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Standard
SS.8.2.1
Compare the
relationships
among the
British, French,
Spanish and
Dutch in their
struggles for
colonization of
North America
Colonization
Skills
(verbs)
Compare
Concepts
Formative Assessment
Relationships
British
French
Spanish
Dutch
Struggles
colonization
North America
5 weeks
Foundational
Skills
political, economic,
geographic,
cultural, and
religious
characteristics of
British, French,
Spanish, and Dutch
Colonies.
Remediation
Resources:
*BrainPop:-Columbi
an Exchange
*Reading Like a
Historian: Examining
Passenger Lists
chapter 3
(http://tinyurl.com/hu4
yhqu)
SS.8.2.2
Compare the
characteristics
of New
England,
Middle, and
Compare
Characteristics
New England
colonies
Middle
Colonies
characteristics of
colonial
governments,
geographic
influences,
occupations,
1
Resources:
*BrainPop:
- Thirteen Colonies
-Thanksgiving
Unit 1
Southern
Colonies
Colonization
Southern
Colonies
5 weeks
religion, education,
settlement
patterns, and social
patterns
*Colonial life
compare/contrast:
(http://tinyurl.com/gwr
yxsl)
*Beyond the Bubble
Mayflower Compact
assessment
(http://tinyurl.com/z6
wsmwj)
*DBQ - What caused
the Salem witch trial
hysteria of 1692?
Unit 1
Colonization
5 weeks
C. The Coastal plain and long
growing season made the
Southern region ideal for
cash crops--correct
D. The Coastal plain and the
short growing season made
for a strong whaling
industry in the Middle
colonies
SS.8.2.3
Differentiate
economic
systems of New
England.
Middle, and
Southern
Colonies
including
indentured
servants and
slaves as labor
sources
Differenti Economic
ate
systems,
New England
colonies,
Middle
Colonies,
Southern
colonies,
Indentured
servants,
Slaves
Resources:
*13 Originals-Founding the
American Colonies chapter 3
(http://tinyurl.com/95k
jy)
*Early Colonial Labor
Force:
(http://tinyurl.com/jxc
ztpm)
Unit 1
Colonization
5 weeks
C. Indentured servants were paid
according to how hard they worked
D. Indentured servants were
respected by their families back
SS.8.2.4
Identify the
impact of key
colonial figures
on the
economic,
political, and
social
development of
the colonies
Identify
Impact,
Figures,
Economic
development,
Political
Development,
Social
Development
John Smith,
William Penn,
Roger Williams,
Anne Hutchinson,
John Winthrop,
Jonathan Edwards,
William Bradford,
Nathaniel Bacon,
John Peter Zenger,
and Lord Calvert,
James Oglethorpe
Resources:
*BrainPop:
-Pocahontas
*Why do we
remember Paul
Revere?
(http://tinyurl.com/hko
hboc)
*George Washington,
the living symbol:
(http://tinyurl.com/hk6
rq4p)
home in England
[Squanto] was a special
instrument sent of God for their (the
colonists) good beyond their
expectationhe directed them how
to set their corn, where to take fish,
and to procure other commodities,
and was also their pilot to bring
them to unknown places.
Which experience below does this
quote by William Bradford
describe?
A. The Pilgrims brought new
ideas to the Native
Americans
B. The Native Americans
shared their knowledge to
help the Pilgrims survive-correct
C. The Pilgrims easily
converted the Native
Americans to Christianity
D. The Native Americans
believed that the Pilgrims
were the key to their
survival
Unit 1
Colonization
Discuss
SS.8.A.2.5
Discuss the
impact of
colonial
settlement on
Native
American
populations.
SS.8.A.2.6
Examine
the causes,
course, and
consequenc
es of the
French and
Indian War.
Examine
Impact,
Settlement,
Native
Americans
Causes, course,
consequences,
French and
Indian War
5 weeks
war, disease, loss of
land, westward
displacement of
tribes and increased
conflict between
tribes, and
dependence on
trade for Western
goods, including
guns.
Resources:
ongoing conflict
between France and
England, territorial
disputes, trade
competition, Ft.
Duquesne, Ft.
Quebec, Treaty of
Paris, heavy British
debt.
Resources:
*BrainPop:
-American Indians
*Reading Like A
Historian- mapping
the World
(http://tinyurl.com/hb2
by5e)
*BrainPop:
-French and Indian
War
*French & Indian
War: Causes & Effects
(http://tinyurl.com/ja9t
9qn)
*Beyond the Bubble-7
Years War
Unit 1
Colonization
5 weeks
(http://tinyurl.com/z6n
2u4a)
-George Washington
You and the French are like two
edges of a pair of shears and we are
the cloth that is cut to pieces
between them.
-Unknown Native American
Unit 1
SS.8.A.2.7
Describe the
contributions
of key groups
(Africans,
Native
Americans,
women, and
children) to the
society and
culture of
colonial
America.
