8th Grade - 2nd nine weeks - socialsciences dadeschools net

Document technical information

Format doc
Size 1.1 MB
First found May 22, 2018

Document content analysis

Category Also themed
Language
English
Type
not defined
Concepts
no text concepts found

Persons

Benjamin Franklin
Benjamin Franklin

wikipedia, lookup

Jon Postel
Jon Postel

wikipedia, lookup

Manuel Ávila Camacho
Manuel Ávila Camacho

wikipedia, lookup

John Cage
John Cage

wikipedia, lookup

John Adams
John Adams

wikipedia, lookup

Rajendra K. Pachauri
Rajendra K. Pachauri

wikipedia, lookup

Samuel Adams
Samuel Adams

wikipedia, lookup

William Prescott
William Prescott

wikipedia, lookup

John Burgoyne
John Burgoyne

wikipedia, lookup

Organizations

Places

Transcript

MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
COURSE DESCRIPTION:
The eighth grade social studies curriculum consists of the following content area strands: American History, Geography, Economics and Civics. Primary content emphasis for this
course pertains to the study of American history from the Exploration and Colonization period to the Reconstruction Period following the Civil War. Students will be exposed to the
historical, geographic, political, economic, and sociological events which influenced the development of the United States and the resulting impact on world history. So that students
can clearly see the relationship between cause and effect in historical events, students should have the opportunity to explore those fundamental ideas and events which occurred
after Reconstruction.
Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective
academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the
context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based
writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended researchbased paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other
teacher-directed projects).
Please note the following important general information regarding the Pacing Guides:






The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.
Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school
levels.
The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.
The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.
The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the
number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given
nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.
NOTE: All benchmarks that are considered essential benchmarks are highlighted in yellow.
Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:









Grade Level or Course Title - The grade level and course title are listed in the heading of each page.
Course Code - The Florida Department of Education Course Code is listed for the course.
Topic - The general topic for instruction is listed; e.g., Westward Expansion.
Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.
Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.
Nine Week Grading Period - Grading periods (1-4) are identified.
Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.
NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into
Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.
Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional
practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic),
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a
particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).
Florida Reading and Writing Standards for Literacy in History/Social Studies 6-12:
Florida Reading and Writing Standards for Literacy in History/Social Studies, grades 6-12, can be found at the end of each nine weeks Pacing Guide. When planning lessons for
instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing
development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete
listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx. The specific pages for History/Social Studies 6-12 standards for Literacy and Writing have
been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required 6-12 social studies course.
Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For U.S History, the following themes are identified:

American Diversity- The roles of race, class, ethnicity, and gender in the history of the United States.

American Identity- Views of the American national character and ideas about American exceptionalism.

Culture- Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S. history.

Demographic Changes- Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political
effects of immigration, internal migration, and migration networks.

Economic Transformations-Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.

Environment- Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban
expansion.

Westward Expansion- America's movement westward and its claim on occupied western territories. The formation of states.

Leadership- Presidents and key individuals with demonstrated leadership abilities: e.g. guide, direct, or influence people.

Globalization- Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets,
imperialism, cultural exchange.

Politics and Citizenship- American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.

Reform- Diverse movements focusing on a broad range of issues including antislavery, education, labor, temperance, women’s rights, civil rights, war, public health, and
government.

Religion- The influence of religion on culture, politics, economics, and society.

Slavery- Systems of slave labor and other forms of free labor (e.g., indentured servitude, contract labor) in Native American societies, the Atlantic World, and the American
South and West.

War and Diplomacy-Armed conflict from the pre-colonial period to the mid nineteenth century. Impact of war on American foreign policy and on politics, economy, and
society.
Financial Literacy:
At the end of each nine weeks’ 8th grade U.S. History Pacing
Guides is an addendum highlighting resources for teachers to use
to infuse the instruction of Financial Literacy in the curriculum
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
History/Social Science Labs
History/Social Science Labs are an engaging and rigorous instructional
approach designed to require in-depth learning and thinking on the part
of the student guided by an essential question, analysis of primary or
secondary source documents, and ending in a rigorous writing
assignment or other rigorous learning task.
Steps to Conduct History/Social Science Labs
1. Identify the NGSSS-SS Benchmark(s) to be addressed.
2. Develop an essential question or use an essential question
already found in the pacing guide.
3. Build background knowledge with students about the topic.
4. FACILITATE students conduct on document/source analysis.
5. Have students report back about their analysis of the source(s).
6. Take the lab to an end and have students Independently
answer, in writing, the essential question
*History/Social Science labs, complete with sources, have been
embedded in to this pacing guide. See next page for History/Social
Science template.



Department of Social Sciences
The History/Social Science lab icon (on your left) has been
included next to benchmarks that have labs already created.
Simply click on the icon and you will be taken to the webpage
on http://socialsciences.dadeschools.net where the labs are
located.
To see a video that provides an overview of the History/Social
Science lab process and benefits, please see:
http://www.umbc.edu/che/historylabs/
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
History/Social Science Lab Template
Name _____________________________________________
Period _____
Date _____________________
[Put benchmark here – numbers and write it out]
Essential Question: [put essential guiding question here]
Source
Main Idea / Message / Important Details
How does this document answer the
essential question?
Source 1
[include source
information as
applicable]
Source 2
Source 3
Source 4
Thesis:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Local History Lessons: Miami-Dade County’s history and its diverse cultures, municipalities, and vibrant communities offer a multitude of
fascinating topics and learning opportunities for students. Stand-alone and rigorous lessons designed around the analysis of primary and
secondary local sources of information have been developed to highlight our rich history. Whenever you see the Local History icon below
embedded in the pacing guide, simply click on the icon and you will be directed to instructional resources where these lessons plans can be
downloaded and used accordingly.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Topic 5: THE AMERICAN REVOLUTION
Pacing
Date(s)
Traditional
15 days
10-25-16 to 11-16-16
Block
8 days
10-25-16 to 11-16-16
ESSENTIALQUESTIONS:
What were the contributions of influential groups/people to both the American and British
war efforts during the American Revolution?
What were the military strengths and weaknesses of the Patriots and the British?
What were significant battles in the early years of the American Revolution?
What were the war strategies for both the Patriots and the British?
What role did allies play in contributing to American victory?
What was life like on the home front during the American Revolution?
How was it possible for the American Patriots to gain their independence from the powerful
British empire?
STRAND(S) and STANDARD(S):
AMERICAN HISTORY:
(Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources).
(Standard 3: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of our
nation).
GEOGRAPHY:
(Standard 1: Understand how to use maps and other geographic representations, tool, and technology to report information).
(Standard 2: Understand physical and cultural characteristics of places).
(Standard 3: Understand the relationships between the Earth's ecosystems and the populations that dwell within it).
(Standard 4: Understand the characteristics, distributions, and migration of human populations).
(Standard 5: Understand how human actions can impact the environment).
(Standard 6: Understand how to apply geography to interpret the past and present, and plan for the future).
ECONOMICS:
(Standard 1: Understand the fundamental concepts relevant to the development of the market economy).
(Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy).
(Standard 3: Understand the fundamental concepts and interrelationships of the United States' economy in the international market).
CIVICS AND GOVERNMENT:
(Standard 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 2: The student will demonstrate an understanding of the principles, functions, and organization of government).
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Course Themes Addressed:
American Identity
Demographic Changes
Politics & Citizenship
Reform
War/Diplomacy
Leadership

