Social Studies 8th 2017

20162017ScopeandSequenceSocialStudiesGrade8UnitedStatesHistoryto1876
43Days
st
1 Cycle
Unit
Unit1:
Aug. 22 Oct. 21, 2016

#ofLessons
7 class
periods
TheThirteenColonies (90minutes
This three-part unit each)
focuses on
Jamestown and
or
Plymouth, the first
14 class
two English
periods
settlements in the
Americas, and then
uses the concepts of (45minutes
Economic,
each)
Social/Cultural,
Political, and
eNvironmental [ESPN
] factors that are
critical in examining
continuing settlement
patterns in the
original thirteen
English colonies.
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Part1:EarlySettlements:JamestownandPlymouth
RSS.8.2AIdentify reasons for European exploration and colonization of North America. SSS.8.2B
Compare political, economic, religious, and social reasons for the establishment of the 13 English
colonies.RSS.8.10CAnalyze the effects of physical and human geographic factors on major historical
and contemporary events in the United States.
RSS.8.23AIdentify selected racial, ethnic, and religious groups that settled in the United States and
explain their reasons for immigration
SS.8.29ADifferentiate between, locate, and use valid primary and secondary sources such as
computer software, databases, media and news services, biographies, interviews, and artifacts to
acquire information about the United States.
SS.8.29COrganize and interpret information from outlines, reports, databases, and visuals, including
graphs, charts, timelines, and maps.
SS.8.30AUse social studies terminology correctly.
Part2:Geographyofthe13ColoniesRSS.8.10BCompare places and regions of the United States in
terms of physical and human characteristics.
RSS.8.11AAnalyze how physical characteristics of the environment influenced population distribution,
settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th
centuries.
SS.8.29JPose and answer questions about geographic distributions and patterns shown on maps,
graphs, charts, models, and databases.
Part3:Economic,Social,andPolitical[ESP]Aspectsofthe13Colonies
RSS.8.3AExplain the reasons for the growth of representative government and institutions during the
colonial period.SSS.8.3BAnalyze the importance of the Mayflower Compact, the Fundamental Orders
of Connecticut, and the Virginia House of Burgesses to the growth of representative government.
RSS.8.12BExplain reasons for the development of the plantation system, the transatlantic slave trade,
and the spread of slavery.SSS.8.20AExplain the role of significant individuals such as ThomasHooker,
Charles de
Montesquieu, John Locke, William Blackstone, and WilliamPennin the development of selfgovernment in colonial America.
SSS.8.25BDescribe religious motivation for immigration and influence on social movements, including
the impact of the first and second Great Awakenings.
SS.8.29BAnalyze information by sequencing, categorizing, identifying cause-and-effect relationships,
comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions.
st
1 Cycle
43Days
Aug. 22 Oct. 21, 2016
Unit
#ofLessons
Unit2:Causesofthe 4 class
AmericanRevolution periods
(90This two-part unit
minutes
examines the
concept of causation, each)
conflict and
leadership to analyze or
causes of the
8 class
American Revolution
periods
including those
(45individuals who
minutes
assumed leadership
each)
in that conflict.
Students will study
the Declaration of
Independence and
identify the important
ideas and the role of
this document in the
foundation of our
country.
Part1:ESPCausesoftheAmericanRevolutionRSS.8.4AAnalyze causes of the American Revolution,

including the Proclamation of
1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and
British economic policies following the French and Indian War.
SSS.8.4BExplain the roles played by significant individuals during the American

