2022-2023 6th GR MS US History Curriculum Map-3

Social Studies
Curriculum Map
Volusia County Schools
M/J United States History

M/J United States History Advanced
2100010 & 2100020
2022-2023 Volusia County Social Studies: 6th Grade US History

UNDERSTANDING THE CURRICULUM MAPS
Beginning July 1, 2022, the Next Generation Sunshine State Standards (NGSSS) will become known as The State Academic Standards
(SAS) per a 2022 Florida legislative action. The State Academic Standards reflect those created by the Department of Education. The
Benchmarks and Benchmark Clarifications were also created by the Florida Department of Education to aid teachers in
deconstructing what students need to know from that particular standard.
The Standards, Curriculum Benchmarks, and the Benchmark Clarifications have been chunked together to allow for a Resource Page
to immediately follow the curriculum content. Resources at the end of each unit include textbook, Nearpod, and Canvas as aligned
with State Academic Standards (SAS).
Instruction must be consistent with State Academic Standards and related benchmarks developed by the Florida Department of
Education. Please find in the curriculum maps the pacing expected when delivering the content. Additionally, the Florida B.E.S.T.
benchmarks are complimentary to the SAS standards we are expected to teach. T h e Florida B.E.S.T. benchmarks are found at the
beginning of the curriculum map.
The maps, consisting of the course standards, benchmarks, and benchmark clarifications are designed to help teachers determine
areas of instruction and to avoid trying to teach every chapter in a textbook. Instead, the maps are designed around a Unit of Study
and are broken down into the benchmarks. Teachers are encouraged to use a variety of resources to teach the content and skills.
The textbook should be merely one of the resources used. All instructional materials must be aligned to the course standards and
benchmarks.
The mapping teams have done a great job on the maps but something important to know is the curriculum maps are not static
documents; they are dynamic and open to revision. If you have questions or suggestions, please contact the Volusia County Social
Studies Curriculum Office.
Robert Milholland Danell Tills Curriculum Map Committee

Secondary Social Studies Curriculum Specialist Secondary Social Studies Resource Teacher Amanda Muessig, Lynette Taylor
Volusia County Schools Volusia County Schools

Required Instruction
The State Board of Education amended Rule 6A-1.094124, F.A.C., on June 10, 2021, to provide clarification on what efficient
and faithful teaching means with respect to the topics of required instruction listed in Section 1003.42(2), Florida Statutes
(F.S.).
The text of the amendment reads:
(3) As provided in Section 1003.42(2), F.S., members of instructional staff in public schools must teach the required
instruction topics efficiently and faithfully, using materials that meet the highest standards of professionalism and historical
accuracy.
(a) Efficient and faithful teaching of the required topics must be consistent with the Next Generation Sunshine State
Standards and the Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards.
(b) Instruction on the required topics must be factual and objective , and may not suppress or distort significant historical
events,
 such as the Holocaust, slavery, the Civil War and Reconstruction, the civil rights movement and the contributions of
women, African American and Hispanic people to our country, as already provided in Section 1003.42(2), F.S.
 Examples of theories that distort historical events and are inconsistent with State Board approved standards include
the denial or minimization of the Holocaust, and the teaching of Critical Race Theory, meaning the theory that
racism is not merely the product of prejudice, but that racism is embedded in American society and its legal systems
in order to uphold the supremacy of white persons. Instruction may not utilize material from the 1619 Project and
may not define American history as something other than the creation of a new nation based largely on universal
principles stated in the Declaration of Independence. Instruction must include the U.S. Constitution, the Bill of
Rights, and subsequent amendments.
(c) Efficient and faithful teaching further means that any discussion is appropriate for the age and maturity level of the students, and
teachers serve as facilitators for student discussion and do not share their personal views or attempt to indoctrinate or persuade
students to a particular point of view that is inconsistent with the Next Generation Sunshine State Standards and the Benchmarks for
Excellent Student Thinking (B.E.S.T.) Standards.

Social Studies Curriculum Mapping
-TEACHING WITH A PURPOSE IN MIND-
State Academic Standards
Unit
Standard Benchmark Topic Academic Language
Assessment
Formative and Summative
MIDDLE SCHOOL ADVANCED COURSE – Teacher and Student Expectations

Advanced coursework is offered in middle school to provide a more rigorous course of study for middle school students and to prepare them for
advanced work in high school. After taking middle school advanced courses, an incoming freshman should be prepared to take and be
successful in courses such as AP higher level, Pre-AICE/AICE, Pre-IB/IB course. To this end, Advanced Middle School Social Studies teachers are
expected to utilize a variety of instructional strategies / activities and students are expected to participate in more rigorous coursework
including, but limited to the following:
- Instruction should be based on content / skills from the Volusia County Schools curriculum map. The course curriculum map should serve as
the instructional guide, not a textbook or other resource.
- Have the curriculum standard(s), benchmark(s), and the success criteria you are focusing on each day posted and review it regularly with
your students to provide them with a framework for instruction and a purpose for learning all the unit content. They should be visible and
discussed before and after instruction.
- Social Studies literacy strategies should be utilized regularly.
- Activities should include document-based instruction (analytical reading and writing involving individual and collections of primary and
secondary sources), methodology affecting the multiple intelligences and utilizing both individual and cooperative learning.
- Students should conduct research projects related to the Social Studies Fair (U.S. History).
- Assessments should include both formative assessments “for learning” and summative assessments. Questions should include Level 1
items that involve low order, foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3
questions require more abstract thought, thinking beyond the information at hand.
- Writing for content understanding is an essential element in the learning process. Students should be engaged in higher order writing on a
regular basis, short and extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical
writing, students should be given multiple opportunities to take a position on a subject (thesis) and defend it with examples (facts) and
sound reasoning (logic).
- Students should keep a notebook as they help students organize information (previews, teacher directed activities, and process
assignments), they provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or
Interactive Student Notebook).
- Targeted homework – students should be expected to complete homework regularly, but homework should not be assigned simply for the
sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc.
o Previews involve activating prior knowledge, preparing students for the next topic of instruction.

Literacy and Problem-Solving Benchmarks
MA.K12.MTR.1.1 Mathematicians who participate in effortful learning both individually and with others:
 Analyze the problem in a way that makes sense given the task.
 Ask questions that will help with solving the task.
 Build perseverance by modifying methods as needed while solving a challenging task.
 Stay engaged and maintain a positive mindset when working to solve tasks.
 Help and support each other when attempting a new method or approach.
Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
 Cultivate a community of growth mindset learners.

 Foster perseverance in students by choosing tasks that are challenging.
 Develop students’ ability to analyze and problem solve.
 Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1 Demonstrate understanding by representing problems in multiple ways.
Mathematicians who demonstrate understanding by representing problems in multiple ways:
 Build understanding through modeling and using manipulatives.

 Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
 Progress from modeling problems with objects and drawings to using algorithms and equations.
 Express connections between concepts and representations.
 Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways:
 Help students make connections between concepts and representations.

 Provide opportunities for students to use manipulatives when investigating concepts.
 Guide students from concrete to pictorial to abstract representations as understanding progresses.
 Show students that various representations can have different purposes and can be useful in different
situations.
MA.K12.MTR.3.1 Complete tasks with mathematical fluency.

Mathematicians who complete tasks with mathematical fluency:
 Select efficient and appropriate methods for solving problems within the given context.
 Maintain flexibility and accuracy while performing procedures and mental calculations.
 Complete tasks accurately and with confidence.
 Adapt procedures to apply them to a new context.
 Use feedback to improve efficiency when performing calculations.
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
 Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve
efficiently and accurately.
 Offer multiple opportunities for students to practice efficient and generalizable methods.
 Provide opportunities for students to reflect on the method they used and determine if a more efficient method
could have been used.
MA.K12.MTR.4.1 Engage in discussions that reflect on the mathematical thinking of self and others.
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
 Communicate mathematical ideas, vocabulary and methods effectively.

 Analyze the mathematical thinking of others.
 Compare the efficiency of a method to those expressed by others.
 Recognize errors and suggest how to correctly solve the task.
 Justify results by explaining methods and processes.
 Construct possible arguments based on evidence.
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
 Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity
for learning.
 Create opportunities for students to discuss their thinking with peers.
 Select, sequence and present student work to advance and deepen understanding of correct and increasingly
efficient methods.
 Develop students’ ability to justify methods and compare their responses to the responses of their peers.
MA.K12.MTR.5.1 Use patterns and structure to help understand and connect mathematical concepts.

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
 Focus on relevant details within a problem.

 Create plans and procedures to logically order events, steps or ideas to solve problems.
 Decompose a complex problem into manageable parts.
 Relate previously learned concepts to new concepts.
 Look for similarities among problems.
 Connect solutions of problems to more complicated large-scale situations.
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical
concepts:
 Help students recognize the patterns in the world around them and connect these patterns to mathematical
concepts.
 Support students to develop generalizations based on the similarities found among problems.
 Provide opportunities for students to create plans and procedures to solve problems.
 Develop students’ ability to construct relationships between their current understanding and more
sophisticated ways of thinking.
MA.K12.MTR.6.1 Assess the reasonableness of solutions.
Mathematicians who assess the reasonableness of solutions:
 Estimate to discover possible solutions.

