Social Studies 8th Grade Curriculum Guide€¦ · Azael Arredondo, K – 12th Social Studies...
Transcript of Social Studies 8th Grade Curriculum Guide€¦ · Azael Arredondo, K – 12th Social Studies...
Social Studies 8th Grade
Curriculum Guide
Social Studies Curriculum Writers Special Projects
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6th Grade
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Azael Arredondo, K – 12th Social Studies Specialist
8th Grade
Marcos Garza
Esmeralda Garcia
Marisol Rodriguez-
Portales
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Rafael Cavazos
Abraham Garcia
Christie Garcia
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John Muniz
World Geography HS
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US History
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Special Projects MS
Sylvia Rodriguez
I. Scope & Sequence
*Scope and Sequence
*Curriculum Guide
II. Vocabulary
*Academic Vocabulary by Six Weeks
*Lead4ward Vocabulary
Table of Contents
III. ECISD Resources
*iTunes U Codes
*The 8 Components of SIOP
IV. General Resources
*Lead4ward Snapshots
*5E Model
*ELPS Quick Guide
II. Vocabulary
*Academic Vocabulary by Six Weeks
*Lead4ward Vocabulary
Edinburg Consolidated Independent School District
Scope and Sequence 2018-2019
8th Grade Social Studies
Week 1 Week 2 Week 3 Week 4 Week 5/6
1st S
ix W
ee
ks
Aug 27 – Aug 31 Sep 3 - 7 Sep 10 - 14 Sep 17 – 21 Sep 24 – 28
First Day Procedures
Unit: Our Colonial Heritage
Era: Exploration/Colonization
Theme: Geography, Politics
Major Topics: Explorers,
Columbian Exchange, Slavery
Skills: Sequencing, Cause &
Effect
TEKS: (R) 1A, 2A, 3A,7C,
10B, 10C, 11A, 12B (S) 1C,
2B, 3B, 3C, 7B, 10A, 11C,
20A, 23A, 25A, 25B (PS)
29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
Writing Topic: European
Exploration
Question: What motivated
Europeans to explore the
Americas?
Unit: Our Colonial Heritage
Era: Exploration/Colonization
Theme: Economics, Politics,
Geography
Major Topics: Reasons for
Colonization Jamestown,
Mayflower Compact
Skills: Summarize, Compare &
Contrast,
TEKS: (R) 1A, 2A, 3A,7C,
10B, 10C, 11A, 12B (S) 1C,
2B, 3B, 3C, 7B, 10A, 11C,
12A, 20A, 23A, 25A, 25B (PS)
29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
Writing Topic: Self-
government
Question: Explain the causes
for self-government in the
colonies.
Unit: Our Colonial Heritage
*Remembrance September 11,
2001*
Era: Colonization
Theme: Economics Politics,
Geography
Major Topics: Colonial
Regions, Mercantilism,
Triangular Trade, Great
Awakening, Self-Government
Skills: Compare & Contrast,
Categorizing
TEKS: (R) 1A, 2A, 3A,7C,
10B, 10C, 12B (S) 1C, 2B, 3B,
3C, 7B, 10A, 11C, 12A, 20A,
23A, 25A, 25B (PS) 29.ABC,
30A
ELPS: 2C, 4D, 3D, 3E, 5B
Writing Topic: Trade
Question: Describe the
differences between
mercantilism and the
triangle trade.
Unit: Our Colonial Heritage
*Celebrate
Freedom Week*
(R) 8B, 15C, 19A, 19B, 21B,
24B, (S) 1C, 21A
Era: American Revolution
(Causes)
Theme: Economics Politics,
Geography
Major Topics: French & Indian
War, Sugar Act, Stamp Act,
Committees of Correspondence
Skills: Identify Points of View,
Cause & Effect
TEKS: (R) 1A, 4A, 4C, 11A,
15C,19A (S) 1C, 4B, 10A ,10C,
11C, 20B, 20C, 22B, 23E (PS)
29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
Writing Topic: War
Question: What caused the
French and Indian War?
Unit: Our Colonial Heritage
Era: American Revolution
(Causes)
Theme: Economics Politics,
Geography
Major Topics: Boston
Massacre, Boston Tea Party,
Intolerable Acts
Skills: Identify Points of
View
TEKS: (R) 1A, 4A, 4C,
15C,19A (S) 1C, 4B, 10A,
10C, 20B, 20C, 22B, 23E
(PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
September 25
Spiral Review
September 27
Six Weeks Exams
Writing Topic: Economics
Question: Why were the
Intolerable Acts justifiable?
Edinburg Consolidated Independent School District
Scope and Sequence 2018-2019
8th Grade Social Studies
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
2n
d S
ix W
ee
ks
Oct 1 – 5 Oct 8 – 12 Oct 15 – 19 Oct 22 –26 Oct 29 – Nov 2 Nov 5 -6 Unit: Our Colonial
Heritage
Era: American
Revolution/Drafting of
the Declaration of
Independence
Theme: Politics
Major Topics:
Declaration of
Independence
Skills: Analyzing
Primary Sources
TEKS: (R) 1A ,4A, 4C,
10C, 15C,19A (S) 1C,
4B, 10A , 20B, 20C, 22B,
23E (PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E
5B
Writing Topic:
Declaration of
Independence
Question: Explain the
different grievances
listed in the
Declaration of
Independence.
Unit: Our Colonial
Heritage
Era: American
Revolution
Theme:
Politics/Revolution
Major Topics: Battle of
Trenton, Battles of
Saratoga, Marquis de
Lafayette, John Paul
Jones, Winter at Valley
Forge
Skills: Finding Main
Idea
TEKS: (R) 1A, 4A, 4C,
10C, 15C,19A (S) 1C,
4B, 10A, 20B, 20C, 22B,
23E (PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E,
5B Writing Topic:
Individuals of the
American Revolution
Question: What were
the contributions of
significant individuals
of the American
Revolution?
Oct 19
Progress Report Unit: Our Colonial
Heritage
Era: American
Revolution
Theme: Politics
Major Topics: Battle
of Yorktown, Treaty
of Paris
Skills: Finding Main
Idea, Interpreting
Maps
TEKS: (R) 1A, 4A,
4C, 10C, 15C,19A (S)
1C, 4B, 10A, 20B,
20C, 22B, 23E (PS)
29.ABC, 30AELPS:
2C, 4D, 3D, 3E, 5B
Writing Topic:
Important Battles
Question: What
were the different
battles, documents,
and events of the
American
Revolution?
Unit: A New Nation
Era: Constitution
Theme: Politics, Society
and Culture
Major Topics: Articles of
Confederation, Northwest
Territory, Northwest
Ordinance, Shays’s
Rebellion
Skills: Sequence
Summarize
TEKS: (R) 1A, 4E, 6A,7C,
10C, 15A, 15C, 15D 16A,
17A, 18A, 19A, 19B, 25C
(S) 4D, 10A, 15B, 18B,
19D, 21B, 25A
(PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
Writing Topic: Critical
Period
Question:
What were the major
weaknesses of the
Articles of
Confederation?
Unit: A New Nation
Era: Constitution
Theme: Politics, Society and
Culture
Major Topics: Articles of
Confederation, Northwest
Territory, Northwest Ordinance,
Shay’s Rebellion
Skills: Sequence Summarize
TEKS: (R) 1A, 4E, 6A,7C, 10C,
15A, 15C, 15D 16A, 17A, 18A,
19A, 19B, 25C (S) 4D, 10A,
15B, 18B, 19D, 21B, 25A
(PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
Spiral Review Oct. 31
2nd Six Weeks Test
Nov. 1
Writing Topic: Critical Period
Question: How did the
Northwest Ordinance
establish a way to build a
nation?
Nov 6
End of 2nd Six Weeks
1st District Benchmark Review/Catch-up week before benchmark
2 Days of Instructional
Time
1st
District
Benchmark
Nov. 5 Algebra I
Nov. 6 Math 8th
Edinburg Consolidated Independent School District
Scope and Sequence 2018-2019
8th Grade Social Studies
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
3rd
Six
We
ek
s
Nov 7 – 9 Nov 12 – 16 Nov 26 – Nov 30 Dec 3 - 7 Dec 10 – 14 Dec 17 - 21 Unit: A New Nation
Era: Constitution
Theme: Politics, Society and
Culture
Major Topics:
Constitutional Convention,
Great Compromise, Three
Fifth’s Compromise
Skills: Find Main Idea
TEKS: (R) 1A, 4E, 7C, 10C,
15A, 15C, 15D 16A, 17A,
18A, 19A, 19B, 25C (S) 1C,
4D,15B, 18B, 19D, 21A,
21B, 25A
(PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
1st District Benchmark
8th Grade
Nov. 7 Reading/English I
Writing Topic:
Constitution
Questions: Why was it
important for the
delegates to create the
Great Compromise?
Unit: A New Nation
Era: Constitution
Theme: Politics, Society and Culture
Major Topics: Principles of the
Constitution, Ratification, Federalists, Anti-Federalists,
Federalists Papers
Skills: Summarize, Analyze
Primary Sources, Identify point
of view
TEKS: (R) 1A, 4E, 7C, 10C,
15A, 15C, 15D 16A, 17A, 18A, 19A, 19B, 25C (S) 1C, 4D,15B,
18B, 19D, 21A, 21B, 25A
(PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
1st District Benchmark 8th Grade
Nov. 12 Science
Nov. 13 Social Studies
Writing Topic:
Constitution
Question: Explain why
the Federalists did not
see a need for a Bill of
Rights to be added to
the Constitution.
Nov 19 - 23
Thanksgiving
Nov 30
Progress Report
Unit: A New Nation
Era: Constitution
Theme: Politics
Major Topics: Bill of Rights
Skills: Summarize Historical
Text
TEKS: (R) 1A, 4E, 7C, 15A,
15C, 15D, 16A, 17A, 18A,
19A, 19B, 25C (S) 4D, 15B,
18B, 19D, 21B, 25A
(PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
Writing Topic:
Constitution
Question: Why did the
Anti-Federalists believe a
Bill of Rights was needed
in the Constitution?
Unit: The New Republic
Era: Early Republic
Theme: Economics, Politics
Major Topics: George
Washington, Alexander
Hamilton, Proclamation of
Neutrality, Washington’s
Farwell Address
Skills: Drawing Inferences
about History, Identifying
Points of View
TEKS: (R) 1A, 5A, 5C 5E,
6A, 10C, 11A, 12D, 18A,
27B, (S) 1C, 5B, 5D, 6E,
10A , 13A, 18B, 20B,21A
22A, 22B, 23C
ELPS: 2C, 4D, 3D, 3E, 5B
Writing Topic: Early
Republic
Question: Why was
Alexander Hamilton’s
Financial Plan
important for the newly
formed nation?
Unit: The New Republic
Era: Early Republic
Theme: Economics, Politics,
Geography
Major Topics: Political
Parties, Federalists,
Democratic-Republicans,
John Adams, John Marshall,
Marbury v Madison, Thomas
Jefferson, Louisiana
Purchase, William and Clark
Expedition
Skills: Contrasting,
Sequencing, Making
Generalizations
TEKS: (R) 1A, 5A, 5C, 5E,
6A, 10C, 11A, 12D, 18A
27B, (S) 1C, 5B, 5D, 6E,
10A , 13A, 18B, 20B, 21A,
22A, 22B, 23C
ELPS: 2C, 4D, 3D, 3E, 5B
Writing Topic: Early
Republic
Question: Why were the
first two political parties
in the U.S. formed?
Dec 21
End of 1st Semester Unit: The New Republic
Era: Early Republic
Theme: Economics, Politics
Major Topics: James Madison, War Hawks,
War of 1812, Battle of New
Orleans, Treaty of Ghent, Nationalism, American System,
James Monroe, Era of Good
Feelings, Monroe Doctrine
Skills: Categorizing, Interpreting
Maps, Comparing, Contrasting
TEKS: (R) 1A, 5A, 5C, 5E, 6A,
10C, 11A, 12D, 18A 27B (S) 1C, 5B, 5D, 6E, 10A , 12A,13A,
18B, 20B, 21A, 22A, 22B, 23C
ELPS: 2C, 4D, 3D, 3E, 5B
Spiral Reivew
Dec. 18
3rd Six Weeks Test
Dec. 20
Writing Topic: Early
Republic
Question: How does the
Monroe Doctrine go
against or support
Washington’s foreign
policy?
Dec 24 -Jan 4
Merry Christmas
Happy New Year
Edinburg Consolidated Independent School District
Scope and Sequence 2018-2019
8th Grade Social Studies
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6/7
4th
Six
We
ek
s
Jan 8 - 11 Jan 14 – 18 Jan 21 – 25 Jan 28 – Feb 1 Feb 5 - 8 Feb 11 – 15
Unit: The New Republic
Era: Early Republic
Theme: Geography
Major Topics: Erie
Canal, Missouri
Compromise
Skills: Comparing and
Contrasting
TEKS: (R) 1A, 5A, 5C,
5E, 6A, 10C, 11A, 12D,
18A 27B (S) 1C, 5B, 5D,
6E, 10A , 11B, 13A, 18B,
20B, 22A, 22B, 23C
ELPS: 2C, 4D, 3D, 3E,
5B
Writing Topic: Early
Republic
Question: What
challenge did the U.S.
face in creating the
Missouri Compromise?