THE AMERICAN
REVOLUTION
o Contribution of the
Founding Fathers (e.g.,
Thomas Jefferson,
Benjamin Franklin (2) (3),
George Washington (2) ,
John Hancock)
o Patriots and Loyalists
o American and British
Strengths and Weaknesses
o Events of the Revolution
(e.g., Lexington and
Concord, Bunker Hill, Battle
of Saratoga, Battle of
Trenton, Valley Forge,
Yorktown)
o Key Individuals: King
George III, Ethan Allen,
Benedict Arnold, William
Prescott, John Paul Jones,
Nathan Hale, Charles
Cornwallis, John Burgoyne
o African Americans (e.g.,
Peter Salem, Crispus
Attucks, Peter Williams,
Agrippa Hull)
o Women (e.g., Mary Ludwig
Hays, Molly Pitcher,
Deborah Sampson)
Department of Social Sciences
Second Nine Weeks
NGSSS-SS Benchmarks/Florida StandardsState
Instructional Tools
Standards
Florida Standards Focus Standard:
Florida Standards Focus Activity:
LAFS.RH.6-8.7 Integrate visual information (e.g., in charts,
Have students access the online interactive map titled “The Revolutionary War in
graphs, photographs, videos, or maps) with other
the West and South 1778-1781” and integrate visual information (e.g., in charts,
information in print and digital texts.
graphs, photographs, videos, or maps) with other information in print and digital
texts, in order to answer the activity questions.
Content Benchmarks:
http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u4/ind
SS.8.A.3.1 Explain the consequences of the French and
ex.html#top
Indian War in British policies for the American colonies from
Vocabulary/ Identification: neutral, mercenary, recruit, desert, inflation,
1763 - 1774.
blockade, privateer, guerrilla warfare, ratify, ambush
SS.8.A.3.2 Explain American colonial reaction to British
policy from 1763 - 1774.
Mobile Device Project: My Life- click on the icon below
SS.8.A.3.3 Recognize the contributions of the Founding
Fathers (John Adams, Sam Adams, Benjamin Franklin,
John Hancock, Alexander Hamilton, Thomas Jefferson,
James Madison, George Mason, George Washington)
during American Revolutionary efforts.
SS.8.A.3.4 Examine the contributions of influential groups to
both the American and British war efforts during the
American Revolutionary War and their effects on the
outcome of the war.
Mobile Device Project: Super Savior- click on the icon below
SS.8.A.3.5 Describe the influence of individuals on social
and political developments during the Revolutionary
era.
SS.8.A.3.6 Examine the causes, course, and consequences
of the American Revolution.
Technology:
Animated Atlas: “Growth of a Nation”
http://www.animatedatlas.com/movie2.html
SS.8.A.3.7 Examine the structure, content, and
George Washington Website – Primary Sources, Timeline, Multimedia, etc:
http://www.pbs.org/georgewashington/index.html
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
o
o
Foreign Volunteers:
Marquis de Lafayette,
Thaddeus Kosciusko,
Casimir Pulaski, Bernardo
De Galvez, Friedrich Von
Steuben
Treaty of Paris of 1783 (2) /
Consequences
Second Nine Weeks
NGSSS-SS Benchmarks/Florida StandardsState
Standards
consequences of the Declaration of Independence.
SS.8.A.3.8 Examine individuals and groups that affected
political and social motivations during the American
Revolution.
SS.8.A.3.15 Examine this time period (1763-1815) from the
perspective of historically under-represented groups
(children, indentured servants, Native Americans, slaves,
women, working class).
SS.8.A.3.16 Examine key events in Florida history as each
impacts this era of American history.
SS.8.E.1.1 Examine motivating economic factors that
influenced the development of the United States economy
over time including scarcity, supply and demand, opportunity
costs, incentives, profits, and entrepreneurial
aspects.
SS.8.E.2.1 Analyze contributions of entrepreneurs,
inventors, and other key individuals from various gender,
social, and ethnic backgrounds in the development of the
United States economy.
SS.8.E.2.2 Explain the economic impact of government
policies.
SS.8.E.2.3 Assess the role of Africans and other minority
groups in the economic development of the United
States.
SS.8.E.3.1 Evaluate domestic and international
interdependence.
SS.8.C.1.2 Compare views of self-government and the
rights and responsibilities of citizens held by Patriots,
Loyalists, and other colonists.
SS.8.C.1.3 Recognize the role of civic virtue in the lives of
citizens and leaders from the colonial period through
Department of Social Sciences
Instructional Tools
Library of Congress Primary Sources on the Revolutionary War:
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/prese
ntations/timeline/amrev/south/south.html
Timeline of the Revolution:
http://www.pbs.org/ktca/liberty/chronicle_timeline.html
PBS Website – Benjamin Franklin:
http://www.pbs.org/benfranklin/index.html
Suggested Activities:
Have students analyze primary sources by accessing the worksheets developed
by the Education Staff of the National Archives and Records Administration:
http://www.archives.gov/education/lessons/worksheets/
Have students create a Revolutionary War timeline to include major milestones.
Draw pictures to illustrate events.
Divide the class in to two groups of “Loyalist” and “Patriots,” and then students
will debate the different points of view, giving at least 3 reasons supporting their
pro-independence or anti-independence perspective. Students can then write a
5-paragraph persuasive essay convincing the reader of their point of view.
Have students work in cooperative groups, students can create a board game of
Revolutionary War battles. Groups will create a game board, write rules for the
game, create playing pieces, and design playing cards.
Have students work in cooperative groups and research an event from the
American Revolution and create a news broadcast based on that event. One
student should role-play the anchor and another, the on-the-scene reporter.
Have students design a plaque or statue to commemorate an important person
from the Revolutionary War period.
Have students research and write an encyclopedia article for one of the
Founding Fathers.
Have students simulate a press-conference to review the conclusion of the
American Revolution. Volunteer students can take on the various roles (Jean
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida StandardsState
Instructional Tools
Standards
Reconstruction.
Baptiste de Rochambeau, Anthony Wayne, Charles Cornwallis, George
Washington, and General Clinton). Remaining students can play the roles of the
SS.8.C.1.4 Identify the evolving forms of civic and political
reporters and ask questions about the end of the war.
participation from the colonial period through
Assessment:
Reconstruction.
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
SS.8.C.2.1 Evaluate and compare the essential ideals and
thinking skills. Each project or assignment should be assessed for content
principles of American constitutional government expressed
accuracy and skill development in terms of writing and reading comprehension.
in primary sources from the colonial period to
Reconstruction.
SS.8.A.1.6 Compare interpretations of key events and
issues throughout American History.
SS.8.A.1.7 View historic events through the eyes of those
who were there as shown in their art, writings, music, and
artifacts.
Skill Benchmarks:
SS.8.A.1.1 Provide supporting details for an answer from
text, interview for oral history, check validity of information
from research/text, and identify strong vs. weak
arguments.
SS.8.A.1.2 Analyze charts, graphs, maps, photographs and
timelines; analyze political cartoons; determine cause and
effect.
SS.8.A.1.3 Analyze current events relevant to American
History topics through a variety of electronic and print media
resources.
SS.8.A.1.4 Differentiate fact from opinion, utilize appropriate
historical research and fiction/nonfiction support materials.
SS.8.A.1.5 Identify, within both primary and secondary
sources, the author, audience, format, and purpose of
significant historical documents.
SS.8.G.1.1 Use maps to explain physical and cultural
Department of Social Sciences
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Related Programs:
Celebrate Freedom Week – September
Native American History Month- November
Hispanic Contributions
Character Education
State and District Instructional Requirements: Teachers should be aware
that State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic Contributions to the United States, Holocaust Education,
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida StandardsState
Standards
attributes of major regions throughout American history.
SS.8.G.1.2 Use appropriate geographic tools and terms to
identify and describe significant places and regions in
American history.
SS.8.G.2.1 Identify the physical elements and the human
elements that define and differentiate regions as relevant to
American history.
SS.8.G.2.2 Use geographic terms and tools to analyze case
studies of regional issues in different parts of the United
States that have had critical economic, physical, or political
ramifications.
SS.8.G.2.3 Use geographic terms and tools to analyze case
studies of how selected regions of the United States have
changed over time.
SS.8.G.3.1 Locate and describe in geographic terms the
major ecosystems of the United States.
SS.8.G.3.2 Use geographic terms and tools to explain
differing perspectives on the use of renewable and nonrenewable resources in the United States and Florida over
time.
SS.8.G.4.1 Interpret population growth and other
demographic data for any given place in the United States
throughout its history.
SS.8.G.4.2 Use geographic terms and tools to analyze the
effects throughout American history of migration to and
within the United States, both on the place of origin and
destination.
SS.8.G.4.3 Use geographic terms and tools to explain
cultural diffusion throughout the United States as it
expanded its territory
SS.8.G.4.4 Interpret databases, case studies, and maps to
Department of Social Sciences
Instructional Tools
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida StandardsState
Standards
describe the role that regions play in influencing trade,
migration patterns, and cultural/political interaction in the
United States throughout time
SS.8.G.4.5 Use geographic terms and tools to analyze case
studies of the development, growth, and changing nature of
cities and urban centers in the United States over time.
SS.8.G.4.6 Use political maps to describe changes in
boundaries and governance throughout American history.
SS.8.G.5.1 Describe human dependence on the physical
environment and natural resources to satisfy basic needs
in local environments in the United States.
SS.8.G.5.2 Describe the impact of human modifications on
the physical environment and ecosystems of the United
States throughout history.
SS.8.G.6.1 Use appropriate maps and other graphic
representations to analyze geographic problems and
changes over time throughout American history.
SS.8.G.6.2 Illustrate places and events in U.S. history
through the use of narratives and graphic representations.
Department of Social Sciences
Instructional Tools
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Date
October 28,
2016 to
November 21,
2016
Pacing Guide
Benchmark(s)
Florida Standards Focus Standard:
LAFS.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital
texts.
Content Benchmarks:
SS.8.A.3.1 Explain the consequences of the French and Indian War in
British policies for the American colonies from 1763 - 1774.
SS.8.A.3.2 Explain American colonial reaction to British policy from 1763 1774.
SS.8.A.3.3 Recognize the contributions of the Founding Fathers (John
Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander
Hamilton, Thomas Jefferson, James Madison, George Mason, George
Washington) during American Revolutionary efforts.
SS.8.A.3.4 Examine the contributions of influential groups to both the
American and British war efforts during the American Revolutionary War and
their effects on the outcome of the
war.
SS.8.A.3.5 Describe the influence of individuals on social and political
developments during the Revolutionary era.
SS.8.A.3.6 Examine the causes, course, and consequences of the American
Revolution.
SS.8.A.3.7 Examine the structure, content, and consequences of the
Declaration of Independence.
SS.8.A.3.8 Examine individuals and groups that affected political and social
motivations during the American Revolution.
SS.8.A.3.15 Examine this time period (1763-1815) from the perspective of
historically under-represented groups (children, indentured servants, Native
Americans, slaves, women, working class).
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s) Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Date
October 28,
2016 to
November 21,
2016
Pacing Guide
Benchmark(s)
SS.8.A.3.16 Examine key events in Florida history as each impacts this era
of American history.
SS.8.E.1.1 Examine motivating economic factors that influenced the
development of the United States economy over time including scarcity,
supply and demand, opportunity costs, incentives, profits, and
entrepreneurial aspects.
SS.8.E.2.1 Analyze contributions of entrepreneurs, inventors, and other key
individuals from various gender, social, and ethnic backgrounds in the
development of the United States economy.
SS.8.E.2.2 Explain the economic impact of government
policies.
SS.8.E.2.3 Assess the role of Africans and other minority groups in the
economic development of the United States.
SS.8.E.3.1 Evaluate domestic and international interdependence.
SS.8.C.1.2 Compare views of self-government and the rights and
responsibilities of citizens held by Patriots, Loyalists, and other
colonists.
SS.8.C.1.3 Recognize the role of civic virtue in the lives of citizens and
leaders from the colonial period through
Reconstruction.
SS.8.C.1.4 Identify the evolving forms of civic and political participation from
the colonial period through Reconstruction.
SS.8.C.2.1 Evaluate and compare the essential ideals and principles of
American constitutional government expressed in primary sources from the
colonial period to Reconstruction.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s) Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Date
October 28,
2016 to
November 21,
2016
Pacing Guide
Benchmark(s)
SS.8.A.1.6 Compare interpretations of key events and issues throughout
American History.
SS.8.A.1.7 View historic events through the eyes of those who were there as
shown in their art, writings, music, and artifacts.
Department of Social Sciences
Data Driven
Benchmark(s)
Activity
s
Assessment(s) Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Topic 6: CREATING A REPUBLIC
Pacing
Date(s)
Traditional
10 days
11-17-16 to 12-5-16
Block
5 days
11-17-16 to 12-5-16
ESSENTIAL QUESTIONS:
What were the challenges and compromises faced and debated by the Founding Fathers that
evolved into the Constitution of the United States?
What are the characteristics of the United States’ first government, The Articles of
Confederation?
Why were the Articles of Confederation doomed to fail?
To what extent did compromise determine how the legislative branch would be set up in the
United States?
What other compromises were reached in the new Constitution?
What were the key issues in the debate between the Federalists and Antifederalists?
How does the Preamble define the basic goals of the Constitution?
How does federalism divide power?
STRAND(S) and STANDARD(S):
AMERICAN HISTORY:
(Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources.)
(Standard 3: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of our nation.)
GEOGRAPHY:
(Standard 1: Understand how to use maps and other geographic representations, tool, and technology to report information.)
(Standard 2: Understand physical and cultural characteristics of places.)
(Standard 3: Understand the relationships between the Earth's ecosystems and the populations that dwell within it.)
(Standard 4: Understand the characteristics, distributions, and migration of human populations.)
(Standard 5: Understand how human actions can impact the environment.)
(Standard 6: Understand how to apply geography to interpret the past and present, and plan for the future.)
ECONOMICS:
(Standard 1: Understand the fundamental concepts relevant to the development of the market economy.)
(Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy.)
(Standard 3: Understand the fundamental concepts and interrelationships of the United States' economy in the international market.)
CIVICS AND GOVERNMENT:
(Standard 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 2: The student will demonstrate an understanding of the principles, functions, and organization of government.)
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Course Themes Addressed:
American Identity; Economic
Transformations; Globalization;
Politics & Citizenship; Slavery;
Leadership

