lead4uward 8th Grade U.S. Histo.STAAR STAAR ‘The State of Texas of Assessment of Academic Readiness (STAR) is based on the Texas Essential Knowledge and Sklls (TEKS). Most of the state standards, if they are eligible for assessment in 2 multiple choice/short answer format, will be assessed on STAAR STAAR is designed as a vertical system. Just as the TEKS are structured in a vertically aligned manner, so is STAR, Learning from one grade level is aligned ‘with learning at the next grade level, Some skills are developed aver the course of a student's educational career from kinderga-ten through high school, while other skills and learning may begin at a particular grade level and serve as the foundation for later learning. STAAR is an assessment of academic readiness. In other words, we can sum up the variation between the current assessment program (TAKS) and STAAR by reframing the questions we are asking, TAKS: TAKS was designed to help teachers answer this question: * Did students learn what they were supposed to learn inthe current year’s grade? STAAR: STAR is designed to ensure that teachers answer these questions: * Did students learn what they were supposed to learn in the current year’s grade? + Are students ready for the next grade? + And are they also ready for the grade after that? So what's the big deal about that shit? Fundamentally, It requires that teachers relook at curriculum and instruction ina very lfferent way than they have Under previous assessment systems (TABS, TEAMS, TAAS, TAKS). Not only are teachers required to have a deep understanding othe content of the grade level they are teaching, but they must also be firmly grounded in how the content of that eurrent grade level prepares students for subsequent grace levels. Overemphasis on gad level attainment ONIY may expats a context where taachars in subeaquant grade levels havo to reteach foundational kills to accommodate for the gap created by the lack of appropriate emphasis eariler. It may require students “unlearn’” previous ways of conceptualizing content and essentially stat all ove. STAAR: focus, clarity, depth [the TEKS] are designed to prepare stuclents to succeed in college, in careers and to compete globally, However, consistent witha growing national ‘consensus regarding the naed to provide a more clearly articulated K-16 education program that focuses on fewer skills and addresses those skills in a deoper manner (TEA), STAAR is designed around three concepts: focus, clarity, and depth: Focus: STAAR will focus on grade level standards that are critical for that grade level and the ones to follow. Clarity: STAAR will assess the eligible TEKS ata level of specificity that allow students to demonstrate mastery, Depth: STAAR will assess the eligible TEKS at a higher cognitive level and in novel contexts. http://www leaddward.com 2 © 2011 leadawardSTAAR STAAR: the assessed curriculum ~ readiness, supporting, and process standards ‘A key concept that underpins the design of STAAR Is that all standards (TEKS) do not play the same role in student learning. Simply stated, some standards (TEKS) have greater priority than others ~ they are so vital tothe current grade level or content area that they must be learned to a level of mastery to ensure readiness (success) in the nex: grade lavels. Other standards are Important in helping to support learning, to maintain a previously learned standard, or to prepare students for a more complex standard taught at a later grade, By assessing the TEKS that are most critical tothe content area in 2 more rigorous ways, STAAR will better measure the academic performance of students as they progress from elementary to middle to high school. Based on educator committee recommendations, for each grade level or course, TEA has identified 4 set of readiness standards - the TEKS which help students develop ceep and enduring understanding of the concepts in each contant area. The remaining knowledge and skills are cons dered supporting standards and will be assessed less frequently, but stil play 2 very important role in learning. Readiness standards have the following characteristics: «* They are essential for success in the current grade or course, ‘* They are important for preparedness for the next grade or course, ‘= They support college and career readiness. + They necessitate in-depth instruction, + They address broad and deep ideas. Supporting standards have the following characteristics: “= Although introduced in the current grade or course, they may be amphasized in a subsaquent yaar + Although reinforced in the current grade or course, they may be emphasized in a previous year. + They play a role in precaring students for the next grade or course but not a central role ++ They address mote nar'owly defined ideas, STAAR assesses the eligible TEKS at the level at which the TEKS were written. STAR is @ more rigorous assessment than TAKS (and TAAS, TEAMS, TABS before that). The level of rigor is connected with the cognitive level identified in the TEKS themselves, Simply stated, STAAR will measure the eligible TEKS atthe level at which they are writen. ‘The rigor of items will be increased by * assessing content and sls at a greater depth and higher level of cognitive complexity + assessing mere than ore student expectation ina test item ‘The rigor of the tests will be Increased by + assessing fewer, yet mere focused student expectations and assessing them multiple times and in more complex ways + including a greater number of rigorous items on the test, thereby increasing the overall test difficulty /fannsieadaurard com 3 2012 leaoawardEne Sea RT ICL ‘The STAR Field Guide or Teachers is designed as a tool to help teachers prepare for instruction. The tools and resources inthis guide are designed to supplement local curriculum documents by helping teachers understand how the design and components of STAR are connected to the scope and sequence of instruction. In order to help stucents attain even higher levels of learning as assessed on STAAR, teachers need ‘0 plan for increasing levels of rigor. This guide contains the following components: STAAR Grade Level Snapshot ~ one page overview of the standards assessed on STAAR, how those standards are classified (readiness, supporting, or process), the reporting categories aroune which ‘hose standards are clustered, and the number of items that will be on the test from each reporting. category and from each type of standard. STAAR Readiness Standards: A Vertical Look ~ a vertical look at the readiness standerds in grade bands to show the progression of the assessment between grade levels STAAR Readiness and Supporting Standards Analysis Sheets- overviews of the nature of each readi- ress and supporting standard assessed on STAAR, designed to be used in planning to.buld teacher content knowledge and ensure that current grade level instruction reinforces previous learning and prepares students for future grade levels. ‘STAAR-Curriculum Planning Worksheet ~ 2 tol to organize the pages in this guide to be used in planning and professional development Ne itp: wer leada TeadawardPokcn nar) aa RTS Steps to Success 4. Download the TEA Documents to add to your STAAR Teacher Field Guide ‘+ STAAR Blueprint + Assessed Curriculum Decuments ' STAAR Test Design « STAAR Reference Materals 2. Review the STAAR Snapshot for your course/grace level and content area ' Note the readiness standards + With your team, explare why those TEKS are classified as readiness standards — which criteria do they meet + Review the supporting standards and note any that may have played a larger role on TAKS. 3, Review the STAAR Readiness Standards: A Vertical Look + Discuss how the readiness standards connect between grade levels + Explore the specific differences between the aligned readiness standards at each grade level 4, Review the components of the STAR Readiness and Supporting Standards Analysis Sheets ‘Use the samples on pages 6 and 7 to explore the analysis sheets ‘Add additional information based on the discussion on the team Create STAAR- Curriculum Manning Packets for each unit or grading period + Collect either the Scope and Sequence document (ifit includes the TEKS standards for each unit of instruction) OR Unit Plan éacuments (where the TEKS standards are bundled together into units of instruction) ‘+ The STAAR Field Guide is arranged by standard type (readiness or supporting) in numeric order of the standards. You may need to photocopy certain pages/standards if they are repeated throughout multiple units. + Use the scope and sequence or unit plan documents to identify the TEKS taught in each unit/grading period ‘+ Compile the STAAR Readiness ancl Supporting Standards Analysis Sheets that correspond to the TEKS each unit/grading petiod + After the pages/standards are sorted into their appropriate unit, create a method of organizing the documents (binder, Folder, fle, etc). 6, Plan for instruction * Collect the curriculum cocuments used for planning + Use the STAAR- Curriculum Planning Worksheet as you plan each unit. The worksheet provides guiding questions and reflection opportunities ta aide ‘you in maximizing the material in the STAR Field Guide. + Determine where the team needs additional learning * Bvaluate Instructional materials ‘+ Review the plan for appropriate levels of rigor ntp://iwwwleadward.com 5 @ 2011 awardfae Peirce Readiness Standards How to read STAAR Readiness Standards analysis pages Standard and Indication of “Readiness” or “Supporting” Texas Essential Knowledge and Skills Statement Grads and Subject, (Gas a Student Expectation Rigor implications- Uses the verb(s) from tre Student Expectation to Indicate the cognitive complexity of the stendard and which level of Bloons Taxonomy should be addressed during instruction, tnstructional implications are aleo highlighted. Content Builder- The basics of the content within the standard are extracted in a bulleted ls. Connections to prior learning/other standards are ‘explained, Future implications of mastery of this standard eve | described to assist in | understanding the impact ofthis | learning inthe future, y Distractor Factor- Alerts teachers to ‘areas where students traditionally struggle, have misconceptions, or may need reinforcement. ‘Academic Vocabulary- Level of Difficulty: Standards Vecabulary words are extracted are labeled either Challenging or content Builder ‘What do the students need to know? Students will need to identify the influence ofthe following historical docu- ments on the U.S. system of government: * Magna Carta * English Bill of Reh + Mayflower Compact * Federalist Papers + Solected Ant-Federalist dacuments, The ideas expressed in these documents not only influenced American ‘government, but also governments around the world. They represent the fundamental belies that have shaped how people view thelr governments, such as the early limits put on king John by the British nobles, to the concerns from the Anti-Federalist about :he ability of the new Constitution to eHectively govern the United States Many of these documents, such as the Magna Carta and English Bill of Rights, ill be examined again in the Worid History course. The fundamental beliofs of these documents will also be essential as students examine the foundations of [American Government in high school. Lo Academic Vocabulary + Compact + Federalist X htto://wowwieadsward 35 5.A Rea 8th Grade U.S. History ess (8.15) Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other (A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government; Rigor Implications Vers + Identity Level of Bloom's Taxonomy + Remembering Instructional Implications Students will need to be given the opportunty to ldentiy these documents and relate them to how they influenced American government. For example, students must not only be able to identify the English Bll f Rights, but must also examine how some of those rights influenced the writing of the American Billo Rights. “\ pistractor Factor Students may confuse the English Bl of Rights with the American Bill of Rights. There may also be confusion between the Federalist Papers and ‘the Federalist Party, D sevetot Difficulty (based on local data) 1G Moderate Challenging © 2011 teaddwardexpected to #* Content Builder What do the students need to know? Students must be able to describe the purpose and process for adding an amendment to the US, Consntution. “The amending of the Constitution connects to the role citizens play in changing their government. The amendments to the U.S. Constitution have generally concemed the issue of exparsion of rights for people or to fx problems of the federal government, Students will need to understand that amending the constitution can be a very long process and that the amendments can shape future policies f the government. ‘An understanding of this SE will be essential as students in the high school U.S. history course will examine amendments added in the 20th century. The process for adding amendments wil 3 studied again in the U.S. Government course. fe 3 Academic Vocabulary + Amendment ES evi 8th Grade U.S. History Ey (8.16) Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society. The student is (A) summarize the purposes for and process of amending the U.S. Constitution; Rigor Implications Verb + Summarize Level of Bloom's Taxonomy = Understanding Instructional Implications Students will need the opportunity to trace the process that an amendment must take before itis ratified. Students must also be able to understand the purpose of adding amendments by examining amendments added in the in the 18th and 19th centuries and identifying why they were added to the Constitution “S\ Distractor Factor ‘Students may not understand that the process to add an amendment «an be very long and may not realize that many amendments have been proposed, but very few have actually beer added to the Constitution. 