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EALR Benchmarks:
WHAT
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Evidence of Learning:
HOW Students will be able to |
Assess- ments HOW WELL |
Enduring Understandings/ Essential Questions WHY |
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CBAs |
Students will come to their own understanding of the following questions: |
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Civics C1.1.2b Explain specific rights guaranteed by the Constitution and how these rights are related to responsibilities C1.2.2b Describe efforts to reduce differences between democratic ideals and realities C4.1.2a Explain how responsibility to the common good might conflict with the exercise of individual rights C4.1.2b Examine why democracy requires government to protect the rights of citizens and to promote the common good C4.2.2a Participate in civic discussions with the aim of solving current problems C4.2.2b Discuss how voting in a representative democracy is a privilege and a responsibility C4.3.2a Analyze the influence of various interest groups and individuals on the development of public policy and decision-making C4.3.2b Describe the relationship between civic responsibility and public service
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· Using examples identify and explain rights guaranteed by the Constitution and its amendments and their impact on the individual · Describe the relationship between the citizen and elected representatives and how informed citizens can influence policy · Using examples of different groups of people in American society, identify instances in which rights were denied and the struggles that ensued to gain their rights · Analyze the tensions that arise between individual liberties and the common good · Using examples of different groups who fought for the right to vote, explain why voting is both a privilege and a responsibility · Analyze a controversial public issue or problem and offer potential solutions |
See Consti-tutional Issues CBA |
What are the rights and responsibilities of U.S. citizens?
How can citizens participate in civic life?
What dispositions are important to the preservation and improvement of American constitutional democracy?
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CIVICS
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D. CIVICS: Differing Political Systems & Foreign Policy |
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EALR Benchmarks:
WHAT
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Evidence of Learning:
HOW Students will be able to |
Assess- ments
HOW WELL |
Enduring Understandings/ Essential Questions WHY |
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CBAs |
Students will come to their own understanding of the following questions: |
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Civics C2.3.2b Describe a variety of forms of government C2.3.2c Explain how various forms of government have differing effects on the lives of people C3.1.2a Describe and explain how national interests affect international relations C3.1.2b Describe U.S. roles and interests in major international organizations and international political alliances C3.1.3b Evaluate how national interests are maintained through international agreements, treaties, and alliances C3.2.2a Define and identify foreign policy and the factors that influence it C3.2.2b Describe and explain historical and contemporary examples of U.S. foreign policy C3.2.2c Identify and describe the roles of international and multinational organizations in foreign policy
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· Using examples, past and present, compare and contrast democratic and autocratic governments and the impact of these governments on the lives of their citizens · Explain how federal, state, tribal, and local governments affect groups and individuals · Identify how the boundaries of the United States have changed and describe the relationships the country had with its neighbors (current Mexico and Canada), Europe, and Latin America · Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties. · Describe the complexities of contemporary foreign policy due to competing interests, such as trade, human rights, and environmental policies · Describe the purposes of the United Nations, the WTO, and the NATO Alliance; trace the U.S. relationship and role with each of these organizations |
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What different types of governments have existed inside and outside the United States and what has been their impact on the lives of people?
How does the U.S. government conduct relations with other nations and international organizations? |
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UNITED STATES HISTORY
The following pages provide guidelines for teaching your students about the United States from the Revolution to 1900.. While each historical event offers important lessons about our country and its people, it would be nearly impossible to teach students about every event and issue in a way that promotes in-depth understanding. Consequently, you should choose which areas you want to explore deeply and which you will use as points of comparison. The goal is for students to have the opportunity to gain important Enduring Understandings that teach us about ourselves and our world. Any examination of U.S. history should include examination of state and national constitutions and treaties and how these documents govern the rights and responsibilities of all residents and citizens in Washington and the rest of the United States.
NOTE: There are several sections from 7th grade Washington State History and 8th Grade Civics that logically fold into corresponding areas of 8th grade U.S. History. Consequently, districts may choose to embed these areas into 8th grade history rather than offer Civics and Washington State History courses as isolated stand-alone courses.
