Mrs. Doughty's Aspire Class

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Wednesday, May 18, 2011

Trail of Tears Doc I

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National History Day 2016 Theme

Exploration, Encounter & Exchange in History

Go to http://www.nhd.org/ for more information

Revolution Assignment

Great History Websites!

http://www.gilderlehrman.org/
http://www.monticello.org/
http://www.montpelier.org/

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About Me

Mrs. Doughty: This is a picture of me and an original letter written by Thomas Jefferson!!!

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8th Grade History Standards (Battle Ground School District, 2010)

2010-2011 Teaching Standards for 8^th Grade Social Studies

US History Integrated with Washington State History

Note: Critical vocabulary should be used to help ELL students and others with difficulty reading access the ideas in social studies; the word definitions will not be part of any district exams. District exams will be developed from the standards.

Semester 1, Part 1:

American Independence (2 Performance Expectations)

Materials: The American Journey, Chapters 5 & 6

q Analyze and evaluate individuals’ rights to life, liberty, and the pursuit of happiness as presented in the Declaration of Independence. (1.1.1.a)

q Analyze the causes of the American Revolution. (4.1.2.a)

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Washington: Geography, Geology & Native Americans (3 Performance Expectations)

Materials: Washington in the Pacific Northwest, Chapters 1, 2 & 3

q Use and analyze maps to describe the relative location and important characteristics of the five regions of Washington State. (3.1.1.a)

q Describe the impact of supply and demand on the development of trade for both the United States and Washington State, providing and explaining specific examples. (2.2.1)

q Analyze social, economic, and cultural differences among Northwest tribal nations. (4.2.2)

Critical vocabulary: Continental Army, parliament, Sons of Liberty, tariff, revenue, resolution, effigy, boycott, repeal, propaganda, militia, petition, neutral, inflation, privateer, ratify, arid, confluence, tributary, aquifer, coulee, decimate, desecrate

Critical individuals:, Patrick Henry, Samuel Adams, Paul Revere, Benjamin Franklin, Thomas Jefferson, George Washington, King George III

Semester 1, Part 2:

Constitution & the New Nation (7 Performance Expectations)

Materials: The American Journey, Chapters 7 & 8

q Discuss the importance and limitations of the Articles of Confederation. (1.1.1.b)

q Explain specific rights guaranteed by the Constitution and how those rights are related to responsibilities. (1.1.2.a)

q Explain how the U.S. government is organized on a federalist model that includes sharing and separation of power, and checks and balances on power. (1.2.2.a)

q Describe the organization, leadership, and powers of the legislative, executive, and judicial branches of government. (1.2.1)

q Analyze the compromises that occurred during the Constitutional Convention. (1.1.2.b)

q Explain the importance of the economic policies and structures of the early American government. (2.3.1.a)

q Discuss the precedents set in launching a new government (though 1800). (1.2.3)

Critical vocabulary: preamble, alien, sedition, impressment, tariff, embargo, duties, tribute, capitalism, textile, Constitutional Convention, Bill of Rights patent

Critical individuals: Thomas Jefferson James Madison, John Adams, Alexander Hamilton, John Jay,

Semester 1, Part 3:

Jefferson Era, Growth & Expansion (5 Performance Expectations)

Materials: The American Journey, Chapters 9 & 10

q Outline initial contacts and interactions with foreign nations, (e.g., the War of 1812). (1.3.1)

q Discuss the Monroe Doctrine, and explain its causes and consequences. (4.2.1.b)

q Analyze how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies. (2.3.1.b)

q Describe the relationship between immigration, industrialization, and the tremendous growth of cities in the United States. (4.1.2.b)

q Examine how technological advances (e.g., railroads, steamboats, canals, roads, telegraph) accelerated trade and westward expansion. (4.2.3)

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Washington: Encounter (1 Performance Expectation)

Materials: Washington in the Pacific Northwest, Chapter 4

q Describe the impact of European explorers on Native Americans in the Northwest. (3.2.2)

Critical vocabulary: laissez-faire, secede, tribute, nationalism, capitalism, census, sectionalism, impressments, tariff, embargo, alien, sedition

Critical individuals: Meriwether Lewis, William Clark, James Monroe, Eli Whitney

Semester 2, Part 1:

Jackson Era, Manifest Destiny (4 Performance Expectations)

Materials: The American Journey, Chapters 11 & 12

q Explain how the U.S. expanded, including social, political, cultural impact (3.1.1.b)

q Describe and compare the impact of industrialization in the North on the standard of living (distribution of wealth) of laborers and factory owners. (2.4.1)

q Determine the causes and results of conflict between Native Americans and settlers. (3.3.1)

q Examine how entrepreneurship grew during the Gold Rush. (2.1.1)

