Teacher: Cathy Kaus

The Americas: Worlds

Meet
Month: August
Unit:

Course
Social Studies Grade 8
:
Year:

2011-2012

Notes: August to October

Essential Questions
How did people arrive in the Americas?
What were the cultural contributions of the Native Americans?
Content
Early Peoples
Cities & Empires
North American Peoples
Skills
Describe how agriculture changed the lives of early people.
Relate how the early civilizations of Mexico & Central America developed socially, politically, and
economically.
Discuss how the way of life of the Native Americans of North America related to their
environment.
Lessons
Chapter 1
Objectives:
The students will be able to:
Describe how agriculture changed the lives of early people.
Discuss how the way of life of the Native Americans of North America related to their
environment.
Relate how the early civilizations of Mexico & Central America developed socially,
politically, and economically.
Teaching Strategies/Activities:
Video spotlight
Guided reading
Vocabulary direct instruction
Picture analysis
Graphic organizer
Jeopardy game
Rap song review
Chapter Test
Resources/Materials:
Textbook
Guided reading outlines

Vocabulary chart
Picture analysis form
Graphic organizer
Differentiated (ESL, Disabilities, Gifted):
Graphic novel textbook
Altered charts and organizer
Read test aloud
Notes:
Library sources:
500 Nations VHS
Pictorial History of American Indians (La Farge)
The Earliest Americans (Sattler)
Americans Before Columbus (Baity)

Standards
8.1.1 ~ Analyze major cultures in the Americas before the 17th century.
8.4.2 ~ Demonstrate skills for historical analysis.
8.4.6 ~ Improve their skills in historical research and geographical analysis.

Essential Questions
Who were the explorers and their areas of exploration?
What was the impact of European exploration on Native American culture?
Content
A Changing World
Early Explorations
Spain in America

Exploring North America

Skills
Describe the events and technological advances that supported European exploration.
Explain why Spain and Portugal wanted to find a sea route to Asia
Understand the ways in which Spain's conquests affected the economic and social development
of the Americas.
Discuss why European nations established colonies in North America.
Lessons
Chapter 2
Objectives:
The students will be able to:
Describe the events and technological advances that supported European
exploration.
Discuss why European nations established colonies in North America.
Explain why Spain and Portugal wanted to find a sea route to Asia
Understand the ways in which Spain's conquests affected the economic and social
development of the Americas.
Teaching Strategies/Activities:
Preview graphic organizer / Claim "territory"
Video spotlight
Introduce note taking format / Note taking
Vocabulary direct instruction
Explorer game review
Chapter Test
Resources/Materials:
Textbook
Preview organizer
Example of note taking format
Vocabulary chart
Explorer game print out
Differentiated (ESL, Disabilities, Gifted):
Graphic novel textbook
Altered note format
Read test aloud
Notes:
Library sources:
Spanish Explorers DVD
Settling the New World VHS
France & Colonial Quebec VHS (Chapters 2-3)
Spain & Colonial Santa Fe VHS (Chapters 2-3)
Discoverers of the New World (2 vol.)
Everyday Life of the Aztec, Incas & Maya (Morris)

Standards
8.1.2 ~ Analyze the major people, events, and ideas that led to the exploration and settlement of
the Americas by Europeans.
8.4.3 ~ Develop skills in discussion, debate, and persuasive writing by analyzing historical
situations and events.
8.4.5 ~ Interpret economic and political issues as expressed in various visuals.
8.4.6 ~ Improve their skills in historical research and geographical analysis.

Essential Questions
How were the English colonies founded?
How were the French colonies founded?
How were the Spanish colonies founded?
Content
Early English Settlements
New England Colonies
Middle Colonies
Southern Colonies
New France
New Spain
Skills
Explain why the English settled in North America.
Understand why the Separatists and Puritans left England and settled in North America.
Describe how the Middle Colonies developed.
Explain how and why the Southern Colonies grew.
Explain why the French settlements grew slowly.
Explain how the Spanish kept control and protected their North American claims.
Lessons
Chapter 3
Objectives:
The students will be able to:
Explain how and why the Southern Colonies grew.
Explain how the Spanish kept control and protected their North American claims.
Describe how the Middle Colonies developed.
Explain why the English settled in North America.

Explain why the French settlements grew slowly.

