St. Lucie County Social Studies Scope & Sequence Documents .

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St. Lucie County Social Studies Scope & Sequence Documents, Grades 6-122100015/25 8th Grade US History and Career Planning 2013-2014The St. Lucie County Scope & Sequence and Suggested Pacing Guide should be used in concert as a teaching and learning tool in our continuing effort to improvethe rigor of instruction and better prepare our students for future learning (including college and career readiness) and to address skills requirements of theCommon Core State Standards for Literacy in History/Social Studies in Grades 6-12. Instruction should be based on content / skills from the St. Lucie County Public Schools Scope and Sequence, Suggested Pacing Guides, and the CommonCore State Standards Appendix. These documents should serve to guide instruction, rather than a textbook or any other specific resource.Use the Learning Goal and Scale as your starting point: have it posted, and review it regularly with your students to provide them with a framework forinstruction and a purpose for learning all the related content. The same holds true for the target(s) you are focusing on each day. They should be visibleand discussed before and after instruction.Strategies must include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondarysources), methodology affecting the multiple intelligences, and utilizing both individual and cooperative learning (e.g. History Alive/DBQ Project).Students should be engaged in higher order writing on a regular basis, short and extended responses, more in-depth essays such as Document BasedQuestions (DBQ’s), and authentic writing. Students must be able to produce historical writing, that is, they must be able to take a position on a subject(thesis) and defend it with examples (facts) and sound reasoning (logic).Students should conduct extended research projects related to the History Fair (Grades 6, 8, 10, and 11) or Project Citizen (Grade 7).Social Studies Literacy Strategies should be utilized regularly (Cornell Notes, Dialectical Notes, or similar note-taking method, SOAPStone or APPARTSanalysis tools, and PERSIA or G-SPRITE categorization tools).Assessment should include both formative assessments “for learning,” and summative assessments. Questions should follow Webb’s Depth ofKnowledge / Cognitive Complexity and include Level 1 items that involve low order, foundational knowledge/skills; Level 2 items that require students toinfer or draw conclusions; and Level 3 items that require more abstract thought or an extension of the information at hand.Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments).Notebooks provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive StudentNotebook).Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly buthomework shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/conceptbuilding, work related to projects, etc. (Read Marzano’s article “The Case For and Against Homework” available on SHARE).o Previews involve activating prior knowledge, preparing students for the next topic of instruction.o Process activities relate to content/skills recently learned where students are involved in metacognition.The Common Core State Standards for Literacy in History/Social Studies are integrated with the Scope and Sequence and are also available on the atwww.corestandards.org.St. Lucie Public Schools

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing GuideTimeframeTopic of Study5 daysAugustRules, Procedures,Pre‐Tests5 DaysAugustTargets Key Terms, People, Places, EventsEstablish course content.Explain class expectations.Establish rules and procedures.Conduct pre‐tests and initial evaluations.Initial ActivitiesHistorical Inquiry: Identify supporting details, audience, purpose, History Fair Annual Theme for 2013-2014:Introduction of annualand author from sourcesRights and Responsibilities in HistoryHistory Fair theme Determine cause and effect Describe the History Fair themePlease refer to published rule information provided by Identify History Fair categoriesthe District or go to www.nhd.org List History Fair Research expectations(rules/deadlines)Six most common elements for historical analysis: Integrate complementary visual and/or audioSocial, political, religious, intellectual, technological,elements into a project Identify the four components of a process paper economic (SPRITE) Assess varying historical interpretations of anindividual, a group, an idea, or an event Differentiate between primary and secondarysources Evaluate the validity of sources Organize research for a History Fair topic Compare interpretations of key events and issues Form conclusions and sort information for aHistory Fair topicSt. Lucie Public 8.A.1.4SS.8.A.1.5SS.8.A.1.6SS.8.A.1.7