CREATING A REPUBLIC
o Articles of Confederation
1777 (strengths and
weakness)
o Settlement of the Northwest
Territory: Land Ordinance
of 1785, Northwest
Ordinance of 1787
o Shays Rebellion 1786
o Constitutional Convention
of 1787 (Virginia Plan, New
Jersey Plan, Great
Compromise, Three-fifths
Compromise, Electoral
College)
o Key Delegates (e.g., James
Madison, Benjamin
Franklin, George
Washington, Alexander
Hamilton)
o British/European Influence:
Magna Carta, English Bill of
Rights, Baron of
Montesquieu, John Lock,
o Fundamental Principles:
Popular Sovereignty, Rule
of Law, Separation of
Powers, Checks and
Balances, Federalism
o The Constitution
(Preamble, Articles, Bill of
Rights)
o Federalist v. Antifederalist
o Ratification of U.S.
Department of Social Sciences
Second Nine Weeks
NGSSS-SS Benchmarks/Florida StandardsState
Instructional Tools
Standards
Florida Standards Focus Standard:
Florida Standards Focus Activity:
LAFS.RH.6-8.4 Determine the meaning of words and
Using the following link to the Constitution to identify the article and section that
phrases as they are used in a text, including vocabulary
deals with house and senate representation, slavery, and how to add an
specific to domains related to history/social studies.
amendment to the constitution by determining the meaning of words and
phrases as they are used in a text, including vocabulary specific to domains
LAFS.RH.6-8.3 Identify key steps in a text’s description of a
related to history/social studies.
process related to history/social studies
http://www.archives.gov/exhibits/charters/constitution_transcript.html
Content Benchmarks:
SS.8.A.3.9 Evaluate the structure, strengths, and
weaknesses of the Articles of Confederation and its aspects
that led to the Constitutional Convention.
SS.8.A.3.10 Examine the course and consequences of the
Constitutional Convention (New Jersey Plan, Virginia Plan,
Great Compromise, Three-Fifths Compromise,
compromises regarding taxation and slave trade, Electoral
College, state vs. federal power, empowering a
president).
SS.8.A.3.11 Analyze support and opposition (Federalists,
Federalist Papers, Anti-Federalists, Bill of Rights) to
ratification of the U.S. Constitution.
SS.8.A.3.15 Examine this time period (1763-1815) from the
perspective of historically under-represented groups
(children, indentured servants, Native Americans, slaves,
women, working class).
SS.8.A.3.16 Examine key events in Florida history as each
impacts this era of American history.
SS.8.E.1.1 Examine motivating economic factors that
influenced the development of the United States economy
over time including scarcity, supply and demand, opportunity
costs, incentives, profits, and entrepreneurial aspects.
SS.8.E.2.1 Analyze contributions of entrepreneurs,
inventors, and other key individuals from various gender,
social, and ethnic backgrounds in the development of the
Vocabulary/ Identification: constitution, bicameral, republic, petition,
ordinance, depreciate, depression, manumission, proportional, compromise,
Enlightenment, federalism, article, legislative branch, executive branch, Electoral
College, judicial branch, checks and balances, ratify, Federalist, Antifederalist,
amendment
Technology:
Animated Atlas: “Growth of a Nation”
http://www.animatedatlas.com/movie2.html
Comparing the Constitution and Articles of Confederation:
http://www.usconstitution.net/constconart.html
Articles of Confederation Primary Source:
http://avalon.law.yale.edu/18th_century/artconf.asp
Teaching the Constitutional Convention:
http://teachingamericanhistory.org/convention/
Virginia Plan Primary Source:
http://www.ourdocuments.gov/doc.php?flash=true&doc=7
Suggested Activities:
Have students analyze primary sources by accessing the worksheets developed
by the Education Staff of the National Archives and Records
Administration:http://www.archives.gov/education/lessons/worksheets/
Have students conduct a mock Constitutional Convention, assigning students
the role of a delegate to the convention. Students should research their role and
prepare a biographical sketch of their person. Additionally, students will simulate
the debates during the Constitutional Convention.
Have students prepare for and participate in a debate on the ratification of the
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Constitution - 1789
Second Nine Weeks
NGSSS-SS Benchmarks/Florida StandardsState
Standards
United States economy.
United States Constitution.
SS.8.E.2.2 Explain the economic impact of government
policies.
SS.8.E.2.3 Assess the role of Africans and other minority
groups in the economic development of the United
States.
SS.8.E.3.1 Evaluate domestic and international
interdependence.
SS.8.C.1.1 Identify the constitutional provisions for
establishing citizenship.
SS.8.C.1.3 Recognize the role of civic virtue in the lives of
citizens and leaders from the colonial period through
Reconstruction.
SS.8.C.1.4 Identify the evolving forms of civic and political
participation from the colonial period through
Reconstruction.
SS.8.C.1.5 Apply the rights and principles contained in the
Constitution and Bill of Rights to the lives of citizens
today.
SS.8.C.1.6 Evaluate how amendments to the Constitution
have expanded voting rights from our nation's early history
to present day.
SS.8.C.2.1 Evaluate and compare the essential ideals and
principles of American constitutional government expressed
in primary sources from the colonial period to
Reconstruction.
SS.8.A.1.6 Compare interpretations of key events and
issues throughout American History.
SS.8.A.1.7 View historic events through the eyes of those
who were there as shown in their art, writings, music, and
Department of Social Sciences
Instructional Tools
Have students read an article from the Federalist Papers and analyze using the
document analysis worksheets.
http://www.archives.gov/education/lessons/worksheets/
Have students create a political cartoon reflecting Washington’s viewpoint of
Shays’s Rebellion (Washington is quoted as wondering whether “mankind, when
left to themselves, are unfit for their own government.”). Alternatively, students
could create a political cartoon reflecting Jefferson’s viewpoint (“A little rebellion,
now and then, is a good thing.”)
Have students create collages depicting Americans exercising the rights, duties,
or responsibilities of US citizens.
http://www.usconstitution.net/constconart.html
Hand out or display a copy of the Preamble to the Constitution. Read with the
students and have them circle every word in the document they do not
understand. Instruct the students to create a three column graphic organizer.
Students need to list every word they do not understand in the first column. Have
the students predict the meanings of the words based on context clues and have
them list their predicted meanings in the second column. Then have the students
look up the words in the dictionary or word index and list those words. Once they
have established the true meaning of the difficult words, have the students
rewrite the preamble of the constitution using alternative words.
http://www.usconstitution.net/constconart.html
Students will learn and practice the skill of identifying key steps of a process by
completing this activity. The process to be studied is the Amendment Process.
On page 216 in the textbook titled Discovering Our Past, students will review an
info-graphic that lists the process of Amending the Constitution and allows
students to draw conclusions on the process. Direct students to that page and
graphic and lead a discussion with the students that centers on the questions
listed in the exercise.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida StandardsState
Instructional Tools
Standards
ELL:
artifacts.
Use visual depictions of historical events in order to increase ELL students’
Skill Benchmarks:
mastery of related content.
SS.8.A.1.1 Provide supporting details for an answer from
text, interview for oral history, check validity of information
from research/text, and identify strong vs. weak arguments.
Related Programs:
SS.8.A.1.2 Analyze charts, graphs, maps, photographs and
timelines; analyze political cartoons; determine cause and
effect.
SS.8.A.1.3 Analyze current events relevant to American
History topics through a variety of electronic and print media
resources.
SS.8.A.1.4 Differentiate fact from opinion; utilize appropriate
historical research and fiction/nonfiction support
materials.
SS.8.A.1.5 Identify, within both primary and secondary
sources, the author, audience, format, and purpose of
significant historical documents.
SS.8.G.1.1 Use maps to explain physical and cultural