Revolution, including Abigail Adams, JohnAdams, Wentworth Cheswell, SamuelAdams, Mercy Otis
Warren, James Armistead, Benjamin Franklin, Bernardo de Glvez, Crispus
Attucks,KingGeorgeIII, Haym Salomon, PatrickHenry, Thomas Jefferson, the Marquis de Lafayette,
Thomas Paine, and GeorgeWashington.
SSS.8.20CAnalyze reasons for and the impact of selected examples of civil disobedience in U.S.
history such as the BostonTeaPartyand Thoreau's refusal to pay a tax.
SS.8.29DIdentify points of view from the historical context surrounding an event and the frame of
reference which influenced the participants.
Part2:BeginningtheRevolution
SSS.8.4BExplain the roles played by significant individuals during the American
Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis
Warren, James Armistead, BenjaminFranklin, Bernardo de Glvez, Crispus Attucks, KingGeorgeIII,
Haym Salomon, Patrick Henry, ThomasJefferson, the Marquis de Lafayette, ThomasPaine, and George
Washington.
RSS.8.4CExplain the issues surrounding important events of the American Revolution,
including declaringindependence, writing the Articles of Confederation, fightingthebattlesofLexington,
Concord, Saratoga, and Yorktown, enduring the winter at Valley Forge, and signing the Treaty of Paris
of 1783.
st
1 Cycle
Unit
Unit3:
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
5 class
periods
TheAmericanRevolution (90minutes
In this two-part unit
each)
students examine how
battles including
or
Lexington/Concord,
Saratoga, and Yorktown 10 class
are turning points in the periods
American Revolution
and in history. The unit (45-
Part1:Fighting/WinningtheWar
RSS.8.4CExplain the issues surrounding important events of the American Revolution, including
declaring independence, writingtheArticlesofConfederation, fighting the battles of Lexington,
Concord, Saratoga,andYorktown,enduringthewinteratValleyForge, and signing the Treaty of Paris
of 1783.
RSS.8.10CAnalyze the effects of physical and human geographic factors on major historical and
contemporary events in the United States.
SS.8.29BAnalyze information by sequencing, categorizing, identifying cause-and- effect
relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations
and predictions, and drawing inferences and conclusions.

Part2:TheResultsofRevolution
SSS.8.4BExplain the roles played by significant individuals during the American Revolution,
including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren,
James Armistead, Benjamin Franklin, Bernardo de Glvez, Crispus Attucks, King George III, Haym
Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George
Washington.
concludes with an
minutes
examination of the short each)
and long term effects of
the United States fight
for freedom against
Britain.
SSS.8.20BEvaluate the contributions of the Founding Fathers as models of civic virtue. SSS.8.23D
Analyze the contributions of people of various racial, ethnic, and religious groups to our national
identity.SSS.8.23EIdentify the political, social, and economic contributions of women to American
society.
Unit4:Constitutional
Convention
This three-part unit
bridges the gap
between the
government during the
American Revolution
and the ratification of
the Constitution and the
Bill of Rights. Students
5 class
periods
(90minutes
each) or
10 class
periods
(45minutes
Part1:TheConstitutionalConventionof1787
SSS.8.15BSummarize the strengths and weaknesses of the Articles of Confederation. SSS.8.4D
Analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and
the Three-Fifths Compromise.RSS.8.15CIdentify colonial grievances listed in the Declaration of
Independence and explain how those grievances were addressed in the U.S. Constitution and the
Bill of Rights.
SSS.8.21CSummarize a historical event in which compromise resulted in a peaceful resolution.
SS.8.29BAnalyze information by sequencing, categorizing, identifying cause-and-
effect relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions.
focus on major events, each)
significant individuals,
and key ideas of the
Constitution and the Bill
of Rights, including
debates between the
Part2:RatifyingtheConstitutionRSS.8.4EAnalyze the arguments for and against ratification
RSS.8.15AIdentify the influence of ideas from historic documents, including the Magna Carta, the
English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist
writings, on the U.S. system of government.
nd
2 Cycle
Unit
Federalists and AntiFederalists.
37Days
Oct. 24 Dec. 16, 2016
#ofLessons
RSS.8.17AAnalyze the arguments of the Federalists and Anti-Federalists, including those of

Alexander Hamilton, Patrick Henry, James Madison, and George Mason. SSS.8.21AIdentify
different points of view of political parties and interest groups on important historical and
contemporary issues.
37Days
nd
2 Cycle
Oct. 24 Dec. 16, 2016
Unit
#ofLessons
Unit5:
6 class
periods
TheConstitution:
(90PrinciplesandBillof minutes
Rights
each)
In this three-part unit
students study the
U.S. Constitution
and Bill of Rights to
understand the
structure and
function of
democracy in the
United States.
In this unit students
also study
constitutional
principles, landmark
cases and the
processes of
amendment and
judicial review.
or
12 class
periods
(45minutes
each)
Part1:PrinciplesofGovernmentRSS.8.15DAnalyze how the U.S. Constitution reflects the principles of

limited
government, republicanism, checks and balances, federalism, separation of powers, popular
sovereignty, and individual rights.

