Social Studies: 8th grade

Units 1-3
Standards

Media Specialist/ Teacher

Connection

Journeys Text and/or

Web Resources
Exemplary Text
Correlation
The Constitution and Foundation of the American Political System (1777-1789): 6 weeks

8.28
Describe the
significance of
the Magna
Carta, the
English Bill of
Rights, and the
Mayflower
Compact in
relation to the
development
of government
in America. (C,
H, P)

Lead students in a discussion

asking:
What are ways that a country
can gain independence?
Brief Mini Lesson on
scholarly sites (Ex. World
Book, History.com)

National Archive (Text of

Study Guide
Magna Carta)
http://bit.ly/1Go1Npk
http://1.usa.gov/1M63w3N
EDSITEment Teacher
Guide
http://1.usa.gov/1DYOgB6

In groups of 4 have each group

research one bill (Magna
Carta, Bill of Rights,
Mayflower)
After research has each group
present their findings and each
individual student present a
paragraph on the leading
question.

8.29
Analyze the
Land
Ordinance of
1785 and the
Northwest
ordinance of
1787 and their
impact on
future
development
of western
settlement
and the spread
of public
education and
slavery. (E, G,
P)
8.30

Review the slide below on the

Land Ordinances
http://bit.ly/1DQaIdk

Informational Text from

Ohio History Central
http://bit.ly/1CCrgu1

www.maps101.com
log in using your 3 digit
school code followed by
maps101

Library of Congress

Teacher Lesson Plan

Highlight key details learned

from slide, have students
search for more information.
Group students in triads give
them 20-25 minutes to create
their own slide presentation
(talk with classroom teacher
about what information
should be included on the
slide)

Complete Day One Lesson

Analyze the
weaknesses of
the Articles of
Confederation,
including no
power to tax,
no
common
currency, no
control of
interstate
commerce,
and no
executive
branch, failure
of the
Lost State of
Franklin and
the impact of
Shays
Rebellion. (C,
E, H, P, TN)
8.31
Identify the
various
leaders of the
Constitutional
Convention
and analyze
the major
issues they
debated,
including: (C,
E, H)
distribution
of power
between the
states and
federal
government
Great
Compromise
Slavery and
the 3/5
Compromise
George
Washington
and James

(MTSU teaching with Primary

Sources) in library
http://bit.ly/1G2BlxY

http://1.usa.gov/1AM9PjF

Guide
http://bit.ly/1G2BlxY

Library of Congress
http://1.usa.gov/1DQcY47

Assessment: Have students

answer in paragraph form:
What weakness do you think
would be the most frustrating
to deal with under the Articles
of Confederation?
Teacher continues with
Lessons 2-3 in classroom

Review with students the

concept of Spark Notes
Have them review the
following Spark Note site
http://bit.ly/1Kt1DA6
with information about the
Constitution.
Have students work in pairs to
create their own spark notes
about each topic addressed in
the standard.
Have peers review another
teams notes:
**Discuss with teacher
creating and assessment that
uses information from student
notes***

Informational Text
http://bit.ly/1BbLnMe

EDSITEment Teacher
Guide
http://1.usa.gov/1EjugvP

Madison
8.32
Explain the
ratification
process and
describe the
conflict
between
Federalists
and AntiFederalists
over
ratification,
including the
need for a Bill
of Rights and
concern for
states rights,
citing evidence
from the
Federalist
Papers No. 10
and 51 and
other primary
source texts.
(H, P)
8.33
Describe the
principles
embedded in
the
Constitution,
including the
purposes of
government
listed in the
Preamble,
separation of
powers, check
and balances,
the
amendment
process,
federalism,
and
recognition of
and
protections of

Review lesson guide found

here: discuss with teacher the
lesson activities that should be
completed;
http://bit.ly/1w7PDx8

History.com
http://bit.ly/1Asaxcp

Teacher Guide
http://bit.ly/1w7PDx8

Charters of Freedom
http://1.usa.gov/1cayhot

Complete lessons one and two

in conjunction with the
teacher.

Using VideoNot.es or
Educanon help teacher upload
the following video
http://bit.ly/17W57tc

while watching have

students takes notes about
pertinent information.
When students come to
media center have them
read the following article:
http://bit.ly/1zQhy02
about the seven principles of
the constitution.
To end lesson have students
play the scatter game about
the concept found at :
http://bit.ly/1wJRdWR

http://bit.ly/1EjxNKH
Grolier Online
http://bit.ly/1Goegt9

Teacher Guide: ASD

http://bit.ly/1EjxY8M

individual
rights in the
Bill of Rights.
(P)

8.34
Write an
opinion piece
arguing for the
importance of
a particular
right as it
impacts
individuals
and/or groups,
using evidence
from the Bill of
Rights and
contemporary
informational
text. (P)

Librarian will do the direct

instruction of writing the
opinion piece.
Work with teacher to discuss
source(s) that they can use to
do research; have teacher
determine the list of rights
they want researched from Bill
of Rights.
When students come to library
complete a sample topic with
students; using table
strategy of writing
http://bit.ly/1wYGlyJ
Review concepts such as citing
sources and proper
formatting.

8.35
Analyze the
major events
of George
Washingtons
presidency,
including
Pinckneys
Treaty, Jays
Treaty,
Whiskey
Rebellion, and
precedents set
in the Farewell
Address. (G, P)

Discuss with students the 3 Cs

strategy to analysis: causes,
courses, and consequence;
have them use this strategy to
analyze the events of
Washingtons presidency.
Have students share their
findings with a table partner.

