•   Quarter 1 Quarter 2 Quarter 3 Quarter 4
    Topics States and Capitals Explorers Native Americans Colonies Maps Q1 Economics of Colonization Revolutionary War Maps Q2 Constitution - Separation Constitution - Delegated Louisiana Purchase Manifest Destiny Maps Q3 Civil War - Causes Civil War - Outcome Four Economies Map Q4 IRP
                                         
    Standard
    8.3.1 Read maps to interpret symbols and determine the land forms and human features that represent physical and cultural characteristics of regions in the United States.    		 8.1.2 Compare and contrast reasons for British, French, Spanish and Dutch colonization in the New World. 8.1.1 Identify the major Native American Indian groups of eastern North America and describe early conflict and cooperation between European settlers and these Native American groups. 8.1.4 Identify and explain the reasons and actions for the resistance and rebellion against British imperial rule by the thirteen colonies in North America (1761-1775). 8.3.2 Read and interpret maps that portray the physical growth and development of the United States from colonization through Reconstruction (1877). 8.4.1 Identify economic factors contributing to European exploration and colonization in North America, the American Revolution and the drafting of the Constitution of the United States. 8.1.5 Analyze the causes and effects of the Revolutionary War (1775–1783), including the ideas from the Declaration of Independence, the enactment of the Articles of Confederation and the Treaty of Paris (1783). 8.3.2 Read and interpret maps that portray the physical growth and development of the United States from colonization through Reconstruction (1877). 8.2.2 Explain the concept of a separation of powers and how and why these powers are distributed, shared and limited in the constitutional government of the United States. 8.2.4 Compare and contrast the delegated, reserved, and concurrent powers (division of power or federal system) contained in the United States Constitution.
    8.1.12 Interpret how the events surrounding the Louisiana Purchase (1803) and Lewis and Clark expedition (1803-1806) allowed for America’s initial push towards westward expansion.     		8.1.18 Describe the causes, courses, challenges, compromises, and consequences associated with westward expansion, including the concept of Manifest Destiny. 8.3.1 Read maps to interpret symbols and determine the land forms and human features that represent physical and cultural characteristics of regions in the United States. 8.1.24 Analyze the causes and effects of events leading to the Civil War, and evaluate the impact issues such as states’ rights and slavery had in developing America’s sectional conflict. 8.1.25 Identify the factors and individuals which influenced the outcome of the Civil War and explain the significance of each. 8.4.2 Identify and explain the four types of economic systems (traditional, command, market, and mixed); evaluate how the characteristics of a market economy have affected the economic and labor development of the United States. 8.3.2 Read and interpret maps that portray the physical growth and development of the United States from colonization through Reconstruction (1877). Independent Research Project Timeline
                                         
    Learning Goal
    Learning Goal 1: Students will be able to locate and label the 50 states and capitals of the United States of America.    		 Learning Goal 2: Students will be able to identify and explain reasons why Europeans were interested in colonizing North America. *Background* Learning Goal 3: Students will be able to identify examples of cooperation and explain reasons for conflict between Native Americans and European settlers.
    Learning Goal 4: Students will be able to the reasons and actions for the resistance and rebellion against British rule during colonial times.    		 Learning Goal 5: Students will be able to identify the locations of important cities and colonies leading up to the Revolution, the location of the first settlers and Triangular Trade. Learning Goal 6: Students will be able to identify the economic reasons for colonization in NA, the American Revolution, and writing the Constitution. Learning Goal 7: Students will be able to identify and explain the causes and effects of the Revolutionary War, as well as the important ideas from the Declaration of Independence. Learning Goal 8: Students will be able to identify the locations of important cities, the Northwest Territory, the Eastern States, the Electoral College, and interpret a map of the Federalists and Republicans. Learning Goal 9: Students will be able to identify the reasons for the separation of powers in the consitutional government and define how they are distributed, shared, and limited. Learning Goal 10: Students will be able to compare and contrast the delegated, reserved, and concurrent powers contained in the United States Constitution. Learning Goal 11: Students will be able to identify the events of the Louisiana Purchase and how it allowed for westward expansion. Learning Goal 12: Students will be able to describe Manifest Destiny, and how it led to many challenges, compromises, and wars during westward expansion. Learning Goal 13: Students will be able to interpret maps and identify locations affected by slavery, immigration, the Lousiana Purchase, and the Industrial Revolution. Learning Goal 14: Students will be able to identify the issues that led to the Civil War, as well as analyze the causes and effects of important issues. Learning Goal 15: Students will be able to identify the factors and individuals which influenced the outcome of the Civil War and explain the significance of each. Learning Goal 16: Students will be able to identify and explain the four types of economic systems (traditional, command, market, and mixed) Learning Goal 17: Students will be able to identify all 50 states and capitals, important landforms, important westward routes, and major immigration ports. Learning Goal 18:SWBAT apply real world experiences and filter them through social studies based skills to build upon and connect across curriculums to reach higher level thinking.
                                         
