Unit 1 Colonization 5 weeks - pcsb.org

Unit 1 Colonization 5 weeks

1

Standard Skills

(verbs)

Concepts Formative Assessment Foundational

Skills

Remediation Sample Assessment Questions

SS.8.2.1

Compare the

relationships

among the

British,

French,

Spanish and

Dutch in their

struggles for

colonization of

North America

Compare Relationships

British

French

Spanish

Dutch

Struggles

colonization

North America

TCI Ch. 2 Sections 1-6

(ISN)

TCI Ch. 2 Pre/post

reading challenge

political, economic,

geographic,

cultural, and

religious

characteristics of

British, French,

Spanish, and Dutch

Colonies.

Resources:

*BrainPop:-

“Columbian

Exchange”

*Reading Like a

Historian: Examining

Passenger Lists –

chapter 3

(http://tinyurl.com/hu4

yhqu)

Use the image to answer the

question below.

Using the image and your

knowledge of American history,

explain why the Europeans used

slaves to make sugar?

A. Sugar production was difficult

and dangerous--correct

B. Sugar was in high demand in

Europe

C. Sugar production caused many

European workers to become ill

D. Sugar production was profitable

for Native Americans

SS.8.2.2

Compare the

characteristics

of New

Compare Characteristics

New England

colonies

TCI Ch. 3 preview

TCI Ch. 3 presentation

slides 3&4-print copies

for students

characteristics of

colonial

governments,

geographic

Resources:

*BrainPop:

- “Thirteen Colonies”


2

England,

Middle, and

Southern

Colonies

Middle

Colonies

Southern

Colonies

TCI Ch. 3 sections 1-10

(ISN)

TCI Ch. 3 Reading

Further

influences,

occupations,

religion, education,

settlement

patterns, and social

patterns

-“Thanksgiving”

*Colonial life

compare/contrast:

(http://tinyurl.com/gwr

yxsl)

*Beyond the Bubble

Mayflower Compact

assessment

(http://tinyurl.com/z6

wsmwj)

*DBQ - “What caused

the Salem witch trial

hysteria of 1692?”

Which of the following statements

correctly describes how geography

impacted human development in the

New England, Middle, and

Southern colonies?

A. The rocky soil and short

growing season contributed

to a thriving fur industry in

the Southern colonies

B. The mostly flat and the

fertile soil of the Middle

http://tinyurl.com/gwryxsl

http://tinyurl.com/gwryxsl

http://tinyurl.com/z6wsmwj

http://tinyurl.com/z6wsmwj


3

Colonies contributed to a

profitable rice culture

C. The Coastal plain and long

growing season made the

Southern region ideal for

cash crops--correct

D. The Coastal plain and the

short growing season made

for a strong whaling

industry in the Middle

colonies

SS.8.2.3

Differentiate

economic

systems of New

England.

Middle, and

Southern

Colonies

including

indentured

servants and

slaves as labor

sources

Different

iate

Economic

systems,

New England

colonies,

Middle

Colonies,

Southern

colonies,

Indentured

servants,

Slaves

TCI Ch. 4 sections 1-9,

and placard activity (ISN)

TCI Ch. 4 Pre/post

reading challenge

TCI Ch. 4 Processing

Activity

Slave labor versus

indentured

servitude, the

Middle Passage and

slave trade,

mercantilism,

agricultural

distinctions

between regions,

Resources:

*13 Originals--

Founding the

American Colonies -

chapter 3

(http://tinyurl.com/95k

jy)

*Early Colonial Labor

Force:

(http://tinyurl.com/jxc

ztpm)

“What we [unfortunate] English

People suffer here is beyond the

[ability] of you in England to

[understand], let it suffice that I

[am] one of the unhappy Number,

am [working hard] almost Day and

Night…and then tied up and

whipp’d to that Degree that you’d

not serve and Animal, scarce

anything but Indian Corn and Salt

to eat and that [given unwillingly].”

-Elizabeth Spriggs, indentured

servant. Maryland, 1756.

What can you conclude about life as

an indentured servant?

A. Indentured servants did not

always know how difficult their

work would be--correct

http://tinyurl.com/95kjy

http://tinyurl.com/95kjy


4

B. Indentured servants were not

afraid of working long hours

C. Indentured servants were paid

according to how hard they worked

D. Indentured servants were

respected by their families back

home in England

SS.8.2.4

Identify the

impact of key

colonial figures

on the

economic,

political, and

social

development of

the colonies

Identify Impact,

Figures,

Economic

development,

Political

Development,

Social

Development

TCI Ch. 4 Reading

further- Writing a Diary

Entry

CPALMS includes 2

resources for teaching

this standard

John Smith,

William Penn,

Roger Williams,

Anne Hutchinson,

John Winthrop,

Jonathan Edwards,

William Bradford,

Nathaniel Bacon,

John Peter Zenger,

and Lord Calvert,

James Oglethorpe

Resources:

*BrainPop:

-“Pocahontas”

*Why do we

remember Paul

Revere?

(http://tinyurl.com/hko

hboc)

*George Washington,

the living symbol:

(http://tinyurl.com/hk6

rq4p)

“[Squanto] was a special

instrument sent of God for their (the

colonists’) good beyond their

expectation…he directed them how

to set their corn, where to take fish,

and to procure other commodities,

and was also their pilot to bring

them to unknown places.”

Which experience below does this

quote by William Bradford

describe?

A. The Pilgrims brought new

ideas to the Native

Americans

B. The Native Americans

shared their knowledge to

help the Pilgrims survive--

correct

C. The Pilgrims easily

converted the Native

Americans to Christianity

D. The Native Americans

believed that the Pilgrims

http://tinyurl.com/hkohboc)

http://tinyurl.com/hkohboc)


5

were the key to their

survival

SS.8.A.2.5

Discuss the

impact of

colonial

settlement on

Native

American

populations.

Discuss Impact,

Settlement,

Native

Americans

TCI Unit 1 Geography

Challenge

TCI Ch. 2 Reading

Further

war, disease, loss

of land, westward

displacement of

tribes and increased

conflict between

tribes, and

dependence on

trade for Western

goods, including

guns.

Resources:

*BrainPop:

-“American Indians”

*Reading Like A

Historian- mapping

the World

(http://tinyurl.com/hb2

by5e)

The horse changes Native

American hunting patterns

The sugarcane crop introduces

slave labor

Native American populations are

decimated by European diseases

All the events in the chart above are

effects for which of the following

cause?

A. Climate change

B. Native American warfare

C. European colonization--

correct

D. African slave trade

SS.8.A.2.6

Examine the

causes, course,

and

consequences

of the French

and Indian

War.

Examine Causes, course,

consequences,

French and

Indian War

TCI Ch. 4 Reading Like a

Historian

TCI Ch. 5 section 2 (ISN)

ongoing conflict

between France and

England, territorial

disputes, trade

competition, Ft.

Duquesne, Ft.

Quebec, Treaty of

Paris, heavy British

debt.

Resources:

*BrainPop:

-“French and Indian

War”

*French & Indian

War: Causes & Effects

In the 1740’s, the British went into

the Ohio River Valley and built a

fort deep in the French territory.

Use this information and the quotes

below to answer the question.

“ He told me the Country belonged

to them (French), and that no

English Man had a right to trade


6

(http://tinyurl.com/ja9t

9qn)

*Beyond the Bubble-7

Years War

(http://tinyurl.com/z6n

2u4a)

upon them Waters: & that he had

Orders to make every Person

Prisoner that attempted it on the

Ohio or Waters of it.”

-George Washington

“You and the French are like two

edges of a pair of shears and we are

the cloth that is cut to pieces

between them.”

-Unknown Native American

What was the main cause of

tensions between the British and

French during this time?

A. Their competition for land in the

Ohio River Valley.--correct

B. Native Americans were not

willing to trade with the British.

C. The French were arresting a

number of the British.

