8th Grade Social Studies Suggested Scope and Sequence

September - October
Unit 1: Foundations of a New Nation Time: approximately 20, 45-minute lessons
Key Resources: Discovering Our Past, A History of the United States (2014), Ch. 7-8 OR
The American Journey (2012, 2009, 2005), Ch. 7 and Civics in Action: Constitution Handbook
Building Block
Question
Building Block Essential C3 Indicator to
(to be used as Summary of Topics State Standards (MEAP priority in blue)
Objective Vocabulary Incorporate
formative
assessment)
D2.Civ.3.6-8. MI.8-U3.3.1: Explain the reasons for the
BB1: Describe the
Examine the origins,
historical and Common Sense limited government adoption and subsequent failure of the Articles of
purposes, and
philosophical How did the Declaration of natural rights Confederation (e.g., why its drafters created a
impact of
origins of colonists view Independence revolution weak central government, challenges the nation

constitutions, laws, faced under the Articles, Shays Rebellion,
constitutional government? Iroquois Confederacy social compact treaties, and
government in the Mayflower Compact disputes over western lands).
international
United States.
agreements. MI.8-U3.3.2: Identify economic and political
Annapolis Convention questions facing the nation during the period of
Anti-Federalists
Federalists bicameral D2.Civ.3.6-8. the Articles of Confederation and the opening of
depression the Constitutional Convention.
foreign relations Examine the origins,
BB2: Evaluate the Did the Articles of treasury and army federalism purposes, and
government under Confederation work Land Ordinance of 1785 manumission impact of MI.8-U3.3.3: Describe the major issues debated
the Articles of for the United national debt ordinance constitutions, laws, at the Constitutional Convention including the
distribution of political power, conduct of foreign
Confederation. States? Northwest Ordinance rebellion treaties, and
Philadelphia Convention affairs, rights of individuals, rights of states,
republic international
Shays Rebellion election of the executive, and slavery as a
tax agreements.
regional and federal issue.
The Federalist Papers

Anti-Federalists MI.8-U3.3.4: Explain how the new constitution

Bill of Rights resolved (or compromised) the major issues
Constitutional Convention compromise D2.Civ.8.6-8. including sharing, separating, and checking of
BB3: Analyze the English Bill of Rights distribution of Analyze ideas and power among federal government institutions,
Enlightenment power dual sovereignty (state-federal power), rights of
philosophical principles contained
federalism
principles, historical Should the dual sovereignty in the founding individuals, the Electoral College, the Three-
Federalists
development, Constitution have Magna Carta
executive documents of the Fifths Compromise, and the Great Compromise.
ratification, and been ratified? New Jersey Plan proportional United States, and
amending of the ratification explain how they MI.8-U3.3.5: Analyze the debates over the
The Great Compromise
Constitution. influence the social ratification of the Constitution from the
The Spirit of Laws rights of individuals
perspectives of Federalists and Anti-Federalists
Three-Fifths Compromise slave trade and political system.
and describe how the states ratified the
Two Treatises of Federal
Government Constitution.
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 Virginia Plan Aligned GLCE continue on next page.
amendment D2.Civ.4.6-8. MI.8-U3.3.6: Explain how the Bill of Rights
checks and Explain the powers reflected the concept of limited government,
balances and limits of the protections of basic freedoms, and the fear of
concurrent power three branches of many Americans of a strong central government.
due process government, public
enumerated power officials, and MI.8-U3.3.7: Using important documents (e.g.,
bureaucracies at Mayflower Compact, Iroquois Confederacy,
Bill of Rights equal protection
different levels in the Common Sense, Declaration of Independence,
BB4: Analyze the Congress executive branch
United States and in Northwest Ordinance, Federalist Papers),
function of the Does the House of Representative federalism describe the historical and philosophical origins
other countries.
federal government Constitution work Electoral College implied power of constitutional government in the United States
as outlined by the for you? Senate judicial branch

using the ideas of social compact, limited
Constitution. Supreme Court judicial review government, natural rights, right of revolution,
legislative branch separation of powers, bicameralism,
limited government republicanism, and popular participation in
natural rights government.
popular sovereignty
reserved power
separation of
powers