Understand why the Separatists and Puritans left England and settled in North
America.
Teaching Strategies/Activities:
Picture analysis
Vocabulary direct instruction
Ye Olde Colonial Faire (Sales campaign/presentations)
Practice note taking
Chapter Test
Resources/Materials:
Textbook
Picture analysis form
Vocabulary chart
Colonial fair instructions
Differentiated (ESL, Disabilities, Gifted):
Graphic novel textbook
Altered note format
Read test aloud
Notes:
Library sources:
Making 13 Colonies (Chapters 3-4)
The Establishment of the Thirteen Colonies (Chapters 3-4)
The Jamestown Colony (Pederson)
Stranded at Plimoth Plantation 1626 (Bowen)

Standards
8.1.2 ~ Analyze the major people, events, and ideas that led to the exploration and settlement of
the Americas by Europeans.
8.1.3 ~ Describe key people, events, and ideas from colonial America.
8.4.2 ~ Demonstrate skills for historical analysis.
8.4.3 ~ Develop skills in discussion, debate, and persuasive writing by analyzing historical
situations and events.
8.4.6 ~ Improve their skills in historical research and geographical analysis.

Essential Questions
What were the economic and cultural aspects of colonial life?
What were the causes of the French and Indian War?
Content

Life in the Colonies

Government, Religion & Culture
France & Britain Clash
The French & Indian War
Skills
Explain how geography affected the economic development of the 3 colonial regions.
Describe ways in which an American culture was developing during the colonial period.
Understand why conflict arose in North America between France and Great Britain.
Discuss how the outcome of the French & Indian War determined control of North America.
Lessons
Chapter 4
Objectives:
The students will be able to:
Describe ways in which an American culture was developing during the colonial
period.
Discuss how the outcome of the French & Indian War determined control of North
America.
Explain how geography affected the economic development of the 3 colonial regions.
Understand why conflict arose in North America between France and Great Britain.
Teaching Strategies/Activities:
Picture analysis
Vocabulary direct instruction
Video spotlight
Practice note taking
Zenger Trial reader's theater & wrksht
Cartoon analysis
French & Indian war flip book
Chapter test
Resources/Materials:
Textbook
Vocabulary chart
Zenger script
Cartoon & picture analysis form
Flip book instructions
Differentiated (ESL, Disabilities, Gifted):
Graphic novel textbook
Altered flip book instructions
Read test aloud
Notes:
Library sources:
How the Colonists Lived (Madison)
French & Indian War (Santella)

Standards
8.1.3 ~ Describe key people, events, and ideas from colonial America.
8.4.2 ~ Demonstrate skills for historical analysis.
8.4.3 ~ Develop skills in discussion, debate, and persuasive writing by analyzing historical
situations and events.
8.4.6 ~ Improve their skills in historical research and geographical analysis.

Teacher: Cathy Kaus

Unit:
Creating a New Nation
Month: October

Course
Social Studies Grade 8
:
Year: 2011-2012

Notes: October to December

Essential Questions
How do changes in British policies in North America cause dissatisfaction among colonists?
What are the key components to the Declaration of Independence?
Content
Taxation without Representation
Building Colonial Unity
A Call to Arms
Moving Toward Independence
Skills
Describe how the British government angered the American colonists after the French and Indian
War.
Explain how the colonists reacted to British policies.
Discuss how the American Colonists and the British soldiers came to open warfare at Lexington
and Concord.
Discuss why the Americans chose to declare independence from Britain.
Lessons
Chapter 5
Objectives:
The students will be able to:
Describe how the British government angered the American colonists after the French
and Indian War.
Discuss how the American Colonists and the British soldiers came to open warfare at
Lexington and Concord.
Discuss why the Americans chose to declare independence from Britain.

Explain how the colonists reacted to British policies.

Teaching Strategies/Activities:
Video spotlight
Vocabulary direct instruction
Picture analysis
Cartoon analysis
Note taking
Graphic organizer
Declaration of Independence chart & book
Primary source analysis
Foldable review
Chapter test
Resources/Materials:
Textbook
Vocabulary chart
Picture & Cartoon analysis form
Graphic organizer
Declaration of Independence chart
Docs Teach primary source link
Differentiated (ESL, Disabilities, Gifted):
Graphic novel textbook
Altered Declaration of Independence
Altered primary source analysis
Read test aloud
Notes:
Library sources:
Countdown to Independence (Bober)
Declaration of Independence (Burgn)
Colonies in Revolt(Carter)
American Revolution (3 vol.) (Wade) (Chapters 5-6)
The American Revolution: From Bunker Hill to York Town (Kent) (Chapters 5-6)
1776: Journals of American Independence (Sanderlin) (Chapters 5-6)
At the Forge of Liberty (Carter) (Chapters 5-6)

Standards
8.1.3 ~ Describe key people, events, and ideas from colonial America.
8.4.1 ~ Explain the meaning of patriotic slogans and excerpts from notable speeches and
documents.
8.4.2 ~ Demonstrate skills for historical analysis.
8.4.3 ~ Develop skills in discussion, debate, and persuasive writing by analyzing historical
situations and events.
8.4.5 ~ Interpret economic and political issues as expressed in various visuals.
8.4.6 ~ Improve their skills in historical research and geographical analysis.

