8th Grade Curriculum

CONTENT STATEMENT 1st 2nd 3rd 4th

HISTORY (1) : Primary and secondary sources are used to examine events from multiple perspectives and to present and defend a position. / X / X / X / X
HISTORY (2): North American, originally inhabited by American Indians, was explored and colonized by Europeans for economic and religious reasons. / X
HISTORY (3): Competition for control of territory and resources in North America led to conflicts among colonizing powers. / X
HISTORY (4): The practice of race-based slavery led to the forced migration of Africans to the American colonies. Their knowledge and traditions contributed to the development of those colonies and the United States. / X
HISTORY (5): The ideas of the Enlightenment and dissatisfaction with colonial rule led English colonists to write the Declaration of Independence and launch the American Revolution. / X
HISTORY (6): The outcome of the American Revolution was national independence and new political, social and economic relationships for the American people. / X
HISTORY (7): Problems arising under the Articles of Confederation led to debate over the adoption of the U.S. Constitution. / X
HISTORY (8): Actions of early presidential administrations established a strong federal government, provided peaceful transitions of power and repelled a foreign invasion. / X
HISTORY (9): The United States added to its territory through treaties and purchases. / X
HISTORY (10): Westward expansion contributed to economic and industrial development, debates over sectional issues, war with Mexico and the displacement of American Indians. / X
HISTORY (11): Disputes over the nature of federalism, complicated by economic developments in the United States, resulted in sectional issues, including slavery, which led to the American Civil War. / X
HISTORY (12): The Reconstruction period resulted in changes to the U.S. Constitution, an affirmation of federal authority and lingering social and political differences. / X
GEOGRAPHY (13): Modern and historical maps and other geographic tools are used to analyze how historic events are shaped by geography. / X / X / X / X
GEOGRAPHY (14): The availability of natural resources contributed to the geographic and economic expansion of the United States, sometimes resulting in unintended environmental consequences. / X / X
GEOGRAPHY (15): The movement of people, products and ideas resulted in new patterns of settlement and land use that influenced the political and economic development of the United States. / X / X / X
GEOGRAPHY (16): Cultural biases, stereotypes and prejudices had social, political and economic consequences for minority groups and the population as a whole. / X / X / X
GEOGRAPHY (17): Americans began to develop a common national identity among its diverse regional and cultural populations based on democratic ideals. / X
GOVERNMENT (18): Participation in social and civic groups can lead to the attainment of individual and public goals. / X / X
GOVERNMENT (19): Informed citizens understand how media and communication technology influence public opinion. / X / X
GOVERNMENT (20): The U.S. Constitution established a federal system of government, a representative democracy and a framework with separation of powers and checks and balances. / X
GOVERNMENT (21): The U.S. Constitution protects citizens’ rights by limiting the powers of government / X
GOVERNMENT (22): Choices made by individuals, businesses and governments have both present and future consequences. / X / X / X / X
ECONOMICS (23): The Industrial Revolution fundamentally changed the means of production as a result of improvements in technology, use of new power resources, the advent of interchangeable parts and the shift from craftwork to factory work. / X
ECONOMICS (24): Governments can impact markets by means of spending, regulations, taxes and trade barriers. / X
ECONOMICS (25): The effective management of one’s personal finances includes using banking services (e.g., savings accounts and checking accounts) and credit. / X

UNIT ONE

Unit Name: The Bill of RightsNine Week Period: 1st

Grade Level/Course Name: 8th SSApproximate Number of Days: 5-10

Overview: This unit will look at how the Constitution limits the power of government by protecting the rights of citizens. It will focus on the Bill of Rights (Amendments 1-10), but will also look at the 13th, 14th, 15th, 19th, and 26th Amendments.
Unit Strands/Content Statements/Course Content
  1. Government (21): The U.S. Constitution protects citizens’ rights by limiting the power of government.