Colonization
Describe
Contributions,
Groups(Native
Americans,
Africans,
women, and
children),
Culture of
Colonial
America
5 weeks
Squanto,
Massasoit,
Powhatan,
Pocahontas,
King Phillips
War
Resources:
*Washington and
Slavery: the 1799
Census:
(http://tinyurl.com/jj4x
6ve)
*Reading Like a
Historian: Pocahontas
Chapter 2
(http://tinyurl.com/hag
hwwy)
SS.8.C.1.4
Identify the
evolving forms
of civic and
political
participation
from the
colonial period
Identify
Evolving,
Civic and
political
participation,
Colonial Period
Resources:
*AVID Close read of
Mayflower Compact
*AVID Close read
Fundamental Orders
of Connecticut:
Essential
7
Unit 1
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
Colonization
Evaluate,
Compare
5 weeks
ideals,
Principles,
American
constitutional
government,
Expressed,
Primary
sources,
Colonial Period
(http://tinyurl.com/hjrz
v67)
Unit 1
SS.8.E.2.3
Assess the role
of Africans and
other minority
groups in the
economic
development of
the United
States
SS.8.G.2.1
Identify the
physical
elements and
the human
elements that
define and
differentiate
regions as
relevant to
American
history
Standard
Colonization
Assess
Africans,
Minority
groups,
Economic
development
Identify
Physical
elements,
Human
elements,
Define,
Differentiate,
Regions
Skills
(verbs)
Concepts
Formative Assessment
5 weeks
What was the main reason for the
increase in enslaved Africans by the
1700s?
A. Indentured servants
were rebelling while
African slaves were
not.
B. Africans were a
continual source of
labor, while indentured
servants were able to
buy their freedom.-correct
C. The demand for free
labor from indentured
servants was no longer
needed in Maryland.
D. Maryland outlawed the
indentured servant
while slavery of
Africans was still legal.
See the map question in SS.8.A.2.2
Foundational Skills
Remediation
Unit 1
Colonization
SS.8.3.1
Explain the
consequences
of the French
and Indian
War in British
policies for the
American
colonies from
1763 - 1774.
Explain
SS.8.3.2
Explain
American
colonial
reaction to
British policy
from 1763 1774.
Explain
5 weeks
Consequences,
French and
Indian War,
British policies
Proclamation of
1763, Sugar Act,
Quartering Act,
Stamp Act,
Declaratory Act,
Townshend Acts,
Tea Act, Quebec
Act, and Coercive
Acts
Resources:
American
colonial
reaction,
British policy
Written protests,
boycotts, unrest
leading to the
Boston Massacre,
Boston Tea Party,
First Continental
Congress, Stamp
Act Congress,
Committees of
Correspondence
Resources:
*Stanfords Reading
Like a Historian
Stamp Act lesson plan
(http://tinyurl.com/jyh
aqee)
CPLAMS includes 1
resource for teaching
this standard
*BrainPop:
-Causes of the
American Revolution
*Novel: My Brother
Sam is Dead
*PBS Interactive
Game
(http://tinyurl.com/ckj
xq)
10
Unit 1
Colonization
5 weeks
*Smithsonian primary
sources
(http://tinyurl.com/6sk
p8ub)
*Lesson plan on the
American Revolution
(http://tinyurl.com/zb7
zmje)
*Mission-US For
Crown or Colony
interactive online
game
(mission-us.org)
SS.8.3.3
Recognize the
contributions
of the
Founding
Fathers (John
Adams, Sam
Adams,
Benjamin
Franklin, John
Hancock,
Alexander
Hamilton,
Thomas
Jefferson,
James
Madison,
Recogniz
e
Contributions,
Founding
Fathers,
American
Revolutionary
efforts
11
Resources:
*BrainPop:
-Benjamin Franklin
-John Adams
-George
Washington
*Jefferson vs. Franklin
Renaissance Men
(http://tinyurl.com/hpu
lwoo)
Unit 1
Colonization
5 weeks
George Mason,
George
Washington)
during
American
Revolutionary
efforts.
SS.8.3.4
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.
Examine
Contributions,
Influential
groups,
American war
efforts,
British war
efforts,
American
Revolutionary
War,
Effects,
Outcome of the
war
Foreign alliances,
freedmen, Native
Americans, slaves,
women, soldiers,
Hessians
Resources:
*Colonial Women
during the Revolution
(http://tinyurl.com/jn8t
6cc)
*African Americans in
the American
Revolution
(http://tinyurl.com/h65
4ghc)
*PBS Liberty! The
American Revolution,
Lesson 1 The
Reluctant
Revolutionaries
(http://tinyurl.com/85b
fk)
*DBQ How
Revolutionary was the
American
Revolution?
12
lead to chaos!--Correct
C. America should request that
King George create a Parliament in
the colonies!