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Grade 8 United States History |
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EALR Components:
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Enduring Understandings/ Essential Questions Students will come to their own understanding of the following questions: |
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H1.1 Understand and analyze historical time and chronology H1.2 Understand events, trends, individuals, and movements shaping the United States H1.3 Examine the influence of culture on the United States, world, and Washington State history H2.1 Compare and contrast ideas in different places, time periods, and cultures, and examine the interrelationships between ideas, change and conflict. H2.2 Understand how ideas and technological developments influence people, culture, and environment G3.1 Identify and examine people's interaction with and impact on the environment G3.2 Analyze how the environment and environmental changes affect people G3.3 Examine cultural characteristics, transmission, diffusion and interaction E1.1 Understand that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice E1.2 Understand that the availability and use of resources influences the production of goods and services in the economy E2.1 Recognize that both buyers and sellers participate in voluntary trade because both expect to gain E2.2 Explain how different economic systems produce, distribute, and exchange goods and services E2.3 Understand that prices in competitive markets create incentives that influence the choices of buyers and sellers C2.1 Understand and explain the organization of government at the federal, state, and local level including the executive, legislative, and judicial branches |
How did the United states become a nation and what issues did the young nation face?
How did the United States expand and what was the social, political, and cultural impact of this expansion?
What progress was made toward social, political, and economic reforms?
How has the United States dealt with conflict within its own borders and what are the legacies of these conflicts?
How did industrialization, immigration, migration, and urbanization affect the United States to 1900? |
UNITED STATES HISTORY
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A. US HISTORY Revolution, Constitution, & a New Nation |
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WHAT
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Evidence of Learning:
HOW Students will be able to |
Assess- ments HOW WELL |
Enduring Understandings/ Essential Questions WHY |
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CBAs |
Students will come to their own understanding of the following questions: |
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Civics C2.1.2b Describe the structure of state and federal government including the legislative, executive, and judicial branches; federal, state, and local levels; and political parties
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· Identify and analyze the strengths and weaknesses of the Articles of Confederation · Describe the origin of the political parties and their differing viewpoints (Federalist vs. Anti-Federalist) |
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How did the United States become a nation?
What problems did the young nation face? |
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Economics E2.2.2c Identify laws and values that limit or change what is produced
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· Graphically represent the triangle trade and explain the social and economic impacts |
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How did the United States become a nation?
What problems did the young nation face? |
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History H1.1.2a Group events and individuals by broadly defined historical eras and develop related timelines; compare and contrast different cultural measures of time H1.1.2b Using evidence for support, identify, analyze, and explain possible causal factors contributing to given historical events U.S. 1.2.2 Identify and analyze major issues, people, and events in U.S. history from the Revolution to 1900 including Revolution, Constitution, and New Nation (1763-1820) H2.1.2 Explain the origin and historical context of major ideas and their impact on societies |
· Identify and analyze the major causes, effects and impact of the American Revolution · Group events, cultural and political groups, and individuals related to the Revolutionary Era on a timeline · Identify the issues, groups, and countries involved in the War of 1812 and analyze its importance |
See Analyz-ing Sources CBA
See Conflict CBA
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How did the United States become a nation?
What problems did the young nation face? |
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UNITED STATES HISTORY
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B. US HISTORY: Expansion & Reform |
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EALR Benchmarks:
WHAT
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Evidence of Learning:
HOW Students will be able to |
Assess- ments HOW WELL |
Enduring Understandings/ Essential Questions WHY |
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Students will come to their own understanding of the following questions: |
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CBAs |
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History H1.1.2b Using evidence for support, identify, analyze, and explain possible causal factors contributing to given historical events H2.1.2 Explain the origin and historical context of major ideas and their impact on societies H2.2.2 Interpret how changing technologies have shaped ideas and attitudes, and analyze the impact of ideas and technological developments on society and culture U.S. 1.2.2 Identify and analyze major issues, people, and events in U.S. history from the Revolution to 1900 including Expansion and Reform (1801-1861) H2.2 Understand how ideas and technological developments influence people, culture, and environment
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Describe the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American war Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties. Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny, including: the Lewis and Clark Expedition, Accounts of Indian Removal, American Indian nations' responses to expansion, Transcontinental railroad and Chinese labor, Settlement of the Great Plains, and the new status of western "pioneer women" Discuss the importance of Jacksonian democracy and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court) Examine the causes, effects, and ramifications of the Mexican/American War and the Texas War for Independence Discuss Mexican settlements, their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies Examine the reform movements that developed in the United States, the reasons they developed, and their results Examine events, movements, and policies related to slavery, including: Abolition movements, Abolition in early state constitutions, Underground Railroad, Northwest Ordinance, Compromise of 1850, States' Rights Doctrine, Missouri Compromise, Kansas-Nebraska Act, Dred Scott v. Sanford, Lincoln-Douglas debates |
See Analyz-ing Sources CBA
See Conflict CBA
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How did the United States expand and what was the impact of this expansion?
What progress was made toward social, political, and economic reforms?
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