prior to Reconstruction
SS-8-G-S-3
Students will describe how places and
regions in United States history prior
Students will investigate interactions
to Reconstruction changed over time
among human activities and the physical
as technologies, resources and
environment in the United States prior to
knowledge became available.
Reconstruction:
a) explain how people used technology to DOK 2
modify the physical environment to
SS-08-4.4.1
meet their needs
b) describe how the physical environment Students will explain how technology in
the United States prior to Reconstruction
and different viewpoints promoted or
assisted human modification (e.g.,
restricted human activities (e.g.,
irrigation, clearing land, building roads) of
exploration, migration, trade,
settlement, development) and land use the physical environment.
Vocabulary
Resources
SS-08-4.4.2
Students will describe ways in which the
physical environment (e.g., natural
resources, physical geography, natural
disasters) both promoted and limited
human activities (e.g., exploration,
migration, trade, settlement,
development) in the United States prior
Boone County Schools
June 30, 2009
13
Time
Content Topics
POS Skills
Grade 8 Social Studies Curriculum Map
Boone County Schools
2009-2010
Core Content 4.1
to Reconstruction.
See POS Skills and Concepts from unit
I. (page 3)
SS-8-HP-S-1
SS-8-HP-S-2
Unit VI:
Westward
Expansion
Physical Geography of
the West
-Physical
-Political
3 Weeks
Manifest Destiny
-The Oregon Territory
-Oregon Trail
-Texas Independence
-Texan annexation
-Mexican American War
-California and the gold
rush
Boone County Schools
June 30, 2009
SS-8-CS-S-3
Students will explain how communications
between groups were influenced by
cultural differences; explain how
interactions influenced conflict and
competition (e.g., political, economic,
religious, ethnic) among individuals and
groups in the United States prior to
Reconstruction
SS-8-CS-S-4
Students will describe conflicts between
individuals or groups and explain how
compromise and cooperation were
possible choices to resolve conflict among
individuals and groups in the United
States prior to Reconstruction
SS-8-G-S-2
Students will investigate regions of the
Earth’s surface in the United States prior
to Reconstruction using information from
print and non-print sources (e.g., books,
films, magazines, Internet, geographic
tools):
a) explain relationships between and
among physical characteristics of
Vocabulary
Resources
SS-08-4.4.4
Students will compare and contrast
different perspectives (viewpoints) that
people have about how to use land (e.g.,
farming, industrial, residential,
recreational) in the United States prior to
Reconstruction.
See Core Content for Assessment
from Unit I
(page 3)
SS-8-5.1.1
SS-8-5.1.2
SS-8-5.2.1
SS-8-5.2.2
SS-8-5.2.3
SS-8-5.2.4
SS-08-2.3.1
Students will explain how conflict and
competition (e.g., political, economic,
religious, ethnic) occurred among
individuals and groups in the United
States prior to Reconstruction.
DOK 2
Conestoga wagon
Manifest Destiny
Oregon Trail
The Alamo
Forty-niners
SS-08-2.3.2
Students will explain how
compromise and cooperation were
possible choices to resolve conflict
among individuals and groups in the
United States prior to Reconstruction.
DOK 2
SS-08-4.3.1
Students will describe patterns of
human settlement in the United States
prior to Reconstruction and explain
how these patterns were influenced
by human needs.
DOK 2
Historical
Figures
Sam Houston
Davy Crockett
Jim Bridger
14
Time
Content Topics
Grade 8 Social Studies Curriculum Map
Boone County Schools
2009-2010
POS Skills
Core Content 4.1
SS-08-4.3.2
regions and how they were made
Students will explain why and give
distinctive by human characteristics
examples of how human populations
(e.g., dams, roads, urban centers);
changed and/or migrated because of
describe advantages and
factors such as war, disease, economic
disadvantages for human activities
opportunity and technology in the
(e.g., exploration, migration, trade,
United States prior to Reconstruction.
settlement) that resulted
b) describe patterns of human settlement; DOK 3
explain relationships between these
patterns and human needs; analyze
how factors (e.g., war, famine, disease,
economic opportunity, and technology)
affected human migration
See POS Skills and Concepts from unit See Core Content for Assessment
I. (page 3)
from Unit I
(page 3)
SS-8-HP-S-1
SS-8-HP-S-2
Unit VII:
Sectionalism
Civil War,
and
Reconstructi
on
6 Weeks
Sectionalism
-people from the North
-economy of the North
-people of the South
-economy of the South
Age of Reform
-Education and mental
illness
-Abolitionism
-Woman’s rights
Causes of the Civil War
-Slavery in the west
-Challenges to slavery
-Election of 1860 and
succession
SS-8-E-S-1
Students will demonstrate an
understanding of the nature of limited
resources and scarcity in the United
States prior to Reconstruction, using
information from a variety of print and
non-print sources (e.g., news media, news
magazines, textbook, Internet):
a) analyze cause-effect relationships
among financial decisions by
individuals and groups and historical
events
SS-8-E-S-3
Students will analyze interdependence of
economic activities among individuals and
groups in the United States prior to
Reconstruction
Vocabulary
Resources
SS-8-5.1.1
SS-8-5.1.2
SS-8-5.2.1
SS-8-5.2.2
SS-8-5.2.3
SS-8-5.2.4
SS-08-3.1.2
Students will identify how financial
decisions (considering finance and
opportunity cost) by individuals and
groups impacted historical events in U.S.
History prior to Reconstruction.
SS-08-3.4.3
Students will explain how personal,
national and international economic
activities were interdependent in the
United States prior to Reconstruction.
DOK 2
The Civil War
-The armed forces of the
North and South
-Battles and campaigns
Boone County Schools
June 30, 2009
15
Time
Content Topics
of the war
-The role of AfricanAmericans and
emancipation
-Life on the home front
-Victory for the North
POS Skills
Grade 8 Social Studies Curriculum Map
Boone County Schools
2009-2010
Core Content 4.1
Vocabulary
Resources
Reconstruction
-Lincoln’s plan and
assassination
-Congressional
reconstruction
-The South during
reconstruction
-Reconstruction ends
Boone County Schools
June 30, 2009
See POS Skills and Concepts from unit
I. (page 3)
See Core Content for Assessment
from Unit I
(page 3)
SS-8-HP-S-1
SS-8-HP-S-2
SS-8-5.1.1
SS-8-5.1.2
SS-8-5.2.1
SS-8-5.2.2
SS-8-5.2.3
SS-8-5.2.4
16