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 October - November
Unit 2: Challenges to an Emerging Nation Time: approximately 15, 45 minute lessons
Key Resources: Discovering Our Past, A History of the United States (2014), Ch. 9-10 OR
The American Journey (2012, 2009, 2005), Ch. 8-9
Building Block
Question C3 Indicator
Building Block Essential
(to be used as Summary of Topics to State Standards (MEAP priority in blue)
Objective Vocabulary
formative Incorporate
assessment)
Alien and Sedition Acts attorney general MI.8-U4.1.1: Washingtons Farewell Use
Battle of Fallen Timbers bond Washingtons Farewell Address to analyze the most
Bill of Rights cabinet significant challenges the new nation faced and the
Democratic-Republicans caucus extent to which subsequent Presidents heeded

D2.His.3.6-8.
Federalists
department of Washingtons advice.
Alexander Hamilton Use questions
treasury generated about
Hamilton's plan for the MI.8-U4.1.2: Establishing Americas Place in the
national debt, national bank department of war individuals and
BB1: Analyze the
federal court World Explain the changes in Americas
What was the most Jay's Treaty groups to
challenges faced relationships with other nations by analyzing treaties
difficult challenge Thomas Jefferson system analyze why
during Washington with American Indian nations, Jays Treaty (1795),
faced by the first Judiciary Act of 1789 Chief impressment they, and the
and Adams' French Revolution, Pinckneys Treaty (1795),
presidents? Justice John Jay nullify developments
presidencies. Louisiana Purchase, War of 1812, Transcontinental
Henry Knox partisan they shaped,
Treaty (1819), and the Monroe Doctrine.
Pinkney's Treaty with Spain
postmaster general are seen as
Proclamation of Neutrality
Treaty of Greenville
precedent historically
MI.8-U4.1.3: Challenge of Political Conflict Explain
state department significant.
Virginia and Kentucky how political parties emerged out of the competing
Resolutions states rights ideas, experiences, and fears of Thomas Jefferson
Whiskey Rebellion tariff and Alexander Hamilton (and their followers), despite
XYZ Affair tax

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 the worries the Founders had concerning the dangers
Battle of Tippecanoe of political division, by analyzing disagreements over:
Creek relative power of the national government (e.g.,
Embargo Act Whiskey Rebellion, Alien and Sedition Acts) and of
Federalist threat of customs duty the executive branch (e.g., during the Jacksonian
secession debt era); foreign relations (e.g., French Revolution,
John Marshall embargo D2.His.16.6-8.
relations with Great Britain); economic policy (e.g.,
BB2: Analyze the Judiciary Act of 1801 judicial review
Organize
Which party was the creation of a national bank, assumption of
challenges faced Lewis and Clark applicable
more effective, the jurisdiction revolutionary debt).
during the age of Louisiana Purchase evidence into a
Federalist or Marbury v. Madison nationalism
Jefferson and coherent
Madison.
Republican? midnight judges neutral rights argument about
MI.8-U4.1.4: Establishing a National Judiciary and Its
Nonintercourse Act secede Power Explain the development of the power of the
the past.
Supreme Court treaty Supreme Court through the doctrine of judicial review
Tecumseh tribute as manifested in Marbury v. Madison (1803) and the
War Hawks role of Chief Justice John Marshall and the Supreme
War of 1812 Court in interpreting the power of the national
War with Tripoli government (e.g., McCullouch v. Maryland,
Dartmouth College v. Woodward, Gibbons v. Ogden).
November - December
Unit 3: Westward Expansion Time: approximately 15, 45 minute lessons
Key Resources: Discovering Our Past, A History of the United States (2014), Ch. 10-13 OR
The American Journey (2012, 2009, 2005), Ch. 9-12
Building
Block
C3 Indicator
Building Block Question Essential
Summary of Topics to State Standards (MEAP priority in blue)
Objective (to be used Vocabulary
Incorporate
as formative
assessment)
Convention of 1818 MI.8-U4.1.1: Washingtons Farewell Use Washingtons
dispute over national bank Farewell Address to analyze the most significant
Era of Good Feelings challenges the new nation faced and the extent to which
expanded voting rights subsequent Presidents heeded Washingtons advice.
Force Bill cede D2.His.15.6-8.
Gibbons v. Ogden interstate Evaluate the
BB1: Analyze the MI.8-U4.1.2: Establishing Americas Place in the World
John Marshall commerce relative
challenges faced Was Jackson Explain the changes in Americas relationships with other
Maysville Road bill monopoly influence of
during the age of an effective nations by analyzing treaties with American Indian
Missouri Compromise nationalism various causes
Monroe and president?
nations, Jays Treaty (1795), French Revolution,
Jackson.
McCulloch v. Maryland sectionalism of events and
Pinckneys Treaty (1795), Louisiana Purchase, War of
Monroe Doctrine tariff developments
Nullification Act 1812, Transcontinental Treaty (1819), and the Monroe
in the past.
Panic of 1837 Doctrine.
Republican and Democratic
parties MI.8-U4.1.3: Challenge of Political Conflict Explain how
Rush-Bagot Agreement political parties emerged out of the competing ideas,