Miller Center for Research

http://bit.ly/1vVqGOF
Spark Notes
http://bit.ly/1zQAStY

Scholastic Guide for

writing Opinion Piece
http://bit.ly/1wYGlyJ

8.36
Explain the
strict versus
loose
interpretation
of the
Constitution
and how the
conflicts
between
Thomas
Jefferson and
Alexander
Hamilton
resulted in the
emergence of
two political
parties by
analyzing their
views of
foreign policy,
economic
policy
(including the
National
Bank),
funding, and
assumption of
the
revolutionary
debt. (C, E, G,
H, P)
8.37
Explain the
controversies
that plagued
the
administration
of John
Adams,
including the
conflicts with
England and
France and the
Alien and
Sedition Acts.
(H, P)

Define the terms loose

interpretation and strict
interpretation
Begin a Venn diagram with
one side labeled: loose other
strict using teacher selected
key details as a class complete
Venn Diagram (see standard to
make sure all key concepts are
addressed)

Review slide for information

about topic
http://bit.ly/1B8tXl4
Divide class into Federalist and
Democratic-Republicans under
John Adams;
Have each student create a
bumper sticker based on that
chosen party.

www.limitlesslibaries.org

8.38
Describe daily
life
including
traditions in
art, music, and
literature of
early national
America by
examining
excerpts from
the stories of
Washington
Irving and
James
Fenimore
Cooper. (C, H,
P)
8.64
Describe the
significance of
the Northwest
Ordinance and
the banning of
slavery in new
states north of
the Ohio River.
(C, E, P)
8.39
Identify the
leaders and
events and
analyze the
impact of
western
expansion to
the
development
of Tennessee
statehood,
including: (G,
H, P, TN)
William
Blount
John Sevier

Growth of a New Nation (Unit 2) 2 weeks

Using an online database
American Literature
(World Book, Encyclopedia
http://bit.ly/1B8tXl4
Britannia, American History,
etc.) have students research
The Literature Network
the traditions of national
http://bit.ly/1H1xsuf
America.
Have students choose a
medium to share their findings
in 2-3 minutes (slideshow,
Voki, glogster, etc.)

Break students into quads to

read text:

Yale Law School

http://bit.ly/1FfGuCC

Northwest Ordinance
http://bit.ly/1G3ijaO
Banning of Slavery in Ohio
http://bit.ly/1EreQEb

Our Government
http://1.usa.gov/1BckCqU

After readings; have them

create a group poster that
outlines what they learned.
Using an online database
(World Book, Encyclopedia
Britannia, American History,
etc.) have pairs of students
research the topics listed in
the standard.
Lead student in a mini-lesson
on how to create a comic strip
(pixton, bits strip, makebeliefs,
etc.). Have them create a
comic that describes key event
in the Western Expansion.
**Discuss with teacher rubric
creation, what should each
comic have**

Teacher Guide
http://bit.ly/1CDkWCt

 Rocky
Mount

Treaty of
Holston
Cumberland
Gap
River
systems
Natchez
Trace
Jackson
Purchase
8.40
Analyze the
role played by
John Marshall
in
strengthening
the central
government,
including the
key decisions
of the
Supreme
Court Marbury v.
Madison,
Gibbons v.
Ogden, and
McCulloch v.
Maryland.
8.41
Explain the
major events
of Thomas
Jeffersons
presidency,
including his
election in
1800,
Louisiana
Purchase, the

Have each students choose a

court case to review.

Nashville Public Television

http://to.pbs.org/17Wy5Jn

Marbury
http://bit.ly/1rpAiA3
Gibbons
http://bit.ly/1ERqbhw
McCulloch
http://bit.ly/1CDschI
Have students cite evidence
on the power of the federal
government in each case.
Create a blog post where
student list any influence of
John Marshall in their
researched court case
Have triads or quads read each
article (see standard for key
details)
http://1.usa.gov/1bPtoj8
http://bit.ly/1bW8VEM
http://1.usa.gov/18pOQNq
After reading of the articles
have students create timeline
(digital or paper) that
highlights key events.

National Archives
http://1.usa.gov/1bPtoj8
USA gov. historian
http://1.usa.gov/18pOQNq

defeat of the
Barbary
pirates, and
the Embargo
Act. (E, G, H)
8.42
Analyze the
impact of the
Lewis and
Clark
Expedition by
identifying the
routes on a
map, citing
evidence from
their journals.
(C, E, G, H)

Have students work in pairs to Bartleby

go through the virtual
http://bit.ly/1AE21nS
expedition of Lewis and Clark
http://on.natgeo.com/1k0YqIG
Have students create a dual
scrapbook where pairs of
students take each persons
perspective students are to
include journal entries,
pictures, and other artifacts
**work with teacher to create
rubric; which details key
entries that must be included
in journal/scrapbook.

The United States Role on the World Stage (1789-1849)

8.43
Explain the
causes,
course, and
consequences
of the War of
1812,
including the
major battles,
leaders,
events and
role of
Tennessee: (E,
H, P, TN)
Impressment
War Hawks
Henry Clay
Burning of
Washington
Fort
McHenry
William
Henry
Harrison

( Unit 3) 1 week
Begin lesson with video which
provides information about
the start of the War of 1812
http://bit.ly/MEQobL

Have students complete a

research guide (which has the
key events on one side and the
cause(s) on other)
Next, have students
summarize the information to
answer the question: What
problems might a new nation
face?

History.com
http://bit.ly/MEQobL

 Tecumseh
Andrew
Jackson
Battle of
Horseshoe
Bend
Battle of
New Orleans

Additional Notes/Explanations:
Please check links before completion of a lesson. Also remember that these are idea starters and to modify
to the needs of your population.
Also remember to check the MNPS Guides that have links to Informational Text and Primary Source
Documents.