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing GuideTimeframeTopic of Study4 DaysSeptemberBACKGROUNDREVIEWNative America andThe Age ofExploration10 DaysSeptemberTargets thKey Terms, People, Places, EventsthReview: (Covered In 5 & 6 Grade) SocialStudies:Native America/Impact of European SettlementEuropean exploration and discovery.Compare relationships among the British,French, Spanish and Dutch.Ice Age, Siberia, Alaska, Bearing Straight, Beringia,Nomads, Migration, Maize, Carbon Dating, Pueblos,Adobe, Mesa Verde, Mound Builders, Apache, Navajo,Iroquois, Renaissance, Technology, Astrolabe, Vikings,Christopher Columbus, Ferdinand Magellan,Conquistadors, Columbian Exchange, Seven Cities ofCibola, Northwest Passage, Giovanni Verrazano, HenryHudson, Samuel de Champlain, Trading Posts, NewAmsterdamColonial Development Identify how the physical characteristics (climate, Roanoke, Jamestown, The Virginia Company, John Smith,landforms, vegetation) of the colonial regionsPocahontas, House of Burgesses, Plymouth Plantation,Pilgrims, Puritans, Mayflower Compact, Roger Williams,affect their development Examine the reasons for the development ofAnne Hutchinson, William Penn, Quakers, Bacon’sdifferent regional economic systems in theRebellion, Jonathan Edwards, William Bradford,coloniesNathaniel Bacon, Lord Calvert Describe how the economic interests of colonialsettlers affected the use of slaves and indenturedservants Describe the contributions of key groups(Africans, Native Americans, women, andchildren) to the society and culture of colonialAmerica Identify key figures in colonial development andtheir impact on the economic, political, andsocial development of the colonies Compare the characteristics of the New England,Middle, and Southern colonies Trace the development of slavery in the colonies Assess the impact of key figures on thedevelopment of colonial economic, political, andsocial systemsSt. Lucie Public 8.A.2.3SS.8.A.2.4SS.8.A.2.7

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing GuideTimeframeTopic of Study1 DaySeptember 17Constitution Day2 DaysSeptember 24-25History Fair8 DaysSeptember –OctoberThe French andIndian WarSt. Lucie Public SchoolsTargetsKey Terms, People, Places, EventsBenchmarksThe federal government requires that we provide “an Preamble, Popular Sovereignty, Natural Rights,educational program pertaining to the United States Federalism, Legislative Branch, Executive Branch, JudicialConstitution” on this day. (If Constitution Day falls Branch, The Constitution of the United States of America,on a Saturday or Sunday, activities shall beChecks and Balances, Bill of Rights, Articlesconducted on the preceding Friday).FEDERALSTATUTE Explain categories Define research expectations Model checking validity of sourcesRequires documented primary and secondary sources usingMLA .A.1.5SS.8.A.1.6SS.8.A.1.7 Identify the causes of the French and Indian War Identify the possessions France lost to GreatBritain Explain the key events and milestones of theFrench and Indian War Describe the alliances among the combatants Analyze the causes and effects of the French andIndian War Evaluate the motives of the British Governmentdeclaring the Proclamation of 1763 and itseffects on the colonistsIroquois Confederacy, George Washington, GeneralEdward Braddock, Fort Duquesne, Seven Years’ War,Marquis de Montcalm, Louisbourg, William Pitt, JamesWolfe, Battle of Quebec, Treaty of Paris, Pontiac’sRebellion, Proclamation of 1763SS.8.A.2.6

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing GuideTimeframeTopic of Study3 DaysOctoberCareer Planning/History FairTargetsEducator’s Toolkit is available with lesson plans andorganizers at www.fldoe.org/workforce/cedStudents may create an account at Florida ChoicesEnd of Q1St. Lucie Public SchoolsKey Terms, People, Places, .A.1.4SS.8.A.1.5SS.8.A.1.6SS.8.A.1.7

