Unit 1

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

TCI Ch. 2 Sections 1-6

(ISN)
TCI Ch. 2 Pre/post
reading challenge

5 weeks
Foundational
Skills
political, economic,
geographic,
cultural, and
religious
characteristics of
British, French,
Spanish, and Dutch
Colonies.

Remediation

Sample Assessment Questions

Resources:

Use the image to answer the

question below.

*BrainPop:-Columbi
an Exchange
*Reading Like a
Historian: Examining
Passenger Lists
chapter 3
(http://tinyurl.com/hu4
yhqu)

Using the image and your

knowledge of American history,
explain why the Europeans used
slaves to make sugar?
A. Sugar production was difficult
and dangerous--correct
B. Sugar was in high demand in
Europe
C. Sugar production caused many
European workers to become ill
D. Sugar production was profitable
for Native Americans

SS.8.2.2
Compare the
characteristics
of New
England,
Middle, and

Compare

Characteristics
New England
colonies
Middle
Colonies

TCI Ch. 3 preview

TCI Ch. 3 presentation
slides 3&4-print copies
for students
TCI Ch. 3 sections 1-10
(ISN)

characteristics of
colonial
governments,
geographic
influences,
occupations,
1

Resources:
*BrainPop:
- Thirteen Colonies
-Thanksgiving

Unit 1
Southern
Colonies

Colonization
Southern
Colonies

TCI Ch. 3 Reading

Further

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?

Which of the following statements

correctly describes how geography
impacted human development in the
New England, Middle, and
Southern colonies?
A. The rocky soil and short
growing season contributed
to a thriving fur industry in
the Southern colonies
B. The mostly flat and the
fertile soil of the Middle
Colonies contributed to a
profitable rice culture
2

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

TCI Ch. 4 sections 1-9,

and placard activity (ISN)
TCI Ch. 4 Pre/post
reading challenge
TCI Ch. 4 Processing
Activity

Slave labor versus

indentured
servitude, the
Middle Passage and
slave trade,
mercantilism,
agricultural
distinctions
between regions,

Resources:
*13 Originals-Founding the
American Colonies chapter 3
(http://tinyurl.com/95k
jy)
*Early Colonial Labor
Force:
(http://tinyurl.com/jxc
ztpm)

What we [unfortunate] English

People suffer here is beyond the
[ability] of you in England to
[understand], let it suffice that I
[am] one of the unhappy Number,
am [working hard] almost Day and
Nightand then tied up and
whippd to that Degree that youd
not serve and Animal, scarce
anything but Indian Corn and Salt
to eat and that [given unwillingly].
-Elizabeth Spriggs, indentured
servant. Maryland, 1756.
What can you conclude about life as
an indentured servant?
A. Indentured servants did not
always know how difficult their
work would be--correct
B. Indentured servants were not
afraid of working long hours

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

TCI Ch. 4 Reading

further- Writing a Diary
Entry
CPALMS includes 2
resources for teaching
this standard

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

TCI Unit 1 Geography

Challenge
TCI Ch. 2 Reading
Further

TCI Ch. 4 Reading Like a

Historian
TCI Ch. 5 section 2 (ISN)

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

The horse changes Native

American hunting patterns
The sugarcane crop introduces
slave labor
Native American populations are
decimated by European diseases
All the events in the chart above are
effects for which of the following
cause?
A. Climate change
B. Native American warfare
C. European colonization-correct
D. African slave trade

In the 1740s, the British went into

the Ohio River Valley and built a
fort deep in the French territory.
Use this information and the quotes
below to answer the question.
He told me the Country belonged
to them (French), and that no
English Man had a right to trade
upon them Waters: & that he had
Orders to make every Person
Prisoner that attempted it on the
Ohio or Waters of it.

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

What was the main cause of

tensions between the British and
French during this time?
A. Their competition for land in the
Ohio River Valley.--correct
B. Native Americans were not
willing to trade with the British.
C. The French were arresting a
number of the British.
D. Native Americans threatened to
attack both sides.

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)

You would really be [surprised]

at their Perseverance; let an
hundred Men [show] him how to
hoe, or drive a wheelbarrow, hell
still take the [hoe] by the Bottom
and the [wheelbarrow] by the
Wheel; and they often die before
they can be [taught]
--Edward Kimber
on slavery in the United States,
from White over Black
The speaker uses the word
Perseverance to emphasize what
belief of American slave owners?
A. The slaves can never
learn how to do things correctly-correct
B. The slaves are lazy and
do not work hard
C. The slaves often finish
tasks quickly and correctly
D. The slaves are
determined to resist enslavement.

