Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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8th Grade U.S. History Curriculum and Pacing Guide PSD Social Studies

PSD Course Description Students examine a variety of historical sources and perspectives to study the period of United States history from the American Revolution through Reconstruction. Connections to the 20th and 21st centuries are made throughout the course, bringing relevancy to students’ learning. Civics, economics, and geography are also key disciplines used to further students’ understanding of important issues in the United States and the world. This course prioritizes the development of skills for the 21st century, such as critical thinking and information literacy, encouraging students to actively participate in their own learning and the world around them.

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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Table of Contents

Course Description:…………………………………………………………………………(Page 1) Table of Contents:…..………………………………………………………………………(Page 2) Pacing Guide:…………………………………………………………………………......…(Page 3) PSD Adopted Materials:…………..…..…………………………………………….....…(Page 4) Suggested Supplemental Resources:…………..…..………………….……..…(Pages 5-10) Common Assessment Information:………………………………………….……….(Page 11) Curriculum, Skills, Standards Alignment:………………………………………(Pages 12-19) 2011 Standards Institute Team Information:…………………………….………(Page 20) 2012 Standards Institute Team Information:…………………………….………(Page 21)

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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8th Grade U.S. History Pacing Guide

(assuming 35 usable teaching weeks) Intro: 3 weeks……………………………….N/A………………………………….…….(Quarter One)……………(Semester One) Unit One: 3 weeks…………………………chapters 3 and 4 Unit Two: 5 weeks………………………..chapters 5 and 6………………………(Quarter Two) Unit Three: 4 weeks……………………..chapters 7 and 8 Unit Four: 4 weeks…………………..…..chapters 9 and 10…………………….(Quarter Three)…………(Semester Two) Unit Five: 4 weeks………………………..chapters 11, 12, and14 Unit Six: 5 weeks………………………....chapters 13, 15, and 16……………(Quarter Four) Unit Seven: 4 weeks……………………..chapter 17

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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8th Grade U.S. History PSD Adopted Materials

PSD Adopted Text and Teacher Materials

American Journey (with supplemental material) PSD Adopted Supplemental Resources - None adopted…see recommended resources and activities beginning on page 5. - Rob Denise (see for organized CD with supplemental materials for use with textbook) ELL Resources

(included with textbook supplemental material) Special Education Resources

(included with textbook supplemental material)

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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8th Grade U.S. History Suggested Supplemental Resources

Suggested Supplemental Resources (Accessible via Blackboard for PSD 8th Grade U.S. History) Unit

Primary Sources

Activities

Intro

• Students’ personal artifacts (family history or modern-day artifacts) • US history map (physical and political) (Wymore)

• FAD (Downing) • Personal Timeline (Wymore) •20 Important Events (Wymore) • US history map (Wymore) • T.O.A.D.S. (Wymore) • History journal prompts for entire course (Chaney) • History A-Z (Wymore) • Learning Roles for Primary Sources (Berkner) • Primary Source Analysis (Berkner) • Intro to Primary Sources (Wymore)

Simulations • Why we need government (Berkner)

Reading Materials • To Be a Slave - Julius Lester (Berkner) • U.S. History warm-up activities: The Daily Spark (Sparknotes) • The Wonder of America: Remarkable Stories Celebrating the Spirit of Our Nation -Derric Johnson

Electronic Media • Interactive Maps Games (recommended for the 50 states…many other possibilities, too) www.sheppardsoftwar e.com/web_games.htm • US citizen quiz (preassessment) (several versions available online)

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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Suggested Supplemental Resources (Accessible via Blackboard for PSD 8th Grade U.S. History) Unit

Primary Sources

Activities

Unit One

• Mayflower Compact • Colonist Diary • John Smith diary • Mystery of Roanoke (Downing) • John White drawings • Slave ship drawings • Slave testimonial • Period world maps (goes along with Columbian Exchange Food Activity – Berkner) • Boston Massacre etching • Declaration of Independence • Join or Die • Shot Heard Around the World (Downing)

• Pocahontas movie and comparison (Downing) • Columbian Exchange food activity (Berkner or Chaney) • Colonial Life Research Project (Downing)