4 Level of Difficulty (based on local data) 1D Moderate 1 Challenging http:/Atmwucleadaward.com 36 ® 2011 leadéward(8.16) Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to Nero eu ee Cet er areata Red x Content Builder ‘What do the students need to know? Students will need to explain how the 19th century amendments impacted life in the U.S, Ths will include the: ‘+ 13th Amendment ‘14th Amendment 15th Amendment Students will need to see the connections between these amendments and the ‘expansion of rights forthe ctizans ofthe United States. Students will also need ‘to understand how the passage of amendments can have long term effects on| the rights of citizens. ‘The Impact of these early civil ghts amendments will ay the foundation {or study of the Civil Rights Movement of the 2950s and 60s in US. history, Students will need to have a clear understanding of these amendments in order to understand how they have svaped our country’s history. In Government, itis important forthe students to understand the process of adding amendments to the Constitution as well as the long term affects that these amendments had in the expansion of democracy inthe United States, FE ncademie Voeabulery + Bondage + Suffrage + Amendments, Pe CeCe Pee eee eu rece 8th Grade U.S. History Rigor implications Verb * Describe Level of Bloom's Taxonomy * Understanding Students will need to be able to Identify these amendments and understand how they helped shape the expznsion of civil rights in the United States. For example, a student would need to know the content ‘of the 14th Amendment as well as how that amendment was used to ‘expand the rights of people in the United States. “S._ Distractor Factor Students may believe that after these amendments were passed that no other laws were needed to protect these rignts. & Level of Difficulty {based on local data) 1G Moderate 1 Challenging \waré.com 37 © 2011 leadéwarda expected to ECON USE Tue an cic Ess WES ue Rr ac Ree 8th Grade U.S. History Gy (8.17) Government. The student understands the dynamic nature of the powers of the national government and state governments in @ federal system. The student is ‘ederalists, including those of Alexander Hamilton, Patrick Henry, James Federalist including * Alexander Hamilton + Patrick Henry ++ James Madison + George Mason ‘The arguments over the role and size of the federal government have been ‘ongoing in our country’s history The issues of the Federalists ané the Anti Federalist signaled the start of the politcal party system in the US. An understanding of the development of political partes and factions will be essential as students understand the overall development of government in the us. The Federalsts and Ant-Federalists were some of the earliest political factions in the USS, Students will cont nue to study the growth of political groups in their high schoo! history and gavemnment course. Ie willbe Important for students to ‘understand the rale that these groups have played in shaping policies and issues In the United States. Fs, ‘Academic Vocabulary + Federalist x Content Builder Rigor Implications What do the students need to know? Verb ‘Students will need to examine the arguments of both the Federalists and Ant: = Analyze Level of Blooms Taxonomy + Analyzing. Instructional Implications Students will need to be given the opportunity to identify the arguments of the Federalists and Anti-Federalists, an also link them tothe specific Individuals mentioned in the SE. For example, students must be able to identify Patrick Henry and unclerstand the arguments he made against the ratification of the document. \ Distractor Factor iti a Students may confuse the arguments of the Federaists and Ant Federalists Va GS ® revert fficulty (based on local data) ol Moderate Challenging 38 o:ffworw dead wa @ 2011 leadawardPerea ess (8.17) Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. The student is expected to 8th Grade U.S. History {C) explain constitutional issues arising over the issue of states’ rights, including the Nullification Crisis and the Civil War. » Content Builder ‘What do the students need toknow? ‘Students will need to understand the constitutional issues that came about 2s 2 result of the issue of states’ rights, including The Nullifcation Crisis, = chil war Since the earliest moments of our country’s history, the relationship between the state and federal government has been an ongoing debate. Questions of who has the supreme authority were first raised with the Virginia and Kentucky Resolutions of the late 18th century and continued until the eruption of the Civil War. Even though the CivilWar may have ended the question of secession, Issues as to the role ofthe state government as it relates to the federal govern= ment are stil being raised today, The issue of states’ rights doesnot enc with the Civil War- students will continue to examine ths issue n their high school history course, particularly With the advent of the cul rights movement and legislation passed by the federal government to help ensure rights for all of its citizens. In government class, students will continue ta study the constitutional relationship between the states and the federal government, % “SS Academic Vocabulary * Nulfication Rigor Implications Verb + Explain Level of Bloom's Taxonomy * Understanding Instructional Implications Students will need an understanding of che concept of federalism and the 10th amendment in order to address the isues involved in states! rights. Events such as the Nullfication Crisis and the Civil War will need t0 bbe examined on how they relate to states’ rights and what constitutional issues arose as a result of these events. “S\_Distractor Factor ‘Students may believe that slavery was the only cause ofthe civil war G © sevetot Difficulty (based on local data) 1D Maderate 1 Challenging bet fervenclnad ward. 39 8.2011 leadewarda cases. The student is expected to # Content Builder (8.18) Government. The student understands the impact of landmark Supreme Court (A) identify the origin of judicial review and analyze examples of congressional and presidential responses; 8th Grade U.S. History Rigor implications ‘What do the students need :o know? Students must be able to identify the beginnings of judicial review an cxamine hhow congress and the president have responded to the Supreme Court in. history Understanding the changing relationship between the three branches of government, including judicial review, will be assential. Students must Understand that the relationship between the branches is not stagnant, but has evolved as our country has gown, Understanding that even though the court rules on an issue, itis up tothe legislative or executive branch to enforce that decision will be an important concept to for students to understand! ‘An understanding of judicial eview ane how It ts Into the system of checks and balances will be essential as students study other events in the high school US. History course, The relations ip between the branches is aso an essential part of the study of Government. Fe neademie ‘Vocabulary * Judicial Review Verb + Identify » Analyeo Level of Bloom's Taxonomy + Remembering + Analyzing Instructional implications Students will need to be given opportunities to identify the concept of Judicial review and examine actual eases sich as Marbury v. Madison or the Dred Scott decision. Students would then need to analyze these decisions and see how either congress or she president responded to these decisions. & istractor rector Students may not understand that the Supreme Court may make a decision, but itis up to the executive and legislative branches to ensure that its carried out ® ‘SZ Level of Difficulty (based on local data) © Moderate © Challenging 40 © 2011 leadaward(8.19) Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to OSU EC Cac uC ed Content Builder ‘What do the students need to know? ‘Students must be able to define unalienable rights and also give examples of them. + Life * Liberty + The Pursuit of Happiness The concept of unalienable rights was important even before Thomas Jefferson ‘wrote about them in the Declaration of Independence. They expressed the ideals that many Americans fought for in the Revolution and also what many ‘Americans saw as our basic rights as the country grew and developed. Students will need to see the connectior of these rights to the Revolution and other ‘groups, such as the slaves and women, who used the words of the Declaration to help them work towards more equality. ‘These rights are fundamental beliefs of our country and the ideas expressed in them can be connected to other events that students wl study not only in US. history, but also in World History, particulary in the French Revolution, 8th Grade U.S. History Rigor Implications Verb + Define + Give examples Level of Bloom's Taxonomy * Understanding Instructional Implications Students will need to define the word “unalienable rights” and identify ‘the rights and link them to events in history. An example of this would be the Seneca Falls conference wihere the Declaration of Sentiments was closely aligned to the ideas of the Declaration of independence. ‘S._Distractor Factor Students will ned clear understanding of he word “unalienable” ~ Unalienable iG S ‘SZ Level of Difficulty (based on local data) © Moderate 1 Challenging hito/Ponwteedsward a1 ©20117 of the United States. The student is expected to Ouro trict uc aa cy content Bulder : ‘What do the students need io know? Students are expected to surrmarize the rights auoranteed inthe Bill of Rights: «+ Freedom of religion, speech, press, assembly and petition + Right to keep and bear ams in a well-regulated militia + No quartering of soldiers + Freedom from unreasonable search and seizures «+ Right to due process of lw, freedom from seltincrimination, double jeoparéy + Right of accused persons (speedy and public trial) + Trial by jury in civil cases + Freedom from excessive bail and cruel and unusual punishments Other rights to the people Powers reserved to the states The rights listed in the Bill ofRights lay the foundations for many of the free- ddoms that our country was founded on. Even though these rights seem very straight forward, the interpretation of them has been subject to debate in our country's history. Connectiors will be made as students understand these rights and see how they have related to various events in aur countrys history and ‘their interpretation in contemporary times. “hes his wl continue tobe sued nba high schoo US. history an overnmen couse student ll earn hou te terpeaton ose Rohs hs ened poland event ex Academic Vocabulary = Peon + mi (8.19) Citizenship. The student understands the rights and responsibilities of citizens Students may believe the Bill of Rights was in the Declaration of 8th Grade U.S. History Rigor Implications Verb + Summarize Level of Bloom's Taxonomy * Understanding Instructional implications Students will need to be able to summaria the rights in thelr own words and give examples of their application. For example, students must be able to define religious freedom and explsin how itis enacted, such as, the many different religious denominatiors that practice In the United States, “S\_Distractor Factor Indepencence, GD reves of Difficulty (based 1G Moderate local data) 1 Challenging https//Avwucteadaward.com 2 © 2041 leadeward(8.12) Economics. The student understands why various sections of the United States developed different pattems of economic activity. The student is expected to Or ee uu a See Cue Lee CU eer LRU es Rea DX content uider ‘What do the students need toknow? Students must be able to explan the reason for the development ofthe planta tion system, the slave trade, and the spread of slavery This development of the plantation system and the spread of slavery connect to the larger issues of economic development. Students will need to be able to un- derstand why certain economic systems develop in certain areas and the impact, that it has on other areas, such as how the plantation system was an integral part ofthe larger triangular trade which developed during colonial times. This will connect to future learning in many ofthe high school socal studies courses. Students will study the development of the colonial system in World History, and will study how the effects of the slave system stil impacted Ameri cans into the 20th century in US. history. In economics, students will examine the development of economic systems. + Transatlantic «+ Plantation 43 ‘Students may not understand that English indentured servants wore 8th Grade U.S. History Rigor Implications Verb * Explain Level of Bloom's Taxonomy * Understanding Instructional Implications Students must be able to identify and explain why the plantation system developed In the south and also why slave labor was used by the planter class. This plantation system needs tobe linked to its role in the triangular trading system which developed curing colonial times, S\_Distractor Factor used first, before slavery became widespread. Students may nat also realize that slavery was legal in every colonyat one time. G © evel of vicutty (based on lozal data) 5 Moderate Challenging 2011 leadéwarderi Content Builder Ey ected 8th Grade U.S. History (8.12) Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to ORO ati ee Peo ecu ces Se ee ca ae ee eee teeter ean Rigor Implications What do the students need to know? Students will examine the causes and effects of the economic development of Various regions of the United States: + New England Colonies + Midele Colonies + Southern Colonies and later the economic development of the: * North + South + West Even though these areas are unique to the United States, students will have to understand why economic systems develop in certain regions. An understanding of the role that geography ca1 play in economic development will be needed as, students study the development af economic activities in other areas. This will connect to future leering as students study the development of, ‘economic systems in World Geography and Economics. Students will examine why certain economic systems have developed and will also examine the role sovernments have played in economic development. Ke Academic Vocabulary Verb Analyze Level of Bloom's Taxonomy ‘+ Analyzing Instructional Implications ‘This SE will need to be covered at various parts of the year as the ‘econamic system of the United States evolves as the nation grows Students will need opportunities to identiy and explain why economic ‘systems developed in certain regions. Exanple: Explain why the New England colonies developed trade as their main economic activity and ‘how the climate and soll of New England atributed to this development, “)_Distractor Factor Students may want to simpllfy economic activity in the regions, such as ‘the south only had farms or plantations ard the north only had factories, © evel of + Industrial iculty (based on local data) + Manufacturing B Moderate 1 Challenging + Agricultural http://anucteadaward.com 44 pie saapee cued (8.13) Economics. The student understands how various economic forces resulted in the Industrial Revolutior in the 19th century. The student is expected to 8th Grade U.S. History (B) identify the economic factors that brought about rapid industrialization and urbanization. se £* Content Builder Rigor implications What do the students need to know? Students will need to list the factors that brought about rapid industrialization and urbanization + Natural Resources + Transportation * Investment capital * New inventions * Population The factors that led to industialization and urbanization i the United States will abo arise as students study economic development in other parts of the world, As students study economic development in other countries throughout history, they will need to see that many of these same factors have been essen- tial for economic development. This SE will connect to future leatning in high school courses Werld Geography land World History as students study economic development of different regions and times in history. In US. history, students will continue to study the massive industrialization ater the Civil War and into the 20th century as the U.S. became a world economic power. Economic development will also be studied in the high school economics course, 4 Academic Vocabulary * Investment capital + Innovations Verb * Identify Level of Bloom's Taxonomy '» Remembering Instructional implications ‘Students will need to be given opportunities to list the factors that led to industrialization and be able to understand how al ofthese factors ‘worked together to bring about industrialzarion, Students need to understand how improvements in transportation worked to bring goods tomarkats “SS Distractor Factor ‘Students may not understand that many eary American factorias were very small and relfed on water power before the advent of