Title Page
HSS Unit 4:
The Age of Jackson and Westward Expansion
Suggested Pacing:
15 days
7th Grade 2020 - 2021 Year at a Glance
Opening Unit: Our World 18 Days | Unit 2: A Constitution for the United States 20 Days | Unit 3: The Early Republic 19 Days | Unit 4: The Age of Jackson and Westward Expansion 15 Days | |
| Textbook Topic 1 | Textbook Topic 2 | Textbook Topic 3 | Textbook Topic 4 |
Why is the study of history and the social sciences important in today’s modern world? Analysis Skill: CST.3 6-8.RH.7 ELA: 6-8.WHST.2 ELD: ELD P2.1 | When is war justified? HSS: 8.1.2 Analysis Skill: REP.5 ELA: 6-8.WHST.2 ELD:ELD.PI.A.1 | How much power should a government have? HSS: 8.2.6 Analysis Skill: HI.2 ELA: 6-8.WHST.2 ELD:ELD.PI.A.1 | How much power should the federal government have, and what should it do? HSS: 8.3.4 Analysis Skill: CST.2 ELA: 6-8.WHST.1 ELD: ELD.PI.C.11.a | Why do people move? HSS: 8.5.2 Analysis Skill: REP.4 ELA: 6-8.WHST.1 ELD: ELD.PI.C.11.a |
Unit 5: Society and Culture Before the Civil War 14 Days | Unit 6: Sectionalism and Civil War 23 Days | Unit 7: The Reconstruction Era 14 Days | Unit 8: Industrial and Economic Growth 20 Days | Unit 9: The Progressive Movement 18 Days |
Textbook Topic 5 | Textbook Topic 6 | Textbook Topic 7 | Textbook Topic 8 | Textbook Topic 9 |
Why is culture important? HSS: 8.7.2 Analysis Skill: HI.3 ELA: 6-8.WHST.2 ELD: ELD.PI.A.1 | When is war justified? HSS: 8.10.7 Analysis Skill: REP.3 ELA: 6-8.WHST.2 ELD: ELD.PI.A.1 | How should we handle conflict? HSS: 8.11.1 Analysis Skill:CST-3 ELA: 6-8.WHST.1 ELD: ELD.PI.C.11.a | How did America’s economy, industries, and population grow after the Civil War? HSS: 8.12.5 Analysis Skill:RE.1 ELA: 6-8.WHST.2 ELD: ELD.PI.A.1 | What can individuals do to affect society? HSS:8.12.7 Analysis Skill:HI.1 ELA: 6-8.WHST.2 ELD: ELD.PI.A.1 |
2025-2026 Year at a Glance 8th Grade HSS
Year at a Glance
Lesson 1: Jackson Wins the Presidency Synopsis: More Americans get the right to vote,and Andrew Jackson becomes President. Suggested Pacing: 2.5 Periods | Objective: Explain how changes in suffrage affected political parties and elections. Guiding Question: How did changes in the suffrage affect political parties and elections? | Standards: H.S.S.: 8.4.2, 8.8.1 C.C.S.S.: RI.8.1, RI.8.6, RH.8.1, RH.8.6 |
Objective: Compare how individual regions of the United States became both more similar and more different. Guiding Question: How did individual regions of the United States become both more similar and more different? | ||
Objective: Identify compromises made after the 1824 election, including the roles of Henry Clay and John Quincy Adams. Guiding Question: What compromises were made after the 1824 election? | ||
Objective: Describe the causes and effects of Jacksonian democracy. Guiding Question: What were the causes and effects of Jacksonian democracy? | ||
Lesson 2: Political Conflict and Economic Crisis Synopsis: The period is a time of uncertainty,both for the rights of states versus the power of the federal government and for the economy. Suggested Pacing: 3.5 Periods | Objective: Analyze how Andrew Jackson changed the country. Guiding Question: How did Andrew Jackson change the country? | Standards: H.S.S.: 8.4.3, 8.8.1, 8.10.3 Analysis: HI.6 |
Objective: Describe how Jackson and his opponents clashed over the issues of nullification and states’ rights. Guiding Question: How did Jackson and his opponents clash over the issues of nullification and states’ rights? | ||
Objective: Explain why Americans disagreed about the banking system. Guiding Question: Why did Americans disagree about the banking system? | ||
Objective: Identify how economic issues impacted the election of 1840. Guiding Question: How did economic issues impact the election of 1840? |
Scope and Sequence
Lesson 3: Conflict with American Indians Synopsis: American Indians live and thrive on western lands. Suggested Pacing: 2 Periods | Objective: Analyze how Indian removal changed the country. Guiding Question: How did Indian removal change the country? | Standards: H.S.S.: 8.8.1, 8.8.2 C.C.S.S: RI.8.1 |
Objective: Explain what the frontier meant to the nation in the first half of the nineteenth century. Guiding Question: What did the frontier mean to the nation in the first half of the nineteenth century? | ||
Objective: Describe the cultures of the American Indians living west of the Appalachians. Guiding Question: What were the cultures of the American Indians living west of the Appalachians like? | ||
Objective: Explain the conflict over land occupied by Native Americans between the Appalachians and Mississippi. Guiding Question: What was the conflict over land occupied by Native Americans between the Appalachians and the Mississippi River? | ||