Unit Two

• Who will win the War (Berkner) • Spies of the Revolution (Berkner) • Capture the flag (Nickel) • Revolutionary VIP Interview (Wymore)

Simulations

Reading Materials

Electronic Media • “Columbian Exchange Internet Activity” http://daphne.palomar. edu/scrout/colexc.htm • Locating a Colony (several versions available online) http://www.esd.k12.ca. us/matsumoto/TM28/p df/colonydir.pdf

• Tyranny Week (Berkner) • Steps to Revolution (Wymore) • Paper bag trading (Berkner)

• Liberty! http://www.pbs.org/ktc a/liberty/ • John Adams HBO Series (Boston Massacre scene…also accessible on youtube)

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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Suggested Supplemental Resources (Accessible via Blackboard for PSD 8th Grade U.S. History) Unit

Primary Sources

Unit Three

• Articles of Confederation • Bill of Rights • Constitution

Unit Four

• Louisiana Purchase • Lewis and Clark journals • Pike’s journals (Google books) • Spanish, French, English maps • “Star Spangled Banner”

Activities • Bill of Rights and Me (Wymore) • Bill of Rights Hand Signals (Berkner) • Amendment Visuals Project (Downing…will need to contact for more info) • Newspaper and Bill of Rights Connections (Downing…will need to contact for more info) • Federalist/ Antifederalist bumper stickers (Wymore) • Do I have a Right (Berkner) • Presidential Dilemmas (Chaney) • Practice with US maps put in rivers, mountains, and state borders (Downing…will need to contact for more info) • Symbols that come from The War of 1812 • Symbols on currency • Battle of New Orleans Video Project (Nickel)

Simulations • Which government is the best (Berkner) • Constitutional Convention (Wymore)

• Personal Finance (Wymore)

Reading Materials • “The One Man Army”

• You Are the President (Downing)

Electronic Media • Do I have a Right? http://www.icivics.org/ games/do-i-have-right • Presidents DVD Series

• IOUSA Movie (Berkner) (youtube) • Stock market game http://vse.marketwatch .com/Game/Homepage .aspx (Chaney...will need to contact for more info)

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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Suggested Supplemental Resources (Accessible via Blackboard for PSD 8th Grade U.S. History) Unit

Primary Sources

Activities

Simulations

Unit Five

• Manifest Destiny painting • John O’Sullivan (Manifest Destiny) • Should we go to war with Mexico or not (Downing)

• Oregon trail – List of Supplies (Downing) • Slavery and Japanese internment camps (Berkner) • Colorado Historical Society Mining Kit (Wymore) • Create trail of tears stamp, diary, or poem (Wymore) • Create reform movement poster (Wymore) • Trail of Tears testimonials, images, stations (Berkner) • Reform and Rights Research Project (Berkner)

• Western expansion roles (Wymore…will need to contact Wymore for more info)

Reading Materials

Electronic Media • Five Hundred Nations • Gold Rush • The Frontier House • How the States Got their Shapes (HULU.com) • Oregon Trail Computer game

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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Suggested Supplemental Resources (Accessible via Blackboard for PSD 8th Grade U.S. History) Unit

Primary Sources

Unit Six

• Emancipation Proclamation • Slave auction notice • Civil War diaries, letters, photos • Anaconda Plan

Activities • John Brown Writing Activity (Berkner) • Create Civil War diary (Berkner) • Emancipation Proclamation Analysis (Berkner)

Simulations • Kurt Knierim Lobo Mess from Rocky Mountain High School – Civil War Reenactment/Pre sentation (available beginning 2012/13 school year)

Reading Materials • Across Five Aprils (Chaney)

Electronic Media • Civil War Interactive Map http://www.mrnussbau m.com/civilwarpage.ht m • Civil War Interactive Map http://ngm.nationalgeo graphic.com/ngm/0504 /feature5/zoomify/ • Civil War Interactive Map http://www.civilwar.or g/battlefields/chancell orsville/maps/firstday-atchancellorsville.html • Gone with the Wind • Glory (School version) • Ken Burns The Civil War • Gettysburg • The Civil War in four mins (youtube)

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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Suggested Supplemental Resources (Accessible via Blackboard for PSD 8th Grade U.S. History) Unit Unit Seven

Primary Sources • Civil Rights images • Political cartoons • Black codes • Poll taxes • Confederate flag

Activities • Reconstruction Pair-Share Activity (Berkner) • Decades Project (Berkner)

Simulations • Ellis Island (Downing)

Reading Materials • Articles about confederate flag •Modern race/gender issues • Confederates in the Attic

Electronic Media •Ellis Island national park website www.nps.gov/elis/

Notes/Suggestions from Standards Institute Team: - Next to each activity/resource is the last name of the PSD teacher who contributed this idea, you may email this person (contact information is found on page 20) for assistance/explanation.