Unit: The New Republic
Era: Age of Jackson
Theme: Economics and
Politics
Major Topics: Andrew
Jackson, John Quincy
Adams, Election of 1824,
Jacksonian Democracy,
Spoils System,
Sectionalism
Skills: Drawing
Conclusions, Identifying
Causes and Effect
TEKS: (R) 1A, 5C, , 7C,
10B, 12D, 17B, 18A, (S)
5B, 5F, 5G, 7D, 10A ,
12A, 1 18B, 23C, 23D
(PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E,
5B
Writing Topic: Age of
Jackson
Question: What are the
characteristics of
Jacksonian
Democracy?
Jan 25
Progress Report Unit: The New Republic
Era: Age of Jackson
Theme: Economics and
Politics
Major Topics: State’s
Rights, Nullification Crisis,
McCulloch v Maryland,
Destruction of the National
Bank, Indian Removal Act,
Trail of Tears, Worcester v.
Georgia
Skills: Identifying Causes
and Effect, Comparing and
Contrasting
TEKS: (R) 1A, 5C, 5G, 7C,
10B, 12D, 17B, 18A, (S)
5B, 5F, 5G, 7D, 10A , 12A,
18B, 23C, 23D
(PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
Writing Topic: Age of
Jackson
Question: Why did
Southern states like
South Carolina oppose
the tariff laws?
Unit: The New Republic
Era: Westward Expansion
Theme: Economics and
Geography
Major Topics: Trails
Wests, Texas Revolution,
Manifest Destiny,
Mexican American War,
Mexican Cession,
Skills: Comparing
Historical Texts, Drawing
Conclusions
TEKS: (R) 1A, 6B, 6D,
11A, 12D, (S) 6C, 6E,
10A, 11B, 12A,
(PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E,
5B
Writing Topic: Westward
Expansion
Question: What
motivated the United
States to expand
westward?
Unit: The New Republic
Era: Westward Expansion
Theme: Economics and
Geography
Major Topics: Gadsden
Purchase, California Gold
Rush, Oregon Territory,
Transcontinental Railroad
Skills: Sequencing,
Identifying Cause and Effect,
Interpreting Maps
TEKS: (R) 1A, 6B, 6D,
11A, 12D, (S) 6C, 6E, 10A,
11B, 12A
(PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
Writing Topic: Westward
Expansion
Question: How did the
California Gold Rush
add to the idea of
Manifest Destiny?
February 4
Time Equivalency
Unit: The Nation Expands
Era: Industrialization
Theme: Economics, Science and
Technology
Major Topics: Industrial Revolution,
Textiles, Samuel Slater, Eli Whitney,
Interchangeable parts, Mass
production, Lowell System,
Steamboat, Inventions, Gibbons v
Ogden
Skills: Cause and Effect, Drawing
Conclusions
TEKS: (R) 1A, 10B, 10C, 12B,
12D, 13B, 23A, 27A, 27B (S) 5D,
12C, 13A, 14A, 14B, 23B, 27C, 27D,
28A, 28B
(PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
2nd District Benchmark
Feb. 12 – Math, Alg. I
Feb. 13 - Reading
4th Six Weeks District
Benchmark Testing/Catch-up
week and review for
benchmark or move on to
Reform and Culture 2nd District Benchmark
Feb. 18 – Science
Feb. 19 – Social Studies End of 4th Six Weeks
Writing Topic:
Industrialization
Question: What effect
did Eli Whitney’s cotton
gin have in the U.S.?
Jan. 7 Staff Workday
Week 7 Feb. 18-22
Edinburg Consolidated Independent School District
Scope and Sequence 2018-2019
8th Grade Social Studies
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6/7
5th
Six
We
ek
s
Feb 25 – Mar 1 Mar 4 - 8 Mar 18 - 22 Mar 25 – 29 Apr 1 – 5 Apr 8 – 12 Unit: The Nation Expands
Era: 2nd Great Awakening/Reform/Culture
Theme: Society and Culture
Major Topics: Temperance Movement,
Dorthea Dix, Abolition, Underground
Railroad, Seneca Falls Convention, Elizabeth Cady Stanton, Transcendentalism, Hudson
River School.
Skills: Main Idea, Categorizing, Identify
Cause and Effect
TEKS: (R) 1A, 10B, 24B (S) 21A,
22B,23D,24A, 25B, 26A, 26C
(PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
Topic: Reform Question: Describe and explain a reform movement including individuals that were significant to it.
Unit: The Nation Expands
Era: Sectionalism/Civil War
Theme: Politics, Society and
Culture
Major Topics: Sectionalism,
Compromise of 1850, Uncle Tom’s Cabin, Kansas Nebraska Act, Dred
Scott v. Sanford, Lincoln Douglas
Debate, Election of Abraham Lincoln
Skills: Summarizing
TEKS: : (R) 1A ,7C, 8B, 11A, 17B,
18A (S) 1B, 1C, 7A, 7B, 7D, 8A, 8C, 18C, 21A, 22A, 22B, 23E
(PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
Topic: Reform Question: List and describe events that lead to the Civil War.
Mar 11 - 15
Spring Break
Unit: The Nation Breaks Apart
Era: Civil War
Theme: Politics, Society and
Culture
Major Topics: Abraham Lincoln,
Lincolns First Inaugural Address Jefferson Davis, Confederate
States of America, Fort Sumter
Skills: Comparing and
Contrasting, Analyzing Primary
Sources
TEKS: : (R) 1A, 7C, 8B, 11A,
17B, 18A (S) 1B, 1C, 7A, 7B, 7D, 8A, 8C, 18C, 21A, 22A, 22B,
23E
(PS) 29.ABC, 30A ELPS: 2C, 4D, 3D, 3E, 5B
Topic: Elections Question: What impact did the election of 1860 have on the country?
March 29
Progress Report
Unit: The Nation Breaks
Apart
Era: Civil War
Theme: Politics, Society and
Culture
Major Topics: Battle of
Antietam, Robert E Lee,
Ulysses S. Grant, Siege of
Vicksburg, Battle of
Gettysburg, Emancipation
Proclamation, Gettysburg Address, William T.
Sherman, Lincoln’s Second
Inaugural Address
Skills: Identify Point of View, Identify Cause and
Effect
TEKS: : (R) 1A , 7C, 8B,
11A, 17B, 18A (S) 1B, 1C,
7A, 7B, 7D, 8A, 8C, 18C, 21A, 22A, 22B, 23E
(PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
Topic: War Question: Explain the advantages of the North and South during the Civil War.
Unit: The Nation Breaks
Apart
Era: Reconstruction
Theme: Politics, Society and Culture
Major Topics: 13th,14th,
15th Amendment,
Freedmen’s Bureau, Black Codes, Radical
Republicans, Hiram Revels
Rhodes, Ten Percent Plan,
Ku Klux Klan,
Segregation, Jim Crow
Laws, Sharecropping
Skills: Summarizing,
Identify Cause and Effect
TEKS:
(R) 1A , 9C, 16A, 16B, 19A, 27B
(S) 1B, 9A,9B,9D, 21A,
23D (PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
Topic: Reconstruction Question: After the Civil War, how did the South continue to limit the freedoms of blacks?
April 18
End of 5th Six
Weeks Unit: The Nation Breaks
Apart/STAAR Review
Era: Reconstruction
Theme: Theme: Politics,
Society and Culture
Major Topics:
13th,14th, 15th Amendment,
Freedmen’s Bureau, Black
Codes, Radical
Republicans, Hiram Revels
Rhodes, Ten Percent Plan,
Ku Klux Klan, Segregation,
Jim Crow Laws,
Sharecropping, Dawes Act,
Morrill Act, Homestead
Act, Transcontinental
Railroad
Skills: Summarizing,
Identify Cause and Effect
TEKS:
(R) 1A , 9C, 16A, 16B,
19A, 27B
(S) 1B, 9A,9B,9D, 21A,
23D
(PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
STAAR Testing
Grade 7 Writing
Grade 8 Math
English I
Apr 10
STAAR Testing
Grade 8 Reading
Week 7
Apr 15-18 Same information as
Week 6
April 19th
Easter Break
Edinburg Consolidated Independent School District
Scope and Sequence 2018-2019
8th Grade Social Studies
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
6th
Six
We
ek
s
Apr 22 – 26 Apr 29 – May 3 May 6 – 10 May 13 – 17 May 20 – 24 May 28 – May 31 Unit: The Nation Breaks
Apart/STAAR Review
Era: Reconstruction
Theme: Theme: Politics, Society and
Culture
Major Topics:
13th,14th, 15th Amendment,
Freedmen’s Bureau, Black Codes,
Radical Republicans, Hiram Revels
Rhodes, Ten Percent Plan, Ku Klux
Klan, Segregation, Jim Crow Laws,
Sharecropping, Dawes Act, Morrill
Act, Homestead Act,
Transcontinental Railroad
Skills: Summarizing, Identify Cause
and Effect
TEKS:
(R) 1A , 9C, 16A, 16B, 19A, 27B
(S) 1B, 9A,9B,9D, 21A, 23D
(PS) 29.ABC, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
Writing Topic: Question: Identify and explain the significance of the Homestead, Morrill, and Dawes Acts.
STAAR EOC Window
Algebra I
Biology
U.S. History
STAAR
REVIEW
Day 1: Exploration and
Colonization
Day 2: American Revolution
Day 3: Constitution
Day 4: Constitution Part 2
Day 5: Early Republic
Writing Topic: Reconstruction Question: How did sharecropping keep free blacks in poverty?
STAAR EOC
Window
Algebra I
Biology
U.S. History
STAAR
REVIEW
Day 6: Age of Jackson
Day 7: Westward Expansion
Day 8: Industrialization
Day 9: Civil War
Day 10: Reconstruction
Writing Topic: Reconstruction Question: Make an argument for or against segregation?
May 10
Progress Report
STAAR Testing
May 13
Grades 3,4,6,7 Math
Retest-5th & 8th Math
May 14
Grades 3,4,6,7
Reading
Retest-5th & 8th
Reading
May 15
Grades 5 & 8 Science
Algebra II
May 16
Grade 8 Social
Studies
Unit: A New Nation
Theme: Politics
Major Topics: Rights and
Responsibilities of
Citizenship
Skills: Categorize
TEKS: (R) 25C (S) 19C,
19D, 19E, 19F, 21B
ELPS: 2C, 4D, 3D, 3E,
5B
Writing Topic: Citizenship Question: Describe your rights and responsibilities as a U.S. citizen.
Unit: World Geography
Theme: Geography,
Politics
Major Topics:
Continents, Maps,
Government, Democracy,
Monarchy
Skills: Skills: Identify
Locations, Interpreting
Maps
TEKS:
ELPS: 2C, 4D, 3D, 3E,
5B
May 31
End of 6th Six Weeks
End of 2nd Semester
8th Grade Social Studies Curriculum Guide 2018 – 2019
First Six Weeks Week 1.1 Week 1.2 Week 1.3 Week 1.4 Week 1.5
U.S. Geography & Exploration
- Harcourt: United States History https://my.hrw.com
Chapter 2: New Empires in the Americas Pp. 34-67b
Theme: Geography, Discovery and Settlement Patterns, Politics
Skills: Creating & Interpreting Maps and Comparing/ Contrasting, Drawing Conclusions
(R) 1.A, 2.A, 3.A, 10.BC, 11.A, 12.B, 15.A, 23.A (S) 1.B,C, 2.B, 3.BC, 7.B,10.BC, 11.C,14.A, 20.A, 23.BCDE, 25.AB, 28.A (PS) 29.ABCD, 30A
ELPS: 2C, 4D, 3D, 3E, 5B
Colonization
- Harcourt: United States History
https://my.hrw.com Chapter 3: The English
Colonies Pp. 68-97b
Theme: Settlement Patterns & Social/ Political Changes, Economy, Politics
Skills: Sequencing Events, Analyzing Cause and Effect, Interpreting Maps, Identify POV
(R) 1.A, 2.A, 3.A, 10.BC, 11.A, 12.B, 15.A, 23.A (S) 1.BC, 2.B, 3.BC, 7.B, 10.A, 11.C, 14.A, 20.A, 23.BCDE, 25.AB, 28.A (PS) 29.ABCD, 30.A
ELPS: 2C, 4 D, 3D, 3E, 5B
Colonization
- Harcourt: United States History
https://my.hrw.com Chapter 3: The English
Colonies Pp. 68-97b
Theme: Economic Changes, Politics,
Skills: Categorizing, Interpreting Charts and Graphs, Reading a Special Purpose Map
(R) 1.A, 2.A, 3.A, 10.BC, 11.A, 12.B, 15.A,23.A (S) 1.BC, 2.B,3.BC, 7.B,10.A,11.C,
14.A,20.A, 23.BCDE, 25.AB, 28.A
(PS) 29.ABCD, 30.A
ELPS: 2C, 4D, 3D, 3E, 5B
Causes of the American Revolution
**** FREEDOM WEEK **** (R) 19.AB, 8.B, 15.C, 21.B, 24.B
(S) 1.C, 21.A - Harcourt: United States
History https://my.hrw.com
Chapter 3: The English Colonies (Section 5) Pp.
98-107b
Theme: Grievances, Conflict and Rebellion
Skills: Cause and Effect, Forming and Supporting Opinions, Drawing Conclusions , Interpreting Timelines, Summarizing
(R) 1.A, 4.AC, 15.C (S) 1.B, 4.B, 20.C, 23.DE (PS) 29.ABCD, 30.A
ELPS: 2C, 4D, 3D, 3E, 5B
Causes of the American Revolution
- Harcourt: United States
History https://my.hrw.com
Chapter 3: The English Colonies (Section 5) Pp.