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

Do by these Presents, solemnly

and mutually, in the presence of
God and one another, Covenant and
Combine our selves together into a
Civil Body Politick, for our better
ordering and preservation, and
furtherance of the ends aforesaid:
and by virtue hereof do enact,

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)

constitute, and frame, such just and

equal Laws, Ordinances, Acts,
Constitutions and Officers...in the
Reign of our Soveraign Lord King
James, of England, France and
Ireland the eighteenth, and of
Scotland the fifty-fourth, Anno
Dom; 1620.
After reading the excerpt from the
Mayflower Compact, what can you
infer was the main intention of this
document:
A. To declare loyalty to the
king.
B. To declare loyalty to God
C. To agree to a plan for selfgovernment--correct
D. To agree to a voyage to the
New World

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

See resources for A.2.3

Identify

Physical
elements,
Human
elements,
Define,
Differentiate,
Regions

See resources for A.2.2,

and A.2.5

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

Sample Assessment Question

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

TCI Ch. 5 (ISN)

TCI Ch. 5 Reading
Challenge
TCI Ch. 5 Reading Like a
Historian; Stamp Act
mini-q
TCI Unit 2 Geography
Challenge

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

TCI Ch. 5 (ISN)

TCI Ch. 5 Processing
TCI Ch. 5 presentation
slide 10
TCI Ch. 5 presentation
Colonial Town Hall
Meeting

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

What was the result of the

Proclamation of 1763?
A. It led to the creation of
new colonies west of the
Appalachian Mountains.
B. It caused animosity
between the colonists and
Native Americans living
across the Appalachian
Mountains.--correct
C. It led to increased
exploration of western
lands by the American
colonists.
D. It sparked a boycott of
British goods as colonists
could find the resources
they needed in the new
territory.
As the Evidence was, the
Verdict of the Jury was exactly
right. This however, is no
Reason why the Town should
not call the Action of that
Night a Massacre, nor is it any
Argument in favour of the
Governor or Minister, who
caused them to be sent here.
But it is the strongest Proofs of
the Danger of Standing
Armies.-John Adams

Even though he was the defense

attorney for the British soldiers,
Adams still believed the word
Massacre was appropriate, which

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

TCI Ch. 6 Reading

Challenge
TCI Ch. 6 presentation
slide 10
CPALMS includes 3
resources for teaching
this standard

John Adams, Sam

Adams, Benjamin
Franklin, John
Hancock, Alexander
Hamilton, Thomas
Jefferson, James
Madison, George
Mason, George
Washington,
Thomas Paine, John
Jay, Peter Salem

11

Resources:
*BrainPop:
-Benjamin Franklin
-John Adams
-George
Washington
*Jefferson vs. Franklin
Renaissance Men
(http://tinyurl.com/hpu
lwoo)

of the following statements might

be his reason for that belief and is
supported by the quote?
A. The civilians were protesting
the government, they did not
deserve to be killed, that is a
massacre
B. The soldiers acted out of anger,
their actions should be termed a
massacre
C. The civilians were unarmed, the
soldiers killed them in a cowardly
way, that is a massacre
D. Any number of civilians killed
by their own army should be
termed a massacre--Correct
Why is it that we hesitate? From
Britain we can expect nothing but
ruin. If she is admitted to the
government of America again, this
continent will not be worth living
in.
What statement might a Loyalist
make after reading this quote from
Thomas Paine?
A. Britain will crush our new
country, we are too weak to fight,
we must call on the French for
help!
B. Britain has a stable government
with a Bill of Rights. America has
no government, Independence will

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

TCI Ch. 7 section 4

TCI Unit 2 Timeline
Skills

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

TCI Textbook pg. 180

Abigail Adamss letter
CPALMS includes 4
resources for teaching
this standard

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

TCI Ch. 7 sections 1-8

(ISN)
TCI Ch. 7 Reading
Challenge

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

*Strong cultural and heritage

ties to Great Britain.
* Did not believe the colonists
could defeat the British army.
*Believed that the rebellion
against Great Britain was
wrong.
What group of people from this
time period might have shared
these characteristics?
A. Patriots
B. Sons of Liberty
C. Loyalists--Correct
D. Mercenaries