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing GuideTimeframe10 DaysOctoberTopic of StudyTargetsKey Terms, People, Places, EventsWrits of Assistance, Sugar Act, Stamp Act, Quartering Identify the British policies in response to theAct, Patrick Henry, Sam Adams, Sons of Liberty, Boycott,French and Indian WarBoston Massacre, Crispus Attucks, Propaganda, John Describe how the colonists reacted to BritishAdams, Tea Act, Boston Tea Party, Intolerable ActsDBQ: The Ideals of the policies(Coercive Acts), Battle of Lexington and Concord,Declaration: Which Is Explain the British response to AmericanLoyalist, Patriot, Second Continental Congress, Thomascolonists’ protestsMost Important?Jefferson, Olive Branch Petition, John Hancock, Thomas Summarize American colonists’ views of selfgovernment and the rights and responsibilities of Paine, Common Sense, Declaration of Independence,Enlightenmentcitizens Recognize the contributions of the FoundingFathers in drafting the Declaration ofIndependence Summarize the content of the Declaration ofIndependence Describe the structure of the Declaration ofIndependence Identify the consequences of the Declaration ofIndependence Trace the development of colonial resistanceleading to the American Revolution Compare the views of Patriots, Loyalists, andother colonists on self-government and the rightsand responsibilities of citizens Analyze the ideas contained in the Declaration ofIndependence Evaluate the consequences of the Declaration ofIndependenceSt. Lucie Public SchoolsDissent A.3.3SS.8.A.3.6SS.8.A.3.7SS.8.C.1.2

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing GuideTimeframe10 DaysOctober –NovemberTopic of StudyTargetsWar and Independence St. Lucie Public SchoolsKey Terms, People, Places, EventsSummarize the contributions of the Founding Continental Army, Sir William Howe, Mercenary,Hessians, General Horatio Gates, General Benedictfathers during the Revolutionary WarArnold, Battle of Saratoga, Marquis de Lafayette, ValleyIdentify the contributions of key individualsduring the American Revolutionary period (ex. Forge, Friedrich von Steuben, Battle of Trenton, LordCornwallis, Guerilla Warfare, Francis Marion, Battle ofMarquis de Lafayette, von Steuben, FrancisCowpens, Nathaniel Green, Battle of Yorktown, AdmiralMarion, Nathanial Greene)Francois de Grasse, Ben Franklin, John Jay, John Adams,Explain the ways in which influential groups(freedmen, Native Americans, slaves, women, Treaty of ParisHessians) contributed to both the American andBritish war efforts and their effect on theoutcome of the warDescribe the influence of individuals (JamesOtis, Mercy Otis Warren, Abigail Adams,Benjamin Banneker, Lemuel Haynes, PhyllisWheatley) on social and political developmentsduring the Revolutionary eraDetermine the consequences of the AmericanRevolution for FloridaTrace the development of major events duringthe American RevolutionEvaluate the contributions of influentialindividual and groups during the RevolutionaryeraAssess the help provided by France and Spain onthe outcome of the American RevolutionDraw conclusions about the effects of the waron the United States, Britain, France, and A.3.6SS.8.A.3.8SS.8.A.3.16

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing GuideTimeframeTopic of Study10 DaysNovember DecemberConfederation toConstitution2 DaysNovemberHistory FairSt. Lucie Public SchoolsTargetsKey Terms, People, Places, EventsBenchmarks Identify the structure, strengths, and weaknesses Bicameral, Articles of Confederation, NorthwestOrdinance, Shay’s Rebellion, Three-Fifths Compromise,of the Articles of ConfederationRatify, Federalists, Anti-Federalists, Federalist Papers, Describe the course and consequences of theConstitutional Convention, Virginia Plan, New JerseyConstitutional ConventionPlan, Great Compromise List the reasons Americans supported andopposed the Constitution Explain the ways the Bill of Rights protectscitizens Identify constitutional provisions for USCitizenship Summarize the major Issues of the ConstitutionalConvention (ex.3/5 compromise, the Virginiaplan, New Jersey plan) Compare and contrast the Articles ofConfederation and the Constitution Compare and contrast the views of theFederalists and Anti-Federalists Analyze the ratification process that led to theadoption of the United States Constitution Draw conclusions about how the rights andprinciples contained in the Constitution and Billof Rights affect lives of citizens today Trace the development of the Constitutionalexpansion of voting .8.C.1.5SS.8.C.1.6 SS.8.A.1.6SS.8.A.1.7Review source validityGather primary source material (photos, maps)Develop timelinesOrganize facts/dataReview MLA style for annotated bibliography

