8th Grade Social Studies Unit 9

Big Idea:

After the Civil War, both Republicans and Democrats had different goals in the rebuilding of the nation, and the integration of freed slaves into society.

Student Expectations:

Priority TEKS

8.9(A) [Supporting] evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments;

8.9(C) [Readiness] explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups; and

8.16(B) [Readiness] describe the impact of 19th-century amendments, including the 13th, 14th, and 15th amendments, on life in the United States

Focus TEKS

8.9(B) [Supporting] evaluate the impact of the election of Hiram Rhodes Revels;

8.9(D) [Supporting] identify the effects of legislative acts such as the Homestead Act, the Dawes Act, and the Morrill Act.

8.12(D) [Readiness]analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history

8.13(B) [Readiness] identify the economic factors that brought about rapid industrialization and urbanization

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(D) [Supporting] analyze the contributions of people from various racial, ethnic, and religious groups to our national identity.

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 compare the different plans for reconstruction.
• I will describe the impact of the 13, 14, 15 amendments.
• I will compare the reality of Reconstruction in the South for freed slaves to the Reconstruction goals of the Radical Republicans.
• I will describe the lasting impact of Reconstruction.

Essential Questions:

• How would reconstruction have been different if Lincoln had not been assassinated?
• What were the provisions of the 14th amendment and what modern day ramifications does the 14th amendment have?
• Did freed blacks truly achieve freedom? Justify your position.
• How did Southern Democrats try to prevent African Americans from truly integrating into politics and society?

Extra Information:

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

District Grading Policy

Texas Gateway Online Resource Center