the steam engine. Level of Difficulty (based on local data) 10 Moderate © Challenging hitpil/owwsleadléna 45 @ 2011 leatstudent is expected to Pd Content Builder ‘What do the students need to know? Students need to understand the effects of technological innovations such ast steamboat * Cotton Gin + Interchangeable Parts Sclentifie discoveries and innovations have a wide range of effects, Stucents will need to understand what drives man to ciscover and create innavations. These iscoveries usually address aneed or a problem and can have effects that are both intended and unintended. An example of thisis the cotton gin, which not only increased cotton production, but also led to an increase in slavery, ‘The evolution of the American economy and the effect of technology on it s 3 ‘constant theme In history. Students will need to understand how advances in technology have changed the economy and American culture, An understanding cof how the advancements of technology have affected the American economy «ill also be essential in the study U.S. History and Economics, ise Academic Vocabulary * Innovations By 7. Reclus 8th Grade U.S. History (8.27) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The Ce Unc cot eal ecu ee usa eee See ee roe Rigor Implications verb Explain Level of Bloom's Taxonomy + Understanding Instructional Implications Students will need to be given opportunities to prove they understand the significance of each of the innovations listed in the SE. Ths will involve more than simple memorization- students will need to be able to describe how they have changed the economic development In the United States. *®. istractor Factor Students may confuse intrchargeable pas with the essembiy ine tem SS? Level of Difficulty (based on local data) 1D Moderate 1 Challenging hitp:/fwvneteaddward.com 46student is expected to Vet Reic XX. ar de hess eed iol? hos «Gat Scientific and technological innovations have had a wide range of effects, Students will need to understand how the development of communication and ‘transportation will affect the economic development of a region. It will also be necessary for students to connect the economic development to urbanization of regions. ‘The evolution of the American economy and the effect of technology onit constant theme In history. Stucents will need to understand how advances in technology have changed the economy and American culture. An understanding cof how the advancements af technology have affected the American economy will also be essential inthe study of U.S. History, Government, and Economies in high school fe Academic Vocabulary * Urbanization XN tto://mnwleadaward.com (8.27) Science, technolcgy, and society. The student understands the impact of science and technology on the economic development of the United States. The OO RUS eee CU, eu ee Cue cre CC uae Ce eee a © Level of Difficulty (based on lozal data) 8th Grade U.S. History Rigor Implications verb © Analyze Level of Bloom's Taxonomy + Analyzing Instructional Implications Students will need to be given opportunities to prove they understand the significance of innovations during this periad, This will Involve more than simple memoriation- students will need to be able to describe how they have changed economic development in the United states. “SS. Distractor Factor Students may confuse the telegraph withthe telephone. 1D Moderate (Challenging wy, 01 leadaward(8.4) History. The student understands traditional historical points of reference in US. history through “877. The student is expected to Oe eC cecil mua unc Mute ca ne Eco 8th Grade U.S. History Cea Ure Las ca a0, ‘€.® Supporting the Readiness Standards ‘What Readiness Standards) or concepts from the Readiness Standards doesit support? ‘This will support Supporting Standard 1(A), where students will have to identify the major eras of American History up to 187. How doos it support the Readiness Standards)? ‘This fully supports the Readiness Standard 1(A) because being able to sequence events in history wll be a necessary skill or the students to master Students must not only know the historical eras, but also place them in correct chronological order. hay be adjusted according to tocol currievlim, “2. Academic Vocabulary + Absolute Chronology «+ Relative Chronology Rigor implications Verb + Apply Level of Bloom's Taxonomy + Applying Instructional implications Students must be given several opportunities throughout the year to apply both relative and absolute chronology. This will mean that students ‘must match up events to the correct date and also know how events relate chronologically with each other. bitps/ fw © 2011 leadaward{8.2) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to (C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pi We eae Ree ea se ea eeu Cece mer ue) Purchase; and 1861-1265, Civil War. ee, ‘¢.% Supporting the Readiness Standards 8th Grade U.S. History POE ea tok Rigor Implications ‘What Readiness Standard{s] or concepts from the Readiness Standards does it support? This supporting standard relates to SE 1(A) as well as many other Readiness Standards, since these dates mark significant events whose content is covered in other Readiness Standards. How does it support the Readiness Standards)? ‘This SE supports the Readiness Standard by identifying important dates which may start or end historical eras, as well as dates that give a framework to help students to see how ather events fit into the overall story of American History Moy be adjusted according t9 local curriculum, Ls Academic Vocabulary + Compact * Declaration + Adoption * Constitution Verb * Explain Level of Bloom's Taxonomy * Understanding Instructional implications Students will need to be given the opportunity to match the date with the event as wall as explain how this event was a turning point. This will involve making @ comparison to how life changed in the United States tr the world because of this event. For example, students must not only identify 1787 as the year the Constitution was written, but also know the significance of this as the Constitution is the basis for our government, The Constitution also plays a significant role in many other major events during this course and in the future study of US History. https / vw 49 © 211k(8.2) History. The student understands the causes of exploration and colonization eras, The student is expected to Ou aL Ole cua Une sce ugar eR a uc 4e ‘© Supporting the Readiness Standards What Readiness Standards) or concepts from the Readiness Standards does it support? This supports Readiness Standard 2{A, where students must identify the reasons for European explration and colonization. How does it support the Feadiness Standard(s)? This standard has students examining the various reasons for the establishment of the 13 English Colonies. Ths will connect to the Readiness Standaed as students lookt specific reasons for the establishment of the colonies, Students willalso need to be familiar with the reasons for colonization and how they can be compared to other countries’ colonization forts. Example: Compare Spanish colonial aforts such 2s the mission system in-the Southwest, o the establishment of Massachusetts and Marylan May be adjusted according to locol curriculum. % SE2 Academic Vocabulary * Political Economic «+ Religious 8th Grade U.S. History Rigor Implications Verb + Compare Level of Bloom's Taxonomy * Analyzing Instructional implications ‘Students must know the reasons (economic, political, social, and religious) for colonization and compare these across colonial regions and ‘even within regions. Example: Compare the founding of two colonies, Rhode Island and Massachusetts, and be able to identify the political and religious reasons for the establishment o' each 2011 leadéwar(8.3) History. The student understands the foundations of representative government in the United States. The student is expected to 8th Grade U.S. History Ea acu kOe aCe ee dea ac RCN ea ag Burgesses to the growth of representative government; ae _3.® Supporting the Readiness Standards iH = _ Rigor Implications What Readiness standard(s| or concepts from the Readiness Standards ican eee does it support? + Analyee This supports Readiness Stardard 3(A), which explores the reasons for the {growth of representative government during the colonial period How does it support the Readiness Stanciard(s)? This stancard wil have students examine specific documents and relate them to the growth of rearesentative government. Many of these documents form ‘the basis of the national government today. It is imperative that students have an understanding of net only the documents themselves, but how they will impact the future of the country, An exemple of this would be the House of Burgestar and how it waud influence future expansion of raprasentative ‘government, not only in the colonies, but also in the creation of Congress. Level of Bloom's Taxonomy © Analyzing May be adjusted according to local curriculum. Instructional Implications ‘Students will need to be given opportunities to identify the documents fe : *2) Academic Vocabulary ¥ and relate ther significance to ne development of representative + Compact government. Example: How did the writing of the Fundamental Orders * Burgesses of Connecticut influence the writing of the ..S. Constitution? Students *+ Representative government will also need to be given opportunities throughout the year 1o see haw these documents influenced future events in US. history, XX hito://wwwileadéward.com 51 © 2011 leadawa Een) wySoeur (8.3) History. The student understands the foundations of representative government in the United States. The student is expected to 8th Grade U.S. History (C) describe how religion and virtue contributed to the growth of representative government in the American colonies. ae ‘&.® Supporting the Readiness Standards Rigor Implications What Readiness Standards) or concepts from the Readiness Standards Verb does it support? © Describe This supports Readiness Standard 31A), which explores the reasons for the growth of representative government during the colonial period How does it support the Readiness Standard(s)? This standard will have students understand how both religion and virtue both helped shape the growth of representative government in the colonies, This will support the readi ess standard by having students examine ‘ther specific reasons forthe growth of representative government in ‘the colonies and later in the United States. The influence of religion and virua on govarnmant can be traced back to the earliest colonies, sch ‘8s Massachusetts, where only Puritan church members were considered Virtuous enough to make éecisions for the colony. The idea of civic virtue will also he important asthe cslonies move towards independence and establish Ideals around how the new country should be governed Level of Bloom's Taxonomy “Understanding May be adjusted according to loco! curriculum, ieee inaiesiees In this standard, students will need to be given opportunities to examine &. ‘the role of religion and virtue in the government. The role of religion “SE Academic Vocabulary ill have to be examined by identifying the various religions in the Sire colonies and by comparing how the impact was diferent in the various SS oteraene colonies, such as Rhode Island, which had a very liseral view of religious toleration, ta Pennsylvania, which had religious toleration but set criteria for religion if a colonist wished to be a part of the assembly. http://vwwvcleadaward.com 2 011 leadawardEE roa 4 (8.4) History. The student understands significant political and economic issues of the revolutionary era. “he student is expected to 8th Grade U.S. History (8) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Reece ee eee oe SOU comer ec oe King George Ill, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington; ee ‘Supporting the Readiness Standards ‘What Readiness Standard{s| or concepts from the Readiness Standards doesit support? This will support Readiness Standard 4A), where students will examine the causes of the American Revolution and 4{C), where stucents will examine significant events of the American Revolution. How does it support the Readiness Standards)? This wil standard will have students describe the roles and the significance of these individuals during the American Revolution. This will support the Readiness Standacd by having the students identify the people that played an Important role in the events of the American Revolution. An example of this would be the rale of George Wachington, an affective leadar who managed to keep an army together and avoid total annihilation by the British Army, Students should also know tre role he played during the winter at Valley Forge and the battle of Yorktown, May be adjusted according to local curriculum, Se reademic Vocabulary = Marquis = Patriot + Finance Rigor Implications Verb + Explain Level of Bloom's Taxonomy * Understanding Instructional Implications The stucients will ned to be given opportunities to not only identify the people in this standard, but also understand their significance during the Revolutionary War and link them to the events in the readiness stand. Some of these individuals, such as Benjamin Franklin and Thomas Jefferson, will also have significance as the zountry develops in the early stages of the republic: tu//urwwiseaddward.com 33 © 2011 leadawardERT os (8.4) History. The student understands significant political and economic issues of, the revolutionary era. The student is expected to 8th Grade U.S. History {D) analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise; 40, ‘Supporting the Readiness Standards ‘What Readiness Standards) or concepts from the Readiness Standards does it support? This will support Readiness Standard (6), where students will analyze arguments for and against the ratification of the Constitution, How does it support the Readiness Standard(s)? ‘This standard will have stxfents examine the issues of the Constitutional Convention of 1787, including the various compromises that were necessary for ratification, This will support the Readiness Standard because many of the issues raised during the convention, such as the composition of the Legislative Branch and the power of the Federal governmant, were some of the mast significant arguments discussed between tha Faderalist and Ant- Federaliss May be adjusted according to local curriculum, LL] Academic Vocabulary + Compromise + Consttutional + Ratification Rigor implications Verb + Analyze Level of Bloom's Taxonomy * Analyzing Instructional Implications Students will need opportunities to identity the compromises and ‘examine the causes of the compromises 3s well as any effects they hhad on the passage of the Constitution and other events in the future development of the country. An example ofthis would be the Three- fifths Compromise, which established how slaves were counted towards representation and also showed the conflict that the Issue of slavery \would present in the future evant in the country, hitp:/Awar leaddwerd.com 54 st HeadawardCia (8.5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of 8th Grade U.S. History Jackson. The student is expected to (8) summarize arguments regarding protective tariffs, taxation, and the banking system; a. <9 Supporting the Readiness Standards Rigor Implications ‘What Readiness Standards, or concepts from the Readiness standards Verb does it support? ‘= Summarize This will support Readiness Standard 5(A), where students will discuss the major domestic problems faving the new county. tow does it support the Rennes Standarals)? Ths standard i have students examine the rgument concerning , protective tart, tration, a the banking sytem This il suppor the Level of Bloons Taxonomy Readiness standard by having students look at a specific economic concern id of tne new ation. For exo, an understanding of Aland Harare franca lan anh arguments for an agers tate essen for stents tbunderandthearononia gost of th ay maton May be adjusted according to local curriculum Instructional implications Students will need opportunities to examine the economic pol ¢ ies from ‘SEL Academic Vocabulary “t ‘Washington to Jackson including Hamittons financial plan and Jackson's «+ Protective tariffs se economic policies. The students will need to not only ldentiy these + Currency sports policies, but also recognize and discuss the arguments for and against the policies. http:/ Aww leadavvard.com 55 © 2011 lesdwardESS (8.5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of 8th Grade U.S. History Jackson. The studentis expected to (D) explain the causes, important events, and effects of the War of 1812; 4, ‘€.