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing GuideTimeframeTopic of Study3 DaysDecemberCareer Planning/History FairTargets Key Terms, People, Places, EventsMonitor progressProvide .8.A.1.4SS.8.A.1.5SS.8.A.1.6SS.8.A.1.7End of First SemesterTimeframeTopic of Study8 DaysJanuaryA New NationSt. Lucie Public SchoolsTargetsKey Terms, People, Places, Events Identify George Washington’s contributions to Inauguration, Precedents, Cabinet, John Jay, Judiciary Actof 1789, Tariffs, Taxes, Debt, Whiskey Rebellion, Westernthe presidencyTerritory, Proclamation of Neutrality, Jay’s Treaty, Identify the major treaties signed duringPinckney’s Treaty, Washington’s Farewell, XYZ Affair,Washington’s presidency Identify why Washington wanted to avoid foreign Alien and Sedition Acts, Alexander Hamilton, Treaty ofGreenville, Midnight Appointmentsentanglements Determine how the Alien and Sedition Actaffected the presidency of John Adams Describe the growing partisanship during Adams’term as president Explain the Midnight Appointments Assess the presidencies of George Washingtonand John Adams Evaluate the influence of Washington’s FarewellAddress Evaluate the reasons for the Alien and SeditionActs Critique the practice of presidentialappointments during Adams’ presidencyBenchmarksSS.8.A.3.12SS.8.A.3.13

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing GuideTimeframeTopic of Study5 DaysJanuaryHistory Fair /Career PlanningTargetsKey Terms, People, Places, EventsEducator’s Toolkit is available with lesson plans andorganizers at dents may create an account at Florida Choices6 DaysJanuaryJeffersonian Democracy Examine the regional shift that was reflected inthe Election of 1800 Explain why Marbury v. Madison (1803) is one ofthe most important Supreme Court cases in thenation's history Identify the motives for people to migrate westof the Appalachians Identify the reasons Jefferson was interested inobtaining the Louisiana Territory Examine the effects of the Haitian Revolution onthe US acquisition of the Louisiana Territory Assess Jefferson’s views on the role government Identify how Jefferson's actions when he firstbecame president reflected his philosophy Assess the importance of the Election of 1800 Critique the ideals expressed in Jefferson’s 1stInaugural Address Evaluate how the Louisiana Purchase and theLewis and Clark Expedition changed the U. S. Evaluate the impact of the Embargo Act of 1807on the American economySt. Lucie Public SchoolsBenchmarksMarbury v. Madison, judicial review, Judiciary Act of1801, Louisiana Purchase, Barbary War, Lewis and ClarkExpedition, Sacagawea, Hamilton and Burr conflict/duel,Embargo Act of 1807, impressmentSS.8.A.3.14SS.8.A.4.12

