Mr. Yniguez, US History

BIG IDEAS:

• The geography affects where and how people live.

• Turning points help define major eras in history; some are so significant they change the world.

• All conflicts and revolutions have political, social, and economic causes and effects

• Throughout time the United States have a flexible government.

TEKS:

Unit Focus Standards:

8.1 The student understands traditional historical points of reference in U.S. history through 1877

8.5 The student understands the challenges confronted by the government and its leaders in the early years of the republic

and the Age of Jackson.

8.6 The student understands westward expansion and its effects on the political, economic, and social development of the nation.

8.7 The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War.

8.13 The student understands how various economic forces resulted in the Industrial Revolution in the 19th century.

8.15 The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents

8.27 The student understands the impact of science and technology on the economic development of the United States.

Readiness TEKS:

8.1A, 8.5A, 8.5C, 8.5E, 8.6A, 8.6C, 8.7C, 8.10a, 8.10B, 8.10C, 8.11A, 8.12B, 8.12C, 8.13B 8.15D, 8.18A, 8.23A, 8.24B,8.27A, 8.27B

Supporting TEKS:

8.1B, 8.5B, 8.5D, 8.5F, 8.5G, 8.6B, 8.7A, 8.7D, 8.10A, 8.11B, 8.12A, 8.13A, 8.14A, 8.14B, 8.18A, 8.18B, 8.20A,8.20B, 8.21A, 8.21C, 8.22A, 8.23B 8.23C, 8.23D, 8.23E, 8.24A, 8.25B , 8.26A, 8.27C, 8.28A, 8.26B

ELPS:

*The aforementioned ELPS were selected to accompany the specific task and assignments as outlined in this document. Any changes or modifications will require a review and/change of the ELPS.

• 2(C)Learn new language structures, expressions, basic and academic vocabulary

• 3(D)Speak using content area grade level vocabulary in context to internalize new English words and build academic language proficiency

• 3(E)Share information in cooperative learning interactions

• 5(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary

SOCIAL-EMOTIONAL LEARNING COMPETENCIES

• Self Awareness: Recognizing Strengths

• Self- Management: Goal Setting

• Social Awareness: Respect for others

• Relationships Skills: Communication and Relationship-building

• Responsible Decision-making: Identifying and Solving Problems

LONG TERM TRANSFER GOALS:

• Describe people, places, and events, and the connections between and among them

• Arrange events in chronological sequence

• Analyze the continuity and change of economic, social and political views, practices and composition over time

• Analyze cause and effect relationships

UNDERSTANDINGS:

● Students will study the impact of expanded suffrage and the

presidency of Andrew Jackson, including the changing social conditions, the Nullification Crisis, economic issues, and policies toward American Indian tribes. The Nullification Crisis and the ensuing debate regarding states’ rights are significant issues in the build up to the Civil War.

● Students will study the political developments that characterized the early republic and the early presidencies. In this unit, the focus shifts to the geographic changes that were occurring during the first century of the early republic. Students learn about the concept of Manifest Destiny, how the lands west of the Mississippi were acquired by the United States, including the exploration of the Louisiana Purchase, the United States-Mexican War, and the processes that facilitated the settlement of the western United States, including the Northwest Ordinance.

● Students will understand how the Industrial Revolution transforms America, growth and development of our nation during the Era of Good Feelings, the growth of democracy during Jackson’s Presidency, and the growing need for reform.

• Unit 1: Exploration and Colonization of America

(24 days) August 24^th- September 25th

• Big Ideas:

• Events from one time-period influence events in later time periods

• The physical geography of a place can determine who settles in that place and how they make a living.

• The physical geography of a place can determine who settles in that place and how they make a living.

• Colonists benefited from early English traditions of representative government.

• Important Concepts:

Students will study European exploration and colonization of North America. The unit focuses on Jamestown and Plymouth, the first two English settlements in the Americas.

The major focus of this unit is that students understand the motives for exploration, the impact geography had on colonization including population distribution, settlement patterns, and economic activities, and political, economic, religious, and social reasons that the British Thirteen Colonies were established.

• Readiness TEKS:

8.1A, 8.2A, 8.3A, 8.7C, 8.10A, 8.11A, 8.12B, 8.15D, 8.23A

• Supporting TEKS:

8.1B, 8.2B, 8.3B, 8.3C, 8.7B, 8.10B, 8.10C, 8.11B, 8.12A, 8.12C, 8.15E, 8.21C, 8.23D, 8.25A, 8.25B

Unit 2: US Revolutionary Era (9/28/2020 - 11/6/2020)

BIG IDEAS:

• Ideas and interests that are in direct conflict with existing government may cause revolution.

• Key people influence societies and bring about change.

• All conflicts and revolutions have political, economic, and social causes and effects

• The aim of a constitutional government is to create a fair and peaceful society.

• Democracy has developed from many forms of government.