SS.8.30CTransfer information from one medium to another, including written to visual and statistical
to written or visual, using computer software as appropriate.
Part2:TheBillofRightsandYou
RSS.8.16ASummarize the purposes for and process of amending the U.S. Constitution. RSS.8.19A
Define and give examples of unalienable rights.RSS.8.19BSummarize rights guaranteed in the Bill of
Rights.SSS.8.19DExplain how the rights and responsibilities of U.S. citizens reflect our national
identity.
SSS.8.21BDescribe the importance of free speech and press in a constitutional republic
SSS.8.25ATrace the development of religious freedom in the United States.

RSS.8.25CAnalyze the impact of the First Amendment guarantees of religious freedom on the
American way of life
Part3:InterpretingtheConstitution:JudicialReview
RSS.8.18AIdentify the origin of judicial review and analyze examples of congressional and
presidential responses.SSS.8.18BSummarize the issues, decisions, and significance of landmark
Supreme
Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden.
SSS.8.22AAnalyze the leadership qualities of elected and appointed leaders of the United States
such as George Washington, JohnMarshall, and Abraham Lincoln.
nd
2 Cycle
37Days
Oct. 24 Dec. 16, 2016
Unit
#ofLessons
Unit6:
5 class
periods
DomesticandForeign (90PoliciesintheNew
minutes
Republic17891820s each)
In this three-part unit or
students examine
the formative years 10 class
of the United States periods
concentrating on the (45period from 1789 to minutes
1820. Students study each)
the growing power of
the federal
government, the
development of
national political
parties, and the
emergence of the
United States as a
powerful force in
foreign affairs.
Part1:YoungNationDomesticIssuesRSS.8.5ADescribe major domestic problems faced by the

leaders of the new republic
such as maintaining national security, building a military, creating a stable economic system, setting
up the court system, and defining the authority of the central government. SSS.8.5BSummarize
arguments regarding protective tariffs, taxation, and the banking system.
RSS.8.6AExplain how the Northwest Ordinance established principles and procedures

for orderly expansion of the United States.
such as GeorgeWashington, John Marshall, and Abraham Lincoln.
Part2:DevelopmentofPoliticalParties
RSS.8.5CExplain the origin and development of American political parties. SSS.8.5FExplain the
impact of the election of Andrew Jackson, including expanded suffrage.
Part3:IncreasingPowerinForeignAffairs
SSS.8.5DExplain the causes, important events, and effects of the War of 1812. RSS.8.5EIdentify the
foreign policies of presidents Washington through Monroe and explain the impact of Washington's
Farewell Address and the Monroe Doctrine. SSS.8.13AAnalyze the War of 1812 as a cause of
economic changes in the nation.

47Days
rd
3 Cycle
Jan. 4 Mar. 10, 2017
Unit
Unit7:
TheYoungNation
GrowsandExpands
This three-part unit
examines the Young
Nation period
focusing on the
concept of ESP
causation
[Economic, Social,
and Political].
Students study the
economic impact of
the Industrial
Revolution as
inventions and
inventors
#ofLessons
6 class
periods
(90minutes
each)
or
12 class
periods
(45minutes
each)
Part1:WestwardExpansion/ManifestDestiny/MexicanWar
SSS.8.5GAnalyze the reasons for the removal and resettlement of Cherokee Indians during the
Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears.
RSS.8.6BExplain the political, economic, and social roots of Manifest Destiny. SSS.8.6CAnalyze the
relationship between the concept of Manifest Destiny and the westward growth of the nation.
RSS.8.6DExplain the causes and effects of the U.S.-Mexican War and their impact on the United
States.SSS.8.6EIdentify areas that were acquired to form the United States including the Louisiana
Purchase.
SSS.8.20CAnalyze reasons for and the impact of selected examples of civil disobedience in U.S.
history such as the Boston Tea Party and HenryDavidThoreau'srefusaltopayatax.
transformed
production; the
social/cultural
significance of
various reform
movements and their
leaders which
contributed to
significant societal
change; and the
westward expansion
of the United States
under the banner of
the political idea of
Manifest Destiny and
American empire.
Part2:ReformMovements
SSS.8.22BDescribe the contributions of significant political, social, and military leaders of the United
States such as FrederickDouglass, John Paul Jones, James Monroe,
Stonewall Jackson, SusanB.Anthony, and ElizabethCadyStanton. SSS.8.24ADescribe the historical
development of the abolitionist movement.
RSS.8.24BEvaluate the impact of reform movements, including educational reform,
temperance, the women's rights movement, prison reform, abolition, the labor reform movement,
and care of the disabled.
Part3:IndustrializationSSS.8.8.11BDescribe the positive and negative consequences of human