98-107b
Theme: Grievances, Conflict and Rebellion
Skills: Using Primary and Secondary Sources, Interpreting Timelines, Summarizing, Sequencing Events
(R) 1.A, 4.AC, 15.C (S) 1.B, 4.B, 20.C, 23.DE (PS) 29.ABCD, 30.A
ELPS: 2C, 4D, 3D, 3E, 5B
RESOURCES 1. iTunes U Resources 2. Jarrett Book
PP. 44-50 3. You Tube • Jamestown & Tobacco: America
the Story of US http://www.youtube.com/watch?v=vpA5O46 Ioyk
• Plymouth: America the Story ofUS http://www.youtube.com/watch?v=PoXHXbg RJvc
• The Age of Exploration and Discovery
http://www.youtube.com/watch?v=p6aJgITG Cgo
4. Discovery Education New England, Middle Colonies, and Southern Colonies: http://app.discoveryeducation.com/search? Ntt=Making+the+thirteen+colonies
5. Harcourt: U.S. History 6. History Channel Videos:
http://hmhsocialstudies.c om/
7. Textbook Chapter Resources pg. 33A
RESOURCES 1. iTunes U Resources 2. Jarrett Book PP. 50-
54, 58-59 3. You Tube □ The Thirteen Colonies:
Reasons forColonization http://www.youtube.com/watch?v =JpMJrNp2hq0&list=PLfzs_X6OQBO w4JzuddIV6LOePDKXQybk-
□ Early Representative Government in the Colonies: From England with Love http://www.youtube.com/watch?v =Ca_kI948JUA&list=PLfzs_X6OQBO w4JzuddIV6LOePDKXQybk-
4. Harcourt: U.S. History
5. History Channel Videos: http://hmhsocialstu dies.com/
6. Textbook Chapter Resources pg. 67A
RESOURCES 1. iTunes U Resources 2. Jarrett Book PP. 68-82 3. Discovery Education 4. Harcourt: U.S. History 5. History Channel Videos:
http://hmhsocialstudi es.com/
6. Textbook Chapter Resources pg. 67A
RESOURCES 1. iTunes U
Resources 2. Jarrett Book PP.
94-100 3. You Tube
Causes of the American Revolution: A Long Train of Abuses and Usurpations http://www.youtube.com/wa tch?v=dV0I2WvpGRw&list=PLf zs_X6OQBOw4JzuddIV6LOePD KXQybk-
4. Discovery Education
5. History Channel Videos: http://hmhsocial studies.com/
6. Textbook Chapter Resources pg. 97A
RESOURCES 1. iTunes U Resources 2. Jarrett Book PP. 97-99 3. You Tube • Too late to Apologize:
Declaration of Independence http://www.youtube.com/watch?v=uZf RaWAtBVg
• King George Parody: Viva La Vida Parody http://www.youtube.com/watch?v=lhF KB036gyM
4. Discovery Education 5. History Channel Videos:
http://hmhsocialstudie s.com/
6. Textbook Chapter Resources pg. 97a
8th Grade Social Studies Curriculum Guide 2018-2019
Second Six Weeks Week 2.1 Week 2.2 Week 2.3 Week 2.4 Week 2.5 Week 2.6
American Revolution
- Harcourt: United States History
https://my.hrw.com Chapter 4: The
American Revolution Pp. 108-145
Theme: Grievances, Conflict and Rebellion
Skills: Using Primary and Secondary Sources, Interpreting Timelines, Sequencing Events, Summarizing
(R) 1.A, 4.AC, 15.C (S) 1.B, 4.B, 20.C, 23.DE (PS) 29.ABCD, 30.A
ELPS: 2C, 4D, 3D, 3E, 5B
American Revolution
- Harcourt: United States History
https://my.hrw.com Chapter 4: The
American Revolution Pp. 108-145
Theme: Revolution, Perseverance and Independence, Major Battles, Political Documents
Skills: Analyzing Political Cartoons, Sequencing Events, Reading a Map
(R) 1.A, 4.C, 10.C, 19.A (S) 1.BC, 4.B, 20.B, 22.A, 23.DE (PS) 29.ABCD, 30.A
ELPS: 2C, 4D, 3D, 3E, 5B
American Revolution
- Harcourt: United States History
https://my.hrw.com Chapter 4: The
American Revolution Pp. 108-145
Theme: Resolution, Major Battles, Political Documents
Skills: Finding Main Ideas, Comparing and Contrasting, Making Generalizations
(R) 1.A, 4.C, 10.C, 19.A (S) 1.BC, 4.B, 20.B, 22.AB, 23.DE (PS) 29.ABCD, 30.A
ELPS: 2C, 4D, 3D, 3E, 5B
Writing the Articles of Confederation
- Harcourt: United States
History https://my.hrw.com
Chapter 5: A New Nation Pp 152-162
Theme: Government, Organization, Principles, Society, Political Disagreements
Skills: Making Decisions, Evaluating
(R) 1.A, 4.CE, 5.C, 6.A,
15.ACD, 16.A, 17.A (S) 1.BC, 4.D, 15.B, 21.C, 22.A (PS) 29.ABCD, 30.A
ELPS: 2C, 4D, 3D, 3E, 5B
Creating the U.S. Constitution
-Harcourt: United States
History https://my.hrw.com Chapter 5: A New Nation Pp. 163-166
Theme: Government, Organization, Principle, Society, Political Disagreements
Skills: Identifying Facts and Opinions, Identifying and Solving Problems
(R) 1.A, 4.CE, 5.C, 6.A,
15.ACD, 16.A, 17.A (S) 1.BC, 4.D, 15.B, 21.C, 22.A (PS) 29.ABCD, 30.A
ELPS: 2C, 4D, 3D, 3E, 5B
Creating the U.S. Constitution
-Harcourt: United States
History https://my.hrw.com Chapter 5: A New
Nation Pp. 163-166
Theme: Government, Organization, Principle, Society, Political Disagreements
Skills: Identifying Facts and Opinions, Identifying and Solving Problems
(R) 1.A, 4.CE, 5.C, 6.A, 15.ACD, 16.A, 17.A
(S) 1.BC, 4.D, 15.B, 21.C, 22.A (PS) 29.ABCD, 30.A
ELPS: 2C, 4D, 3D, 3E, 5B
RESOURCES 1. iTunes U
Resources 2. Jarrett Book PP.
97-99 3. You Tube • Too late to Apologize:
Declaration of Independence http://www.youtube.com/wat ch?v=uZfRaWAtBVg
• King George Parody: Viva La Vida Parody http://www.youtube.com/wat ch?v=lhFKB036gyM
4. Discovery Education
5. History Channel Videos: http://hmhsocials tudies.com/
6. Textbook Chapter Resources pg. 107a
RESOURCES 1. iTunes U
Resources 2. Jarrett Book PP.
103-104 3. You Tube
American Revolution: Who won the Revolution? http://www.youtube.com/wat ch?v=3EiSymRrKI4
4. Internet The Midnight Ride of Paul Revere by Henry Wadsworth Longfellow http://poetry.eserver.org/paul- revere.html
5. Discovery Education American Revolution W/Quizzes http://app.discoveryeducation.c om/search?Ntt=The+American+ Revolution+From+colonies+to+ Constitution
9. Harcourt: U.S. History
10. History Channel Videos: http://hmhsocialst udies.com/
11. Textbook Chapter Resources pg. 107A
RESOURCES 1. iTunes U
Resources 2. Jarrett Book PP.
104-107 3. Discovery
Education 4. Harcourt: U.S.
History 5. History Channel
Videos: http://hmhsocialst udies.com/
6. Textbook Chapter Resources pg. 107A
RESOURCES 1. iTunes U Resources 2. Jarrett Book PP.
108-110 3. You Tube • The Articles of
Confederation http://www.youtube.com/watch ?v=QQtJNK5_8Uk
• Shay’s Rebellion Cartoon http://www.youtube.com/watch ?v=UJDqm9w-fUo
6. Discovery Education
7. Harcourt: U.S. History
8. History Channel Videos: http://hmhsocialst udies.com/
9. Textbook Chapter Resources pg. 147A Section 1
RESOURCES 1. iTunes U
Resources 2. Jarrett Book PP.
123-127 3. You Tube • The Whiskey Rebellion
(Teaser) http://www.youtube.com/wat ch?v=YXIwNlWnuVw
• The Constitutional Convention http://www.youtube.com/wa t ch?v=xXA4Ob3s-V0
• Three Branches of Government Rap http://www.youtube.com/wat ch?v=ZCB8EOY5d48
6. Discovery Education Constitution http://app.discoveryeducation.c om/search?Ntt=Constitution
9. Harcourt: U.S. History
10. History Channel Videos: http://hmhsocialst udies.com/
11. Textbook Chapter Resources pg. 147A Section2
RESOURCES 1. iTunes U
Resources 2. Jarrett Book
PP. 123-127 3. You Tube • The Whiskey
Rebellion (Teaser) http://www.youtube.com/ wat ch?v=YXIwNlWnuVw
• The Constitutional Convention http://www.youtube.com/ wat ch?v=xXA4Ob3s-V0
• Three Branches of Government Rap http://www.youtube.com/ wat ch?v=ZCB8EOY5d48
4. Discovery Education Constitution http://app.discoveryeducati
on.c om/search?Ntt=Constitution
5. Harcourt: U.S. History
6. History Channel Videos: http://hmhsocia lst udies.com/
7. . Textbook Chapter Resources pg. 147A Section2
8th Grade Social Studies Curriculum Guide 2018-2019
Third Six Weeks Week 3.1 Week 3.2 Week 3.3 Week 3.4 Week 3.5 Week 3.6
Creating the U.S. Constitution
-Harcourt: United States
History https://my.hrw.com
Chapter 5: A New Nation Pp. 163-166
Theme: Government, Organization, Principle, Society, Political Disagreements
Skills: Identifying Facts and Opinions, Identifying and Solving Problems
(R) 1.A, 4.CE, 5.C, 6.A,
15.ACD, 16.A, 17.A (S) 1.BC, 4.D, 15.B, 21.C, 22.A (PS) 29.ABCD, 30.A
ELPS: 2C, 4D, 3D, 3E, 5B
Benchmark Review
Principles of Constitution and
Federalists v. Anti- Federalist
Harcourt: United States History
https://my.hrw.com
Theme: Government, Organization, Principles
Skills: Finding the Main Idea, Using Primary and Secondary Sources, Note-taking (R) 1.A, 5.C, 15.AD, 16.A, 19.B, 25.C (S) 1.BC, 14.A, 21AB, 22.A 25.A (PS) 29.ABCD, 30.A
ELPS: 2C, 4D, 3D, 3E, 5B
*1st District Benchmark*
Bill of Rights & Amending Process
Harcourt: United States
History https://my.hrw.com
Chapter 6: A New Nation Pp. 216-221
Theme: Government, Organization, Principles Skills: Finding the Main Idea, Using Primary and Secondary Sources
(R) 1.A, 5.C,16.A, 19.B, 25.C (S) 1.BC, 14.A, 21AB, 22.A 25.A (PS) 29.ABCD, 30.A
ELPS: 2C, 4D, 3D, 3E, 5B
Early Republic
Harcourt: United States History
https://my.hrw.com Chapter 7: Launching the Nation Pp. 216-221
(Washington)
Theme: Foundations of Democracy and Values Skills: Analysis and Comparing/ Contrasting, Identifying Facts and Opinions (Creating America R16)
(R) 1.A, 5.ACE, 6.B, 12.D, 15.AD,18.A, 23.A (S) 1.BC, 5.BD, 6.CE, 7.D, 13.A,14.A, 18.B, 20.B, 21.ABC, 23.E, 28.A (PS) 29.ABCD, 30.A
ELPS: 2C, 4D, 3D, 3E, 5B
Early Republic
Harcourt: United States History
https://my.hrw.com Chapter 7: Launching the Nation Pp. 216-221 (Adams & Jefferson)
Theme: Foundations of Democracy and Values Skills: Evaluating and Making Conclusions
(R) 1.A, 5.ACE, 6.B, 12.D, 15.AD
18.A, 23.A (S) 1.BC, 5.BD, 6.CE, 7.D, 13.A,
14.A, 18.B, 20.B, 21.ABC, 22.AB, 23.E, 28.A
(PS) 29.ABCD, 30.A
ELPS: 2C, 4D, 3D, 3E, 5B
Early Republic
Harcourt: United States History
https://my.hrw.com Chapter 7:
Launching the Nation Pp. 216-221 (Madison & War of
1812, Monroe)
Theme: Foundations of Democracy and Values Skills: Evaluating and Making Conclusions
(R) 1.A, 5.ACE, 6.B, 12.D, 15.AD
18.A, 23.A (S) 1.BC, 5.BD, 6.CE, 7.D, 13.A,
14.A, 18.B, 20.B, 21.ABC,
22.AB, 23.E, 28.A (PS) 29.ABCD, 30.A
ELPS: 2C, 4D, 3D, 3E, 5B
RESOURCES 1. iTunes U Resources 2. Jarrett Book PP.
123-127 3. You Tube • The Whiskey Rebellion
(Teaser) http://www.youtube.com/watch ?v=YXIwNlWnuVw
• The Constitutional Convention
http://www.youtube.com/watch ?v=xXA4Ob3s-V0
• Three Branches of Government Rap
http://www.youtube.com/watch ?v=ZCB8EOY5d48
4. Discovery Education Constitution http://app.discoveryeducation.co m/search?Ntt=Constitution
5. Harcourt: U.S. History
6. History Channel Videos: http://hmhsocialstu dies.com/
7. Textbook Chapter Resources pg. 147A Section2
RESOURCES 1. iTunes U Resources 2. Discovery
Education 3. Harcourt: U.S.
