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7-8th Year2 Quarter 1 toc

** Year 2 Quarter 1 ** Historians use evidence provided by primary and secondary sources to construct arguments that support a position. |||| **Essential Questions:** 1. What makes up Primary and Secondary sources? 2. How do primary and secondary sources help us understand the same event portrayed from different perspectives? 3. What kind of information can be inferred accurately from an artifact? || (8.1)Primary and secondary sources are used to examine events from multiple perspectives and to present and defend a position.
 * ===Unit 1: Historical Thinking and Skills === ||
 * **Big Idea:**
 * **Strands and Content Statements** ||||  **Student Expectations**  ||  **Key Concepts & Vocabulary**  ||
 * **__History__**

(8.13) Modern and historical maps and other geographic tools are used to analyze how historic events are shaped by geography. |||| **__History__** (8.1)Analyze primary and secondary sources to describe the different perspectives on an issue relating to a historical event in U.S. history and to present and defend a position.
 * __Geography__**

(8.13) Analyze ways in which historical events are shaped by geography using modern and historical maps and other geographic tools. || __Within Primary & Secondary sources:__ -locate -research -analyze -interpret ||
 * __Geography__**

1. Europeans established colonies which developed their own governments and economies. 2. Colonists rebelled to gain independence. 3. The growth, distribution and movements of people are driving forces behind human and physical events. |||| **Essential Questions:** 1. Why do economic and religious reasons drive exploration and colonization? 2. Explain the connection between competition and conflicts between colonial powers, colonists and American Indians. 3. If a nation grows and people make money to live better, how can there be a negative consequence? 4. How might biases impact the political and economic development of a region? || (8.2)North America, originally inhabited by American Indians, was explored and colonized by Europeans for economic and religious reasons.
 * **Unit 2: Colonization to Independence** ||
 * **Big Ideas:**
 * **Strands and Content Statements** ||||  **Student Expectations**  ||  **Key Concepts & Vocabulary**  ||
 * **__History__**

(8.3)Competition for control of territory and resources in North America led to conflicts among colonizing powers.

(8.14) The availability of natural resources contributed to the geographic and economic expansion of the United States, sometimes resulting in unintended environmental consequences.
 * __Geography__**

(8.16) Cultural biases, stereotypes and prejudices had social, political and economic consequences for minority groups and the population as a whole. |||| **__History__** (8.2)Explain the economic and religious reasons for the exploration and colonization of North America by Europeans.

(8.3)Explain how competition for control of territory and resources in North America led to conflicts among colonizing powers.

(8.14)Analyze how the availability of natural resources contributed to the geographic and economic expansion of the United States.
 * __Geography__**

Explain how this sometimes resulted in unintended environmental consequences.

(8.16) Explain how cultural biases, stereotypes and prejudices had social, political and economic consequences for minority groups and the population as a whole. || __Economic reasons:__ -Pursuit of new trade routes & opportunities -Search for resources (e.g., gold, silver)

__Religious reasons__: -Escape persecution -Create a religious Utopia -Convert American Indians

__National rivalries & conflicts:__ American Indians Colonial powers Colonists

__Cultural biases, stereotypes & prejudicial impact:__ -origin (examples: Ireland, American Indians, Africans ) -religions (examples: Mormon, Judaism)

__Events:__ -Wars -Rebellions -Migration -Equal rights movements || Unit 3: continued 1. Europeans established colonies which developed their own governments and economies. 2. Economic decision making involves analyzing costs and benefits, collecting and organizing economic evidence and proposing alternatives to economic problems. |||| **Essential Questions:** 1. How did both enslaved and freed Africans make contributions to the colonies? 2. How do economic activities impact the decisions made by individuals, businesses and governments? || (8.4)The practice of race-based slavery led to the forced migration of Africans to the American colonies. Their knowledge and traditions contributed to the development of those colonies and the United States.
 * ** Unit 3: Colonization to Independence, continued ** ||
 * **Big Ideas:**
 * **Strands and Content Statements** ||||  **Student Expectations**  ||  **Key Concepts & Vocabulary**  ||
 * **__History__**

(8.22) Choices made by individuals, businesses and governments have both present and future consequences. |||| **__History__** (8.4)Explain how race -based slavery led to the forced migration of Africans to the American colonies.
 * __Economic Decision Making__**

Describe the contributions of enslaved and free Africans to cultural and economic development in different regions of the American colonies.