® Supporting the Readiness Standards ‘What Reacliness Standards) or concepts from the Readiness Standards Vers does it support? * Explain This will support Readiness Standard SE), where the students will need to describe the foreign policy of the United States rom George Washington to James Moneoe. Rigor Implications How does it support the Readiness Standard(s)? ‘This SE will have the students understand the various causes, events, and effects of the War of 1812 This wll support the Readiness Standard by having the students look at @ specific event that impacted foreign policy, Example: The War of 1812 was a cumulating event that has been called the second Wer of Independence. The disagreements hetween Britain and the United States inthe years following the Revolution was a major theme in ‘foreign policy during this time and an understanding of these events will be necessary to understand foreign policy decisions later on in the course and in future courses. Level of Bloom's Taxonomy * Understanding May be adjusted according to locol curriculum. ccnp tone Students will need to be glven opportunities to identify the War of 1812 ‘and describe the causes, such as impressments, and major events of the SR Academic Vocabulary war including the burning of Washingtor D.C. and results ofthe Treaty impressment ‘of Ghent, which formally ended the war. Students will need to be able + Embargo to explain the sigificance of these events and how they will affect the + Neutrality growth of the American nation. S © 2011 leadeward bps) vwrudend4ward.com 56Jackson. The student is expected to es, ‘&.% Supporting the Readiness Standards ‘What Readiness Standard(s) or concepts from the Readiness Standards does it support? This will support Readiness Standard 5(A], where students will discuss the major domestic issues facing the new country from Washington to Jackson. How does it support the Readiness Standards}? This standard will have students examine the importance of the election of [Andrew Jackson, The election of Andrew Jackson is often seen as a turning point in the political history ofthe United States, The expansion of suffrage toall white males and the view of Jackson as the candidate of the commen rman marked a departure from some of the more elitist views ofthe earlier founding fathars. Tha axpansion of suffrage will bo 2 cammon thema ‘throughout this course and in high school as various other groups including women and African-Americans work to gain the right to vote. May be adjusted according to loco! curriculum % Academic Vocabulary * Suffrage * Caucus (8.5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Gren rus hee uu ene Un en cet etc 8th Grade U.S. History Rigor implications verb + Bxplain Level of Bloom's Taxonomy * Understanding Instructional implications Students will need to have opportunities to describe how the election of Jackson was a departure from previous elections. They will also need to examine why expansion of voting rights occurred at this time period and how that wil affect future elections. Later in the course, students will need to also examine expansion of suffrage as women and African Americans also seek expanded rights, adaward.com 37pete (8.5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of 8th Grade U.S. History Jackson. The student is expected to {G) analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal OR se amc Oe ie kaart oe ‘9 Supporting the Readiness Standards Rigor Implications ‘What Readiness Standard{s) or concepts from the Readiness Standards Verb = does it support? + Analyze This will support Readiness Standard 5(A), where students will discuss the major domestic issues facing the new country from Washington to Jackson. How does it support the Readiness Standards}? This standard will have students examine the causes of Indian removal ‘and resettlement during the Jacksonian era. The relationship between the United States and the American Indians was a major domestic issue from the ‘early years of the republicto the late 19th century. An understanding of the conflicts that arose betwean these two groups wil be essential. Students will need ta understand how the policies initiated by Jackson under the Indian Removal Act would impac: future decisions by the U. S. government, Level of Bloom's Taxonomy Analyzing May be adjusted according to local curriculum. &. Instructional Implications EE Academic Vocabulary ‘Students will need opportunities to examine the reasons for the Indian policies during the Jacksonian era. An understanding of Indian policies ‘during the colonial era and the early history of the republic wil also be essential as students begin to explore the reasons behind Indian removal, ‘This Worcester v. Georgia case also givesstudents an opportunity to examine some of the limitations that the Supreme Court has in implementing its decisions, * Sovereignty “= Resettlement + Jurisdiction sera http://www.teadéward.com 58 © 2011 leadéwardEY Reet so (8.6) History. The student understands westward expansion and its effects on the politcal, economic, and social development of the nation. The studentis expected 8th Grade U.S. History to CO es uae see es eee Ru ce c 2, ‘9 Supporting the Readiness Standards Rigor Implications ‘What Readiness Standard(s) or concepts from the Readiness Standards Verb does it support? * Analyze This will support Readiness Standard 6B}, where students wil discuss the politcal, economic, and social roots of Manifest Destiny How does it support the Readiness Standard(s)? This standard will have studcnts examine the connections between Manifest Destiny and the grcwth of the nation. tis imperative that students understand the concept of Manifest Destiny. Ths will support the Readiness ‘Standard by having students understand that Manifest Destiny and westward ‘expansion had many causes and that students must have a thorough Lundarstanding of them. Exampla: Haw did the aconamic nacd for 2 Pacitic ‘coast harbor connect to the Sghting of the Mexican-American War? In the high school course, students will need to understand how the concept of Manifest Destiny may have influenced expansionist policies ofthe late 19th ‘contury. Level of Bloom's Taxonomy © Analyzing Moy be adjusted according tocol curriculum. iarasealtnceeon The students will need opportunities to define the concept of Manifest Destiny and understand the political, economic, and social reasons behind why it was so widely accepted in the United States. A connection will also need to be made between the concept and the various means = Mantes Destiny thatthe US see to acai ertory during this ie pet suchas purchase, teeaty, or though war http://wwwuleadaward.com 59 © 2011 lead(8.6) History. The student understands westward expansion and its effects on the political, economic, and social development of the nation. The student is expected to 8th Grade U.S. History (E) identify areas that were acquired to form the United States, including the Louisiana Purchase. 4% “&.F Supporting the Readiness Standards ‘What Readiness Standard{s) or concepts from the Readiness Standards does it support? This will support Readiness Standard 6(B), where students will discuss the political, economic, and sccal roots of Manifest Destiny. How does it support the Readiness Standardi(s)? This standard will have students identity the areas of Manifest Destiny, This will support the Readiness Standard by having students identity the areas of expansion and relate how their location may have affected the reasons why the USS. wished to acquire them. Moy be adjusted according to local curriculum Gee Academic Vocabulary * Annexation + Expansionism Rigor Implications Verb * Identify Level of Bloom's Taxonomy + Remembering Instructional implications Students will need opportunities to be atle to identify the various areas ‘of US expansion and connect them to economic, political, and social reasons for expansion. Saad 7 © 2011 leodawardERA eas (8.7) History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to 8th Grade U.S. History (A) analyze the impact of tariff policies on sections of the United States before the Civil War; ee “<9 Supporting the Readiness Standards What Readiness Standard(s| or concepts from the Readiness Standards does it support? ‘This wll support Readiness Standard 7(C), which will have the students ‘examine the effect of slavery on various sections ofthe United States How does it support the Readiness Standards)? This standard will have students examine the impact of tariff policies on the different sections of the U.S. Tarif policies were a major issue in the US., and different sections of the country reacted to the policies in various ways. A connection can be made between the areas thet practiced slavery and the ‘effect thatthe policies had en them. Far example, the south often viewed ‘the tariff policies ae fvoring the northern manufacturers over their more agricultural interests. This wauld lead to mare Southern protests over tariffs, such as the Nullfication Criss. Moy be adjusted according to loco! curriculum. ian res Rigor Implications Verb + Analyze Level of Bloom's Taxonomy + Analyzing Instructional Implications Students will need opportunities to not only identify the policies but also examine the sections of the U.S. (Wast, North, and South). An Understanding of the economic basis of eath of these areas will be recescary so that students can examine the positions taken on tariff policies and the goals of each area. betps/woraclaadaward.com 61(8.7) (8) compare the effects of political, economic, and social factors on slaves and free blacks; 4-2, ‘&® Supporting the Readiness Standards What Readiness Standard{s) or concepts from the Readiness Standards does it support? This will support Readiness Standard 7(C), which will have the students examine the effect of slavery on various sections ofthe United States How does it support the Readiness Standard(s)? This standard will have the students examine and compare various politica, economic, and social factors on both free blacks and slaves. By comparing these various factors, students will be able to see how the lives of free blacks and slaves varied in different regions. For example, students should understand that even iFfree, many blacks still generally held low paying jobs and fared prejudice and segrezatinn in northern cities A ronnection can alsa be seen by the need of northern manufacturers for southern crops, such as cotton, and how that led to a demand for slaves to work inthe Feld Moy be adjusted according to local curriculum. Ws Academic Vocabulary = Economic ‘¢ Manumission tory. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to 8th Grade U.S. History Rigor Implications Ver’ + Compare Level of Bloom's Taxonomy + Analyzing Instructional implications Students will need opportunities to examine the lives of both free blacks and slaves in different regions of the country. Even though slavery was. limited to the southern states, free blacks di ive in all regions of the United States. will be important for comparisons to be made across politcal, economic, and social factors an¢ for students to look at the effects of these factors. Example: How did the growth of manufacturing affect the slaves in the south? How did the growth of populatian in the north affect the political power structure of the country? hetos/fawwvdeady re.com 2 © 2084 lead4ward8.7.D Supporting (8.7) History, The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to 8th Grade U.S. History (0) Identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civ War, including the roles of John Quincy Adems, John C. Calhoun, Henry Clay, and Daniel Webster. >, ‘©.9" Supporting the Readiness Standards Rigor implications ‘What Readiness Standards) or concepts from the Readiness Standards Verb does it support? * enify This will support Readiness Standard 7(C), which will have the students * compare ‘examine the effect of slavery on various Sections of the United States, How does it support the Readiness Standard(s)? This standard will require students to both identity and compare the provi- sions of congressional conflts and compromises prior to the Civil War, This will connect to the Readiness Standard because many of the congressional compromises revolved arourd the slavery issue. Since the earliest times ‘of our country’s history, the sue of slavery has been an ongoing concern, ‘compromises such a6 the Missouri compromiza and tha Compromica of 11850 sought ta keep the delizate balance between the free and slave states, Students will not only need to identify the provisions of these compromises, but also show how they affected the country and its debate about slavery up to the time ofthe Civil War. Level of Bloom's Taxonomy = Remembering Analyzing ‘May be adjusted according to local curriculum. Instructional Implications Students will need epportunities to identify the compromises as well as e E the people instrumental in negotiating then, In adaltion, students will ‘Academic Vocabulary need to examine the effects of these compromises and link them to the ~TCompromise issue of stavery. For example, students mus: not only knew who Henry Soe Clay was, but must also identify the parts of the Compromise of 1850 and + Fugitive the effect it had on the country, hetp:/fwwwleadéward.corn 63 leasewardBerean (8.8) History. The student understands individuals, issues, and events of the Civil War, The student is expected to 8th Grade U.S. History ye Eup e ue Wane Meee Man ute eect eee ay Pe Lue ene ceo Loe cae en ae ee atl ae <¥ Supporting the Readiness Standards = What Readiness Standards) or concepts from the Readiness Standards does it support? ‘This ill support Readiness Standard 7(C), which will have the students examine the effect of slavery on various sections ofthe United States How does it support the Readiness Standard(s)? This standard will have students describe the roles and significance of these individuals during the Cwvil War. This wil support the Readiness Standard by having the students identity the people that played an important role in the events of the Civil War. An example of this would be the role of Abraham Lincoln, who