History-Social Science Curriculum United States History and Geography: Growth and Conflict-Grade 8

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History-Social Science Curriculum United States History and Geography: Growth and Conflict-Grade 8 by Mind Map: History-Social Science Curriculum  United States History and Geography: Growth and Conflict-Grade 8

1. Knowledge and Cultural Understanding

1.1. Historical Literacy:

1.1.1. 8.3.1 Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed.

1.1.1.1. 8.4.2 Explain the policy significance of famous speeches (e.g., Washington's Farewell Address, Jefferson's 1801 Inaugural Address, John Q. Adams's Fourth of July 1821 Address).

1.1.1.1.1. 8.5.3 Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties.

1.2. Ethical Literacy

1.2.1. 8.11.4 Trace the rise of the Ku Klux Klan and describe the Klan's effects.

1.2.1.1. 8.12.6 6. Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.

1.2.2. 8.7.4 Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.

1.3. Cultural Literacy:

1.3.1. 8.2.5 Understand the significance of Jefferson's Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state.

1.3.1.1. 8.4.4 Discuss daily life, including traditions in art, music, and literature, of early national America (e.g., through writings by Washington Irving, James Fenimore Cooper).

1.3.1.1.1. 8.6.4 Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.

1.4. Geographic Literacy:

1.4.1. 8.6.2 Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay's American System).

1.4.1.1. 8.6.3 List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).

1.4.1.1.1. 8.7.3 Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War.

1.5. Economic Literacy:

1.5.1. 8.3.2 Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states.

1.5.1.1. 8.7.1 Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin.

1.5.1.1.1. 8.8.2 Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees' "Trail of Tears," settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades.

1.6. Sociopolitical Literacy:

1.6.1. 8.2.1 Discuss the significance of the Magna Carta, the English Bill of Rights, and the May-flower Compact.

1.6.1.1. 8.7.2 Trace the origins and development of slavery; its effects on black Americans and on the region's political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).

1.6.1.1.1. 8.8.5 Discuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies.

2. Democratic Understanding and Civic Values

2.1. National Identity

2.1.1. 8.1.4 Describe the nation's blend of civic republicanism, classical liberal principles, and English parliamentary traditions.

2.1.1.1. 8.5.2 Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War.

2.1.1.1.1. 8.8.3 Describe the role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869).

2.2. Constitutional Heritage

2.2.1. 8.10.4 Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).

2.2.1.1. 8.3.6 Describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups).

2.2.1.1.1. 8.2.1 Discuss the significance of the Magna Carta, the English Bill of Rights, and the May-flower Compact.

2.3. Civic Values, Rights, and Responsibilities

2.3.1. 8.2.6 Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights.

2.3.1.1. 8.2.7 Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights.

2.3.1.2. 8.2.3 Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause.

2.3.1.2.1. 8.11.5 Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction.

3. Skill Attainment and Social Participation

3.1. Critical Thinking Skills:

3.1.1. CCSS.ELA Literacy WHST.6-8.8 Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

3.1.1.1. CCSS.ELA Literacy RH6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

3.1.1.1.1. CCSS. ELA Literacy RH6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

3.2. Participation Skills:

3.2.1. CCSS.ELA Literacy RH6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

3.2.1.1. CCSS.ELA Literacy RH6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

3.2.2. CCSS.ELA Literacy RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

3.3. Basic Study Skills

3.3.1. CCSS.ELA Literacy RH6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

3.3.1.1. CCSS.ELA Literacy WHST6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

3.3.1.1.1. CCSS.ELA Literacy RH6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.