D. Native Americans threatened to

attack both sides.

http://tinyurl.com/ja9t9qn

http://tinyurl.com/ja9t9qn


7

SS.8.A.2.7

Describe the

contributions

of key groups

(Africans,

Native

Americans,

women, and

children) to the

society and

culture of

colonial

America.

Describe Contributions,

Groups-

(Native

Americans,

Africans,

women, and

children),

Culture of

Colonial

America

Squanto,

Massasoit,

Powhatan,

Pocahontas, King

Phillips’ War

Resources:

*Washington and

Slavery: the 1799

Census:

(http://tinyurl.com/jj4x

6ve)

*Reading Like a

Historian: Pocahontas

Chapter 2

(http://tinyurl.com/hag

hwwy)

The speaker uses the word

Perseverance to emphasize what

belief of American slave owners?

A. The slaves can never

learn how to do things correctly--

correct

B. The slaves are lazy and

do not work hard

C. The slaves often finish

tasks quickly and correctly

D. The slaves are

determined to resist enslavement.

SS.8.C.1.4

Identify the

evolving forms

of civic and

political

participation

from the

colonial period

Identify

Evolving,

Civic and

political

participation,

Colonial Period

Resources:

*AVID Close read of

Mayflower Compact

*AVID Close read

Fundamental Orders

of Connecticut:

“Do by these Presents, solemnly

and mutually, in the presence of

God and one another, Covenant and

Combine our selves together into a

Civil Body Politick, for our better

ordering and preservation, and

furtherance of the ends aforesaid:

and by virtue hereof do enact,

“You would really be [surprised]

at their Perseverance; let an

hundred Men [show] him how to

hoe, or drive a wheelbarrow, he’ll

still take the [hoe] by the Bottom

and the [wheelbarrow] by the

Wheel; and they often die before

they can be [taught]”

--Edward Kimber

on slavery in the United States,

from White over Black


8

through

Reconstruction

SS.8.C.2.1

Evaluate and

compare the

essential ideals

and principles

of American

constitutional

government

expressed in

primary

sources from

the colonial

period to

Reconstruction

Evaluate,

Compare

Essential

ideals,

Principles,

American

constitutional

government,

Expressed,

Primary

sources,

Colonial Period

(http://tinyurl.com/hjrz

v67)

constitute, and frame, such just and

equal Laws, Ordinances, Acts,

Constitutions and Officers...in the

Reign of our Soveraign Lord King

James, of England, France and

Ireland the eighteenth, and of

Scotland the fifty-fourth, Anno

Dom; 1620.”

After reading the excerpt from the

Mayflower Compact, what can you

infer was the main intention of this

document:

A. To declare loyalty to the

king.

B. To declare loyalty to God

C. To agree to a plan for self-

government--correct

D. To agree to a voyage to the

New World


9

SS.8.E.2.3

Assess the role

of Africans and

other minority

groups in the

economic

development of

the United

States

Assess Africans,

Minority

groups,

Economic

development

See resources for A.2.3 What was the main reason for the

increase in enslaved Africans by the

1700s?

A. Indentured servants

were rebelling while

African slaves were

not.

B. Africans were a

continual source of

labor, while indentured

servants were able to

buy their freedom.--

correct

C. The demand for free

labor from indentured

servants was no longer

needed in Maryland.

D. Maryland outlawed the

indentured servant

while slavery of

Africans was still legal.

SS.8.G.2.1

Identify the

physical

elements and

the human

elements that

define and

differentiate

regions as

relevant to

American

history

Identify Physical

elements,

Human

elements,

Define,

Differentiate,

Regions

See resources for A.2.2,

and A.2.5

See the map question in SS.8.A.2.2

Unit 2 American Revolution 7 weeks

10

Standard Skills

(verbs)

Concepts Formative Assessment Foundational Skills Remediation Sample Assessment Question

SS.8.3.1

Explain the

consequences

of the French

and Indian

War in British

policies for the

American

colonies from

1763 - 1774.

Explain Consequences,

French and

Indian War,

British policies

TCI Ch. 5 (ISN)

TCI Ch. 5 Reading

Challenge


Historian; Stamp Act

mini-q


Challenge

Proclamation of

1763, Sugar Act,

Quartering Act,

Stamp Act,

Declaratory Act,

Townshend Acts,

Tea Act, Quebec

Act, and Coercive

Acts

Resources:

*Stanford’s Reading

Like a Historian

Stamp Act lesson plan

(http://tinyurl.com/jyh

aqee)

What was the result of the

Proclamation of 1763?

A. It led to the creation of

new colonies west of the

Appalachian Mountains.

B. It caused animosity

between the colonists and

Native Americans living

across the Appalachian

Mountains.--correct

C. It led to increased

exploration of western

lands by the American

colonists.

D. It sparked a boycott of

British goods as colonists

could find the resources

they needed in the new

territory.

SS.8.3.2

Explain

American

colonial

reaction to

British policy

from 1763 -

1774.

Explain American

colonial

reaction,

British policy

TCI Ch. 5 (ISN)



slide 10


Colonial Town Hall

Meeting

Written protests,

boycotts, unrest

leading to the

Boston Massacre,

Boston Tea Party,

First Continental

Congress, Stamp

Act Congress,

Committees of

Correspondence

Resources:

CPLAMS includes 1

resource for teaching

this standard

*BrainPop:

-“Causes of the

American Revolution”

*Novel: “My Brother

Sam is Dead”

*PBS Interactive

Game

Even though he was the defense

attorney for the British soldiers,

“As the Evidence was, the

Verdict of the Jury was exactly

right. This however, is no

Reason why the Town should

not call the Action of that

Night a Massacre, nor is it any

Argument in favour of the

Governor or Minister, who

caused them to be sent here.

But it is the strongest Proofs of

the Danger of Standing

Armies.”-John Adams


11

(http://tinyurl.com/ckj

xq)

*Smithsonian primary

sources

(http://tinyurl.com/6sk

p8ub)

*Lesson plan on the

American Revolution

(http://tinyurl.com/zb7

zmje)

*Mission-US “For

Crown or Colony”

interactive online

game

(mission-us.org)

Adams still believed the word

Massacre was appropriate, which

of the following statements might

be his reason for that belief and is

supported by the quote?

A. The civilians were protesting

the government, they did not

deserve to be killed, that is a

massacre

B. The soldiers acted out of anger,

their actions should be termed a

massacre

C. The civilians were unarmed, the

soldiers killed them in a cowardly

way, that is a massacre

D. Any number of civilians killed

by their own army should be

termed a massacre--Correct

SS.8.3.3

Recognize the

contributions

of the

Founding

Fathers (John

Adams, Sam

Adams,

Benjamin

Franklin, John

Hancock,

Alexander

Hamilton,

Thomas

Recogniz

e

Contributions,

Founding

Fathers,

American

Revolutionary

efforts

TCI Ch. 6 Reading

Challenge


slide 10

CPALMS includes 3


this standard

John Adams, Sam

Adams, Benjamin

Franklin, John

Hancock, Alexander

Hamilton, Thomas

Jefferson, James

Madison, George

Mason, George

Washington,

Thomas Paine, John

Jay, Peter Salem

Resources:

*BrainPop:

-“Benjamin Franklin”

-“John Adams”

-“George

Washington”

*Jefferson vs. Franklin

Renaissance Men

(http://tinyurl.com/hpu

lwoo)

“Why is it that we hesitate? From

Britain we can expect nothing but

ruin. If she is admitted to the

government of America again, this

continent will not be worth living

in.”

What statement might a Loyalist

make after reading this quote from

Thomas Paine?

A. Britain will crush our new

country, we are too weak to fight,

we must call on the French for

help!

http://tinyurl.com/ckjxq

http://tinyurl.com/ckjxq

http://tinyurl.com/zb7zmje

http://tinyurl.com/zb7zmje


12

Jefferson,

James

Madison,

George Mason,

George

Washington)

during

American

Revolutionary

efforts.