What was significant about George

Washington and the Continental
Army crossing the Delaware River
and attacking the Hessians at
Trenton, New Jersey on Christmas
Day, 1776?
A. The army proved they could
win in battle against better trained
troops--Correct
B. The army lost many men but
were able to win a battle anyway
C. The army lost several important

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

TCI Ch. 6 sections 1-5

(ISN)
TCI Ch. 6 presentation
slides 16-31
TCI Ch. 6 Reading Like a
Historian The
Declaration of
Independence
TCI Ch. 6 Processing
Activity

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)

generals, even though they won

the battle
D. The army took back land that
was lost in earlier battles

Which is an idea about

government that is implied in the
Declaration of Independence?
A. The Supreme Court will review
all treaties.
B. National Army/Navy/Air
Force/Marine services will fight in
foreign lands when war is
declared.
C. The government will support
you if you can no longer work
because of age or ability.
D. Congress can impeach the
president and remove him from
office.--Correct

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

TCI Ch. 5 section 6 (ISN)

TCI Ch. 6 Reading
further
TCI Ch. 7 Processing
activity
CPALMS includes 3
resources for teaching
this standard

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)

This British political cartoon

shows what popular belief in
England about the American
colonists?
A. The colonists were barbaric
criminals--Correct
B. The colonists did not like tea
C. The colonists were willing to
fight for their rights
D. The colonists were serious
about wanting independence

Concepts

Formative Assessment

Foundational Skills

Remediation

Sample Assessment Question

Structure,
strengths,
weaknesses,
Articles of
Confederation,
Constitutional
Convention

TCI Ch. 8, sections 2, 3

(ISN)

Constitution,
Federation/
Confederation,
Convention,
Congress,
States rights,
Northwest Territory,
Northwest
Ordinance,

Resources:

How did the U.S. Constitution

solve a problem created by the
Articles of Confederation?
A. It avoided the issue of
states rights
B. It allowed the states to
elect representatives
C. It prevented the
amendment of federal laws
D. It enabled the federal

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

TCI Ch. 8 (ISN);

TCI Ch. 8 presentation
(Constitutional
Convention debate actout)

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

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

New Jersey Plan

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

TCI Ch. 8, section 12

(ISN);
TCI Ch. 8 Processing
Activity;
TCI chapter 10 and
included presentation

Federalists,
Federalist Papers,
AntiFederalists,
Bill of Rights

Resources:
BrainPop:
-James Madison
-Benjamin Franklin
-Bill of Rights
*AVID Editorial or
Letter to the Editor

17

What does the cartoon suggest

about the ratification of the
Constitution?
A. It requires six states to
ratify the Constitution to move
America forward.
B. Massachusetts did not
support being part of the United
States.
C. It requires the unity of all
of the states to support the success
of America.--correct
D. Massachusetts was the
weakest of the six states shown in
the cartoon.

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

TCI Ch. 11, sections 2,

3, 4, 5 (ISN);
TCI Ch. 12, section 2
(ISN);

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)

King George III

Compare the two images to
answer the question:
Looking at the portraits of George
Washington on the day he took the
office of the presidency, and King
George III as a young man, which
of the following would be an
accurate statement?
A. George Washington
wished to show that the
president was still just a
citizen of the United
States.Correct
B. The United States was too
18

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

TCI Ch. 11, section 6

(ISN);
TCI Ch. 12, sections 3
and 4 (ISN);

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

TCI Ch. 12, sections 5,

6 (ISN)
TCI Ch. 15 , section 2
(ISN)
TCI Ch. 16, section 2
(ISN)
TCI Ch. 16 Presentation

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

poor to dress its leader

properly, so Washington
had to buy his own suits.
C. England would soon
follow the United States in
changing how its leader
dressed, to look more
modern.
D. King George III wasted
Englands money on
frivolous clothing, as a
result England had too
many debts.
Why were the Alien and Sedition
Acts unconstitutional?
A. They violated freedom of
press.correct
B. They violated judicial
review
C. They violated freedom of
religion
D. They violated due process
rights

Unit 1

Colonization

events of
Thomas
Jeffersons
presidency

presidency

5 weeks
Pirates,
Lewis and Clark
Expedition,
Hamilton/ Burr
conflict,
Embargo of 1807