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 Second Bank of the United experiences, and fears of Thomas Jefferson and
States Alexander Hamilton (and their followers), despite the
spoils system worries the Founders had concerning the dangers of
Transcontinental Treaty political division, by analyzing disagreements over:
(Adams-Onis Treaty)
relative power of the national government (e.g., Whiskey
Whig party
Rebellion, Alien and Sedition Acts) and of the executive
Adams-Onis Treaty
branch (e.g., during the Jacksonian era); foreign
American settlement of Texas
The Alamo
relations (e.g., French Revolution, relations with Great
Battle of Horseshoe Bend Britain); economic policy (e.g., the creation of a national
Battle of Tippecanoe bank, assumption of revolutionary debt).
California gold rush
Cherokee Nation MI.8-U4.1.4: Establishing a National Judiciary and Its
Creek Power Explain the development of the power of the
Cumberland Gap annex Supreme Court through the doctrine of judicial review as
Daniel Boone canal manifested in Marbury v. Madison (1803) and the role of
Erie Canal Chief Justice John Marshall and the Supreme Court in
barricade
Florida Territory interpreting the power of the national government (e.g.,

boomtown
Indian Removal Act McCullouch v. Maryland, Dartmouth College v.
Indian Territory census Woodward, Gibbons v. Ogden).
Topics continue on next page. decree Aligned GLCE continue on next page.
emigrant MI.8-U4.2.3: Westward Expansion Explain the
D2.His.16.6-8.
Land Law of 1851 forty-niner expansion, conquest, and settlement of the West through
Organize
BB2: Analyze the Was westward Lewis and Clark joint occupation applicable the Louisiana Purchase, the removal of American
Louisiana Purchase
consequences of expansion a lock evidence into a Indians (Trail of Tears) from their native lands, the
westward good thing for Manifest Destiny
Mexican independence
mountain men coherent growth of a system of commercial agriculture, the
expansion. Americans? prairie schooner Mexican-American War, and the idea of Manifest
Missouri Compromise argument about
Mormon migration to Utah Vocabulary continues on the past. Destiny.
next page.
Oregon Country
Oregon Trail MI.8-U4.2.4: Consequences of Expansion Develop an
Republic of Texas rancho argument based on evidence about the positive and
Seminole Wars relocate negative consequences of territorial and economic
Tecumseh steamboat expansion on American Indians, the institution of slavery,
Texas statehood turnpike and the relations between free and slaveholding states.
Trail of Tears vigilante
Treaty of New Echota
Utah territory and statehood
War with Mexico
Warriors' Path
Wilderness Road
Worcester v. Georgia
Zebulon Pike

