Grade: 8
Length: two semesters
Prerequisites: none
This yearlong course will focus on foundations of United States history - from pre-colonization to settlement, into the revolution and creation of our nation, westward expansion/reform, and ultimately leading through the Civil War, including conflict with American Indians in their homelands and the enslavement of Africans. Learners will critically think as historians by developing research skills, including the use of questions, evaluating primary and secondary sources, and using evidence. The learner will create a research project using both primary and secondary sources. The learner also will apply and demonstrate knowledge of major eras, enduring themes, turning points, and historical influences to analyze the forces of change in the community, the state, the United States, and the world.
Communication
GL.1 The learner will demonstrate the ability to read a variety of texts fluently and critically by using a variety of strategies in order to evaluate arguments, biases, intended audience, and purpose.
8C.1 The learner will read for understanding and to construct historical meaning.
The learner will:
Cite specific evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of primary or secondary sources, and provide an accurate summary of the source, distinct from prior knowledge or opinions.
Identify key steps in a text’s description of a process, related to history/social studies.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language or inclusion or avoidance of particular facts).
Analyze the relationship between a primary and secondary source on the same topic.
C3
D1.1-5.6-8
AK Cultural
A.5,
B.2-3,
E.3, 5
AASL
III.A.1-3, V.A.1-3, VI.A.1-3, I.B.1-3,
III.B.1-2, IV.B.1-4,
VI.B.1-3, III.C.1-3, VI.C.1-3, I.D.1-4, II.D.1-3, IV.D.1-3, V.D.1-3, VI.D.1-3,
ISTE
1.d, 3, 7.a-b
AK Digital Literacy
6-12.EL.4, 6-12,KC.1-4, 6-12.GC.1-4
Social Studies Processes, Knowledge, and Skills
GL.4 The learner will develop research skills by selecting, evaluating, and synthesizing information from varied sources in order to effectively communicate using reasoning and sufficient evidence, both orally and in writing.
8C.2 The learner will produce clear and coherent writing, to include a strong thesis statement and supporting historical evidence.
The learner will:
Write arguments focused on discipline-specific content.
Write a thesis statement – introduce precise claims/thesis and create an organization that establishes a clear relationship between the claim and support/reasoning.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate and varied transitions to create cohesion, and clarify the relationship among ideas and concepts.
Use precise vocabulary and domain-specific vocabulary to inform about or explain a topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from, and supports, the argument presented.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
C3
D1.1-5.6-8
AK Cultural
A.3, 5, B.2-4,
D.5, E.6-8
AK Digital Literacy
6-12.ID.3, 6-12.ID.4
AASL
I.B.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3
ISTE
4.c-d
8C.3 The learner will conduct research to answer a question or solve a problem.
The learner will:
Conduct short research projects to answer a question, including a self-generated question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, and use search terms effectively.
Assess the credibility and accuracy of each source.
Quote or paraphrase the data and conclusions of others while avoiding plagiarism, and follow a standard format for citation.
C3
D1.1-5.6-8
AK Cultural
B.4, D.5
AASL
I.A.1-2, II.A.1-3, III.A.1-3, IV.A. 1-3, V.A.1-3, VI.A.1-3, I.B.1-3, II.B.1-3, III.B.I.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3
AK Digital Literacy
6-12.DC.3
ISTE
1.c, 2.b, 3, 4.b, 5.c, 6, 7.b-c
Historical
GL.3 The learner will understand how historical events impact the modern era by applying historical inquiry skills in order to understand the forces of change and make informed decisions.
8C.4 The learner will analyze the conflict and compromise that results from the interaction of two or more cultures/groups, and describe those from each perspective.
The learner will:
Evaluate interactions between European settlers and Indigenous people.
Explain the process of European subjugation of African and Indigenous cultures, including the long-term effects for marginalized groups of people.
Trace and illustrate the forced movement of Indigenous peoples by European settlers, including the motivations for displacing Indigenous people and the differing effects that displacement has on various Indigenous nations.
NCSS
I-IX
C3
D2.Geo.4.6-8, D2.Geo.6.6-8, D2.Geo.8.6-8, D2.His.2.6-8, D2.His.4.6-8, D2.His.14-16.6-8
AK Cultural
A.5, B.1-4, E.1
8C.5 The learner will summarize historical events from a variety of historical and contemporary perspectives, and understand why the perspectives have similarities and differences.