While the Mississippi

waters secure an
independent outlet for the
produce of the western
Statesfree from collision
with other powers the
fertility of the country, its
climate and extent, promise
in due season important aids
to our treasury, an ample
provision for our posterity,
and a wide-spread field for
the blessings of freedom and
equal laws.
Thomas Jeffersons Annual
Message to Congress
Who would this statement from
Thomas Jefferson impact the
most?
A. Farmers--Correct
B. Bankers
C. Manufacturers
D. Ship builders

SS.A.3.15
Examine this
time period
(1763 1815)
from the
perspective of
historically
under
represented

Examine

Historically
underrepresented
groups

TCI Ch. 12 Reading

Further
TCI Ch. 14 Reading
Further
TCI Ch. 16 section 6
(ISN)

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

Based on the quotation, what is

Unit 1

Colonization

5 weeks

groups.

one role played by African

*The Louisiana
Purchase online
reading
(http://tinyurl.com/452
hfp)
*Scholastic online
interactive website
(http://tinyurl.com/3n9
c7tz)
*Lewis and Clark
webques
t(http://tinyurl.com/hf
666xr)

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

TCI Ch. 8, section 3, 7,

8 (ISN)
TCI Ch. 11, sections 3-9
(ISN)

Interpret

Population
growth,
Demographic
data

TCI Ch. 11 Geography

Challenge

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,

Roles, rights, and

responsibilities of
United States
citizens,
Active participation
in society,
government, and the
political system

Foundational
Skills
War of 1812,
Convention of
1818, Adams
22

Remediation

Sample Assessment Question

Resources:

East by sunrise, West by

sunset, North by the Arctic
Expedition and South as far as

*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

TCI Ch. 12 Processing

TCI Unit 4 Timeline
challenge
TCI Unit 5
Geography Challenge
TCI Ch. 15
Presentation, Reading
Notes and Act it
Out
TCI Ch.16
Presentation

TCI Unit 7 Geography

Challenge
TCI Ch.21 sections
2,3,6 (ISN)

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

resource for teaching

this standard
*Brain Pop:
-California Gold
Rush
-Trail of Tears
-Andrew Jackson
-Westward
Expansion

we darn please, describes

which topic in American
history?
A. Self government
B. Manifest Destiny
correct
C. Era of Good Feelings
D. Spoils system

*DBQ Was the

United States
Justified in going to
War with Mexico?
*Manifest Destiny
(http://tinyurl.com/h7
rrehg)
*Beyond the BubbleWar of 1812
(http://tinyurl.com/js6
zmr5)
Resources:
Those measures established
and rest upon the great principle
* Primary Source
of self-government--that the
Documents, Missouri people should be allowed to
Compromise:
decide the questions of their
(http://tinyurl.com/7c domestic institutions for
vz6bd)
themselves, subject only to such

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

Lewis and Clark,

Sacagawea,
York,
Pike,
Native
Americans,
Mexicanos,
Tejanos,
Californios,
Chinese
immigrants, Irish
immigrants,
Children,
Slaves,
Women,
Alexis de
Tocqueville,
political parties

24

limitations and restrictions as

*Debate the Kansas- are imposed by the Constitution
Nebraska Act
of the United StatesStephen
(http://tinyurl.com/6n A. Douglas
ha88o)
The argument for popular
sovereignty as described above
*FCIT-Seminole
was used for the creation of
Wars
which state?
(http://tinyurl.com/h
A. California
B. Missouri
mwv2lw)
C. Maine
D. Kansascorrect
Resources:
The wife of Shabono, our
interpreter, we find [proves] to
*CPALMS includes 2 all the Indians as to our friendly
resources for teaching intentions. A woman with a
this standard
party of men is a token of
peace.
*Brain Pop:
This quote describes which
-Trail of Tears
Native American woman?
-Mexican
A. Sacagaweacorrect
B. Pocahontas
American War
C. Hiawatha
-Lewis and Clark
D. Methaotaske
*Rise of Sectionalism
Slideshare:
(http://tinyurl.com/6j
6pds)
*Flashcards through
Quizlet:

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

TCI Ch.14 Reading

Further
Unit 6 Geography
Challenge

Cause,
Course,
Consequences,
Transportation
revolution,
Growth of the
nations
economy

TCI Ch. 15 Processing

Activity
TCI Ch.19 sections 47

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

If you were a manufacturer in

1840, why might you prefer
transporting goods by rail
instead of by ship?
A. Railroads could
transport goods to the
West Coast
B. Railroads could
transport goods during
winter--correct
C. Railroads traveled
hundreds of times faster
than ships
D. Railroads could
transport a lot of goods

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

TCI Ch.19 sections 4

-7
TCI Ch. 19 Reading
Further Activity

Causes, course, TCI Ch. 19 Reading

consequences
Further Activity
of New
Englands
textile industry.