Enduring Understanding:
Students will be able to describe and evaluate how the U.S. Constitution protects citizens’ rights by limiting the powers of government.
Essential Questions
1.What rights do I have as a citizen?
2.Do my constitutional rights stop at the doors of this school?
3.Does the government do a good job of protecting my rights?
Learning Targets “I Can Statements” (Correspond with Bloom’s Taxonomy)
  1. I can describe the rights found in the Bill of Rights (Amendments 1-10), and correctly match them with the corresponding amendment.
  2. I can describe other rights found in additional amendments 13, 14, 15, 19 and 26, and correctly match them with the corresponding amendment.
  3. I can describe limits to the power of government found in other parts of the Constitution such as prohibition of bills of attainder, ex post facto laws, and suspending habeus corpus.
  4. I can evaluate whether the Constitution adequately protects citizens’ rights.
/ Level of Bloom’s Taxonomy (Correspond with Learning Targets)
1. Knowledge
2. Knowledge
3. Knowledge
4. Evaluation
Core Text
1. American Journey: The Quest For Liberty (White Book)
2. The AmericanRepublic to 1877 (Red Book)
Suggested Supplemental Texts/Resources
1. Smart Songs “Bill of Rights Rap”
2.
Unit Diagnostic Assessment (MAP)
  1. 1st 9 Weeks Weekly Vocab (See Appendix A)
  2. 1st 9 Weeks Short Cycle Assessment
/ Formative Assessment
1.Weekly Vocab Test
2.Use Quizlet Online Index Cards:
3.Exit slips
4.Socratic Method: Question and Answer
5.Question on the Day
Suggested Activities
1.Give examples and have students decide which amendment is involved, and which rights are being violated. Discuss what is the right thing to do according to the Bill of Rights.
2.Students work by themselves to evaluate which amendment is the most important for citizens living in this country. Then work in a small group of 3 or 4 and compare your answers. Try to decide by agreement which amendment is the most important to the group.
3.For other ideas, see the Model Curricula / Vocabulary:
1.1st Amendment
2.2nd Amendment
3.3rd Amendment
4.4th Amendment
5.5th Amendment
6.6th Amendment
7.7th Amendment
8.8th Amendment
9.9th Amendment
10.10th Amendment
11.13th Amendment
12.14th Amendment
13.15th Amendment
14.19th Amendment
15.26th Amendment
16.Bill of Rights
17.Bills of attainder
18.Ex post facto laws
19.Writs of habeus corpus
End-of-Unit Assessment
See Appendix B / Course Final Exam
1st Nine Weeks Short Cycle Assessment (See Appendix C)
Differentiated Strategies
1.Read and highlight important parts of a section together.
2.Varied levels of text.
3.Change the number of questions.
4.Consult with inclusion teacher / Differentiated Assessments
1.Use pictures with the Weekly Vocab Words.
2.Allow drawings for essay questions.
3.Have the test read to them.
4.Allow for fewer questions.
5.Consult with inclusion teacher

The Ohio Department of Education’s website offers additional ideas on instructional strategies and resources. Ideas can be found at 111.ode.oh.state.us.

UNIT TWO

Unit Name: Principles of the ConstitutionNine Week Period: 1st

Grade Level/Course Name: 8th SSApproximate Number of Days: 15

Overview: This unit will explore how the U.S. Constitution created a federal system of government with power divided between the national and state government. It will examine the separation of powers created using 3 branches of government, and the checks and balances that existed so no one branch becomes too powerful.
Unit Strands/Content Statements/Course Content
1. Government (20): The U.S. Constitution established a federal system of government, a representative democracy and a framework with separation of powers and checks and balances.
Enduring Understanding:
Students will be able to describe and give examples of how the U.S. Constitution created a federal system, representative democracy, separation of powers, and checks and balances.
Essential Questions
  1. Is the Constitution a living document? How is the Constitution active in your life today?
  2. Is a strong federal government the most effective for the United States? Which level of government, federal, state or local, can best solve the nation’s problems?
  3. Do separation of powers and checks and balances make our government work too slowly?