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Looking West, Washington Territory, Leaving the Frontier Behind (3 P. Expectations)

Materials: Washington in the Pacific Northwest, Chapters 5, 6 & 7

q Explain the effects of treaty agreements between Native Americans and the US Government. (4.1.2.e)

q Explain the reasons for and modes of migration to the Pacific Northwest. (3.2.3)

q Identify the growth and effects of economic industries in the Washington Territory. (2.2.2)

Critical vocabulary: Manifest Destiny, majority, plurality, caucus, tariff, relocate, veto, depression, rendezvous, emigrant, decree, annex, cede, vigilante, bounty, compromise, immunity, retaliate, coerce, exploit, textile, Trail of Tears, Indian Removal Act

Critical individuals: Andrew Jackson, Daniel Webster, Henry Clay, John C. Calhoon, Steven Austin, Sam Houston, Isaac Stevens, Chief Joseph, Tecumseh

Semester 2, Part 2:

North & South, Age of Reform, Road to the Civil War (5 Performance Expectations)

Materials: The American Journey, Chapters 13, 14 & 15

q Describe how geography, natural resources, climate, and labor supply contributed to divergent economies in the North and the South. (3.2.1)

q Describe the reform movements in the United States during this era and analyze the roles of major reformers. (4.2.1.b)

q Explain compromises and actions regarding slavery before the Civil War (4.3.2.a)

q Distinguish among different political, social, and economic issues leading to secession. (4.3.2.b)

q Distinguish between conflicting views of the reasons for Southern secession. (4.3.1)

Critical vocabulary: telegraph, trade union, capital, tenant farmer, temperance, abolitionist, suffrage, sectionalism, fugitive, secede, abstain

Critical individuals: William Garrison, Frederick Douglass, Dred Scott, Abraham Lincoln, Steven Douglas, Jefferson Davis, Harriet Beecher Stowe, Sojourner Truth, Susan B. Anthony

Semester 2, Part 3:

Civil War; Reconstruction (6 Performance Expectations)

Materials: The American Journey, Chapters 16 & 17

q Identify and describe critical developments, events, and leaders during the Civil War. (4.1.2.c)

q Describe the reasons for and effects of the Emancipation Proclamation. (4.2.1.c)

q Analyze Reconstruction Acts and Amendments as attempts to balance individual rights and the common good. (1.4.1)

q Analyze the social, political, and economic effects of Reconstruction. (4.1.2.d)

Critical vocabulary: emancipate, draft, entrenched, amnesty, radical, override, impeach, corruption, integrate, reconciliation, commission, poll tax, segregation, Jim Crow Laws, 13th, 14th and 15th Amendments, tenant farmer, sharecropper

Critical individuals: Robert E. Lee, George McClellan, Ulysses S. Grant, Jefferson Davis, Andrew Johnson

The following Social Studies Skills should be integrated throughout the year:

GLE 4.1.1: Compare timelines of major events in Washington and U.S. History.

GLE 5.1.1: Understand reasons based on evidence for a position on an issue or event.

GLE 5.1.2: Evaluate the logic of reasons for a position on an issue or event.

GLE 5.2.1: Create and use research questions that are tied to an essential question to focus inquiry on an issue.

GLE 5.2.2: Evaluate the logic of positions in primary and secondary sources to interpret an issue or event.

GLE 5.3.1: Apply key ideals outlined in fundamental documents to clarify and address public issues in the context of a discussion.

GLE 5.4.1: Use sources within the body of the work to support positions in a paper or presentation.

GLE 5.4.2: Use appropriate format to cite sources within an essay or presentation.

Total number of Content Learning Standards: 34

Total number of Skills Learning Standards: 8

8th Grade Reading Standards (Battle Ground School District, 2010)

2010 - 2011 Learning Standards for 8^th Grade Reading

Reading Comprehension.

q Demonstrate understanding of theme, message, or main idea, and give supporting details.. (RC.1)

q Summarize a reading selection with evidence from the text. (RC.2)

q Make or confirm inferences or predictions based on evidence from the text. (RC.3)

q Understand and apply content vocabulary critical to the meaning of the text. (RC.4)

Reading Analysis.