D. If Britain interferes with our
colonies again, it will lead to
higher taxes and more soldiers in
our cities!
Compared to the Continental
Army, which attribute does not
apply to the British army?
A. Better fed.
B. Better led.--Correct
C. Better trained.
D. Better equipped.
Unit 1
SS.8.3.5
Describe the
influence of
individuals on
social and
political
developments
during the
Revolutionary
era.
Colonization
Describe
Influence,
Individuals,
Social and
political
developments,
Revolutionary
era
5 weeks
James Otis, Mercy
Otis Warren, Abigail
Adams, Benjamin
Banneker, Lemuel
Haynes, and Phyllis
Wheatley
Resources:
*Abigail Adamss
letter to John Adams
(http://tinyurl.com/pkz
7jk9)
*Phyllis Wheatleys
letter to George
Washington
(http://tinyurl.com/hw
83ol4)
*Picture Book readaloud-Molly Bannaky
(grandmother to
Benjamin Banneker)
SS.8.3.6
Examine the
causes, course,
and
consequences
of the
American
Revolution.
Examine
Cause,
Course,
Consequences,
American
Revolution
Battles of Lexington
and Concord,
Common Sense,
Second Continental
Congress, Battle of
Bunker Hill, Battle
of Cowpens, Battle
of Trenton, Olive
Branch Petition,
Declaration of
Independence,
winter at Valley
Forge, Battles of
13
Resources:
*CPALMS includes 2
resources for teaching
this standard
*BrainPop:
-American
Revolution
*DBQ-How
Revolutionary was the
American
Unit 1
Colonization
5 weeks
Saratoga and
Yorktown, Treaty of
Paris
SS.8.3.7
Examine the
structure,
content, and
consequences
of the
Declaration of
Independence.
Examine
Structure,
Content,
Consequences,
Declaration of
Independence
Examine how
the Declaration
of
Independence
affected the
start, and the
consequences
of the American
Revolution and
the founding
principles of our
nation.
14
Revolution?
*Beyond the BubbleWashington Crosses
the Delaware
(http://tinyurl.com/glzt
ano)
* War of
Independence
(http://tinyurl.com/zrv
h583)
Resources:
*BrainPop:
-Declaration of
Independence
*Beyond the Bubble
assessment
(http://tinyurl.com/jkc
k82s)
Unit 1
SS.8.3.8
Examine
individuals and
groups that
affected
political and
social
motivations
during the
American
Revolution
Standard
SS. A.3.9
Evaluate the
structure,
strengths,
weaknesses of
the Articles of
Confederation
and its aspects
that led to the
Colonization
Examine
Skills
(verbs)
Evaluate
Individuals,
Groups,
Affected,
Political and
social
motivations,
American
Revolution
5 weeks
Ethan Allen and
the Green
Mountain Boys,
the Committees
of
Correspondence
, Sons of
Liberty,
Daughters of
Liberty, the
Black Regiment
(in churches),
Patrick Henry,
Patriots,
Loyalists,
individual
colonial militias,
and undecideds.
Resources:
*Lesson Plan on
Loyalists
(http://tinyurl.com/hdg
5343)
Concepts
Formative Assessment
Foundational Skills
Remediation
Structure,
strengths,
weaknesses,
Articles of
Confederation,
Constitutional
Convention
Constitution,
Federation/
Confederation,
Convention,
Congress,
States rights,
Northwest Territory,
Northwest
Ordinance,
Resources:
15
*BrainPop:
-Articles of
Confederation
*Graphic organizer for
the Articles of
Confederation
Unit 1
Colonization
Constitutional
Convention
5 weeks
Shayss Rebellion
(http://tinyurl.com/q2r
we2u);
government to collect
taxes--correct
*Create an Articles of
Confederation
Tombstone
(http://tinyurl.com/gt8
baw3)
SS.A.3.10
Examine the
causes, courses,
and
consequences
of the
Constitutional
Convention
Examine
Causes
Course,
consequences
Constitutional
Convention
16
*H Diagram to
compare/contrast
Articles to
Constitution
(http://tinyurl.com/h46
9c2r)
Resources:
BrainPop:
Constitutional
Convention
*AVID Historical
Event Graphic
Organizer for the
Constitutional
Convention
Virginia Plan
Great
Based on the proposals above, in
what way did the delegates at the
Constitutional Convention differ?
A. They differed on how many
representatives to the national
legislature each state should get.
Correct
B. They differed in their beliefs
on how the branches of
government would interact.
C. They differed on whether or
not there should be an office of the
presidency.
D. They differed on how
slavery should or should not be
allowed to expand into any new
Unit 1
Colonization
5 weeks
territory.
SS.A.3.11
Analyze
support and
opposition to
ratification of
the U.S.
Constitution
Analyze
Support,
opposition,
ratification, U.S.