The learner will:
Sequence and explain the causes for European exploration and settlement in North America.
NCSS
I-V
C3
D2.His.1-4.6-8, D2.His.6.6-8 D2.His.14-17.6-8
AK Cultural
A.1, E.2
8C.6 The learner will analyze the ways in which conflicting economic, social, and political ideals have led to conflict and compromise.
The learner will:
Describe the origins of the Columbian Exchange and Triangle Trade, and its effect on Europe, Africa, and the Americas.
NCSS
V-VIII & X
C3
D2.Civ.3.6-8, D2.Civ.14.6-8, D2.Eco.1.6-8, D2.Eco.4.6-8, D2.Eco.14-15.6-8, D2.His.1.6-8
8C.7 The learner will analyze the development of society.
The learner will:
Describe early Indigenous cultures and their development in North America.
NCSS
I-III, V, & VII
C3
D2.Eco.2.6-8, D2.His.1-3.6-8, D2.His.9.6-8, D2.His.12-14.6-8, D2.His.16.6-8
AK Cultural
D.5-6. E.2
Native American reaction stories and contact narratives
U.S. geography mapping activities and how they relate to cultural interactions
Debate over treatment of non-Europeans
Explorer business plan project
Columbian Exchange simulations for crops and disease
Create a colony
Mapping activities
Iroquois League Constitution rewrite in modern terminology
Daily life
Historical
GL.3 The learner will understand how historical events impact the modern era by applying historical inquiry skills in order to understand the forces of change and make informed decisions.
8C.6 The learner will analyze the ways in which conflicting economic, social, and political ideals have led to conflict and compromise.
The learner will:
Compare and contrast the social and political rights of various groups among the colonial regions.
Describe the political and economic relationship between American colonies and Europe.
Describe the political and economic relationship between American colonies, Indigenous groups, and Europe.
NCSS
V-VIII & X
C3
D2.Civ.3.6-8,
D2.Civ.14.6-8,
D2.Eco.1.6-8,
D2.Eco.14-15.6-8,
D2.His.1.6.-8.
D2.His.3-5.6-8,
D2.His.12.6-8,
D2.His.14-16.6-8
AK Cultural
A.1, E.2
8C.7 The learner will analyze the development of society.
The learner will:
Describe ways in which Europeans transplanted and adapted their cultures and institutions to the American colonies.
NCSS
I-III, V, & VII
C3
D2.Eco.2.6-8,
D2.His.1-3.6-8,
D2.His.9.6-8,
D2.His.12-14.6-8,
D2.His.16.6-8
Debates
Geography
GL.6 The learner will understand their place in the world and interdependent relationships by using geographic reasoning and thinking skills in order to evaluate global problems and propose solutions.
8C.5 The learner will summarize historical events from a variety of historical and contemporary perspectives, and understand why the perspectives have similarities and differences.
The learner will:
Explain how physical geography affected the development of economics in the New England, Middle, and Southern Colonies.
NCSS
I-III & V
C3
D2.His.1-4.6-8,
D2.His.6.6-8,
D2.His.14-17.6-8
Mapping activities of original colonies
Historical
GL.3 The learner will understand how historical events impact the modern era by applying historical inquiry skills in order to understand the forces of change and make informed decisions.
8C.5 The learner will summarize historical events from a variety of historical and contemporary perspectives, and understand why the perspectives have similarities and differences.
The learner will:
Identify the military advantages and disadvantages enjoyed by the colonies and England before and during the American Revolution.
Identify and describe the roles played by significant individuals during the American Revolution.
Identify and describe the significance of major events before and during the American Revolution.
NCSS
I-III & V
C3
D2.His.1-4.6-8, D2.His.6.6-8, D2.His.14-17.6-8
AK Cultural
A.1, E.2
8C.6 The learner will analyze the ways in which conflicting economic, social, and political ideas have led to conflict and compromise.
The learner will:
Evaluate the roles and motivations of European allies during the Revolutionary War.
Explain how the Continental Congress addressed political and economic challenges throughout the Revolutionary War.
NCSS
V-VIII & X
C3
D2.Civ.3.6-8, D2.Civ.14.6-8, D2.Eco.1.6-8, D2.Eco.4.6-8, D2.Eco.14-15.6-8, D2.His.1.6-8, D2.His.3-5.6-8, D2.His.12.6-8, D2.His.14-16.6-8
8C.7 The learner will analyze the development of society.
