Historical Research. Scale:

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Suzan Lawson
5 years ago
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1 Historical Research Learning Goal 1: I will be able to read, construct, and interpret charts, graphs, and timelines by researching historical facts and information. - Mr. Furman will be looking at the graphs, timelines or charts in the main part of your NHD project to grade this learning goal. In addition to a 3, I was able to analyze charts, graphs, and timelines by researching historical facts and information. read, construct and interpret charts, graphs, and timelines by researching historical facts and information. partially read, construct and interpret charts, graphs, and timelines by researching historical facts and information. read, construct and interpret charts, graphs, and timelines by researching historical facts and information. Learning Goal 2: I will be able to formulate a thesis statement and answer it through historical research. - Mr. Furman will look at your thesis statement and the main part of your NHD project to grade this learning goal. In addition to level 3, I was able to show a high level of analysis while answering and proving his/ her thesis statement. formulate a thesis statement and answer it through historical research. formulate a thesis statement. I could only partially formulate a thesis statement.

2 Learning Goal 3: I will be able to identify, explain, and use credible primary/ secondary sources to research his/ her topic. - Use of annotations in the bibliography to explain how the sources were used to create the project. - Describe the relationship between primary and secondary sources. - Mr. Furman will use your NHD project annotated bibliography to grade this learning goal. In addition to a 3, I was able to analyze his/her use of primary/ secondary sources to research topic. identify, explain and use credible primary/ secondary sources to research topic. identify and use credible primary/ secondary sources to research topic. I could only partially identify, and use credible primary/ secondary sources to research topic. Learning Goal 4: I will be able to demonstrate critical thinking by explaining/analyzing the topic s causes and effects while comparing other points of view. - Bias of sources. - Form individual point of view. - Mr. Furman will be looking at the main part of your NHD project to grade this learning goal. In addition to a 3, I was able to draw conclusions to the topic s causes and effects while comparing other points of view. demonstrate critical thinking by explaining the topic s causes and effects while comparing other points of view. demonstrate critical thinking by identifying the topic s causes and effects while comparing other points of view. I could only partially demonstrate critical thinking when identifying the topic s causes and effects while comparing other points of view.

3 American Revolution and Creating a new nation Learning Goal 5: I will be able to analysis the events which led to the start of the American Revolution. - King George III - Tea Act (Boston Tea Party, British East India Company, Sons of Liberty) - Stamp Act (role of Patrick Henry) - Boston Massacre (Role of John Adams, Paul Revere, Sons of Liberty) - Intolerable Acts (Boston is punished) - Declaration of Independence (Role of Thomas Jefferson) - Thomas Paine (Common Sense) In addition to a 3, evaluate the events which led to the start of the American Revolution. - Student will be able to take each event and show empathy for both the Colonists and British. analysis the events which led to the start of the American Revolution. explain the events which led to the start of the American Revolution. identify the events which led to the start of the American Revolution. Learning Goal 6: I will be able to describe how the Americans defeated the British. - Role of George Washington - Major Battles (Lexington/Concord, Saratoga, Trenton, Yorktown - Aid from France (role of Benjamin Franklin) In addition to a 3, apply his/ her understanding how the Americans defeated the British. - Student will be able to critique both British and Patriots military strategy during each of the major battles. - Students critique Washington s leadership style. describe how the Americans defeated the British. identify how the Americans defeated the British. identify how the Americans defeated the British.

4 Learning Goal 7: I will be able to describe the important documents and philosophies that influenced the creation of the constitution. - Magna Carta - English Bill of Rights - Mayflower Compact - Articles of Confederation - John Locke (natural law, social contract) - Montesquieu (separation of power) In addition to a 3, I was able to interpret the important documents and philosophies that influenced the creation of the constitution. - Student could look at other historical documents and see ideas that were used in the creation of the United States. describe the important documents and philosophies that influenced the creation of the constitution. was able to identify the important documents and philosophies that influenced the creation of the constitution. identify the important documents and philosophies that influenced the creation of the constitution. Learning Goal 8: I will be able to explain the outcomes of the Constitutional Convention. - John Adams - James Madison - Compromises (role of Benjamin Franklin) - Federalists/Anti Federalists (creation of political parties) - Bill of Rights - George Washington s presidency (state of union address, creation of the cabinet, 2 term office) In addition to a 3, I was able to analyze the outcome of the Constitutional Convention. explain the outcomes of the Constitutional Convention. identify the outcomes of the Constitutional Convention. identify the outcome of the Constitutional Convention.