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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8th Grade U.S. History Common Assessment Information

Common Assessment Information Type of Assessment

Quarter One

Quarter Two

Semester One

Quarter Three

Quarter Four

Semester Two

Site-Based Common Formative

Site-Based Common Summative

N/A

N/A

N/A

N/A

MayPSD Common Assessment

N/A

N/A

N/A

N/A

N/A

District Common Summative

State

N/A

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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8th Grade U.S. History Curriculum, Skills, Standards Alignment

Introduction and Review (Suggested prior to Unit One) (First Quarter) Pacing

Text

Essential Question

3 Weeks

N/A

Where would our society be if people did not learn from history?

Skills (Aligned with Evidence Outcomes or Skills)

History: -Organize events chronologically (Nature of History)

Geography: - Interpret maps (1A, 1E)

21st

Century

Topics

- Nature of history - Thinking like an historian - Geographic tools and patterns

Colorado Grade Level Expectations & Evidence Outcomes History: Nature of History (Standard 2, 21st Century Skills, Nature of History 3)

Geography: EO 1A, 1E

- Cooperation and conflict over space

Notes/Suggestions from Standards Institute Team: - These are suggested activities; however, this portion of the course was intentionally left open-ended so that teachers may have discretion for how to introduce the course. - We would like to see the introduction of chronological thinking in this portion as well as a focus on the geography of the United States.

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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Unit One: Colonization (First Quarter) Pacing

Text

Essential Question

3 Weeks

Ch. Three and Four

How was the “New World” transformed with the introduction of new people?

Skills (Aligned with Evidence Outcomes)

History: - Interpret and analyze primary and secondary sources (1A) - Critique data (1C) - Examine and evaluate different perspectives (2A) - Analyze major events, ideals and movements (2D, 2F)

Geography: - Describe cultural patterns (1B) - Recognize economic interdependence (1C) - Explain human, economic, and geographic interdependence (1D) - Analyze patterns of cooperation and conflict (2A) - Examine and evaluate different perspectives (2B, 2C)

Economics: - Understand and draw conclusions about international trade (1A, 1B) - Analyze benefits and costs of credit and debt (2A, 2B, 2C)

Civics: - Describe socioeconomic changes (1A) - Identify means of conflict management (2C)

Topics

- Review precolonial America - Colonial America - Growth of the 13 colonies - European and African influences in America

Colorado Grade Level Expectations & Evidence Outcomes History: EO 1A, 1C, 2A, 2D, 2F

Geography: EO 1B, 1C, 1D, 2A, 2B, 2C

Geography 2: conflict and cooperation occur over space and resources Economics: EO 1A, 1B, 2A, 2B, 2C

Civics: EO 1A, 2C

Notes/Suggestions from Standards Institute Team: - The highlighted GLE and associated skills are the ones on which to focus for this unit. There is one/two per unit from this point on and these are highlighted for each unit. These were decided based on appropriateness per the content of the course. - See suggested supplemental resources for ideas on how to achieve the focused skills and GLE.

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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Unit Two: Revolutionary War (Second Quarter) Pacing

Text

Essential Question

5 Weeks

Ch. Five and Six

What challenges lead to declaring independence?