B. Britain has a stable government

with a Bill of Rights. America has

no government, Independence will

lead to chaos!--Correct

C. America should request that

King George create a Parliament in

the colonies!

D. If Britain interferes with our

colonies again, it will lead to

higher taxes and more soldiers in

our cities!

SS.8.3.4

Examine the

contributions

of influential

groups to both

the American

and British war

efforts during

the American

Revolutionary

War and their

effects on the

outcome of the

war.

Examine Contributions,

Influential

groups,

American war

efforts,

British war

efforts,

American

Revolutionary

War,

Effects,

Outcome of the

war

TCI Ch. 7 section 4

TCI Unit 2 Timeline

Skills

Foreign alliances,

freedmen, Native

Americans, slaves,

women, soldiers,

Hessians

Resources:

*Colonial Women

during the Revolution

(http://tinyurl.com/jn8t

6cc)

*African Americans in

the American

Revolution

(http://tinyurl.com/h65

4ghc)

*PBS Liberty! The

American Revolution,

Lesson 1 “The

Reluctant

Revolutionaries”

(http://tinyurl.com/85b

fk)

*DBQ “How

Revolutionary was the

Compared to the Continental

Army, which attribute does not

apply to the British army?

A. Better fed.

B. Better led.--Correct

C. Better trained.

D. Better equipped.


13

American

Revolution?”

SS.8.3.5

Describe the

influence of

individuals on

social and

political

developments

during the

Revolutionary

era.

Describe Influence,

Individuals,

Social and

political

developments,

Revolutionary

era

TCI Textbook pg. 180

Abigail Adams’s letter

CPALMS includes 4


this standard

James Otis, Mercy

Otis Warren, Abigail

Adams, Benjamin

Banneker, Lemuel

Haynes, and Phyllis

Wheatley

Resources:

*Abigail Adams’s

letter to John Adams

(http://tinyurl.com/pkz

7jk9)

*Phyllis Wheatley’s

letter to George

Washington

(http://tinyurl.com/hw

83ol4)

*Picture Book read-

aloud-Molly Bannaky

(grandmother to

Benjamin Banneker)

What group of people from this

time period might have shared

these characteristics?

A. Patriots

B. Sons of Liberty

C. Loyalists--Correct

D. Mercenaries

SS.8.3.6

Examine the

causes, course,

and

consequences

of the

American

Revolution.

Examine Cause,

Course,

Consequences,

American

Revolution


(ISN)

TCI Ch. 7 Reading

Challenge

Battles of Lexington

and Concord,

Common Sense,

Second Continental

Congress, Battle of

Bunker Hill, Battle

of Cowpens, Battle

of Trenton, Olive

Branch Petition,

Declaration of

Resources:

*CPALMS includes 2


this standard

*BrainPop:

-“American

Revolution”

What was significant about George

Washington and the Continental

Army crossing the Delaware River

and attacking the Hessians at

Trenton, New Jersey on Christmas

Day, 1776?

A. The army proved they could

win in battle against better trained

troops--Correct

*Strong cultural and heritage

ties to Great Britain.

* Did not believe the colonists

could defeat the British army.

*Believed that the rebellion

against Great Britain was

wrong.


14

Independence,

winter at Valley

Forge, Battles of

Saratoga and

Yorktown, Treaty of

Paris

*DBQ-“How

Revolutionary was the

American

Revolution?”

*Beyond the Bubble-

Washington Crosses

the Delaware

(http://tinyurl.com/glzt

ano)

* War of

Independence

(http://tinyurl.com/zrv

h583)

B. The army lost many men but

were able to win a battle anyway

C. The army lost several important

generals, even though they won

the battle

D. The army took back land that

was lost in earlier battles

SS.8.3.7

Examine the

structure,

content, and

consequences

of the

Declaration of

Independence.

Examine Structure,

Content,

Consequences,

Declaration of

Independence


(ISN)


slides 16-31


Historian– The

Declaration of

Independence


Activity

Examine how the

Declaration of

Independence

affected the start,

and the

consequences of the

American

Revolution and the

founding principles

of our nation.

Resources:

*BrainPop:

-“Declaration of

Independence”

*Beyond the Bubble

assessment

(http://tinyurl.com/jkc

k82s)

Which is an idea about

government that is implied in the

Declaration of Independence?

A. The Supreme Court will review

all treaties.

B. National Army/Navy/Air

Force/Marine services will fight in

foreign lands when war is

declared.

C. The government will support

you if you can no longer work

because of age or ability.

D. Congress can impeach the

president and remove him from

office.--Correct


15

SS.8.3.8

Examine

individuals and

groups that

affected

political and

social

motivations

during the

American

Revolution

Examine Individuals,

Groups,

Affected,

Political and

social

motivations,

American

Revolution

TCI Ch. 5 section 6 (ISN)

TCI Ch. 6 Reading

further


activity

CPALMS includes 3


this standard

Ethan Allen and the

Green Mountain

Boys, the

Committees of

Correspondence,

Sons of Liberty,

Daughters of

Liberty, the Black

Regiment (in

churches), Patrick

Henry, Patriots,

Loyalists, individual

colonial militias, and

undecideds.

Resources:

*Lesson Plan on

Loyalists

(http://tinyurl.com/hdg

5343)

This British political cartoon

shows what popular belief in

England about the American

colonists?

A. The colonists were barbaric

criminals--Correct

B. The colonists did not like tea

C. The colonists were willing to

fight for their rights

D. The colonists were serious

about wanting independence

Unit 3 Early Republic 4 weeks

16

New Jersey Plan

Virginia Plan

Great Compromise

Standard Skills

(verbs)


SS. A.3.9

Evaluate the

structure,

strengths,

weaknesses of

the Articles of

Confederation

and its aspects

that led to the

Constitutional

Convention

Evaluate Structure,

strengths,

weaknesses,

Articles of

Confederation,

Constitutional

Convention

TCI Ch. 8, sections 2, 3

(ISN)

Constitution,

Federation/

Confederation,

Convention,

Congress,

States’ rights,

Northwest Territory,

Northwest

Ordinance,

Shays’s Rebellion

Resources:

*BrainPop:

-“Articles of

Confederation”

*Graphic organizer for

the Articles of

Confederation

(http://tinyurl.com/q2r

we2u);

*Create an Articles of

Confederation

Tombstone

(http://tinyurl.com/gt8

baw3)

*“H” Diagram to

compare/contrast

Articles to

Constitution


9c2r)

How did the U.S. Constitution

solve a problem created by the

Articles of Confederation?

A. It avoided the issue of

states’ rights

B. It allowed the states to

elect representatives

C. It prevented the

amendment of federal laws

D. It enabled the federal

government to collect

taxes--correct

SS.A.3.10

Examine the

causes, courses,

and

consequences

of the

Examine Causes

Course,

consequences

Constitutional

Convention

TCI Ch. 8 (ISN);


(Constitutional

Convention debate act-

out)

New Jersey Plan,

Virginia Plan,

Great Compromise,

Three-Fifths

Compromise,

Compromises

regarding taxation

Resources:

BrainPop:

“Constitutional

Convention”

Based on the proposals above, in

what way did the delegates at the

Constitutional Convention differ?

http://tinyurl.com/q2rwe2u

http://tinyurl.com/q2rwe2u


17

Constitutional

Convention

and slave trade,

Electoral College,

State vs. federal

power, Empowering

a president

*AVID Historical

Event Graphic

Organizer for the

Constitutional

Convention

A. They differed on how many

representatives to the national

legislature each state should get.—

Correct

B. They differed in their beliefs

on how the branches of

government would interact.

C. They differed on whether or

not there should be an office of the

presidency.

D. They differed on how

slavery should or should not be

allowed to expand into any new

territory.

SS.A.3.11

Analyze

support and

opposition to

ratification of

the U.S.

Constitution

Analyze Support,

opposition,

ratification, U.S.