q Demonstrate understanding of genres (RC.1.a); literary elements and devices:

q Plot, foreshadowing, mood, character and setting; (RA1.b)

q Simile, metaphor, alliteration, and personification; (RA.1.c)

q Problem and resolution. (RA.1.d)

q Demonstrate understanding of text features (titles, headings, captions, maps, charts, graphs, and other graphic elements. (RA.2)

q Compare and contrast using elements of the text. (RA.3)

q Make connections (cause and effect) within a text. (RA.4)

q Analyze the usefulness of resources. (RA.5)

Critical Thinking.

q Analyze the author's purpose and evaluate the effectiveness for different audiences; including:

q Author's point of view (CT.1.a), and use of

q Fact and opinion (CT.1.b),

q Tone (CT.1.c),

q Use of persuasive devices (e.g., exaggeration, emotional words, euphemisms, propaganda techniques). (CT.1.d)

q Evaluate reasoning and ideas or themes to draw conclusions and develop insights related to the text. (CT.2)

q Extend information beyond text by making generalizations to a broader idea or by applying information to other texts/situations; and support these generalizations with details from the text. (CT.3)

Goals and Communication.

q Set goals for reading and develop a reading improvement plan. (GC.1)

q Track reading progress through the use of such tools as portfolios, learning logs, self-scoring rubrics, or strategy charts. (GC.2)

q Recommend books to others and explain the reason for the recommendation. (GC.3)

q Discuss responses to literary experiences and/or ideas gleaned from reading with others. (GC.4)

Other Reading Skills.

q Read aloud unpracticed grade-level text with fluency of 140-180 words correct per minute. (RS.1)

q Examine the author’s use of language registry (e.g., frozen, formal, consultative, casual, intimate) and how this influences meaning and different audiences. (RS.2)

q Examine resource materials to determine appropriate primary sources and secondary sources to use for investigating a question, topic, or issue. (RS.3)

q Analyze the characteristics and structural elements/essential attributes in a variety of poetic forms (e.g., epic, sonnet, ballad, haiku, free verse). (RS.4)

8th Grade Writing Standards (Battle Ground School District, 2010)

2010 - 2011 Learning Standards for 8^th Grade Writing

Writing Process

q Prewriting: Generate and organize ideas. (WP.1)

q Drafting: Draft according to audience, purpose, and time. (WP.2)

q Revising: Reread work several times for different revision purposes. (WP.3)

q Editing: Identify and correct errors in conventions. (WP.4)

q Publishing: Use technological resources to publish a professional-looking final product. (WP.5)

Writing to Explain

q Identify the intended audience. (E.1)

q Narrow the topic and focus on main idea. (E.2)

q Use well-chosen supporting details (elaboration) which may include description, examples, anecdotes, and/or reasons. (E.3)

q Develop a logical, understandable organizational pattern. (E.4)

q Write an interesting introduction, and a conclusion that is different from the introduction. (E.5)

q Use logical transitions to connect ideas. (E.6)

q Demonstrate commitment to the topic (voice). (E.7)

Writing to Persuade

q Clearly state topic or issue in the introduction. (P.1)

q Ensure that position on topic is clear. (P.2)

q Use more than one argument to support position. (P.3)

q Use reasons, examples, anecdotes, facts or strategies to support arguments. (P.4)

q Take into consideration opposing arguments. (P.5)

q Use logical transitions to connect position, arguments, and evidence. (P.6)

q Demonstrate an awareness of the audience by the choice of words, details, and voice. (P.7)

q Use persuasive language and techniques. (P.8)

q Write an effective persuasive conclusion, such as a call for action. (P.9)

Writing Conventions

q Produce readable printing or cursive handwriting. (C.1)

q Use multiple strategies to spell. (C.2)

q Use commas to enclose titles, for emphasis or clarity, and inside quotation marks. (C.3)

q Use apostrophes to form plurals of letters or numbers, and in possessive compound nouns (C.4)

q Use fewer vs. less correctly. (C.5)

q Use parallel construction when listing infinitive phrases. (C.6)

q Use paragraph conventions. (C.7)

q Cite sources according to prescribed format (e.g., MLA, APA). (C.8)

Other Writing Skills

q Produce a variety of new forms/genres. (WS.1)

q Write from more than one point of view or perspective. (WS.2)

q Select and use literary and sound devices in writing. (WS.3)

q Use transitional phrases between paragraphs to show logical relationships among ideas (WS.4)

q Explain strengths and weaknesses of own writing using criteria. (WS.5)

q Maintain a written log of long-term goals; monitor, evaluate, and adjust goals. (WS.6)

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Class Calendar

Wednesday, May 18, 2011

Trail of Tears Doc I

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