 Use benchmark quantities to determine if a solution makes sense.
 Check calculations when solving problems.
 Verify possible solutions by explaining the methods used.
 Evaluate results based on the given context.
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
 Have students estimate or predict solutions prior to solving.

 Prompt students to continually ask, “Does this solution make sense? How do you know?”
 Reinforce that students check their work as they progress within and after a task.
 Strengthen students’ ability to verify solutions through justifications.

MA.K12.MTR.7.1 Apply mathematics to real-world contexts.
Mathematicians who apply mathematics to real-world contexts:
 Connect mathematical concepts to everyday experiences.

 Use models and methods to understand, represent and solve problems.
 Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods
to improve accuracy or efficiency.
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
 Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
 Challenge students to question the accuracy of their models and methods.
 Support students as they validate conclusions by comparing them to the given situation.
 Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning.
Clarifications:
6-8 Students continue with previous skills and use a style guide to create a proper citation.
ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1 Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced.
ELA.K12.EE.4.1 Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of
situations.
Clarifications:
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and
applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these

skills appropriately, they must receive instruction.
ELA.K12.EE.6.1 Use appropriate voice and tone when speaking or writing.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
ELD.K12.ELL.SS.1 English language learners communicate information, ideas and concepts necessary for academic success in the content
area of Social Studies.
HE.8.C.2.4 Critique school and public health policies that influence health promotion and disease prevention.
Clarifications:
Speed-limit laws, immunization requirements, universal precautions, zero tolerance, report bullying, and cell
phone/texting laws.
Important Events Observed by Volusia County Social Studies Courses

September American Founders Month – FL statute: 683.1455
(1) The month of September of each year is designated as “American Founders’ Month.”
(2) The Governor may annually issue a proclamation designating the month of September as “American Founders’ Month” and urging all civic, fraternal,
and religious organizations and public and private educational institutions to recognize and observe this occasion through appropriate programs,
meetings, services, or celebrations in which state, county, and local governmental officials are invited to participate .
September 17 Constitution Day –US PUBLIC LAW 108–447

September 16 (Observed) All educational institutions receiving any federal funding shall have an educational program on the United States Constitution on September 17 of such
year for the students served by the educational institution.
Constitution Week –US PUBLIC LAW 105-255

September 16-22 The President is requested to issue each year a proclamation—
(1) designating September 17 through September 23 as Constitution Week; and
(2) inviting the people of the United States to observe Constitution Week, in schools, churches, and other suitable places, with appropriate ceremonies and
activities. Constitution Week commemorates the formation and signing of the U.S. Constitution by thirty-nine brave men on September 17, 1787,
recognizing all who, are born in the U.S. or by naturalization, have become citizens.
September Celebrate Freedom Week: FL Statute: 1003.421 Recitation of the Declaration of Independence.
Last full week of the month (1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the
last full week of classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom Week must include at least 3
hours of appropriate instruction in each social studies class, as determined by each school district, which instruction shall include an in-depth study of
the intent, meaning, and importance of the Declaration of Independence.
(2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September, public
school principals and teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: “We hold these
truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these
are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from
the consent of the governed.”
(3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty.
(4) Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence.
September 15- Hispanic Heritage Month

October 15 Each year, Americans observe National Hispanic Heritage Month from September 15 to October 15, by celebrating the histories, cultures and
contributions of American citizens whose ancestors came from Spain, Mexico, the Caribbean and Central and South America. The day of September 15
is significant because it is the anniversary of independence for Latin American countries Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. In
addition, Mexico and Chile celebrate their independence days on September 16 and September 18, respectively. Also, Columbus Day or Día de la Raza,
which is October 12, falls within this 30-day period.
November Native American Heritage Month

What started at the turn of the century as an effort to gain a day of recognition for the significant contributions the first Americans made to the
establishment and growth of the U.S., has resulted in a whole month being designated for that purpose.
November 7th Victims of Communism Day
2nd week in November Holocaust Education Week – (HB 1213 – signed into law by Gov. DeSantis 06/23/2020)
The second week in November shall be designated as “Holocaust Education Week” in this state in recognition that November is the anniversary of
Kristallnacht, widely recognized as a precipitating event that led to the Holocaust.

November 11th Veterans Day – FL Statute 1008.42: Required Instruction
In order to encourage patriotism, the sacrifices that veterans and Medal of Honor recipients have made in serving our country and protecting
democratic values worldwide. Such instruction must occur on or before…Veteran’s Day… Members of the instructional staff are encouraged to use the
assistance of local veterans and Medal of Honor recipients when practicable. *Please contact the Military Officers Association in America to discuss their
Veterans in the Classroom program for Volusia County.
February Black History Month
February is “Black History Month,” a time to commemorate African Americans who have changed the world. Celebrating Black History began in 1926,
when Dr. Carter G. Woodson, a Harvard Ph.D., initiated “Negro History Week.” Dr. Woodson, a historian, chose the second week in February because it
included the birthdays of Frederick Douglass and Abraham Lincoln. In 1976, the Bicentennial (200th birthday) of the U.S.A., the week-long observance was
extended to the entire month of February in order to have enough time for celebratory programs and activities.
March Women’s History Month
Women’s History Month had its origins as a national celebration in 1981 when Congress passed Pub. L. 97-28 which authorized and requested the
President to proclaim the week beginning March 7, 1982 as “Women’s History Week.” Throughout the next five years, Congress continued to pass joint
resolutions designating a week in March as “Women’s History Week.” In 1987 after being petitioned by the National Women’s History Project, Congress
passed Pub. L. 100-9 which designated the month of March 1987 as “Women’s History Month.” Between 1988 and 1994, Congress passed additional
resolutions requesting and authorizing the President to proclaim March of each year as Women’s History Month. Since 1995, Presidents Clinton, Bush
and Obama have issued a series of annual proclamations designating the month of March as “Women’s History Month.”
March 25 Medal of Honor Day – FL statute 683.147; FL statute 1008.42

Whereas the Medal of Honor is the highest distinction that can be awarded by the President, in the name of the Congress, to members of the armed
forces who have distinguished themselves conspicuously by gallantry and intrepidity at the risk of their lives above and beyond the call of duty…
FL statute 683.147: Required Instruction
(1) March 25 of each year is designated as “Medal of Honor Day.”
(2) The Governor may annually issue a proclamation designating March 25 as Medal of Honor Day and calling upon public officials, schools, private
organizations, and all residents of the state to commemorate Medal of Honor Day and honor recipients of the Congressional Medal of Honor who
distinguished themselves through their conspicuous bravery and gallantry during wartime, and at considerable risk to their own lives, while serving as
members of the United States Armed Forces. *Please contact the Military Officers Association in America to discuss their Veterans in the Classroom
program for Volusia County.
Memorial Day – FL statute 1008.42: Required Instruction
May In order to encourage patriotism, the sacrifices that veterans and Medal of Honor recipients have made in serving our country and protecting democratic
Last Monday of May values worldwide. Such instruction must occur on or before Memorial Day… Members of the instructional staff are encouraged to use the assistance of
local veterans and Medal of Honor recipients when practicable. *Please contact the Military Officers Association in America to discuss their Veterans in
the Classroom program for Volusia County.
1st Quarter 2022-2023
Monday Tuesday Wednesday Thursday Friday

Aug 15 16 17 18 19

22 23 PD Day 24 25 26
Unit 1
29 30 31 Sept 1 2
Unit 1
5 6 7 8 9
Labor Day
No School Unit 1
12 13 14 15 16
Unit 2
19 20 21 22 23
Unit 2
26 27 28 29 30
Unit 2
Oct 3 4 5 6 7
Unit 2
10 11 12 13 14
End of 1st Quarter
Unit 2
2nd Quarter 2022-2023

Oct 17 18 19 20 21
Teacher Duty Day
Student Holiday Unit 3

24 25 26 27 28
Unit 3
31 Nov 1 2 3 4
Unit 3
7 8 No School 9 10 11
Veteran’s Day
Unit 3 No School
14 15 16 17 18
Unit 3
21 22 23 24 25
Thanksgiving Break – No School

28 29 30 Dec 1 2
Unit 3
5 6 7 8 9
Unit 3
12 13 14 15 16
End of 2nd Quarter
Unit 3
3rd Quarter 2022-2023

Jan 2 3 4 5 6
Teacher Duty Day
No School Unit 4
9 10 11 12 13

Unit 4
16 17 18 19 20
MLK, Jr. Day
No School Unit 4
23 24 25 26 27
Unit 4
30 31 Feb 1 2 3
Unit 5
6 7 8 9 10
Unit 5
13 14 15 16 17
Unit 5
20 President’s Day 21 22 23 24
No School
Unit 5
27 28 Mar 1 2 3
Unit 6
6 7 8 9 10
End of 3rd Quarter Teacher Duty Day
Unit 6 Student Holiday
4th Quarter 2022-2023

Mar 20 21 22 23 24
Unit 7
27 28 29 30 31

Unit 7
Apr 3 4 5 6 7
Unit 8
10 11 12 13 14
Unit 8
17 18 19 20 21
Unit 8
24 25 26 27 28
Unit 9
May 1 2 3 4 5
Unit 9
8 9 10 11 12
Unit 9
15 16 17 18 19
Unit 9
22 23 24 25 26
Unit 9
29 30 31 Jun 1 2
Memorial Day Student’s Last Day
No School Final Assessment End of 4th Quarter
Geography standards are to be incorporated throughout the year where applicable.
Geography Curriculum Benchmarks Benchmarks
SS.8.G.1: Understand how to use maps and other geographic representations, tools, and technology to report information.
 Use maps to explain physical and cultural attributes of major regions throughout history. SS.8.G.1.1
 Use appropriate geographic tools and terms to identify and describe significant places and regions in American History. SS.8.G.1.2
SS.8.G.2: Understand physical and cultural characteristics of places.