attributes of major regions throughout American
history.
SS.8.G.1.2 Use appropriate geographic tools and terms to
identify and describe significant places and regions in
American history.
SS.8.G.2.1 Identify the physical elements and the human
elements that define and differentiate regions as relevant to
American history.
SS.8.G.2.2 Use geographic terms and tools to analyze case
studies of regional issues in different parts of the United
States that have had critical economic, physical, or political
ramifications.
SS.8.G.2.3 Use geographic terms and tools to analyze case
Department of Social Sciences
“We the People” Program – Ongoing for further information visit www.civiced.org
Close-Up Program – January-May (for further information visit www.closeup.org)
Justice Teach-in Program – Ongoing
State and District Instructional Requirements: Teachers should be aware
that State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic Contributions to the United States, Holocaust Education,
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida StandardsState
Standards
studies of how selected regions of the United States have
changed over time.
SS.8.G.3.1 Locate and describe in geographic terms the
major ecosystems of the United States.
SS.8.G.3.2 Use geographic terms and tools to explain
differing perspectives on the use of renewable and nonrenewable resources in the United States and Florida over
time.
SS.8.G.4.1 Interpret population growth and other
demographic data for any given place in the United States
throughout its history.
SS.8.G.4.2 Use geographic terms and tools to analyze the
effects throughout American history of migration to and
within the United States, both on the place of origin and
destination.
SS.8.G.4.3 Use geographic terms and tools to explain
cultural diffusion throughout the United States as it
expanded its territory.
SS.8.G.4.4 Interpret databases, case studies, and maps to
describe the role that regions play in influencing trade,
migration patterns, and cultural/political interaction in the
United States throughout time.
SS.8.G.4.5 Use geographic terms and tools to analyze case
studies of the development, growth, and changing nature of
cities and urban centers in the United States over time.
SS.8.G.4.6 Use political maps to describe changes in
boundaries and governance throughout American history.
SS.8.G.5.1 Describe human dependence on the physical
environment and natural resources to satisfy basic needs
in local environments in the United
States.
Department of Social Sciences
Instructional Tools
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida StandardsState
Standards
SS.8.G.5.2 Describe the impact of human modifications on
the physical environment and ecosystems of the United
States throughout history.
SS.8.G.6.1 Use appropriate maps and other graphic
representations to analyze geographic problems and
changes over time throughout American history.
SS.8.G.6. Illustrate places and events in U.S. history
through the use of narratives and graphic representations.
Department of Social Sciences
Instructional Tools
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Date
November 22,
2016 to
December 8,
2016
Pacing Guide
Benchmark(s)
Florida Standards Focus Standard:
LAFS.RH.6-8.4 Determine the meaning of words and phrases as they are
used in a text, including vocabulary specific to domains related to
history/social studies.
LAFS.RH.6-8.3 Identify key steps in a text’s description of a process related
to history/social studies
Content Benchmarks:
SS.8.A.3.9 Evaluate the structure, strengths, and weaknesses of the Articles
of Confederation and its aspects that led to the Constitutional Convention.
SS.8.A.3.10 Examine the course and consequences of the Constitutional
Convention (New Jersey Plan, Virginia Plan, Great Compromise, ThreeFifths Compromise, compromises regarding taxation and slave trade,
Electoral College, state vs. federal power, empowering a president).
SS.8.A.3.11 Analyze support and opposition (Federalists, Federalist Papers,
Anti-Federalists, Bill of Rights) to ratification of the U.S. Constitution.
SS.8.A.3.15 Examine this time period (1763-1815) from the perspective of
historically under-represented groups (children, indentured servants, Native
Americans, slaves, women, working class).
SS.8.A.3.16 Examine key events in Florida history as each impacts this era
of American history.
SS.8.E.1.1 Examine motivating economic factors that influenced the
development of the United States economy over time including scarcity,
supply and demand, opportunity costs, incentives, profits, and
entrepreneurial aspects.
SS.8.E.2.1 Analyze contributions of entrepreneurs, inventors, and other key
individuals from various gender, social, and ethnic backgrounds in the
development of the United States economy.
SS.8.E.2.2 Explain the economic impact of government
policies.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s) Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Date
November 22,
2016 to
December 8,
2016
Pacing Guide
Benchmark(s)
SS.8.E.2.3 Assess the role of Africans and other minority groups in the
economic development of the United States.
SS.8.E.3.1 Evaluate domestic and international interdependence.
SS.8.C.1.1 Identify the constitutional provisions for establishing
citizenship.
SS.8.C.1.3 Recognize the role of civic virtue in the lives of citizens and
leaders from the colonial period through
Reconstruction.
SS.8.C.1.4 Identify the evolving forms of civic and political participation from
the colonial period through Reconstruction.
SS.8.C.1.5 Apply the rights and principles contained in the Constitution and
Bill of Rights to the lives of citizens today.
SS.8.C.1.6 Evaluate how amendments to the Constitution have expanded
voting rights from our nation's early history to present day.
SS.8.C.2.1 Evaluate and compare the essential ideals and principles of
American constitutional government expressed in primary sources from the
colonial period to Reconstruction.
SS.8.A.1.6 Compare interpretations of key events and issues throughout
American History.
SS.8.A.1.7 View historic events through the eyes of those who were there as
shown in their art, writings, music, and artifacts.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s) Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Topic 7: THE NEW NATION
Pacing
Date(s)
Traditional
10 days
12-6-16 to 12-19-16
Block
5 days
12-6-16 to 12-19-16
ESSENTIAL QUESTIONS
What were the major economic, political and socio-cultural events of Washington’s and
Adam’s Presidency that influenced the formation of the new nation?
What are the characteristics of a leader?
What characteristics make George Washington a good leader?
What decisions did Washington and the new Congress have to make about the new
government?
How did the economy develop under Alexander Hamilton’s leadership?
What challenges on the frontier did the new government face?
What warning about foreign nations does Washington give in his farewell address?
How did different opinions lead to the first political parties?
What was the XYZ affair and how did it affect American public opinion towards immigration?
STRAND(S) and STANDARD(S):
AMERICAN HISTORY:
(Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources.)
(Standard 3: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of our nation.)
GEOGRAPHY:
(Standard 1: Understand how to use maps and other geographic representations, tool, and technology to report information.)
(Standard 2: Understand physical and cultural characteristics of places.)
(Standard 3: Understand the relationships between the Earth's ecosystems and the populations that dwell within it.)
(Standard 4: Understand the characteristics, distributions, and migration of human populations.)
(Standard 5: Understand how human actions can impact the environment.)
(Standard 6: Understand how to apply geography to interpret the past and present, and plan for the future.)
ECONOMICES:
(Standard 1: Understand the fundamental concepts relevant to the development of the market economy.)
(Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy.)
(Standard 3: Understand the fundamental concepts and interrelationships of the United States' economy in the international market.)
CIVICS AND GOVERNMENT:
(Standard 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 2: The student will demonstrate an understanding of the principles, functions, and organization of government.)
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Course Themes Addressed:
American Identity
Demographic Changes
Economic Transformations
Globalization
Politics & Citizenship
Leadership