Constitution
Federalists,
Federalist Papers,
AntiFederalists,
Bill of Rights
Resources:
BrainPop:
-James Madison
-Benjamin Franklin
-Bill of Rights
*AVID Editorial or
Letter to the Editor
17
Unit 1
SS.A. 3.12
Examine the
influences of
George
Washingtons
presidency in
the formation
of the new
nation
Colonization
Examine
Influences,
George
Washingtons
presidency, new
nation
5 weeks
Personal
motivations,
Military experience,
Political influence,
Political parties,
Establishing
Washington DC as
the nations capital,
Setting of
precedents
(Presidential
Cabinet), Whiskey
Rebellion, Foreign
policy, Isolationism,
Jay Treaty,
Farewell Address
Resources:
CPalms includes 2
resources for teaching
this standard
BrainPop:
-George Washington
-Political Party
Origins
George Washington
*Close reading of
Washingtons Farewell
Address
(http://tinyurl.com/zk7
7pjd)
Unit 1
Colonization
SS.A.3.13
Explain major
domestic and
international
economic,
military,
political, and
socio-cultural
events of John
Adamss
presidency
Explain
SS.A.3.14
Explain the
major domestic
and
international
economic,
military,
political and
socio cultural
Explain
Domestic,
international,
economic,
military,
political, and
socio-cultural
events, John
Adamss
presidency
5 weeks
XYZ Affair,
Alien and Sedition
Acts, Land Act of
1800,
The quasi-war,
The Midnight
Judges
Resources:
* BrainPop:
-John Adams
*XYZ Affair cartoon
(http://tinyurl.com/jzv
zajq)
*Marbury v. Madison
class discussion
(http://tinyurl.com/j5tv
z6y)
Domestic,
international,
economic,
military,
political,
sociocultural,
events
Thomas
Jeffersons
Election of 1800,
Marbury v Madison,
Judicial review,
Jeffersons First
Inaugural Address,
Judiciary Act of
1801,
Louisiana Purchase,
War with Barbary
19
CPALMS includes 1
resource for teaching
this standard
Unit 1
Colonization
events of
Thomas
Jeffersons
presidency
presidency
5 weeks
Pirates,
Lewis and Clark
Expedition,
Hamilton/ Burr
conflict,
Embargo of 1807
SS.A.3.15
Examine this
time period
(1763 1815)
from the
perspective of
historically
under
represented
Examine
Historically
underrepresented
groups
Children,
Indentured servants,
Native Americans,
Slaves,
Women,
Working class
Resources:
Brain Pop:
-*Thomas Jefferson
-* Lewis and Clark
CPALMS includes 1
resource for teaching
this standard
20
Unit 1
Colonization
5 weeks
groups.
SS.A.3.16
Examine key
events in
Florida history
as each impacts
this era of
American
history.
Examine
Cause,
Course,
Consequences,
Westward
Expansion,
Diplomatic
assertiveness
Resources:
Exploring Florida from
the Florida Curriculum
Institute of Technology:
(http://tinyurl.com/zszw
4tc)
Treaty of Paris
1763, British rule,
Second Spanish
Period
21
Viva Florida:
Exploring Floridas
History and Culture, a
collection of websites
with FL resources and
lesson plans.
(http://tinyurl.com/zw
av6ws)
"all indentured
Servants, Negroes, or
others [will be] free that
are able and willing to
bear Arms, [by] joining
his MAJESTY'S Troops,
as soon as may be, for
the more speedily
reducing this Colony to
a proper Sense of their
Duty, to his MAJESTY'S
Americans during the American
Revolution?
a. Some Africans Americans
fought for Britain to gain
their freedom
b. All Africans Americans
fought to end all slavery in
America
c. Many Africans Americans
fought to end British rule
in America
d. No African Americans
fought in the Revolution
Why did Spain exchange Florida
for Cuba after the French and
Indian War?
a. The port city of Havana,
Cuba was more valuable
to Spain--correct
b. The British had begun to
colonize Florida
c. Spain was fearful of
attacks on Florida from
Unit 1
Colonization
5 weeks
Georgia
d. Settling Florida had
become too costly
SS.C.1.1
Identify the
constitutional
provisions for
establishing
citizenship
Identify
Constitutional
provisions,
Establishing
citizenship
Resources:
SS.E.2.2
Explain the
economic
impact of
government
policies
SS.G.4.1
Interpret
population
growth and
other
demographic
data for any
given place in
the United
States
throughout its
history
Explain
Economic
impact,
Government
policies
Interpret
Population
growth,
Demographic
data
Concepts
Formative
Assessment
TCI Ch. 12 all
sections (ISN) and
Presentation
Standard
SS.8.A.4.1
Examine the
causes,
Skills
(verbs)
Examine
Cause,
Course,
Consequences,
Foundational
Skills
War of 1812,
Convention of
1818, Adams
22
Remediation
Resources:
*CPALMS includes 1
Unit 1
Colonization
course, and
consequences
of United
States
westward
expansion and
its growing
diplomatic
assertiveness.