Consequences,
Landmark
Supreme Court
decisions

TCI Ch. 13 section 3

(ISN)
TCI Ch. 14 section 7
(ISN)
McCullough V
Maryland TCI p.247

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

Textile mills began in the

Northeastern states for all of the
following reasons, except:
A. They had fast moving
rivers for water wheels
B. There was a shortage of
fertile farmland
C. There were not enough
workers--correct
D. They had railroads and
port cities
A people once numerous,
powerful, and truly
independent, found by our
ancestorshave yielded their
lands by successive treaties.
Is a quotation from which of the

Unit 1

Colonization

decisions
significant to
this era of
American
history.

Gibbons v Ogden TCI

p.247

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

TCI Ch. 14: Preview,

sections 2 -7 (ISN,)
Reading Further

Examples could
include political
participation,
political parties,
constitutional
government,
spoils system,
National Bank
Veto, Maysville
Road veto, tariff
battles, Indian
Removal Act,
nullification crisis

*Kids Laws website (

http://tinyurl.com/h6u
nau9)
Resources:
Which of the following is
considered to be part of Andrew
*Brain Pop:
Jacksons legacy?
-Andrew Jackson
A. Reduced power of the
president
-Seminole Wars
B. Increased taxes
-Trail of Tears
C. Increased voting of the
average citizencorrect
*Trail of Tears:
D. Reduced power of the
(http://tinyurl.com/zn
wealthiest citizens
fbfpz)
*Jackson and the
National Bank:
(http://tinyurl.com/j7
wkx3c)
*Jackson and the

27

following Supreme Court

decisions?
A. McCullough v Maryland
B. Gibbons v Ogden
C. Cherokee Nation v
Georgia--correct
D. Plessy v Ferguson

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

TCI Ch. 12 sections 7,8

(ISN)
TCI Ch. 13 Sections 3
and 4 (ISN)
TCI Ch. 15 (ISN)
TCI Ch. 18 Sec.
1,3,4,5,6 (ISN)
TCI Ch. 18 Processing
Activity
TCI Ch. 18 Reading
Further
TCI Ch. 20 Reading
Further
TCI Unit 6 Geography
Challenge

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:

Sample Assessment Question

*CPALMS includes 2
resources for teaching
this standard
*Brain Pop:
-Frederick Douglas
-Underground
railroad
-Womens Suffrage
*DBQHow
Democratic was
Andrew Jackson?

If you were a slave escaping on the

Underground
Railroad from Wilmington, NC,
what geographical feature would
make up most of your route to the
North?
A. Atlantic Ocean
B. Mississippi River
C. Appalachian Mountains
D. Lake Michigan

SS.A.4.9
Analyze the
causes, course
and

Analyze

Cause,
Course,
Consequence,
Second Great

TCI Ch. 18 Sec. 2 (ISN)

TCI Unit 6 Timeline
Challenge

Examples could
include abolition,
womens rights,
temperance,
30

Resources:
*Article on the Second
Great Awakening

What is the most likely connection

between the Second Great
Awakening, and the Era of
Reform?

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

TCI Ch. 19 Sections

1,4,5,8 (ISN)

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)

A. It prompted people like

Luzena Wilson to go West
in search of gold.
B. It led to a mass migration
to frontier lands in Texas.
C. It prompted people like
Dorothea Dix to improve
the nations prisons.-correct
D. It started more conflicts
between the North and the
South.

What was the effect of the cotton

gin on slavery in the South?
A. It made slavery more
important in the South.
B. It helped improve the
slaves work conditions.
C. It had no significant effect
on slaves or slavery.
D. It reduced the need for
slaves on plantations.

