Grade 8 Unit 4 Expansion

West Haven Public Schools

Unit Planning Organizer

Subject - U.S. History                                                       

Grade - 8th

Unit – Expansion                                                               

Pacing –Feb. / March


Essential Question(s):

1.     How did the U.S. acquire land from the Atlantic to the Pacific?

2.     What is Manifest Destiny and compare it to colonization of 1600’s.

3.     What were the positive and negative effects of the Industrial Revolution on American life?


Big Idea(s):

1.     The U.S. grew from the Atlantic to Pacific.

2.     Manifest Destiny is the idea of the U.S. owning the land from Atlantic to the Pacific.

3.     The Industrial Revolution made things faster, cheaper and easier.

4.     The Industrial Revolution caused a poor working environment.


CT State Standards (includes West Haven’s “Priority” GLES’s in BOLD and “Supporting” Standards)

1.1.7  Analyze the similarities and differences between colonization in the 1600s and Manifest Destiny in the 1840s.

1.3.2  Identify examples of American influence on other cultures and world events.

1.5.1   Weigh the impact of America’s Industrial Revolution, industrialization and urbanization on the environment.

1.1.8   Analyze the similarities and differences between a political revolution and the industrial revolution of the 18800’s.

1.1.3   Explain how the arts, architecture, music, and literature of the United States reflect its history and heterogeneity of its culture.

1.1.2  Describe the influences that contributed to American social reform movements.

1.6   Analyze immigration’s impact on the U.S. at different stages in its history.

1.10.1  Analyze the impact (past and present) of technology on productivity.

1.11   Analyze the relationship between supply and demand and the prices of goods and services.

1.12.1   Identify and analyze specific factors that promoted growth and economic expansion in the U.S.

1.13.3   Analyze reasons for and ramifications of stereotyping and conformity in both history and contemporary events.

2.1 Gather information from historical maps.

“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)



Colonization (1600’s)

Manifest Destiny



American influence


World events



Impact of industrial revolution and urbanization on the environment


Analyze (similarities and differences)




Identify (examples)





Weigh (the impact)

















Common Formative Pre- Assessment (Followed by Data Team Analysis):

See Pre-Assessment Expansion

“Dipsticks” (Informal Progress Monitoring Checks):

Will be created individually at the discretion of the classroom teacher.

Common Formative Post- Assessment (Followed by Data Team Analysis):

See Post Assessment Expansion


Instructional Planning

Suggested Resources/Materials:

“The American Nation” Ch.10-15


Interactive Lewis and Clark Expedition


“The Alamo”


Suggested Research-based Effective Instructional Strategies:

Note taking

Map skills

Historical non-fiction reading


Vocabulary/Word Wall








Interchangeable parts


Spinning Jenny

Spoils system

Clipper ships

LA Purchase

Thomas Jefferson


James Polk

The Alamo

Eli Whitney

James Madison

Andrew Jackson

Trail of Tears

Manifest Destiny

Monroe Doctrine

Henry Clay

Industrial Revolution


Treaty of Guadalupe Hidalgo

Gadsden Purchase

Oregon Trail

Samuel F. B. Morse


Interactive Lewis and Clark Expedition

Interchangeable Parts

Create an Print Ad

Public Service Announcement regarding a social injustice.  I.e. The Trail of Tears, Spoils System


“The Alamo”

Interdisciplinary Connections

Tech. Ed – Interchangeable parts

Art – Create a print ad for a new invention