 Identify the physical elements and the human elements that define and differentiate regions as relevant to American History. SS.8.G.2.1
 Use geographical terms and tools to analyze case studies of regional issues in different parts of the United States that have had SS.8.G.2.2
critical economic, physical, or political ramifications.
 Use geographical terms and tools to analyze case studies of how selected regions of the United States have changed over time. SS.8.G.2.3
SS.8.G.3: Understand the relationships between the Earth’s ecosystems and the populations that dwell within them.
 Locate and describe in geographic terms the major ecosystems of the United States. SS.8.G.3.1
 Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in the SS.8.G.3.2
United States and Florida over time.
SS.8.G.4: Understand the characteristics, distribution, and migration of human populations.
 Interpret population growth and other demographic data for any given place in the United States throughout its history. SS.8.G.4.1
 Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, SS.8.G.4.2
both on the place of origin and destination.
 Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory. SS.8.G.4.3
 Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and SS.8.G.4.4
cultural/political interaction in the United States throughout time.
 Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban SS.8.G.4.5
centers in the United States over time.
 Use political maps to describe changes in boundaries and governance throughout American history. SS.8.G.4.6
SS.8.G.5: Understand how human actions can impact the environment.
 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in SS.8.G.5.1
the United States.
 Describe the impact of human modifications or the physical environment and ecosystems of the United States throughout SS.8.G.5.2
history.
SS.8.G.6: Understand how to apply geography to interpret the past and present and plan for the future.
 Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout SS.8.G.6.1
American history.
 Illustrate places and events in U.S. history throughout the use of narratives and graphic representations. SS.8.G.6.2
Economics Standards and Benchmarks
SS.8.E.1. Understand the fundamental concepts relevant to the development of a market economy.
SS.8.E.2. Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy.
SS.8.E.3. Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace.
Examine motivating economic factors that influenced the development of the United States SS.8.E.1.1

economy over time including scarcity, supply and demand, opportunity costs, incentives,
profits, and entrepreneurial aspects.
Analyze contributions of entrepreneurs, inventors, and other key individuals from various SS.8.E.2.1
gender, social, and ethnic backgrounds in the development of the United States economy.
Explain the economic impact of government policies. SS.8.E.2.2
Assess the role of Africans and other minority groups in the economic development of the
United States. SS.8.E.2.3
Evaluate domestic and international interdependence. SS.8.E.3.1

Civics Standards and Benchmarks
Standard SS.8.C.1: The student will evaluate the roles, rights, and responsibilities of United States citizens and determine methods of active participation in
society, government, and the political system.
Standard SS.8.C.2: The student will demonstrate an understanding of the principles, functions, and organization of government.
Identify the constitutional provisions for establishing citizenship. SS.8.C.1.1
Compare views of self-government and the rights and responsibilities of citizens held by SS.8.C.1.2
Patriots, Loyalists, and other colonists.
Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period SS.8.C.1.3
through Reconstruction.
Identify the evolving forms of civic and political participation from the colonial period through SS.8.C.1.4
Reconstruction.
Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of SS.8.C.1.5
citizens today.
Evaluate how amendments to the Constitution have expanded voting rights from our nation's early SS.8.C.1.6
history to present day.
Evaluate and compare the essential ideals and principles of American constitutional government SS.8.C.2.1
expressed in primary sources from the colonial period to Reconstruction.

Skills Needed Throughout the Year
SS.8.A.1: Use research and inquiry skills to analyze American History using primary and secondary sources.
Curriculum Benchmark and Clarifications Benchmark and terms
Provide supporting details for an answer from text, interview for oral history, check validity of SS.8.A.1.1 chronology
information from research/text, and identify strong vs. weak arguments. timeline
globe
Benchmark Clarifications: landforms
 Verify historical information by checking it against multiple sources. elevation
 Evaluate strengths and weaknesses of historical arguments based upon evidence. environments
 Utilize the Florida research process model, FINDS, to conduct their research on American culture
history. Primary source
Analyze charts, graphs, maps, photographs, and timelines; analyze political cartoons; determine cause SS.8.A.1.2 Secondary source
and effect. migration
calendar
Benchmark Clarifications: relief
 Draw conclusions and answer questions by examining visual aids such as charts, graphs, maps, opportunity cost
photographs, and timelines. capital
 Infer ideas and public opinions about political topics by examining political cartoons and entrepreneur
identifying the perspective of their artists. market economy
 Examine chronology and determine relationships between events to determine cause/effect. free enterprise system
Analyze current events relevant to American History topics through a variety of electronic and print SS.8.A.1.3 tariff
media resources. naturalization
due process
Benchmark Clarifications: federal system
 Analyze current events through newspapers, online news sites, television news programming,
and articles in magazines and journals.
 Compare and contrast current events to events from American history.
Differentiate fact from opinion; utilize appropriate historical research and fiction/nonfiction support SS.8.A.1.4
materials.
Benchmark Clarifications:
 Review a variety of American history texts including biographies, nonfiction books, and
historical fiction books.
 Analyze texts on American history topics and identify bias and viewpoints to distinguish
historical facts from author opinions.
 Conduct research and cite appropriate factual resources to support statements on a topic in
American history.

Identify, within both primary & secondary sources, the author, audience, format, & purpose of
significant historical documents.
Benchmark Clarifications: SS.8.A.1.5

 Identify the author and intended audience of significant American history documents.
 Discuss the author’s purpose in writing significant American history documents.
 Distinguish between primary and secondary sources using excerpts or complete text.
Compare interpretations of key events and issues throughout American History.
SS.8.A.1.6
Benchmark Clarification:
 Analyze a variety of passages pertaining to key events and issues in American history written
from a range of political and social perspectives.
View historic events through the eyes of those who were there as shown in art, writings, music, and SS.8.A.1.7
artifacts.
 Analyze a variety of artistic works and artifacts depicting historic events.
 Discuss circumstances relating to the creation of artifacts, art, writings, and music during
American history.
 Examples may include paintings, poetry, passages, songs, and artifacts from throughout
American history.

Unit 1: During the 15th & 16th centuries, Europe began exploring the Americas, encountering 3 Weeks
multiple Native American societies which led to the Columbian Exchange. 1st Nine Weeks
Standard: Examine the causes, course, and consequences of British settlement in the American colonies. (SS.8.A.2)
Understand how human actions can impact the environment. (SS.8.G.5)
Topic Curriculum Benchmark Benchmarks Academic Language
Compare the relationships among the British, French, Spanish, and Dutch Circumnavigate
in their struggle for colonization of North America. SS.8.A.2.1 Columbian Exchange
Compass
Benchmark Clarifications: Conquistador
 Discuss the impact of the British, French, Spanish, and Dutch on Line of Demarcation
economic, political, cultural, and religious principles in colonial Northwest passage
America. Protestantism
 Examine the competition and conflict between the colonial powers Catholicism
to expand and control their claims in North America through Protestant Reformation
economic, diplomatic, and military means. Spanish Armada
 Identify the French, British, and Dutch roles in the fur trade. Strait
 Examples: studying ways that economic, political, cultural, and Treaty of Tordesillas
religious competition between these Atlantic powers shaped early Astrolabe
colonial America. Technology
Caravels
Exploring the Discuss the impact of colonial settlement on Native American populations.
SS.8.A.2.5 Presidio
Americas
Plantation
Mission
 Compare and contrast life for the Native Americans before and
Charter
after European colonial settlement.
Immunity
 Compare and contrast the effects of colonization on Native
Tenant farmer
Americans by the British, French, Spanish and Dutch.
Encomienda system
 Examples: war, disease, loss of land, westward displacement of
tribes causing increased conflict between tribes, and dependence
on trade for European goods, including guns.
Describe human dependence on the physical environment and natural

resources to satisfy basic needs in local environments in the United States. SS.8.G.5.1

Describe the impact of human modifications or the physical environment SS.8.G.5.2
and ecosystems of the United States throughout history.