modification of the physical environment of the United StatesSSS.8.12CExplain the reasons for the
increase in factories and urbanization
RSS.8.13BIdentify the economic factors that brought about rapid industrialization and
urbanization.SSS.8.14AExplain why a free enterprise system of economics developed in the new
nation, including minimal government intrusion, taxation, and property rights. SSS.8.14BDescribe the
characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th
centuries.RSS.8.27AExplain the effects of technological and scientific innovations such as the
steamboat, the cotton gin.RSS.8.27BAnalyze the impact of transportation and communication
systems on the growth, development, and urbanization of the United States.SSS.8.27CAnalyze how
technological innovations changed the way goods were
rd
3 Cycle
Unit
47Days
Jan. 4 Mar. 10, 2017
#ofLessons
manufactured and marketed, nationally and internationally.SSS.8.27DExplain how technological

innovations brought about economic growth such
as how the factory system contributed to rapid industrialization and the Transcontinental Railroad led
to the opening of the west.SSS.8.28ACompare the effects of scientific discoveries and technological
innovations that have influenced daily life in different periods in U.S. history.
SSS.8.28BIdentify examples of how industrialization changed life in the United States.
rd
3 Cycle
47Days
Jan. 4 Mar. 10, 2017
Unit
Unit8:
TheRoadtoWar
#ofLessons
5 class
periods
(90minutes
each)
This two-part unit

highlights the
growing split
or
between North and
South in the decades 10 class
periods
prior to
(45the outbreak of the minutes
American Civil
each)
War. It examines
ESPN causation
[Economic, Social,
Political, and
eNvironmental] and
looks at how a trigger
eventsuch as the
election of Lincoln or
the firing on Fort
Sumter can ignite a
powderkegof
conflict.
Part1:TwoWorlds:AntebellumNorthandSouth
SSS.8.7BCompare the effects of political, economic, and social factors on slaves and free blacks.
RSS.8.7CAnalyze the impact of slavery on different sections of the United States. RSS.8.10B
Compare places and regions of the United States in terms of physical and human characteristics.
SSS.8.12AIdentify economic differences among different regions of the United States.
RSS.8.12DAnalyze the causes and effects of economic differences among different regions of the
United States at selected times in U.S. history.SSS.8.23BExplain the relationship between
urbanization and conflicts resulting from differences in religion, social class, and political beliefs.
Part2:TheESPCausesofWar/WarBegins
SSS.8.7AAnalyze the impact of tariff policies on sections of the United States before the Civil War.
SSS.8.7DIdentify the provisions and compare the effects of congressional conflicts and compromises
prior to the Civil War, including the roles of John Quincy Adams, JohnC.Calhoun,HenryClay,and
DanielWebster.
RSS.8.8BExplainthecausesoftheCivilWar,includingsectionalism,states'rights,andslavery, and
significanteventsof the Civil War, including the firingonFortSumter, the battles of Antietam,
Gettysburg, and Vicksburg, the announcement of the Emancipation Proclamation, Lee's surrender at
Appomattox Court House, and the assassination of Abraham Lincoln.
RSS.8.17BExplain constitutional issues arising over the issue of states' rights, including the
Nullification Crisis and the Civil War.SSS.8.18CEvaluate the impact of selected landmark Supreme
Court decisions, including Dred Scott v. Sandford, on life in the United States.
SS.8.29ESupport a point of view on a social studies issue or event.
47Days
rd
3 Cycle
Jan. 4 Mar. 10, 2017
Unit
#ofLessons
PlanningfortheFIFTHsixweeksallowsforadjustmentsforSTAARtesting.
Unit9:TheCivilWar
&ReconstructionThis
three-part unit uses
the concept of
conflict to examine
significant
individuals and
turning point events
7
class
periods
(90minutes
each)
Part1:CivilWarLeadershipSSS.8.8AExplain the roles played by significant individuals during the Civil

War,
including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such
as Congressional Medal of Honor recipients William Carney and Philip Bazaar.
SSS.8.8CAnalyze Abraham Lincoln's ideas about liberty, equality, union, and
in the American Civil