TEKS:

Unit Focus Standards:

8.1 The student understands traditional historical points of reference in U.S. history through 1877.

8.4 The student understands significant political and economic issues of the revolutionary and Constitutional eras.

8.5 The student understands the challenges confronted by the government and its leaders in the early years of the republic and

the Age of Jackson

8.10 The student understands the location and characteristics of places and regions of the United States, past and present

8.15 The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S.

Constitution and other important historic documents.

8.16 The student understands the purpose of changing the U.S. Constitution and the impact of amendments on American society.

8.17 The student understands the dynamic nature of the powers of the national government and state governments in a federal system.

• Readiness TEKS:

8.1A, 8.4A, 8.4C, 8.5A, 8.5C, 8.5E, 8.6A , 8.7C, 8.10C, 8.15A, 8.15C, 8.15D, 8.16A, 8.17A, 8.18A, 8.19A, 8.19B, 8.25C

• Supporting TEKS:

8.1B, 8.4B, 8.4D, 8.5B, 8.5D, 8.10A, 8.11B, 8.13A, 8.15B, 8.18B, 8.19C, 8.20A, 8.20B, 8.21A, 8.21B, 8.21C, 8.22A, 8.23C, 8.23D, 8.23E, 8.25A , 8.26B

BIG IDEAS:

• Ideas and interests that are in direct conflict with existing government may cause revolution.

• Key people influence societies and bring about change.

• All conflicts and revolutions have political, economic, and social causes and effects

• The aim of a constitutional government is to create a fair and peaceful society.

• Democracy has developed from many forms of government.

TEKS:

Unit Focus Standards:

8.1 The student understands traditional historical points of reference in U.S. history through 1877.

8.4 The student understands significant political and economic issues of the revolutionary and Constitutional eras.

8.5 The student understands the challenges confronted by the government and its leaders in the early years of the republic and

the Age of Jackson

8.10 The student understands the location and characteristics of places and regions of the United States, past and present

8.15 The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S.

Constitution and other important historic documents.

8.16 The student understands the purpose of changing the U.S. Constitution and the impact of amendments on American society.

8.17 The student understands the dynamic nature of the powers of the national government and state governments in a federal system.

• Readiness TEKS:

8.1A, 8.4A, 8.4C, 8.5A, 8.5C, 8.5E, 8.6A , 8.7C, 8.10C, 8.15A, 8.15C, 8.15D, 8.16A, 8.17A, 8.18A, 8.19A, 8.19B, 8.25C

• Supporting TEKS:

8.1B, 8.4B, 8.4D, 8.5B, 8.5D, 8.10A, 8.11B, 8.13A, 8.15B, 8.18B, 8.19C, 8.20A, 8.20B, 8.21A, 8.21B, 8.21C, 8.22A, 8.23C, 8.23D, 8.23E, 8.25A , 8.26B

ELPS:

*The aforementioned ELPS were selected to accompany the specific task and assignments as outlined in this document. Any changes or modifications will require a review and/change of the ELPS.

• 2(C)Learn new language structures, expressions, basic and academic vocabulary

• 3(D)Speak using content area grade level vocabulary in context to internalize new English words and build academic language proficiency

• 3(E)Share information in cooperative learning interactions

• 5(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary

SOCIAL-EMOTIONAL LEARNING COMPETENCIES

• Self-Awareness: Recognizing Strengths

• Self- Management: Goal Setting

• Social Awareness: Respect for others

• Relationships Skills: Communication and Relationship-building

• Responsible Decision-making: Identifying and Solving Problems

LONG TERM TRANSFER GOALS:

• Describe people, places, and events, and the connections between and among them

• Arrange events in chronological sequence

• Analyze the continuity and change of economic, social and political views, practices and composition over time

ESSENTIAL QUESTIONS:

• How did the economic policies of the British government

cause tensions to rise in the American colonies?

• What arguments divided the Federalists and Anti-federalists?

• How is the U.S. Constitution amended?

• What rights are guaranteed in the U.S. Constitution?

• What actions were taken by the leaders of the early republic to provide for the common defense and maintain national

security?

• How did issues about the interpretation of the U.S. Constitution lead to the creation of new political parties?

• How did U.S. foreign policy change from the presidency of Washington to the presidency of Monroe?

BIG IDEAS:

• The geography affects where and how people live.

• Turning points help define major eras in history; some are so significant they change the world.

• All conflicts and revolutions have political, social, and economic causes and effects

• Throughout time the United States have a flexible government.

TEKS:

Unit Focus Standards:

8.1 The student understands traditional historical points of reference in U.S. history through 1877

8.5 The student understands the challenges confronted by the government and its leaders in the early years of the republic

and the Age of Jackson.

8.6 The student understands westward expansion and its effects on the political, economic, and social development of the nation.