Resources Exploring the Americas
Textbook HMH United State History - Module 2 pgs. 3-63
Nearpod District Library Lessons: Columbus to the Colonies (iCivics), Pedro Menendez and the Founding of St. Augustine, Early European
Explorers, Christopher Columbus Sails for the New World, Spanish Explorers of North America, Pre-Contact Native
Americans
Videos: European Arrival in the Americas (7:18), Pocohantas (2:54), The Columbian Exchange (4:17), The
Columbian Exchange (2:25)
Canvas https://volusia.instructure.com/courses/219339
Unit 2: Between 1607 and 1763, the British North American colonies began to develop 5 weeks

1st Nine Weeks
practices of self-government, religious freedom, and economic independence from Great
Britain.
Standard: Examine the causes, course, and consequences of British settlement in the American colonies. (SS.8.A.2)
Benchmar
Topic Curriculum Benchmarks Academic Language
ks
Compare the characteristics of the New England, Middle, and Southern SS.8.A.2.2 Charter
colonies. Joint-stock company
The English Headright
Colonies, Benchmark Clarifications: Puritan
1600-1770  Identify the economic activities of the New England, Middle, and Separatist
Southern colonies. Pacifist
 Compare and contrast the colonial settlement motivations among the Indentured servant
New England, Middle, and Southern colonies. Debtor
 Compare and contrast the religious beliefs and degrees of religious Pilgrim
toleration in the New England, Middle, and Southern colonies. Quakers
 Compare and contrast the geographical impact on life in the New Burgess
England, Middle, and Southern colonies. Items may include charts and Militia
tables of characteristics of the New England, Middle, and Southern Salutary Neglect
colonies. Iroquois Confederacy
 Examples: colonial governments, geographic influences, occupations,
religion, education, settlement patterns, and social patterns.
Differentiate economic systems of New England, Middle and Southern SS.8.A.2.3 Mercantilism
colonies including indentured servants and slaves as labor sources. Patroon
Slave codes
Benchmark Clarifications: Triangular Trade
 Compare and contrast the geographical impact on the economy in the
New England, Middle, and Southern colonies.
 Compare and contrast economies of subsistence farming, cash crop
farming, and maritime industries.
 Differentiate among free labor, indentured servitude, and slave labor
and explain the extent to which each existed in all three colonial
regions.

Identify the impact of key colonial figures on the economic, political, and social SS.8.A.2.4 Immigrant
development of the colonies. Salutary neglect
 Examples include, but are not limited to, John Smith, William Penn, Bacon’s Rebellion
Roger Williams, Anne Hutchinson, John Winthrop, Jonathan Edwards,
William Bradford, Nathaniel Bacon, John Peter Zenger, and Lord
Calvert.
Discuss the impact of colonial settlement on Native American populations. SS.8.A.2.5 Displaced
Indigenous
Benchmark Clarifications: Tribe
 Compare and contrast life for the Native Americans before and after
European colonial settlement
 Compare and contrast the effects of colonization on Native Americans
by the British, French, Spanish and Dutch.
 Areas of focus: war, disease, loss of land, westward displacement of
The English
tribes causing increased conflict between tribes, and dependence on
Colonies,
trade for European goods, including guns.
1600-1770
Examine the causes, course, and consequences of the French and Indian War. SS.8.A.2.6 Ohio River Valley
George Washington
 Identify the ongoing conflict, including territorial disputes and trade
competition between the English and the French.
 Discuss the outcome of the conflict including, but not limited to,
ongoing conflict between France and England, Iroquois Confederacy,
territorial disputes, trade competition, Ft. Necessity, Ft. Duquesne, Ft.
Quebec, Treaty of Paris, heavy British debt.
Describe the contributions of key groups (Africans, Native Americans, women, SS.8.A.2.7 Olaudah Equiano
and children) to the society and culture of colonial America. Pocahontas
Tisquantum (Squanto)
Benchmark Clarification: Anne Hutchinson
 Students can identify the roles of both freedmen and Slaves in Spanish
and English Colonies.
Resources The English Colonies

Textbook HMH United States History - Module 3 - pgs. 63-101
Nearpod District Library Activities: Colonial American (Assessment), Thirteen Colonies (Time to Climb), Thirteen Colonies (Matching), French
and Indian War (Matching)
Lessons: Self-Guided Summative, The Southern Colonies, The Middle Colonies, The New England Colonies,
Jamestown, Salem Witch Trials
Videos: The Founding of the 13 Colonies (1:45), The French and Indian War Explained (3:23), Life in Jamestown (2:56),

The Story of Jamestown (4:58), The Atlantic Slave Trade (5:39), Salem Witch Trials (2:11), The Lost Colony of Roanoke
(1:17)
CPALMS SS.8.A.2.4: Lesson Plan
DBQ Project Mini Q – Jamestown: Why Did So Many Colonists Die?
Unit 3: Between 1763 and 1785, British attempts to exert control over the English colonies led to 7 weeks
violent, organized, and successful resistance and revolution. 2nd Nine Weeks
Standard: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of our nation.
(SS.8.A.3)
The student will evaluate the roles, rights, and responsibilities of United States citizens and determine methods of active participation in society,
government, and the political system. (SS.8.C.1)
Topics Curriculum Benchmarks Benchmark Academic Language
British Explain the consequences of the French and Indian War in British policies for the SS.8.A.3.1 boycott
Controls and American colonies from 1763-1774. Committee of Correspondence
Colonial effigy
Reactions Remarks/Examples: Examples may include, but are not limited to, Proclamation Intolerable Acts
of 1763, Sugar Act, Quartering Act, Stamp Act, Declaratory Act, Townshend Acts, Loyalists
Tea Act, Quebec Act, and Coercive Acts. Minutemen
Patriots
Debt
Explain American colonial reaction to British policy from 1763-1774. SS.8.A.3.2 propaganda
Quartering Act
Benchmark Clarifications: repeal
 Identify specific acts by colonists in response to British policies, such as resolution
the Boston Tea Party. Sons of Liberty
 Explain the motivation behind the meeting of the First Continental Stamp Act
Congress. Sugar Act

 Examples: written protests, boycotts, unrest leading to the Boston Tea Act
Massacre, Stamp Act Congress, and Committees of Correspondence.
Examine individuals and groups that affected political and social motivations SS.8.A.3.8
during the American Revolution.
Examples: Ethan Allen and the Green Mountain Boys, the Committees of
Correspondence, Second Continental Congress, Sons of Liberty, Abigail Adams,
Daughters of Liberty, the Black Regiment (in churches), Patrick Henry, Patriots,
Loyalists, individual colonial militias, and Undecideds.

Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, SS.8.A.3.3 grievances
Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James petition
Madison, George Mason, and George Washington) during American preamble
Revolutionary efforts. rights
tyranny
Benchmark Clarification: Redcoats
 Recognize the varied roles and influence of the Founding Fathers. Common Sense
Examples: Thomas Paine, John Jay
Describe the influence of individuals on social and political developments during Thomas Paine, James Otis, Mercy Otis
the Revolutionary Era. SS.8.A.3.5 Warren, Abigail Adams, Benjamin
Banneker, Lemuel Haynes, and Phyllis
Benchmark Clarification: Wheatley
 Recognize the influence of the Enlightenment on the Founding Fathers.
Declaring Examine the causes, course, and consequences of the American Revolution. SS.8.A.3.6 Revolution
Independenc Consequences
e Benchmark Clarifications:
 Understand change in colonial government under the Second
Continental Congress.
 Identify events leading up to Declaration of Independence.
Examine the structure, content, and consequences of the Declaration of SS.8.A.3.7 Charges
Independence. Enlightenment
Self-government
Benchmark Clarifications: Laissez-faire
 Identify specific charges outlined in the Declaration of Independence.
 Examine the influence of Enlightenment philosophers on shaping of
ideas in the Declaration of Independence.
 Describe the consequences the Declaration of Independence had on
colonial society.
Compare views of self-government and the rights and responsibilities of citizens SS.8.C.1.2
held by Patriots, Loyalists, and other colonists.

Recognize the contributions of the Founding Fathers (John Adams, Sam SS.8.A.3.3 Blockade
Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Guerilla warfare
Jefferson, James Madison, George Mason, and George Washington) Mercenary
during American Revolutionary efforts. Privateer
Siege
Benchmark Clarifications: Strategy
 Recognize the varied roles and influence of the Founding Continental Army
Fathers. Recruit
 Examples: Thomas Paine, John Jay, and Peter Salem. Desert
Examine the contributions of influential groups to both the American SS.8.A.3.4 Marquis de Lafayette
and British war efforts during the American Revolutionary War and Baron Friedrich von Steuben
their effects on the outcome of the war. Bernardo de Galvez
John Paul Jones
The American Benchmark Clarifications: Intolerable Acts
Revolution  Examine the roles and actions of Patriots, Loyalists, Native Committees of Correspondence
Americans, and the British. First Continental Congress
 Examine the role of guerilla warfare, state militias, and the Second Continental Congress
Continental Army. Confederal
 Explain how foreign powers (France, Spain, and the Federal
Netherlands) impacted the outcome of the war. Patriot
 Examples: foreign alliances, Native Americans, slaves, women, Loyalist
soldiers, Hessians. Neutral
Revolution
Contribution
Guerilla
Relocation
Loyalty
Sea battles

Examine the causes, course, and consequences of the American
Revolution.
Benchmark Clarifications: SS.8.A.3.6