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

TCI Ch. 20 sections 111 (ISN)

TCI Ch. 20 Placard
Activity
TCI Ch. 20 Processing
Activity

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

TCI Ch. 15 section 2

(ISN)

Examples could
include Toussaint
LOuverture,
Napolean, Thomas
Jefferson, Purchase
debate

32

*Novel- Copper Sun

Resources:
*Brain Pop:
-Thomas Jefferson
*Short history of Haiti
(http://tinyurl.com/gtts
nma)

We raise the wheat, dey gib [they

give] us the corn;
We bake the bread, dey gib us the
cruss;
We sif the meal, dey gib us the
huss;
We peel the meat, dey gib us the
skin;
And dats the way dey takes us in.
-Slave Spiritual
After reading the verse from a
slave spiritual, choose the term
that best describes what the slaves
were trying to express:
A. Gratitude
B. Regret
C. Oppression
D. Remembrance

What connection can be made

between the Haitian Revolution
and the Louisiana Purchase?
A. The Louisiana Territory
was a frontier for Haitian
immigrants and Napoleon
wanted to purchase the
land for the Haitians to
migrate to.
B. After the Haitian
Revolution, Napoleon sold
the land to the United
States, since it was no
longer necessary for the
French to feed the Haitian

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

TCI Ch. 18 section 6

(ISN)

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)

Now, in view of this entire

disenfranchisement [denying
the right to vote] of one-half
the people of this country, their
social and religious
degradation-in view of the
unjust laws above mentioned,
and because women do feel
themselves aggrieved,
oppressed, and fraudulently
deprived of their most sacred
rights, we insist that they have
immediate admission to all the
rights and privileges which
belong to them as citizens of
the United States
Seneca Falls Declaration of
Sentiments and Resolutions,
1848
Which of the following rights are
being exercised by the writers of
this document?

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

TCI Ch. 18 section 2

(ISN)
TCI Ch. 13 section 6
(ISN)

TCI Ch. 14 Sec. 7

TCI Ch. 15 Sec. 3

Examples could
include
Transcendentalism,
early American
Literature

Examples could
include Andrew
Jackson against
Indian Uprisings,
developing
relationships
between the
Seminole and
34

Below is a quote from Henry

David Thoreau, a follower of the
1800s movement known as
transcendentalism.
If a man does not keep pace
with his companions, perhaps it
is because he hears a different
drummer. Let him step to the
music which he hears.

Resources:
*Florida becomes a
US territory
(http://tinyurl.com/he9
kyhf)

After reading the quote, what new

concept do you think this
movement embraced?
A. Determination
B. Resilience
C. Rebellion
D. Individualismcorrect
Letter from Andrew Jackson to the
Seminole Indians

But lest some of your rash young

men should forcibly oppose your
arrangements for removal, I have
ordered a large military force to be

Unit 1
history.

Colonization

5 weeks
runaway slaves, FL
becoming a US
territory, combining
East/ West FL, FL
becoming 27th state

sent among you... If you listen to

the voice of friendship and truth,
you will go quietly and voluntarily.
But should you listen to the bad
birds that are always flying about
you, and refuse to move, I have
then directed the commanding
officer to remove you by force.
This will be done. I pray the Great
Spirit, therefore, to incline you to
do what is right.
-Your Friend A. Jackson February
1835.
After reading the excerpt, what did
Andrew Jackson predict would
happen if the Seminoles
decided to stay?
A. The Seminoles will be
given a small tract of land
in which to support their
families.
B. The United States will
provide them with food for
a year, but they must find
housing.
C. The Seminoles will cause
destruction that will be
punished by the United
States.--correct
D. The United States will
make a treaty with the rash
young men that oppose

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.

*The Seminole Wars

(http://tinyurl.com/gvz
ud7a)
SS.C.1.4
Identify the
evolving forms
of civic and
political
participation
from the
colonial period

Identify

Evolving,
Civic and
political
participation

See resources for A.4.14

How does the Seneca Falls

Convention and the Constitutional
Convention compare?
A. They both planned a new
form of government
B. They both promoted that
citizens should take part in
addressing societys needs
36

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

TCI Ch. 21 and 22 (ISN);

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

TCI Ch. 18, section 5

(ISN);

Abolition
Movement, Nat
37

Sample Assessment Question

Resources:

The Compromise of 1850 settled

that Maine would become a free
state and that:
A) Missouri was North of the
3630 latitude line so it
was also a free state
B) Missouri would be able to
vote whether to have
slavery or not
C) Missouri would have to
wait for another state to
join the Union before it
could
D) Missouri would enter as a
slave state too maintain the
balance of power in
Congress.
The Underground Railroad helped
thousands of runaway slaves