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 January
Unit 4: Economic Growth and Social Change Time: approximately 10, 45 minute lessons
Key Resources: Discovering Our Past, A History of the United States (2014), Ch. 11, 14-15 OR
The American Journey (2012, 2009, 2005), Ch. 10, 13-14
Building Block
Question
Building Block Summary of Essential C3 Indicator to
(to be used as State Standards (MEAP priority in blue)
Objective Topics Vocabulary Incorporate
formative
assessment)
capital MI.8-U4.2.1: Comparing Northeast and the South Compare
capitalism and contrast the social and economic systems of the Northeast
cotton gin and the South with respect to geography and climate and the
discrimination development of: agriculture, including changes in productivity,
domestic slave technology, supply and demand, and price; industry, including
trade entrepreneurial development of new industries, such as textiles;
agriculture D2.Geo.5.6-8.
famine the labor force including labor incentives and changes in labor
corporations Analyze the
BB1: Compare free enterprise forces; transportation including changes in transportation
How were the expansion of combinations of
and contrast the (steamboats and canal barges) and impact on economic markets
North and South slavery interchangeable cultural and
social and and prices; immigration and the growth of nativism; race
different - growth of cities part environmental
economic relations; class relations.
geographically, Industrial nativist characteristics that
systems of the
economically, and Revolution overseer make places both
MI.8-U4.2.2: The Institution of Slavery Explain the ideology of
Northeast and
the South.
socially? southern cotton patent similar to and
the institution of slavery, its policies, and consequences.
production
prejudice different from other
MI.8-U4.3.1: Explain the origins of the American education
productivity places.
system and Horace Manns campaign for free compulsory public
slave codes education.
strike
telegraph MI.8-U4.3.2: Describe the formation and development of the
trade union abolitionist movement by considering the roles of key abolitionist
yeoman leaders (e.g., John Brown and the armed resistance, Harriet
access to Tubman and the Underground Railroad, Sojourner Truth, William
education for abolition Lloyd Garrison, and Frederick Douglass), and the response of
women, African southerners and northerners to the abolitionist movement.
Americans, deaf civil D2.His.4.6-8.
and blind, prison disobedience Analyze multiple MI.8-U4.3.3: Analyze the antebellum womens rights (and
BB2: Analyze Which antebellum inmates compulsory factors that
suffrage) movement by discussing the goals of its leaders (e.g.,
antebellum social reform movement American Anti- education influenced the
Susan B. Anthony and Elizabeth Cady Stanton) and comparing
reform was most Slavery Society normal school perspectives of
the Seneca Falls Resolution with the Declaration of
movements. important? American slavery people during
Independence.
Colonization
suffrage different historical
Society
American Slavery temperance eras. MI.8-U4.3.4: Analyze the goals and effects of the antebellum
As It Is utopian temperance movement.
David Walker

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 Topics continue on MI.8-U4.3.5: Evaluate the role of religion in shaping antebellum
next page. reform movements.
Elijah Lovejoy
Frederick Douglass
Freedom's Journal
Genius of Universal
Emancipation
Grimke sisters
Harriet Beecher
Stowe
Harriet Tubman
Horace Mann
John Brown
John Russwurm
The Liberator
Liberia
Nat Turner
New England Anti-
Slavery Society
Northern riots
Quakers
Samuel Cornish
Second Great
Awakening
Sojourner Truth
Transcendentalism
Uncle Tom's Cabin
Underground
Railroad
William Lloyd
Garrison