 Identify the key events and turning points of the Revolutionary
War.
 Examples: Battles of Lexington and Concord, Common Sense,
Second Continental Congress, Battle of Bunker Hill, Battle of
Cowpens, Battle of Trenton, Battle of Princeton, Olive Branch
Petition, winter at Valley Forge, Battles of Saratoga and
Yorktown, Treaty of Paris.
Examine this time period (1763-1815) from the perspective of SS.8.A.3.15

historically underrepresented groups (children, indentured servants,
Native Americans, slaves, women, and working class).
 Explain slaves’ decision to fight with the Loyalists rather than
the Patriots and describe the fate of those slaves after the war.
 Examine the conflict within the Iroquois Confederacy (whether
to support the British, support the Patriots, or remain neutral)
and the effects their decisions had on the tribes.
 Examine various Native American reactions to the growth of the
newly formed United States as it expanded westward.
 Identify contributions that colonial women made to the
Revolutionary War effort.
Examine key events in Florida history as each impacts this era of SS.8.A.3.16 Treaty of Paris
American History. British Rule
Second Spanish Period
 Identify groups of individuals who relocated to Florida after
Spain reclaimed the territory in 1783.
 Name the groups with which Floridians placed their loyalties
during the American Revolution.
 Identify actions related to the Revolutionary War that occurred

in Florida (e.g., the Battle of Pensacola and the Battle of Thomas
Creek).
Resources Colonies From 1763-1785
Textbook HMH United States History – Module 4 – pages 102-147
DBQ Project Mini Q – Valley Forge “Would You Have Quit?”
Nearpod District Library Activities: Timeline: The American Revolution, Boston Tea Party Assessment, Declaration of Independence:
Sentences (Matching), Declaration of Independence: Terms (Matching), The Boston Massacre: Sentences
(Matching), The Boston Massacre: Definitions (Matching), Thirteen Colonies: Revolutionary War (Matching),
Thirteen Colonies: Sentences (Matching), Thirteen Colonies: Definitions (Matching), American Revolution: Review
(Matching)
Lessons: Benjamin Franklin (iCivics), The Boston Massacre, The Boston Tea Party, Events Leading Up to the
Revolution, Boston Massacre, Loyalists vs. Patriots, Women in the American Revolution, Thomas Jefferson (iCivics),
Effects of the American Revolution, Who Was Benjamin Franklin?, The Boston Tea Party (VR), Road to Revolution,
Revolutionary Warfare
Videos: The Proclamation of 1763, What Were the Townshend Acts?, What was the Tea Act of 1773?, Paul Revere
and the American Revolution, American Revolution, The Declaration of Independence, The Story Behind the
Boston Tea Party, Would You Have Joined the American Revolution?
CPALMS SS.8.A.3.1 – Tutorial

SS.8.A.3.2 – Teaching Ideas and Tutorial
SS.8.A.3.3- Unit/Lesson Sequence
SS.8.A.3.5 – Teaching Ideas and Unit/Lesson Sequence
SS.8.A.3.6- Teaching Ideas and Video/Audio
SS.8.A.3.7 – Tutorial
SS.8.A.3.8 – Teaching Idea and Unit/Lesson Sequence and Data Set
SS.8.A.3.15- Lesson Plan

Unit 4: The U.S. experimented first with a weak form of central government (Articles of 4 weeks
Confederation), and then later designed the United States Constitution which strengthened the 3rd Nine Weeks
government but limited its power.
Standard: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of
our nation. (SS.8.A.3)
The student will evaluate the roles, rights, and responsibilities of United States citizens and determine methods of active participation in
society, government, and the political system. (SS.8.C.1)
The student will demonstrate an understanding of the principles, functions, and organization of government. (SS.8.C.2)
Evaluate the structure, strengths, and weaknesses of the Articles of SS.8.A.3.9 Constitution
Confederation and its aspects that led to the Constitutional Convention. Confederation
Republic
Benchmark Clarifications: Ordinance
 Describe the voting system under the Articles of Confederation. Depression
 Identify the structure of the U.S. government under the Articles Compromise
of Confederation. Convention
 Evaluate the weaknesses (e.g., inability to directly collect taxes, Federalism
inability to regulate interstate trade, no national court system) Bicameral
and the successes (e.g., settling of conflicting western land claims, Magna Carta
Forming a passage of the Northwest Ordinance). English Bill of Rights
Government Examine the course and consequences of the Constitutional Convention. SS.8.A.3.10 Virginia Statute of Religious
Freedom
Benchmark Clarifications: Northwest Ordinance of
 Compare the Virginia Plan and the New Jersey Plan. 1787
 Identify reasons why the Founding Fathers chose an electoral Northwest Territory
college for federal elections. Shays Rebellion
 Analyze challenges that led to the Great Compromise, the Three Impeachment
Fifths Compromise, and tension between state vs. federal Veto
powers.
 Investigate the Commerce and Slave Trade Compromise and
identify the groups who benefited from this agreement.

Analyze support and opposition (Federalists, Federalist Papers, Anti- SS.8.A.3.11 Federalist Papers
Federalists, Bill of Rights) to ratification of the U.S. Constitution. Anti-Federalist
Bill of rights
Benchmark Clarifications: US Constitution
 Compare and evaluate the positions Federalists and Anti-
Federalists held on the ratification of the U.S. Constitution.
 Understand roles played by Alexander Hamilton and James
Madison.
 Understand how the promise to include the Bill of Rights
encouraged states to support the ratification of the U.S.
Constitution.
Apply the rights and principles contained in the Constitution and Bill of SS.8.C.1.5 Popular sovereignty
Rights to the lives of citizens today. Limited government
Enumerated power
Evaluate how amendments to the Constitution have expanded voting SS.8.C.1.6 Reserved power
rights from our nation’s early history to present day. Concurrent power
Citizenship and the Separation of powers
Constitution Evaluate and compare the essential ideals and principles of American SS.8.C.2.1 Implied power
constitutional government expressed in primary sources from the colonial Judicial review
period to Reconstruction. Checks and Balances
Identify the constitutional provisions for establishing citizenship. SS.8.C.1.1 Citizen

Natural
Naturalized
Resources Forming a Government/Citizenship and the Constitution

Textbook HMH United States History Module 5 pgs. 148 – 177 Module 6 pgs. 178- 241
Nearpod District Library Lessons: George Mason (iCivics), We’re Free…Let’s Grow! (iCivics), James Madison (iCivics), The Federalist Papers
(Optimized for Student-Pace) (iCivics), Feds vs Antifeds
Videos: Founding Fathers and Mothers (9:15), A 3-Minute Guide to the Bill of Rights (3:35), The Articles of
Confederation (2:58)
DBQ Project Mini Q – How Did The Constitution Guard Against Tyranny?
CPALMS SS.8.A.3.9 – Tutorial and Video/Audio

SS.8.A.3.10 – Video/Audio
SS.8.A.3.11 – Tutorial and Video/Audio

SS.8.C.1.5 – Lesson Plan
Unit 5: The first four Presidents faced both domestic and foreign challenges that
established traditions and policies which still affect our country. The desire to 4 weeks
rd
demonstrate strength led to the War of 1812 and was followed by expansion throughout 3 Nine Weeks
North America.
Standard:
Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of our
nation. (SS.8.A.3)
Demonstrate an understanding of the domestic and international causes, course, and consequences of westward expansion. (SS.8.A.4)
Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy. (SS.8.E.2)
Launching the Examine the influences of George Washington’s presidency in the SS.8.A.3.12 Precedent
Nation formation of the new nation. Cabinet
Executive orders
Benchmark Clarifications: Whiskey Rebellion
 Describe examples of precedents established by Washington Bond
that continue today. Alien
 Examine the influence of Washington’s Farewell Address on U.S. Sedition
foreign policy. Inauguration
 Examples: personal motivations, military experience, political Tribute
influence, establishing Washington, D.C., as the nation’s capital,
rise of the party system, setting of precedents (e.g., the
Cabinet).
Explain major domestic and international economic, military, political, SS.8.A.3.13 Imprisonment
and socio-cultural events of John Adam’s presidency. Domestic
Foreign
Benchmark Clarifications: International
 Describe how Adams faced both domestic and foreign policy
challenges.
 Analyze the causes and consequences of Adams’ decisions
regarding the Bill of Rights.
 Examples: XYZ Affairs, Alien and Sedition Acts, Land Act of 1800,
the quasi-war, the Midnight Judges.
Explain major domestic and international economic, military, political, SS.8.A.3.14 Imprisonment

and socio-cultural events of Thomas Jefferson’s presidency. Domestic
Foreign
 Examples: Barbary Pirate Wars, Louisiana Purchase, Lewis & International
Clark Expedition, Rise of political parties

Examine the experiences and perspectives of significant individuals and SS.8.A.4.3 Era
groups during this era of American History. Manifest destiny
 Students will identify the various groups involved in westward
expansion and their contributions.
 Students will identify individuals and their impact on westward
movement.
 Example: Lewis and Clark, Sacajawea, York, Zebulon Pike, Native
Americans.
Describe the influence of individuals on social and political SS.8.A.4.8

developments of this era in American History.
 Examples: Daniel Boone, Tecumseh, Black Hawk, John Marshall.
Examine the effects of the 1804 Haitian Revolution on the United States SS.8.A.4.12 Territory
acquisition of the Louisiana Territory.
 State the reason why France decided to sell the Louisiana
Territory after the 1804 Haitian Rebellion.
 Explain how the costs of the 1804 Haitian Revolution led to the
United States paying a reduced price for the Louisiana Territory.
Explain the economic impact of government policies. SS.8.E.2.2 Mercantilism

