8th Grade Social Studies Unit 7

Big Idea:

The debate over the expansion of slavery divided the nation morally, economically, and socially.

Student Expectations:

Priority TEKS

8.7(A) [Supporting] analyze the impact of tariff policies on sections of the United States before the Civil War;

8.7(B) [Supporting] compare the effects of political, economic, and social factors on slaves and free blacks;

8.7(C) [Readiness]analyze the impact of slavery on different sections of the United States; and

8.7(D) [Supporting] identify 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.

8.24(A) [Supporting] describe the historical development of the abolition movement

Focus TEKS

8.17(B) [Readiness] explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War.

8.18(C) [Readiness] evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on life in the United States.

Ongoing TEKS

8.1(A) [Readiness] identify 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 causes and effects

8.1(B) [Supporting] apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

8.10(A) [Supporting] locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries;

8.10(B) [Readiness] compare places and regions of the United States in terms of physical and human characteristics;

8.10(C) [Readiness] analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States.

8.11(A) [Readiness] analyze 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;

8.11(B) [Supporting] describe the positive and negative consequences of human modification of the physical environment of the United States;

8.12(A) [Readiness] identify economic differences among different regions of the United States;

8.21(A) [Readiness] identify different points of view of political parties and interest groups on important historical and contemporary issues;

8.23(C) [Supporting] identify ways conflicts between people from racial, ethnic, and religious groups were resolved

8.29(A) [Readiness] differentiate 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;

8.29(B) [Readiness] analyze 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;

8.29(C) [Readiness] organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

8.29(F) [Readiness] identify bias in written, oral, and visual material;

8.29(H) [Readiness] use appropriate mathematical skills to interpret social studies information such as maps and graphs;

8.29(I) [Readiness] create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and

8.29(J) [Readiness] pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

8.31(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of a solution.

Student Learning Targets:

• I will justify the positions of both the north and south on the issues of expansion of slavery, popular sovereignty, and states rights.
• I will compare and contrast the the Compromise of 1820, Compromise of 1850, and the Kansas-Nebraska Act 1854 in terms of intended goals and actual consequences.
• I will make an argument justifying both sides of the Dred Scott Decision.
• I will analyze the impact of Lincoln’s election for the South.

Essential Questions:

• How did the compromise of 1820 deal with the issue of slavery?
• How did the Kansas Nebraska Act deal with the issue of slavery?
• How did the Compromise of 1850 deal with the issue of slavery?
• What impact did the Dred Scott decision have on the abolition movement?
• What signal did the election of Lincoln in 1860 send the southerns?

Extra Information:

Adopted Textbook: Texas US History: Early Colonial - Houghton Mifflin Harcourt

District Grading Policy

Texas Gateway Online Resource Center