Constitution

TCI Ch. 8, section 12

(ISN);


Activity;

TCI chapter 10 and

included presentation

Federalists,

Federalist Papers,

AntiFederalists,

Bill of Rights

Resources:

BrainPop:

-“James Madison”

-“Benjamin Franklin”

-“Bill of Rights”

*AVID Editorial or

Letter to the Editor

What does the cartoon suggest

about the ratification of the

Constitution?

A. It requires six states to

ratify the Constitution to move

America forward.

B. Massachusetts did not

support being part of the United

States.

C. It requires the unity of all

of the states to support the success

of America.--correct

D. Massachusetts was the

weakest of the six states shown in

the cartoon.


18

SS.A. 3.12

Examine the

influences of

George

Washington’s

presidency in

the formation

of the new

nation

Examine Influences,

George

Washington’s

presidency, new

nation

TCI Ch. 11, sections 2,

3, 4, 5 (ISN);


(ISN);

Personal

motivations,

Military experience,

Political influence,

Political parties,

Establishing

Washington DC as

the nation’s capital,

Setting of

precedents

(Presidential

Cabinet), Whiskey

Rebellion, Foreign

policy, Isolationism,

Jay Treaty,

Farewell Address

Resources:

CPalms includes 2


this standard

BrainPop:

-“George

Washington”

-“Political Party

Origins”

*Close reading of

Washington’s

Farewell Address

(http://tinyurl.com/zk7

7pjd)

George Washington

King George III

Compare the two images to

answer the question:

Looking at the portraits of George

Washington on the day he took the

office of the presidency, and King

George III as a young man, which


19

of the following would be an

accurate statement?

A. George Washington

wished to show that the

president was still just a

citizen of the United

States.—Correct

B. The United States was too

poor to dress its leader

properly, so Washington

had to buy his own suits.

C. England would soon

follow the United States in

changing how its leader

dressed, to look more

modern.

D. King George III wasted

England’s money on

frivolous clothing, as a

result England had too

many debts.

SS.A.3.13

Explain major

domestic and

international

economic,

military,

political, and

socio-cultural

events of John

Adams’s

presidency

Explain Domestic,

international,

economic,

military,

political, and

socio-cultural

events, John

Adams’s

presidency


(ISN);

TCI Ch. 12, sections 3

and 4 (ISN);

XYZ Affair,

Alien and Sedition

Acts, Land Act of

1800,

The quasi-war,

The Midnight

Judges

Resources:

* BrainPop:

-“John Adams”

*XYZ Affair cartoon

(http://tinyurl.com/jzv

zajq)

*Marbury v. Madison

class discussion

(http://tinyurl.com/j5tv

z6y)

Why were the Alien and Sedition

Acts unconstitutional?

A. They violated freedom of

press.—correct

B. They violated judicial

review

C. They violated freedom of

religion

D. They violated due process

rights


20

SS.A.3.14

Explain the

major domestic

and

international

economic,

military,

political and

socio – cultural

events of

Thomas

Jefferson’s

presidency

Explain Domestic,

international,

economic,

military,

political,

socio–cultural,

events

Thomas

Jefferson’s

presidency

TCI Ch. 12, sections 5,

6 (ISN)

TCI Ch. 15 , section 2

(ISN)


(ISN)

TCI Ch. 16 Presentation

Election of 1800,

Marbury v Madison,

Judicial review,

Jefferson’s First

Inaugural Address,

Judiciary Act of

1801,

Louisiana Purchase,

War with Barbary

Pirates,

Lewis and Clark

Expedition,

Hamilton/ Burr

conflict,

Embargo of 1807

CPALMS includes 1


this standard

-Thomas Jefferson’s Annual

Message to Congress

Who would this statement from

Thomas Jefferson impact the

most?

A. Farmers--Correct

B. Bankers

C. Manufacturers

D. Ship builders

SS.A.3.15

Examine this

time period

(1763 – 1815)

from the

Examine Historically

under-

represented

groups

TCI Ch. 12 Reading

Further

TCI Ch. 14 Reading

Further

Children,

Indentured servants,

Native Americans,

Slaves,

Women,

Resources:

Brain Pop:

-*”Thomas Jefferson”

-* “Lewis and Clark”

“While the … Mississippi

waters secure an

independent outlet for the

produce of the western

States…free from collision

with other powers … the

fertility of the country, its

climate and extent, promise

in due season important aids

to our treasury, an ample

provision for our posterity,

and a wide-spread field for

the blessings of freedom and

equal laws.”


21

perspective of

historically

under –

represented

groups.

TCI Ch. 16 section 6

(ISN)

Working class

CPALMS includes 1


this standard

*The Louisiana

Purchase online

reading

(http://tinyurl.com/452

hfp)

*Scholastic online

interactive website

(http://tinyurl.com/3n9

c7tz)

*Lewis and Clark

webques

t(http://tinyurl.com/hf

666xr)

Based on the quotation, what is

one role played by African

Americans during the American

Revolution?

a. Some Africans Americans

fought for Britain to gain

their freedom

b. All Africans Americans

fought to end all slavery in

America

c. Many Africans Americans

fought to end British rule

in America

d. No African Americans

fought in the Revolution

SS.A.3.16

Examine key

events in

Florida history

as each impacts

Examine Cause,

Course,

Consequences,

Westward

Expansion,

Resources:

Exploring Florida from

the Florida Curriculum

Institute of Technology:

Treaty of Paris

1763, British rule,

Second Spanish

Period

Viva Florida:

Exploring Florida’s

History and Culture, a

collection of websites

Why did Spain exchange Florida

for Cuba after the French and

Indian War?

a. The port city of Havana,

Cuba was more valuable

to Spain--correct

"all indentured Servants,

Negroes, or others [will be]

free that are able and willing

to bear Arms, [by] joining his

MAJESTY'S Troops, as soon as

may be, for the more speedily

reducing this Colony to a

proper Sense of their Duty, to

his MAJESTY'S Crown and

Dignity"


22

this era of

American

history.

Diplomatic

assertiveness

(http://tinyurl.com/zszw

4tc)

with FL resources and

lesson plans.

(http://tinyurl.com/zw

av6ws)

b. The British had begun to

colonize Florida

c. Spain was fearful of

attacks on Florida from

Georgia

d. Settling Florida had

become too costly

SS.C.1.1

Identify the

constitutional

provisions for

establishing

citizenship

Identify Constitutional

provisions,

Establishing

citizenship

Resources:

Roles, rights, and

responsibilities of

United States

citizens,

Active participation

in society,

government, and the

political system

SS.E.2.2

Explain the

economic

impact of

government

policies

Explain Economic

impact,

Government

policies

TCI Ch. 8, section 3, 7,

8 (ISN)

TCI Ch. 11, sections 3-9

(ISN)

SS.G.4.1

Interpret

population

growth and

other

demographic

data for any

given place in

the United

States

throughout its

history

Interpret Population

growth,

Demographic

data

TCI Ch. 11 Geography

Challenge

Unit 4 Westward Expansion 5 weeks

23

Standard Skills

(verbs)

Concepts Formative

Assessment

Foundational

Skills

Remediation Sample Assessment Question

SS.8.A.4.1

Examine the

causes,

course, and

consequences

of United

States

westward

expansion and

its growing

diplomatic

assertiveness.

Examine Cause,

Course,

Consequences,

Westward

Expansion,

Diplomatic

assertiveness

TCI Ch. 12 all

sections (ISN) and

Presentation


TCI Unit 4 Timeline

challenge

TCI Unit 5

Geography Challenge

TCI Ch. 15

Presentation, Reading

Notes and “Act – it –

Out”

TCI Ch.16

Presentation

War of 1812,

Convention of

1818, Adams–

Onis Treaty,

Missouri

Compromise,

Monroe Doctrine,

Trail of Tears,

Texas

Annexation,

Manifest Destiny,

Oregon Territory,

Mexican–

American

War/Mexican

Cession,

California Gold

Rush,

Compromise of

1850,

Kansas–Nebraska

Act, Gadsden

Purchase

Resources:

*CPALMS includes 1


this standard

*Brain Pop:

-“California Gold

Rush”

-“Trail of Tears”

-“Andrew Jackson”

-“Westward

Expansion”

*DBQ – “Was the

United States

Justified in going to

War with Mexico?”