Colonial establishment
Remarks/Examples: Examples are mercantilism, colonial establishment, Articles of Confederation
Articles of Confederation, Constitution, compromises over slavery. Constitution

Examine the causes, course, and consequences of United States SS.8.A.4.1 Customs duty
westward expansion and its growing diplomatic assertiveness (War of Embargo
1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Frigate
Monroe Doctrine). Impressment
Nationalism
Benchmark Clarifications: Neutrality
 Explain the causes for United States westward expansion and its Sectionalism
growing diplomatic assertiveness. Turnpike
War and  Examine the economic, political, and social impact of the Canal
Expansion westward expansion of the United States. Freight
Locomotive
Examine the experiences and perspectives of significant individuals and SS.8.A.4.3 Tecumseh
groups during this period of American History. Native Americans
War Hawks
Benchmark Clarifications: Andrew Jackson
 Identify the various groups involved in westward expansion and Oliver Hazard Perry
their contributions. Henry Clay
 Identify individuals and their impact on westward movement. John Marshall
Monopoly
Explain the consequences of landmark Supreme Court decisions State rights
significant to this era of American History – McCulloch v. Maryland SS.8.A.4.13 Federal
(1819), Gibbons v. Ogden (1824).
Resources Launching the Nation/War and Expansion

Textbook HMH United States History Module 7 pgs. 242-277
HMH United States History Modules 8-9 pgs. 278-322
Nearpod District Library Activities: The Founding Fathers: Sentences (Matching), The Founding Fathers: Key Terms (Matching),
Thomas Jefferson: Laws (Matching), Thomas Jefferson: Definitions (Matching),
Lessons: Comprehension Check: Hamilton vs Jefferson, Research Skill Builder: Thomas Jefferson, The War of
1812 and Its Effects on the Economy, First Presidential Administration Summative, Comprehension Check:
George Washington, Exploring the Life of Thomas Jefferson (VR), Comparing the Ideals of Jefferson and
Hamilton, The Monroe Doctrine, Lewis and Clark Expedition, The War of 1812, Louisiana Purchase, Haitian
Revolution
Videos: Alexander Hamilton (4:13), Abigail Adams: Biography (2:58), The First and Last King of Haiti (5:11),

The True Story of Sacagawea (3:41), TedEd: Thomas Jefferson (3:39), Hamilton vs Jefferson (2:20), Thomas
Jefferson Intro (2:20)
CPALMS Resources SS.8.A.3.13 – Unit/Lesson Sequence, Lesson Plan, Video/Audio, Teaching Idea
SS.8.A.4.4 – Lesson Plan

Unit 6: The election of Andrew Jackson and the expansion of voting rights signaled the 2 weeks
rd
growing power of the American People in an era of political and domestic conflict. 3 Nine Weeks
Standard: Demonstrate an understanding of the domestic and international causes, course, and consequences of westward expansion.
(SS.8.A.4)
Benchmar
Topic Curriculum Benchmarks Academic Language
k
Examine the experiences and perspectives of significant individuals and SS.8.A.4.3 Favorite son
groups during this era of American History. Majority
Mudslinging
Benchmark Clarifications: Bureaucracy
 Identify the various groups involved in westward expansion and Spoils System
their contributions. Nominating convention
 Identify individuals and their impact on westward movement. Nullify
 Examples: Native Americans, children, slaves, women, political Trail of Tears
parties.
Discuss the impact of westward expansion on cultural practices and SS.8.A.4.4 Seminole Indian Wars
migration patterns of Native American and African slave populations. Removal act
Westward
The Age of  Identify lifestyle changes forced upon Native Americans after the
Jackson passage of the Indian Removal Act.
 Describe how westward expansion led to the spread of slavery and
conflict over the institution.
Describe the influence of individuals on social and political developments of SS.8.A.4.8 Andrew Jackson
this era in American History. Henry Clay
John Quincy Adams
 Explain contributions made by individuals and their impact
Explain the consequences of landmark Supreme Court decisions significant SS.8.A.4.1 Citizen
to this era. (Cherokee Nation v. Georgia (1831), and Worcester v. Georgia 3 Rights
(1832) State rights
 Read/analyze decisions made by the Supreme Court and analyze
their impact on certain groups.

Identify key ideas and influences of Jacksonian democracy. SS.8.A.4.1 Democracy
6 Voting
Benchmark Clarifications: Nullification
 Discuss the expansion of voting rights gained during Andrew Indigenous
Jackson’s tenure as president. Tariff
 Discuss Andrew Jackson’s position on the Bank of the United States. Veto
 Examples: political participation, political parties, constitutional
government, spoils system, National Bank veto, Maysville Road
veto, tariff battles, Indian Removal Act, nullification crisis.
Examine key events and peoples in Florida history as each impact this era of Seminole Wars
American History. SS.8.A.4.1 Expedition
7 Uprising
Benchmark Clarifications: Capital
 Understand the actions of Andrew Jackson’s military expeditions
and their impact on Florida and the nation.
 Understand the key events in Florida becoming a territory and then
a state.
 Examples: Andrew Jackson’s military expeditions to end Indian
uprisings, developing relationships between the Seminole and
runaway slaves, Adams- Onis Treaty, Florida becoming a United
States territory, combining former East and West Florida,
establishing the first state capital, Florida’s constitution, Florida’s
admittance to the Union as twenty-seventh state.
Examine the experiences and perspectives of different ethnic, national, and SS.8.A.4.1 Osceola
religious groups in Florida, explaining their contributions to Florida’s and 8 Black Seminoles
America’s society and culture during the Territorial Period. Plantation
Slave owners
Seminole Wars
Treaty of Moultrie Creek
Seminole relocation
Chief Billy Bowlegs
Florida Crackers

Resources The Age of Jackson
Textbook United States History - Module 10 pgs. 324-349
Nearpod District Library Lessons: Andrew Jackson, Andrew Jackson and Native American Removal, Native Americans, Indian Removal, The
Nullification Crisis, Andrew Jackson and the Native Americans
CPALMS Resources SS.8.A.4.3- Lesson Plan

SS.8.A.4.4 – Lesson Plan

Unit 7: The desire to expand throughout continental North America resulted in exploration, 2 weeks
th
conflict, and settlement of western territory. 4 Nine Weeks
(SS.8.A.4)
Benchmar
Topic Curriculum Benchmark Academic Language
ks
Examine the causes, course, and consequences of United States westward SS.8.A.4.1 Annex
expansion and its growing diplomatic assertiveness (Texas Annexation, Manifest Boomtown
Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Californios
Gold Rush, Gadsden Purchase). Emigrant
Forty-niner
Benchmark Clarifications: Frontier
 Explain the causes for United States westward expansion and its Immigrant
growing diplomatic assertiveness. Manifest Destiny
 Examine the economic, political, and social impact of the westward Mormons
expansion of the United States. Mountain men
Manifest  Examples: the battle cry “Remember the Alamo,” the slogan “Fifty-Four Prospecting
Destiny Forty or Fight” Vigilante
Bear Flag Revolt
Oregon Trail
Latitude / longitude
Parallel
Examine the experiences and perspectives of significant individuals and groups SS.8.A.4.3 Zebulon Pike
during this era of American History. Colorado
Brigham Young
Benchmark Clarifications: Mormon
 Students will identify the various groups involved in westward Native Americans
expansion and their contributions. Indigenous
 Students will identify individuals and their impact on westward Sam Houston
movement. Davy Crockett
Stephen F. Austin
Mexicanos
Californios

Discuss the impact of westward expansion on cultural practices and migration SS.8.A.4.4 Expansion
patterns of Native American and African slave populations. Frontier
 Students will describe how westward expansion led to the spread of
slavery and conflict over the institution.
Explain the causes, course, and consequences of the 19 th century transportation SS.8.A.4.5 Eerie canal
revolution on the growth of the nation’s economy. Railway
Agriculture
Benchmark Clarifications: Steam
 Explain the impact of steamboats and canals on agriculture and westward
expansion.
 Identify why railway travel became the most popular form of travel.
 Identify the important role of new modes of transportation on the shipping
of goods and people.
Examples: roads, canals, bridges, steamboats, railroads.
Describe the influence of individuals on social and political developments of this SS.8.A.4.8 Daniel Boone, Zachary Taylor
era in American History. James Polk, John Sutter
Resources Manifest Destiny

Textbook HMH United States History Modules 11-12 pgs. 350-419 *Ignore Module 11 Lessons 3-4 and only use pages 364-365 of Lesson 2
DBQ Project Mini-Q: Was the United States Justified in Going to War with Mexico?
Mini-Q: The California Gold Rush – A Personal Journal
Nearpod District Activities: The Gold Rush (Time to Climb), Manifest Destiny: Sentences (Matching), Manifest Destiny: Definitions (Matching), California
Library Gold Rush: Sentences (Matching), California Gold Rush: Key Terms (Matching), Manifest Destiny (Matching), Trail of Tears: Sentences
(Matching), Trail of Tears: Descriptions (Matching)
Lessons: Manifest Destiny (Optimized for Student Pace) (iCivics), Annexation of Texas (iCivics), Oregon Treaty (iCivics), Westward
Expansion the California Gold Rush, Mexican Cession (iCivics), The Mexican-American War, Texas Revolution
Videos: History v. Andrew Jackson
CPALMS SS.8.A.4.1- Lesson Plan SS.8.A.4.3- Lesson Plan SS.8.A.4.4 – Lesson Plan