History 4. History Channel
Videos: http://hmhsocialst udies.com/
5. Textbook Chapter Resources eSction3
6. Textbook Chapter Resources Section 4
RESOURCES 1. iTunes U Resources 2. Harcourt: U.S.
History 3. History Channel
Videos: http://hmhsocialst udies.com/
4. Textbook Chapter 6 Resources pg. 177A Section 2
5. Jarrett Book PP. 127-129
6. You Tube • The Bill of Rights Rap
http://www.youtube.com/watch ?v=tlt6R1KD4E0
• The Bill of Rights http://www.youtube.com/watch ?v=LYG_f-y8-VY
RESOURCES 1. iTunes U Resources 2. Harcourt: U.S.
History 3. History Channel
Videos: http://hmhsocialst udies.com/
4. Textbook Chapter 7 Resources pg. 229A
5. Jarrett Book PP. 133-139
6. You Tube • The Marshall Court:
Midnight Judges and Judicial Review
http://www.youtube.com/watch? v=T8XAyUoddN8&list=PLfzs_X6O QBOxiPigAK03akWYpEN8Pn4gN
• The Whiskey Rebellion: Early Republic
http://www.youtube.com/watch? v=mwenAlLvbFY&list=PLcPT4IYf9I 5c8U3KZZT_AgHvm-MaqsPWE
• The Farewell Address for Dummies (for teachers-
***Language) http://www.youtube.com/watch? v=gtlNf3DmbM4&list=PLcPT4IYf9I 5c8U3KZZT_AgHvm-MaqsPWE
10. Discovery Education
RESOURCES 1. iTunes U Resources 2. Harcourt: U.S.
History 3. History Channel
Videos: http://hmhsocials t udies.com/
4. Textbook Chapter 7 Resources pg. 229A
5. Jarrett Book PP. 151-158, 161
6. You Tube The XYZ Affair: Early Republic (Ignite Learning) http://www.youtube.com/watch ? v=afB5NJmER5M&list=PLcPT4IYf9 I5c8U3KZZT_AgHvm-MaqsPWE
The Judiciary Act of 1789: Changes http://www.youtube.com/watch ? v=xkeHKfdG1TY&list=PLcPT4IYf9I 5c8U3KZZT_AgHvm-MaqsPWE John Adams Presidency: The Alien and Sedition Act http://www.youtube.com/watch ?
v=HiC5cqMzyIc&list=PLcPT4IYf9I5 c8U3KZZT_AgHvm-MaqsPWE
First Two Political Parties http://www.youtube.com/watch ?
v=GTNYNAcoVcg&list=PLcPT4IYf9 I 5c8U3KZZT_AgHvm- MaqsPWE&index=7 The Jeffersonian Republic: The Election of 1800 http://www.youtube.com/watch ?
v=kIgyxFZBRsI&list=PLfzs_X6OQB OxiPigAK03akWYpEN8Pn4gN
The Louisiana Purchase http://www.youtube.com/watch ? v=l3ULuNACmyA&list=PLfzs_X6O QBOxiPigAK03akWYpEN8Pn4gN Jefferson: Neutrality and the Embargo Act http://www.youtube.com/watch ?
v=IyNWfKhasZY&list=PLfzs_X6OQ BOxiPigAK03akWYpEN8Pn4gN
7. Discovery Education
RESOURCES 1. iTunes U
Resources 2. Harcourt: U.S.
History 3. History
Channel Videos: http://hmhso cialstudies.co m/
4. Textbook Chapter 7 Resources pg. 107A, 229A
5. Jarrett Book PP. 178-183, 187-190
6. You Tube The War of 1812
http://www.youtube.co m/watch?v=VKEYUF0Cf FQ&list=PLfzs_X6OQBO xiPigAK03akWYpEN8Pn 4gN
The Monroe Doctrine Song http://www.youtube.co m/watch?v=u6x6S68Cyi Q&list=PLcPT4IYf9I5c8U 3KZZT_AgHvm- MaqsPWE
Supreme Court Cases for Dummies http://www.youtube.co m/watch?v=HTVvZ1Sdk aw
7. Internet Judiciary Act of 1789 http://supreme.lp.find l aw.com/supreme_cour t/supcthist.html
8. Discovery Education
8th Grade Social Studies Curriculum Guide 2018-2019
Fourth Six Weeks Week 4.1 Week 4.2 Week 4.3 Week 4.4 Week 4.5 Week 4.6 Week 4.7 Early Republic
Harcourt: United States
History https://my.hrw.com
Chapter 7: Launching the Nation Pp. 216-221 (Erie Canal & Spiral
Review)
Theme: Foundations of Democracy and Values Skills: Evaluating and Making Conclusions
(R) 1.A, 5.ACE, 6.B, 12.D, 15.AD
18.A, 23.A (S) 1.BC, 5.BD, 6.CE, 7.D, 13.A,
14.A, 18.B, 20.B, 21.ABC,
22.AB, 23.E, 28.A (PS) 29.ABCD, 30.A
ELPS: 2C, 4D, 3D, 3E, 5B
Age of Jackson
Harcourt: United States History
https://my.hrw.com Chapter 10: The Age of
Jackson, 1828-1840 Pp. 318-341
Theme : Systems Skills: Recognizing Propaganda, Interpreting Timelines (Creating America R15, R24)
(R) 1.A, 5.A, 6.B, 12.D, 17.B (S) 1.B, 5.BFG, 6.C, 7.AD, 14.A,
18.B, 21.C, 23.C (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B
Age of Jackson
Harcourt: United States History
https://my.hrw.com Chapter 10: The Age of
Jackson, 1828-1840 Pp. 318-341
Theme: Rights, Suffrage Skills: Analyzing Point of View (Creating America R9)
(R) 1.A, 5.A, 6.B, 12.D, 17.B (S) 1.B, 5.BFG, 6.C, 7.AD, 14.A,
18.B, 21.C, 23.C (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B
Manifest Destiny
Harcourt: United States History
https://my.hrw.com Chapter 11: Expanding
West, 1800-1855 Pp. 342-376
Theme: Westward Expansion Skills: Rdg. and Creating Maps, Forming and Supporting Opinions (Creating America R17, R29)
(R) 1.A, 6.ABD, 10.BC, 11.A,
12.BD, 23.A, 27.B (S) 1.BC, 6.CE, 10.A, 11.BC,
12.A, 23.BC, 27.CD (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B
Manifest Destiny
Harcourt: United States History
https://my.hrw.com Chapter 11: Expanding
West, 1800-1855 Pp. 342-376
Theme: Westward Expansion Skills: Categorizing(Creating America R6)
(R) 1.A, 6.ABD, 10.BC, 11.A,
12.BD, 23.A, 27.B (S) 1.BC, 6.CE, 10.A, 11.BC,
12.A, 23.BC, 27.CD (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B
Industrialization
Harcourt: United States History
https://my.hrw.com Chapter 12: The North, 1790-1860
Chapter 13: The South, 1790-1860 Pp. 380—409, 410-
436
Theme: Innovation and Technology Skills: Cause and Effect
(R) 1.A, 6.B, 10.BC, 11.A,
12.BD, 13.B, 27.AB (S) 1.B, 6.CE, 7.B, 10A,10.B, 11.BC,12.AC, 14.AB, 23.DE, 27.CD
28.AB (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B
2nd District Benchmark Testing/Catch -up week and review for benchmark or move on to Reform and Culture
ReRESOURCES 1. iTunes U Resources 2. Harcourt: U.S.
History 3. History Channel
Videos: http://hmhsocialstu dies.com/
4. Textbook Chapter 7 Resources pg. 229A
5. Jarrett Book PP. 191-199
6. You Tube The War of 1812 http://www.youtube .com/watch?v=VKEY UF0CfFQ&list=PLfzs_ X6OQBOxiPigAK03ak WYpEN8Pn4gN The Monroe Doctrine Song http://www.youtube .com/watch?v=u6x6 S68CyiQ&list=PLcPT 4IYf9I5c8U3KZZT_Ag Hvm-MaqsPWE Supreme Court Cases for Dummies http://www.youtube .com/watch?v=HTVv Z1Sdkaw
7. Internet Judiciary Act of 1789 http://supreme.lp.fi ndlaw.com/suprem e_court/supcthist.ht ml
8. Discovery Education
RESOURCES 1. iTunes U Resources 2. Jarrett Book PP.
193, 197 3. You Tube
Age of Jackson http://www.youtub e.com/watch?v=be N4qE-e5O8
4. Discovery Education Andrew Jackson: Indian Removal, Spoils System http://app.discovery education.com/sear ch?Ntt=Andrew+Jac kson
5. Harcourt: U.S. History
6. History Channel Videos: http://hmhsocialstu dies.com/ Textbook Chapter Resources Pp. 317a- b
RESOURCES 1. iTunes U Resources 2. Jarret Book PP. 209-
211 3. You Tube • The Spoils System
http://www.youtub e.com/watch?v=88f n2n8Om_w
• Indian Removal Act http://www.youtub e.com/watch?v=1U gUcR-3Jj8
4. Internet South Carolina Secedes Brother Jonathan’s Lament for Sister Caroline by Oliver Wendell Holmes http://www.civilwar home.com/caroline. htm
5. Harcourt: U.S. History
6. History Channel Videos: http://hmhsocialstu dies.com/
7. Textbook Chapter Resources Pp. 317a- b
RESOURCES 1. iTunes U Resources 2. Jarrett Book PP.
211-214, 216 3. You Tube • Westward
Expansion Part I: The Crisis of The Union http://www.youtub e.com/watch?v=VB WhhCiXBWI
• Westward Expansion Part II: The Crisis of The Union http://www.youtub e.com/watch?v=UG KTGEKgOwA&list=PL D69553EB3D03BB7 A
4. Discovery Education Manifest Destiny http://app.discovery education.com/sear ch?Ntt=Manifest+De stiny
5. Harcourt: U.S. History
6. History Channel Videos: http://hmhsocialstu dies.com/
7. Textbook Chapter Resources Pp. 341a- b
RESOURCES 1. iTunes U Resources 2. Jarrett Book PP.
238-241 3. You Tube
Westward Expansion Part III: The Crisis of The Union http://www.youtub e.com/watch?v=Hjz 7kB- uaoU&list=PLD6955 3EB3D03BB7A
4. Discovery Education 5. Harcourt: U.S.
History 6. History Channel
Videos: http://hmhsocialstu dies.com/
7. Textbook Chapter Resources Pp. 341a- b
RESOURCES
1. iTunes U Resources
2. Jarrett Book PP. 217-219, 241-243, 247
3. Discovery Education
4. Harcourt: U.S. History
5. History Channel Videos: http://hmhso cialstudies.co m/
6. Textbook Chapter Resources Pp. 409a-b
7. You Tube The Industrial Revolution http://www. youtube.com /watch?v=Wr max07bxyQ
8. Discovery Education
• Industrial Revolution http://app.dis coveryeducati on.com/searc h?Ntt=Industr ial+Revolutio n
• The Industrial Revolution
• http://www.y outube.com/ watch?v=Wr
8th Grade Social Studies Curriculum Guide 2018-2019
Fifth Six Weeks Week 5.1 Week 5.2 Week 5.3 Week 5.4 Week 5.5 Week 5.6 Week 5.7
Reform & Culture
Harcourt: United States History
https://my.hrw.com Chapter 14: New Movements in America, 1815-1850 Pp. 434-471
Theme: Social Change Skills: Summarizing(Creating America R2)
(R) 1.A, 7.C, 12.B, 23.A
24.B (S) 1.B, 7.B, 11.C, 20.C,
21.A, 23.BCE, 24.A, 25.B, 26.ABC
(PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B
Sectionalism & Civil War
Harcourt: United
States History
https://my.hrw.com Chapter 15: A Divided Nation, 1848-1860 Pp. 472-502
Theme: Sectionalism Skills: Interpreting Political Cartoons, Writing for Social Studies (Creating America R8, R28)
(R) 1.A, 7.C, 8.B, 10.BC, 12.BD, 17.B, 24.B (S) 1.BC, 7.ABD, 8.A, 10.A, 12.A, 18.C,
21.AC, 22.AB, 23.E, 24.A (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B
Sectionalism & Civil War
Harcourt: United
States History
https://my.hrw.com Chapter 15: A Divided Nation, 1848-1860 Pp. 472-502
Theme: Conflict Skills: Making Inferences, Making Decisions (Creating America R12, R14, 31)
(R) 1.A, 7.C, 8.B, 10.BC, 12.BD, 17.B,24.B (S) 1.BC, 7.ABD, 8.AC, 10.A, 12.A, 18.C,21.AC, 22.AB, 23.E, 24.A (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B
Sectionalism & Civil War
Harcourt: United
States History
https://my.hrw.com Chapter 16: The Civil War, 1861-1865 Pp. 504-547
Theme: War Skills: Recognizing Propaganda
(R) 1.A, 7.C, 8.B, 10.BC, 12.BD, 17.B, 24.A (S) 1.BC, 7.ABD, 8.AC, 10.A, 12.A, 18.C, 21.AC, 22.AB, 23.E, 24.A (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B
Sectionalism & Civil War
Harcourt: United
States History
https://my.hrw.com Chapter 16: The Civil War, 1861-1865 Pp. 504-547
Theme: War Skills: Recognizing Propaganda
(R) 1.A, 7.C, 8.B, 10.BC, 12.BD, 17.B, 24.A (S) 1.BC, 7.ABD, 8.AC, 10.A, 12.A, 18.C, 21.AC, 22.AB, 23.E, 24.A (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B
Reconstruction Harcourt: United States History https://my.hrw.com Chapter 17: Reconstruction, 1865-1877 Pp. 548-576
Theme: Reconstruction Skills: Point of View
(R) 1.A, 7.C, 9.C, 16.B (S) 1.B, 9.ABD, 21.C, 27.D (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B
Reconstruction Harcourt: United States History https://my.hrw.com Chapter 17: Reconstruction, 1865-1877 Pp. 548-576
Theme: Reconstruction Skills: Point of View
(R) 1.A, 7.C, 9.C, 16.B (S) 1.B, 9.ABD, 21.C, 27.D (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B
RESOURCES 1. Jarrett Book PP.