*Manifest Destiny


rrehg)

*Beyond the Bubble-

War of 1812

(http://tinyurl.com/js6

zmr5)

“East by sunrise, West by

sunset, North by the Arctic

Expedition and South as far as

we darn please,” describes

which topic in American

history?

A. Self government

B. Manifest Destiny—

correct

C. Era of Good Feelings

D. Spoils system


24

SS.8.A.4.2

Describe the

debate

surrounding

the spread of

slavery into

western

territories and

Florida

Describe Debate,

Spread of

slavery,

Western

territories,

Florida


Challenge

TCI Ch.21 sections

2,3,6 (ISN)

Abolitionist

movement, Ft.

Mose,

Missouri

Compromise,

Bleeding Kansas,

Kansas–Nebraska

Act, Compromise

of 1850, popular

sovereignty

Resources:

* Primary Source

Documents, Missouri

Compromise:

(http://tinyurl.com/7c

vz6bd)

*Debate the Kansas-

Nebraska Act

(http://tinyurl.com/6n

ha88o)

*FCIT-Seminole

Wars

(http://tinyurl.com/h

mwv2lw)

“Those measures established

and rest upon the great principle

of self-government--that the

people should be allowed to

decide the questions of their

domestic institutions for

themselves, subject only to such

limitations and restrictions as

are imposed by the Constitution

of the United States”—Stephen

A. Douglas

The argument for popular

sovereignty as described above

was used for the creation of

which state?

A. California

B. Missouri

C. Maine

D. Kansas—correct

SS.8.A.4.3

Examine the

experiences

and

perspectives

of significant

individuals

and groups

during this

era of

American

history

Examine Experiences,

Perspectives,

Significant

individuals

TCI Ch.16

Presentation

TCI Ch.16 Sections 2,

4, 6, 9 (ISN)

TCI Ch. 16 Reading

Further

TCI Ch.17 Sections 2-

10 (ISN)

TCI Ch.18 (ISN)

TCI Ch.20

Presentation

TCI Ch.20 (ISN)

Lewis and Clark,

Sacagawea,

York,

Pike,

Native

Americans,

Mexicanos,

Tejanos,

Californios,

Chinese

immigrants, Irish

Resources:

*CPALMS includes 2


this standard

*Brain Pop:


-“Mexican –

American War”

-“Lewis and Clark”

“The wife of Shabono, our

interpreter, we find [proves] to

all the Indians as to our friendly

intentions. A woman with a

party of men is a token of

peace.”

This quote describes which

Native American woman?

A. Sacagawea—correct

B. Pocahontas

C. Hiawatha

D. Methaotaske


25

TCI Ch.20 Processing

Activity

immigrants,

Children,

Slaves,

Women,

Alexis de

Tocqueville,

political parties

*Rise of Sectionalism

Slideshare:

(http://tinyurl.com/6j

6pds)

*Flashcards through

Quizlet:

(http://tinyurl.com/hy

zr3ah)

SS.8.A.4.4

Discuss the

impact of

westward

expansion on

cultural

practices and

migration

patterns of

Native

Americans

and African

slave

populations.

Discuss Impact,

Westward

expansion,

Cultural

practices,

Migration

patterns,

Native

Americans,

African slave

population

TCI Ch.14 Reading

Further

Unit 6 Geography

Challenge

Resources:

*CPALMS includes 1


this standard

The image represents which

event in American history?

A. Lewis and Clark

Expedition

B. Great Migration

C. First Seminole War

D. Trail of Tears—correct

SS.8.A.4.5

Explain the

causes,

course, and

consequences

of the 19th

century

Explain Cause,

Course,

Consequences,

Transportation

revolution,


Activity

TCI Ch.19 sections 4-

7

Examples could

include

Roads, canals,

bridges,

steamboats.

railroads

Resources:

*BrainPop:

-“Railroad History”

If you were a manufacturer in

1840, why might you prefer

transporting goods by rail

instead of by ship?

A. Railroads could

transport goods to the

West Coast


26

transportatio

n revolution

on the growth

of the nation’s

economy.

Growth of the

nation’s

economy

B. Railroads could

transport goods during

winter--correct

C. Railroads traveled

hundreds of times faster

than ships

D. Railroads could

transport a lot of goods

at once

SS.8.A.4.6

Identify

technological

improvements

(inventions/in

ventors) that

contributed to

industrial

growth.

Identify Technological

improvements,

Inventions and

Inventors,

Contributed,

Industrial

growth

TCI Ch.19 sections 4 -

7

TCI Ch. 19 Reading

Further Activity

Examples could

include Fitch/

steamboat,

Slater/textile mill

industry,

Whitney/ cotton

gin, Fulton/

commercial

steamboat,

Lowell/

mechanized

cotton mill.

Singer/ sewing

machine

Resources:

*CPALMS includes 1


this standard

*BrainPop:

-“Industrial

Revolution”

Which of the following groups

of inventions did the most to

pull different regions of the

nation together?

A. steam-powered locomotive,

the telegraph, the steamboat—

correct

B. the spinning mill, the

telegraph, the steel plow

C. the spinning mill, the steel

plow, the steamboat

D. the steel plow, the spinning

mill, steam-powered locomotive

SS.8.A.4.7

Explain the

causes,

course, and

consequences

of New

England’s

textile

industry

Explain Causes, course,

consequences

of New

England’s

textile

industry.

TCI Ch. 19 Reading

Further Activity

Industrial growth,

effects on women

and children

Resources:

*Lowell and the

Factory System:

(http://tinyurl.com/hg

4zjzy)

Textile mills began in the

Northeastern states for all of the

following reasons, except:

A. They had fast moving

rivers for water wheels

B. There was a shortage of

fertile farmland

C. There were not enough

workers--correct


27

D. They had railroads and

port cities

SS.8.A.4.13

Explain the

consequences

of landmark

Supreme

Court

decisions

significant to

this era of

American

history.

Explain Consequences,

Landmark

Supreme Court

decisions


(ISN)


(ISN)

McCullough V

Maryland TCI p.247

Gibbons v Ogden TCI

p.247

Examples could

include

McCullough v

Maryland 1819,

Gibbons v Ogden

1824, Cherokee

Nation v Georgia

1831, Worcester

v Georgia 1832

Resources:

*Cherokee Nation v

Georgia and

Worcester v Georgia

can both be found in

the Andrew Jackson

DBQ.

*BrainPop:


*Primary Source

lesson plan:

(http://tinyurl.com/7s

zfglh)

*Kids Laws website (

http://tinyurl.com/h6u

nau9)

“A people once numerous,

powerful, and truly

independent, found by our

ancestors…have yielded their

lands by successive treaties.”

Is a quotation from which of the

following Supreme Court

decisions?

A. McCullough v Maryland

B. Gibbons v Ogden

C. Cherokee Nation v

Georgia--correct

D. Plessy v Ferguson

SS.8.A.4.16

Identify key

ideas and

influences of

Jacksonian

democracy

Identify Key ideas,

Influences,

Jacksonian

Democracy

TCI Ch. 14: Preview,

sections 2 -7 (ISN,)

Reading Further

Examples could

include political

participation,

political parties,

constitutional

government,

spoils system,

National Bank

Veto, Maysville

Resources:

*Brain Pop:

-“Andrew Jackson”

-“Seminole Wars”


Which of the following is

considered to be part of Andrew

Jackson’s legacy?

A. Reduced power of the

president

B. Increased taxes

C. Increased voting of the

average citizen—correct

D. Reduced power of the

wealthiest citizens


28

Road veto, tariff

battles, Indian

Removal Act,

nullification crisis

*Trail of Tears:

(http://tinyurl.com/zn

fbfpz)

*Jackson and the

National Bank:

(http://tinyurl.com/j7

wkx3c)

*Jackson and the

Nullification Crisis

lesson plan:

(http://tinyurl.com/cj

ubq44)

*DBQ: “How

Democratic was

Andrew Jackson?”

