Course Outline

Star Valley Middle School
8th Grade United States History
Pre-history through Civil War Reconstruction

Instructor Mark Johnson
E-Mail Address mjohnson@lcsd2.org
Phone Number (307) 885-5208 Planning Time changes every QT Call the Office

Course Description

Today the United States is a superpower that wields significant influence throughout the world. The United States was formed only a little over 200 years ago, despite all the changes that have taken place, one thing has remained constant. At the heart of the nation’s experience has been- and is -agreement over the basic principles of American society and the American political system. Individual rights, government by consent of the governed, and equality of opportunity- these are the basic tenets of the United States. In order to understand the United States and what it stands for, students must be aware of how the nation came about, evolved, and developed. In other words, to comprehend the modern-day nation, students must have some knowledge of the past, and of the history that led the nation to the point at which it is today.

Domain Standards

Citizenship/Government/Democracy
Culture/Cultural Diversity
Production, Distribution, and Consumption
Time, Continuity, and Change
People, Places, and Environments

United States History Standards

8.1. Citizenship/ Government/ Democracy: Students demonstrate how structures of power, authority, and governance have developed historically and continue to evolve.
8.2. Culture/ Cultural Diversity: Students demonstrate an understanding of different cultures and how these cultures have contributed and continue to contribute to the world in which they live.
8.3. Production, Distribution, and Consumption: Students demonstrate an understanding of economic principles and concepts and describe the influence of economic factors on societies.
8.4. Time, Continuity, and Change: Students demonstrate an understanding of the people, events, problems, ideas, and cultures that were significant in the history of our community, state, nation and world.
8.5. People, Places, and Environments: Students demonstrate an understanding of interrelationships among people, places, and environments.

Performance Standard

8th grade students at the proficient performance level identify the rights and responsibilities of U.S. citizenship. Students identify important historical figures and their contributions to the development of the U.S. Constitution, Bill of Rights, and amendments. These students are able to discuss the issues involved in the development of the U. S. Constitution. Students are able to identify the basic principles delineated in
the U. S. Constitution, Bill of Rights, and its amendments in real-life scenarios.

8th grade students performing a proficient performance level accurately identify the patterns of behavior that reflect values and attitudes within a given culture and provide a comparison with another culture. Students determine how cultures develop and interact with one another.

8th grade students performing a proficient performance level describe various economic systems. Students provide samples of economic decisions at the personal, local, state, national, and international level. Given examples, students compare how various economic systems affect individuals and their choices.

8th grade students performing a proficient performance level understand the relationships between people, events, problems, conflicts, technology, and ideas and their historical significance and parallels to present-day conditions, situations, and circumstances. Students review and discuss current events and trends to establish patterns of behavior.

8th grade students at the proficient performance level apply the themes of geography to a variety of topics. Students analyze appropriate charts, maps, or graphs to answer
questions dealing with people, places, events, or environments. Students demonstrate several techniques such as mental maps, charts, graphs, or geographic tools to describe and process spatial information; i.e., use information from topographical maps to locate their position, elevation, or coordinates.

Units of Study

Unit Standards Benchmarks Assessments
Unit 1: Different Worlds Meet 8.2,8.3,8.4,8.5 8.2.1,2
8.3.2
8.4.1,2,3
8.5.1,2,3 Current Events
VFW Essay
Careers Activities
AR Book
Chapter Tests
Unit Tests
District Assessment
Unit 2: Colonial Settlement 8.2,8.3,8.4,8.5 8.2.1,2
8.3.1,2,3
8.4.1,2,3
8.5.1 Current Events
AR Book
Chapter Tests
Unit Tests
District Assessment
Unit 3: Creating a Nation 8.1,8.2,8.3,8.4,8.5 8.1.1,2,3
8.2.1,2
8.3.1,2,3
8.4.1,2,3
8.5.1 Current Events
AR Book
Chapter Tests
Unit Tests
District Assessment
Unit 4: The New Republic 8.1,8.2,8.3,8.4,8.5 8.1.1
8.2.1,2
8.3.1,2,3
8.4.1,2,3
8.5.1 Current Events
AR Book
Chapter Tests
Unit Tests
District Assessment
Unit 5: The Growing Nation 8.1,8.2,8.3,8.4,8.5 8.1.1
8.2.1,2
8.3.1,2,3
8.4.1,2,3
8.5.1 Current Events
AR Book
Chapter Tests
Unit Tests
District Assessment
Unit 6: Civil War and Reconstruction 8.1,8.2,8.3,8.4,8.5 8.1.1
8.2.1,2
8.3.1,2,3
8.4.1,2,3
8.5.1 Current Events
AR Book
Chapter Tests
Unit Tests
District Assessment

SVMS EIGHTH GRADE SOCIAL STUDIES
STANDARDS/BENCHMARK ALIGNMENT MAP

MAP KEY United States History
Unit BM Citizenship Culture Production Time People
Unit 1: Different Worlds Meet 1 X X X
2 X X X X
3 X X
Unit 2: Colonial Settlement 1 X X X X
2 X X X
3 X X
Unit 3: Creating a Nation 1 X X X X X
2 X X X X
3 X X X
Unit 4: The New Republic 1 X X X X X
2 X X X
3 X X
Unit 5: The Growing Nation 1 X X X X X
2 X X X
3 X X
Unit 6: Civil War and Reconstruction 1 X X X X X
2 X X X
3 X X

Course Materials and Resources

Textbook: American Journey (Glencoe), 2 College Ruled Notebooks or equal amount of Notebook Paper (approx. 200 sheets), Folder or Binder to Keep Important Papers,
Pens and #2 Pencils (#2 Pencils are required for testing), Planner (Provided by SVMS),
School Website: http://www.svms.lcsd2.org.

Student and Parent/Guardian Signatures

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Notice of Nondiscrimination

Lincoln County School District #2 agrees to ensure equitable access and equitable participation in all District course/classes. All District schools will effectively manage and creatively utilize resources necessary to support student learning. The District’s Board of Trustees is committed to a policy of nondiscrimination in relation to religion, race, gender, age, national origin, color or disability in admission to, or treatment in its educational programs or activities.