SS.8.A.4.2
Describe the
debate
surrounding
the spread of
slavery into
western
Westward
Expansion,
Diplomatic
assertiveness
Describe
Debate,
Spread of
slavery,
Western
territories,
Florida
5 weeks
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,
KansasNebraska
Act, Gadsden
Purchase
Abolitionist
movement, Ft.
Mose,
Missouri
Compromise,
Bleeding Kansas,
KansasNebraska
23
Unit 1
Colonization
territories and
Florida
SS.8.A.4.3
Examine the
experiences
and
perspectives
of significant
individuals
and groups
during this
era of
American
history
5 weeks
Act, Compromise
of 1850, popular
sovereignty
Examine
Experiences,
Perspectives,
Significant
individuals
TCI Ch.16
Presentation
TCI Ch.16 Sections 2,
4, 6, 9 (ISN)
TCI Ch. 16 Reading
Further
TCI Ch.17 Sections 210 (ISN)
TCI Ch.18 (ISN)
TCI Ch.20
Presentation
TCI Ch.20 (ISN)
TCI Ch.20 Processing
Activity
24
Unit 1
Colonization
5 weeks
(http://tinyurl.com/hy
zr3ah)
SS.8.A.4.4
Discuss the
impact of
westward
expansion on
cultural
practices and
migration
patterns of
Native
Americans
and African
slave
populations.
SS.8.A.4.5
Explain the
causes,
course, and
consequences
of the 19th
century
transportatio
n revolution
on the growth
of the nations
economy.
Discuss
Explain
Impact,
Westward
expansion,
Cultural
practices,
Migration
patterns,
Native
Americans,
African slave
population
Cause,
Course,
Consequences,
Transportation
revolution,
Growth of the
nations
economy
Resources:
*CPALMS includes 1
resource for teaching
this standard
The image represents which
event in American history?
A. Lewis and Clark
Expedition
B. Great Migration
C. First Seminole War
D. Trail of Tearscorrect
Examples could
include
Roads, canals,
bridges,
steamboats.
railroads
25
Resources:
*BrainPop:
-Railroad History
Unit 1
Colonization
SS.8.A.4.6
Identify
technological
improvements
(inventions/in
ventors) that
contributed to
industrial
growth.
Identify
SS.8.A.4.7
Explain the
causes,
course, and
consequences
of New
Englands
textile
industry
Explain
SS.8.A.4.13
Explain the
consequences
of landmark
Supreme
Court
Explain
Technological
improvements,
Inventions and
Inventors,
Contributed,
Industrial
growth
Consequences,
Landmark
Supreme Court
decisions
5 weeks
Examples could
include Fitch/
steamboat,
Slater/textile mill
industry,
Whitney/ cotton
gin, Fulton/
commercial
steamboat,
Lowell/
mechanized
cotton mill.
Singer/ sewing
machine
Industrial growth,
effects on women
and children
Resources:
Examples could
include
McCullough v
Maryland 1819,
Gibbons v Ogden
1824, Cherokee
Resources:
26
*CPALMS includes 1
resource for teaching
this standard
*BrainPop:
-Industrial
Revolution
Resources:
*Lowell and the
Factory System:
(http://tinyurl.com/hg
4zjzy)
*Cherokee Nation v
Georgia and
Worcester v Georgia
can both be found in
at once
Which of the following groups
of inventions did the most to
pull different regions of the
nation together?
A. steam-powered locomotive,
the telegraph, the steamboat
correct
B. the spinning mill, the
telegraph, the steel plow
C. the spinning mill, the steel
plow, the steamboat
D. the steel plow, the spinning
mill, steam-powered locomotive
Unit 1
Colonization
decisions
significant to
this era of
American
history.
5 weeks
Nation v Georgia the Andrew Jackson
1831, Worcester v DBQ.
Georgia 1832
*BrainPop:
-Trail of Tears
*Primary Source
lesson plan:
(http://tinyurl.com/7s
zfglh)
SS.8.A.4.16
Identify key
ideas and
influences of
Jacksonian
democracy
Identify
Key ideas,
Influences,
Jacksonian
Democracy
Examples could
include political
participation,
political parties,
constitutional
government,
spoils system,
National Bank
Veto, Maysville
Road veto, tariff
battles, Indian
Removal Act,
nullification crisis
27
Unit 1
Colonization
5 weeks
Nullification Crisis
lesson plan:
(http://tinyurl.com/cj
ubq44)
*DBQ: How
Democratic was
Andrew Jackson?
Geography
Standards
SS.8.E.1.1
Examine
Examine
motivating
economic
factors that
influenced the
development
of the United
States
economy over
time including
scarcity,
Motivating
economic
factors,
Influence,
Development,
United States
economy,
Scarcity,
Supply,
Demand,
Opportunity
costs,
SS.8 Geography
standards are covered
throughout this unit.