8.7 The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War.

8.13 The student understands how various economic forces resulted in the Industrial Revolution in the 19th century.

8.15 The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents

8.27 The student understands the impact of science and technology on the economic development of the United States.

Readiness TEKS:

8.1A, 8.5A, 8.5C, 8.5E, 8.6A, 8.6C, 8.7C, 8.10a, 8.10B, 8.10C, 8.11A, 8.12B, 8.12C, 8.13B 8.15D, 8.18A, 8.23A, 8.24B,8.27A, 8.27B

Supporting TEKS:

8.1B, 8.5B, 8.5D, 8.5F, 8.5G, 8.6B, 8.7A, 8.7D, 8.10A, 8.11B, 8.12A, 8.13A, 8.14A, 8.14B, 8.18A, 8.18B, 8.20A,8.20B, 8.21A, 8.21C, 8.22A, 8.23B 8.23C, 8.23D, 8.23E, 8.24A, 8.25B , 8.26A, 8.27C, 8.28A, 8.26B

ELPS:

*The aforementioned ELPS were selected to accompany the specific task and assignments as outlined in this document. Any changes or modifications will require a review and/change of the ELPS.

• 2(C)Learn new language structures, expressions, basic and academic vocabulary

• 3(D)Speak using content area grade level vocabulary in context to internalize new English words and build academic language proficiency

• 3(E)Share information in cooperative learning interactions

• 5(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary

SOCIAL-EMOTIONAL LEARNING COMPETENCIES

• Self Awareness: Recognizing Strengths

• Self- Management: Goal Setting

• Social Awareness: Respect for others

• Relationships Skills: Communication and Relationship-building

• Responsible Decision-making: Identifying and Solving Problems

LONG TERM TRANSFER GOALS:

• Describe people, places, and events, and the connections between and among them

• Arrange events in chronological sequence

• Analyze the continuity and change of economic, social and political views, practices and composition over time

• Analyze cause and effect relationships

BIG IDEAS:

• The geography affects where and how people live.

• Turning points help define major eras in history; some are so significant they change the world.

• All conflicts and revolutions have political, social, and economic causes and effects

• Throughout time the United States have a flexible government.

TEKS:

Unit Focus Standards:

8.1 The student understands traditional historical points of reference in U.S. history through 1877

8.5 The student understands the challenges confronted by the government and its leaders in the early years of the republic

and the Age of Jackson.

8.6 The student understands westward expansion and its effects on the political, economic, and social development of the nation.

8.7 The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War.

8.13 The student understands how various economic forces resulted in the Industrial Revolution in the 19th century.

8.15 The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents

8.27 The student understands the impact of science and technology on the economic development of the United States.

Readiness TEKS:

8.1A, 8.5A, 8.5C, 8.5E, 8.6A, 8.6C, 8.7C, 8.10a, 8.10B, 8.10C, 8.11A, 8.12B, 8.12C, 8.13B 8.15D, 8.18A, 8.23A, 8.24B,8.27A, 8.27B

Supporting TEKS:

8.1B, 8.5B, 8.5D, 8.5F, 8.5G, 8.6B, 8.7A, 8.7D, 8.10A, 8.11B, 8.12A, 8.13A, 8.14A, 8.14B, 8.18A, 8.18B, 8.20A,8.20B, 8.21A, 8.21C, 8.22A, 8.23B 8.23C, 8.23D, 8.23E, 8.24A, 8.25B , 8.26A, 8.27C, 8.28A, 8.26B

ELPS:

*The aforementioned ELPS were selected to accompany the specific task and assignments as outlined in this document. Any changes or modifications will require a review and/change of the ELPS.

• 2(C)Learn new language structures, expressions, basic and academic vocabulary

• 3(D)Speak using content area grade level vocabulary in context to internalize new English words and build academic language proficiency

• 3(E)Share information in cooperative learning interactions

• 5(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary

SOCIAL-EMOTIONAL LEARNING COMPETENCIES

• Self Awareness: Recognizing Strengths

• Self- Management: Goal Setting

• Social Awareness: Respect for others

• Relationships Skills: Communication and Relationship-building

• Responsible Decision-making: Identifying and Solving Problems

LONG TERM TRANSFER GOALS:

• Describe people, places, and events, and the connections between and among them

• Arrange events in chronological sequence

• Analyze the continuity and change of economic, social and political views, practices and composition over time

• Analyze cause and effect relationships

UNDERSTANDINGS:

● Students will study the impact of expanded suffrage and the

presidency of Andrew Jackson, including the changing social conditions, the Nullification Crisis, economic issues, and policies toward American Indian tribes. The Nullification Crisis and the ensuing debate regarding states’ rights are significant issues in the build up to the Civil War.

● Students will study the political developments that characterized the early republic and the early presidencies. In this unit, the focus shifts to the geographic changes that were occurring during the first century of the early republic. Students learn about the concept of Manifest Destiny, how the lands west of the Mississippi were acquired by the United States, including the exploration of the Louisiana Purchase, the United States-Mexican War, and the processes that facilitated the settlement of the western United States, including the Northwest Ordinance.

● Students will understand how the Industrial Revolution transforms America, growth and development of our nation during the Era of Good Feelings, the growth of democracy during Jackson’s Presidency, and the growing need for reform.