(1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:
(A) identify the major eras in U.S. history through 1877, including colonization, revolution, creation and ratification of the Constitution, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects; and
(B) 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.
Each class period will be introduced to different units/areas that were addressed this year. Each class will be responsible for a different lesson, which will last approximately 5 days. Depending on the timeline, the lessons will rotate from class to class. The following questions will be presented to the classes:
Why is it important for Americans to understand their rights and responsibilities?
Why did federal leaders take a role in regulating the economy and raising revenue?
In what ways does the Constitution reflect principles of constitutional democracy including limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights?
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Understand how the government’s powers are limited, how the rights of the people are protected in the United States.
7 Principles of the government/7 Principles of the Constitution
Free Enterprise (Laissez-Faire) While a free enterprise system characterized the new republic, it was necessary for the government to establish economic policies.
Bill of Rights (Focusing on 4th,5th,6th,8th, and 15th Amendments)
Tuesday: Students will examine several units/areas that were addressed this year. Each class period will be introduced to different units/areas that were addressed this year. Each class will be responsible for a different lesson, which will last approximately 5 days. Depending on the timeline, the lessons will rotate from class to class.
Wednesday: Students will examine several units/areas that were addressed this year. Each class period will be introduced to different units/areas that were addressed this year. Each class will be responsible for a different lesson, which will last approximately 5 days. Depending on the timeline, the lessons will rotate from class to class. (4th period will pause the lesson as many of my students will be taking the Algebra STAAR test today)
Thursday: STAAR Testing: 6,7,8 Math
Friday: Students will examine several units/areas that were addressed this year.
Bill of Rights (Focusing on 4th,5th,6th,8th Amendments)
Jury trial: “12 Angry Men”.
Free Enterprise (Laissez-Faire) While a free enterprise system characterized the new republic it was necessary for the government to establish economic policies.
Game: Monopoly
Understand how the government’s powers are limited, how the rights of the people are protected in the United States.
7 Principles of the government/7 Principles of the Constitution
Monday: Each day for 10 days (March 31-April 14), students will review the 11 units we have covered this year. Today’s last unit to be covered is Unit 10: Day 10 STAAR® Blitz: Civil War and Reconstruction
Tuesday: 8th Grade Science STAAR Test
Wednesday: 8th Grade Social Studies STAAR Test
Thursday: Students will examine the origins and development of capitalism and the free enterprise system in the United States.
STAAR Blitz: Each day for 10 days (March 31-April 14), students will review the 11 units we have covered this year. This review is to prepare our students for the Social Studies STAAR Test on April 16. Each day will consist of the following: Warm Up, Lesson, Assignment.
Monday: Today’s unit to be covered is Unit 7: Westward Expansion (Manifest Destiny
Tuesday: STAAR Reading Test (Grades 6,7,8)
Wednesday: Today’s unit to be covered is Unit 8: Industrial Revolution (Part 1)
Thursday: Today’s unit to be covered is Unit 8: Reform Movement (Part 2)
Friday: Today’s unit to be covered is Unit 9: Sectionalism
STAAR Blitz: Each day for 10 days (March 31-April 14), students will review the 11 units we have covered this year. This review is to prepare our students for the Social Studies STAAR Test on April 16. Each day will consist of the following: Warm Up, Lesson, Assignment. There will be a quiz over previous day’s unit at the beginning of the period; assignment assessment at the end of the period.
Monday: Complete reporting category chart and introduce STAAR Blitz.
Tuesday: Today’s unit to be covered is Unit 2: Colonial America
Wednesday: Today’s unit to be covered is Unit 3: American Independence
Thursday: Today’s unit to be covered is Unit 4: Writing the Constitution and the Bill of Rights.
Friday: Today’s unit to be covered is Unit 5: Early Republic: Assessing Challenges
Tuesday: Unit 10: Civil War Test and assign Unit 11: Reconstruction PowerPoint questions
Wednesday: Students will describe the impact of the 13th, 14th, and 15th amendments as well as effectiveness of the Freedmen’s Bureau, Civil Rights Act of 1866, and the Compromise of 1877.
Thursday: Students will be able to address the problems and the impact of these problems on different groups and how political and social divisions formed.
Friday: Students will explain the impact of the election of African Americans from the South such as Hiram Rhodes Revels then and now. https://www.britannica.com/video/who-was-Hiram-Revels/-269797
Monday: Analyze Abraham Lincoln’s ideas about liberty, equality, union, and government as contained in his first inaugural addresses and contrast them with the ideas contained in Jefferson Davis’s inaugural address.
Tuesday: Explain significant military and political leaders as well as major military battles/ events of the Civil War. (Students will create a storyboard depicting the major events and leaders of the American Civil War. The storyboard should include six panels. Each panel should include an illustration and explanation of the importance of the illustrated event or leader. Due Friday. Due date has been changed to Monday, March 24)
Wednesday: Students will work on their StoryBoard.
Thursday: Explain significant events of the Civil War, including the Gettysburg Address and the Emancipation Proclamation.
Friday: Analyze both the Gettysburg Address(total of 271 words) and Lincoln’s second inaugural address.
Students will memorize a portion of the Gettysburg Address for a test grade. (By next Thursday, March 27)
Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. (30 words)
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. (64 words)
We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. (102 words)
But, in a larger sense, we can not dedicate — we can not consecrate — we can not hallow — this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth. (271 words)
Monday: Students will understand how political, economic, and social factors led to the growth of sectionalism and the Civil War. ** Test over Unit 9: Sectionalism on Friday**
Tuesday: Examine the impact of landmark Supreme Court decision Dred Scott v. Sandford, the Missouri Compromise, the Compromise of 1850, Fugitive Slave Act, and Kansas-Nebraska Act. (Summarize historical events prior to the Civil War.)
Wednesdsay: Mock STAAR Algebra I Test (Benchmark Test). Remainder of students: Sectionalism map and chart. Review for Unit 9: Sectionalism test on Friday
Thursday: Mock STAAR Math Test (Benchmark Test). All grades
Monday: Unit 8: Test Reform Movement (This is part 2 of the Industrial Revolution Era). Since we will not be in class Tuesday and Wednesday (Mock STAAR tests), students will be assigned Unit 9: Sectionalism Powerpoint and questions. Due Friday/Quiz Friday over powerpoint and questions.
Tuesday: Mock STAAR Science Test
Wednesday: Mock STAAR Social Studies Test
Thursday: Students will understand how political, economic, and social factors led to the growth of sectionalism and the Civil War.
Friday: Examine the impact of landmark Supreme Court decision Dred Scott v. Sandford, as well as the Missouri Compromise, the Compromise of 1850, Fugitive Slave Act, and Kansas-Nebraska Act. Quiz over the powerpoint and questions which were assigned Monday.
Bell ringer: What motivated social reformers to advocate for social changes? (What were they thinking?)
Students will continue to examine and evaluate the impact of reform movements, including educational reform, temperance, the women’s rights movement, prison reform, the labor reform movement, religious influences and care of the disabled during the 1800s. (Venn Diagram focusing on the following reforms: Religion, Prison and Mental Health, Temperance, Education, Women, Abolition, Transcendentalism, and Civil Disobedience.)
Wednesday: Benchmark test (Reading)
Thursday: Continue to examine and evaluate the impact of reform movements.
Friday: Unit 8: Reform Movement (This is Part 2 of the Industrial Revolution Era). Test will be Monday over Unit 8: The Reform Movement.