The learner will:
Trace the origins of a unique American identity, separate from that of Europe.
NCSS
I-III, V, & VII
C3
D2.Eco.2.6-8, D2.His.1-3.6-8, D2.His.9.6-8, D2.His.12-14.6-8, D2.His.16.6-8
AK Cultural
D.5-6, E.2
8C.8 The learner will evaluate the extent to which founding ideals and principles have been pursued and achieved.
The learner will:
Identify the philosophies and documents that influenced the writing of the Declaration of Independence.
Evaluate the effectiveness of the Continental Congress as a system of government.
NCSS
V-VI & X
C3
D2.Civ.3.6-8, D2.Civ.5.6-8, D2.Civ.8.6-8, D2.Civ.14.6-8, D2.His.2-4.6-8,
D2.His.10.6-8, D2.His.12.6-8, D2.His.14-15.6-8
AK Cultural
B.2-4
Analysis of primary sources
Civics
GL.2 The learner will apply the principles and structures of representative democracy and other political systems by analyzing historical and current issues in order to evaluate the relationship between the individual, government, and other groups.
8C.9 The learner will identify and act on ways to engage in civic action.
The learner will:
Describe the process of amending the Constitution.
NCSS
II, IV-VI, & X
C3
D2.Civ.1-2.6-8,
D2.Civ.4-5.6-8,
D2.Civ.7-8.6-8,
D2.Civ.10-11.6-8,
D2.Civ.13.6-8,
D2.Eco.1.6-8
AK Cultural
C2, C4
Research "hot topics" and create legislative proposal
Simulated amendment/ ratification
Kids Voting
Historical
GL.3 The learner will understand how historical events impact the modern era by applying historical inquiry skills in order to understand the forces of change and make informed decisions.
8C.6 The learner will analyze the ways in which conflicting economic, social, and political ideals have led to conflict and compromise.
The learner will:
Explain the importance of compromise during the Constitutional Convention, and the effects of those compromises on the rights of various groups.
Describe and evaluate the competing interests of various economic, social, and political groups during the Constitutional Convention.
Describe the powers of the state and federal governments under the Articles of Confederation, and compare and contrast them to the powers granted under the Constitution.
NCSS
V-VIII & X
C3
D2.Civ.3.6-8,
D2.Civ.14.6-8,
D2.Eco.1.6-8,
D2.Eco.4.6-8,
D2.Eco.14-15.6-8,
D2.His.1.6-8,
D2.His.3-5.6-8,
D2.His.12.6-8,
D2.His.14-16.6-8
AK Cultural
A.1, E.2
8C.8 The learner will evaluate the extent to which founding ideals and principles have been pursued and achieved.
The learner will:
Identify the philosophies and documents that influenced the writing of the Constitution and the Bill of Rights.
Compare and contrast the structures and powers of the national government under the Articles of Confederation and the Constitution.
Explain the arguments for and against the inclusion of the Bill of Rights in the Constitution.
NCSS
V-VI & X
C3
D2.Civ.3.6-8,
D2.Civ.5.6-8,
D2.Civ.8.6-8,
D2.Civ.14.6-8,
D2.His.2-4.6-8,
D2.His.10.6-8,
D2.His.12.6-8,
D2.His.14-15.6-8
AK Cultural
B.2-4
Congress.gov
Mock ratification
Simulated Congress (under the Articles)
We the People (https://www.k12northstar.org/Page/8814)
Historical
GL.3 The learner will understand how historical events impact the modern era by applying historical inquiry skills in order to understand the forces of change and make informed decisions.
8C.6 The learner will analyze the ways in which conflicting economic, social, and political ideals have led to conflict and compromise.
The learner will:
Evaluate the political and economic relationships between the United States and European nations.
Identify and sequence the causes of the War of 1812.
NCSS
V-VIII & X
C3
D2.Civ.3.6-8,
D2.Civ.14.6-8,
D2.Eco.1.6-8,
D2.Eco.4.6-8,
D2.Eco.14-15.6-8,
D2.His.1.6-8,
D2.His.3-5.6-8,
D2.His.12.6-8,
D2.His.14-16.6-8
The learner will analyze the development of society.
The learner will:
Identify sectional interests and evaluate the emergence of a national identity.