Learning Targets “I Can Statements” (Correspond with Bloom’s Taxonomy)
  1. I can describe and give examples of how the U.S. Constitution created a federal system of government with Delegated, Reserved and Concurrent Powers.
  2. I can describe and give examples of how the U.S. created a representative democracy.
  3. I can describe and give examples of how the U.S. Constitution separated the powers of government between 3 branches: Legislative, Executive, and Judicial.
  4. I can describe and give examples of how the U.S. Constitution created checks and balances between the 3 branches of government so no one branch becomes too powerful.
/ Level of Bloom’s Taxonomy (Correspond with Learning Targets)
1. Knowledge and Application
2. Knowledge and Application
3. Knowledge and Application
4.Knowledge and Application
Core Text
1. American Journey: The Quest For Liberty (White Book)
2. The AmericanRepublic to 1877 (Red Book)
Suggested Supplemental Texts/Resources
  1. Smart Songs “Three Branches Rap”
  2. School House Rock “I’m Just a Bill”
  3. Sheppard Software U.S. Government Games
  4. The Trouble With the Electoral College
  5. How the Electoral College Works

Unit Diagnostic Assessment (MAP)
  1. 1st 9 Weeks Weekly Vocab (See Appendix A)
  2. 1st 9 Weeks Short Cycle Assessment
/ Formative Assessment
1.Weekly Vocab Test
2.Use Quizlet Online Index Cards:
3.Exit slips
4.Socratic Method: Question and Answer
5.Question on the Day
Suggested Activities
1.Create a graphic organizer on the principles of the Constitution. Use the one located on the ODE website.
2.For other ideas, see the Model Curricula / Vocabulary:
1.Constitution
2.Preamble
3.Representative Democracy
4.Federalism
5.Separation of Powers
6.Checks and Balances
7.Enumerated (Delegated Powers)
8.Reserved Powers
9.Concurrent Powers
10.Legislative Branch
11.House of Representatives
12.Senate
13.Executive Branch
14.Cabinet
15.Secretary of State
16.Secretary of Defense
17.Secretary of the Treasury
18.Attorney General
19.Electoral College
20.Judicial Branch
21.Speaker of the House
22.Judicial Review
23.Marbury V. Madison
24.Veto
25.Override
26.Impeachment
End-of-Unit Assessment
See Appendix D / Course Final Exam
1st Nine Weeks Short Cycle Assessment (See Appendix C)
Differentiated Strategies
1.Read and highlight important parts of a section together.
2.Varied levels of text.
3.Change the number of questions.
4.Consult with inclusion teacher / Differentiated Assessments
1.Use pictures with the Weekly Vocab Words.
2.Allow drawings for essay questions.
3.Have the test read to them.
4.Allow for fewer questions.
5.Consult with inclusion teacher.

The Ohio Department of Education’s website offers additional ideas on instructional strategies and resources. Ideas can be found at 111.ode.oh.state.us.

UNIT THREE

Unit Name: Colonial AmericaNine Week Period: 1st

Grade Level/Course Name: 8th SSApproximate Number of Days: 20

Overview: This unit will look at European colonization in America with a focus on Spain, France, Great Britain, the Netherlands, and the impact it had on Native Americans and Africans. It will examine the various economic and religious reasons for the explorations and colonization that followed. We will briefly look at Portuguese, Spanish and French exploration, before going more in depth with the British colonization of the 13 colonies.
Unit Strands/Content Statements/Course Content
  1. History (2): North America, originally inhabited by American Indians, was explored and colonized by Europeans for economic and religious reasons.
  2. History (4): The practice of race-based slavery led to the forced migration on Africans to the American colonies. Their knowledge and traditions contributed to the development of these colonies and the United States.
  3. History (1): Primary and secondary sources are used to examine events from multiple perspectives and to present and defend a position.
  4. Geography (13): Modern and historical maps and other geographic tools are used to analyze how historic events are shaped by geography.
  5. Geography (14): The availability of natural resources contributed to the geographic and economic expansion of the United States, sometimes resulting in unintended environmental consequences.
  6. Geography (15): The movement of people, products, and ideas resulted in new patterns of settlement and land use that influenced the political and economic development of the United States.
  7. Geography (16): Cultural biases, stereotypes and prejudices had social, political and economic consequences for minority groups and the population as a whole.
  8. Economics (22): Choices made by individuals, businesses and governments have both present and future consequences.