TCI Geography
Challenges Units 4 7
can be used as
formative assessments
for Westward
Expansion/ Manifest
Destiny
This standard overlaps
others throughout the
unit.
Manifest Destiny,
Compromises
over slavery,
Missouri
Compromise,
Compromise of
1850,
Factory system,
Plantation
economy,
Industrial
Revolution
28
Unit 1
supply and
demand,
opportunity
costs,
incentives,
profits, and
entrepreneuri
al aspects.
SS.8.E.2.2
Assess
Assess the role
of Africans
and other
minority
groups in the
economic
development
of the United
States
SS.8.E.2.1
Analyze
Analyze
contributions
of
entrepreneurs
, inventors,
and other key
individuals
from various
gender, social,
and ethnic
backgrounds
in the
Colonization
5 weeks
Incentives,
Profits,
Entrepreneuria
l aspects
Africans,
Minority
groups,
Economic
development
See formative
assessments for the
following standards:
4.3, 4.4, 4.10. These
standards overlap.
Contributions,
Entrepreneurs,
Inventors,
Individuals,
Various
gender, social,
and ethnic
backgrounds,
Development
of the United
States
economy
See formative
assessments for the
following standards:
4.4 -4.8. These
overlap.
29
Unit 1
Colonization
5 weeks
development
of the United
States
economy
Standard
SS. A. 4.8
Describe the
influence of
individuals on
social and
political
developments
of this era in
American
History.
Skills
(verbs)
Describe
Concepts
Formative Assessment
Foundational Skills
Remediation
Influence,
Individuals,
Social
development,
Political
development,
Era,
American
History
Examples could
include Daniel
Boone, James
Madison, Andrew
Jackson, James
Polk, Susan B.
Anthony, Elizabeth
Canton Stanton,
Frederick Douglas,
Horace Mann,
Dorothea Dix,
Sojourner Truth,
Harriet Tubman
Resources:
*CPALMS includes 2
resources for teaching
this standard
*Brain Pop:
-Frederick Douglas
-Underground
railroad
-Womens Suffrage
*DBQHow
Democratic was
Andrew Jackson?
SS.A.4.9
Analyze the
causes, course
and
Analyze
Cause,
Course,
Consequence,
Second Great
Examples could
include abolition,
womens rights,
temperance,
30
Resources:
*Article on the Second
Great Awakening
Unit 1
Colonization
consequences
of the Second
Great
Awakening on
social reform
movements.
SS.A.4.10
Analyze the
impact of
technological
advancements
on the
agricultural
economy and
slave labor.
Awakening,
Social Reform
Movements
Analyze
Impact,
Technological
advancements,
Agricultural
economy,
Slave labor
5 weeks
education reform,
prison reform
(http://tinyurl.com/hhv
bbgm)
Examples could
include cotton gin,
steel plow, industrial
revolution, rapid
growth of slave
trade
Resources:
*BrainPop:
-Slavery
*Eli Whitneys Patent
for the cotton gin
(http://tinyurl.com/yv8
mf6)
31
Unit 1
SS.A.4.11
Examine the
effects of Slave
culture
including
plantation life,
resistance
efforts, and the
role of the
slaves spiritual
system.
Colonization
Examine
Effects,
Slave Culture,
Plantation Life,
Resistance
Efforts,
Role of Slaves
Spiritual System
5 weeks
Examples could
include living
conditions, working
conditions, slave
communities, slave
churches.
Resources:
*CPALMS includes 2
resources for teaching
this standard
*Booklet online: The
Gullah, Rice, Slavery
and the Sierra Leone
American Connection
by Joseph Opala
(http://tinyurl.com/hh8
fbwp)
*Beyond the BubbleSlave Quarters
(http://tinyurl.com/ays
n6tz)
SS.A.4.12
Examine the
effects of the
1804 Haitian
Revolution on
the United
States
acquisition of
the Louisiana
Territory.
Examine
Effects,
1804 Haitian
Revolution,
United States
Acquisition,
Louisiana
Territory
Examples could
include Toussaint
LOuverture,
Napolean, Thomas
Jefferson, Purchase
debate
32
Unit 1
Colonization
5 weeks
slaves.--correct
C. The United States
purchased Louisiana as a
deal made with Napoleon
to grant Haiti its
independence from
France.
D. After the Haitian
Revolution, a treaty was
signed allowing Napoleon
to purchase the Louisiana
territory for France
SS.A.4.14
Examine the
causes, course,
and
consequences
of the Womens
suffrage
movement.
Examine
Cause,
Course,
Consequence,
Womens
Suffrage
Movement
Examples could
include 1848 Seneca
Falls Convention,
Declaration of
Sentiments,
Suffrage.