NCSS
I-III, V, & VII
C3
D2.Eco.2.6-8,
D2.His.1-3.6-8,
D2.His.9.6-8,
D2.His.12-14.6-8,
D2.His.16.6-8
8C.8 The learner will evaluate the extent to which founding ideals and principles have been pursued and achieved.
The learner will:
Describe the major challenges facing stability and viability of the national government, and the ways in which various groups reacted.
Identify various groups of people who sought greater participation in government, the economy, and society, and evaluate their effectiveness.
NCSS
V-VI & X
C3
D2.Civ.3.6-8, D2.Civ.5.6-8, D2.Civ.8.6-8, D2.Civ.14.6-8, D2.His.3-4.6-8, D2.His.10.6-8, D2.His.12.6-8, D2.His.14-15.6-8
AK Cultural
B.2-4
8C.10 The learner will trace the gain and loss of civil and human rights, and analyze the consequences in the context of both dominating and subjugated groups.
The learner will:
Describe and evaluate the relationship between American settlers and Indigenous peoples.
NCSS
I-II, IV-VI, & X
C3
D2.Civ.2-3.6-8,
D2.Civ.6.6-8,
D2.Civ.8.6-8,
D2.Civ.10.6-8,
D2.Civ.12.6-8,
D2.Civ.14.6-8,
D2.His.2.6-8,
D2.His.4-6.6-8,
D2.His.14-15.6-8
AK Cultural
E5, E6
Historical
GL.3 The learner will understand how historical events impact the modern era by applying historical inquiry skills in order to understand the forces of change and make informed decisions.
8C.4 The learner will analyze the conflict and compromise that results from the interaction of two or more cultures/ groups, and describe those from each perspective.
The learner will:
Explain how westward expansion resulted in conflict with Indigenous peoples and foreign powers.
NCSS
I-III, V-VI, & IX
C3
D2.Geo.4.6-8, D2.Geo.6.6-8, D2.Geo.8.6-8, D2.His.2.6-8, D2.His.4.6-8, D2.His.14-16.6-8
AK Cultural
A.5, B.1-4, E.1
8C.5 The learner will summarize historical events from a variety of historical and contemporary perspectives, and understand why the perspectives have similarities and differences.
The learner will:
Describe the ways in which westward expansion affected the American economy.
NCSS
I-III & V
C3
D2.His.1-4.6-8, D2.His.6.6-8, D2.His.14-17.6-8
8C.6 The learner will analyze the ways in which conflicting economic, social, and political ideals have led to conflict and compromise.
The learner will:
Evaluate the compromises that arose from territorial acquisition as they relate to slavery.
Explain why the United States and foreign powers competed for control of new territories.
NCSS
V-VIII & X
C3
D2.Civ.3.6-8, D2.Civ.14.6-8, D2.Eco.1.6-8, D2.Eco.4.6-8, D2.Eco.14-15.6-8, D2.His.1.6-8, D2.His.3-5.6-8, D2.His.12.6-8, D2.His.14-16.6-8
AK Cultural
A.1, E.2
8C.7 The learner will analyze the development of society.
The learner will:
Describe the impact western expansion had on the development of an American identity.
Explain how and why slavery and westward expansion are linked.
NCSS
I-III, V, & VII
C3
D2.Eco, 2.6-8, D2.His.1-3.6-8, D2.His.9.6-8, D2.His.12-14.6-8, D2.His.16.6-8
AK Cultural
D.5-6, E.2
Cherokee Indian removal census activity
Primary sources – Indian Removal Act
The West miniseries by director Stephen Ives and exec. Producer Ken Burns
America: The Story of Us miniseries
Profile of territorial acquisition
“Come West” advertisement for territorial acquisition
Political Cartoons
Historical
GL.3 The learner will understand how historical events impact the modern era by applying historical inquiry skills in order to understand the forces of change and make informed decisions.
8C.5 The learner will summarize historical events from a variety of historical and contemporary perspectives, and understand why the perspectives have similarities and differences.
The learner will:
Identify and describe major advancements in transportation, manufacturing, farming, education, and communication.
NCSS
I-III & V
C3
D2.His.1-4.6-8, D2.His.6.6-8, D2.His.14-17.6-8
AK Cultural
A.1, E.2
8C.6 The learner will analyze the ways in which conflicting economic, social, and political ideals have led to conflict and compromise.
The learner will:
Evaluate the effects of industrialization on various groups of people.
Evaluate the effects of industrialism on sectionalism and nationalism.