Essential Questions
What were the circumstances surrounding the outbreak of hostilities between the Patriot and
British forces?
Content
The Early War Years
The War Continues by Gaining Allies & Aid
The War Moves West & South
The War is Won
Skills
Summarize the challenges faced by the American revolutionaries at the start of the war.
Explain how the United States gained allies and aid during the Revolutionary War.
Discuss how fighting in the West and South affected the course of the Revolutionary War.
Describe how the Battle of Yorktown led to American independence.
Lessons
Chapter 6
Objectives:
The students will be able to:
Describe how the Battle of Yorktown led to American independence.
Discuss how fighting in the West and South affected the course of the Revolutionary
War.
Explain how the United States gained allies and aid during the Revolutionary War.
Summarize the challenges faced by the American revolutionaries at the start of the
war.
Teaching Strategies/Activities:
Preview video
Vocabulary direct instruction
Picture analysis
Primary source weigh the evidence
Vocabulary direct instruction
Note taking
People report research
Museum box/glogster
Graphic organizer
Review
Chapter test
Resources/Materials:

Textbook
Amer. soldier video
Weigh the evidence link
Picture analysis form
Vocabulary chart
List of people to research
Museum box / Glogster instructions
Graphic organizer
Differentiated (ESL, Disabilities, Gifted):
Graphic novel textbook
Altered weigh the evidence
Altered people report
Read test aloud
Notes:
Library sources:
Revolutionary War DVD
Campfires of the Revolution (Watson)
Weapons, Gear & Uniforms of the American Revolution (Burgan)
Voices of the American Revolution (Huey)

Standards
8.1.3 ~ Describe key people, events, and ideas from colonial America.
8.4.1 ~ Explain the meaning of patriotic slogans and excerpts from notable speeches and
documents.
8.4.2 ~ Demonstrate skills for historical analysis.
8.4.3 ~ Develop skills in discussion, debate, and persuasive writing by analyzing historical
situations and events.
8.4.5 ~ Interpret economic and political issues as expressed in various visuals.
8.4.6 ~ Improve their skills in historical research and geographical analysis.

Essential Questions
What circumstances surrounded the writing of the Constitution?
What are key points written in the Constitution?
Content
The Articles of Confederation
Convention and Compromise

A New Plan of Government

Skills
Assess the effectiveness of the government under the Articles of Confederation.
Explain why the Constitution is a document of compromises.
Discuss the ideas and features found in the United States Constitution.
Lessons
Chapter 7
Objectives:
The students will be able to:
Assess the effectiveness of the government under the Articles of Confederation.
Discuss the ideas and features found in the United States Constitution.
Discuss the ideas and features found in the United States Constitution.
Teaching Strategies/Activities:
Vocabulary direct instruction
Note taking
Graphic organizer
Reader's theater
Constitution game
Resources/Materials:
Textbook
Vocabulary chart
Reader's theater script
Graphic organizer
Copies of the Constitution
Differentiated (ESL, Disabilities, Gifted):
Graphic novel textbook
Test read aloud
Notes:
Library sources:
The U.S. Constitution VHS
The Bill of Rights VHS
Birth of the Republic (Carter)
Shh! Were Writing the Constitution (Fritz)

Standards
8.1.4 ~ Analyze challenges faced by the new United States government.
8.3.1 ~ Explain and compare the structures, functions, and powers of the three branches of
government at the national, state, and local levels.
8.3.5 ~ Explain the structure and operation of the United States economy and the role of citizens
as producers and consumers.
8.3.7 ~ Summarize the rights and responsibilities of United States citizens.
8.3.8 ~ Describe the purpose and function of the United States Constitution, including the Bill of
Rights.

8.4.1 ~ Explain the meaning of patriotic slogans and excerpts from notable speeches and
documents.
8.4.2 ~ Demonstrate skills for historical analysis.
8.4.3 ~ Develop skills in discussion, debate, and persuasive writing by analyzing historical
situations and events.
8.4.5 ~ Interpret economic and political issues as expressed in various visuals.
8.4.6 ~ Improve their skills in historical research and geographical analysis.