Geography

Standards

SS.8 Geography

standards are covered

throughout this unit.

TCI Geography

Challenges Units 4 – 7

can be used as

formative assessments

for Westward

Expansion/ Manifest

Destiny


29

SS.8.E.1.1

Examine

motivating

economic

factors that

influenced the

development

of the United

States

economy over

time including

scarcity,

supply and

demand,

opportunity

costs,

incentives,

profits, and

entrepreneuri

al aspects.

Examine Motivating

economic

factors,

Influence,

Development,

United States

economy,

Scarcity,

Supply,

Demand,

Opportunity

costs,

Incentives,

Profits,

Entrepreneurial

aspects

This standard overlaps

others throughout the

unit.

Manifest Destiny,

Compromises

over slavery,

Missouri

Compromise,

Compromise of

1850,

Factory system,

Plantation

economy,

Industrial

Revolution

SS.8.E.2.2

Assess the

role of

Africans and

other

minority

groups in the

economic

development

of the United

States

Assess Africans,

Minority

groups,

Economic

development

See formative

assessments for the

following standards:

4.3, 4.4, 4.10. These

standards overlap.


30

SS.8.E.2.1

Analyze

contributions

of

entrepreneurs

, inventors,

and other key

individuals

from various

gender, social,

and ethnic

backgrounds

in the

development

of the United

States

economy

Analyze Contributions,

Entrepreneurs,

Inventors,

Individuals,

Various

gender, social,

and ethnic

backgrounds,

Development

of the United

States

economy

See formative

assessments for the

following standards:

4.4 -4.8. These

overlap.

Unit 5 Changing America 5 weeks

31

Standard Skills

(verbs)


SS. A. 4.8

Describe the

influence of

individuals on

social and

political

developments

of this era in

American

History.

Describe Influence,

Individuals,

Social

development,

Political

development,

Era,

American

History

TCI Ch. 12 sections 7,8

(ISN)

TCI Ch. 13 Sections 3

and 4 (ISN)

TCI Ch. 15 (ISN)

TCI Ch. 18 Sec.

1,3,4,5,6 (ISN)


Activity

TCI Ch. 18 Reading

Further

TCI Ch. 20 Reading

Further


Challenge

Examples could

include Daniel

Boone, James

Madison, Andrew

Jackson, James

Polk, Susan B.

Anthony, Elizabeth

Canton Stanton,

Frederick Douglas,

Horace Mann,

Dorothea Dix,

Sojourner Truth,

Harriet Tubman

Resources:

*CPALMS includes 2


this standard

*Brain Pop:

-“Frederick Douglas”

-“Underground

railroad”

-“Women’s Suffrage”

*DBQ—“How

Democratic was

Andrew Jackson?”

If you were a slave escaping on the

Underground

Railroad from Wilmington, NC,

what geographical feature would

make up most of your route to the

North?

A. Atlantic Ocean

B. Mississippi River

C. Appalachian Mountains

D. Lake Michigan

SS.A.4.9

Analyze the

causes, course

and

consequences

of the Second

Great

Awakening on

social reform

movements.

Analyze Cause,

Course,

Consequence,

Second Great

Awakening,

Social Reform

Movements

TCI Ch. 18 Sec. 2 (ISN)

TCI Unit 6 Timeline

Challenge

Examples could

include abolition,

women’s rights,

temperance,

education reform,

prison reform

Resources:

*Article on the Second

Great Awakening

(http://tinyurl.com/hhv

bbgm)

What is the most likely connection

between the Second Great

Awakening, and the Era of

Reform?

A. It prompted people like

Luzena Wilson to go West

in search of gold.

B. It led to a mass migration

to frontier lands in Texas.

C. It prompted people like

Dorothea Dix to improve


32

the nation’s prisons.--

correct

D. It started more conflicts

between the North and the

South.

SS.A.4.10

Analyze the

impact of

technological

advancements

on the

agricultural

economy and

slave labor.

Analyze Impact,

Technological

advancements,

Agricultural

economy,

Slave labor

TCI Ch. 19 Sections

1,4,5,8 (ISN)

Examples could

include cotton gin,

steel plow, industrial

revolution, rapid

growth of slave

trade

Resources:

*BrainPop:

-“Slavery”

*Eli Whitney’s Patent

for the cotton gin

(http://tinyurl.com/yv8

mf6)

What was the effect of the cotton

gin on slavery in the South?

A. It made slavery more

important in the South.

B. It helped improve the

slaves’ work conditions.

C. It had no significant effect

on slaves or slavery.

D. It reduced the need for

slaves on plantations.

SS.A.4.11

Examine the

effects of Slave

culture

including

plantation life,

Examine Effects,

Slave Culture,

Plantation Life,

Resistance

Efforts,

TCI Ch. 20 sections 1-

11 (ISN)

TCI Ch. 20 Placard

Activity


Activity

Examples could

include living

conditions, working

conditions, slave

communities, slave

churches.

Resources:

*CPALMS includes 2


this standard

We raise the wheat, dey gib [they

give] us the corn;

We bake the bread, dey gib us the

cruss; We sif the meal, dey gib us the

huss;

We peel the meat, dey gib us the


33

resistance

efforts, and the

role of the

slaves’ spiritual

system.

Role of Slaves’

Spiritual System

*Booklet online: The

Gullah, Rice, Slavery

and the Sierra – Leone

American Connection

by Joseph Opala

(http://tinyurl.com/hh8

fbwp)

*Beyond the Bubble-

Slave Quarters

(http://tinyurl.com/ays

n6tz)

*Novel- Copper Sun

skin;

And dat’s the way dey takes us in.

-Slave Spiritual

After reading the verse from a

slave spiritual, choose the term that best describes what the slaves

were trying to express:

A. Gratitude

B. Regret

C. Oppression

D. Remembrance

SS.A.4.12

Examine the

effects of the

1804 Haitian

Revolution on

the United

States

acquisition of

the Louisiana

Territory.

Examine Effects,

1804 Haitian

Revolution,

United States

Acquisition,

Louisiana

Territory


(ISN)

Examples could

include Toussaint

L’Ouverture,

Napolean, Thomas

Jefferson, Purchase

debate

Resources:

*Brain Pop:

-“Thomas Jefferson”

*Short history of Haiti

(http://tinyurl.com/gtts

nma)

What connection can be made

between the Haitian Revolution

and the Louisiana Purchase?

A. The Louisiana Territory

was a frontier for Haitian

immigrants and Napoleon

wanted to purchase the

land for the Haitians to

migrate to.

B. After the Haitian

Revolution, Napoleon sold

the land to the United

States, since it was no

longer necessary for the

French to feed the Haitian

slaves.--correct

C. The United States

purchased Louisiana as a

deal made with Napoleon

to grant Haiti its


34

independence from

France.

D. After the Haitian

Revolution, a treaty was

signed allowing Napoleon

to purchase the Louisiana

territory for France

SS.A.4.14

Examine the

causes, course,

and

consequences

of the Women’s

suffrage

movement.

Examine Cause,

Course,

Consequence,

Women’s

Suffrage

Movement


(ISN)

Examples could

include 1848 Seneca

Falls Convention,

Declaration of

Sentiments,

Suffrage.

Resources

*Brain Pop:

-“Women’s Suffrage”

* Seneca Falls

Declaration

(http://tinyurl.com/zet

c4d3)

*USPS lesson

on the Seneca Falls

Convention

(http://tinyurl.com/h5x

7fe3)

Which of the following rights are

being exercised by the writers of

this document?