War, including an
emphasis on the
ideas and leadership
of Abraham Lincoln
and their impact on
the period.In
addition, this unit
addresses the
concept of ESP
change necessary
for Reconstruction
including passage of
the 13th, 14th, and
15th amendments.
or 14
class
periods
(45minutes
each)
government as contained in his first and second inaugural addresses and the Gettysburg Address
and contrast them with the ideas contained in Jefferson Davis's inaugural address.
such as George Washington, John Marshall, and AbrahamLincoln.
Part2:TurningPointsintheCivilWarRSS.8.8BExplain the causes of the Civil War, including
sectionalism, states' rights, and
slavery, and significant events of the Civil War, including the firing on Fort Sumter, the battles of
Antietam, Gettysburg, and Vicksburg, the announcement of the Emancipation Proclamation, Lee's
surrender at Appomattox Court House, and the assassination of Abraham Lincoln.
SS.8.29BAnalyze information by sequencing, categorizing, Identifying cause-and-effect relationships,

SS.8.30AUse social studies terminology correctly.SS.8.30DCreate written, oral, and visual

presentations of social studies information.

Part3:Economic,Social,andPoliticalEffectsofWar
SSS.8.9AEvaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed
state governments.
SSS.8.9BEvaluate the impact of the election of Hiram Rhodes Revels.
RSS.8.9CExplain the economic, political, and social problems during Reconstruction and evaluate their impact
on different groups.RSS.8.16BDescribe the impact of 19th-century amendments, including the 13th, 14th, and
15th amendments, on life in the United States.SS.8.29BAnalyze information by sequencing, categorizing,
Identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and
predictions, and drawing inferences and conclusions.
SS.8.29COrganize and interpret information from outlines, reports, databases, and visuals, including graphs,
charts, timelines, and maps.SS.8.31BUse a decision-making process to identify a situation that requires a
decision, gather
48Days
th
4 Cycle
Unit
Mar. 20 May 25, 2017

#ofLessons
information, identify options, predict consequences, and take action to implement a decision.
Unit10:
Social,andPolitical
Frontiers
4 class
periods
(90-
Part1:TheOpeningoftheLastFrontierSSS.8.9DIdentify the effects of legislative acts such as the

Homestead Act, the Dawes Act, and the Morrill Act.SSS.8.23CIdentify ways conflicts between people
from various racial, ethnic, and religious groups were resolved.
This two-part unit

allows students to
examine the
economic, social,
and political effects
of legislative acts
such as the
Homestead Act, the
Dawes Act, and the
Morrill Act that
opened up frontier
lands to settlement.
It also explores new
frontiers in
American art and
expression.
SS.8.29ESupport a point of view on a social studies issue or event

Part2:ArtisticFrontiersSSS.8.26ADescribe developments in art, music, and literature that are unique
to
minutes
each)
American culture such as the Hudson River School artists, John James Audubon, "Battle Hymn of
the Republic," transcendentalism, and other cultural activities in thehistory of the United States
SSS.8.26BIdentify examples of American art, music, and literature that reflect society in different eras
or
10 class
periods
(45minutes
each)
SSS.8.26CAnalyze the relationship between fine arts and continuity and change in the American way
of life
48Days
th
4 Cycle
Unit
Mar. 20 May 25, 2017

#ofLessons
PlanningfortheSIXTHsixweeksallowsforadjustmentsforSTAARtesting.
Unit11:
10 class
periods
TyingItAllTogether (90AReviewUnitfor
minutes
Grade8SocialStudies each)
Using the macro
or
Part1:ExploringEras,Chronology,andGeographicConcepts
RSS.8.1AIdentify the major eras and events in U.S. history through 1877, including colonization,
revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution,
religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward
expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their
concepts of
economic, social,
and political change,
this unit provides an
opportunity to review
concepts and
information from the
Grade 8 Social
Studies course in
early American
history that helped
form the heritage
and government of
the United States of
America from
colonial times
through the
highlights of
Reconstruction. It
can serve as a
review of content for
the Grade 8 Social
Studies STAAR test.
20 class
periods
(45minutes
each)
causes and effects.