Resources
*Brain Pop:
-Womens Suffrage
* Seneca Falls
Declaration
(http://tinyurl.com/zet
c4d3)
*USPS lesson
on the Seneca Falls
Convention
(http://tinyurl.com/h5x
7fe3)
33
Unit 1
Colonization
5 weeks
A. freedom of speech-correct
B. right to a speedy and
public trial
C. protection from cruel
and unusual punishment
D. freedom of religion
SS.A.4.15
Examine the
causes, course,
and
consequences
of literature
movements
significant to
this era of
American
History.
SS.A.4.17
Examine key
events and
peoples in
Florida history
as each impacts
this era of
American
Examine
Examine
Causes,
Course,
Consequences,
Literature
Movements,
Significant,
Era,
Key Events,
People,
Florida History,
Impact,
Era
Examples could
include
Transcendentalism,
early American
Literature
Examples could
include Andrew
Jackson against
Indian Uprisings,
developing
relationships
between the
Seminole and
34
Resources:
*Florida becomes a
US territory
(http://tinyurl.com/he9
kyhf)
Unit 1
history.
Colonization
5 weeks
runaway slaves, FL
becoming a US
territory, combining
East/ West FL, FL
becoming 27th state
35
Unit 1
SS.A.4.18
Examine the
experiences
and
perspectives of
different
ethnic,
national, and
religious
groups in
Florida,
explaining
their
contributions
to Floridas
and Americas
society and
culture during
the Territorial
Period.
Colonization
Examine,
Explain
Experiences,
Perspectives,
Different ethnic,
national, and
religious groups,
Florida,
Contributions,
Society,
Culture,
Territorial
Period
5 weeks
Examples could
include Osceola,
white settlers, US
troops, Black
Seminoles, southern
plantations,
Seminole Wars,
Treaty of Moultrie
Creek, Seminole
Relocation
Resources:
*BrainPop:
-Seminole Wars
-BrainPop lesson plan
on Seminole Wars
(http://tinyurl.com/gn3
vmm8)
*Florida Center for
Instructional
Technology-Seminole
Wars
(http://tinyurl.com/zjw
8mfb)
* A Short History of
the Seminole Wars
(http://tinyurl.com/gpy
5uzu)
this removal.
What is the most significant
contribution of the historic figure
Osceola?
A. Through his leadership,
Osceola led the Seminoles
on the long march known
as the Trail of Tears.
B. The defeat of Osceola in
the Seminole Wars led to
the acquisition of Florida.
correct
C. Through his leadership,
Osceola led the Seminoles
in a series of battles
against the United States.
D. The victory of Osceola
and his troops won the
Seminoles the right to live
in Florida.
Identify
Evolving,
Civic and
political
participation
Unit 1
Colonization
5 weeks
through
Reconstruction
Standard
SS. A. 5.1
Explain the
causes, course,
and
consequences
of the Civil
War
(sectionalism,
slavery, states
rights, balance
of power in the
Senate)
SS.A. 5.2
Analyze the
correct
C. They both planned for
women to have an equal
voice
D. They both promoted our
government to have a
system of federalism
Skills
(verbs)
Explain
Concepts
Formative Assessment
Foundational Skills
Remediation
Cause
Course
Consequences
Civil War
Sectionalism
States rights
Balance of power in
the Senate
Resources:
*CPalms includes 8
resources for teaching
this standard
*BrainPop:
-Civil War Causes
-Civil War
*Civil War 150
educator guide
(http://tinyurl.com/jl65
r78)
Analyze
Slavery
Development
Abolition
Movement, Nat
37
Resources:
Unit 1
Colonization
role of slavery
in the
development of
sectional
conflict
Sectional
conflict
5 weeks
Turners Rebellion,
Black Codes,
Missouri
Compromise,
Compromise of
1850, Uncle Toms
Cabin, KansasNebraska Act, Dred
Scott v. Sandford,
Lincoln-Douglas
Debates,
John Browns raid
on Harpers Ferry,
Underground
Railroad,
Presidential Election
of 1860,
Southern secession
*CPalms includes 4
resources for teaching
this standard;
*Scholastic online
interactive website for
the Underground
Railroad
(http://tinyurl.com/b4d
zjj)
*BrainPop:
-Slavery
-Frederick Douglass
-Underground
Railroad
- Civil War Cuases
*Beyond the BubbleAfrican American
Workers
(http://tinyurl.com/hrj
2mjj)
SS.A.5.3
Explain major
domestic and
international
economic,
military,
political, and
Explain
Domestic
International
economic,
military,
political, and
socio-cultural
events
Sectionalism,
States rights,
Slavery,
Civil War,
Attempts at foreign
alliances,
Emancipation
38
Unit 1
Colonization
socio-cultural
events of
Abraham
Lincolns
presidency
SS.A. 5.4
Identify the
division of the
United States
at the outbreak
of the Civil
War
SS.A.5.5
Compare
Union and
Confederate
strengths and
weaknesses
Abraham
Lincoln
Identify
Compare
Division
United States
Outbreak
Civil War
Union
Confederate
Strengths
Weaknesses
5 weeks
Proclamation,
Gettysburg Address,
Suspension of
habeas corpus,
First and Second
Inaugural Addresses
-Abraham Lincoln
Confederate and
Union states,
Border states
Western territories
Resources:
Technology
Resources
Alliances
Geography
Military leadersLincoln, Davis,
Grant, Lee, Jackson,
Sherman
39
*Edsitement lesson
plan on Abraham
Lincolns reelection
(http://tinyurl.com/clk
oznr)
*Discovery Education
online lesson A
Nation Divided
(http://tinyurl.com/jeq
9rdh)
*Simple lesson to
have students label a
map for
Union/Confederate/Bo
rder states
(http://tinyurl.com/hey
vfjs)
Resources:
CPalms includes 2
resources for teaching
this standard
Unit 1
Colonization
5 weeks
What would best fit in the blank
box in the chart?
