Lesson Plans – Subject to Change

U.S. History 8th Grade Green/Flores/Halter

Week : 01/09/17 to 01/13/17 / Unit 6: Expansionism and Manifest Destiny / Duration: 20 days
Standards / SS.8.A.3.14 Explain major domestic and international economic, military, political, and socio-cultural events of Thomas Jefferson's presidency. Examples may include, but are not limited to, Election of 1800, birth of political parties, Marbury v. Madison, judicial review, Jefferson's First Inaugural Address, Judiciary Act of 1801, Louisiana Purchase, Barbary War, Lewis and Clark Expedition, Hamilton and Burr conflict/duel, Embargo of 1807.
SS.8.A.4.1 Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).
SS.8.A.4.2 Describe the debate surrounding the spread of slavery into western territories and Florida. Examples may include, but are not limited to, abolitionist movement, Ft. Mose, Missouri Compromise, Bleeding Kansas, Kansas-Nebraska Act, Compromise of 1850.
SS.8.A.4.3 Examine the experiences and perspectives of significant individuals and groups during this era of American History. Examples may include, but are not limited to, Lewis and Clark, Sacajawea, York, Pike, Native Americans, Buffalo Soldiers, Mexicanos, Chinese immigrants, Irish immigrants, children, slaves, women, Alexis de Tocqueville, political parties.
SS.8.A.4.4 Discuss the impact of westward expansion on cultural practices and migration patterns of Native American and African slave populations.
SS.8.A.4.8 Describe the influence of individuals on social and political developments of this era in American History. Examples may include, but are not limited to, Daniel Boone, Tecumseh, Black Hawk, John Marshall, James Madison, Dolly Madison, Andrew Jackson, John C. Calhoun, Henry Clay, Daniel Webster, James Polk, Susan B. Anthony, Elizabeth Cady Stanton, William Lloyd Garrison, Frederick Douglass, Horace Mann, Dorothea Dix, Lucretia Mott, Sojourner Truth, Harriet Tubman.
SS.8.A.4.12 Examine the effects of the 1804 Haitian Revolution on the United States acquisition of the Louisiana Territory.
SS.8.A.4.13 Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Odgen [1824], Cherokee Nation v. Georgia [1831], and Worcester v. Georgia [1832]) significant to this era of American history.
SS.8.A.4.16 Identify key ideas and influences of Jacksonian democracy. Examples may include, but are not limited to, political participation, political parties, constitutional government, spoils system, National Bank veto, Maysville Road veto, tariff battles, Indian Removal Act, nullification crisis.
Learning Goal: / Students will be able to define Manifest Destiny and examine the driving forces behind Americans’ movement west.
Students will be able to identify economic, military, political, and cultural events during the presidencies of Jefferson, Madison, Monroe, Adams, and Jackson and analyze the consequences of each.
Essential Question / ·  How did Jefferson chart a new course for the government?
·  What was the importance of the purchase and exploration of the Louisiana Purchase?
·  How did Jefferson use diplomacy to respond to security threats to the nation?
·  What were the causes and effects of the War of 1812?
·  How was the power of the federal government strengthened during the Era of Good Feelings?
·  Why was the Monroe Doctrine a turning point in the diplomatic policy of the United States? · How did people gain more power during the Age of Jackson?
·  How did Jackson justify the removal of Native Americans from the Southeast?
·  What were the most influential factors that caused people to move west and what struggles did they face?
·  What influence did California have in helping Americans achieve Manifest Destiny?
· 
HOT Question(s)
End Product
Assessment: / DBQ: How Democratic Was Andrew Jackson?
Assessment on Units 6
Key Vocabulary / Thomas Jefferson, Aaron Burr, laissez faire, John Marshall, wagon train, Indian Removal-“Trail of Tears”, judicial review, Overland trails, Meriwether Lewis, William Clark, 49ers, Compromise of 1850, Zebulon Pike, continental divide, tribute, Stephen Decatur, Gadsden Purchase, John Sullivan, embargo, smuggling, Tecumseh, mountain men, pioneer, James K. Polk ,William Henry, Harrison, Texas War for Independence, MexicanAmerican War, Nominating convention, Mexican cession territories, General Antonio Lopez de Santa Anna,
Nationalism, war hawk, blockade, Andrew Jackson, Transcontinental Railroad, Sam Houston, secede, Henry Clay, John C. Calhoun, Daniel Webster, The Alamo, Stephen Austin, charter, dumping, contract, Capitalism, Texas Annexation, Zachary Taylor, Manifest Destiny, Oregon Trail, Martin Van Buren, Frontier, Cholera, James Marshall, cede, Miguel Hidalgo, Simon Bolivar, James Munroe, Expansion, Col. William Travis, self-government, suffrage, Caucus, annex, Davy Crockett, spoils system, Sequoyah, nullification, Indian Removal, Conestoga, Louisiana Purchase, California Gold Rush, John Quincy Adams, Interstate Commerce, Dysentery
Monday / Benchmark(s): SS.8.A.4.1 / War of 1812
Daily Agenda
Daily Objective / 1.  PSAT labeling
2.  Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).
Bell Ringer
(Anticipate) / What was the United States risking when it refused to pay tribute the Barbary Pirates and why did Jefferson think it was worth the risk?
I DO: / 1.  Introduce PSAT labeling
2.  Introduce war of 1812
WE DO: / 1.  Label PSAT
2.  Watch power point on War of 1812 and discuss
You DO: / Take Cornell Notes
Exit Ticket
(Reflection) / Who were the War Hawks and why did the push for war with Britain? Were the /war Hawks ovcer confident and if so, why?
Homework / Write questions and summary for Cornell Notes and work on Unit 6, Level 1.
Tuesday / Benchmark(s): SS.8.A.4.8, SS.8.A.4.16 / Age of Jackson, Indian Removal and States Rights and the Economy
Daily Agenda
Daily Objective / Students will review knowledge and progress on Jefferson Era and war of 1812
ANTICIPATE
( Bell ringer) / How did the War of 1812 end? Explain the treaty and its consequences.
I DO: / Introduce Work Day goals and procedures for Student Conferences
WE DO: / Conduct Student Conferences
You DO: / Work on Unit 6, Level 1
REFLECT:
(Exit Ticket / What were some of the results of the War of 1812 that were not expressly written in the treaty.
Homework: / Continue with work on Unit 6, Level 1
Wednesday / Benchmark(s): SS.8.A.4.1, SS.8.A.4.13 / Building a national Identity and the era of good feelings; dealing with other nations
Daily Objective / Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Odgen [1824], Cherokee Nation v. Georgia [1831], and Worcester v. Georgia [1832]) significant to this era of American history.
Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).
ANTICIPATE
( Bell ringer) / Explain why the Americans believed they needed to make national unity grow. Explain American’s dealings with other nations.
I DO: / Building a national Identity and the era if good feelings.
WE DO: / Work in groups reading textbook Chapter 10, Selections 1 and 2
You DO: / Small groups identify key concepts and learners take notes
REFLECT:
(Exit Ticket / During the Era of Good feelings who were the new leaders in Congress and explain what did they represent?
Homework: / Work on Unit 6, Level 1
Thursday / Benchmark: N/A / PSAT
Daily Agenda / Daily Agenda
Daily Objective
ANTICIPATE
( Bell ringer) / N/A
I DO: / Introduce PSAT
WE DO: / Administer and set up completion of PSAT
You DO: / Complete PSAT
REFLECT:
(Exit Ticket / N/A
Homework: / Finish Unit 6, Level 1
Friday / Benchmark: SS.8.A.4.1, SS.8.A.4.2 (Florida), SS.8.A.4.3, SS.8.A.4.4,
SS.8.A.4.13 / Indian Removal and States Rights and the Economy
Daily Agenda / Daily Agenda
Daily Objective / Learners will examine Indian Removal and States Rights and the Economy.
ANTICIPATE
( Bell ringer) / Explain the “Trail of Tears” ant its impact on our history.
I DO: / Introduce Textbook Chapter 10, Selections 4 and 5
WE DO: / Search for key points in textbook
You DO: / Take notes on search results
REFLECT:
(Exit Ticket / Explain the effect of the California Gold Rush.
Homework: / Bvegin workj on Unit 6, Level 2