Teacher: Cathy Kaus

Unit:
Launching the Republic
Month: January

Course
Social Studies Grade 8
:
Year: 2011-2012

Notes: January to February

Essential Questions
What challenges were faced by the first presidential administrations?
Content
The First President
Early Challenges
The First Political Parties
Skills
Identify the precedents that George Washington established as the first president of the United
States.
Discuss the challenges the United States faced during Washington's administration.
Explain how the Federalist and Republican Parties formed.
Identify issues about which the Federalists and Republicans disagreed.
Lessons
Chapter 8
Objectives:
The students will be able to:
Discuss the challenges the United States faced during Washington's administration.
Explain how the Federalist and Republican Parties formed.
Identify issues about which the Federalists and Republicans disagreed.
Identify the precedents that George Washington established as the first president of
the United States.
Teaching Strategies/Activities:
Note taking
Bill of Right activity
Spotlight videos
Hamilton/Jefferson graphic organizer

Dramatize dilemma
Political cartoon analysis
Review foldable
Chapter Test
Resources/Materials:
Textbook
Graphic organizer
Dilemma copies
Political cartoon copies
Bill of Rights copies
Differentiated (ESL, Disabilities, Gifted):
Graphic novel textbook
Altered political cartoon analysis
Read test aloud
Notes:
Library sources:
The Founding of the Republic (Morris)
Presidents of a Young Republic (Smith) (Chapters 8-15)

Standards
8.1.4 ~ Analyze challenges faced by the new United States government.
8.4.2 ~ Demonstrate skills for historical analysis.
8.4.3 ~ Develop skills in discussion, debate, and persuasive writing by analyzing historical
situations and events.
8.4.5 ~ Interpret economic and political issues as expressed in various visuals.
8.4.6 ~ Improve their skills in historical research and geographical analysis.

Essential Questions
What was the importance of the Jefferson Era?
What were some of the aspects of the Jefferson Era?
Content
The Republicans Take Power
The Louisiana Purchase
A Time of Conflict
The War of 1812
Skills
Discuss the ways in which Thomas Jefferson and the Republicans limited the powers of the
government.
Explain how the Louisiana Purchase affected the nation's economy and politics.

Identify the challenges to the nation's stability during the late 1700s and early 1800s.
Describe how the United States benefited from its victory in the War of 1812.
Lessons
Chapter 9
Objectives:
The students will be able to:
Describe how the United States benefited from its victory in the War of 1812.
Discuss the ways in which Thomas Jefferson and the Republicans limited the powers
of the government.
Explain how the Louisiana Purchase affected the nation's economy and politics.
Identify the challenges to the nation's stability during the late 1700s and early 1800s.
Teaching Strategies/Activities:
Map skills activity
Vocabulary direct instruction
Note taking
Pirate & Madison dilemmas
Amer. Soldier video
War of 1812 slideshow
Cartoon analysis
Song analysis
Chapter Test
Resources/Materials:
Textbook
Vocabulary chart
Map copies
Dilemma copies
Cartoon analysis chart
Song analysis chart
Differentiated (ESL, Disabilities, Gifted):
Graphic novel textbook
Altered analysis assignments
Read test aloud
Notes:
Library sources:
The War of 1812 (Marsico)
In the Footsteps of Lewis & Clark (Snyder)

Standards
8.1.5 ~ Describe growth and change in the United States from 1801-1861.
8.4.2 ~ Demonstrate skills for historical analysis.
8.4.3 ~ Develop skills in discussion, debate, and persuasive writing by analyzing historical
situations and events.
8.4.5 ~ Interpret economic and political issues as expressed in various visuals.
8.4.6 ~ Improve their skills in historical research and geographical analysis.

Essential Questions
What were the effects of the Industrial Revolution?
How did sectionalism develop?
What is the Monroe Doctrine?
Content
Economic Growth
Westward Bound
Unity and Sectionalism
Skills
Discuss the effects of the Industrial Revolution on the U.S. economy.
Explain how land and water transportation affected westward expansion.
Explain how nation-building issues were resolved in the 1800s.
Lessons
Chapter 10
Objectives:
The students will be able to:
Discuss the effects of the Industrial Revolution on the U.S. economy.
Explain how land and water transportation affected westward expansion.
Explain how nation-building issues were resolved in the 1800s.
Teaching Strategies/Activities:
Summary graphic organizers
Nonfiction book project
Chapter test
Resources/Materials:
Textbook
Graphic organizers
Project criteria & rubric
Differentiated (ESL, Disabilities, Gifted):
Graphic novel textbook
Altered rubric for project
Read test aloud
Notes:
Library sources:
Students use the library & online databases/resources to research on their own

Standards
8.1.5 ~ Describe growth and change in the United States from 1801-1861.
8.3.5 ~ Explain the structure and operation of the United States economy and the role of citizens
as producers and consumers.

8.4.1 ~ Explain the meaning of patriotic slogans and excerpts from notable speeches and
documents.
8.4.2 ~ Demonstrate skills for historical analysis.
8.4.5 ~ Interpret economic and political issues as expressed in various visuals.
8.4.6 ~ Improve their skills in historical research and geographical analysis.