Unit 8: During the first half of the 1800s, the impact of industrialization along with changes in the makeup of
3 weeks
American society led to improved transportation methods, American landscape changes, and various
4th Nine Weeks
reformers/reform movements.
(SS.8.A.4)
Understand the fundamental concepts relevant to the development of a market economy. (SS.8.E.1)
Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy. (SS.8.E.2)
Benchma Academic
Topics Curriculum Benchmarks
rk Language
Identify technological improvements (inventions/inventors) that contributed to industrial SS.8.A.4.6 Textiles
growth. Interchangeabl
e parts
 Examples may include, but are not limited to, Fitch/steamboat, Slater/textile mill Trade unions
machinery, Whitney/cotton gin, interchangeable parts, McCoy/industrial Isaac
lubrication, Fulton/commercial steamboat, Lowell/mechanized cotton mill, Singer/sewing
Machine
Economic Growth Explain the causes, course, and consequences (industrial growth, subsequent effect on SS.8.A.4.7 Strikes
and Development children and women) of New England's textile industry. Telegraph
& Reform Morse Code
Movements in the Benchmark Clarifications: Cotton gin
US  Students will identify the reasons for the location of textile mills in New England. Planters
 Students will explain how the new textile industry affected self-sufficient farm Oral tradition
families. Folktales
 Students will describe life in a typical New England mill town.
Analyze the impact of technological advancements on the agricultural economy and slave SS.8.A.4.1 Cotton belt
labor. 0 Yeoman
Overseer
Benchmark Clarifications: Spirituals
 Discuss the agricultural economy and its connection with slave labor.
 Identify technological developments and their influence on agriculture and
slavery.
 Examples: cotton gin, steel plow, and rapid growth of slave trade.
Examine motivating economic factors that influenced the development of the United SS.8.E.1.1 Mass
States economy over time including scarcity, supply and demand, opportunity costs, production
incentives, profits, and entrepreneurial aspects.

Explain the causes, course, and consequences of the 19 th century transportation SS.8.A.4.5 Railway
revolution on the growth of the nation’s economy. Clipper ship
Steam engine
Benchmark Clarifications: Combustion
 Explain the impact of steamboats and canals on agriculture and westward engine
expansion.
 Identify why railway travel became the most popular form of travel.
 Identify the important role of new modes of transportation on the shipping of
goods and people.
 Examples: roads, canals, bridges, steamboats, railroads.
Assess the role of Africans and other minority groups in the economic development of SS.8.E.2.3
the United States.
Describe the influence of individuals on social and political developments of this era in SS.8.A.4.8 Revival
American History. Utopia
Temperance
 Explain contributions made by individuals and their impact.
 Examples: Susan B. Anthony, Elizabeth Cady Stanton, William Lloyd Garrison,
Frederick Douglass, Horace Mann, Dorothea Dix, Lucretia Mott, Sojourner Truth,
and Harriet Tubman.
Examine the aspects of slave culture including plantation life, resistance efforts, and the SS.8.A.4.1 Transcendentalis
role of the slaves' spiritual system. 1 m
Normal school
Benchmark Clarifications: Civil
 Describe the outcome of Nat Turner’s Rebellion of 1831. disobedience
 Identify songs sung by slaves (“Go Down Moses”; “Swing Low, Sweet Chariot”; Abolition
“Follow the Drinking Gourd”; “Wade in the Water”) that contained hidden Suffrage
messages in the lyrics to help the slaves navigate the Underground Railroad. Coeducation
Ministry
Special needs
Analyze the causes, course and consequences of the Second Great Awakening on social SS.8.A.4.9 Abolition
reform movements. Suffrage
Temperance
Benchmark Clarification: Institutionalizati
 Compare and contrast the motivations and goals of various individuals involved on
in the movement.

Examine the causes, course, and consequences of the women's suffrage movement SS.8.A.4.1 15th amendment
(1848 Seneca Falls Convention, Declaration of Sentiments). 4 Chronological
Suffrage
 Examine the Declaration of Sentiments and its significance.
 Compare the lives of women before the women’s suffrage movement with the
lives of women living in the United States today, identifying key differences.
 Understand the chronology of the women’s suffrage movement.
 Explain how the 15th Amendment served as a precursor to the women’s
suffrage movement. Ralph Waldo
Examine the causes, course, and consequences of literature movements SS.8.A.4.1 Emerson
(Transcendentalism) significant to this era of American history. 5 Henry David
Thoreau
Benchmark Clarifications: John Muir
 Describe the societal influences that led to the development of
Transcendentalism.
 Identify two major figures in the Transcendentalism movement and describe
their contributions.
 Compare Transcendentalism with the Founding Fathers’ ideas about freedom,
identifying similarities and differences.
Resources Industrialization
Textbook HMH United States History Module 13 pgs. 420- 447 , Module 14 pgs. 448-471, Module 15 pgs. 472-503 – content and
standards are also covered in Modules 14 & 16.
HMH United States History Module 16 pgs. 504-537
DBQ Binder/History Alive Mini-Q: What was Harriet Tubman’s Greatest Achievement?
Nearpod District Library Lessons: Frederick Douglas, The Industrial Revolution: Causes and Effects, Inventions and the Industrial Revolution,
Technical Advances and Industrial Growth
Videos: American History: The Oregon Trail (VR), What Happened at the Seneca Falls Convention?, What Was the
Mexican-American War?, The Alamo, Manifest Destiny, The Oregon Trail
CPALMS SS.8.A.4.11 – Lesson Plan

Unit 9: The Civil War was caused by complex political, social, economic, and sectional differences
5 weeks
between the North and South. This conflict resulted in tremendous loss of life and property on
4th Nine Weeks
both sides and led to major changes in the American way of life.
Standard: Demonstrate an understanding of the domestic and international causes, course, and consequences of westward expansion. (SS.8.A.4)
Examine the causes, course, and consequence of the Civil War and Reconstruction including its effects on American peoples. (SS.8.A.5)
Understand how to apply geography to interpret the past and present and plan for the future. (SS.8.G.6)
Understand how to use maps and other geographic representations, tools, and technology to report information. (SS.8.G.1)
Topic Curriculum Benchmarks Benchmark Academic Language
Examine the causes, course, and consequences of United States westward SS.8.A.4.1
Arsenal
expansion and its growing diplomatic assertiveness (Wilmot Proviso,
Bleeding Kansas
Compromise of 1850, Kansas Nebraska Act, Lincoln-Douglas Debates).
Civil War
Confederate States of America
Dred Scott decision
- Examine the economic, political, and social impact of the westward
Fugitive Slave Act
expansion of the United States.
Martyr
- Examples: sectionalism, slavery.
Describe the debate surrounding the spread of slavery into western territories SS.8.A.4.2
and Florida. Popular sovereignty
Secede
Benchmark Clarifications: Secession
- Describe how the Kansas-Nebraska Act affected the spread of slavery in States’ rights
Road to the the western territories. Mason Dixon Line
Civil War - Examples: abolitionist movement, Missouri Compromise, Bleeding
Kansas, Kansas-Nebraska Act, Compromise of 1850.
Stephen Douglas
Describe the influence of individuals on social and political developments of SS.8.A.4.8 Abraham Lincoln
this era in American History. Roger B. Taney
Dred Scott
Anthony Burns
John Brown
Jefferson Davis
Explain the causes, course, and consequence of the Civil War. SS.8.A.5.1 Sectionalism
Slavery
Benchmark Clarifications: States' rights
- Describe the economic and social environment of the North and South Balance of power in the Senate
and explain how they contributed to the Civil War.