Enduring Understanding:
Students will be able to explain the economic and religious reasons that Europeans explored and colonized North America, as well as explain the resulting effects on Native Americans and Africans due to the slave trade.
Essential Questions
  1. Is Christopher Columbus a hero or a villain?
  2. How did empires of millions, like the Aztecs and Incas, fall to a few thousand Spanish Conquistadors?
  3. Why would people leave their homes for a strange, dangerous, and unknown country?
  4. Who is to blame for the slave trade?

Learning Targets “I Can Statements” (Correspond with Bloom’s Taxonomy)
  1. I can explain the economic and religious reasons for Portuguese, Spanish, and French colonization of North and South America, as well as the general locations of their settlements.
  2. I can explain the economic and religious reasons for British colonization of North America, and specifically describe why each of the 13 colonies were started.
  3. I can describe the effect that European colonization had on Native American populations.
  4. I can describe the beginnings of the African slave trade, the reasons African slavery began in the Americas, and contributions slaves made to the development of the 13 colonies.
  5. I can analyze the way historical events are shaped by geography.
  6. I can use primary and secondary sources to describe different perspectives, and to present and defend a position.
/ Level of Bloom’s Taxonomy (Correspond with Learning Targets)
1. Comprehension
2. Comprehension
3. Comprehension
4.Comprehension
5.Analysis
6.Evaluation
Core Text
1. American Journey: The Quest For Liberty (White Book)
2. The AmericanRepublic to 1877 (Red Book)
Suggested Supplemental Texts/Resources
  1. A Young People’s History of the United States Chapter 1 – Howard Zinn
  2. Jamestown Founded in 1607:
  3. Obama’s African Journey Video: Anderson Cooper 360. President Obama tours the CapeCoast slave castle in Ghana.
  4. Life in Jamestown:
  5. The Value of Tobacco:
  6. Origins of Slavery in America:

Unit Diagnostic Assessment (MAP)
  1. 1st 9 Weeks Weekly Vocab (See Appendix A)
  2. 1st 9 Weeks Short Cycle Assessment
/ Formative Assessment
  1. Weekly Vocab Test
  2. Use Quizlet Online Index Cards:
  3. Exit slips
  4. Socratic Method: Question and Answer
  5. Question on the Day

Suggested Activities
  1. Use a graphic organizer to compare the economic and religious reasons for British exploration of the 13 colonies.
  2. Guided Reading
  3. Guided Notes
  4. Essay: Was Columbus a Hero or Villain?
  5. For other ideas, see the Model Curricula
/ Vocabulary:
  1. Portugal
  2. Prince Henry the Navigator
  3. Spain
  4. King Ferdinand and Queen Isabella
  5. Christopher Columbus
  6. Columbian Exchange
  7. Conquistadors
  8. Hernan Cortes
  9. Incas
  10. Francisco Pizarro
  11. Middle Passage
  12. Triangular Trade
  13. Quebec
  14. France
  15. Courier de bois
  16. New England Colonies
  17. Massachusetts
  18. Pilgrims
  19. Puritans
  20. Mayflower Compacy
  21. Connecticut
  22. Thomas Hooker
  23. Fundamental Orders of Connecticut
  24. Rhode Island
  25. Roger Williams
  26. Separation of church and state
  27. New York
  28. New Amsterdam
  29. New Jersey
  30. Pennsylvania
  31. William Penn
  32. Quakers
  33. Delaware
  34. Virginia
  35. Jamestown
  36. John Smith
  37. John Rolfe
  38. Tobacco
  39. House of Burgesses
  40. Maryland
  41. Lord Baltimore
  42. Act of Toleration
  43. North Carolina
  44. South Carolina
  45. Georgia
  46. James Oglethorpe