Teacher: Cathy Kaus

Nationalism &
Sectionalism
Month: February
Unit:

Course
Social Studies Grade 8
:
Year:

2011-2012

Notes:
February to April

Essential Questions
What are the key political events of the Jackson Era?
What are the key social events of the Jackson Era?
Content
Jacksonian Democracy
Conflicts over land
Jackson and the bank
Skills
Explain how political beliefs and events shaped Andrew Jackson's presidency
Understand how Andrew Jackson's presidency affected Native Americans
Describe how economic issues affect the president and presidential elections
Lessons
Chapter 11
Objectives:
The students will be able to:
Describe how economic issues affect the president and presidential elections
Explain how political beliefs and events shaped Andrew Jackson's presidency
Understand how Andrew Jackson's presidency affected Native Americans
Teaching Strategies/Activities:
Vocabulary direct instruction
Video clips

Guided reading
Review foldable
Chapter Test
Resources/Materials:
Textbook
Vocabulary chart
Video clips
Guided reading forms
Differentiated (ESL, Disabilities, Gifted):
Graphic novel textbook
Altered guided reading
Read test aloud
Notes:
Library sources:
Trails of Tears (Williams)
Old Hickory: Andrew Jackson and the American People (Marrin)

Standards
8.1.5 ~ Describe growth and change in the United States from 1801-1861.
8.4.2 ~ Demonstrate skills for historical analysis.
8.4.5 ~ Interpret economic and political issues as expressed in various visuals.

Essential Questions
What is Manifest Destiny?
Content
The Oregon Country
Independence for Texas
War with Mexico
California & Utah
Skills
Discuss how the belief in Manifest Destiny influenced western settlement
Explain why Texas fought for independence from Mexico
Describe how Mexican lands in the West became part of the United States
Summarize the effects of the Gold Rush on California history
Lessons
Chapter 12

Objectives:
The students will be able to:
Discuss how the belief in Manifest Destiny influenced western settlement
Describe how Mexican lands in the West became part of the United States
Explain why Texas fought for independence from Mexico
Summarize the effects of the Gold Rush on California history
Teaching Strategies/Activities:
Mountain man video
Spotlight videos
Vocabulary direct instruction
Guided reading exercises
Chapter test
Resources/Materials:
Textbook
Videos
Vocabulary charts
Guided reading instructions
Differentiated (ESL, Disabilities, Gifted):
Graphic novel textbook
Read test aloud
Notes:
Library sources:
Mountain man DVD
When Pioneers Pushed West to Oregon (Montgomery)
War with Mexico (Jacobs)
The Gold Rush (History First Hand) (Lloyd)
Remember the Alamo (Readers Theater) (Isecke)

Standards
8.1.5 ~ Describe growth and change in the United States from 1801-1861.
8.4.2 ~ Demonstrate skills for historical analysis.
8.4.5 ~ Interpret economic and political issues as expressed in various visuals.

Essential Questions
What are the differences and similarities between the economy and people of the North with
those of the South?
Content
The North's Economy
The North's People
Southern Cotton Kingdom

The South's People

Skills
Describe the innovations in industry, travel and communications that changed the lives of
Americans in the 1800s
Discuss the impact of immigration on cities, industry and culture in the North
Explain how the South's industry and economy differed from the North's industry and economy
Describe how unique elements of culture developed among enslaved African Americans in the
South
Lessons
Chapter 13
Objectives:
The students will be able to:
Explain how the South's industry and economy differed from the North's industry and
economy
Describe how unique elements of culture developed among enslaved African
Americans in the South
Describe the innovations in industry, travel and communications that changed the
lives of Americans in the 1800s
Discuss the impact of immigration on cities, industry and culture in the North
Teaching Strategies/Activities:
Preview graphic organizer
Movie clips
Vocabulary direct instruction
Note taking
Nat Turner rebellion activity
Day of tears activity
Geography challenge
Chapter test
Resources/Materials:
Textbook
Graphic organizer
Vocabulary chart
Nat Turner copies
Day of Tears copies
Map copies
Differentiated (ESL, Disabilities, Gifted):
Graphic novel textbook
Read test aloud
Notes:
Library sources:
Use resources in classroom (Not library sources)

Standards
8.1.5 ~ Describe growth and change in the United States from 1801-1861.

8.1.6 ~ Identify and analyze causes, key events, and the effects of the Civil War and
Reconstruction.
8.4.2 ~ Demonstrate skills for historical analysis.
8.4.3 ~ Develop skills in discussion, debate, and persuasive writing by analyzing historical
situations and events.
8.4.5 ~ Interpret economic and political issues as expressed in various visuals.
8.4.6 ~ Improve their skills in historical research and geographical analysis.