not only had o lead the country as the president, but also had to consider emancipation of the slaves 2s wall as the reunification of the Union. Students will also nzed to consider the effects that his assassination had on the Reconstruction period. May be adjusted according to loco! curriculum, Gx Acader Rigor Implications Verb + Explain Level of Bloom's Taxonomy * Understanding Instructional implications The students will need to be given oppor-unities to not only identify the people in this standard, but also understand their significance during the ‘Cull War and link them to the events in the readinass standard, Example Examine the roles of Robert E, Lee and Ulysses S. Grant in such events as the surrender at Appomattox Courthouse. Vocabulary * Secession + Emancipation * Recipients p:/oswruleadsward.com 6Sia (8.8) History. The student understands individuals, issues, and events of the Civil War. The student is expected to 8th Grade U.S. History (©) analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address. a. ‘9 Supporting the Readiness Standards Rigor implications ‘What Readiness Standard(s| or concepts from the Readiness Standards Verb does it support? + Analyze This supports Readiness Stardard 8(8), where students will expain the * contrast causes and events of the Civl War, How does It support the Readiness Standard(s)? This standard will require stedents to analyze Lincoln’ ideas of government, 25 oxprossed in some of hs speeches, and compare them to Jefferson Davis's views. The ideas exoressed in these speeches show the beliefs of both sides during the civil war This willconnect to the Readiness Standard as its essential for students to notonly understand the events of the war, but also read the cpeerhes and examine the moccage that was expeasced, Eeample: Ia the Gettysburg address, Lincoln expressed the Ideas of union that were the basis for the founding of our country during the Revolutionary War. Level of Bloom's Taxonomy Analyzing ‘May be adjusted according to local curriculum. Instructional implications & Students will need opportunities to read the excerpts from the speeches, “82 Academic Vocabulat identify the major points, and examine their ideas on liberty, equality, nw wma and unfon. The ideas expressed by both Lincoln and Davis then must be Sate cues compared so the students see how their ideas helned shape the events + une oe of the Civil Wer. /fwvewiteadsuard.corn 6(8.9) History, The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to {A) evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments; se ‘&.& Supporting the Readiness Standards What Readiness Standard{s) or concepts from the Readiness Standards | does it support? This will support Readiness Standard 9{C), where students will discuss the political, economic, and socal problems during Reconstruction and evaluate ‘their impact on various groups. How does it support the Readiness Standare(s)? This standard wil have students assess the legislatve reforms passed by the Radical Reconstruction Congress and state governments. This will support the Readiness Standard by having the students evaluate the reforms and how well they addressed the political, social, and economic problems during Reconstruction. An avampe would he for students to examine the sete faced by the newly freed slaves and how the passage of the 13th, 14th, and 15th Amendments helped to begin to establish thelr rights as citizens, May be adjusted according to local curriculum % Academic Vocabulary * Reconstruction * Radical + Ratify * vero 8th Grade U.S. History Rigor Implications Vero = Evaluate Level of Bloom's Taxonomy * Evaluating Instructional implications Students will need opportunities to not only to dentfy the legislative reforms passed by Reconstruction goverrments, but also assess thelr effectiveness in addressing the problems of Reconstruction society, Example: Students would need to ident the Civil War Amendments (23, 14, and 15), understand the issues of African-American rights that they were meant to address, and know how affective they were in securing these rights and the implications that these amendments had fon future events in history. http: //wwleadawa 66{8.9) History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to 8th Grade U.S. History Ore Rie ery Sak ane se __S-9 Supporting the Readiness Standards Rigor Implications What Readiness Standard(s} or concepts from the Readiness Standards Verb a does it support? * Evaluate This will support Readiness Standard 9(C), where students will discuss the political, economic, and social problems during Reconstruction and evaluate thelr impact on various groups How does it support the Readiness Standards)? This standard will have students assess the Impact ofthe election of the first [African-American Senator, Hiram Rhades Revels. This will connect to the Readiness Standard by having students evaluate the impact that Sen Revels had and how he reflested the changes made by the Reconstruction governments Level of Bloom's Taxonomy * Evaluating May be adjusted according to local curriculum. Instructional implications Students will nee to not only kdentify Hiram Rhodes Revels, but also Academic Vocabulary assess his Importance as the first African-American Senator in the ‘expanding rights of African Americans after the Civil War * Senator «= Freadmen 67 © 2011 leadaward(8.9) History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to Ora cased ae ere Suc aa ua ac Ru a tas a+ ‘t.¥ Supporting the Readiness Standards ‘What Readiness Standard(s) or concepts from the Readiness Standards doesit support? This will support Readiness Stanciard 9{C), where students will discuss the politcal, economic, and sccial problems during Reconstruction and evaluate their impact on various groups. How does it support the Feadiness Standare(s)? This standard will have students identify the Homestead, Dawes, and Morrill ‘Acts and examine their facts. This will connect to the Readiness Standard by having students examire laws that were enacted that would address some of the concerns Iisted in the SE. Example: How did the Homestead Act hip encourage settlamen: of the Graat Plains and offer a chance to own land to people who were previously unable to purchase land? Moy be adjusted according to local curriculum. Ke Academic Vocabulary + Homestead + Assimilation * Land Grant 8th Grade U.S. History Rigor Implications Verb + identity Level of Bloom's Taxonomy + Remembering Instructional implications ‘students will need opportunities to identify these acts and examine their effects. For example, students would need to know the purpose of the Dawes Act and examine the effect that ithad an the Native American culture, http:/Aweucleadaward.com 68to os <.¥ Supporting the Readiness Standards ‘What Readiness Standard] or concepts from the Readiness Standards does it support? ‘This will mainly support Readiness Standard 10(C), which will have students analyze the phsical and human geographic factors an major historical and contemporary everts. Other standards may be supported as well as students will nees to understand how the location of events can affect thelr historical significance How does it support the Readiness Standards)? This standard will require st.dents to identify regions and places of Importance in the United stztes. This will support the Readiness Standard because locations can impact the outcome of events, An example of this ‘woul be how the geography of the Chesapeake Bay area affected the settlement ofthe Virginia and Maryland colonies, such as the settlement of Jamestown near the mouth of the James river and the difficulties the early colonist faces. May be adjusted according 2 local curriculum. = Academic Vocabulary * Regions + Physical Feature * Human geography XX hitps//ewmnleadward.com 6 (8.10) Geography. The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected Or UCR a ecu TR Re a Sur Cum aac Brune cs 8th Grade U.S. History Rigor implications Verb * Locate Level of Bloom's Taxonomy © Remembering Instructional Implications This SE will need to be addressed several times throughout the schoo! eat. Students will need to be given opportunities to identity places {and regions of importance, and must be able to locate ar draw them ‘on maps. It will also be necassary for stud wts to examine how the geography of an area can affect it historical significance. Example: Why was the purchase of the port of New Orleans an important issue for Thomas Jefferson and western farmers? 11 leadaward7 (8.11) Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century, The student is expected to (8) describe the positive and negative consequences of human modification of the physical environment of the United States; ae _&® Supporting the Readiness Standards What Readiness Standard(s) or concepts from the Readiness Standards does it support? ‘This will support Readiness Standard 12(A), where students will have to examine how physical characteristics influenced population distribution, settlement, and economicactivitis from the 17th to the 19th centurles in the United States. How does it support the Feadiness Standard(s)? This standard will have students explain the positive and negative consequences of human modification of the physical environment. This will support the standard by having students identify the consequences and see hhow they ralatato settlement and econnmie aeHtes, An example ofthis ‘would be the development of textile mills along waterways in the early 19th century. A student would need to examine why waterways were necessary for mill operations and the consequence for the physical environment, such 8s the building of dams and the diversion of water to the mill, as well as the effect ithad on farmers and other businesses as well May be adjusted according to Jocel curriculum. Vocabulary + Modifications + Human Geography 8th Grade U.S. History __= Rigor Implications Verb * Describe Level of Bloom's Taxonomy * Understanding Instructional implications. ‘This SE will need to be addressed severaltimes throughout the course as students will need to examine the consequences of human modification. Students will not only need to address the consequences but also haw settlement patterns and economic concerns shaped the geography of the United States. hieps/Awinncleadwa com 7 A Headaward(8.11) Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century. The student is expected to (C) describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19th es ae ‘€.9 Supporting the Readiness Standards ‘What Readiness Standard(s] or concepts from the Readiness Standards does it support? This will support Readiness Standard 11(A), where students will have to ‘examine how physical characteristics influenced population distebuton, settlement, and economic activities from the 17th to the 19th centurles in ‘the United States. How does it support the Readiness Standards)? This standard will have students explain how immigrant groups interacted with their enviconment from the 17th to 19th centuries. This will support ‘the Readiness Standard by having the students see how a specific group limmnigrants} had to adapt tz their new environment in the United Statas. The student will also have toshow a connection to settlement and economic activites ofthe immigrants as well. An example would be how the Irish, who ‘were mainly farmers, had toadapt to a more urban lifestyle as they settied in American cities, May be adjusted according to local curriculum. Sey Academic Vocabulary * Immigrant * Environment + Famine 8th Grade U.S. History Rigor implications Verb * Describe Level of Bloom's Taxonomy “Understanding Instructional implications This standard will need to be addressed several times throughout the course as students study the various groups that immigrated to the United States during this period. n addition to identifying the groups, students will need to examine how the group interacted with and adapted to thair environment, such as why the New England Puritans developed different economic activities from other colonial regions. Jfovereslesdavrard.com npease asus (8.12) Economics, The student understands why various sections of the United States develosed different patterns of economic activity. The student is 8th Grade U.S. History expected to lentify economic differences among different regions of the United States; e+ ‘€F Supporting the Readiness Standards Rigor implications ‘What Readiness Standare() or concepts from the Readiness Standards vero does it support? * Identify ‘This supports Readiness standard 12(D}, where students will analyze the causes and effects of economic differences among regions at different times, In the country's history. How does it support the Readiness Standards)? ‘This standard will have students identify the economic dferences among. different regions of the Urited States. In order to understand the economic differences that will develop in the United States, students will need to understand the causes and effects of these differences. Example: Why did the south davalop 2 mare agricultural, plantation basad ecanomy as opposed, to the north which was more trade and factory based and how would these differences affect their relationship? Level of Bloom's Taxonomy © Remembering ‘Moy be adjusted according to local curriculum, Instructional implications Ke ‘Students wil need to be alven opportunities to identify the regions of Academic Vocabulary the United States and their economic activities. it will also be necessary Es ages FERC rc SR for students to determine why certain economic activities developed in specific regions and understand how tha: will affect the other regions of the country. = Agriculture * Industrial + Plantation + Urbanization bttp://mwusteaddward.com n 1 leadaw:to {C) explain the reasons for the increase in factories and urbanization; oe ‘LW Supporting the Readiness Standards ‘What Readiness Standard(s} or concepts from the Readiness Standards does it support? This supports Readiness standard 12(D), where students will analyze the causes and effects af economic differences among regions at different times in the country's history, How does it support the Readiness Standard(s)? This standard will have students describe the reasons for the increase in factories and urbanization, This will support the Readiness Standard by having students examine a specific economic development in a region and connect it to the economic zetvities in other regions, Stucents will need to understand not only why factorias and urbanization davelapad mestly in the north, but also how other regions were affected by this development. May be adjusted according to local curriculum, 8 seademic Vocabulary + Textiles “+ Manufacturing * Urbanization XN atte leadaward.c 3 (8.12) Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected 8th Grade U.S. History Rigor Implications Verb + Explain Level of Bloom's Taxonomy + Understanding Instructional implications Students will need to have opportunities te be able to explore the evelopment of manufacturing and urbankation, Students need to be able to identify where this development taces place and how it was Interconnected with the development in other regions. An example of this woule be how the plantation economy ofthe south contributed to the development of textile manufacturing nthe north, © 2011 leadawardbitp://wunaleaddward.com (8.13) Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to (A) analyze the War of 1812 as a cause of economic changes in the nation; ao ‘Supporting the Readiness Standards ‘What Readiness Standard{s) or concepts from the Readiness Standards does it support? ‘This will support Readiness Standard 13(6), where students wil identify factors that brought along rapid industrilization in the United States, How does it support the Readiness Standards)? This standard will have students examine how the War of 1812 brought about economic change inthe United States. This will support the Readiness Standard by having the students examine a specific event and how it brought about economic change. The effects of the War of 1812 on the U.S. economy can be traced back to the vears prior to the war when Thomas Jaferson’s Embargo Aet forced Americans to purchase American products. Students will also need to examine everts during and after the war, such as the growth of the American system, to understand the changes that the war brought, May be adjusted according to locol curriculum. Gag Academic Vocabulary + Embargo + Impressments m 8th Grade U.S. History Rigor Implications Verb Analyze Level of Bloom's Taxonomy + Analyzing Instructional implications Students will need the opportunity to cxamine the War of 1812 not lust from a military perspective, but also from an economic perspective. Events before, during, and after the war will need to be understood so that students can identify the changes ard explain their significance in ‘the economic growth of the country. oy © 2011 keaddwardEe eu (8.14) Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to 8th Grade U.S. History (A) explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, Eee et ee &¥ Supporting the Readiness Standards Rigor Implications ‘What Readiness Standard(s) or concepts from the Readiness Standards Verb does it support? © Explain ‘This will support Readiness Sandard 13(8}, where students wil identify factors that brought along rapid industralization in the United States. How does it support the Reediness Standards}? This standard wil require students to understand why the free enterprise system developed in the Uniced States and how government policies helped it develop, This will support the Readiness Standard by looking at specific reasons whiy the free enterprise system developed in the United St Students will also need to be able to examine how government policies can ‘hope economic fetes, suchas how taxation and tariff policies helped the growth of business. Level of Bloom's Taxonomy = Understanding May be adjusted according to local curriculum Instructional Implications & Students will nead opportunities to describ2 how government policies “SEE Academic Vocabulary can affect economic policies and examine how minimal government * Intrusion = Property Rights intrusion, taxation, and property rights helced establish the free «Tori «Free Enterprise System enterprise system in the United States. It will be important for students to be able to explain the significance of these policies as well wvsleadawvard.com Bs 2011 leadaward bap:{8.14) Economics. The student understands the origins and development of the free enterprise system in the United States, The student is expected to (B) describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries, 42. ‘&9 Supporting the Readiness Standards What Readiness Standards) or concepts from the Read does it support? This wll support Readiness Standard 13(6), where students will identify factors that brought along rapid industrialization n the United States. 58 Standards How does it support the Readiness Standard(s)? ‘This standard will have students explain the characteristics and benefits of the free enterprise system. This will connect to the Readiness Standard by having students examire the free enterprise system and link it to the development of industrialzation in the United States. An understanding. af the free enterprise system, including individual choices in production and privata control af raccurces, will he essential as students examine the evelopment of industry in the United States. Moy be adjusted according to local curriculum. Vay “S2)_Academic Vocabulary + Free Enterprise System * Entrepreneur 8th Grade U.S. History Rigor Implications Vero + Describe Level of Bloom's Taxonomy * Understanding Instructional Implications ‘Students will need opportunities to not enly describe the characteristics of the free enterprise system but also describe the benefts, such as how private ownership and profit motives would encourage entrepreneurs to develop businesses. 76 forractead © 2011 leadeward. {8.15) Government. The student understands the American beliefs and principles reflected in the Declaretion of Independence, the U.S. Constitution, and other 8th Grade U.S. History important historic documents, The student is expected to (B) summarize the strengths and weaknesses of the Articles of Confederation; aa “Supporting the Readiness Standards =~ Rigor implications What Readiness Standard|s| oF concepts from the Readiness Standards Verb doesit support? » Summarize ‘This will support Readiness Standard 15(A), where students wil identify the influence of selected documants on Unites States history, How does it support the Readiness Standards}? This standard will have students describe the strengths and weaknesses of the Articles of Confederatior. The Articles of Confederation was the U.S’s ‘rst attempt ata system of government. It reflected fears of a strong central government and was influenced by earlier writings, such as the Magna Carta, which was an early attempt by British noblas to limit the power ofthe king, wil also be necessary for studants to be able to understand the connection, between the Articles of Confederation and the Federalist and Ant-Federalist Papers Level of Bloom's Taxonomy + Understanding Moy be adjusted according t2 local curriculum. Instructional Implications Students will need to be able to describe both the strengths and & SEX Academic Vocabulary weakness of the Articles and connect them to the concerns about * Federalist {overnment that our founding fathers had, such as the weakness of the © Ant-Federalists central government to collect taxes or the lack of a federal court system, * Confederation Iti also be necessary for students to connect them to writings that Influenced the early leaders of the country, pi fwwileadawa 7(8.18) Government, The student understands the impact of landmark Supreme Court cases. The student is expected to (B) summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Da Ruka cud ee ‘2.9 Supporting the Readiness Standards ‘What Readiness Standard|s) or concepts from the Readiness Standards | does it support? This supports Readiness Standard 1(A), where students wil identify judicial review and examine congressional and presidential responses. How does it support the Readiness Standards)? This standard will have students examine specific court cases and understand their significance. The case of Marbury v. Madison set the precedent of Judicial review, o the understanding of this case is essential before students examine ather court cases The cases of the John Marshall court were significant in having the court define its role in the government and in the inearpretation of laws May be adjusted according to loco! curriculum, % Acadet + Contract + Commerce Vocabulary 8th Grade U.S. History Rigor Implications Verb * Summarize Level of Bloom's Taxonomy + Understanding a Instructional implications Students will need opportunities to not only identify the issues of these cases, but also examine how they were significant. Example: How ddid McCulloch v. Maryland help strengthen the power of the federal government compared to the states? httes//uwvmcleady 78 © 2011 leedawardteen (8.18) Government, The student understands the impact of landmark Supreme Court cases. The student is expected to 8th Grade U.S. History (C) evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on life in the United States. 42, .¥ Supporting the Readiness Standards Rigor Implications What Readiness Standard{s| or concepts from the Readiness Standards Verb does it support? * Evaluate This supports Readiness Standard 18(A), where students will identity judicial review and examine congressional and presidential responses. How cioes it support the Readiness Standards)? This standard will have students assess the impact of the Dred Scott decision ‘on life in the United States, This SE will support the Readiness Standard by Using this case as an example of judicial review. Students will then need to assess the Impact the decision had in the United States and the role the case played in causing the Civil War, Level of Bloom's Taxonomy * Evaluating ‘May be adjusted according t local curriculum. Instructional Implications Students will need to know the arguments and the decision ofthe Dred Academic Vocabulary Scott case and assess its effect on American life, The Dred Scott decision did set a precedent as the court ruled that saves were not citizens, but also that as property they could be taken anywhere in the United States, thus invalidating other anti-slavery laws. = Abolitonist «= Property rights hitps/wmuideadawars.com 79 © 2021 leadacitizens of the United States. The student is expected to serving on jurie ae, *&¥ Supporting the Readiness Standards What Readiness Standard|s) or concepts from the Readiness Standards doesit support? This will support Readiness Stondord 19(8), which will have students explain the rights guaranteed inte Bill of igh. How does it support the Readiness Standard(s)? This standard will require students to identity examples of responsible citizenship. This will connect to the Readiness Standard by having students connect the duties of a citizen, such as serving on juries, to the Bill of Rights. ‘The concept of responsible citizenship will be an ongoing theme throughout, the caurse and in future courses such as World History and U.S. Histary. It wil be essantial for starts ta he able ta idantify these and explain why they are so important to the concept of citizenship. May be adjusted according to local curriculum. FS peademic Vocal ry = Giic Virtue + Citizenship (8.19) Citizenship. The student understands the rights and responsibilities of (D) identity examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and 8th Grade U.S. History = Rigor Implications Verb * Evaluate Level of Bloom's Taxonomy Remembering Instructional Implications Students will nged to be able to not only identify examples of responsible citizenship, but also explain why these ars considered essential to citizenship. This SE will ned to be examined several times throughout the course as students explore the development of the county, nittpsffwrurdesdaven19.E Supporting (8.19) Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to 8th Grade U.S. History Oe CUCU a cea ae Le Ree ea Se BSc 4, ‘@. Supporting the Readiness Standards Rigor Implications ‘What Readiness Standard{s)or concepts from the Readiness Standards Verb does it support? ‘© Summarize ‘This will support Readiness Standard 19(8!, which will have students explain + Explain the rights guaranteed in the 3ill of Rights, and to a certain extent Standard 23(A), where students wil identify why groups immigrated ta the United states. Level of Bloom's Taxonomy How does it support the Resdiness Standard(s}? » Understanding ‘This standard will have students understand the process for becoming a naturalized citizen of the United States, The process of citizenship and the rights of American citizens ate two interconnected concepts. Immigrants ‘throughout the country’s hiscory have viewed US. citizenship 2¢ 2 dasirad ‘goal and as a way to fully participate in all ofthe rights and responsibilities of ‘Americans. The concept of ctizenship will also repeat itself in courses taken during High School, May be adjusted according tw local curriculum. Instructional Implications Students must be able to explain the criteria for becoming citizens and examine the process that a person must go through to become a naturalized citizen, Not only will it be necessary to describe the steps {Academic Vocabulary * criteria to become a citizen, but students should also discuss the pracess of + Naturalzed Cittzen citizenship and decide ifthe present crtere is sufficient, + Residence hitp://wworleadéward.com at © 2041 leadéward(8.20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to (A) explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn in the development of self-government in colonial America; 4. 2H Supporting the Readiness Standards What Readiness Standards) or concepts from the Readiness Standards does it support? This supports Readiness Standard 3(A, which explores the reasons for the growth of representative government during the colonial period, How does it support the Readiness Standard(s)? This standard will have stusents examine specific people and relate them to the growth of self-government. Many of the ideas of these people form the basis of the national government today. i is imperative that students have an understanding of not only the people themselves, but also how they Impacted the future of the country. An example ofthis would be the writings of lahn Locke, whe bellaved thar people had the right ta govern thamealvas. {an essential bellef of the founding fathers May be adjusted according to local curriculum, Ee academic Vocabulary * Republle + Democracy * Self-government + Natural Right 8th Grade U.S. History Rigor implications Ver’ + Beplain Level of Bloom's Taxonomy * Understanding Instructional Implications Students will need to be given opportunites to not only identify the people, but also relate their significance to the development of representative government. Example: Yow did the writings of Montesquieu influence the writing of the U.S. Constitution and the creation ofthe three branches of government? Haver leaddurard.com 82 © 2011 leadéwardee oad (8.20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to 8th Grade U.S. History (B) evaluate the contributions of the Founding Fathers as models of civic virtue; a ‘2. Supporting the Readiness Standards Rigor Implications ‘What Readiness Standarals! ot concepts from the Readiness Standards Verb does it support? * Evaluate ‘This will support Readiness Standards 4(E), examine reasons for and against ratification and 5(A), examin2 early domestic issues of the United States, How does it support the Readiness Standards)? The standard will have students evaluate the contributions of the Founding Father as madels of civic virwe. This will connect to the standards by having the students not only identify the Founding Fathers, but also understand the concept of civic virtue and how well they exemplified this virtue by looking at specific examples in the country’s early history. An example would be the wiriting of the Conetitution, a many diferent compromises hac to be ‘enacted for the benefit of the country. Level of Bloom's Taxonomy * Evaluating May be adjusted according t2 local cureiculum. Instructional implications ‘Students will need to be able to identify the Founding Fathers and Vocablary describe the concept of civic virtue. It will be necessary for students to ‘assess the reaction of the Founding Fathers to various situations in our countrys history. Lo Acader * Civic Vireue psf hvvnwteadaward com 3 2011 leadaward(8.20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to {(C) analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau’s refusal to pay a tax. ae ‘&.