SS.8.A.4.13: Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland
(1819), Gibbons v. Ogden (1824), Cherokee Nation v. Georgia (1831), and Worcester v. Georgia (1832) significant to this era of American history.
SS.8.A.5.1: Explain the causes, course and consequence of the Civil War (sectionalism, slavery, states’ rights, balance of power in the Senate.)
SS.8.A.5.2: Analyze the role of slavery in the development of sectional conflict.
SS.8.E.2.1: Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic backgrounds in the development of the United States economy.
SS.8.E.2.2: Explain the economic impact of government policies.
SS.8.G.1.1: Use maps to explain physical and cultural attributes of major regions throughout American history.
SS.8.G.1.2: Use appropriate geographic tools and terms to identify and describe significant places and regions in American history.
SS.8.G.2.1: Identify the physical elements and the human elements that define and differentiate regions as relevant to American history.
SS.8.G.2.2: Use geographic terms and tools to analyze case studies of regional issues in different parts of the
United States that have had critical economic, physical, or political ramifications.
SS.8.G.2.3: Use geographic terms and tools to analyze case studies of how selected regions of the United
States have changed over time.
SS.8.G.4.3: Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory.
SS.8.G.4.4: Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout time.
SS.8.G.4.6: Use political maps to describe changes in boundaries and governance throughout American history.
SS.8.G.5.2: Describe the impact of human modifications on the physical environment and ecosystems of the
United States throughout history.
SS.8.G.6.2: Illustrate places and events in U.S. history through the use of narratives and graphic representations.
Reading Standards for Literacy:
1.
Cite specific textual evidence to support analysis of primary and secondary sources.
2.
Determine the central ideas of information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
4.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
5.
Describe how a text presents information (e.g. sequentially, comparatively, causally).
6.
Identify aspects of a text that reveal an author’s point of view or purpose (e.g. loaded language, inclusion or avoidance of particular facts).

7.
Integrate visual information (e.g. charts, graphs, photographs, videos or maps) with other information in print or digital texts.
8.
Distinguish among fact, opinion, and reasoned judgment in a text.
10.
By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
Writing Standards for Literacy:
2.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
6.
Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
7.
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8.
Gather relevant information from multiple print and digital sources, using research terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
9.
Draw evidence from informational text to support analysis, reflection, and research.
10.
Write routinely over extended time frames (time for reflection and revision) and shorter time frames
(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
College and Career Readiness Standards:
1.
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
4.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
6.
Assess how point of view or purpose shapes the content and style of a text.
7.
Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
10.
Read and comprehend complex literary and informational texts independently and proficiently.
Writing Standards:
2.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content
4.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
6.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
7.
Conduct short as well as sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
10.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.
Topic #8
Chapter 9 Vocabulary
WAR:
Look at map on page
299. Answer the 2
WOW: Define –
1.
Rush-Bagot
Agreement
2.
Convention of 1818
WIO:
Standard Classes: Create pictures OR sentence

Date: Thursday,
February 5, 2015
Learning Goal:
Students will define and comprehend the vocabulary associated with US national identity
1812-1830.
Topic #9
American Foreign Policy
Date: Friday, February 6,
2015
Learning Goal:
Students will understand how the United States peacefully settled disputes with foreign powers.
Homework: Bring in an item that shows school spirit or patriotism to share with the class.
DUE MONDAY!!!
Nationalism Activity
Date: Monday, February
9, 2015 and Tuesday,
February 10, 2015
Learning Goals:
Students will create posters comparing symbols of national pride
Geography skill questions.
1.
PLACE: What territory did the
United States acquire from
Spain in 1819?
2.
REGION: What western region was claimed by both the United
States and Great
Britian?
WAR:
Read “If you were there…” on page 298 and answer the question:
How would you feel about living under a new government?
3.
James Monroe
4.
Adams-Onis Treaty
5.
Simon Bolivar
6.
circumstances
7.
Monroe Doctrine
8.
Nationalism
9.
Henry Clay
10.
American System
11.
Cumberland Road
12.
Erie Canal
13.
incentive
14.
Era of Good Feelings
15.
Sectionalism
16.
Missouri
Compromise
17.
John Quincy Adams
18.
Washington Irving
19.
James Fenimore
Cooper
20.
Hudson River School
21.
Thomas Cole
22.
George Caleb
Bingham
WOW:
Cornell Notes for
Chapter 9, Section 1.
Headings:

Settling Disputes with Great Britain
(2-3 key points)

United States Gains
Florida
(2-3 key points)

Monroe Doctrine
(4-6 key points) clues for 6 of the vocab words.
Pre-AP Classes: Create pictures OR sentence clues for 10 of the vocab words.
WIO:
Answer questions 2 and
3 of the Section 1
Assessment on page 301.
Today in class, we will popcorn read Chapter 9, Section 2 pp. 302-305.
Then we will share the school spirit/patriotic items we brought in and discuss how items promote school a sense of pride, unity, etc.
Discuss what symbols represented growing American Pride and nationalism in the early 1800s.
Students will create a Then-and-Now Poster that shows a symbol for nationalism in the early 1800s and one that is a symbol of nationalism today.

and patriotism from the early 1800s and the 21 st
Century.
Topic #10
American Culture
Date: Wednesday,
February 11, 2015
Learning Goals:
Students will discover how American Culture was communicated through writing and Art in the early 1800s.
Any students who didn’t finish their Nationalism
Activity Poster will need to finish it and turn it in by the end of class today.
Channel One News and
Current Events
Discussion
Date: Thursday,
February 12, 2015
Learning Goal:
Students will watch
Thursday’s episode of
Channel One to learn about and discuss this week’s US and World
Events.
Topic # 11
Chapter 9 Review
Date: Tuesday, February
17, 2015
Chapter 9 Test
Date: Wednesday,
February 18, 2015
WAR:
What do you think wild grandeur means?
WOW:
Cornell Notes for
Chapter 9, Section 3.
Headings:

American Writers
(3-4 key points)

A New Style of Art
(2-3 key points)

Religion and Music
(2-3 key points)

Architecture and
Education
(2-3 key points)
WIO:
What form of art, architecture or music do you think will be remembered as defining
American Culture in the
2000s? Justify your answer with at least 2 reasons.
This is intended to inform students of the events of the week and generate discussion of hot topics in several different areas. We utilize the Channel
One website to generate discussion questions and writing prompts that tie to the news broadcast.
Any extra time beyond current events will be devoted to allowing students time to catch up on any incomplete work.
No School Friday, February 13, 2015 and Monday, February 16, 2015
Standard Classes: Complete Workbook pages 100-117 to review for Chapter
9 Test
Pre-AP Classes: Chapter 9 Review pages 315-316 questions 1-15, 17-18 and
Page 317 questions 1-6
ISN Check for Topics #8-11 and Workbook pages are due before test tomorrow.
Students will take the Chapter 9 Test Today. Test will be a VOCABULARY
Test!
ISNs will be graded today for Topics 8-11 and Workbook pages.

Learning Goals:
Students will demonstrate retention of knowledge about the main ideas discussed in
Chapter 9.
Modern Marvels: Erie
Canal
Date: Thursday,
February 19, 2015
Learning Goals:
Students will be given depth of the importance of the Erie Canal and its importance in early
1800s United States.
When students finish the Chapter 9 Test, they will create Chapter 10 Title
Pages.
Today, students will watch a documentary about the Erie Canal and its importance in early 1800s United States.
There will be a video guide to complete while watching, turn it at the end of the period.