220-224, 251- 255
2. You Tube • Women’s Suffrage:
Bad Romance http://www.youtube.com / watch?v=IYQhRCs9IHM
3. Internet □ Transcendentalism
Self Reliance by Ralph Waldo Emerson http://www.goodreads.com/ work/quotes/1758578-self- reliance
□ Washington Irving- The Legend of Sleepy Hollow (video) http://www.teachertube.co m/viewVideo.php?video_id = 249806
□ The Hudson River School (images) http://www.hudson-river- school.org/
4. Harcourt: U.S. History
5. History Channel Videos: http://hmhsocia l studies.com/
6. Textbook Chapter Resources Pp. 433a-b
RESOURCES 1. Jarrett Book
244-250, 256- 259
2. You Tube • U.S. Sectionalism
for Dummies http://www.youtube.co m/watch?v=yXo9tRB4S3 E
• The Compromise of 1850 for Dummies http://www.youtube.co m/watch?v=uvlUqV1vwT c
3. Discovery Education Civil War http://app.discoveryedu cation.com/search?Ntt= American+Civil+War
4. Harcourt: U.S. History
5. History Channel Videos: http://hmhso cialstudies.co m/
6. Textbook Chapter Resources Pp. 471a-b
RESOURCES 1. Jarrett Book
PP. 270-275 2. You Tube □ The Civil War and
Reconstruction http://www.youtube.co m/watch?v=Bn23FIhUH Qc
□ Election of 1860 and Road to Civil War http://www.youtube.co m/watch?v=roNmeOOJ CDY
□ Slavery http://www.youtube.co m/watch?v=Ajn9g5Gsv9 8
□ Battles of the Civil War
http://www.youtube.co m/watch?v=25HHVDOa GeE
3. Powerpoints The Civil War in 4 Min. http://www.humanitiest exas.org/archives/digital -repository/civil-war- four-minutes-2007
4. Discovery Education
5. Harcourt: U.S. History Channel Videos: http://hmhso cialstudies.co m/
6. Textbook Chapter Resources Pp. 471a-b
RESOURCES 1. Jarrett Book
PP. 276-287 2. You Tube • Emancipation
Proclamation: Lincoln Didn’t Free All the Slave? http://www.youtube.c o m/watch?v=FBDgEST14 O8
□ Barney Fife and the Emancipation Proclamation http://www.youtube.co m/watch?v=LTBXUaM6t 58
□ Antietam and the Emancipation Proclamation http://www.youtube.c o m/watch?v=02jsgp6UQ dY
3. Internet Abraham Lincoln’s Death – Walt Whitman wrote “O Captain! My Captain!” http://www.loc.gov/exhi bits/treasures/trm013.ht ml
4. Discovery Education
5. Harcourt: U.S. History Channel Videos: http://hmhso cialstudies.co m/
6. Textbook Chapter Resources Pp. 505a-b
RESOURCES 1. Jarrett Book
PP. 298-307 2. You Tube • Emancipation
Proclamation: Lincoln Didn’t Free All the Slave? http://www.youtube.co m/watch?v=FBDgEST14 O8
□ Barney Fife and the Emancipation Proclamation http://www.youtube.co m/watch?v=LTBXUaM6t 58
□ Antietam and the Emancipation Proclamation http://www.youtube.c o m/watch?v=02jsgp6UQ dY
3. Internet Abraham Lincoln’s Death – Walt Whitman wrote “O Captain! My Captain!” http://www.loc.gov/exhi bits/treasures/trm013.ht ml
4. Discovery Education Harcourt: U.S. 5.History Channel Videos: http://hmhso cialstudies.co m/ 6.Textbook Chapter Resources Pp. 505a-b
RESOURCES 1. Jarrett Book
PP. 308-313 2. Discovery
Education Reconstruction http://app.discoveryed ucation.com/search?N tt=Reconstruction
3. Harcourt: U.S. History Channel Videos: http://hmhsoc ialstudies.com
4. Textbook Chapter Resources Pp. 547a-b
RESOURCES 1. Jarrett Book
PP. 308-313 2. Discovery
Education Reconstruction http://app.discoverye d ucation.com/search?N tt=Reconstruction
3. Harcourt: U.S. History Channel Videos: http://hmhso c ialstudies.com
4. Textbook Chapter Resources Pp. 547a-b
8th Grade Social Studies Curriculum Guide 2018-2019
Sixth Six Weeks Week 6.1 Week 6.2 Week 6.3 Week 6.4 Week 6.5 Week 6.6 Reconstruction
Harcourt: United States
History https://my.hrw.com Chapter 17: Reconstruction, 1865- 1877 Pp. 548-576
Theme: Reconstruction Skills: Cause and Effect, Point of View
(R) 1.A, 7.C 9.C, 16.B (S) 1.B, 9.ABD, 21.C, 27.D (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B
STAAR Review
Utilize Ten Day STAAR Review:
Day 1- Explorers and Colonization Review
Day 2- American
Revolution Review
Day 3- Constitution Review
Day 4- Constitution
Review part 2
Day 5- Early Republic Review
STAAR Review Utilize Ten Day STAAR Review: Day 6- Age of Jackson Review Day 7- Westward Expansion Review Day 8- Industrialization Review Day 9- Civil War Review Day 10- Reconstruction Review
STAAR Test: Science and
Social Studies
Rights & Responsibilities
Harcourt: United States History
https://my.hrw.com Chapter 6: Citizenship and the Constitution, 1787- Present Pp. 182-229
Theme: Citizenship Skills: Point of View, Making Generalizations, Inferences
(R) 19.AB (S) 19.DE, 20.B, 21.B, 25.A (PS) 29.ABCD, 30.A ELPS: 2C, 4D, 3D, 3E, 5B
Geography
Harcourt: United States History
https://my.hrw.com Book Resource Atlas Pp. R1-R-13
Theme: Movement, Region, Human- Environment Interaction Skills: Rdg. and Interpreting a Map, Acquiring Geographic Information
(PS) 29.CHJ ELPS: 2C, 4D, 3D, 3E, 5B
RESOURCES 1. Jarrett Book PP.
308-313 2. Discovery Education 3. Harcourt: U.S. History 4. History Channel Videos:
http://hmhsocialstudi es.com/
5. Textbook Chapter Resources Pp. 547a- b
RESOURCES 1. Discovery
Education 2. Harcourt: U.S.
History 3. History Channel
Videos: http://hmhsoci alstudies.com/
4. Textbook Chapter Resources Pp. 177a-b
RESOURCES 1. Discovery
Education 2. Harcourt: U.S.
History 3. History Channel
Videos: http://hmhsocial studies.com/
Edinburg C.I.S.D. 8th Grade Social Studies Vocabulary 2018 - 2019
Week 1 Week 2 Week 3 Week 4 Week 5
1st S
ix W
eek
s
Aug
. 27
- S
ept.
28
European Explorers
New Spain
New France New Netherlands
Columbian Exchange
Charter
Colony
Middle Passage British Colonies
Southern Colonies
Middle Colonies New England Colonies
“3 G’s”
Wealth Religion
Empire
Jamestown
Pilgrims
Religious Persecution
Puritans
Roger Williams
Plymouth
John Winthrop
Ann Hutchinson
Great Migration
William Penn
Quakers
Religious Freedom
Economic Freedom
Thomas Hooker
House of Burgesses
Fundamental Orders of
Connecticut
English Bill of Rights
Triangular Trade
Great Awakening
Mayflower Compact
Enlightenment
John Locke
Self-Government
Representative
Government
Town Meetings
Mercantilism
Navigation Acts
French and Indian War
Fur Trade
Ohio River Valley
Benjamin Franklin
Albany Plan of Union
Treaty of Paris 1763 Proclamation Line of 1763
King George III
Samuel Adams
Committees of
Correspondence
Sons of Liberty
Boycott
Stamp Act
Sugar Act
Boston Massacre
Townshend Act
Tea Act
Boston Tea Party
Intolerable Acts
Quartering Act
Parliament
2n
d S
ix W
eek
s
Oct
. 1
Nov
. 6
First Continental
Congress
John Adams
Abigail Adams
Patriots
Militia
Minutemen
Redcoats
Loyalist
Second Continental
Congress
George Washington
Common Sense
Thomas Paine
Declaration of
Independence
Thomas Jefferson
Unalienable Rights
Grievances
James Otis
John Hancock
Lexington and Concord
Paul Revere
Midnight Ride
Wentworth Cheswell
Baron Von Stueben
Marquise de Lafayette
Bernardo de Galvez
John Paul Jones
Mercy Otis Warren
James Armistead
Haym Solomon
Battle of Saratoga
Valley Forge
Battle of Yorktown
Charles Cornwallis
Treaty of Paris 1783
Benjamin Franklin
Magna Carta
Constitution
Central Government
Articles of Confederation
Ratification
Northwest Territory
Land Ordinance
Northwest Ordinance
Shays’s Rebellion
Magna Carta
Constitution
Central Government
Articles of Confederation
Ratification
Northwest Territory
Land Ordinance
Northwest Ordinance
Shays’s Rebellion
Week 6
**DISTRICT**
**BENCHMARK**
**REVIEW**
Edinburg C.I.S.D. 8th Grade Social Studies Vocabulary 2018 - 2019
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
3rd
Six
Wee
ks
Nov
. 7-
Dec
. 21
Constitutional
Convention
James Madison
Roger Sherman
Bicameral
Virginia Plan
New Jersey Plan
Great Compromise
Three-Fifth Compromise
Representation
Congress
**1st DISTRICT**
**BENCHMARK**
Federalism
Checks and Balances
Separation of Powers
Popular Sovereignty
Republicanism
Individual Rights
Limited Government
Federalist
Alexander Hamilton
Anti-Federalist
George Mason
Patrick Henry
Federalist Papers
**1st DISTRICT**
**BENCHMARK**
Veto
Majority Rule
Petition
Due process
Self-Incrimination
Search warrant
Double jeopardy
Eminent domain
Deport
Naturalization
Indictment
Bail
Jury
Civil Cases
Bill of Rights
1st Amendment
Freedom of Speech
Right to Petition
Right of Assembly
Due Process of Law
Equal Protection
Unreasonable Searches
Search Warrant
Double Jeopardy
14th Amendment
Naturalized Citizen
Responsibility
National Identity
Electoral College
Precedent
Judiciary Act of 1789
Alexander Hamilton
Hamilton’s Economic
Plan
Free Enterprise System
National debt
Bonds
Loose construction
Strict construction
Constitutionality
French revolution
Neutrality
Whiskey Rebellion
Political parties
Cabinet
Tariff
Democratic-Republicans
Thomas Jefferson
Federalist Party
Democratic-Republican
Party
XYZ Affair
Alien & Sedition Acts
Judicial Review
Unconstitutional
Louisiana Purchase
Embargo Act
Lewis & Clark
Expedition
Sacagawea
War of 1812
Impressment
Embargo
War Hawks
Francis Scott Key
Battle of New Orleans
Andrew Jackson
Treaty of Ghent
American Industrialization
Adam-Onis Treaty
Monroe Doctrine
Nationalism
Era of Good Feelings
Edinburg C.I.S.D. 8th Grade Social Studies Vocabulary 2018 - 2019
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
4th
Six
Wee
ks
Jan
. 8
- F
eb. 22
American System
Sectionalism
Missouri Compromise
Erie Canal
Democratic Party
Spoils System
Kitchen Cabinet
Tariff of Abominations
Nullification Crisis
States’ rights
Indian Removal Act
Worcester v. Georgia
Trail of Tears
Charter
John C. Calhoun
Democratic Party
Spoils System
Kitchen Cabinet
Tariff of Abominations
Nullification Crisis
States’ rights
Indian Removal Act
Worcester v. Georgia
Trail of Tears
Charter
John C Calhoun
Oregon Trail
Santa Fe Trail
Mormons
Manifest Destiny
James K. Polk
Louisiana Purchase
Florida Cession
Treaty of Guadalupe
Hidalgo
Gadsden Purchase
Gold Rush
Forty-niners
Immigration
Mexican Cession
Annexation
Oregon Trail
Santa Fe Trail
Mormons
Manifest Destiny
James K. Polk
Louisiana Purchase
Florida Cession
Treaty of Guadalupe
Hidalgo
Gadsden Purchase
Gold Rush
Forty-niners
Immigration
Mexican Cession
Annexation
Industrial Revolution
Samuel Slater
Textiles
Interchangeable parts
Mass production
Lowell System
Steamboat
Transportation Revolution
Telegraph
Morse Code
Cotton Gin
Plantation System
Steel Plow
Mechanical Reaper
Rural
Urban
Urbanization
**2nd DISTRICT**
**BENCHMARKS**
Week 7
**2nd DISTRICT**
**BENCHMARKS**
(Continuation of 6th Week
Industrial Revolution
Vocabulary)
Edinburg C.I.S.D. 8th Grade Social Studies Vocabulary 2018 - 2019
Week 1
Week 2 Week 3 Week 4 Week 5 Week 6
5th
Six
Wee
ks
Feb
. 25
- A
pr.