Essential Questions
What were the reform movements of the early and mid-1800s?
Content
Social Reform
The Abolitionists
The Women's Movement
Skills
Describe how religion influenced the social reforms in the United States during the early and mid1800s
Explain how abolitionists influenced the antislavery movement
Explain the effects of the women's rights movement of the middle to late 1800s
Lessons
Chapter 14
Objectives:
The students will be able to:
Describe how religion influenced the social reforms in the United States during the
early and mid-1800s
Explain how abolitionists influenced the antislavery movement
Explain the effects of the women's rights movement of the middle to late 1800s
Teaching Strategies/Activities:
Age of reform research project (1800s vs. Today)
Resources/Materials:
Textbook
Access to resources for research
Project criteria & rubric
Differentiated (ESL, Disabilities, Gifted):
Altered rubric
Notes:
Library sources:
Students use the library & online databases/resources to research both historical
reform & current reforms on their own

Standards
8.1.5 ~ Describe growth and change in the United States from 1801-1861.
8.1.6 ~ Identify and analyze causes, key events, and the effects of the Civil War and
Reconstruction.
8.4.1 ~ Explain the meaning of patriotic slogans and excerpts from notable speeches and
documents.
8.4.2 ~ Demonstrate skills for historical analysis.
8.4.3 ~ Develop skills in discussion, debate, and persuasive writing by analyzing historical
situations and events.
8.4.5 ~ Interpret economic and political issues as expressed in various visuals.
8.4.6 ~ Improve their skills in historical research and geographical analysis.

Teacher: Cathy Kaus

Unit:
Civil War
Month: April

Course
Social Studies Grade 8
:
Year: 2011-2012

Notes: April to May

Essential Questions
What are the differences between the North and South that led to the Civil War?
Content
Slavery and the West
A Nation Dividing
Challenges to Slavery
Secession and War
Skills
Evaluate the effectiveness of compromises that Congress made to address slavery and
sectionalism
Explain how popular sovereignty led to violence in Kansas
Discuss the significance of the Dred Scott decision
Explain the theory of states' rights and discuss its role in the outbreak of the Civil War
Lessons
Chapter 15
Objectives:
The students will be able to:
Discuss the significance of the Dred Scott decision
Evaluate the effectiveness of compromises that Congress made to address slavery
and sectionalism

Explain how popular sovereignty led to violence in Kansas

Explain the theory of states' rights and discuss its role in the outbreak of the Civil War
Teaching Strategies/Activities:
Vocabulary direct instruction
Guided reading
"What would you do. . ." activity
Chapter Test
Resources/Materials:
Textbook
Vocabulary chart
Guided reading form
"What would you do. . ." copies
Differentiated (ESL, Disabilities, Gifted):
Graphic novel textbook
Read test aloud
Notes:
Library sources:
Ken Burns Civil War VHS (Chapters 15-16)
Use resources in the classroom (Not library sources)

Standards
8.1.6 ~ Identify and analyze causes, key events, and the effects of the Civil War and
Reconstruction.
8.4.1 ~ Explain the meaning of patriotic slogans and excerpts from notable speeches and
documents.
8.4.2 ~ Demonstrate skills for historical analysis.
8.4.3 ~ Develop skills in discussion, debate, and persuasive writing by analyzing historical
situations and events.
8.4.5 ~ Interpret economic and political issues as expressed in various visuals.
8.4.6 ~ Improve their skills in historical research and geographical analysis.

Essential Questions
What were the major campaigns of the war?
Content
The Two Sides
Early Stages of the War
Life During the War
The Strain of War
The War's Final Stages

Skills
Identify the strengths and weaknesses of the North and the South
Explain why neither the North nor the South had a distinct advantage in the early stages of the
war
Discuss the social, political and economic changes that occurred as a result of the war
Understand how the battles of Vicksburg and Gettysburg changed the course of the war
Describe the events that led to the end of the Civil War
Lessons
Chapter 16
Objectives:
The students will be able to:
Describe the events that led to the end of the Civil War
Discuss the social, political and economic changes that occurred as a result of the
war
Explain why neither the North nor the South had a distinct advantage in the early
stages of the war
Identify the strengths and weaknesses of the North and the South
Understand how the battles of Vicksburg and Gettysburg changed the course of the
war
Teaching Strategies/Activities:
Civil War living history as common person & soldier
Resources/Materials:
Civil war packet
Differentiated (ESL, Disabilities, Gifted):
Altered rubric for scrapbook
Notes:
Library sources:
Civil War Spies (Wilson)
Voices from the Civil War: Women and Families (Head)
The Soldiers of the Civil War (Davis)
The Emancipation Proclamation (Carey, Jr.)
Civil War Weapons (Smith)

Standards
8.1.6 ~ Identify and analyze causes, key events, and the effects of the Civil War and
Reconstruction.
8.4.1 ~ Explain the meaning of patriotic slogans and excerpts from notable speeches and
documents.
8.4.2 ~ Demonstrate skills for historical analysis.
8.4.3 ~ Develop skills in discussion, debate, and persuasive writing by analyzing historical
situations and events.
8.4.4 ~ Evaluate different assessments of the causes, costs, and benefits of major events in
recent American history to develop discussion, debate, and persuasive writing skills.