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 February - March
Unit 5: The Coming Civil War Time: approximately 20, 45 minute lessons
Key Resources: Discovering Our Past, A History of the United States (2014), Ch. 7-9, 11, 14-16 OR
The American Journey (2012, 2009, 2005), Ch. 7-8, 10, 13-15
Building Block
Question
Building Block Essential C3 Indicator to
(to be used as Summary of Topics State Standards (MEAP priority in blue)
Objective Vocabulary Incorporate
formative
assessment)
American Anti-Slavery MI.8-U4.3.2: Describe the formation and
Society development of the abolitionist movement by
American Colonization considering the roles of key abolitionist leaders (e.g.,
Society John Brown and the armed resistance, Harriet
American Slavery As It Is Tubman and the Underground Railroad, Sojourner
Constitutional Convention
Truth, William Lloyd Garrison, and Frederick
David Walker
Elijah Lovejoy
Douglass), and the response of southerners and
Frederick Douglass northerners to the abolitionist movement.
Freedom's Journal
Genius of Universal MI.8-U4.3.5: Evaluate the role of religion in shaping
D2.His.3.6-8. Use
Emancipation antebellum reform movements.
questions generated
Grimke sisters abolition about individuals
Harriet Beecher Stowe colonization MI.8-U5.1.1: Explain the differences in the lives of
Was the and groups to
BB1: Analyze the Harriet Tubman free blacks (including those who escaped from
abolitionist emancipation analyze why they,
abolitionist John Brown slavery) with the lives of free whites and enslaved
movement John Russwurm fugitive and the
movement. peoples.
effective? Liberia rebellion developments they
Nat Turner slave codes shaped, are seen as
MI.8-U5.1.2: Describe the role of the Northwest
New England Anti-Slavery historically
Ordinance and its effect on the banning of slavery
Society significant.
(e.g., the establishment of Michigan as a free state).
Northern riots
Quakers
Samuel Cornish
MI.8-U5.1.3: Describe the competing views of
slave rebellions Calhoun, Webster, and Clay on the nature of the
Sojourner Truth union among the states (e.g., sectionalism,
The Liberator nationalism, federalism, state rights).
Uncle Tom's Cabin
Underground Railroad MI.8-U5.1.4: Describe how the following increased
William Lloyd Garrison sectional tensions: the Missouri Compromise (1820),
the Wilmot Proviso (1846), the Compromise of 1850
individual rights D2.His.14.6-8. including the Fugitive Slave Act, the Kansas-
Anti-federalists
popular Explain multiple Nebraska Act (1854) and subsequent conflict in
BB2: Explain the How did Constitutional Convention Kansas, the Dred Scott v. Sandford decision (1857),
sovereignty causes and effects
origins of disagreements at Federalists
Northwest Ordinance sectionalism of events and changes in the party system (e.g., the death of the
sectionalism. the Constitutional
Convention slavery states rights developments in the Whig party, rise of the Republican party and division
past. of the Democratic party)
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 eventually lead to
civil war?
"Bleeding Kansas
Daniel Webster
Henry Clay
John C. Calhoun
Kansas-Nebraska Act
BB3: Describe the How did growing
Republican Party
sectionalist sectional tension Missouri Compromise
tensions that led eventually lead to Northwest Ordinance
to the Civil War. civil war? The Compromise of 1850
The Dred Scott v. Sandford
Decision
The Fugitive Slave Act
The Wilmot Proviso
2014 by National Heritage Academies, Inc.
Aligned GLCE continue on next page.
MI.8-U5.1.5: Describe the resistance of enslaved
arsenal people (e.g., Nat Turner, Harriet Tubman and the
border ruffian Underground Railroad, John Brown, Michigans role
civil war in the Underground Railroad) and effects of their
fugitive D2.His.1.6-8. actions before and during the Civil War.
individual rights Analyze connections
MI.8-U5.1.6: Describe how major issues debated at
martyr among events and
the Constitutional Convention such as disagreements
popular developments in
over the distribution of political power, rights of
sovereignty broader historical
individuals (liberty and property), rights of states,
sectionalism contexts.
election of the executive, and slavery help explain the
secede Civil War.
states rights
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 March - April
Unit 6: The Civil War Time: approximately 25, 45 minute lessons
Key Resources: Discovering Our Past, A History of the United States (2014), Ch. 16-18 OR
The American Journey (2012, 2009, 2005), Ch. 15-17
Building Block
Question
Building Block Essential C3 Indicator to
(to be used as Summary of Topics State Standards (MEAP priority in blue)
Objective Vocabulary Incorporate
formative
assessment)
D2.His.2.6-8. Classify
Abraham Lincoln border state series of historical
BB1: Explain why Why did the
Election of 1860 enlist events and MI.8-U5.2.1: Explain the reasons (political, economic,
the southern Southern states
Fort Sumter states rights developments as
and social) why Southern states seceded and explain
states seceded at secede at different
different times. times? secede examples of change
the differences in the timing of secession in the Upper
and/or continuity.
and Lower South.