Analyze the role of slavery in the development of sectional conflict. SS.8.A.5.2
Sectionalism
Benchmark Clarifications: Slavery
- Identify and describe the key individuals and goals of the abolitionist States' rights
movement. (John Brown) Balance of power in the Senate
- Examples: Compromise of 1850, Uncle Tom’s Cabin, Kansas-Nebraska
Act, Dred Scott v. Sandford, Lincoln-Douglas Debates, raid on Harper’s
Ferry, Presidential Election of 1860, Southern secession.
Identify the division (Confederate and Union States, Border states, western
territories) of the United States at the outbreak of the Civil War. SS.8.A.5.4
Confederate
Benchmark Clarifications: Union States
- Identify the Border states. Border States
- Identify whether a state was Confederate or Union. Western territories
- Prepare a labeled map of the western territories, Border, Confederate,
and Union states.
Examine key events and peoples in Florida history as each impact this era of SS.8.A.5.7
Ordinance
American history.
Secession
Influential planters
Florida’s secession
- Describe the political motivations behind the passing of Florida’s 1861
Confederate membership
Ordinance of Secession.
Describe the debate surrounding the spread of slavery into western SS.8.A.4.2 Secede
territories and Florida. Secession
States’ rights
Benchmark Clarifications: Mason Dixon Line
 Describe how the Kansas-Nebraska Act affected the spread of slavery
The Civil
in the western territories.
War
 Examples: abolitionist movement, Missouri Compromise, Bleeding
Kansas, Kansas-Nebraska Act, Compromise of 1850.
Explain the causes, course, and consequence of the Civil War (sectionalism, SS.8.A.5.1 Arsenal
slavery, states' rights, balance of power in the Senate). Bleeding Kansas
Civil War
Benchmark Clarifications: Confederate States of America
 Describe the economic and social environment of the North and Dred Scott decision
South and explain how they contributed to the Civil War. Fugitive Slave Act
Martyr
Popular sovereignty
Secede
secession

States’ rights
Mason Dixon Line
Analyze the role of slavery in the development of sectional conflict. SS.8.A.5.2 Compromise of 1850
Uncle Tom’s Cabin
Benchmark Clarification: Kansas-Nebraska Act
 Identify and describe the key individuals and goals of the abolitionist Dred Scott v. Sandford
movement. (John Brown) Lincoln-Douglas Debates
Raid on Harper’s Ferry,
Presidential Election of 1860,
Southern secession
Identify the division (Confederate and Union States, Border states, western Confederation
territories) of the United States at the outbreak of the Civil War. SS.8.A.5.4 Union
Boarder
Benchmark Clarifications: Wester territories
 Identify the Border states. Union
 Identify whether a state was Confederate or Union. Geographical
 Prepare a labeled map of the western territories, Border, Conflict
Confederate, and Union states. Federal
Confederal
Examine key events and peoples in Florida history as each impact this era of SS.8.A.5.7 See example
American history.
 Describe the political motivations behind the passing of Florida’s 1861
 Examples: slavery, influential planters, Florida’s secession and
Confederate membership

Explain major domestic and international economic, military, political, and SS.8.A.5.3 Border state
socio-cultural events of Abraham Lincoln's presidency.
 Examples: sectionalism, states’ rights, slavery, Civil War, attempts at

foreign alliances, Emancipation Proclamation, Gettysburg Address,
suspension of habeas corpus, First and Second Inaugural Addresses.
Identify the division (Confederate and Union States, Border states, western SS.8.A.5.4 Casualty
territories) of the United States at the outbreak of the Civil War. Contraband
Copperheads
Benchmark Clarifications: Cotton diplomacy
 Identify the Border states. Draft
The Civil War &  Identify whether a state was Confederate or Union. Emancipation Proclamation
Reconstruction  Identify the reasons for the separation of West Virginia to form a new Enlist
state. Entrench
 Prepare a labeled map of the western territories, Border, Flank
Confederate, and Union states. Greenback
Compare Union and Confederate strengths and weaknesses. SS.8.A.5.5 Habeas corpus
Ironclad
Benchmark Clarifications: Resistance
 Discuss the advantage for the Confederacy of defending home soil Strategy
and better military leadership. Total war
 Explain how the industrial strength gave the Union an initial Scorched Earth Policy
advantage. Anaconda Plan
 Examples: technology, resources, alliances, geography, and military
leaders—Lincoln, Grant, Sherman; Davis, Lee, Jackson,
Compare significant Civil War battles and events and their effects on civilian SS.8.A.5.6
populations.
 Examples: Fort Sumter, Bull Run, Monitor v. Merrimack, Antietam,

Vicksburg, Gettysburg, Emancipation Proclamation, Sherman’s March,
the Siege of Richmond, and Lee’s surrender at Appomattox.

Examine key events and peoples in Florida history as each impacts this era of SS.8.A.5.7
American history.
 Describe the political motivations behind the passing of Florida’s 1861
 Compare land use in Florida before the Civil War with land use after
the war.
 Examples: slavery, influential planters, Florida’s secession and
Confederate membership, women, children, pioneer environment,
Union occupation, Battle of Olustee and role of 54th Massachusetts
regiment, Battle at Natural Bridge.
Explain and evaluate the policies, practices, and consequences of SS.8.A.5.8
Reconstruction (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, end of
Reconstruction, rise of Jim Crow laws, rise of Ku Klux Klan).
Illustrate places and events in U.S. history through the use of narratives and SS.8.G.6.2
graphic representations.
Use appropriate geographic tools and terms to identify and describe SS.8.G.1.2
significant places and regions in American history.

Resources Civil War and Reconstruction
Textbook HMH United States History Module 17 pgs.538-565
HMH United States History Module 18 pgs.566-609
HMH United States History -Module 19 – pgs. 610 - 637
Nearpod District Activities: The Civil War: Sentences (matching), The Civil War: Definitions (matching), The Civil War (Time to Climb), The
Library Reconstruction Era Laws (Matching), The Reconstruction Era (Matching)
Lessons: Slavery: No Freedom, No Rights (iCivics), Road to the Civil War: Part 2, Road to the Civil War, Compromising Towards the
War, President Lincoln’s Gettysburg Address, Key Individuals of the Civil War, The Civil War, African Americans in the Civil War
Tide of War Turns: 1863-1865, Daily Life During the Civil War, Civil War: 1861-1862, War Begins!
Videos: The Lincoln-Douglas Debates (Video)
DBQ Project Mini-Q: What was Harriet Tubman’s Greatest Achievement?

Mini-Q: North or South: Who Killed Reconstruction
Mini-Q: Why was the Battle of Gettysburg a Turning Point?
CPALMS SS.8.A.4.1- Lesson Plan SS.8.A.4.8- Lesson Plan SS.8.A.4.11- Lesson Plan
Resources SS.8.A.5.1- Lesson Plans, Teaching Idea, tutorial SS.8.A.5.2- Lesson Plan SS.8.A.5.4- Lesson Plan
Standard 5: 6 Lesson Plans, 1 Tutorial, 1 Student Resource

2022-2023 6th GR MS US History Curriculum Map-3

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Social Studies

M/J United States History

2022-2023 Volusia County Social Studies: 6th Grade US History

Robert Milholland Danell Tills Curriculum Map Committee

2022-2023 Volusia County Social Studies: 6th Grade US History

The text of the amendment reads:

2022-2023 Volusia County Social Studies: 6th Grade US History

State Academic Standards

Standard Benchmark Topic Academic Language

MIDDLE SCHOOL ADVANCED COURSE – Teacher and Student Expectations

- Social Studies literacy strategies should be utilized regularly.

2022-2023 Volusia County Social Studies: 6th Grade US History

 Cultivate a community of growth mindset learners.

MA.K12.MTR.2.1 Demonstrate understanding by representing problems in multiple ways.

Mathematicians who demonstrate understanding by representing problems in multiple ways:

 Build understanding through modeling and using manipulatives.

 Help students make connections between concepts and representations.

MA.K12.MTR.3.1 Complete tasks with mathematical fluency.

2022-2023 Volusia County Social Studies: 6th Grade US History

 Communicate mathematical ideas, vocabulary and methods effectively.

2022-2023 Volusia County Social Studies: 6th Grade US History

 Focus on relevant details within a problem.

MA.K12.MTR.6.1 Assess the reasonableness of solutions.

Mathematicians who assess the reasonableness of solutions:

 Estimate to discover possible solutions.

 Have students estimate or predict solutions prior to solving.

2022-2023 Volusia County Social Studies: 6th Grade US History

Mathematicians who apply mathematics to real-world contexts:

 Connect mathematical concepts to everyday experiences.

ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning.

2022-2023 Volusia County Social Studies: 6th Grade US History

Important Events Observed by Volusia County Social Studies Courses

September 17 Constitution Day –US PUBLIC LAW 108–447

Constitution Week –US PUBLIC LAW 105-255

September 15- Hispanic Heritage Month

November Native American Heritage Month

November 7th Victims of Communism Day

2022-2023 Volusia County Social Studies: 6th Grade US History

March 25 Medal of Honor Day – FL statute 683.147; FL statute 1008.42

1st Quarter 2022-2023

Monday Tuesday Wednesday Thursday Friday

2022-2023 Volusia County Social Studies: 6th Grade US History

2nd Quarter 2022-2023

Monday Tuesday Wednesday Thursday Friday

2022-2023 Volusia County Social Studies: 6th Grade US History

Thanksgiving Break – No School

3rd Quarter 2022-2023

Monday Tuesday Wednesday Thursday Friday

2022-2023 Volusia County Social Studies: 6th Grade US History

4th Quarter 2022-2023

Monday Tuesday Wednesday Thursday Friday

2022-2023 Volusia County Social Studies: 6th Grade US History

Geography standards are to be incorporated throughout the year where applicable.

Geography Curriculum Benchmarks Benchmarks

SS.8.G.2: Understand physical and cultural characteristics of places.

2022-2023 Volusia County Social Studies: 6th Grade US History

Economics Standards and Benchmarks

2022-2023 Volusia County Social Studies: 6th Grade US History

Explain the economic impact of government policies. SS.8.E.2.2

Evaluate domestic and international interdependence. SS.8.E.3.1

2022-2023 Volusia County Social Studies: 6th Grade US History

2022-2023 Volusia County Social Studies: 6th Grade US History