A. freedom of speech--

correct

B. right to a speedy and

public trial

“…Now, in view of this entire

disenfranchisement [denying the right to vote] of one-half

the people of this country, their social and religious

degradation-in view of the

unjust laws above mentioned, and because women do feel

themselves aggrieved, oppressed, and fraudulently

deprived of their most sacred rights, we insist that they have

immediate admission to all the

rights and privileges which

belong to them as citizens of

the United States…” Seneca Falls Declaration of

Sentiments and Resolutions,

1848


35

C. protection from cruel

and unusual punishment

D. freedom of religion

SS.A.4.15

Examine the

causes, course,

and

consequences

of literature

movements

significant to

this era of

American

History.

Examine Causes,

Course,

Consequences,

Literature

Movements,

Significant,

Era,


(ISN)


(ISN)

Examples could

include

Transcendentalism,

early American

Literature

Below is a quote from Henry

David Thoreau, a follower of the

1800s movement known as

transcendentalism.

After reading the quote, what new

concept do you think this

movement embraced?

A. Determination

B. Resilience

C. Rebellion

D. Individualism—correct

SS.A.4.17

Examine key

events and

peoples in

Florida history

as each impacts

this era of

American

history.

Examine Key Events,

People,

Florida History,

Impact,

Era

TCI Ch. 14 Sec. 7

TCI Ch. 15 Sec. 3

Examples could

include Andrew

Jackson against

Indian Uprisings,

developing

relationships

between the

Seminole and

runaway slaves, FL

becoming a US

territory, combining

Resources:

*Florida becomes a

US territory

(http://tinyurl.com/he9

kyhf)

Letter from Andrew Jackson to the

Seminole Indians

“But lest some of your rash young

men should forcibly oppose your

arrangements for removal, I have

ordered a large military force to be

sent among you... If you listen to

the voice of friendship and truth,

you will go quietly and

voluntarily. But should you listen

to the bad birds that are always

“If a man does not keep pace

with his companions, perhaps it

is because he hears a different

drummer. Let him step to the

music which he hears.”


36

East/ West FL, FL

becoming 27th state

flying about you, and refuse to

move, I have then directed the

commanding officer to remove

you by force. This will be done. I

pray the Great Spirit, therefore, to

incline you to do what is right.”

-Your Friend A. Jackson February

1835.

After reading the excerpt, what did

Andrew Jackson predict would

happen if the Seminoles

decided to stay?

A. The Seminoles will be

given a small tract of land

in which to support their

families.

B. The United States will

provide them with food for

a year, but they must find

housing.

C. The Seminoles will cause

destruction that will be

punished by the United

States.--correct

D. The United States will

make a treaty with the rash

young men that oppose

this removal.

SS.A.4.18

Examine the

experiences

and

Examine,

Explain

Experiences,

Perspectives,

Examples could

include Osceola,

white settlers, US

troops, Black

Resources:

*BrainPop:

-“Seminole Wars”

What is the most significant

contribution of the historic figure

Osceola?


37

perspectives of

different

ethnic,

national, and

religious

groups in

Florida,

explaining

their

contributions

to Florida’s

and America’s

society and

culture during

the Territorial

Period.

Different ethnic,

national, and

religious groups,

Florida,

Contributions,

Society,

Culture,

Territorial

Period

Seminoles, southern

plantations,

Seminole Wars,

Treaty of Moultrie

Creek, Seminole

Relocation

-BrainPop lesson plan

on Seminole Wars

(http://tinyurl.com/gn3

vmm8)

*Florida Center for

Instructional

Technology-Seminole

Wars

(http://tinyurl.com/zjw

8mfb)

* A Short History of

the Seminole Wars

(http://tinyurl.com/gpy

5uzu)

*The Seminole Wars

(http://tinyurl.com/gvz

ud7a)

A. Through his leadership,

Osceola led the Seminoles

on the long march known

as the Trail of Tears.

B. The defeat of Osceola in

the Seminole Wars led to

the acquisition of

Florida.—correct

C. Through his leadership,

Osceola led the Seminoles

in a series of battles

against the United States.

D. The victory of Osceola

and his troops won the

Seminoles the right to live

in Florida.

SS.C.1.4

Identify the

evolving forms

of civic and

political

participation

from the

colonial period

through

Reconstruction

Identify Evolving,

Civic and

political

participation

See resources for A.4.14 How does the Seneca Falls

Convention and the Constitutional

Convention compare?

A. They both planned a new

form of government

B. They both promoted that

citizens should take part in

addressing society’s

needs—correct

C. They both planned for

women to have an equal

voice


38

D. They both promoted our

government to have a

system of federalism

Unit 6 Civil War 7 weeks

39

Standard Skills

(verbs)

Concepts Formative Assessment Foundational Skills Remediation

Sample Assessment Question

SS. A. 5.1

Explain the

causes, course,

and

consequences

of the Civil

War

(sectionalism,

slavery, states’

rights, balance

of power in the

Senate)

Explain Cause

Course

Consequences

Civil War

TCI Ch. 21 and 22 (ISN);

Sectionalism

States’ rights

Balance of power in

the Senate

Resources:

*CPalms includes 8


this standard

*BrainPop:

-“Civil War Causes”

-“Civil War”

*Civil War 150

educator guide

(http://tinyurl.com/jl65

r78)

The Compromise of 1850 settled

that Maine would become a free

state and that:

A) Missouri was North of the

36’30” latitude line so it

was also a free state

B) Missouri would be able to

vote whether to have

slavery or not

C) Missouri would have to

wait for another state to

join the Union before it

could

D) Missouri would enter as a

slave state too maintain the

balance of power in

Congress.

SS.A. 5.2

Analyze the

role of slavery

in the

development of

sectional

conflict

Analyze Slavery

Development

Sectional

conflict


(ISN);


(ISN);

TCI Ch. 20 (ISN);

TCI Ch. 21 (ISN);

TCI presentations;

Abolition

Movement, Nat

Turner’s Rebellion,

Black Codes,

Missouri

Compromise,

Compromise of

1850, Uncle Tom’s

Cabin, Kansas-

Resources:

*CPalms includes 4


this standard;

*Scholastic online

interactive website for

the Underground

Railroad

The Underground Railroad helped

thousands of runaway slaves

escape to the north but was held

back by legislation like:

A) Fugitive Slave Act of 1850

B) Emancipation

Proclamation

C) Thirteenth Amendment

D) Transportation Ban of 1860

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=imgres&cd=&cad=rja&uact=8&ved=0ahUKEwj2qczM7YzMAhXJwj4KHf_sBpgQjRwIBw&url=http://www.historynet.com/missouri-compromise&psig=AFQjCNG_UwWkfx31fwe5fyYL5ueYjR3APw&ust=1460679540729192


40

Nebraska Act, Dred

Scott v. Sandford,

Lincoln-Douglas

Debates,

John Brown’s raid

on Harper’s Ferry,

Underground

Railroad,

Presidential Election

of 1860,

Southern secession

(http://tinyurl.com/b4d

zjj)

*BrainPop:

-“Slavery”

-“Frederick Douglass”

-“Underground

Railroad”

- “Civil War Cuases”

*Beyond the Bubble-

African American

Workers

(http://tinyurl.com/hrj

2mjj)

*DBQ: “How Free

Were Free Blacks in

the North?”