SSS.8.1BApply absolute and relative chronology through the sequencing of significant individuals,
events, and time periodsSSS.8.1CExplain the significance of the following dates: 1607, founding of
Jamestown, 1620, arrival of the Pilgrims and signing of the Mayflower Compact, 1776, adoption of the
Declaration of Independence, 1787, writing of the U.S. Constitution. 1803, Louisiana Purchase and
1861-1865, Civil War.
RSS.8.11AAnalyze how physical characteristics of the environment influenced population distribution,
settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th
centuries.
SS.8.29BAnalyze information by sequencing, categorizing, Identifying cause-and- effect relationships,
SS.8.29HUse appropriate mathematical skills to interpret social studies information such as maps and
graphs.
Part2:FromColonytoCountry
RSS.8.2AIdentify reasons for European exploration and colonization of North America. RSS.8.4A
Analyze causes of the American Revolution, including the Proclamation of
1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and
British economic policies following the French and Indian War. SSS.8.4BExplain the roles played by
significant individuals during the American Revolution, including Abigail Adams, John Adams,
Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin,
Bernardo de Glvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas
Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington.

RSS.8.4CExplain the issues surrounding important events of the American Revolution,
including declaring independence, writing the Articles of Confederation, fighting the battles of
Lexington, Concord, Saratoga, and Yorktown, enduring the winter at Valley Forge, and signing the
Treaty of Paris of 1783.
RSS.8.10BCompare places and regions of the United States in terms of physical and human
characteristics.
SS.8.29BAnalyze information by sequencing, categorizing, Identifying cause-and- effect relationships,
th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons
Part3:GoverningtheYoungNation
RSS.8.5ADescribe major domestic problems faced by the leaders of the new republic such as
maintaining national security, building a military, creating a stable economic system, setting up the
court system, and defining the authority of the central government. RSS.8.5EIdentify the foreign
policies of presidents Washington through Monroe and explain the impact of Washington's Farewell
Address and the Monroe Doctrine. RSS.8.15AIdentify the influence of ideas from historic documents,
including the Magna
Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected AntiFederalist writings, on the U.S. system of government.RSS.8.15CIdentify colonial grievances listed in
the Declaration of Independence and explain how those grievances were addressed in the U.S.
Constitution and Bill of Rights. RSS.8.15DAnalyze how the U.S. Constitution reflects the principles of
limited
government, republicanism, checks and balances, federalism, separation of powers, popular
sovereignty, and individual rights.
SS.8.30AUse social studies terminology correctly

Part4:ExpandingtheNation
SSS.8.6CAnalyze the relationship between the concept of Manifest Destiny and the westward growth
of the nation.RSS.8.13BIdentify the economic factors that brought about rapid industrialization and
urbanization.
RSS.8.24BEvaluate the impact of reform movements, including educational reform, temperance, the
women's rights movement, prison reform, abolition, the labor reform movement, and care of the
disabled.RSS.8.27AExplain the effects of technological and scientific innovations such as the
steamboat, the cotton gin.
Part5:SignificantIndividualsandLandmarkCourtCasesinU.S.History
SSS.8.4BExplain the roles played by significant individuals during the American Revolution, including
Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams,

Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Glvez, Crispus Attucks, King
George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas
Paine, and George Washington.SSS.8.7DIdentify the provisions and compare the effects of
congressional conflicts and compromises prior to the Civil War, including the roles of John Quincy
Adams, John C. Calhoun, Henry Clay, and Daniel Webster.
SSS.8.8AExplain the roles played by significant individuals during the Civil War, including Jefferson
Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as Congressional
Medal of Honor recipients William Carney and Philip Bazaar.
th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons
SSS.8.9BEvaluate the impact of the election of Hiram Rhodes Revels.RSS.8.17AAnalyze the

arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick
Henry, James Madison, and George Mason. SSS.8.20AExplain the role of significant individuals such
as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn in
the development of self-government in colonial America.SSS.8.22AAnalyze the leadership qualities
of elected and appointed leaders of the
United States such as George Washington, John Marshall, and Abraham Lincoln. SSS.8.22B
Describe the contributions of significant political, social, and military leaders of
the United States such as Frederick Douglass, John Paul Jones, James Monroe, Stonewall Jackson,
Susan B. Anthony, and Elizabeth Cady Stanton.SSS.8.23DAnalyze the contributions of people of
various racial, ethnic, and religious groups to our national identity.
SSS.8.5GAnalyze the reasons for the removal and resettlement of Cherokee Indians during the
Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears.
SSS.8.18BSummarize the issues, decisions, and significance of landmark Supreme Court cases,
including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden.
SSS.8.18CEvaluate the impact of selected landmark Supreme Court decisions, including Dred Scott
v. Sandford, on life in the United States.
SS.8.29BAnalyze information by sequencing, categorizing, Identifying cause-and- effect
48Days
th
4 Cycle
Unit
#ofLessons
Unit12:
4 class
periods
(90minutes
each)
PromisesDeferred!
This two-part unit
allows students to
analyze the idea that
all people are
created equal and
consider the
question Have the
promises of the
Declaration of
Independence that
Mar. 20 May 25, 2017
or
8 class
periods
(45minutes
each)
Part1:Racial/EthnicDiscriminationSSS.8.23CIdentify ways conflicts between people from various

racial, ethnic, and
religious groups were resolved.SS.8.29BAnalyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions;
SS.8.29ESupport a point of view on a social studies issue or event. SS.8.30AUse social studies
terminology correctly.
Part2:GenderDiscrimination
SSS.8.23CIdentify ways conflicts between people from various racial, ethnic, and
religious groups were resolved.SS.8.29BAnalyze information by sequencing, categorizing, identifying
cause-and-
allmen[people]are
createdequalbeen
fulfilled? It
encourages students
to interpret the
experiences of
minority groups
including women,
racial and ethnic
groups. It brings the
concept of
effect relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions
SS.8.29ESupport a point of view on a social studies issue or event. SS.8.30AUse social studies
terminology correctly.
SS.8.30BUse standard grammar, spelling, sentence structure, punctuation, and proper citation of
sources.SS.8.30DCreate written, oral, and visual presentations of social studies information.

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20162017ScopeandSequenceSocialStudiesGrade8UnitedStatesHistoryto1876

Aug. 22 Oct. 21, 2016

Part1:ESPCausesoftheAmericanRevolutionRSS.8.4AAnalyze causes of the American Revolution,

SSS.8.4BExplain the roles played by significant individuals during the American

and predictions, and drawing inferences and conclusions.

Part2:RatifyingtheConstitutionRSS.8.4EAnalyze the arguments for and against ratification

Federalists and AntiFederalists.

RSS.8.17AAnalyze the arguments of the Federalists and Anti-Federalists, including those of

Oct. 24 Dec. 16, 2016

Part1:PrinciplesofGovernmentRSS.8.15DAnalyze how the U.S. Constitution reflects the principles of

SS.8.29BAnalyze information by sequencing, categorizing, identifying cause-and-effect relationships,

SSS.8.25ATrace the development of religious freedom in the United States.

Part1:YoungNationDomesticIssuesRSS.8.5ADescribe major domestic problems faced by the

RSS.8.6AExplain how the Northwest Ordinance established principles and procedures

SS.8.29BAnalyze information by sequencing, categorizing, identifying cause-and-effect relationships,

Jan. 4 Mar. 10, 2017

SS.8.30AUse social studies terminology correctly.

Part3:IndustrializationSSS.8.8.11BDescribe the positive and negative consequences of human

manufactured and marketed, nationally and internationally.SSS.8.27DExplain how technological

This two-part unit

Jan. 4 Mar. 10, 2017

Part1:CivilWarLeadershipSSS.8.8AExplain the roles played by significant individuals during the Civil

SSS.8.8CAnalyze Abraham Lincoln's ideas about liberty, equality, union, and

in the American Civil

SS.8.29BAnalyze information by sequencing, categorizing, Identifying cause-and-effect relationships,

SS.8.30AUse social studies terminology correctly.SS.8.30DCreate written, oral, and visual

Mar. 20 May 25, 2017

Part1:TheOpeningoftheLastFrontierSSS.8.9DIdentify the effects of legislative acts such as the

This two-part unit

SS.8.29ESupport a point of view on a social studies issue or event

Mar. 20 May 25, 2017

causes and effects.

Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington.

Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams,

SSS.8.9BEvaluate the impact of the election of Hiram Rhodes Revels.RSS.8.17AAnalyze the

Mar. 20 May 25, 2017

Part1:Racial/EthnicDiscriminationSSS.8.23CIdentify ways conflicts between people from various

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