THE NEW NATION
o Bill of Rights - 1791
o First President – George
Washington
o Organizing the
Government: Five
Executive Departments,
Federal Court System
(Judiciary Act of 1789)
o Hamilton’s Plan to
Strengthen the Economy
o Traditions established by
first president
o Washington’s Belief in
Isolationism (Jay’s Treaty)
o Washington’s Farewell
address
o Emergence of Political
Parties: Hamiltonians and
Jeffersonians; Federalist
and Republicans
o The Election of 1796
o Adam's Presidency
 XYZ Affair
 Federalist Party Splits
 Alien and Sedition Acts
Department of Social Sciences
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Instructional Tools
Standards
Florida Standards Focus Standard:
Florida Standards Focus Activity:
LAFS.RH.6-8.6 Identify aspects of a text that reveal an
Have students access Washington’s “Farewell Address”: and identify and write
author’s point of view or purpose (e.g., loaded language,
an essay that reveals Washington’s point of view on American foreign policy,
inclusion or avoidance of particular facts).
sectionalism, and political parties
http://www.ourdocuments.gov/doc.php?flash=true&doc=15&page=transcript
Content Benchmarks:
SS.8.A.3.11 Analyze support and opposition (Federalists,
Vocabulary/ Identification: precedent, cabinet, national debt, bond,
Federalist Papers, Anti-Federalists, Bill of Rights) to
speculator, unconstitutional, tariff, neutrality, impressments, partisan, implied
ratification of the U.S. Constitution.
powers, caucus, alien, sedition, nullify, states' rights
Technology:
Animated Atlas: “Growth of a Nation”
http://www.animatedatlas.com/movie2.html
Bill of Rights Primary Sources:
http://www.archives.gov/exhibits/charters/bill_of_rights.html
SS.8.A.3.12 Examine the influences of George
Washington's presidency in the formation of the new
nation.
SS.8.A.3.13 Explain major domestic and international
economic, military, political, and socio-cultural events of
John Adams's presidency.
SS.8.A.3.15 Examine this time period (1763-1815) from the
perspective of historically under-represented groups
(children, indentured servants, Native Americans, slaves,
women, working class).
George Washington Website – Primary Sources, Timeline, Multimedia, etc:
http://www.pbs.org/georgewashington/index.html
John Adams Biography:
http://www.whitehouse.gov/about/presidents/johnadams
Suggested Activities:
Have students analyze primary sources by accessing the worksheets developed
by the Education Staff of the National Archives and Records Administration:
http://www.archives.gov/education/lessons/worksheets/
Have students compare and contrast the presidencies of Washington and
Adams using a Venn Diagram.
SS.8.A.3.16 Examine key events in Florida history as each
impacts this era of American history.
Have students create an illustration of one of the basic rights found in the Bill of
Rights and then explain the symbolism in writing.
SS.8.E.1.1Examine motivating economic factors that
influenced the development of the United States economy
over time including scarcity, supply and demand, opportunity
costs, incentives, profits, and entrepreneurial
aspects.
Have students collect current event news articles relating to one of the rights
found in the Bill of Rights.
http://www.archives.gov/exhibits/charters/bill_of_rights.html
Have students write and perform a skit showing examples of how amendments
in the Bill of Rights are applied in modern times.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
Instructional Tools
SS.8.E.2.1 Analyze contributions of entrepreneurs,
inventors, and other key individuals from various gender,
social, and ethnic backgrounds in the development of the
United States economy.
Have students write a 5-paragraph expository essay explaining why the Bill of
Rights was added to the Constitution.
SS.8.E.2.2 Explain the economic impact of government
policies.
SS.8.E.2.3 Assess the role of Africans and other minority
groups in the economic development of the United
States.
Have students divide into two groups representing the Federalists and
Democratic-Republicans. Students in each group should think of reasons why
people should join their party, and then create a recruitment advertisement.
Have students write a 5-paragraph expository essay explaining how George
Washington shaped the American presidency.
SS.8.E.3.1 Evaluate domestic and international
interdependence.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
SS.8.C.1.3 Recognize the role of civic virtue in the lives of
citizens and leaders from the colonial period through
Reconstruction.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
SS.8.C.1.4 Identify the evolving forms of civic and political
participation from the colonial period through
Reconstruction.
Related Programs:
“We the People” Program – Ongoing (for further information visit
www.civiced.org)
Close-Up Program – January-May (for further information visit www.closeup.org)
SS.8.C.1.5 Apply the rights and principles contained in the
Constitution and Bill of Rights to the lives of citizens
today.
SS.8.C.1.6 Evaluate how amendments to the Constitution
have expanded voting rights from our nation's early history
to present day.
SS.8.C.2.1 Evaluate and compare the essential ideals and
principles of American constitutional government expressed
in primary sources from the colonial period to
Reconstruction.
SS.8.A.1.6 Compare interpretations of key events and
issues throughout American History.
SS.8.A.1.7 View historic events through the eyes of those
who were there as shown in their art, writings, music, and
Department of Social Sciences
Justice Teach-in Program – Ongoing
State and District Instructional Requirements: Teachers should be aware
that State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic Contributions to the United States, Holocaust Education,
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
artifacts.
Skill Benchmarks:
SS.8.A.1.1 Provide supporting details for an answer from
text, interview for oral history, check validity of information
from research/text, and identify strong vs. weak
arguments.
SS.8.A.1.2 Analyze charts, graphs, maps, photographs and
timelines; analyze political cartoons; determine cause and
effect.
SS.8.A.1.3 Analyze current events relevant to American
History topics through a variety of electronic and print media
resources.
SS.8.A.1.4 Differentiate fact from opinion, utilize appropriate
historical research and fiction/nonfiction support
materials.
SS.8.A.1.5 Identify, within both primary and secondary
sources, the author, audience, format, and purpose of
significant historical documents.
SS.8.G.1.1 Use maps to explain physical and cultural
attributes of major regions throughout American
history.
SS.8.G.1.2 Use appropriate geographic tools and terms to
identify and describe significant places and regions in
American history.
SS.8.G.2.1 Identify the physical elements and the human
elements that define and differentiate regions as relevant to
American history.
SS.8.G.2.2 Use geographic terms and tools to analyze case
studies of regional issues in different parts of the United
States that have had critical economic, physical, or political
ramifications.
Department of Social Sciences
Instructional Tools
SPED:
Go the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
SS.8.G.2.3 Use geographic terms and tools to analyze case
studies of how selected regions of the United States have
changed over time.
SS.8.G.3.1 Locate and describe in geographic terms the
major ecosystems of the United States.
SS.8.G.3.2 Use geographic terms and tools to explain
differing perspectives on the use of renewable and nonrenewable resources in the United States and Florida over
time.
SS.8.G.4.1 Interpret population growth and other
demographic data for any given place in the United States
throughout its history.
SS.8.G.4.2 Use geographic terms and tools to analyze the
effects throughout American history of migration to and
within the United States, both on the place of origin and
destination.
SS.8.G.4.3 Use geographic terms and tools to explain
cultural diffusion throughout the United States as it
expanded its territory.
SS.8.G.4.4 Interpret databases, case studies, and maps to
describe the role that regions play in influencing trade,
migration patterns, and cultural/political interaction in the
United States throughout time.
SS.8.G.4.5 Use geographic terms and tools to analyze case
studies of the development, growth, and changing nature of
cities and urban centers in the United States over time.
SS.8.G.4.6 Use political maps to describe changes in
boundaries and governance throughout American history.
SS.8.G.5.1 Describe human dependence on the physical
environment and natural resources to satisfy basic needs
in local environments in the United States.
SS.8.G.5.2 Describe the impact of human modifications on
Department of Social Sciences
Instructional Tools
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Department of Social Sciences
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
the physical environment and ecosystems of the United
States throughout history.
SS.8.G.6.1 Use appropriate maps and other graphic
representations to analyze geographic problems and
changes over time throughout American history.
SS.8.G.6.2 Illustrate places and events in U.S. history
through the use of narratives and graphic
representations.
Instructional Tools
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Date
Pacing Guide
Benchmark(s)
December 9,
2016 to
December 23,
2016
Florida Standards Focus Standard:
LAFS.RH.6-8.6 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).
Content Benchmarks:
SS.8.A.3.11 Analyze support and opposition (Federalists, Federalist Papers,
Anti-Federalists, Bill of Rights) to ratification of the U.S. Constitution.
SS.8.A.3.12 Examine the influences of George Washington's presidency in
the formation of the new nation.
SS.8.A.3.13 Explain major domestic and international economic, military,
political, and socio-cultural events of John Adams's presidency.
SS.8.A.3.15 Examine this time period (1763-1815) from the perspective of
historically under-represented groups (children, indentured servants, Native
Americans, slaves, women, working class).
SS.8.A.3.16 Examine key events in Florida history as each impacts this era
of American history.
SS.8.E.1.1Examine motivating economic factors that influenced the
development of the United States economy over time including scarcity,
supply and demand, opportunity costs, incentives, profits, and
entrepreneurial aspects.