Notes: Lesson Plans are subject to change.

Unit: 6

LEVEL 4: I can evaluate the impact of the Jefferson presidency, Expansionism and Manifest Destiny on the growth of the United States and its government and relate them to our current government.
LEVEL 3 I can:
·  Explain major domestic and international economic, military, political, and socio-cultural events of Thomas Jefferson's presidency.
·  Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness.
·  Examine the experiences and perspectives of significant individuals and groups during this era of American History.
·  Discuss the impact of westward expansion on cultural practices and migration patterns of Native American and African slave populations.
·  Examine the effects of the 1804 Haitian Revolution on the United States acquisition of the Louisiana Territory.
·  Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Odgen [1824], Cherokee Nation v. Georgia [1831], and Worcester v. Georgia [1832]) significant to this era of American history.
· 
Level 2: I can describe:
·  Identify key ideas and influences of Jefferson presidency and Jacksonian democracy.
·  Describe the debate surrounding the spread of slavery into western territories and Florida.
·  Describe the influence of individuals on social and political developments of this era in American History.
LEVEL 1: With help, I have some understanding of level 2 ideas with little or no understanding of level 3 ideas.
LEVEL 0: Even with help, I have no understanding.
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need / Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
·  Read directions for the student
·  Check for understanding
·  Allow to leave class for assistance
·  Extra time for exams
·  Daily agenda / ·  Allow student time to step out to de-escalate
·  Testing in small groups
·  Use of a planner/binder for organization
·  English Language Dictionary / ·  Extended time on assignments =1 day
·  Preferential seating
·  Written direction given
·  Break directions into chunks / ·  Read Aloud to Students
·  Visual manipulatives
·  Cooperative Learning,
·  Vocabulary, Description, Introduction,
.