MI.8-U5.2.2: Make an argument to explain the reasons

54th Massachusetts
Regiment why the North won the Civil War by considering the
Abraham Lincoln -critical events and battles in the war
Antietam -the political and military leadership of the North and
Appomattox Court South
House casualty -the respective advantages and disadvantages,
Battles of Bull Run entrench including geographic, demographic, economic
General William flank
D2.His.14.6-8. Explain and technological
BB2: Explain why Sherman multiple causes and
Why did the North Gettysburg
ironclad
the North won the effects of events and MI.8-U5.2.3: Examine Abraham Lincolns presidency
win the Civil War? Jefferson Davis resistance
Civil War. developments in the with respect to: his military and political leadership, the
Merrimack v. Monitor strategy past. evolution of his emancipation policy, and the role of his
Robert E. Lee total war
significant writings and speeches, including the
Sherman's March to tributary
the Sea
Gettysburg Address and its relationship to the
Shiloh Declaration of Independence
Stonewall Jackson
Ulysses S. Grant MI.8-U5.2.4: Describe the role of African Americans in
Vicksburg the war, including black soldiers and regiments, and the
increased resistance of enslaved peoples.
Abraham Lincoln
Election of 1860 D2.His.13.6-8.
Emancipation emancipation Evaluate the relevancy MI.8-U5.2.5: Construct generalizations about how the
BB3: Evaluate Was Abraham Proclamation military and utility of a war affected combatants, civilians (including the role of
Abraham Lincoln's Lincoln a good Gettysburg Address leadership historical source based women), the physical environment, and the future of
presidency. leader? Lincoln's Inaugural political on information such as warfare, including technological developments.
Address leadership maker, date, place of
Ten Percent Plan origin, intended
Thirteenth Amendment
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 audience, and
purpose.
Clara Barton
Dorothea Dix
Emancipation bounty D2.His.15.6-8.
How did the Civil Proclamation
BB4: Evaluate the draft Evaluate the relative
War affect the Fifteenth Amendment
positive and greenback influence of various
people of the Fourteenth
negative effects of
United States and Amendment habeas corpus causes of events and
the Civil War.
their future? Harriet Tubman total war developments in the
Mary Edwards Walker past.
Merrimack v. Monitor
Thirteenth Amendment