SS.8.E.2.1 Analyze contributions of entrepreneurs, inventors, and other key
individuals from various gender, social, and ethnic backgrounds in the
development of the United States economy.
SS.8.E.2.2 Explain the economic impact of government policies.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s) Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Date
December 9,
2016 to
December 23,
2016
Pacing Guide
Benchmark(s)
SS.8.E.2.3 Assess the role of Africans and other minority groups in the
economic development of the United States.
SS.8.E.3.1 Evaluate domestic and international interdependence.
SS.8.C.1.3 Recognize the role of civic virtue in the lives of citizens and
leaders from the colonial period through Reconstruction.
SS.8.C.1.4 Identify the evolving forms of civic and political participation from
the colonial period through Reconstruction.
SS.8.C.1.5 Apply the rights and principles contained in the Constitution and
Bill of Rights to the lives of citizens today.
SS.8.C.1.6 Evaluate how amendments to the Constitution have expanded
voting rights from our nation's early history to present day.
SS.8.C.2.1 Evaluate and compare the essential ideals and principles of
American constitutional government expressed in primary sources from the
colonial period to Reconstruction.
SS.8.A.1.6 Compare interpretations of key events and issues throughout
American History.
SS.8.A.1.7 View historic events through the eyes of those who were there as
shown in their art, writings, music, and artifacts.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s) Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Topic 8: THE JEFFERSON ERA
Pacing
Date(s)
Traditional
9 days
12-20-16 to 1-13-17
Block
4.5 days
12-20-16 to 1-13-17
ESSENTIAL QUESTIONS
What were the major domestic and international economic, political, socio-cultural events of
Thomas Jefferson’s Presidency?
What did the election of 1800 show about the nature of politics?
What did Jefferson want to accomplish during his presidency?
How does geography influence the way people live?
What was the Louisiana Purchase and why was it important to our country’s history and
growth?
What were the implications for the Native Americans as a result of their expedition?
Explain major reasons for the War of 1812 and the war’s significance on the development of a
national identity?
STRAND(S) and STANDARD(S):
AMERICAN HISTORY: (Standard 1: Use research and inquiry skills to analyze American History using primary and secondary sources.)
(Standard 3: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of our
nation.)
GEOGRAPHY:
(Standard 1: Understand how to use maps and other geographic representations, tool, and technology to report information.)
(Standard 2: Understand physical and cultural characteristics of places.)
(Standard 3: Understand the relationships between the Earth's ecosystems and the populations that dwell within it.)
(Standard 4: Understand the characteristics, distributions, and migration of human populations.)
(Standard 5: Understand how human actions can impact the environment.)
(Standard 6: Understand how to apply geography to interpret the past and present, and plan for the future.)
ECONOMICS:
(Standard 1: Understand the fundamental concepts relevant to the development of the market economy.)
(Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy.)
(Standard 3: Understand the fundamental concepts and interrelationships of the United States' economy in the international market.)
CIVICS AND GOVERNMENT:
(Standard 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 2: The student will demonstrate an understanding of the principles, functions, and organization of government.)
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Course Themes Addressed:
Economic Transformations
Environment
Globalization
Slavery
War/Diplomacy
Leadership
Westward Expansion
 THE JEFFERSON ERA
o Election of 1800: Election of
Thomas Jefferson
o Louisiana Purchase
o Lewis and Clark Expedition
o Judicial Review of 1789
(Marbury v. Madison)
o American Neutrality: War
with Tripoli, British
impressments, Embargo
Act, Non-intercourse Act
o Election of 1808: Election of
James Madison
o Nationalism and the War
Hawks
o Western Conflicts: Battle of
Tippecanoe
o War of 1812 (2)
o Treaty of Ghent - 1814
Mandate(s):
Character Education: Kindness ,
Honesty, Integrity
African-American Contributions
Hispanic Contributions
Women’s Contributions
Native American Month (Nov.)
Department of Social Sciences
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Instructional Tools
Standards
Florida Standards Focus Standard:
Florida Standards Focus Activity:
LAFS.RH.6-8.7 Integrate visual information (e.g., in charts,
Have students analyze the relationships between a primary and secondary
graphs, photographs, videos, or maps) with other
source on the same topic by comparing a political cartoon with the information in
in the textbook (in page 287 of Discovering Our Past) regarding Thomas
information in print and digital texts.
Jefferson and Embargo Act of 1807 and the Non-intercourse Act of 1809 and
LAFS.RH.6-8.9 Analyze the relationship between a primary
write a paragraph summarizing their conclusions and cite examples in the
and secondary source on the same topic.
cartoon to support their conclusions
Content Benchmarks:
http://www.granger.com/results.asp?image=0010478&screenwidth=1055
SS.8.A.3.14 Explain major domestic and international
economic, military, political, and socio-cultural events of
(This also meets, LACC.68.WSHT.2.4 Produce clear and coherent writing in
Thomas Jefferson's presidency.
which the development, organization, and style are appropriate to task, purpose,
and audience).
Vocabulary/ Identification: laissez-faire, customs duties, judicial review,
Conestoga wagon, secede, tribute, neutral rights, impressment, embargo, War
Hawks, nationalism, frigate, privateer, Dolley Madison, Andrew Jackson,
Techumseh, Henry Clay, Battle of New Orleans
SS.8.A.3.15 Examine this time period (1763-1815) from the
perspective of historically under-represented groups
(children, indentured servants, Native Americans, slaves,
women, working class).
SS.8.A.3.16 Examine key events in Florida history as each
impacts this era of American history.
SS.8.A.4.1 Examine the causes, course, and consequences
of United States westward expansion and its growing
diplomatic assertiveness (War of 1812, Convention of 1818,
Adams-Onis Treaty, Missouri Compromise, Monroe
Doctrine, Trail of Tears, Texas annexation, Manifest
Destiny, Oregon Territory, Mexican American War/Mexican
Cession, California Gold Rush, Compromise of 1850,
Kansas Nebraska Act, Gadsden Purchase).
SS.8.A.4.2 Describe the debate surrounding the spread of
slavery into western territories and Florida.
SS.8.A.4.3 Examine the experiences and perspectives of
significant individuals and groups during this era of
Technology:
Animated Atlas: “Growth of a Nation”
http://www.animatedatlas.com/movie2.html
Monticello Website with Jefferson Biography, Timeline, Multimedia, etc:
http://www.monticello.org/jefferson/index.html
Lewis and Clark Exhibit:
http://www.lewisandclarkexhibit.org/cd_index_flash.html
Discovering Lewis and Clark Interactive Website:
http://www.lewis-clark.org/
War of 1812 Website:
http://www.galafilm.com/1812/e/intro/index.html
Landmark Supreme Court Cases – Marbury v. Madison:
http://www.streetlaw.org/en/Case.1.aspx
Suggested Activities:
Have students analyze primary sources by accessing the worksheets developed
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Florida Jewish History Month (Jan.)
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Instructional Tools
Standards
American History.
by the Education Staff of the National Archives and Records Administration:
http://www.archives.gov/education/lessons/worksheets/
SS.8.A.4.4 Discuss the impact of westward expansion on
cultural practices and migration patterns of Native American
Have students draw a two-part timeline that identifies important people and
and African slave populations.
events from the Jefferson Era.
SS.8.A.4.12 Examine the effects of the 1804 Haitian
Revolution on the United States acquisition of the Louisiana
Territory.
SS.8.E.1.1 Examine motivating economic factors that
influenced the development of the United States economy
over time including scarcity, supply and demand, opportunity
costs, incentives, profits, and entrepreneurial
aspects.
SS.8.E.2.1 Analyze contributions of entrepreneurs,
inventors, and other key individuals from various gender,
social, and ethnic backgrounds in the development of
the United States economy.
SS.8.E.2.2 Explain the economic impact of government
policies.
SS.8.E.2.3 Assess the role of Africans and other minority
groups in the economic development of the United
States.
SS.8.E.3.1 Evaluate domestic and international
interdependence.
SS.8.C.1.3 Recognize the role of civic virtue in the lives of
citizens and leaders from the colonial period through
Reconstruction.
SS.8.C.1.4 Identify the evolving forms of civic and political
participation from the colonial period through
Reconstruction.
SS.8.C.1.5 Apply the rights and principles contained in the
Department of Social Sciences
Have students role-play or dramatize about the events and people related to the
Louisiana Purchase and/or Lewis and Clark expedition.
Have students map the route of Lewis and Clark on a U.S. physical map,
labeling physical features.
Have students write a journal entry from the perspective of Lewis or Clark
describing their experiences on the expedition.
Have students write a five paragraph essay comparing and contrasting the
economic benefits of the Louisiana Territory from the American, French, and
Spanish perspectives.
Have students research the value of US imports and exports from 1800 to 1820,
and then make a line graph depicting this information.
Have students work in small groups to organize a campaign to convince
President Jefferson that paying tributes to Barbary pirates is a bad idea. Have
each student choose a specific role in the project: writing letters, preparing and
designing posters, and writing and delivering speeches.
Have students write and act out a skit showing the challenges people travelling
west via Conestoga wagon would face.
Have students create a class mural showing various events from the War of
1812. Possibilities include the Battle of Lake Erie, the shelling of the Guerriere
and the defeat of the Creek at the Battle of Horseshoe Bend.
http://www.history.navy.mil/danfs/g9/guerriere-i.htm