(8.22)Analyze how choices made by individuals, businesses and governments have both present and future consequences. || __Slavery of Africans:__ -Role of West Africa -Motivations (race, economics)
 * __Economic Decision Making__**

__African involvement__: -Foundation of the agricultural system -Folklore -Music

__Economic decisions:__ -explore new lands -importing slaves to the Americas -imposing new taxes on the American colonies

__Government considerations__: -public goods and services (e.g., highways, courts, --military protection -education - revenue from taxes & tariff policy ||

Unit 4:Colonization
1. After achieving independence, colonies formed a loosely organized federal system characterized by strong states’ rights. 2. Human processes, migrations and the diffusion of new cultural traits resulted in the beginnings of a new national identity. 3. Civic participation in a democratic society embraces the ideal that an individual actively engages in his or her community, state or nation for the common good. |||| **Essential Questions:** 1. Explain the Enlightenment ideas and how they influenced the writing of the Declaration of Independence. 2. How did the 13 colonies transition into the 13 sovereign states then loosely unite as a confederation? 3. How can positive economic growth also have a negative impact? 4. As a nation grows, how does this impact geographic, political and economic development? || (8.5)The ideas of the Enlightenment and dissatisfaction with colonial rule led English colonists to write the Declaration of Independence and launch the American Revolution.
 * ** Unit 4: Colonization to Independence to A New Nation ** ||
 * **Big Ideas:**
 * **Strands and Content Statements** ||||  **Student Expectations**  ||  **Key Concepts & Vocabulary**  ||
 * **__History__**

(8.6) The outcome of the American Revolution was national independence and new political, social and economic relationships for the American people. (8.14) The availability of natural resources contributed to the geographic and economic expansion of the United States, sometimes resulting in unintended environmental consequences.
 * __Geography__**

(8.15) The movement of people, products and ideas resulted in new patterns of settlement and land use that influenced the political and economic development of the United States. |||| **__History__** (8.5)Connect the idea of the Enlightenment and dissatisfaction with colonial rule to the writing of the Declaration of Independence and launching of the American Revolution.

(8.6) Analyze the new political, social, economic relationships for the American people that resulted from the American Revolution.

(8.14)Analyze how the availability of natural resources contributed to the geographic and economic expansion of the United States. Explain how this sometimes resulted in unintended environmental consequences.
 * __Geography__**

(8.15)Describe the movement of people, products and ideas that resulted in new patterns of settlement and land use and analyze its impact on the political and economic development of the United States. || Negotiation Collaboration Compromise

__Enlightenment Ideas:__ -Natural rights -Limitations on the power of the government -Social contract -Consent of the governed

French and Indian War: Proclamation of 1763

__13 colonies → sovereign states:__ -Economic differences of north & south (e.g. economics of slavery) -Political perspectives -Democratic ideals: freedom, equality, rights and justice -Sense of “being an American” -Public education ||

Unit 4: continued
3. Civic participation in a democratic society embraces the ideal that an individual actively engages in his or her community, state or nation for the common good. |||| **Essential Questions:** 5. When did the country form an identity as the United States of America? 6. In what ways can people work towards a common goal, like freedom and rights for all people? || (8.17) Americans began to develop a common national identity among its diverse regional and cultural populations based on democratic Ideals
 * ** Unit 4: Colonization to Independence to New Nation, cont’d ** ||
 * **Big Idea:**
 * **Strands and Content Statements** ||||  **Student Expectations**  ||  **Key Concepts & Vocabulary**  ||
 * **__Geography, cont’d__**

(8.18) Participation in social and civic groups can lead to the attainment of individual and public goals. |||| **__Geography, cont’d__** (8.17) Identify the developments that helped bring about a common national identity for Americans and describe the democratic ideals around which that identity is based.
 * __Government__**

(8.18) Explain how participation in social and civic groups can lead to the attainment of individual and public goals. || __Governing documents__: -issues of citizenship -rights -establishing churches -what to do with the institution of slavery -Economy: currency, banking and trade
 * __Government__**

__Articles of Confederation__: -Strengths & weaknesses

__Northwest Ordinance of 1787:__ -Protecting citizen rights -Precedence for statehood

U.S. Constitution & Bill of Rights:

__Settlement of west of Appalachia (political & economic development)__: -Forcible removal of Indians -Land Ordinance of 1785 -Northwest Ordinance of 1787 -Movement of people: immigration, migration, importation, displacement, assimilation ||