End-of-Unit Assessment
See Appendix E / Course Final Exam
1st Nine Weeks Short Cycle Assessment (See Appendix C)
Differentiated Strategies
1.Create a Comparison Study Folder to compare and contrast the 13 colonies and their regions.
2.Read and highlight important parts of a section together.
3.Varied levels of text.
4.Change the number of questions.
5.Consult with inclusion teacher / Differentiated Assessments
6.Use pictures with the Weekly Vocab Words.
7.Allow drawings for essay questions.
8.Have the test read to them.
9.Allow for fewer questions.
10.Consult with inclusion teacher.

The Ohio Department of Education’s website offers additional ideas on instructional strategies and resources. Ideas can be found at 111.ode.oh.state.us.

UNIT FOUR

Unit Name: The French and Indian WarsNine Week Period: 2nd

Grade Level/Course Name: 8th SSApproximate Number of Days: 5

Overview: This unit will explore how European rivalries led to wars for control of North American towns and settlements. These European countries were struggling to control and exploit the vast resources available in North American to boost their own mercantilist economies. We will look at King William’s War, Queen Anne’s War and King George’s War. However, we will focus most on the French and Indian War.
Unit Strands/Content Statements/Course Content
  1. History (3): Competition for control of territory and resources in North America led to conflict among colonizing powers.
  2. History (1): Primary and secondary sources are used to examine events from multiple perspectives and to present and defend a position.
  3. Geography (13): Modern and historical maps and other geographic tools are used to analyze how historic events are shaped by geography.

Enduring Understanding:
Students will be able to explain how competition for territory and resources in North America led to conflicts among colonizing powers.
Essential Questions
  1. Did Great Britain lose more than it gained from its victory in the French and Indian War?
  2. Should the American colonists have had their taxes raised for the British actions during the French and Indian War?

Learning Targets “I Can Statements” (Correspond with Bloom’s Taxonomy)
  1. I can explain how European countries competed with each other for control of North America’s land and natural resources.
/ Level of Bloom’s Taxonomy (Correspond with Learning Targets)
  1. Comprehension

Core Text
1. American Journey: The Quest For Liberty (White Book)
2. The AmericanRepublic to 1877 (Red Book)
Suggested Supplemental Texts/Resources
Unit Diagnostic Assessment (MAP)
  1. 2nd 9 Weeks Weekly Vocab (See Appendix F)
  2. 2nd 9 Weeks Short Cycle Assessment (See Appendix G)
/ Formative Assessment
1.Weekly Vocab Test
2.Online Quizlet index cards
3.Exit slips
4.Socratic Method: Question and Answer
5.Question on the Day
Suggested Activities
  1. Role play an international meeting of the colonizing powers and American Indians to negotiate control of territory and resources.
  2. For other ideas, see the Model Curricula
/ Vocabulary:
  1. King William’s War
  2. Queen Anne’s War
  3. King George’s War
  4. French and Indian War
  5. New France
  6. OhioValley
  7. Iroquois League
  8. George Washington
  9. FortDuquesne
  10. FortNecessity
  11. Albany Plan of Union
  12. William Pitt
  13. Quebec
  14. James Wolfe
  15. Marquis de Montcalm
  16. Treaty of Paris 1763

End-of-Unit Assessment
See Appendix H / Course Final Exam
2nd Nine Weeks Short Cycle Assessment (See Appendix G)
Differentiated Strategies
1.Read and highlight important parts of a section together.
2.Varied levels of text.
3.Change the number of questions.
4.Consult with inclusion teacher / Differentiated Assessments
1.Use pictures with the Weekly Vocab Words.
2.Allow drawings for essay questions.
3.Have the test read to them.
4.Allow for fewer questions.
5.Consult with inclusion teacher

The Ohio Department of Education’s website offers additional ideas on instructional strategies and resources. Ideas can be found at 111.ode.oh.state.us.