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
Constitution and Bill of Rights to the lives of citizens
today.
SS.8.C.1.6 Evaluate how amendments to the Constitution
have expanded voting rights from our nation's early history
to present day.
SS.8.C.2.1 Evaluate and compare the essential ideals and
principles of American constitutional government expressed
in primary sources from the colonial period to
Reconstruction.
SS.8.A.1.6 Compare interpretations of key events and
issues throughout American History.
SS.8.A.1.7 View historic events through the eyes of those
who were there as shown in their art, writings, music, and
artifacts.
Skill Benchmarks:
SS.8.A.1.1 Provide supporting details for an answer from
text, interview for oral history, check validity of information
from research/text, and identify strong vs. weak
arguments.
SS.8.A.1.2 Analyze charts, graphs, maps, photographs and
timelines; analyze political cartoons; determine cause and
effect.
SS.8.A.1.3 Analyze current events relevant to American
History topics through a variety of electronic and print media
resources.
SS.8.A.1.4 Differentiate fact from opinion, utilize appropriate
historical research and fiction/nonfiction support
materials.
SS.8.A.1.5 Identify, within both primary and secondary
sources, the author, audience, format, and purpose of
significant historical documents.
Department of Social Sciences
Instructional Tools
State and District Instructional Requirements: Teachers should be aware
that State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic Contributions to the United States, Holocaust Education,
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
SS.8.G.1.1 Use maps to explain physical and cultural
attributes of major regions throughout American
history.
SS.8.G.1.2 Use appropriate geographic tools and terms to
identify and describe significant places and regions in
American history.
SS.8.G.2.1 Identify the physical elements and the human
elements that define and differentiate regions as relevant to
American history.
SS.8.G.2.2 Use geographic terms and tools to analyze case
studies of regional issues in different parts of the United
States that have had critical economic, physical, or political
ramifications.
SS.8.G.2.3 Use geographic terms and tools to analyze case
studies of how selected regions of the United States have
changed over time.
SS.8.G.3.1 Locate and describe in geographic terms the
major ecosystems of the United States.
SS.8.G.3.2 Use geographic terms and tools to explain
differing perspectives on the use of renewable and nonrenewable resources in the United States and Florida over
time.
SS.8.G.4.1 Interpret population growth and other
demographic data for any given place in the United States
throughout its history.
SS.8.G.4.2 Use geographic terms and tools to analyze the
effects throughout American history of migration to and
within the United States, both on the place of origin and
destination.
SS.8.G.4.3 Use geographic terms and tools to explain
cultural diffusion throughout the United States as it
expanded its territory.
Department of Social Sciences
Instructional Tools
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards State
Standards
SS.8.G.4.4 Interpret databases, case studies, and maps to
describe the role that regions play in influencing trade,
migration patterns, and cultural/political interaction in the
United States throughout time.
SS.8.G.4.5 Use geographic terms and tools to analyze case
studies of the development, growth, and changing nature of
cities and urban centers in the United States over time.
SS.8.G.4.6 Use political maps to describe changes in
boundaries and governance throughout American history.
SS.8.G.5.1 Describe human dependence on the physical
environment and natural resources to satisfy basic needs
in local environments in the United States.
SS.8.G.5.2 Describe the impact of human modifications on
the physical environment and ecosystems of the United
States throughout history.
SS.8.G.6.1 Use appropriate maps and other graphic
representations to analyze geographic problems and
changes over time throughout American
history.
SS.8.G.6.2 Illustrate places and events in U.S. history
through the use of narratives and graphic representations.
Department of Social Sciences
Instructional Tools
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Date
January 9,
2017 to
January 20,
2017
Pacing Guide
Benchmark(s)
Florida Standards Focus Standard:
LAFS.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital
texts.
LAFS.RH.6-8.9 Analyze the relationship between a primary and secondary
source on the same topic.
Content Benchmarks:
SS.8.A.3.14 Explain major domestic and international economic, military,
political, and socio-cultural events of Thomas Jefferson's presidency.
SS.8.A.3.15 Examine this time period (1763-1815) from the perspective of
historically under-represented groups (children, indentured servants, Native
Americans, slaves, women, working class).
SS.8.A.3.16 Examine key events in Florida history as each impacts this era
of American history.
SS.8.A.4.1 Examine the causes, course, and consequences of United
States westward expansion and its growing diplomatic assertiveness (War of
1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise,
Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny,
Oregon Territory, Mexican American War/Mexican Cession, California Gold
Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden
Purchase).
SS.8.A.4.2 Describe the debate surrounding the spread of slavery into
western territories and Florida.
SS.8.A.4.3 Examine the experiences and perspectives of significant
individuals and groups during this era of American
History.
SS.8.A.4.4 Discuss the impact of westward expansion on cultural practices
and migration patterns of Native American and African slave populations.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s) Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Date
January 9,
2017 to
January 20,
2017
Pacing Guide
Benchmark(s)
SS.8.A.4.12 Examine the effects of the 1804 Haitian Revolution on the
United States acquisition of the Louisiana Territory.
SS.8.E.1.1 Examine motivating economic factors that influenced the
development of the United States economy over time including scarcity,
supply and demand, opportunity costs, incentives, profits, and
entrepreneurial aspects.
SS.8.E.2.1 Analyze contributions of entrepreneurs, inventors, and other key
individuals from various gender, social, and ethnic backgrounds in the
development of the United States economy.
SS.8.E.2.2 Explain the economic impact of government policies.
SS.8.E.2.3 Assess the role of Africans and other minority groups in the
economic development of the United States.
SS.8.E.3.1 Evaluate domestic and international interdependence.
SS.8.C.1.3 Recognize the role of civic virtue in the lives of citizens and
leaders from the colonial period through Reconstruction.
SS.8.C.1.4 Identify the evolving forms of civic and political participation from
the colonial period through Reconstruction.
SS.8.C.1.5 Apply the rights and principles contained in the Constitution and
Bill of Rights to the lives of citizens today.
SS.8.C.1.6 Evaluate how amendments to the Constitution have expanded
voting rights from our nation's early history to present day.
SS.8.C.2.1 Evaluate and compare the essential ideals and principles of
American constitutional government expressed in primary sources from the
colonial period to Reconstruction.
SS.8.A.1.6 Compare interpretations of key events and issues throughout
American History.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s) Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Date
January 9,
2017 to
January 20,
2017
Pacing Guide
Benchmark(s)
SS.8.A.1.7 View historic events through the eyes of those who were there as
shown in their art, writings, music, and artifacts.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s) Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Everfi Program Overview
EverFi Financial Literacy™
Student Length: 6 hours (approximate)
Meets 53 of the 107 Florida Standards for economics.
Topics Covered: •Credit scores, •consumer fraud and protection, •budgeting, •insurance, •credit cards, •student loans, •1040’s, •FAFSA, •mortgages, •taxes, •stocks, •savings,
•401k’s
EverFi™ - Assist students in learning critical financial literacy skills. The web based program is plug and play ready and assists teachers in efficiently providing critical need financial
skills in a fun and engaging digital environment. The system automatically records student progress and reports the unique score of each user back to the teacher. The program is
engaging, easy to use, and provides students with a wonderful background on the essential skills that are critical for their future financial success. The resource contains 10 modules
covering over 600 topics including banking, credit scores, insurance, credit cards, student loans, mortgages, taxes, stocks, savings, 401k’s and other critical concepts. Video,
animations, 3-D gaming, avatars, and social networking – bring complex financial concepts to life for today’s digital generation. Students who successfully complete the course earn
certification in financial literacy, which can be a powerful tool for job applications, college search, and internships.
Steps to Access
•
•
•
•
•
I. Activating Administrative Account
Go to http://www.everfi.com/login Click “sign up” on the top right of the screen. Type in your school site registration site code (see list) and click “I’m a teacher”. Complete the fields, enter your email address, create a password and fill remaining fields. Click finished!
II. Creating Classes and Class Codes
1. Once logged in, select the “classes” tab from the top navigation bar.
2. On the dropdown and select “create class”.
3. Select the appropriate curriculum (if applicable). Name the class the and click “add class”. (This will automatically generate a class registration code that will be stored on your
dashboard. Students will use this class code in the same manner in which you registered.)
III. Activating and Registering for Student Accounts
1. Go to www.everfi.com/login
2. Select “sign up” at the top right of the screen.
3. Enter the class registration code for YOUR class.
4. Select “I’m a student Student”
5. Fill in all the required fields.-You DO NOT have to enter an email address.
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Additional Useful Online Resources for Financial Literacy Instruction:






Financial Literacy from Florida’s Chief Financial Officer:
The Department of Social Sciences is pleased to provide information regarding Mr. Jeff Atwater, Florida’s Chief Financial Officer, FREE
Parents, students, teachers, and all M-DCPS employees can access this FREE online financial literacy learning resource by clicking on the following link:
http://www.myfloridacfo.com/YMM/default.aspx.
Valuable information is available from this website regarding understanding credit and debt, saving and spending, planning for life’s events, such as saving for college, buying a car, and
accessing
by clicking on the “Spanish” tab at the bottom of the
page.
H & R Block’s Budget Challenge:
http://www.hrblockdollarsandsense.com/
Everyone knows money doesn't grow on trees. At least they will if H&R Block has any say in it. By learning strong budgeting skills and fiscal discipline early, kids can gain the knowledge and
confidence to manage their own financial future. Our free H&R Block Budget Challenge encourages students to learn personal finance in a fun, engaging way while competing against other
classrooms and students for $3 million in classroom grants and student scholarships.
National Education Association’s Warehouse on Teaching Financial Literacy:
http://www.nea.org/tools/lessons/resources-for-teaching-financial-literacy.html
Use these resources to supplement your curriculum and help students gain the financial literacy skills they’ll need to manage their financial resources effectively throughout their lives.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
TOPIC 6: THE AMERICAN REVOLUTION
Video:
The Story Behind the Boston Massacre
From Colonies to Nation
The Beanbody Histories: The American Revolution: Part 2: The War Begins
Comparing the Continental Army and the British Army
Fact vs. Opinion
The American Revolution: From Colonies to Constitution: The War for Independence
The Role of African-Americans in the American Revolution
The Role of Women in the American Revolution
"Song of the Liberty Bell"
Personal Sacrifice and Opinions of the War
The Revolutionary War: John Paul Jones
French Involvement in the Revolution
George Washington
A Peace Treaty with Britain
Image:
Deborah Sampson enlisted under a man's name.
Article:
American Revolution
Skill Builder:
American Revolution
Early American Heroes
TOPIC 7: CREATING A REPUBLIC
Video:
Daniel Shays' Rebellion 1786-87: Massachusetts Farmers Rebel Against State Government Taxes
The American Revolution and the Articles of Confederation
The Declaration of Rights
Great Men of the Constitutional Convention
Composing the Constitution
An Introduction to the U.S. Constitution
The U.S. Constitution
The Constitution of the United States
The Federal Court System
The Electoral College
Ratification of the Constitution
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Footage and Commentary: The Federalist Opposition to the Constitution, the Inclusion of a Bill of Rights, and the Ratification of the Constitution
Image:
The Baron de Montesquieu (1689-1755).
John Locke, philosopher and political theorist.
Audio:
U.S. Government: The First 200 Years: Government Structure Is Proposed
Article:
United States of America: Government
Skill Builder:
Separation of Powers
Distribution of Power in the Federal Government
Constructed Response:
Bill of Rights Guiding Questions
TOPIC 8: THE NEW NATION
Video:
The Bill of Rights
1789: The First Year of the New U.S. Government
1790-1791: Establishing a Permanent Capital for the United States
George Washington
Washington's Farewell Address (AGL)
Alexander Hamilton Molds American Economy
Jay's Treaty, 1794
The Two Party System
Conflicts and Resolutions of 1797-1798
The Revolution of 1800 and the Midnight Judges
Jefferson and Adams (AGL)
John Adams
Image:
George Washington at the end of his presidency.
Audio:
Lodge McCammon Songs: The Bill of Rights
Lodge McCammon Songs: We the People
TOPIC 9: THE JEFFERSON ERA
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE: Eighth Grade- U.S. History
Video:
Thomas Jefferson
Thomas Jefferson Takes Charge: 1801-1802
The Case of Marbury v. Madison: 1803
The Louisiana Purchase: 1803
The Lewis and Clark Expedition: 1804-1806
James Madison and James Monroe
A Declaration of War
U.S. Territorial Expansion
Image:
Map, electoral votes, 1800 election.
Audio:
Stuff You Missed in History Class Podcast: How the Louisiana Purchase Worked
Expanding Our Nation: The Louisiana Purchase & Florida
Article:
War of 1812
Learning Guide:
Shmoop Learning Guide: Thomas Jefferson
Skill Builder:
The War of 1812
Writing Prompt:
Multicultural Lessons [Expository] [ELA, SS] [6-8]
×

Report this document