18
Nativists
Know-Nothing Party
Push-Pull Factors Transcendentalism
Ralph Waldo Emerson
Civil Disobedience
Henry David Thoreau
Utopian Communities Edgar Allan Poe
Emily Dickinson
Henry Wadsworth Longfellow Walt Whitman
Nathaniel Hawthorne
John James Audubon Romanticism
Hudson River School
Thomas Cole Second Great Awakening
Temperance Movement
Dorothea Dix Horace Mann
Abolition
William Lloyd Garrison Angelina and Sarah Grimke
Frederick Douglass
Sojourner Truth Underground Railroad
Harriet Tubman
Elizabeth Cady Stanton Lucretia Mott
Seneca Falls Convention
Declaration of Sentiments Susan B. Anthony
Popular Sovereignty
Wilmot Proviso
Slavery
Sectionalism
State Rights
Free-Soil Party
Secede
Compromise of 1850
Fugitive Slave Act
Uncle Tom’s Cabin
Harriet Beecher Stowe
Franklin Pierce
Stephen Douglas
Kansas-Nebraska Act
Pottawatomie Massacre
Charles Sumner
Preston Brooks
Bleeding Kansas
Republican Party
James Buchanan
John C. Fremont
Bear Flag Revolt
Dred Scott vs Sanford
Roger B. Taney
John Brown
Attack on Harper’s Ferry
Abraham Lincoln
Lincoln-Douglas Debates
John C. Crittenden Confederate States of America
Union
South Carolina Secedes
Jefferson Davis
Lincoln’s 1st Inaugural Address Fort Sumter
Border States
Winfield Scott Anaconda Plan
Cotton Diplomacy
(King Cotton)
Thomas “Stonewall”
Jackson
First Battle of Bull Run
Robert E. Lee
Ironclads
Battle of Antietam
Ulysses S. Grant
Siege of Vicksburg
Emancipation
Proclamation
54th Massachusetts
Regiment
Copperheads
Habeas Corpus
Clara Barton
Battle of Gettysburg
Pickett’s Charge
Gettysburg Address
William T. Sherman
Total War
Surrender at Appomattox
Courthouse
John Wilkes Booth
Reconstruction
Ten Percent Plan
Thirteenth Amendment
Freedmen’s Bureau
Andrew Johnson
Black Codes
Radical Republicans
Civil Rights Act of 1866
Fourteenth Amendment
Reconstruction Acts
Impeachment
Fifteenth Amendment
Tenure of Office Act
Carpetbagger
Scalawag
Hiram Rhode Revels
Sharecropping
“New South”
Ku Klux Klan
Compromise of 1877
Segregation
Poll Tax
Jim Crows Laws
Plessy v. Ferguson
Week 7
Hiram Rhode Revels
Sharecropping
“New South”
Ku Klux Klan
Compromise of 1877
Segregation
Poll Tax
Jim Crows Laws
Plessy v. Ferguson
Edinburg C.I.S.D. 8th Grade Social Studies Vocabulary 2018 - 2019
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
6th
Six
Wee
ks
Apr.
22
- M
ay.3
1
Hiram Rhode Revels
Sharecropping
“New South”
Ku Klux Klan
Compromise of 1877
Segregation
Poll Tax
Jim Crows Laws
Plessy v. Ferguson
STAAR REVIEW
STAAR REVIEW
STAAR TESTING
Citizenship
Naturalized citizens
Deport
Draft
Interest groups
Political action
committees
Continents
Government
Monarch
Democracy
AcademicVocabulary
CONTENT BUILDER FOR THE PLC
SOCIAL STUDIESGRADE 8
Academic Vocabulary Analysis | Grade 8 Social Studies
© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 1 of 16
Exploration and Colonization 8.2 History. The student understands the causes of exploration and colonization eras.
8.2(A) identify reasons for European exploration and colonization of North America Connected Knowledge and Skills 8.1, 8.3, 8.7, 8.12, 8.20, 8.23, 8.25
8.3(A) explain the reasons for the growth of representative government and institutions during the colonial period 8.7(C) analyze the impact of slavery on different sections of the United States 8.12(B) explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery 8.23(A) identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration
important words for concept development
standard words new to grade level previously introduced words social studies terms
8.2(A)
religious tolerance* colonize/colonization* exploration fur* overpopulation* profit* trade*
Europe/European* North America* France*
8.3(A)
colonial institution exercise control*
lawmaking structure* local and regional matters* representative government/institutions* self‐government*
Colonial period Great Britain* Mayflower Compact* town hall meetings* British Colonies* Parliament* King of England* “salutary neglect”* rights of Englishmen*
8.7(C)
upper and lower south* enslaved populations* plantations* slavery slaves*
8.12(B)
agricultural expansion* revenue* tariffs*
cash‐crop agriculture* profitability* slavery trade*
plantation system transatlantic slave trade Colonial transatlantic trade* Colonies in America* European Countries* West African coast*
Academic Vocabulary Analysis | Grade 8 Social Studies
© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 2 of 16
Exploration and Colonization (continued)
important words for concept development
standard words new to grade level previously introduced words social studies terms
8.23(A) persecution* religious freedom*
immigration* push/pull factor*
United States Maryland Colony* Catholics*
related vocabulary from supporting
standards
assembly* charter* church doctrine* commercial profit* development of… dissenting* establishment of… refuge* religious persecution* social contract* town meetings*
church members* economic factors elected legislature* free blacks political factors religion self‐government* slaves social factors voting rights*
1607 Jamestown* Plymouth* 1620 pilgrims puritans* New England* Massachusetts Bay Colony* Roger Williams* Anne Hutchinson* 13 English colonies Mayflower Compact* Fundamental Orders of Connecticut
the Virginia House of Burgesses
Thomas Hooker Charles de Montesquieu John Locke William Blackstone William Penn* First Great Awakening
other words related to the content
appointed* communities* demand*
joint ventures* natural resources*
proprietary colonies* royal colonies*
strict control* tradition*
Academic Vocabulary Analysis | Grade 8 Social Studies
© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 3 of 16
American Revolution 8.4 History. The student understands significant political and economic issues of the revolutionary era.
8.4(A) 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
8.4(C) explain 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
Connected Knowledge and Skills 8.1, 8.15, 8.19, 8.20, 8.22, 8.23 8.15(C) identify 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 8.19(A) define and give examples of unalienable rights
important words for concept development
standard words new to grade level previously introduced words social studies terms
8.4(A)
boycotts civil liberties* imposed* mercantilism violated*
economic policies* representation
American Revolution Revolutionary War* Colonists* Proclamation 1763* Intolerable Acts Stamp Act* Parliament British economic policies* Great Britain* French and Indian War* Sugar Act* Quartering Act* Sons of Liberty*
8.4(C)
foreign recognition* events independence* issues
American Revolution Articles of Confederation Battle of Lexington Battle of Concord Battle of Saratoga* Battle of Yorktown* Winter at Valley Forge Treaty of Paris of 1783
8.15(C) consent* grievances
representation* taxes*
Declaration of Independence* British Parliament*
Academic Vocabulary Analysis | Grade 8 Social Studies
© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 4 of 16
American Revolution (continued)
important words for concept development
standard words new to grade level previously introduced words social studies terms
8.19(A) unalienable rights:* life, liberty, pursuit of happiness
Thomas Jefferson* Declaration of Independence* 1776*
related vocabulary from supporting
standards
civil disobedience civic virtue commanding* economic contributions political contributions social contributions
Abigail Adams John Adams Wentworth Cheswell Samuel Adams Mercy Otis Warren James Armistead Benjamin Franklin Bernardo de Gálvez Crispus Attucks King George III Haym Salomon Patrick Henry Thomas Jefferson the Marquis de Lafayette Thomas Paine George Washington* Founding Fathers Tea Act of 1773* Boston Tea Party* Boston Harbor* Intolerable Acts* John Paul Jones* Congressional Gold Medal* British Navy* Continental Congress*
other words related to the content
Albany Convention* defeat excerpt*
French aid* Great Awakening* regulations*
“result of being human” secured* victory*
westward expansion* (relating to Proclamation 1763)
Academic Vocabulary Analysis | Grade 8 Social Studies
© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 5 of 16
Constitution 8.15 Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other
important historic documents. 8.15(A) identify 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 8.15(C) identify 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 8.15(D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers,
popular sovereignty, and individual rights Connected Knowledge and Skills 8.4, 8.7, 8.16, 8.17, 8.18, 8.19, 8.21, 8.25
8.4(E) analyze the arguments for and against ratification 8.7(C) analyze the impact of slavery on different sections of the United States 8.16(A) summarize the purposes for and process of amending the U.S. Constitution 8.17(A) analyze the arguments of the Federalists and Anti‐Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason 8.18(A) identify the origin of judicial review and analyze examples of congressional and presidential responses 8.19(A) define and give examples of unalienable rights 8.19(B) summarize rights guaranteed in the Bill of Rights 8.25(C) analyze the impact of the First Amendment guarantees of religious freedom on the American way of life
important words for concept development
standard words new to grade level previously introduced words social studies terms
8.4(E)
ratification* individual freedoms* national government*
Federalist* Anti‐Federalist* Bill of Rights* Patrick Henry*
8.7(C) slavery
8.15(A)
bicameral central government* historic documents
Magna Carta the English Bill of Rights the Mayflower Compact the Federalist Papers* Anti‐Federalist writings English Bill of Rights* Constitution*
Academic Vocabulary Analysis | Grade 8 Social Studies
© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 6 of 16
Constitution (continued)
important words for concept development
standard words new to grade level previously introduced words social studies terms
8.15(C)
consent* grievances* provision*
checks and balances* majority vote* treaties*
Declaration of Independence* U.S. Constitution* Bill of Rights Presidential veto* Houses (of government)*
8.15(D)
due process* bill* checks and balances* delegated* federalism* individual rights limited government republicanism
popular sovereignty separation of powers speedy trial* unreasonable search and seizure*
veto*
U.S. Constitution* Congress*
8.16(A)
amending propose* two‐thirds* vote*
U.S. Constitution Congressional Houses*
8.17(A)
ratifying* arguments central government* opposed* supported*
Federalists* Anti‐Federalists* Alexander Hamilton Patrick Henry* James Madison George Mason*
8.18(A) judicial review* Congressional responses Presidential responses
Marbury v. Madison* Supreme Court*
8.19(A) unalienable rights:* life, liberty, and pursuit of happiness
8.19(B)
guarantee* jury duty* summarize surveillance* violate*
Bill of Rights* Freedom of the press* First Amendment* Fourth Amendment* Sixth Amendment* Constitutional Right*
8.25(C)
guarantee* personal freedoms* religious freedom religious services*
First Amendment* American way of life*
Academic Vocabulary Analysis | Grade 8 Social Studies
© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 7 of 16
Constitution (continued)
important words for concept development
standard words new to grade level previously introduced words social studies terms
related vocabulary from supporting
standards
populous states* civic duty* free press free speech jurors/juries* laws public issues
religious freedom representation* responsible citizenship rules verdict* voting
1787* Constitutional Convention* Great Compromise* New Jersey Plan* Virginia Plan* Three‐Fifths Compromise* Articles of Confederation Supreme Court* Marbury v. Madison* Articles of Confederation* Congress*
other words related to the content
accountability* adequately protected* concur*
functions* government abuse* judiciary*
power divided* prosperous* reflected*
speedy trial* stable* surrender power*
Academic Vocabulary Analysis | Grade 8 Social Studies
© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 8 of 16
Early Republic 8.5 History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson.
8.5(A) describe 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
8.5(C) explain the origin and development of American political parties 8.5(E) identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe
Doctrine Connected Knowledge and Skills 8.1, 8.6, 8.13, 8.18, 8.20, 8.22, 8.23
8.6(A) explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States 8.18(A) identify the origin of judicial review and analyze examples of congressional and presidential responses
important words for concept development
standard words new to grade level previously introduced words social studies terms
8.5(A)
central government court system domestic problems* national security new republic* stable economic system
authority debt* military nation’s economy
New Republic The Whiskey Rebellion* The Bank of the United States* National Bank* The Alien and Sedition Acts* Marbury v. Madison* Alexander Hamilton* George Washington*
8.5(C)
political parties* economically* establishment of* origin
George Washington’s cabinet* Thomas Jefferson (Secretary of State)*
Alexander Hamilton (Secretary of the Treasury)*
Federalists* Democratic‐Republicans
8.5(E)
foreign policy* impact of… colonization* prohibited*
George Washington John Adams Thomas Jefferson James Madison James Monroe Washington’s Farewell Address Monroe Doctrine* Western Hemisphere* South America* European countries*
Academic Vocabulary Analysis | Grade 8 Social Studies
© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 9 of 16
8.6(A)
orderly expansion principles
claims* historical milestone* method* new states*
Northwest Ordinance* United States Union*
8.18(A) judicial review* congressional responses
presidential responses Marbury v. Madison*
related vocabulary from supporting
standards
banking system constitutionality* impressment* land acquired protective tariffs taxation
British goods* civic virtue conflict economic changes ethnic groups leadership qualities racial groups religious groups U.S. manufacturing*
1803 Louisiana Purchase War of 1812* Marbury v. Madison* McCulloch v. Maryland Gibbons v. Ogden Founding Fathers George Washington John Marshall* James Monroe American Indians* Treaty of Ghent*
other words related to the content
embargo* international peace* stability*
Academic Vocabulary Analysis | Grade 8 Social Studies
© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 10 of 16
Age of Jackson 8.5 History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson.