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 April - May
Unit 7: Reconstruction Time: approximately 10, 45 minute lessons
Key Resources: Discovering Our Past, A History of the United States (2014), Ch. 18 OR
The American Journey (2012, 2009, 2005), Ch. 17
Building Block
Question
Building Block Essential C3 Indicator to
(to be used as Summary of Topics State Standards (MEAP priority in blue)
Objective Vocabulary Incorporate
formative
assessment)
Freedmens Bureau D2.His.4.6-8.
Johnsons plan Analyze multiple
Lincolns assassination
Why did leaders factors that
BB1: Analyze the pocket veto amnesty
disagree over how influenced the MI.8-U5.3.1: Describe the different positions concerning
early plans for Radical Republicans, radical
to reconstruct the
perspectives of the reconstruction of Southern society and the nation,
Reconstruction.
South?
Ten Percent Plan reconstruction people during
Thaddeus Stevens including the positions of President Abraham Lincoln,
Thirteenth Amendment different historical President Andrew Johnson, Republicans, and African
Wade-Davis Bill eras. Americans.
Black Codes
Civil Rights Act of 1866 D2.His.1.6-8. MI.8-U5.3.2: Describe the early responses to the end of
Did Reconstruction
BB2: Analyze Fifteenth Amendment Analyze connections the Civil War by describing the: policies of the
improve when the civil rights
Reconstruction Fourteenth Amendment among events and Freedmens Bureau; restrictions placed on the rights
Radical
Johnsons impeachment
impeach
under the Radical developments in and opportunities of freedmen, including racial
Republicans.
Republicans took Radical Reconstruction radical broader historical segregation and Black Codes.
control? Radical Republicans contexts.
Reconstruction Acts MI.8-U5.3.3: Describe the new role of African
carpetbagger Americans in local, state and federal government in the
grandfather years after the Civil War and the resistance of Southern
Buffalo Soldiers clause whites to this change, including the Ku Klux Klan.
Exodusters industry
Hayes election integration D2.His.16.6-8. MI.8-U5.3.4: Analyze the intent and the effect of the
Jim Crow laws
BB3: Analyze the Was the South literacy test Organize applicable Thirteenth, Fourteenth, and Fifteenth Amendments to
Ku Klux Klan
lasting effects of successfully
New South
lynch evidence into a the Constitution.
Reconstruction. reconstructed? Republican Party poll tax coherent argument
rise of southern industry public education about the past. MI.8-U5.3.5: Explain the decision to remove Union
withdrawal of Union scalawag troops in 1877 and describe its impact on Americans.
troops segregation
sharecropping

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Note: The content of Era 6, The Development of an Industrial, Urban, and Global United States (1870-1930) has not been prioritized by the MEAP and will be addressed
in-depth and with greater intellectual sophistication in the high school United States History and Geography content expectations (Michigan Department of Education).
Consider breaking the topics of this era into independent or small group research projects to introduce U6.1.1 and meet the expectations of U6.2.1.

Unit 8: America in the Last Half of the 19th Century
Key Resources: Discovering Our Past, A History of the United States (2014), Ch. 19-20 OR
The American Journey (2012, 2009, 2005), Epilogue
Investigation Topic
Topic 1: Compare and contrast the United States
territory and land use in 1800 to 1898.
Topic 2: Compare and contrast population,
including immigration, reactions to immigrants, and
the changing demographic structure of rural and
urban America.
Topic 3: Compare and contrast systems of
transportation (canals and railroads, including the
Transcontinental Railroad), and their impact on the
economy and society.
Topic 4: Compare and contrast governmental
policies promoting economic development (e.g.,
tariffs, banking, land grants and mineral rights, the
Homestead Act).
Topic 5: Compare and contrast economic change,
including industrialization, increased global
competition, and their impact on conditions of
farmers and industrial workers
Topic 6: Compare and contrast the treatment of
African Americans, including the rise of segregation
in the South as endorsed by the Supreme Courts
decision in Plessy v. Ferguson, and the response of
African Americans.
Topic 7: Compare and contrast the policies toward
American Indians, including removal, reservations,
the Dawes Act of 1887, and the response of
American Indians.
May - June
C3 Indicator to Incorporate
D2.Geo.2.6-8. Use maps, satellite images, photographs,
and other representations to explain relationships
between the locations of places and regions, and changes
in their environmental characteristics.
D2.Geo.12.6-8. Explain how global changes in population
distribution patterns affect changes in land use in
particular places.
D2.Geo.10.6-8. Analyze the ways in which cultural and
environmental characteristics vary among various regions
of the world.
D2.Geo.7.6-8. Explain how changes in transportation
and communication technology influence the spatial
connections among human settlements and affect the
diffusion of ideas and cultural practices.
D2.Eco.1.6-8. Explain how economic decisions affect the
well-being of individuals, businesses, and society.
D2.Eco.11.6-8. Use appropriate data to evaluate the state
of employment, unemployment, inflation, total production,
income, and economic growth in the economy.
D2.Civ.13.6-8. Analyze the purposes, implementation,
and consequences of public policies in multiple settings.
D2.Civ.14.6-8. Compare historical and contemporary
means of changing societies, and promoting the common
good.
D2.Civ.13.6-8. Analyze the purposes, implementation,
and consequences of public policies in multiple settings.
State Standards (MEAP priority in blue)
MI.8-U6.1.1 America at Centurys End Compare and
contrast the United States in 1800 with the United States in
1898 focusing on similarities and differences in:
-territory, including the size of the United States and land use;
-population, including immigration, reactions to immigrants,
and the changing demographic structure of rural and urban
America;
-systems of transportation (canals and railroads, including the
Transcontinental Railroad), and their impact on the economy
and society;
-governmental policies promoting economic development
(e.g., tariffs, banking, land grants and mineral rights, the
Homestead Act);
-economic change, including industrialization, increased
global competition, and their impact on conditions of farmers
and industrial workers;
-the treatment of African Americans, including the rise of
segregation in the South as endorsed by the Supreme
Courts decision in Plessy v. Ferguson, and the response of
African Americans;
-the policies toward American Indians, including removal,
reservations, the Dawes Act of 1887, and the response of
American Indians
MI.8-U6.2.1 United States History Investigation Topic and
Issue Analysis, Past and Present Use historical
perspectives to analyze issues in the United States from the
past and the present; conduct research on a historical issue
or topic, identify a connection to a contemporary issue, and
present findings (e.g., oral, visual, video, or electronic
presentation, persuasive essay, or research paper); include
causes and consequences of the historical action and predict
possible consequences of the contemporary action.