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing Guide8 DaysFebruaryEmergence of theAmerican Identity Describe the influence of significant individualson social, political, and economic developments Describe the impact of industrialization on thegrowth of America and its economy Identify the impact of technologicalimprovements on the nation and on specificpopulations, i.e. Native Americans, AfricanAmericans, and women Explain the issues that led to the MissouriCompromise Identify the working conditions in New Englandmills Identify issues related to the changing culturaland migration patterns of Native Americans Assess the War of 1812 in terms of cause-effect Compare and contrast the benefits andconsequences of industrialization Evaluate the rationale for the MissouriCompromise Assess the overall outcome of America’sdiplomatic assertiveness2 DaysFebruaryCareer PlanningEducator’s Toolkit is available with lesson plans andorganizers at www.fldoe.org/workforce/cedStudents may create an account at Florida ChoicesSt. Lucie Public SchoolsTecumseh, William Henry Harrison, Battle of Tippecanoe,Nationalism, Henry Clay, John Calhoun, War of 1812,Oliver Hazard Perry, Battle of Lake Erie, Battle of theThames, Battle of Plattsburgh, Francis Scott Key, StarSpangled Banner, Treaty of Ghent, Battle of NewOrleans, Andrew Jackson, Hartford Convention, IndustrialRevolution, Cotton Gin, Eli Whitney, Factory System,Samuel Slater, Lowell Girls, Interchangeable Parts,Turnpikes, National Road, Fulton’s Folly, Erie Canal,Adams‐Onis Treaty, Missouri Compromise, .4.6SS.8.A.4.7SS.8.A.4.8SS.8.A.4.17SS.8.A.4.18

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing GuideTimeframeTopic of Study10 DaysFebruaryJacksonianDemocracyDBQ: “HowDemocratic WasAndrew Jackson?”St. Lucie Public SchoolsTargetsKey Terms, People, Places, Events Identify issues related to the Election of 1828Mudslinging, Landslide, Old Hickory, Suffrage, Spoils Examine the growth of populism in AmericanSystem, Bureaucracy, Cherokee Indians, Indian RemovalpoliticsAct, Indian Territory, Worcester v. Georgia, Cherokee Identify the consequences of Jackson’s policies as Nation v. Georgia, Gibbons v. Ogden, Trail of Tears,they relate to Native AmericansSeminole Indians, Chief Osceola, Bank of The United Identify the issues related to the landmarkStates, Daniel Webster, PopulismSupreme Court cases: Worcester v. Georgia,Cherokee Nation v. Georgia, Gibbons v. Ogden Identify Jackson’s reasons for vetoing therenewal of charter of the Bank of the UnitedStates Assess the claims that Jackson was undemocratic Compare and contrast Jeffersonian Democracywith Jacksonian Democracy Evaluate Jackson’s influence on the UnitedStates’ political system Draw conclusions about Jackson’s treatment ofNative Americans Assess the impact of the closure of the Bank ofthe United States Differentiate between a bureaucracy and thespoils .A.4.8SS.8.A.4.13SS.8.A.4.16SS.8.A.4.17SS.8.A.4.18

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing GuideTimeframeTopic of Study14 DaysMarchWestern ExpansionTargetsKey Terms, People, Places, Events List the reasons why people supported orTejanos, Empresarios, Stephen Austin, Antonio Lopez deopposed slavery in the western territories and Santa Anna, The Alamo, Sam Houston, Lone StarFloridaRepublic, Annexation, Californios, Rancheros, James Polk,DBQ: Was the United DescribetheinfluenceofsignificantindividualsRio Grande River, Gen. Zachary Taylor, Monterrey, BearStates Justified inonpoliticaldevelopments(JamesPolk,HenryFlag Republic, Veracruz, Mexican Cession, Treaty ofGoing to War go, Gadsden Purchase, California GoldMexico? Identify the cultural practices and migrationRush, Forty‐Niners, Boomtowns, Vigilantes, Henry Clay,patterns of Native American and African slaveJohn Calhoun, Fugitive Slaves, Compromise of 1850,populations that were affected by westernStephen Douglas, Manifest Destiny, Thornton Affair, JohnexpansionSlidell List the events leading up to the MexicanAmerican War Describe how the United States took control ofso much Mexican territory Identify events related to the California GoldRush Identify the four parts of the Compromise of1850 and why the compromise was necessary Evaluate the extent that cultural practices andmigration patterns of Native American andAfrican slave populations were affected bywestern expansion Analyze the role of slavery in the development ofsectional conflict before and after the MexicanWar Classify the events leading up to the MexicanAmerican War into social or political categories Assess the significance of the annexation ofTexas as a cause of the Mexican-American War Draw conclusions about the impact of theCalifornia Gold Rush on western expansion Compare and contrast the Missouri Compromiseand the Compromise of 1850End of Q3St. Lucie Public 8.A.4.4SS.8.A.4.8SS.8.A.4.17SS.8.A.4.18

