U.S. History 8th Grade Green/Flores/Halter
Week : 01/23/17 to 01/27/17 / Unit 6: Expansionism and Manifest Destiny / Duration: 20 daysStandards / 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, Mexican American 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.4.16 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 / Higher Order Thinking Skills- DBQ
ANDREW JACKSON
How Democratic was Andrew Jackson?
Daily Agenda
Daily Objective / Today, we will begin the DBQ, How Democratic was Andrew Jackson?
Bell Ringer
(Anticipate) / Hook Activity
I DO: / Review the DBQ/ Question
WE DO: / Bucket the documents / Read the Background Essay
You DO: / Begin ACAPS Analysis
Exit Ticket
(Reflection) / What is your definition of democracy?
Homework / ACAPS analysis for documents 1-3
Tuesday / Benchmark(s): Benchmark(s): 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 / Higher Order Thinking Skills- DBQ
ANDREW JACKSON
How Democratic was Andrew Jackson?
Daily Agenda
Daily Objective / Today, we will continue with our analysis of Andrew Jackson.
ANTICIPATE
( Bell ringer) / Teacher’s Choice
I DO: / Review the Documents1-3
WE DO: / Document 4 together
You DO: / Documents 5-9 in groups
REFLECT:
(Exit Ticket / How Democratic is Andrew Jackson?
Homework: / ACAPS Documents 10&11
Wednesday / Benchmark(s): Benchmark(s): 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 / Higher Order Thinking Skills- DBQ
ANDREW JACKSON
How Democratic was Andrew Jackson?
Daily Objective / Today, students will prepare for their debate on Andrew Jackson
ANTICIPATE
( Bell ringer) / Double Bucket
I DO: / Review the procedure for the debate
WE DO: / Q&A
You DO: / Students will work in cooperative groups preparing
REFLECT:
(Exit Ticket / Did citing evidence change your opinion of Andrew Jackson?
Homework: / Prepare your arguments for the debate.
Thursday / Benchmark(s): SS.8.A.4.8, SS.8.A.4.16 / LSA-ELA and How Democratic Was Andrew Jackson?
Daily Agenda / Daily Agenda
Daily Objective / Today we will have our Philosophical Chairs/ Debate about Andrew Jackson in order to properly prepare to write our DBQ essay.
ANTICIPATE
( Bell ringer) / 5 Minutes to prepare set up the class
I DO: / Judge the debate
WE DO:
You DO: / Debate Andrew Jackson
REFLECT:
(Exit Ticket / How should history remember Andrew Jackson?
Homework: / Begin your rough draft
Friday / Benchmark(s): SS.8.A.4.8, SS.8.A.4.16 / How Democratic Was Andrew Jackson?
Daily Agenda / Daily Agenda
Daily Objective / Students will begin their rough/final draft of their DBQ essay- How Democratic was Andrew Jackson.
ANTICIPATE
( Bell ringer) / Teachers Choice
I DO: / Meet one on one with students
WE DO: / Q&A
You DO: / Complete Essay
REFLECT:
(Exit Ticket / Teachers Choice
Homework: / Have a great Weekend
6th Period NHD PROJECT DUE NEXT THURSDAY
Preparing for Debate Name ______Date ______Period ______
Directions: Using your notes from your analysis of the documents and your DBQ, determine how democratic Andrew Jackson was. Prepare for the debate by brainstorming your claims, evidence, and reasoning below. Be sure to cite specific documents and examples in your brainstorm.
King Andrew or the Champion of the Common Man: How Democratic Was Andrew Jackson?Claim –What do you intend to prove? / Evidence – What is your proof?
Cite Documents / Reasoning – How does your evidence prove your claim?
A. Did your opinion about Andrew Jackson change over the course of the discussion? How? Why or why not? Provide evidence and reasoning.
Name: Date: Period:
Philosophical Chairs Debate
Philosophical Chairs Debate is a discussion model that we will use throughout the year to examine and debate controversial questions in history. Every student is graded individually on their participation in these class-wide discussions. By participating in these discussions you will learn how to use evidence to back up your arguments as well as learn to articulate your arguments like a scholar!
Guidelines for the debate:
ü The room will be set up in a U formation. One side will be in agreement the opposite side will be in disagreement. The section in between will be the neutral zone.
ü One side will begin the discussion and then it will be the other side’s turn. A person who speaks on either side must wait until two people on their side have spoken before they can speak again.
ü Students in the neutral section may move to either side based on which side of the argument they agree with, however, they must explain to the class why they have decided to take a certain side.
ü Students on the either side may also move to other sections of the room as the discussion progresses, those students will also need to explain their reasons for doing so.
ü While in the neutral section students should be taking notes on both sides of the discussion. They may also ask students on either side to clarify their arguments.
ü Students may not raise their hands to speak while someone else is speaking, they must wait until the speaker has finished.
ü At the end of the discussion, each side takes 1 minute to summarize their main arguments and make a final statement.
ü While another student has the floor, all other students need to remain silent.
ü Arguments need to be based on evidence!
Philosophical Chairs Grading Rubric
35-32 Points / 31-28 Points / 27-25 Points / 24-21 Points / 20-0 PointsStudent completed all work prior to discussion.
Student spoke at least twice during discussion.
Student’s arguments were connected to the text.
Student took detailed notes that informed their argument.
Student followed all norms of the strategy. / Student completed all work prior to discussion.
Student spoke at least twice during discussion.
Arguments were mostly connected to text.
Student took notes.
Student followed norms regularly. / Student completed at least half of the work prior to discussion.
Student spoke at least once during discussion.
Arguments were mostly connected to text.
Student took limited notes.
Student followed norms regularly. / Student completed less than half of the work prior to discussion.
Student spoke at least once during discussion.
Arguments were sometimes connected to the text.
Student took limited and vague notes.
Students generally followed norms. / Student did not complete work leading up to discussion.
Student did not speak during discussion or only spoke once.
Arguments were not connected to text.
No notes were taken.
Student generally did not follow norms.
Name: Date: Period:
Philosophical Chairs Debate: NOTE TAKER
Directions: As you listen and participate in debate, take notes using this note taker.
How Democratic was Andrew Jackson?Champion of the Common Man:
Andrew Jackson was very democratic. / King Andrew:
Andrew Jackson was NOT very democratic.
Lesson Plans – Subject to Change
Notes: Lesson Plans are subject to change.
Unit: 6
LEVEL 4: I can evaluate the impact of the Jacksonian presidency, explain its impact on the power of the people and relate it to today’s government and the power of the people today.LEVEL 3 I can:
· Explain major domestic and international economic, military, political, and socio-cultural events of Andrew Jackson’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