® Supporting the Readiness Standards ‘What Readliness Standards) or concepts from the Readiness Standards does it support? This supports Readiness Standard 4(A), which will have students exarnine the causes of the Americay Revolution, and Standard 6(0}, which will have students examine the causes, effects, and impact of the Mexican War on the United states, How does it support the Readiness Standard(s)? This standard will have students examine the concept of civil disobedience by looking at examples in American history, The concept of civil disobedience has heen important throughout history and students will need to be able ‘to connect how fr influenced the course of the colons’ actions before and during the American Revoution. Understanding ofthis standard will also be necessary as students examine other examples in high school history courses, such as the Indian independence movement under Gandhi and the Civil Rights movement under Dr. Martin Luther King May be adjusted according to local curriculum. % “22 Academic Vocabulary * Civil Disobedience 8th Grade U.S. History Rigor implications Verb * Analyze Level of Bloom's Taxonomy * Analyzing Instructional implications ‘Students will need to be able to not only define civil disobedience, but ‘connect it to examples in history, such Thoreau’ refusal to pay taxes ‘uring the Mexican War. It wll be imperative for students to examine the reasons behind the actions and if they were successful http:/Awwewdeadward.com 24 111 leadawardexe esa (8.21) Citizenship. The student understands the importance of the expression of a constitutional republic. The student is expected to 8th Grade U.S. History different points of view Oe eeu eee enc ic neue ies ee ea ot eric gl 4, ‘<9 Supporting the Readiness Standards 2. pigor implications What Readiness Standard(s] or concepts from the Readiness Standards Verb ce does it support? * Identify This will support Readiness Standards 17(A), where students will examine the arguments of the Federalist and Ant-Federaliss, and 17(8), where students ‘examine constitutional issues leading up to the Civil War. This supporting standard can also support a variety of other standards in the Bth grace course and in future coursesin high school Level of Bloom's Taxonomy How does it support the Readiness Standards)? renee This standard will have students identify the different points of view of political parties and interest groups throughout American history to contemporary times. The viewpoints of political parties and interest groupe have helped shape many events, from the earliest Federalist and Democratic- Republicans to the Republican party of the 1850s. tis essential for students ieentand +10 be able to understand how these groups came into being and the ‘successes or fallures that they achieved on the national stage, In American History in high school, students will also need to continue to understand the diferences between politica parties and interest groups. Instructional Implications Students will need opportunities to not only dentity the political partes May be adjusted according to local curiculum, and interest groups, but also describe their significance inthe shaping of events in history, such asthe role of the Reaublican party and the Civil e War “A Academic Vocabulary = Democratic + Platform + Republican + Federalist, hitp://vwucleadawvard.com 85(8.21) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to (B) describe the importance of free speech and press in a constitutional republic 4 ‘&. Supporting the Readiness Standards What Readiness Standards) or concepts from the Readiness Standards does it support? This will support Readiness Standard 15(C), which will have students examine colonial grievances and haw they were addressed in the Constitution and the Bil of Rights, How does it support the Readiness Standard(s)? This standard will have students understand the importance af free speech ‘and press in @ constitutional republic. This standard wil support the Readiness Standard by having the students look at a specific concern of the colonists ane! examine how it was addrascad. fe wil azo bo nacassaty for students to understand the role that free speech and press have played in the country’s history and the concesns raised, such as in the passage of the ‘lien and Sedition Acts, wien it was limited May be adjusted according to locel curriculum. Fe eademic Vocabulary + Constitutional Republic hitp://wwraclendaward.com 86 8th Grade U.S. History Rigor Implications verb + Describe Level of Bloom's Taxonomy * Understanding Instructional implications Students will need to be able to describethe significance of free speech and press in the United States and be able to give examples of how it has been protected. It will also be necessary for students to examine ‘the debates over the limits of free speech and the press throughout our history and even into contemporary times, / 2011 leadaward(8.21) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to 8th Grade U.S. History oe ct asa eae Ee cee £, <9 Supporting the Readiness Standards ‘What Readiness Standard{s] or concepts from the Readiness Standards does it support? This will support Readiness Standard 7(C), where students will examine the impact of slavery on diferent sections of the United States. How does it support the Readiness Standard(s)? ‘This standard will have students look at haw compromise has helped bring ‘2 peaceful resolution to issues in the United States. There have been many ‘examples of compromise in the history of the United States, and often they revolved around the issue of slavery. Some examples would be the Three fifths Compromise, the Missouri Compromise, and tha Compromise of 1850. Students will need to not ony identify the compromises, but also examine their effects on the different sections of the country. ‘May be adjusted according ts local curriculum. FS rcademic Vaca lary + Compromise « Resolution C Supporting Rigor Implications Verb + Summariae Level of Bloom's Taxonomy * Understanding Instructional Implications Students will need several opportunities during the course to identify compromises and describe their significance in solving the problems that faced the country, such as the effect the Missouri Compromise had on future discussions about the status of territories as free or slave states. btp:/fewoeleadiaward.com 87 leadéwardin a constitutional republic. The student is expected to Pe ern oe ‘¢# Supporting the Readiness Standards What Readiness Standard(s) or concepts from the Readiness Standards does it support? This will support several Readiness Standards, including 5(A), where students will understand the many domestic issues of the early United States and (8), where students will explain the causes and major events of the Civil War. How does it support the Readiness Standards)? ‘This standard will have students examine the concept of leadership and then analyze the leadership qualities of selected leaders. This will connect fo the Readiness Standard by having students look at specific people in history and examine how their leadership style affected events. An example of this would bbe John Marzhall and how his political views and style shaped the Supreme: Court and its interpretation of the Constitution May be adjusted according to local curriculum, Academic Vocsbulary * Judicial Review + Precedent + Executive (8.22) Citizenship. The student understands the importance of effective leadership (OCU en ee ac ec ee ea uta cee neces CSc OE 8th Grade U.S. History Rigor Implications Verb © Analyze Level of Bloom's Taxonomy Analyzing Instructional implications Students will need opportunities to dese'ite leadership qualities and then examine the characteristics of such men as George Washington, John Marshall, and Abraham Lincoln, incuding how they used their leadership qualities to address the issuer that faced the country. hitp://wwwcleaddward com 1 Jeadawardeas (8.22) Citizenship. The student understands the importance of effective leadership in 2 constitutional republic. The student is expected to 8th Grade U.S. History See ee Wg Cue Me Ue Rene cea eee eee Sa tdi ey Ce ae en Cee Ce rei etet ee #8, “€9 Supporting the Readiness Standards Rigor Implications ‘What Readiness Standard(s, or concepts from the Readiness Standards Verb does it support? * Describe This will support several Readiness Standards including 4(C), where students examine issues and events of the American Revolution, 5(€), foreign policy issues of the early nation, and 8(8}, causes and events ofthe Civil War. How does it support the Readiness Standards)? This standard will have students examine contributions of important political, rilitary, and social leaders of the United States, These people will connect to significant events in American history, such as the role of Stonewall Jackson in the Confederate Army anc how his death affected the outcome of the Cll War As students laarn about the evante of the Readingst Standards, wil be imperative for them to understand how significant individuals shaped the Level of Bloom's Taxonomy + Understanding ateore, May be ousted ecordng t local curulom. Instructional implations Students must be gven the opportunity to not only deny these ¢ incvival, but aso examine tei significance in afctng change in am ir respective areas. 8% Academic Vocabulary _ ~ Abeltonist 7 ConsttBon 2 Sutoge 5 contederate /forwsateadaward.con 89(8.23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to Oe CURLS ae Ue Reuse eae ea nese eeu Tals a> ‘& Supporting the Readiness Standards 8th Grade U.S. History Rigor Implications What Readiness Stanclard(s) or concepts from the Readiness Standards does it support? This supports Readiness Standard 23(A), where students will identify Immigrant groups and expan thelr reasons for settlement in the United states. How does it support the Readiness Standard(s)? ‘This standard will have students discuss the relationship between urbanization and the conflets that resulted from differences in urban residents, This standard wll cannect with the Readiness Standard by having students look at the issues that developed as immigrant groups settied In more urban arcas of the United States. Example: How did the Irish immigrants adapt to their new country when facing discrimination because of their poverty and religion? May be adjusted according to local curriculum. %. pcademie Vocabulary ~ Urbanization + Immigrants verb * Explain Level of Bloom's Taxonomy + Understanding Instructional implications ‘Students will need opportunities to identify groups which setted in turban areas, including immigrant groups, and describe the relationship between these groups. An important par- of this SE will also be for students to examine the conflicts that arose in these urban areas and hhow the residents addressed them, http://iwwclesdaward com 90 1 teadawardMeas 4 (8.23) Culture, The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during = @th Grade U.S. History the 17th, 18th, and 19th centuries. The student is expected to (C) identify ways conficts between people from various racial, ethnic, and religious groups were resolved; £9. ‘@.9 Supporting the Readiness Standards Rigor Implications ‘What Readiness Standards or concepts from the Readiness Standards Verb does it support? * Identity This supports Readiness Standard 23(A), where students will identify Immigrant groups and explain thelr reasons for settlement in the United States, Level of Bloom's Taxonomy How does it support the Readiness Standards)? ineeaniaree This standard will have students identify the ways that conflicts were resolved between people of varlous groups. The United States has always bbeen a country of immigrants and in this standard students will need to ‘xamine confits between the earliest ettlere and the Native Americans to the influx of immigrants from other areas of Europe. An understanding of this standard will also be necessary when students continue their study in the high school U.S. History zourse, Instructional Implications Students will need opportunities to cover tvs SE several times Moy be adjusted according local eurriculum. throughout the course. Tey will need to no ony identify the immigrant groups, but also examine the conflits that developed and explain how e they were resolved, suchas the early conflicts between the European setters and the Native Americans. EE Academic Vocabulary ~ immigrants Rural * Urban + nathists Itps/fwmwteseaward.com ot © 2011 feadavard23.D Supporting (8.23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during 8th Grade U.S. History the 17th, 18th, and 19th centuries. The student is expected to uo ar uur eCourse et ek Mr cg a ‘<.® Supporting the Readiness Standards = Rigor Implications ‘What Readiness Standards) or concepts from the Readiness Standards Verb a does it support? * Analyze This supports Readiness Standard 23(A), where students will identify immigrant groups and expain their reasons for settlement in the United states. How does It support the Readiness Standard(s)? Level of Bloom's Taxonomy This standard! will have students examine the contributions of people of Analyzing various groups that helped shape our national identity. This standare! will connect with the Readiness Standards as students will need to further explore the graups that settled in the United States and examine theie ontiibutions. Exatnple: How did Ue Puriban’s eancepl of the town miseting help shape the development of democracy? Instructional implications Students will need opportunities to cover this SE several times ‘throughout the course. They will need tonot only identify the immigrant May be adjusted according to locol curriculum. a roups, but alo examine ther contributions in shaping ovr national, fe Academic Vocabulary identity. * nnmigrants + Assimilation aeward com 2 A leadéward hitg:/fsenweTo (8.23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during 8th Grade U.S. History the 17th, 18th, and 19th centuries. The student is expected to Gree oie enue nena a ee oC Ure 4. 