8.5(C) explain the origin and development of American political parties Connected Knowledge and Skills 8.7, 8.15, 8.17, 8.18, 8.23
8.7(C) analyze the impact of slavery on different sections of the United States 8.17(B) explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War 8.18(A) identify the origin of judicial review and analyze examples of congressional and presidential responses
important words for concept development
standard words new to grade level previously introduced words social studies terms
8.5(C) political parties origin development of…
8.7(C) slavery
8.17(B) annul* constitutional issues
states’ rights Nullification Crisis*
8.18(A) congressional responses judicial review presidential responses
related vocabulary from supporting
standards
banking system provisions public servants resettlement*
agricultural land* compromises election natural resources* relocation* suffrage tariffs taxation voter participation*
Presidential Election of 1824* Andrew Jackson* Electoral College* John Quincy Adams* Twelfth Amendment* “corrupt bargain”* Cherokee Indians* Cherokee Nation* Georgia* Jacksonian Era Indian Removal Act* Relocation of American Indians in the 1830s* Worcester v. Georgia Trail of Tears John Quincy Adams John C. Calhoun Henry Clay Daniel Webster McCulloch v Maryland
other words related to the content
supremacy*
Academic Vocabulary Analysis | Grade 8 Social Studies
© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 11 of 16
Westward Expansion 8.6 History. The student understands westward expansion and its effects on the political, economic, and social development of the nation.
8.6(B) explain the political, economic, and social roots of Manifest Destiny 8.6(D) explain the causes and effects of the U.S.‐Mexican War and their impact on the United States
important words for concept development
standard words new to grade level previously introduced words social studies terms
8.6(B)
economic depression* financial panic*
economic federal policy* foreign trade* inexpensive land* land ownership*
political population growth* roots social
Manifest Destiny* Territory of Oregon*
8.6(D)
disputed area* foreign territory*
border dispute* boundaries* cause effect
U.S.‐Mexican War* United States* Mexico* Texas*
related vocabulary from supporting
standards
concept of… land acquired westward growth
Louisiana Purchase Oregon Territory* Pacific Ocean* United States
other words related to the content
contributed* emergence* gained*
Academic Vocabulary Analysis | Grade 8 Social Studies
© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 12 of 16
Industrialization 8.13 Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century.
8.13(B) identify the economic factors that brought about rapid industrialization and urbanization Connected Knowledge and Skills 8.5, 8.12, 8.14, 8.23, 8.27, 8.28
8.12(B) explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery 8.23(A) identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration 8.27(A) explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts
important words for concept development
standard words new to grade level previously introduced words social studies terms
8.12(B)
mill* patent* spread of slavery
demand* economic development* processing of cotton* producer*
production* slavery slaves*
plantation system* Eli Whitney* Cotton gin* South* North*
8.13(B)
capital* economic factors* industrialization* laborers*
manufacturing centers* transportation systems* urbanization
factory system*
8.23(A)
famine* staple food crop*
economic boom* ethnic groups immigration potato crop*
pull factor* racial groups religious groups settled
Irish immigrants* Chinese immigration* The West*
8.27(A)
cultivation mass production* scientific innovations technological innovations* transportation of goods*
steamboat* cotton gin* interchangeable parts* Bessemer Steel process*
related vocabulary from supporting
standards
environmental modifications minimal government intrusion/interference*
private owners* supply and demand* transport*
economic change factories* factory system* goods* industrialization* manufacturing/manufactured* marketed political beliefs
property rights religious beliefs social class taxation technological innovation transportation network* urbanization working class*
War of 1812* Free enterprise system (18th and 19th Centuries)*
Transcontinental Railroad* “opening” of the west Pacific Railway Act* Telegraph line*
other words related to the content
efficient movement of goods* fares* surge* tourist industry*
Academic Vocabulary Analysis | Grade 8 Social Studies
© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 13 of 16
Reform and Culture 8.24 Culture. The student understands the major reform movements of the 19th century.
8.24(B) evaluate 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
Connected Knowledge and Skills 8.22, 8.23, 8.25, 8.26
important words for concept development
standard words new to grade level previously introduced words social studies terms
8.24(B)
consumption* reform movements
abolish/abolition alcoholic beverages* reform
educational reform temperance* American Temperance Society*
Women’s Rights movement prison reform Abolitionist movement* Labor Reform movement care of the disabled
related vocabulary from supporting
standards
continuity and change fine arts* religious motivation social movements
historical development immigration individualism* racial, ethnic, and religious groups self‐reliance* slavery*
Quakers* Susan B. Anthony Elizabeth Cady Stanton Abolitionist movement* Uncle Tom’s Cabin* Second Great Awakening Ralph Waldo Emerson* “Nature” by Ralph Waldo Emerson*
Hudson River School artists John James Audubon "Battle Hymn of the Republic" transcendentalism* national identity American way of life
other words related to the content
alleged* contradicted* seize*
Academic Vocabulary Analysis | Grade 8 Social Studies
© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 14 of 16
Sectionalism and Civil War 8.7 History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War.
8.7(C) analyze the impact of slavery on different sections of the United States 8.8 History. The student understands individuals, issues, and events of the Civil War.
8.8(B) explain 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
Connected Knowledge and Skills 8.1, 8.17, 8.18, 8.22, 8.23 8.17(B) explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War 8.18(A) identify the origin of judicial review and analyze examples of congressional and presidential responses
important words for concept development
standard words new to grade level previously introduced words social studies terms
8.7(C)
census results* upper and lower south*
anti‐slavery* enslaved populations*
industrialized plantations*
popular sovereignty* pro‐slavery* slavery slaves*
Kansas‐Nebraska Act of 1854*
8.8(B)
sectionalism slavery states’ rights
Civil War firing on Fort Sumter* Battle of Antietam Battle of Gettysburg Battle of Vicksburg Emancipation Proclamation* Lee’s surrender at Appomattox Court House*
assassination of Abraham Lincoln Union* Confederate*
8.17(B)
constitutional issues* secede* states’ rights
Civil War President Abraham Lincoln*
8.18(A)
congressional responses judicial review presidential responses
Dred Scott v. Sandford*
Academic Vocabulary Analysis | Grade 8 Social Studies
© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 15 of 16
Sectionalism and Civil War (continued)
important words for concept development
standard words new to grade level previously introduced words social studies terms
related vocabulary from supporting
standards
congressional compromises congressional conflicts cultivation equality liberty provisions tariff policies union*
appointed leaders economic factors elected leaders enslaved free blacks government leadership qualities political factors slavery* slaves social factors
1861‐1865 John Quincy Adams John C. Calhoun Henry Clay Daniel Webster Jefferson Davis Ulysses S. Grant* Robert E. Lee* Abraham Lincoln heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar
Lincoln’s first inaugural address* Lincoln’s second inaugural address* Gettysburg Address Jefferson Davis's inaugural address Dred Scott v. Sandford Supreme Court decisions Abraham Lincoln Frederick Douglas Susan B. Anthony Stonewall Jackson* U.S. Military Academy at West Point* Union Army* Union* Confederacy
other words related to the content
initiated* disagreements* procured*
Academic Vocabulary Analysis | Grade 8 Social Studies
© lead4ward *used on STAAR Source: Texas Education Agency v. 1.9.17 Page 16 of 16
Reconstruction 8.9 History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation.
8.9(C) explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups Connected Knowledge and Skills 8.16, 8.19, 8.23
8.16(A) summarize the purposes for and process of amending the U.S. Constitution 8.16(B) describe the impact of 19th‐century amendments, including the 13th, 14th, and 15th amendments, on life in the United States 8.19(A) define and give examples of unalienable rights
important words for concept development
standard words new to grade level previously introduced words social studies terms
8.9(C) cycle of debt* sharecropping*
crop failures* currency value* economic problems
impact political problems social problems
Reconstruction* Black Codes*
8.16(A) amending processes of… purposes for…
U.S. Constitution Fourteenth Amendment* Black Codes*
8.16(B)
impact of… permanent freedom* voting rights*
19th Century Amendments 13th Amendment/ Thirteenth Amendment*
14th Amendment 15th Amendment/ Fifteenth Amendment*
United States
8.19(A) unalienable rights:* life, liberty, pursuit of happiness
related vocabulary from supporting
standards
communal structure legislative reform reconstructed
election impact of… racial minorities* reform
Civil Rights Act of 1866* Radical Reconstruction Congress
Hiram Rhodes Revels* U.S. Senate* Homestead Act Dawes Act Morrill Act national identity
other words related to the content
guaranteeing*
Edinburg CISD
Social Studies iTunes U Enrollment Codes
Grade Level Code
Kindergarten DJW-HMX-LLC
1st
Grade FSL-CE5-C95
2nd
Grade FFY-2DL-QC2
3rd
Grade Social Studies EFJ8SXWH6
4th
Grade Social Studies DKXZHQKF6
5th
Grade Social Studies DF6R8HHF5
6th
Grade Social Studies ES8SX39K3
7th
Grade Social Studies DQJ7VMM4A
8th
Grade Social Studies ELZ2ZSCS5
World Geography FRRBLAP4D
World History DMRCQ69EB
U.S. History FQMRB4SN4
Economics FB6Z599L6
Government DYBEZAMRE
AP Government DHT-DPH-JHC
AP Macroeconomics CNR-NTE-KEA
The 8 Components of SIOP
Lesson Preparation Building Background Planned lessons that enable students to make connections, practice language and internalize academic vocabulary.
Teachers must make explicit and direct links between past learning and new concepts. Emphasize key vocabulary in context.
Topic
K W L What I Already What I Need to What I Know Find Out Learned
Comprehensible Input StrategiesTeacher must use speech that is appropriate to students’ proficiency level. The explanation of tasks must be clear in step-by-step manner using visuals.
Use techniques, methods and mental processes that enhance comprehension for learning and retaining information.
Provide information in Oral and Written form
Make connections Clarify/Monitor Ask questions Summarize Visualize Predict Infer
Re-read Take-Notes Highlight Map information Find key words
Who am I
teaching?
What am I
teaching?
How will
I teach
it?
How
will I
assess?
TASK
1. Read page 3
2. Identify 2 main ideas
3. Share your main ideas with your partner
4. From the ideas shared, determine which to write on the graphic organizer.
Interaction Practice and Application Use cooperative learning structures to promote discussion and opportunities for language practice.
Hands-on activities and materials that enable students to make connections between abstract and concrete concepts.
Working Together Towards One Goal
- Opportunities for interaction and engagement
- Group configurations (pairs, triads) - Wait time for student responses - Opportunity to clarify in L1
Use Manipulatives
Games
Short practice time
Language Practice
Lesson Delivery Review and Assessment The extent students are engaged in the lesson and how appropriate the pace of the lesson is to students’ abilities.
Incorporate review and assessment into the daily lessons to assess student learning and effective teaching. This involves reviewing important concepts, providing constructive feedback and making instructional decisions based on student response.
People remember:
- 10% of what they read - 20% of what they hear - 30% of what they see - 50% of what they see and hear - 80% of what they tell - 90% of what they do
Formative Assessments Observations Draw a Concept Map Ticket Out the Door Self-Assess Write A Summary
Summative Assessments State Assessment A final project District Benchmarks Midterm Exam Semester Exam
Edinburg Consolidated Independent School District- Bilingual/ESL Department 5/30/16
TEKS Snapshot – Grade 8 Social Studies
^ = Spiral Standards: content standards included in many/most units of instruction to add perspective and depth to content across chronology of the course. Source: Texas Education Agency v. 7.7.17
Process Standards (Social Studies Skills and Processes) 8.29 Social Studies skills. The student applies critical‐thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic
technology.
8.30 Social Studies skills. The student communicates in written, oral, and visual forms.
8.31 Social Studies skills. The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings.
STAAR Tools to Know Ways to Show
≥ 30% of items will be dual coded
8.29(A) 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(H) use appropriate mathematical skills to interpret social studies information such as maps and graphs
8.30(A) use social studies terminology correctly
8.29(B) 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) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
8.29(D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants
8.29(E) support a point of view on a social studies issue or event 8.29(J) pose and answer questions about geographic distributions and patterns shown on maps,
graphs, charts, models, and databases 8.29(F) identify bias in written, oral, and visual material 8.29(G) evaluate the validity of a source based on language, corroboration with other sources,
and information about the author 8.29(I) create thematic maps, graphs, charts, models, and databases representing various aspects
of the United States 8.30(B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of
sources
8.30(C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate
8.30(D) create written, oral, and visual presentations of social studies information 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 the solution
8.31(B) use a decision‐making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision
Knowledge and Skills Statements 8.1 History. The student understands traditional historical points of reference in U.S. history through 1877.
8.2 History. The student understands the causes of exploration and colonization eras.
8.3 History. The student understands the foundations of representative government in the United States.
8.4 History. The student understands significant political and economic issues of the revolutionary era.
8.5 History. 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 History. The student understands westward expansion and its effects on the political, economic, and social development of the nation.