Unit 1

Colonization

role of slavery
in the
development of
sectional
conflict

Sectional
conflict

TCI Ch. 19, section 8

(ISN);
TCI Ch. 20 (ISN);
TCI Ch. 21 (ISN);
TCI presentations;

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)

escape to the north but was held

back by legislation like:
A) Fugitive Slave Act of 1850
B) Emancipation
Proclamation
C) Thirteenth Amendment
D) Transportation Ban of 1860

*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

TCI Ch. 22 (ISN);

Sectionalism,
States rights,
Slavery,
Civil War,
Attempts at foreign
alliances,
Emancipation
38

*DBQ: How Free

Were Free Blacks in
the North?
Resources:
*CPalms includes 1
resource for teaching
this standard;
*BrainPop:

President Abraham Lincoln issued

the Emancipation Proclamation on
January 1, 1863, as the nation
approached its third year of bloody
civil war. The proclamation
declared "that all persons held as
slaves" within the rebellious states

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

TCI Ch. 21 Geography

Challenge

TCI Ch. 21 (ISN);

TCI Ch. 21 (ISN);

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

"are, and henceforward shall be

free." This would free slaves in all
of the following states except:
A) Virginia
B) Georgia
C) North Carolina
D) Maryland

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

TCI Ch. 22 (ISN);

TCI Ch. 22 presentation

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

Figures for the Battle of Bull Run

What was a major difference of the
Union troops versus the
Confederate troops?
A) The Confederacy had more
troops than the Union.
B) The Union killed twice as
many troops as the
Confederates
C) Half as many Union troops
were wounded as
Confederate troops
D) The Union captured more
than ten times the amount
of soldiers than the
Confederacy did

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

Close read of Abraham

Lincolns first inaugural
address

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

The major impact of the Battle of

Olustee is that it made the Union:
A) Send more troops to
Florida to take it back
B) Aware that they could win
in the South and so they
pushed forward
C) Focus its efforts on the
Western Front
D) Abandon its efforts to
capture back Florida

Apprehension seems to exist

among the people of the Southern
States that by the accession of a
Republican Administration their
property and their peace and
personal security are to be
endangered. I have no purpose,
directly or indirectly, to interfere
with the institution of slavery in the
States where it exists. I believe I

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

have no lawful right to do so, and I

have no inclination to do so.
This statement made my Abraham
Lincoln in his first Inaugural
Address seems to contradict his
later efforts in the passing of:
A) Emancipation
Proclamation
B) The 13th Amendment
C) Gettysburg Address
D) Equal Rights Act
Analyze

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

TCI Ch. 21 Geography

Challenge

Confederate and
Union states,
Border states
Western territories

42

Resources:
*American Experience
website On the Eve
of War
(http://tinyurl.com/jey
cc7s)

After 1800 US Cotton Production

boomed due to invention like the
cotton gin invented by:
A) George Washington Carver
B) Alexander Hamilton
C) Eli Whitney
D) Andrew Carnegie

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

TCI Ch.23 Presentation

and/or Reading Notes (all
sections)
TCI Ch. 23 Processing
activity

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

*Beyond the Bubble-A

Perspective on Slavery
(http://tinyurl.com/jkfq
e2t)
*Beyond the BubblePost-Civil War South
(http://tinyurl.com/zjzd
sch)
*Beyond the BubbleReconstruction Riots
(http://tinyurl.com/gr4t
ekf)
*Beyond the BubbleKKK in the 1870s
(http://tinyurl.com/zkzj
yc5)

After the passage of the 13th, 14th

and 15th amendments, several
strong groups grew to stop African
Americans from exercising their
right to vote including all of the
following except:
A) Ku Klux Klan
B) Abolitionists
C) Carpet Baggers
D) Southern Plantation
Owners

*DBQ North or
South? Who Killed
Reconstruction?
SS.8.C.1.6
Evaluate how

Evaluate

How
amendments to

TCI Ch. 23 sections 24

(ISN)

13th, 14th, and 15th

Amendments
43

The right of citizens of the United

States to vote shall not be denied or

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

abridged by the United States or by

any State on account of race, color,
or previous condition of servitude.
-15th Amendment to the US
Constitution
According to this excerpt from the
fifteenth amendment, as of its
passage in 1870 all of the following
had the legal right to vote but:
A) African Americans
B) Former Slaves
C) Women
D) White Plantation Owners

44