A) Poor transportation
systems
B) Strong Military Leadership
C) Abraham Lincoln was a
strong President for the
South
D) Larger population than the
North
SS.A. 5.6
Compare
significant
Civil War
battles and
events and
their effects on
civilian
populations
Compare
Civil War
battles
Effects
civilian
population
Fort Sumter,
Bull Run,
Monitor v.
Merrimack,
Antietam,
Vicksburg,
Gettysburg,
Emancipation
Proclamation,
Shermans March,
Lees surrender at
Appomattox
Resources:
*Cornell notes on key
Civil War battles
*Library of Congress
lesson plan on women
in the Civil War
(http://tinyurl.com/z9a
z4w2)
*Beyond the BubbleAttack on Fort Sumter
(http://tinyurl.com/zq3
ymmy)
*Beyond the BubbleMorale After
Fredericksburg
(http://tinyurl.com/zxr
n8hw)
*Beyond the BubbleGardners Civil War
Photography
40
Unit 1
Colonization
5 weeks
(http://tinyurl.com/j3tr
2kp)
*DBQ: Battle of
Gettysburg: Why was
it a Turning Point?
SS.A.5.7
Examine key
events and
peoples in
Florida history
as each impacts
this era of
American
history
SS.C.2.1
Evaluate and
compare the
essential ideals
and principles
of American
constitutional
government
expressed in
primary
Examine
Evaluate
Compare
Events and
people
Florida history
Impact
Era of
American
history
Essential ideals
Principles
American
constitutional
government
Primary
sources
Colonial period
to
Reconstruction
TCI chapter 22
Slavery,
Influential planters,
Floridas secession
and
Confederate
membership,
Women
Children
Pioneer
environment,
Union occupation
Battle of Olustee,
54th Massachusetts,
Battle at Natural
Bridge
Sectionalism,
States rights,
Slavery,
Civil War,
Secession,
Nullification
41
*Novel: Behind
Rebel Lines
Resources:
*Florida Memory
website for primary
sources and lesson
plans
(http://tinyurl.com/jqc
wgpr)
*Novel: A Land
Remembered
Resources:
Close read of
Jefferson Daviss
inaugural address
Unit 1
Colonization
5 weeks
sources from
the colonial
period to
Reconstruction
SS.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.G.4.6
Use political
maps to
describe
changes in
boundaries and
Describe
Contributions
Entrepreneurs
Inventors
Gender, social,
and ethnic
backgrounds,
Development
of the United
States economy
Political maps,
Boundaries,
governance
Technological
innovation,
Factory v. plantation
economies,
North, South,
Midwest, West
regions,
Immigrant labor
Confederate and
Union states,
Border states
Western territories
42
Resources:
*American Experience
website On the Eve
of War
(http://tinyurl.com/jey
cc7s)
Unit 1
governance
throughout
American
history
Standard
SS.8.A.5.8
Explain and
evaluate the
policies,
practices, and
consequences
of
Reconstruction
Colonization
Skills
(verbs
)
Evaluate
Explain
5 weeks
Concepts
Formative
Assessment
Foundational
Skills
Remediation
Policies,
practices, and
consequences
of
Reconstruction
Presidential and
congressional
reconstruction,
Johnsons
impeachment,
Civil Rights Act of
1866,
The 13th, 14th, and
15th Amendments,
Opposition of
Southern whites to
Reconstruction,
Accomplishments
and failures of
radical
Reconstruction,
presidential
election of 1876,
rise of Jim Crow
laws, rise of the Ku
Klux Klan
Resources:
Sample Assessment
Question
*DBQ North or
South? Who Killed
Reconstruction?
SS.8.C.1.6
Evaluate how
Evaluate
How
amendments to
Unit 1
amendments to
the
Constitution
have expanded
voting rights
from our
nations early
history to
present day
Colonization
the
Constitution
have expanded
voting rights
5 weeks
Cornell Notes
44