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing GuideTimeframeTopic of StudyTargets4 DaysAprilReformMovements Identify the causes, goals, and impact of the 2ndGreat Awakening Describe the ideals expressed in the Declarationof Sentiments Examine the goals of the women’s suffragemovement Identify the goals of the Seneca Falls Convention Identify the connections between the socialreform movements: revivalism, abolition,education, women’s suffrage Describe the significant concepts oftranscendentalism Examine the influence of Transcendentalists onAmerican literature Summarize the benefits of education Explain the reasons African-Americans wereoften denied an education Assess the impact of the social reformmovements on American society Evaluate the goals of the transcendentalistmovement Compare and contrast the major social issues ofthe reform movement to major social issues oftodaySt. Lucie Public SchoolsKey Terms, People, Places, EventsSecond Great Awakening, Temperance, Horace Mann,Normal School, Elizabeth Cady Stanton, Seneca FallsConvention, Suffrage, Women’s Rights Movement,Transcendentalism, Ralph Waldo Emerson, Henry DavidThoreau, Washington Irving, Underground Railroad,Harriet Tubman, Frederick Douglass, Sojourner TruthBenchmarksSS.8.A.4.9SS.8.A.4.14SS.8.A.4.15

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing GuideTimeframeTopic of Study6 DaysAprilNorth & South GrowApartSt. Lucie Public SchoolsTargetsKey Terms, People, Places, Events Describes the social structure in the North and Bleeding Kansas, Border Ruffians, Charles Sumner,Democratic Party, Dred Scott decision, Freeportthe South Identifies the characteristics of the economies of Doctrine, John Brown, Lincoln – Douglas Debates,Kansas-Nebraska Act, Popular Sovereignty, Prestonthe North and the SouthBrooks, Republican Party, sectionalism, Steven Douglas, Describes the reasons for western expansionUncle Tom’s Cabin, Whig Party(push-pull factors) Identify the goals of the Kansas-Nebraska Act Identify the ways slaves resisted oppression Examines the effects of the Dred Scott decision Identify the issues in the Lincoln-Douglas debates Compares the economies of the North and South Analyze the effects of legislation on the issue ofregional power and slavery Differentiate the political goals of the North andSouth Compare and contrast the positions of StevenDouglas and Abraham Lincoln during the LincolnDouglas 8.A.5.2

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing GuideTimeframeTopic of Study14 DaysAprilMayTheAmericanCivil WarTargetsKey Terms, People, Places, Events Identify the sections of the United States at the Abraham Lincoln, Arsenal, Harper’s Ferry, Martyr,outbreak of war (CSA, Union states, borderElection of 1860, Secession, Confederate States ofstates, western territories)America, Jefferson Davis, State’s Rights, Fort Sumter, Describe how sectionalism, slavery, states’ rights, Confederacy, Border States, Rebels, Yankees, First BattleDBQ: The Battle ofand balance of power in the Senate contributed of Bull Run, Stonewall Jackson, Blockade Runner/Gettysburg: Why Was Itto the outbreak of the warBlockade Smuggling, Ironclads, Merrimack, Monitor,a Turning Point? Examine the role that technology played inUlysses S. Grant, Robert E. Lee, Battle of Shiloh, Battle oforwarfareAntietam, Emancipation Proclamation, 13thWhat Caused the Civil Identify the major battles and military campaigns Amendment, Habeas Corpus, Draft Law, EnlistmentWar?of the Civil WarBounty, Battle of Gettysburg, Pickett’s Charge, Examine the major developments/ decisionsGettysburg Address, Sherman’s March To The Sea,made during the presidency of Abraham Lincoln Appomattox Courthouse Identify the reasons for Lincoln’s issuance of theEmancipation Proclamation Identify the major themes in Lincoln’s 2ndInaugural Address Identify key activities in Florida during the CivilWar, such as salt production, cattle ranching, andblockade smuggling Compare the resources available to each side tofight the war Assess the strengths and weaknesses of theUnion and the Confederacy Evaluate the impact of the EmancipationProclamation Evaluate the outcomes of the major battles andmilitary campaigns of the Civil War Assess the impact of the war on civilianpopulations Compare the Emancipation Proclamation to the13th AmendmentSt. Lucie Public 8.A.5.5SS.8.A.5.6SS.8.A.5.7