2. Supporting the Readiness Standards Rigor Implications What Readiness Standard(s] or concepts from the Readiness Standards Verb does it support? * Ieentify ‘This supports Readiness Stardard 24(B), which will have students evaluate reform movements How does it support the Readiness Standard(s)? This standard will have students identify contributions of women to Level of Blooms Taxonomy ‘American society. Women payed an important role in reform movements. ecru This will relate to the Readinass Standard because students will examine the contributions that women made to various movements, such as Susan 8, Anthony and the women's rights movement. Moy be adjusted according to local curriculum. Instructional impistions a Students wil nee opportunites to dent famous women in American “EX_Academic Vocabulary history and their contributions, It will also te essential for students to Sssinaaiieaeeeeaae asses the signeace ofthese contributions especialy they relate + Suffrage + Temperance sa raorm movement, such a woman's, temperance, and prison heto:/fwwuceadiwa 93 © 2011 lead’Eds (8.24) Culture. The student understands the major reform movements of the 19th century, The student is expected to 8th Grade U.S. History CO Se tao We aie eae DLC ela Ae <9 Supporting the Readiness Standards Rigor Implications What Readiness Standard(s) or concepts from the Readiness Standards | Verb does it support? * Describe This supports Readiness Standard 24(8), which will have students evaluate reform movements. How does it support the Readiness Standard(s)? This standard will have stucents explain the historical development of the abolitionist movement. twill relate to the Readiness Standard by having students describe a specific reform movement. The Abolitionist movernent had its early roots in the colonial period so students will need to have an understanding of this early period and its growth up to the Civil War. Level of Bloom's Taxonomy © Understanding May be adjusted according to local currculuen, i Instructional implications & Student wil neee the opportunity to identity the aolionist movernent “St Academic Vocabulary ‘and trace its development in the United States, This will involve ‘iscussing ths SE several times so that students can describe its early evelopment from the Quakers tothe founding ofthe American Anti Slavery Society in the years leading up tothe Civil War. * Abolitionists SS hitp:/Awwemeaddvad.com 94 © 2001 leadaward(a Pans {8.25) Culture. The student understands the impact of religion on the American way of life. The student is expected to 8th Grade U.S. History (A) trace the development of religious freedom in the United States; a £9 Supporting the Readiness Standards Rigor implications ‘What Readiness Standarets| or concepts from the Readiness Standards Verb does it support? = Trace ‘This will support Readiness Standard 25(C), where students will need to ana- Iyze the impact of the First Amendment Rights of Religious Freedom, How does it support the Readiness Standard(s)? This standard will have the student examine the development of religious ‘freedom in the United States and how it was impacted by the First ‘Amendment right of religious freedom, The Importance of religious freedom in this country’s history is significant and students will need to understand the development of it from the settling of the early colonies. Level of Bloom's Taxonomy + Remembering May be adjusted according 2 local curriculum, Instructional implications £ Students will need to be able to examine the importance of religion ‘322 Academic Vocabulary Inthe development of the country and trace the steps taken by the + Taleration founding fathers to assure religious freedom, such as the Virginia Statute of Religious Freedom, hetpi/fwwwevleadaward.com 95(8.25) Culture. The student understands the impact of religion on the American way of life. The student is expected to Ocoee eu eo Nee cee er Ces ee ‘¢.S Supporting the Readiness Standards What Readiness Standard[s) or concepts from the Readiness Standards does it support? This will support Readiness Standard 25, where students will need 10 analyze the impact ofthe First Amendment Rights of Religious Freedom, How does it support the Readiness Standara(s)? This standard will have students summarize religious motivations for Immigration and the impact of social movements, such asthe first and second Great Awakening, “his SE will be important to help students understand the specific role religion has played in immigration and the effect ‘hat religious movements 1ave had in shaping the nation. For axample, how the guarantee of religious freectom brought groups to the country from ‘many different faiths, and how the Second Great Awakening would act as the starting point for many diferent reform movements of the mid 19th century. An understanding of religious mativation will alsa be necessary as students study the large influx of iermigrants after the Civil War May be adjusted according to local curriculum, %& SE Acader “Revival ic Vocabulary 8th Grade U.S. History i the impact of the first and second Rigor implications verb * Describe Level of Bloom's Taxonomy * Understanding Instructional Implications Students will need to be able to identify groups that immigrated for religious reasons and understand the sigificance and contributions that they made to American culture. In addition, students will need to understand the influence and significance of religious mavements and how they have affected change in the Unted States http:fPare © 2012 leadaware(8.26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to (A) describe developments in art, music, and literature that are unique to American culture such as the Hudson River School artists, jattle Hymn of the Republic,” transcendentalism, and other cultural activities in the history of the United eee Te pe a, ‘9 Supporting the Readiness Standards _ ‘What Readiness Standard(s| or concepts from the Readiness Standards oes it support? ‘This will support Readiness Standard (A), where students will identify major ‘eras and events in US, history through 1877. How does it support the Readiness Standards)? ‘This standard will have students understand the various cultural movements that are unique to U.S. History. This standard will incluce important information that will help suaplement the students’ knowledge of US, History, such as how the artists of the Hudson River School helped to create a Linique American culture in the yaarsfollawing the War af 1812 and how this \would coincide with the growth of nationalism. A study of American culture will aso continue into the high school course. (Moy be adjusted according t2 local curriculum. See cade Vocabulary * Transcendentalism * Nationalism 8th Grade U.S. History Rigor Implications Verb * Describe Level of Bloom's Taxonomy + Understanding Instructional implications Students will need opportunities to examine this SE several times ‘throughout the year, An understanding of these events and their significance will be necessary so that stude ts can link them to other historical events of the time period. Example: Describe transcendentalism and explain its sigificarce in shaping American culture, Howensteadaward.com 7(8.26) Culture, The student understands the relationship between the arts and the times during which they were created. The student is expected to (8) identify examples of American art, music, and literature that reflect society in different eras; #2, “&.9 Supporting the Readiness Standards ‘What Readiness Standard's) or concepts from the Readiness Standards does it support? This will support Readiness Standard 14A), where students will identify major ‘eras and events in U.S. history through 1877, How does it support the Readiness Standard(s}? ‘This standard will have the students trace the development of American art, music, and literature in different eras. This will support the Reaciness Standard by examining cura developments and how they relate to events In US. history, such as the writing of Harriet Beecher Stowe's Uncle Tom's Cabin and itz role in the ant-rlavary dabate. May be adjusted according to local curriculum. ea Academic Vocabulary * Transcendentalism + Romanticism * Nationalism Peers 8th Grade U.S. History Rigor Implications Verb * Identity Level of Bloom's Taxonomy + Remembering Instructional implications ‘Students will need opportunities to examine this SE several times ‘throughout the year. An understanding of the growth of American culture wil need to cover not only the identification of art, literature, and ‘music, but also their significance in influencing the events of history, om 98 © 2011 leadawardns (8.26) Culture, The student understands the relationship between the arts and the times during which they were created. The student is expected to 8th Grade U.S. History {C) analyze the relationship between fine arts and continuity and change in the American way of life. ae. ‘<.® Supporting the Readiness Standards Rigor Implications ‘What Readiness Standard(s} or concepts from the Readiness Standards Verb does it support? * Analyze This will support Readiness Standard 1(A), where students wll identify major eras and events in US. history through 1877, How does it support the Rezdiness Standard{s)? This standard will have students examine the relationship between fine arts and change in the American way of lfe. This standard will support the Readiness Standard by examining the changes that the arts have had in shaping American society and will build on several ofthe supporting. standards that also examine the influence of American cultural movements, such af Trantcendentalim and the Hudson River Sehool. The relationship ‘between fine arts and chang? will continue to be examined in other high school courses, Level of Bloom's Taxonomy * Analyzing Moy be adjusted according to local curriculum. Instructional implications Students will need opportunities to not oniy identity cultural movements, but also compare their significance In affecting change. This SE will need to be covered several times throughout theyear as students examine the effects of these movements. SS pcademie Vocabulary “ Romanticism * Transcendentalism * Conservation + Landscape XN ttp://mwwleadéward.com 99 eadaward(8.27) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to (C) analyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally; 8th Grade U.S. History ae ‘<9 Supporting the Readiness Standards Rigor Implications What Readiness Standards) or concepts from the Readiness Standards verb does it support? + Analyze This supports Readiness Standard 27(A), where students will explain the effects of technological and scientific innovations. How does it support the Readiness Standards)? This standard will have stugents examine how technological innovations changed the ways goods were manufactured and marketed. This will connect to the Readiness Standard by having students examine how certain technological innovations, such interchangeable parts, changed the ways goods ware manufactured and tha effects this had on distriaution and sales, both nationally and internatfonslly. The effect of interchangeable parts mace ‘mass production of items more available and helped lower the cost of goods to the consumer. ‘May be adjusted accordine to loco! curriculum, Fe seademic Vocabulary * Innovations » Manufacturing Level of Bloom's Taxonomy + Analyzing Instructional Implications Students will need to be given opportunities to examine different innovations and analyze the changes that occurred because of them in marketing and manufacturing. It wil be important for the student to be able to examine this SE several times during the course as advancements in technology ate studied, p:/fuvwwedeaddivard.com 100 © 2021 leadaw:student is expected to (0) expi ee, ‘2.9 Supporting the Readiness Standards ‘What Readiness Standardis)or concepts from the Readiness Standards does it support? ‘This standard will support Readiness Standard 27(8}, where students will analyze the impact ofthe growth of transportation and communication on the growth and developmen: of the United States. How does it support the Reediness Standards)? ‘This standare will have students understand how Innovations helped bring about economic growth through the factory system and the building of the ‘Transcontinental Railroad, Tris standard will support the Readiness Standard by having students look at specific Innovations that brought about economic ‘growth. Students will need to understand not only how the Transcontinental Railroad improved transportation, but also how it contributed to the ‘economic growth of the United States. so be ousted crn tel eur La] Acadet + Transcontinental * Innovations Vocabulary NX htte:/Auwucleadéward.com (8.27) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The in how technological innovations brought about economic growth such as how the factory system contributed to rapid industrialization and the Transcontinental Railroad led to the opening of the west. Bea 8th Grade U.S. History Rigor Implications Verb © Explain Level of Bloom's Taxonomy © Understanding Instructional Implications ‘Students will ned opportunities to not only identify technological innovations, but also to link them to the effect they had on the economic _growth of the nation. This SE will need to be examined several times through the course as students explore the industralization of the United States, 101 leadaward(8.28) Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States. The student Is expected to (A) compare the effects of scientific discoveries and technological innovations that have Influenced dai history; a. Pesan 8th Grade U.S. History TON crue Coe , i. ‘¢ Supporting the Readiness Standards Rigor Implications ‘What Readiness Standaré]s] or concepts from the Readiness Standards Verb does it support? * Compare This will support Readiness Standard 12(0), where students will analyze the causes and effects of economic differences of different regions of the United ‘States through history. How does itsupport the Readiness Standard{s}? This standard willhave students compare how lie has changed in the United States due to scirrfc discoveries and technological innovations. This will support the Reaciness Standard by giving students an opportunity to examine the changes that have occurred because of eiscoveries and innovations. An example ofthis woul! bo the eottan gin. Students would reed to understand the significance of thls Innovation ang how rent only changed cotton production in the south, but led to an increase in slave labor and supplied the northern textile industry. Moy be adjusted according te local curriculum %S% rcademic Vocabulary ‘ Innovations + Telegraph * Interchangeable parts Level of Bloom's Taxonomy + Analyzing Instructional implications Students need opportunities to identify the technological innovations and to examine the changes that they mede to everyday Ife. This SE will need to be addressed several times during the course of the year as the Innovations are discussed. Students will reed to compare across time periods to examine the effect that they had on dally life. 102ean (8.28) Science, technology, and society. The student understands the impact in the United 8th Grade U.S. History of scientific discoveries and technological innovations on daily States, The student is expected to (8) identify examples of how industrialization changed life in the United States, 4 ‘9 Supporting the Readiness Standards Rigor implications What Readiness Standard(s, or concepts from the Readiness standards | Verb ; does it support? * Identity This will support Readiness Standard 13(8), which will hve students identify factors that brought about rapid industrialization and urbanization, How does It support the Readiness Standard(s)? ‘This standard will have students list examples of how industralzation changed Ife in the United States. This will support the Readiness Standard by having students identty specific examples of how industrilization has changed Ife, An example would be to have students examine the factors that led to the eariy textile mils, such as the Lowell Mills and the effect on society that accurted with the use of female and, later, immigrant workers. The ‘changes in ife caused by Industrialization will also be studied In high school Level of Bloom's Taxonomy = Remembering courses, Instructional Implications Students will need opportunities to examine the causes of ‘Moy be adjusted according to local curriculum, industralzation and its effects on dally ite. Students will need to address both the intended and unintended effects such as the growth of child « and immigrant labor. “S55 Academic Vocabulary + lndustialization * Urbanization ward.comn 103 © 2011 leadeward