    Pacing/ Other Standards 10
    8.3.4
    21
    8.3.1
    8.3.3
    8.1.30
    8.3.7
    8.4.1    		 7
    8.1.3
    8.3.5
    8.4.9    		 8.1.4 5 12
    8.1.5
    8.1.28
    8.1.29
    8.2.1    		 10
    8.1.6
    8.4.6    		 6
    8.2.3
    8.2.5
    8.2.7
    8.1.7
    8.1.8
    8.4.4    		 13
    8.4.8
    8.2.8    		 14
    8.1.10
    8.2.1
    8.2.6
    8.2.8
    8.4.10    		 12
    8.4.7
    8.1.9
    8.1.13
    8.3.8
    8.1.15
    8.1.31    		 18 8.4.8
    8.1.16
    8.3.5
    8.4.3
    8.4.7
    8.1.20
    8.3.7
    8.3.9
    8.1.14
    8.1.17
    8.1.19    		 15
    8.1.11
    8.4.4
    8.4.5
    8.4.8
    10
    8.1.22
    8.1.23
    8.1.31
    8.3.5
    8.3.2
    8.3.6     		15 8.1.29
    8.2.10
    8.1.26
    8.1.21
    8.2.2
    8.2.6
    8.1.27    		 10 8.2.3
    8.1.18
    8.1.21
    8.4.7
    8.4.4
    8.4.5
    8.4.6
    8.1.20
    8.3.8    		 10
    8.2.9
    8.3.4
    8.4.2
    8.4.3
    8.4.9    		  
                                         
    Vocabulary all states and capitals Gold, God, Glory; Leif Erickson, Columbus, deLeon, Cartier, religious freedom, natural resources, slavery, Beringia, migration, Taino conflict, cooperation, treaty, land ownership, natural resources, commodoties, trinkets, Thanksgiving, ethnocentrism, relationship New England, Middle, Southern, cash crops, whaling, plantations Triangular Trade, Boston, Philadelphia, European colonial powers, cash crops, economics, taxation without representation, wealth, power, imperialism, raw material, French and Indian War, Intolerable Acts, Stamp Act, quartering, Townshend Act, Lexington/Concord, Taxation, Unite, Electors, capital, interpret, Federalist, Republican, Territory, John Adams, Thomas Jefferson, constitution, limited, Founding Fathers, Legislative, Executive, Judicial, veto, distributed delegated, reserved, concurrent, ennumerated, 19, 10th Amendment, federal Lewis, Clark, Sacagawea, fur trading, Jefferson War of 1812 Cotton Kingdom          
                                         
    Assignments & Assessments Daily Work
    CFA 1
    States Map
    Capitals Map
    Daily Work
    CFA 2
    Notes
    Vocabulary

    		 Daily Work
    CFA 3
    Whole Brain Notes
    Portrait    		 Daily Work
    Colonies Test/Quiz    		 Daily Work
    CFA 5
    Maps Q1    		 Daily Work
    CFA 6
    Notes
    Vocabulary
    Rev Bio Project    		 Daily Work
    CFA 7
    Rev Bio Project
    Vocabulary
    Notes    		 Daily Work
    CFA 8
    Maps Q2
    Notes Midterm Assessment    		 Daily Work
    CFA 9
    Notes
    Vocabulary
    Partner Charts    		 Daily Work
    CFA 10
    Whole Brain Notes    		 Daily Work
    LP maps
    Movie/
    Worksheet
    CFA 11 L&C Timeline Project    		 Daily Work
    CFA 12    		 Daily Work
    CFA 13    		 Daily Work
    CFA 14    		 Daily Work
    CFA 15    		 Daily Work
    CFA 16    		 Daily Work
    CFA 17    		 Independent Research Project / Timeline
                                         
    LA Critical Standards & Literacy Standards   Encounter
    Taino & Columbus LH1.1    		 Newsela - De Las Casas Article Primary Source - Treaty between Pilgrams and Wampanoag LH6-8 2.3             Redskins Comparison 6-8 LH3.3           6-8 LH 6.1, 6.2, 7.1, 7.2, 7.3, 2.1, 4.1
                                         
    ISTEP Prep Assignments     Read Info Sheets & Take notes Outlining   Outlining Analyzing Fiction - Uncle Tom's Cabin Outlining ReadWorks "The First American" & "Paul Revere's Ride" p.138 Primary Source   Outlining ReadWorks "News Debate: Religion On Display" Black History Month reading/writing/ critical thinking prompts; Outlining Outlining   Outlining Outlining Outlining    
Last Modified on November 7, 2017