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing GuideTimeframeTopic of Study10 DaysMayReconstructionSt. Lucie Public SchoolsTargetsKey Terms, People, Places, Events Identify the goals of the groups that played a key Andrew Johnson, Black Codes, Carpetbaggers, Civil Rightsrole in Reconstruction (freedmen, carpetbaggers, Act of 1866, Compromise of 1877, Corruption, Fifteenthscalawags, Radical Republicans, Ku Klux Klan)Amendment, Fourteenth Amendment, Freedmen, Identify the amendments passed to ensureFreedmen’s Bureau, Grandfather Clause, Hiram Revels,equality for former slavesImpeach, Jim Crow Laws, Ku Klux Klan (KKK), Literacy Summarize the gains made by blacks in the early Test, Lynching, Poll Tax, Radical Republicans,years of ReconstructionReconciliation, Reconstruction, Rutherford B. Hayes, Describe the types of people targeted by the KKK Scalawags, Scandal, Segregation, Ten Percent Plan, Determine the consequences of a financial panic Thirteenth Amendment, U.S. Grant, W.E.B. Du Bois Identify the methods used by Southern states todeny rights to former slaves Describe how people’s opinions towardReconstruction changed over time Summarize the problems facing US Grant’sadministration Explain why Northerners lost interest inReconstruction Examine the circumstances of the Compromiseof 1877BenchmarksSS.8.A.5.7SS.8.A.5.8

2100015/25 8th Grade United States History and Career Planning – Suggested Pacing GuideTimeframeTopic of Study4 DaysMayHolocaust Studies8 DaysMayJuneReviewFinal ExamsSt. Lucie Public SchoolsTargets Recognize the characteristics of genocide Describe why genocides occur Identify examples of modern-day genocides(Cambodia, Darfur, Bosnia, Rwanda) Identify the reasons why the Nazis selectedcertain groups to persecute Summarize the role of anti-Semitism in Jewsbeing targeted Examine the ideology behind the Dachauconcentration camp of 1933 Explain the significance of Theresienstadt,Auschwitz, Chelmno, Treblinka, Buchenwald Compare and contrast the Holocaust withmodern-day genocides Trace the development of anti-Jewish laws inGermany Differentiate the methods used to intimidatetarget groups (violence, loss of civil rights, etc.) Assess the mistreatment of concentration campvictims Critique the role of bystanders in the Holocaustand other genocides Identify issues of displaced persons followingliberation Evaluate the consequences of the Holocaust asseen in our society today Identify the lessons learned from the HolocaustKey Terms, People, Places, EventsHolocaust, Adolf Hitler, anti-Semitism, Nazi, Jew, Star ofDavid, propaganda, censorship, Nuremberg Laws,Kristallnacht, concentration camp, ghetto, Transport,World War II, genocide, extermination camp,crematorium, Auschwitz, Final Solution, Liberation,Darfur, Bosnia, Rwanda, Cambodia, bystanderBenchmarksSTATESTATUTE

2100015/25 8th Grade United States History an

St. Lucie Public Schools St. Lucie County Social Studies Scope & Sequence Documents, Grades 6-12 2100015/25 8th Grade US History and Career Planning 2013-2014 The St. Lucie County Scope & Sequence and Suggested Pacing Guide should be used in concert as a teach

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