Skills (Aligned with Evidence Outcomes)

History: - Interpret and analyze primary and secondary sources (1A) - Analyze multiple sources (1B) - Critique data (1C) - Examine and evaluate different perspectives (2A) - Determine major sources of conflict and compromise (2B) - Examine military and economic expansion (2C) - Analyze the cause and effect of major conflicts (2E)

Topics

- Seeds of revolution - Declaring independence - Revolution

Geography: - Interpret maps (1A, 1E) - Analyze patterns of cooperation and conflict (2A)

Economics: - Understand and draw conclusions about international trade (1A, 1B) - Explain the effects of domestic policies on international trade (1C, 1D) - Analyze benefits and costs of credit and debt (2A, 2B, 2C)

Civics: - Describe socioeconomic changes (1A) - Analyze the expansion of rights and citizenship (1B) - Explain the process of civic engagement (1D, 1F) - Identify means of conflict management (2C)

Colorado Grade Level Expectations & Evidence Outcomes History: EO 1A 1B, 1C, 2A, 2B 2C, 2E

Geography: EO 1A, 1E, 2A

Economics: EO 1A, 1B, 1C, 1D, 2A, 2B, 2C

Economics 1: Economic freedom, including free trade, is important for economic growth Civics: EO 1A, 1B, 1D, 1F, 2C

Notes/Suggestions from Standards Institute Team: - The highlighted GLE and associated skills are the ones on which to focus for this unit. - See suggested supplemental resources for ideas on how to achieve the focused skills and GLE.

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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Unit Three: Establishing a Government (Second Quarter) Pacing

Text

4 Ch. Weeks Seven and Eight

Essential Question

Why do people create laws and governments?

Skills (Aligned with Evidence Outcomes)

History: - Interpret and analyze primary and secondary sources (1A) - Using a primary source, construct a written historical argument (1D) - Examine and evaluate different perspectives (2A) - Determine major sources of conflict and compromise (2B) - Examine military and economic expansion (2C) - Analyze the cause and effect of major conflicts (2E) - Analyze major events, ideals and movements (2D, 2F)

Geography: - Examine and evaluate different perspectives (2B, 2C)

Topics

- Articles of Confederation - The Constitution - Bill of Rights - The Federalist Era

Economics: - Explain the effects of domestic policies on international trade (1C, 1D)

Civics: - Describe socioeconomic changes (1A) - Analyze the expansion of rights and citizenship (1B) - Describe the influence citizens have in changing government (1C) - Explain the process of civic engagement (1D, 1F) - Discern various types of law (2A) - Evaluate the strength and weaknesses of rule of law (2B) - Identify means of conflict management (2C) - Evaluate the role and importance of the Constitution (2D) - Discuss the tensions between individual rights, state law, and national law (2E) - Explain the power of judicial review (2F) - Research and evaluate civic issues (2G)

Notes/Suggestions from Standards Institute Team: - The highlighted GLE and associated skills are the ones on which to focus for this unit. - See suggested supplemental resources for ideas on how to achieve the focused skills and GLE.

Colorado Grade Level Expectations & Evidence Outcomes History: EO 1A, 1D, 2A, 2B, 2C, 2D, 2E, 2F

Geography: EO 2B, 2C

Economics: EO 1C, 1D

Civics: EO 1A, 1B, 1C, 1D, 1E, 1F, 2A, 2B , 2C, 2D, 2E, 2F, 2G

Civics 1: analyze elements of continuity and change in the US government and the role of citizens over time Civics 2: the place of law in a constitutional system

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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Unit Four: Launching the Republic (Third Quarter) Pacing

Text

Essential Question

4 Weeks

Ch. Nine and Ten

How is a national identity developed?

Skills (Aligned with Evidence Outcomes)

History: - Interpret and analyze primary and secondary sources (1A) - Examine and evaluate different perspectives (2A) - Examine military and economic expansion (2C) - Analyze the cause and effect of major conflicts (2E) - Analyze major events, ideals and movements (2D, 2F)

Geography: - Interpret maps (1A, 1E) - Explain human, economic, and geographic interdependence (1D) - Examine and evaluate different perspectives (2B, 2C)

Economics: - Explain the effects of domestic policies on international trade (1C, 1D) - Analyze benefits and costs of credit and debt (2A, 2B, 2C) - Describe components of credit history (2D)

Civics: - Describe socioeconomic changes (1A) - Identify means of conflict management (2C) - Evaluate the role and importance of the Constitution (2D)

Topics

- Louisiana Purchase - War of 1812 - Industrial Revolution - National Bank - Components of Credit History - Currency as national identity

Notes/Suggestions from Standards Institute Team: - The highlighted GLE and associated skills are the ones on which to focus for this unit. - See suggested supplemental resources for ideas on how to achieve the focused skills and GLE.