Lesson 4: Westward Movement Synopsis: New opportunities in the west motivate people to give up everything and move west to an unknown future. Suggested Pacing: 2 Periods | Objective: Explain what the frontier meant to the nation in the first half of the nineteenth century. Guiding Question: What did the frontier mean to the nation in the first half of the nineteenth century? | Standards: H.S.S.: 8.5.2, 8.6.2, 8.8.2, 8.8.3 |
Objective: Describe how the Westward movement changed family life. Guiding Question: How did the Westward movement change family life? | ||
Objective: Discuss how geography affected life in the West. Guiding Question: How did geography affect life in the west? | ||
Objective: List the steps Americans took to improve their roads. Guiding Question: What steps did Americans take to improve their roads? |
Scope and Sequence
Lesson 5: Settling Oregon Country Synopsis: Lewis and Clark’s expedition sparks a desire to move to Oregon Country. Suggested Pacing: 3 Periods | Objective: Explain what the frontier meant to the nation in the first half of the nineteenth century. Guiding Question: What did the frontier mean to the nation in the first half of the nineteenth century? | Standards: H.S.S.: 8.5.2, 8.8.2, 8.8.3 Analysis: REP-3 |
Objective: Describe the challenges presented by the Oregon Trail. Guiding Question: What challenges did the Oregon Trail present? | ||
Objective: Summarize how mountain men helped explore the Far West Guiding Question: How did mountain men help settle the Far West? | ||
Objective: Discuss the role played by missionaries in Oregon. Guiding Question: What role did missionaries play in Oregon? | ||
Lesson 6: New Spain and Independence for Texas Synopsis: The United States acquires a vast territory once ruled by Mexico, and changes begin. Suggested Pacing: 2 Periods | Objective: Describe the causes and consequences of Texas independence. Guiding Question: What were the causes and consequences of Texas independence? | Standards: H.S.S.: 8.5.2, 8.6.2, 8.8.2, 8.8.5, 8.8.6 |
Objective: Explain how Mexican and American settlements affected the development of the Southwest. Guiding Question: How did Mexican and American settlements affect the development of the Southwest? | ||
Objective: Describe what life was like for the Spanish and American Indians who lived in California and New Mexico. Guiding Question: What was life like for the Spanish and American Indians who lived in California and New Mexico? | ||
Objective: Identify the challenges faced by the Lone Star Republic. Guiding Question: What challenges did the Lone Star Republic face? |
Scope and Sequence
Lesson 5: Manifest Destiny in California and the Southwest Synopsis: A belief in Manifest Destiny—the right to claim the land all the way to the Pacific—draws settlers to California and the Southwest. Suggested Pacing: 2 Periods | Objective: Describe how Manifest Destiny contributed to American expansion. Guiding Question: How did Manifest Destiny contribute to American expansion? | Standards: H.S.S.: 8.5.2, 8.8.2, 8.8.4, 8.8.6 |
Objective: Identify the causes and consequences of the Mexican-American War. Guiding Question: What were the causes and consequences of the Mexican-American War? | ||
Objective: Describe how Utah and California grew. Guiding Question: How did Utah and California grow? | ||
Objective: Explain how the gold rush and migration affected life in California. Guiding Question: How did the gold rush and migration affect life in California? |
Scope and Sequence
Standards and Concept Questions:
Unit 4 Overview-Topic: The Age of Jackson and Westward Expansion | |||
Essential Question: What motivated people to move west in the 1800s?
Synopsis: Go back to the early 1800s and the Age of Jackson and Westward Expansion. Why? Because it was during this time that Americans moved west, expanding the nation's borders-and forcing American Indians to leave their lands. | |||
Content Standard: 8.5.2 -Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War Analysis Standard: REP.4 Students assess the credibility of primary and secondary sources and draw sound conclusions from them. ELA Standard: 6-8 WHST.1 Write arguments focused on discipline-specific content. ELD Standard: ELD.PI.C.11.a | |||
Textbook Connections: Topic 4: The Age of Jackson and Westward Expansion pgs. 247-311 Analysis Standard: pg 292 | |||
SEL Connections: What does independence and freedom mean to you?
| |||
Geography:
| Economics:
| Civics/Government:
| Culture:
|
Unit Overview
| Week Fourteen | Week Fifteen | Week Sixteen |
Essential Question | What motivated people to move west in the 1800s? | ||
Lesson Topics | Explore how the presidencies of James Monroe and John Quincy Adams had lasting effects on the United States. | Explore the effects Andrew Jackson’s policies had on democracy, economy and sociology in the mid 1800s. | Explore the causes and effects of Manifest Destiny. |
Lesson Resources |
| ||
Culminating Artifact/ Additional Resources | mea | ||
Unit 4/
Topic 4
Sequence
Unit Sequence