8.7 History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War.
8.8 History. The student understands individuals, issues, and events of the Civil War.
8.9 History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation.
TEKS Snapshot – Grade 8 Social Studies
^ = Spiral Standards: content standards included in many/most units of instruction to add perspective and depth to content across chronology of the course. Source: Texas Education Agency v. 7.7.17
Rptg Cat STAAR Readiness Standards Supporting Standards 1
History
17
8.1(A)^ 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
8.2(A) identify reasons for European exploration and colonization of North America
8.3(A) explain the reasons for the growth of representative government and institutions during the colonial period
8.4(A) 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
8.4(C) explain 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
8.4(E) analyze the arguments for and against ratification 8.5(A) describe 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
8.5(C) explain the origin and development of American political parties 8.5(E) identify the foreign policies of presidents Washington through Monroe
and explain the impact of Washington's Farewell Address and the Monroe Doctrine
8.6(A) explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States
8.6(B) explain the political, economic, and social roots of Manifest Destiny 8.6(D) explain the causes and effects of the U.S.‐Mexican War and their impact
on the United States 8.7(C) analyze the impact of slavery on different sections of the United States 8.8(B) explain 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
8.9(C) explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups
8.1(B)^ apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
8.1(C)^ explain 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
8.2(B) compare political, economic, religious, and social reasons for the establishment of the 13 English colonies
8.3(B) analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government
8.3(C) describe how religion and virtue contributed to the growth of representative government in the American colonies
8.4(B) explain 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 Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington
8.4(D) analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three‐Fifths Compromise
8.5(B) summarize arguments regarding protective tariffs, taxation, and the banking system 8.5(D) explain the causes, important events, and effects of the War of 1812 8.5(F) explain the impact of the election of Andrew Jackson, including expanded suffrage 8.5(G) analyze 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 8.6(C) analyze the relationship between the concept of Manifest Destiny and the westward growth of the
nation 8.6(E) identify areas that were acquired to form the United States, including the Louisiana Purchase 8.7(A) analyze the impact of tariff policies on sections of the United States before the Civil War 8.7(B) compare the effects of political, economic, and social factors on slaves and free blacks 8.7(D) 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
8.8(A) explain 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
8.8(C) analyze Abraham Lincoln's ideas about liberty, equality, union, and 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
8.9(A) evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments
8.9(B) evaluate the impact of the election of Hiram Rhodes Revels 8.9(D) identify the effects of legislative acts such as the Homestead Act, the Dawes Act, and the Morrill Act
TEKS Snapshot – Grade 8 Social Studies
^ = Spiral Standards: content standards included in many/most units of instruction to add perspective and depth to content across chronology of the course. Source: Texas Education Agency v. 7.7.17
Knowledge and Skills Statements 8.10 Geography. The student understands the location and characteristics of places and regions of the United States, past and present.
8.11 Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid‐19th century.
8.23 Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries.
8.24 Culture. The student understands the major reform movements of the 19th century.
8.25 Culture. The student understands the impact of religion on the American way of life.
8.26 Culture. The student understands the relationship between the arts and the times during which they were created.
Rptg Cat STAAR Readiness Standards Supporting Standards
2 Geo
grap
hy and
Culture
10
8.10(B)^ compare places and regions of the United States in terms of physical and human characteristics
8.10(C)^ analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States
8.11(A)^ 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
8.23(A) identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration
8.24(B) evaluate 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
8.25(C) analyze the impact of the First Amendment guarantees of religious freedom on the American way of life
8.10(A)^ locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries 8.11(B)^ describe the positive and negative consequences of human modification of the physical environment of
the United States 8.11(C)^ describe how different immigrant groups interacted with the environment in the United States during
the 17th, 18th, and 19th centuries 8.23(B) explain the relationship between urbanization and conflicts resulting from differences in religion, social
class, and political beliefs 8.23(C)^ identify ways conflicts between people from various racial, ethnic, and religious groups were resolved 8.23(D)^ analyze the contributions of people of various racial, ethnic, and religious groups to our national identity 8.23(E)^ identify the political, social, and economic contributions of women to American society 8.24(A) describe the historical development of the abolitionist movement 8.25(A) trace the development of religious freedom in the United States 8.25(B) describe religious motivation for immigration and influence on social movements, including the impact
of the first and second Great Awakenings 8.26(A) describe developments in art, music, and literature that are unique to American culture such as the
Hudson River School artists, John James Audubon, "Battle Hymn of the Republic," transcendentalism, and other cultural activities in the history of the United States
8.26(B)^ identify examples of American art, music, and literature that reflect society in different eras 8.26(C) analyze the relationship between fine arts and continuity and change in the American way of life
TEKS Snapshot – Grade 8 Social Studies
^ = Spiral Standards: content standards included in many/most units of instruction to add perspective and depth to content across chronology of the course. Source: Texas Education Agency v. 7.7.17
Knowledge and Skills Statements 8.15 Government. 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 Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society.
8.17 Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system.
8.18 Government. The student understands the impact of landmark Supreme Court cases.
8.19 Citizenship. The student understands the rights and responsibilities of citizens of the United States.
8.20 Citizenship. The student understands the importance of voluntary individual participation in the democratic process.
8.21 Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic.
8.22 Citizenship. The student understands the importance of effective leadership in a constitutional republic.
Rptg Cat STAAR Readiness Standards Supporting Standards
3 Gov
ernm
ent a
nd Citizenship
10
8.15(A) identify 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
8.15(C) identify 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
8.15(D)^ analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights
8.16(A) summarize the purposes for and process of amending the U.S. Constitution
8.16(B) describe the impact of 19th‐century amendments, including the 13th, 14th, and 15th amendments, on life in the United States
8.17(A) analyze the arguments of the Federalists and Anti‐Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason
8.17(B) explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War
8.18(A) identify the origin of judicial review and analyze examples of congressional and presidential responses
8.19(A) define and give examples of unalienable rights 8.19(B) summarize rights guaranteed in the Bill of Rights
8.15(B) summarize the strengths and weaknesses of the Articles of Confederation 8.18(B) summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v.
Madison, McCulloch v. Maryland, and Gibbons v. Ogden 8.18(C) evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on
life in the United States 8.19(D) identify examples of responsible citizenship, including obeying rules and laws, staying informed on public
issues, voting, and serving on juries 8.19(E) summarize the criteria and explain the process for becoming a naturalized citizen of the United States 8.20(A) explain 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 8.20(B) evaluate the contributions of the Founding Fathers as models of civic virtue 8.20(C) analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the
Boston Tea Party and Henry David Thoreau's refusal to pay a tax 8.21(A)^ identify different points of view of political parties and interest groups on important historical and
contemporary issues 8.21(B) describe the importance of free speech and press in a constitutional republic 8.21(C)^ summarize a historical event in which compromise resulted in a peaceful resolution 8.22(A) analyze the leadership qualities of elected and appointed leaders of the United States such as George
Washington, John Marshall, and Abraham Lincoln 8.22(B) 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
SEs Not Included in Assessed Curriculum 8.19(C) explain the importance of personal responsibilities, including accepting responsibility for one's behavior and supporting one’s family 8.19(F) explain how the rights and responsibilities of U.S. citizens reflect our national identity
TEKS Snapshot – Grade 8 Social Studies
^ = Spiral Standards: content standards included in many/most units of instruction to add perspective and depth to content across chronology of the course. Source: Texas Education Agency v. 7.7.17
Knowledge and Skills Statements 8.12 Economics. The student understands why various sections of the United States developed different patterns of economic activity.
8.13 Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century.
8.14 Economics. The student understands the origins and development of the free enterprise system in the United States.
8.27 Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States.
8.28 Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States.
Rptg Cat STAAR Readiness Standards Supporting Standards
4 Econ
omics, Scien
ce, T
echn
olog
y an
d So
ciety
7
8.12(B) explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery
8.12(D)^ 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) identify the economic factors that brought about rapid industrialization and urbanization
8.27(A) explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts
8.27(B)^ analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States
8.12(A)^ identify economic differences among different regions of the United States 8.12(C) explain the reasons for the increase in factories and urbanization 8.13(A) analyze the War of 1812 as a cause of economic changes in the nation 8.14(A) explain why a free enterprise system of economics developed in the new nation, including minimal
government intrusion, taxation, and property rights 8.14(B) describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th
centuries 8.27(C) analyze how technological innovations changed the way goods were manufactured and marketed,
nationally and internationally 8.27(D) explain 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 8.28(A)^ compare the effects of scientific discoveries and technological innovations that have influenced daily life
in different periods in U.S. history 8.28(B) identify examples of how industrialization changed life in the United States
# Items 44 26‐29 questions from Readiness Standards 15‐18 questions from Supporting Standards
NOTE: The classification of standards on this TEKS Snapshot represents the reviewed and synthesized input of a sample of Texas Social Studies educators. This TEKS Snapshot DOES NOT represent a publication of the Texas Education Agency. District curriculum materials may reflect other classifications.
5E Model
5E Definition
Teacher Behavior
Student Behavior
Engage• Generate interest• Access prior knowledge• Connect to past knowledge• Set parameters of the focus• Frame the idea
• Motivates• Creates interest• Taps into what students know or
think about the topic• Raises questions and encourages
responses
• Attentive in listening• Ask questions• Demonstrates interest in the lesson• Responds to questions
demonstrating their own entry pointof understanding
Explore• Experience key concepts• Discover new skills• Probe, inquire, and question
experiences• Examine their thinking• Establish relationships and
understanding
• Acts as a facilitator• Observes and listens to students as
they interact• Asks good inquiry-oriented
questions• Provides time for students to think
and to reflect• Encourages cooperative learning
• Conducts activities, predicts, andforms hypotheses or makesgeneralizations
• Becomes a good listener• Shares ideas and suspends
judgment• Records observations and/or
generalizations• Discusses tentative alternatives
Explain• Connect prior knowledge and
background to new discoveries• Communicate new understandings• Connect informal language to
formal language
• Encourages students to explaintheir observations and findings intheir own words
• Provides definitions, new words,and explanations
• Listens and builds upon discussionform students
• Asks for clarification and justification• Accepts all reasonable responses
• Explains, listens, defines, andquestions
• Uses previous observations andfindings
• Provides reasonable responses toquestions
• Interacts in a positive, supportivemanner
Extend/Elaborate• Apply new learning to a new or
similar situation• Extend and explain concept being
explored• Communicate new understanding
with formal language
• Uses previously learned informationas a vehicle to enhance additionallearning
• Encourages students to apply orextend the new concepts and skills
• Encourages students to use termsand definitions previously acquired
• Applies new terms and definitions• Uses previous information to probe,
ask questions, and makereasonable judgments
• Provides reasonable conclusionsand solutions
• Records observations,explanations, and solutions
Evaluate• Assess understanding (Self, peer
and teacher evaluation)• Demonstrate understanding of new
concept by observation or open-ended response
• Apply within problem situation• Show evidence of accomplishment
• Observes student behaviors as theyexplore and apply new conceptsand skills
• Assesses students’ knowledge andskills
• Encourages students to assesstheir own learning
• Asks open-ended questions
• Demonstrates an understanding orknowledge of concepts and skills
• Evaluates his/her own progress• Answers open-ended questions• Provides reasonable responses and
explanations to events orphenomena
Edinburg CISD English Language Proficiency Standards (ELPS) Quick Guide
LANGUAGE LEVELS
LISTENING SPEAKING READING WRITING BEGINNER Modify language
with short simple words, enunciate, Does not seek help
Single words Short phrases Errors, pronunciation
Environmental print, visuals, Word by word
No focus High frequency words, present tense, errors
INTERMEDIATE Key word support Student seeks help
Simple message Basic vocabulary Understood
Slow, rereads Pre taught vocab Not grade level
Familiar topics, present tense, errors
ADVANCED Understands with Visuals, wait time, Talk slowly
Complex sentences w pauses, restates
High comprehend Some vocabulary support
Emerging grade appropriate vocabulary, support ideas
ADVANCED HIGH Native speaker Abstract, native Grade level, native Content with little support, native
LEARNING STRATEGIES
1A – use prior knowledge and experiences 1B – monitor language 1C – use strategic learning techniques 1D – speak using learning strategies 1E – internalize new basic and academic language 1F – Use accessible language and essential language 1G – Distinguish between formal and informal English 1H – Develop and expand learning strategies
LISTENING SPEAKING 2A – recognizes: correct pronunciation 2B – recognizes: sounds in words (ph. awareness) 2C – recognize: words/phrases in discussion 2D – understand or seek help 2E – use technology to learn / review 2F – gist, main points, details 2H – implied info 2I – listening comprehension
3A – correct pronunciation of words ____ 3B – use new vocabulary about topic 3C – use variety of sentence stems 3D – speak using newly taught vocab _____ 3E – share in cooperative groups about ____ 3F – ask / give info using words ____ 3G – give opinions about ___ using words, phrases 3H – narrate, describe, explain 3I – use in/formal English to say____ 3J – oral response to variety of media about____
READING WRITING 4A – letter-sounds & phonics 4B – directionality 4C – sight vocabulary 4D – BEFORE reading support 4E – simplify text (to access content) 4F – pictures / semantics to support reading (predictable text) 4G – show comprehension individually or in groups 4H – demonstrate comprehension of text read silently 4I – develop basic reading skills that build comprehension 4J – make inferences about text & graphics 4K – analyze text
5A – use letter-sounds, phonics 5B – use new vocabulary 5C – spell correctly 5D – Edit writing 5E – simple & complex sentences 5F – use sentence frames & selected vocabulary 5G –narrate, describe, and explain in writing