Colorado Grade Level Expectations & Evidence Outcomes History: EO 1A, 2A, 2C, 2D, 2E, 2F

Geography: EO 1A, 1D, 1E, 2B, 2C

Economics: EO 1C, 1D, 2A, 2B, 2C, 2D

Economics 2: manage personal credit and debt Civics: EO 1A, 2C, 2D

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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Unit Five: Nationalism and Sectionalism (Third Quarter) Pacing

4 Weeks

Text

Essential Question

Ch.

How does the physical and cultural expansion affect the development of a nation?

Eleven, Twelve,

and Fourteen

Skills (Aligned with Evidence Outcomes)

History: - Interpret and analyze primary and secondary sources (1A) (Civics 1E) - Analyze multiple sources (1B) - Examine and evaluate different perspectives (2A) - Determine major sources of conflict and compromise (2B) - Examine military and economic expansion (2C) - Analyze the cause and effect of major conflicts (2E) - Analyze major events, ideals and movements (2D, 2F)

Topics

- Manifest Destiny - Jackson Era - Age of Reform

Geography: - Interpret maps (1A, 1E) - Describe cultural patterns (1B) - Recognize economic interdependence (1C) - Explain human, economic, and geographic interdependence (1D) - Examine and evaluate different perspectives (2B, 2C)

Civics: - Describe socioeconomic changes (1A) - Analyze the expansion of rights and citizenship (1B) - Describe the influence citizens have in changing government (1C) - Explain the process of civic engagement (1D, 1F) - Identify means of conflict management (2C) - Evaluate the role and importance of the Constitution (2D) - Discuss the tensions between individual rights, state law, and national law (2E) - Explain the power of judicial review (2F) - Research and evaluate civic issues (2G)

Notes/Suggestions from Standards Institute Team: - The highlighted GLE and associated skills are the ones on which to focus for this unit. - See suggested supplemental resources for ideas on how to achieve the focused skills and GLE.

Colorado Grade Level Expectations & Evidence Outcomes History: EO 1A, 1B, 2A, 2C, 2E, 2B, 2D, 2F

Geography: EO 1A, 1B, 1C, 1D, 1E, 2B, 2C

Geography 1: use geographic tools to analyze patterns in human and physical systems Civics: EO 1A,1B, 1C, 1D, 1E, 1F, 2C, 2D, 2E, 2F, 2G

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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Unit Six: Civil War (Fourth Quarter) Pacing

5 Weeks

Text

Essential Question

Ch.

How does a nation deal with complex social issues?

Thirteen, Fifteen,

and Sixteen

Skills (Aligned with Evidence Outcomes)

History: - Interpret and analyze primary and secondary sources (1A) - Analyze multiple sources (1B) - Critique data (1C) - Using a primary source, construct a written historical argument (1D) - Examine and evaluate different perspectives (2A) - Determine major sources of conflict and compromise (2B) - Examine military and economic expansion (2C) - Analyze the cause and effect of major conflicts (2E)

Geography: - Interpret maps (1A, 1E) - Recognize economic interdependence (1C) - Analyze patterns of cooperation and conflict (2A)

Topics

- Causes of the Civil War - Comparing North and South - Attempts at compromise - The Civil War

Economics:

Colorado Grade Level Expectations & Evidence Outcomes History: EO 1A , 1B, 1C, 1D, 2A, 2B, 2C, 2E

History 1: formulating appropriate hypotheses about US history based on a variety of historical sources and perspectives

- Understand and draw conclusions about international trade (1A, 1B)

Civics: - Describe socioeconomic changes (1A) - Analyze the expansion of rights and citizenship (1B) - Describe the influence citizens have in changing government (1C) - Explain the process of civic engagement (1D, 1F) - Identify means of conflict management (2C) - Evaluate the role and importance of the Constitution (2D) - Discuss the tensions between individual rights, state law, and national law (2E)

Notes/Suggestions from Standards Institute Team: - The highlighted GLE and associated skills are the ones on which to focus for this unit. - See suggested supplemental resources for ideas on how to achieve the focused skills and GLE.