Additional Class Requirements:

Once each semester students must read either an historical fiction or historical non-fiction book
for a book project. Book must be approved by the teacher.

Teaching Strategies
This course uses various teaching strategies. Emphasis is placed on learning
to take quality notes and being an active reader. Vocabulary direct instruction is
used for both content vocabulary and academic vocabulary. Before beginning each
unit, pretests are given for both historical content and vocabulary. Primary sources
are utilized to enhance the content and give students experience with analyzing
documents/pictures from another time period. Student will also prepare debates
and mock trials of historical importance. In addition, students learn to organize
projects and work in groups. Student use graphic organizers to manipulate historic
facts. (For example, chronological order or by topic or geographic area) Students
are required to research both in class and on their own. At the end of each unit a
test is given to check for historical content and vocabulary comprehension.
Special Needs Considerations
Gifted Students: Curriculum for gifted students is altered for many of the
activities. Their note taking format is more detailed. When working with primary
sources, the sources or often longer and text based. They are required to read the
original instead of a transcript. Project based work often requires more
details/examples. Depending on the area of giftedness, students are often asked to
present information based on their talents. (For example: if they are gifted in math,
they could calculate prices/inflation rates to share with the class).
ESL Students: ESL students present a unique challenge. The main focus is
building vocabulary. ESL students use more graphic organizers. To show
understanding of historical content they will often use pictures to show
comprehension instead of writing words. Students are asked to share their own
culture and history as we progress through American history so we can do a side-byside analysis of how one may affect the other. Students are often paired with other
students. Attempts are made to find textbooks and other reading books in their
native language. Pre-teaching is done by the ESL teacher.
Students with disabilities: These students have IEPs or 504 plans that list
specific accommodations. The American history textbook can also be accessed
online so students can enlarge the print. It is also available to be downloaded as an
audio file. A graphic novel textbook is available. Tests can be read to the student
and extra time is allowed for assignments and projects. Primary sources are usually
transcripts or painting/photographs. Graphic organizers are often used as well as
shortened note taking formats. The teacher often models how the assignment is to
be completed and repeats directions to ensure the students understand. However,
specific modifications depend on individual student needs.

Existing Material Evaluation

The Chadron Middle School Library has recently been weeded and reevaluated. Although funds are limited, the current librarian is in the process of
updating the non-fiction and reference materials. Most of the books are very old
and in poor condition. The librarian has made a plan that will take several years in
order to completely update the non-fiction materials then she will start on the
fiction section. The new non-fiction books that she has purchased are aligned to the
current American history curriculum. There is a wide variety of reading levels and
the content ranges from picture books for struggling readers to higher level readers
for gifted students. The library also has a computer lab with 24 Mac computers.
The computers are old and the load time for information is lengthy. There is also a
mobile computer cart that houses 24 PC laptops. The school has access to World
Book online and EbscoHost databases. The library also has a nice collection of new
DVDs and VHS videos.
The American History Classroom is currently using The American Journey
textbook from Glencoe. Each student is issued a textbook and given a code to
access the book online. The classroom also has a set of older encyclopedias and
the American Heritage series. There are numerous dictionaries and the teacher has
a laptop computer connected to a projector. There is a large collection of books on
the pre-Civil War era pertaining to the differences between North and South. There
is also a large collection of Civil War books in the classroom. The classroom has 4
mobi view boards and 24 student clickers. There is a large world map and a number
of historic maps that can be used for classroom purposes.

Areas for Improvement

The Library has several areas for improvement. The 24 Mac computers in
the lab need to be replaced. They are old enough that information cannot always
be loaded properly. After going through the current collection and the books on the
To be ordered list, there are a few gaps in the collection. The following areas need
to be added to the collection: Colonial Era (lower level), the French and Indian War
(gifted), War of 1812 and Manifest Destiny. There are very few books on these
topics. The books that are available are very short (40pgs.) with general
information. The other area that needs improvement is in the fiction section. The
course requires students to create a book project. After going through the historical
fiction, the collection is lacking in historical fiction for boys. The library also does
not have any audio books. In the next several years there are a number of special
needs students who would benefit from audio books.
The Classroom dictionaries are very old and need to be replaced. The
textbooks were new in 2009 and are in good condition. Overall, the classroom does
not have many weaknesses when combined with the library.