2014 by National Heritage Academies, Inc. 13 of 15 Last Edited 6/13/14

Key Terms
building block a block of approximately two to five related lessons, on which a short formative assessment should be based before moving on
building block question frames the learning objective for the students; can be used both as a pre-assessment and formative assessment
prompt
C-E-R claim, evidence, reasoning; format for student response to the building block question which aligns well with Common Core expectations;
sample scoring rubric below
key resources good resources to help you develop lessons for the unit
state standards this column represents the states standards that are aligned to the unit and will be assessed by the unit assesment; each
standard may or may not be mastered through instruction of an individual building block
MEAP priority indicates standards that have been assessed frequently by MEAP over past three years; does not indicate certainty of
assessment on current MEAP
C3 indicators to incorporate indicators from the College, Career and Civic Life (C3) Framework which can be incorporated into the building
blocks; the C3 Framework is a collaborative effort by representatives from around the country to: a) enhance the rigor of the social studies
disciplines; b) build critical thinking, problem solving, and participatory skills to become engaged citizens; and c) align academic programs
to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies
summary of topics suggested topics or events to be taught within each building block

C-E-R EVALUATION RUBRIC

Does Not Meet Score: 1 point for
Meets Expectations
Expectations each section
Claim Claim is missing or Claim is accurate, complete, and concise.
inaccurate e.g. *
Evidence Evidence is Evidence is complete, appropriate, and sufficient to support the
missing, irrelevant, claim. Student describes varied observable, relevant information
or inaccurate. gathered in class (at least 1 piece of evidence from each lesson in
the building block.)
e.g. *
Reasoning Reasoning is Reasoning sufficiently links the claim and evidence. Student clearly
missing or describes why he/she thinks the evidence supports the claim.
irrelevant. e.g. *
Total Score =

Note: In addition to a complete C-E-R, advanced students might be encouraged to also add evidence and reasoning from valid
outside sources, OR acknowledge alternate or opposing claim(s) OR coherently connect the claim to another topic.
2014 by National Heritage Academies, Inc. 14 of 15 Last Edited 6/13/14
2014 by National Heritage Academies, Inc. 15 of 15 Last Edited 6/13/14