Geography: EO 1A, 1C, 1E, 2A

Economics: EO 1A, 1B

Civics: EO 1A,1B, 1C, 1D, 1E, 1F, 2C, 2D, 2E

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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Unit Seven: Reconstruction and Modern Connections (Fourth Quarter) Pacing

4 Weeks

Text

Essential Question

Ch.

How does a society’s ability or inability to recognize and appreciate differences impact history?

Seventeen

Skills (Aligned with Evidence Outcomes)

History: - Interpret and analyze primary and secondary sources (1A) (Civics 1E) - Using a primary source, construct a written historical argument (1D) - Examine and evaluate different perspectives (2A) - Determine major sources of conflict and compromise (2B) - Examine military and economic expansion (2C) - Analyze the cause and effect of major conflicts (2E) - Analyze major events, ideals and movements (2D, 2F)

Geography: - Examine and evaluate different perspectives (2B, 2C)

Economics:

Topics

- Reconstruction - The New South

Colorado Grade Level Expectations & Evidence Outcomes History: EO 1A, 1D, 2A, 2B, 2C, 2D, 2E, 2F

History 2: the

- Connections to 20th- and 21stcentury America

historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through Reconstruction and their relationships with one another

- Analyze benefits and costs of credit and debt (2A, 2B, 2C)

Geography:

Civics:

Economics:

- Describe socioeconomic changes (1A) - Analyze the expansion of rights and citizenship (1B) - Describe the influence citizens have in changing government (1C) - Explain the process of civic engagement (1D, 1F) - Discern various types of law (2A) - Evaluate the strength and weaknesses of rule of law (2B) - Identify means of conflict management (2C) - Evaluate the role and importance of the Constitution (2D) - Discuss the tensions between individual rights, state law, and national law (2E) - Explain the power of judicial review (2F) - Research and evaluate civic issues (2G)

2B, 2C

EO 2A, 2B, 2C

Civics: EO 1A, 1B, 1C, 1D, 1E, 1F, 2A , 2B, 2C, 2D, 2E, 2F, 2G 2C, 2D, 2E

Civics 1: analyze elements of continuity and change in the US government and the role of citizens over time

Notes/Suggestions from Standards Institute Team: - The highlighted GLE and associated skills are the ones on which to focus for this unit. - See suggested supplemental resources for ideas on how to achieve the focused skills and GLE. - The team left the end of this unit open-ended for teacher discretion. We would like to see connections made during this unit to the 20 th- and 21st-centuries.

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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Members of the 2011 Standards Institute Team for 8th Grade U.S. History: Amy Berkner (Wellington Middle School)………………….…………....…[email protected] Maura Chaney (Preston Middle School)………………………………….…[email protected] Dan Downing (Lesher IB World Middle School)……………….………..…[email protected] Mary Nickel (Webber Middle School)………………………………….…[email protected] Holly Walker (Webber Middle School)……………………………………[email protected] Kyla Walker (Lincoln Middle School, an IB World School)…...………...…[email protected] Gabby Wymore (Blevins Middle School)……………………………….…[email protected] We hope that you find the curriculum guide and supplemental materials useful; please don’t hesitate to contact any members of the team for more information, explanation, or suggestions. We would like to keep building our library of supplemental materials and resources on the blackboard site for this course. If you have suggestions or contributions, please contact your department chair or Andrea Delorey ([email protected]).

Curriculum for 8th Grade U.S. History Guide adopted on: Draft 6/2012

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Members of the 2012 Standards Institute Team for 8th Grade U.S. History: Dan Downing (Lesher IB World Middle School)……………….………..…[email protected] Chris Lake (Wellington Middle School)…..................................………...…[email protected] Gabby Wymore (Blevins Middle School)……………………………….…[email protected] We hope that you find the curriculum guide and supplemental materials useful; please don’t hesitate to contact any members of the team for more information, explanation, or suggestions. We would like to keep building our library of supplemental materials and resources on the blackboard site for this course. If you have suggestions or contributions, please contact your department chair or Andrea Delorey ([email protected]).