Compare and contrast the experiences of African Americans in different regions.
Explain the influence of religion on the development of societal reform.
NCSS
V-VIII & X
C3
D2.Civ.3.6-8, D2.Civ.14.6-8, D2.Eco.1.6-8, D2.Eco.4.6-8, D2.Eco.14-15.6-8, D2.His.1.6-8, D2.His.2-5.6-8, D2.His.12.6-8, D2.His.14-16.6-8
AK Cultural
A.1, E.2
8C.10 The learner will trace the gain and loss of civil and human rights, and analyze the consequences in the context of both dominating and subjugated groups.
The learner will:
Trace and evaluate the gain and loss of rights for immigrants, women, free African Americans, and workers during the era.
Identify and describe legislation that reformed conditions for immigrants, women, free African Americans, and workers during the era.
NCSS
I-II, IV-VI, & X
C3
D2.Civ.2-3.6-8, D2.Civ.6.6-8, D2.Civ.8.6-8, D2.Civ.10.6-8, D2.Civ.12.6-8, D2.Civ.14.6-8, D2.His.2.6-8, D2.His.4-6.6-8, D2.His.14-15.6-8
Multi-layered maps – learners create a single map that includes overlapping economic, social, and political themes.
Diary entry from the perspective of an immigrant, factory worker, African American, etc.
Historical
GL.3 The learner will understand how historical events impact the modern era by applying historical inquiry skills in order to understand the forces of change and make informed decisions.
8C.5 The learner will summarize historical events from a variety of historical and contemporary perspectives, and understand why the perspectives have similarities and differences.
The learner will:
Trace the origins of the Confederacy and the causes of the Civil War through major conflicts and compromises.
Compare and contrast the advantages and disadvantages of the Union and Confederate militaries.
Explain ways in which major events were affected by physical geography.
Identify factors that led to the defeat of the Confederacy.
NCSS
I-III & V
C3
D2.His.1-4.6-8,
D2.His.6.6-8,
D2.His.14-17.6-8
8C.6 The learner will analyze the ways in which conflicting economic, social, and political ideals have led to conflict and compromise.
The learner will:
Explain the reasons individual states seceded from the Union.
Describe the experiences of various groups during the Civil War, including soldiers, women, and immigrants, and then compare and contrast these experiences.
Understand the historical and ongoing impact of slavery.
NCSS
V-VIII & X
C3
D2.Civ.3.6-8, D2.Civ.14.6-8, D2.Eco.1.6-8, D2.Eco.4.6-8, D2.Eco.14-15.6-8, D2.His.1.6-8,
D2.His.3-5.6-8, D2.His.12.6-8, D2.His.14-16.6-8
AK Cultural
A.1, E.2
8C.7 The learner will analyze the development of society.
The learner will:
Describe the ways in which the federal government prepared to reunite the nation after the Civil War.
NCSS
I-III, V, & VII
C3
D2.Eco.2.6-8, D2.His.1-3.6-8, D2.His.9.6-8,
D2.His.12-14.6-8, D2.His.16.6-8
The Civil War documentary created by Ken Burns
Primary sources – Gettysburg Address
Battle photos
Mapping activities – Underground Railroad
Write their own reconstruction plan
Social Studies Processes, Knowledge, and Skills
GL.4 The learner will develop research skills by selecting, evaluating, and synthesizing information from varied sources in order to effectively communicate using reasoning and sufficient evidence, both orally and in writing.
8C.11 The learner will create an analytical, plagiarism-free, research-based project.
The learner will:
Use a variety of sources, with at least one primary source, and choose a research topic related to the course.
Use note-taking, compelling and supporting questions, and evidence to document pertinent information.
Create an accurate and complete works-cited page using MLA, APA, or Chicago format.
Create an analytical, plagiarism-free, research-based product that demonstrates mastery of research skills set forth by the C3 framework.
NCSS
II, IV-VI, & X
C3
D1.2-3.6-8,
D1.5.6-8,
D3.1-3.6-8,
D4.1-2.6-8,
D4.4.6-8,
D2.Civ.1-2.6-8,
D2.Civ.4-5.6-8,
D2.Civ.7-8.6-8,
D2.Civ.10-11.6-8,
D2.Civ.13.6-8,
D2.Eco.1.6-8
AK Cultural
D5
National Archives
Explorer business plan project
Legislative proposal
Turning points in American History since 1865