SS.A.5.3

Explain major

domestic and

international

economic,

military,

political, and

socio-cultural

events of

Abraham

Lincoln’s

presidency

Explain Domestic

International

economic,

military,

political, and

socio-cultural

events

Abraham

Lincoln

TCI Ch. 22 (ISN);

Sectionalism,

States’ rights,

Slavery,

Civil War,

Attempts at foreign

alliances,

Emancipation

Proclamation,

Gettysburg Address,

Suspension of

habeas corpus,

First and Second

Inaugural Addresses

Resources:

*CPalms includes 1


this standard;

*BrainPop:

-“Abraham Lincoln”

*Edsitement lesson

plan on Abraham

Lincoln’s reelection

(http://tinyurl.com/clk

oznr)

President Abraham Lincoln issued

the Emancipation Proclamation on

January 1, 1863, as the nation

approached its third year of bloody

civil war. The proclamation

declared "that all persons held as

slaves" within the rebellious states

"are, and henceforward shall be

free." This would free slaves in all

of the following states except:

A) Virginia

B) Georgia

C) North Carolina

D) Maryland


41

SS.A. 5.4

Identify the

division of the

United States

at the outbreak

of the Civil

War

Identify Division

United States

Outbreak

Civil War


Challenge

Confederate and

Union states,

Border states

Western territories

Resources:

*Discovery Education

online lesson “A

Nation Divided”

(http://tinyurl.com/jeq

9rdh)

*Simple lesson to

have students label a

map for

Union/Confederate/Bo

rder states

(http://tinyurl.com/hey

vfjs)

SS.A.5.5

Compare

Union and

Confederate

strengths and

weaknesses

Compare Union

Confederate

Strengths

Weaknesses

TCI Ch. 21 (ISN);

TCI Ch. 21 (ISN);

Technology

Resources

Alliances

Geography

Military leaders-

Lincoln, Davis,

Grant, Lee, Jackson,

Sherman

Resources:

CPalms includes 2


this standard

What would best fit in the blank

box in the chart?

A) Poor transportation

systems

B) Strong Military Leadership

C) Abraham Lincoln was a

strong President for the

South

http://tinyurl.com/jeq9rdh

http://tinyurl.com/jeq9rdh


42

D) Larger population than the

North

SS.A. 5.6

Compare

significant

Civil War

battles and

events and

their effects on

civilian

populations

Compare Civil War

battles

Effects

civilian

population

TCI Ch. 22 (ISN);


Fort Sumter,

Bull Run,

Monitor v.

Merrimack,

Antietam,

Vicksburg,

Gettysburg,

Emancipation

Proclamation,

Sherman’s March,

Lee’s surrender at

Appomattox

Resources:

*Cornell notes on key

Civil War battles

*Library of Congress

lesson plan on women

in the Civil War

(http://tinyurl.com/z9a

z4w2)

*Beyond the Bubble-

Attack on Fort Sumter

(http://tinyurl.com/zq3

ymmy)

*Beyond the Bubble-

Morale After

Fredericksburg

(http://tinyurl.com/zxr

n8hw)

*Beyond the Bubble-

Gardner’s Civil War

Photography

(http://tinyurl.com/j3tr

2kp)

*DBQ: “Battle of

Gettysburg: Why was

it a Turning Point?”

Figures for the Battle of Bull Run

What was a major difference of the

Union troops versus the

Confederate troops?

A) The Confederacy had more

troops than the Union.

B) The Union killed twice as

many troops as the

Confederates

C) Half as many Union troops

were wounded as

Confederate troops

D) The Union captured more

than ten times the amount

of soldiers than the

Confederacy did


43

*Novel: “Behind

Rebel Lines”

SS.A.5.7

Examine key

events and

peoples in

Florida history

as each impacts

this era of

American

history

Examine Events and

people

Florida history

Impact

Era of

American

history

TCI chapter 22

Slavery,

Influential planters,

Florida’s secession

and

Confederate

membership,

Women

Children

Pioneer

environment,

Union occupation

Battle of Olustee,

54th Massachusetts,

Battle at Natural

Bridge

Resources:

*Florida Memory

website for primary

sources and lesson

plans

(http://tinyurl.com/jqc

wgpr)

*Novel: “A Land

Remembered”

The major impact of the Battle of

Olustee is that it made the Union:

A) Send more troops to

Florida to take it back

B) Aware that they could win

in the South and so they

pushed forward

C) Focus its efforts on the

Western Front

D) Abandon its efforts to

capture back Florida

SS.C.2.1

Evaluate and

compare the

essential ideals

and principles

of American

constitutional

government

expressed in

primary

sources from

the colonial

period to

Reconstruction

Evaluate

Compare

Essential ideals

Principles

American

constitutional

government

Primary

sources

Colonial period

to

Reconstruction

Close read of Abraham

Lincoln’s first inaugural

address

Sectionalism,

States’ rights,

Slavery,

Civil War,

Secession,

Nullification

Resources:

Close read of

Jefferson Davis’s

inaugural address

” Apprehension seems to exist

among the people of the Southern

States that by the accession of a

Republican Administration their

property and their peace and

personal security are to be

endangered. I have no purpose,

directly or indirectly, to interfere

with the institution of slavery in the

States where it exists. I believe I

have no lawful right to do so, and I

have no inclination to do so.”

This statement made my Abraham

Lincoln in his first Inaugural


44

Address seems to contradict his

later efforts in the passing of:

A) Emancipation

Proclamation

B) The 13th Amendment

C) Gettysburg Address

D) Equal Rights Act

SS.E.2.1

Analyze

contributions

of

entrepreneurs,

inventors, and

other key

individuals

from various

gender, social

and ethnic

backgrounds in

the

development of

the United

States economy

Analyze Contributions

Entrepreneurs

Inventors

Gender, social,

and ethnic

backgrounds,

Development

of the United

States economy

Technological

innovation,

Factory v. plantation

economies,

North, South,

Midwest, West

regions,

Immigrant labor

Resources:

*American Experience

website “On the Eve

of War”

(http://tinyurl.com/jey

cc7s)

After 1800 US Cotton Production

boomed due to invention like the

cotton gin invented by:

A) George Washington Carver

B) Alexander Hamilton

C) Eli Whitney

D) Andrew Carnegie

SS.G.4.6

Use political

maps to

describe

changes in

boundaries and

governance

throughout

American

history

Describe Political maps,

Boundaries,

governance


Challenge

Confederate and

Union states,

Border states

Western territories

Unit 7 Reconstruction 1 week

45

Standard Skills

(verbs)


SS.8.A.5.8

Explain and

evaluate the

policies,

practices, and

consequences

of

Reconstruction

Evaluate

Explain

Policies,

practices, and

consequences

of

Reconstruction

TCI Ch.23 Presentation

and/or Reading Notes (all

sections)

TCI Ch. 23 “Processing”

activity

Presidential and

congressional

reconstruction,

Johnson’s

impeachment,

Civil Rights Act of

1866,

The 13th, 14th, and

15th Amendments,

Opposition of

Southern whites to

Reconstruction,

Accomplishments

and failures of

radical

Reconstruction,

presidential

election of 1876,

rise of Jim Crow

laws, rise of the Ku

Klux Klan

Resources:

*Beyond the Bubble-A

Perspective on Slavery

(http://tinyurl.com/jkfq

e2t)

*Beyond the Bubble-

Post-Civil War South

(http://tinyurl.com/zjzd

sch)

*Beyond the Bubble-

Reconstruction Riots

(http://tinyurl.com/gr4t

ekf)

*Beyond the Bubble-

KKK in the 1870s

(http://tinyurl.com/zkzj

yc5)

*DBQ – North or

South? Who Killed

Reconstruction?

After the passage of the 13th, 14th

and 15th amendments, several

strong groups grew to stop African

Americans from exercising their

right to vote including all of the

following except:

A) Ku Klux Klan

B) Abolitionists

C) Carpet Baggers

D) Southern Plantation

Owners

SS.8.C.1.6

Evaluate how

amendments to

the

Constitution

have expanded

Evaluate How

amendments to

the

Constitution

have expanded

voting rights

TCI Ch. 23 sections 2–4

(ISN)

Cornell Notes

13th, 14th, and 15th

Amendments

“The right of citizens of the United

States to vote shall not be denied or

abridged by the United States or by

any State on account of race, color,

or previous condition of servitude.”

Unit 7 Reconstruction 1 week

46

voting rights

from our

nation’s early

history to

present day

-15th Amendment to the US

Constitution

According to this excerpt from the

fifteenth amendment, as of its

passage in 1870 all of the following

had the legal right to vote but:

A) African Americans

B) Former Slaves

C) Women

D) White Plantation Owners

Unit 1 Colonization 5 weeks - pcsb.org

Documents

Transcript of Unit 1 Colonization 5 weeks - pcsb.org