Recommendation List
Type

Title

Native Amer.
Fiction
Gr 3-6
Age of
Discovery
Fiction
Gr 3-6
Colonial
Fiction
(Audio/eBook
)
Gr 4-8
Revolution
Fiction
(Audio/eBook
)
Gr 7+
Western
Expansion
Fiction
(Audio/eBook
)
Gr 7+
Civil War
Fiction
Gr 3-8
Civil War
Fiction
Gr 5-8

Anpao

Colonial
Non-fiction
Gr 5-8
Colonial
Non-fiction
Gr 4-8
Colonial
Non-fiction
Gr 4-8

Author

Publish
er
Harper
Collins

Dat
e
197
7

Scholasti
c Inc

Vendor

ISBN

Price

Pedros
Journal

Jamake
Highwat
er
Pam
Conrad

Amazon

9780064404372

$8.99

199
1

Amazon

9780590462068

$5.99

Blood on
the River

Elisa
Carbone

Viking

200
6

Audio
Booksto
re

9781606863855

$6.99

My Brother
Sam is
Dead

James
Collier

Scholasti
c

200
5

Audio
Booksto
re

9780439783606

$6.99

Riders of
the Pony
Express

Ralph
Moody

Bison
Books

200
4

Audio
Booksto
re

9780803283053

$13.81

Iron
Thunder

Avi

Hyperion
Book CH

200
9

Amazon

9781423105183

$6.99

No Mans
Land

Susan
Bartoletti

Scholasti
c, Inc

200
0

Amazon

9780590383738

$13.81

Antoine de
La Mothe
Cadillac
Life Among
the
Puritans
William
Penn:
Founder of

Anders
Knudson

Crabtree
Pub.

200
6

Amazon

9780778724650

$8.95

Louise
Slavicek

Lucene
Books

200
1

Amazon

9781560068693

$28.70

Norma
Jean Lutz

Chelsea
House

200
0

Amazon

9780791056875

$29.95

Democracy

Colonial
Non-fiction
(Audio)
Gr 4-8
French &
Indian War
Non-fiction
Gr 9+
French &
Indian War
Non-fiction
Gr 9+

French &
Indian War
Non-fiction
Gr 9+
Revolution
Non-fiction
Gr 5+
US Govt
Non-fiction
Gr 6-8

Early 1800s
Non-fiction
Gr 5-9
War of 1812
Non-fiction
Gr 7+
War of 1812
Non-fiction
Gr 5-8
War of 1812
Non-fiction
Gr 4-8
Manifest
Destiny
Non-fiction
Gr 6-8

Written in
Bone

Sally
Walker

Carolrho
da Books

200
9

Audio
Booksto
re

9780822571353

$7.49

Georg e
Washington
s First War

David
Clary

Simon &
Schuster

201
1

Amazon

1439181101

$8.50

The French
& Indian
War:
Deciding
the Fate of
N. Amer.
Fort
Ticonderog
a, Key to a
Continent
George
Washington
,
Spymaster
The U.S.
Constitutio
n: A
graphic
adaptation
The Duel

Walter
Bornema
n

Harper
Collins

200
7

Amazon

9780060761851

$11.19

Edward
Hamilton

Boston,
Little,
Brown

199
5

Amazon

9781567150537

$8.99

Thomas
B. Allen

National
Geograp
hic

200
7

Amazon

9781426300417

$5.95

Nadja
Baer

Writers
of the
Round
Table

201
2

Amazon

978161660259

$10.57

Judith
St.Georg
e
Irvin
Molotsky

Viking

200
9

Amazon

9780670011247

$12.31

Dutton

200
1

Amazon

9780525946007

$13.24

Lizann
Flatt

Crabtree
Pub.

201
2

Amazon

9780778779667

$9.95

Robin
Johnson

Crabtree
Pub.

201
1

Amazon

9780778779643

$9.95

Rhoda
Blumber
g

Scholasti
c

199
9

Amazon

9780439129206

$8.50

The Flag,
the Poet
and the
Song
The Legacy
of the War
of 1812
Famous
People of
the War of
1812
Whats the
Deal?

Manifest
Destiny
Non-fiction
Gr 4-8
Manifest
Destiny
Non-fiction
Gr 7+
Manifest
Destiny
Non-fiction
Gr 7+
Civil War
Non-fiction
(Audio)
Gr 4+
Classroom
Set (6)

The
Mormon
Trail

Liz
Sonnebo
rn

Scholasti
c

200
5

Amazon

9780531123171

$12.75

The
Louisiana
Purchase

Thomas
Fleming

Wiley

200
3

Amazon

9780471267386

$13.69

The
Mormon
Trail

Elaine
Landau

Children
s Press

200
6

Amazon

9780516279046

$6.95

The Boys
War

Jim
Murphy

Sandpipe
r

199
3

Audio
Booksto
re

9780395664124

8.95

MerriamWebster
Dictionary

MerriamWebster

Merriam
Webster

200
4

Amazon

9780877798095

$100.56

Differentiated: ESL, Disabilities & Gifted

Note: I have listed the vendor as Amazon. However, before ordering I would check
with Follett. (I was unable to get on Titlewave.)