5 Students will understand how compromises made at the convention created the structure of the different branches of government. - Students show how the question of ratification led to the two party system. United States Constitution Learning Goal 9: I will be able to describe the principles on which the U.S. Constitution was founded. - federalism (i.e., enumerated, reserved, and concurrent powers) - popular sovereignty - separation of powers - individual rights - checks and balances - limited government - flexibility (i.e., Elastic Clause, amendment process, living constitution) - republicanism - Supreme Law of the Land In addition to a 3, analyze the principles on which the U.S. Constitution was founded. describe the principles on which the U.S. Constitution was founded. identify the principles on which the U.S. Constitution was founded. identify the principles on which the U.S. Constitution was founded. Learning Goal 10: I will be able to differentiate/define the powers of the federal government. - Legislative Branch: Congress (makes laws) - Executive Branch: President (enforces laws) - Judicial Branch: Supreme Court (interprets laws, Marbury v. Madison) - Electoral Process (popular vote and electoral college)

6 In was able to analyze the powers of the federal government. differentiate/define the powers of the federal government. identify the powers of the federal government. identify the powers of the federal government. Learning Goal 11: I will be able to describe the rights protected by the Bill of Rights. - Miranda v. Arizona - 5th Amendment - Gideon v. Wainwright - 6th Amendment - Adult vs. Juvenile justice interpret rights protected by the Bill of Rights. describe rights protected by the Bill of Rights. identify rights protected by the Bill of Rights. World War II identify the rights protected by the Bill of Rights. Learning Goal 12: I will be able to analyze the reasons why WWII started. - Japan s aggressive search for resources - Fascism, Nazism, rise of totalitarianism following WWI (Hitler, Stalin, Mussolini, Tojo, Hirohito) - Treaty of Versailles - Appeasement of Hitler at Munich/Invasion of Poland - Attack on Pearl Harbor interpret how WWII started. analyze the reasons why WWII started. explain the reasons why WWII started. identify the reasons why WWII started. Learning Goal 13: I will be able to explain how Americans supported the war effort from home. - Supporting the war effort (war bonds, scrap/metal drives, rationing, enlisting, President Roosevelt) - War industry - Women and minorities in the workforce (Rosie the Riveter, bracero project) - Executive Order 9066 (Japanese American internment camps, Korematsu v. U.S.)

7 I will be able to explain and analyze how Americans supported the effort from home. explain how Americans supported the war effort from home. identify how Americans supported the war effort from home. identify how Americans supported the war effort from home. Learning Goal 14: I will be able to describe the major battles and events that enabled the Allies to defeat the Axis. - European battles (Battle of Britain, El Alamein, Stalingrad, D-Day Invasion - Dwight D. Eisenhower, Battle of the Bulge - George Patton) - Pacific battles (Midway, Iwo Jima, Okinawa, Douglas MacArthur, Ira Hayes, Navajo Code Talkers) - Manhattan Project (Harry S. Truman) explain the major battles and events that enabled the Allies to defeat the Axis. describe the major battles and events that enabled the Allies to defeat the Axis. identify the major battles and events that enabled the Allies to defeat the Axis. identify the major battles and events that enabled the Allies to defeat the Axis. Learning Goal 15: I will be able to describe and compare the effects WWII had on the United States and the world. - Rebuilding Germany and Japan (Marshall Plan, changes to political boundaries) - Start of the atomic age - United Nations - Holocaust (Nuremberg Trials, creation of Israel)

8 evaluate the effects WWII had on the United States and the world. describe and compare the effects WWII had on the United States and the world. explain the effects WWII had on the United States and the world. identify the effects WWII had on the United States and the world. Cold War and Post-WWII America Learning Goal 16: I will be able to describe how the Cold War started. - Western fear of Communist Expansion (Containment, Truman Doctrine, McCarthyism, Second Red Scare, Iron Curtain, HUAC, NATO) - Eastern fear of Capitalism (Warsaw Pact) - Rise of Nuclear Weapons (Arms Race, Brinkmanship, Cuban Missile Crisis) - Space Race explain how the Cold War started. describe to how the Cold War started. identify how the Cold War started. identify how the Cold War started. Learning Goal 17: I will be able to describe how America became involved in the Korean War and the outcomes of this Cold War conflict. - Containment (Truman Doctrine) - Division of Korea after WWII (38 th Parallel) - UN Police action in Korea - Chinese Involvement - Tension between N.K, S.K. and the United States

9 explain how America became involved in the Korean War and the outcomes of this Cold War conflict. describe how America became involved in the Korean War and the outcomes of this Cold War conflict. identify how America became involved in the Korean War and the outcomes of this Cold War conflict. identify how America became involved in the Korean War and the outcomes of this Cold War conflict. Learning Goal 18: I will be able to describe how the Vietnam War started and America s involvement in this Cold War conflict. - historical relationship of China and Vietnam - French Indochina War - Division of Vietnam - Ho Chi Minh Trail - containment of Communism, Domino Theory, Cuban Missile Crisis - Gulf of Tonkin Resolution - Tet Offensive - anti-war protests - Vietnam Peace Accords and the legacy of the war (26 th Amendment, War Powers Act) explain how the Vietnam War started and America s involvement in this Cold War conflict. describe how the Vietnam War started and America s involvement in this Cold War conflict. identify how the Vietnam War started and America s involvement in this c Cold War conflict. identify how the Vietnam War started and America s involvement in this Cold War conflict. Learning Goal 19: I will be able to describe the social, economic, technological, medical and political changes that occurred in post-wwii America. - Transportation (Interstate highway system) - Communication (Television) - Technology (computers, space travel)

10 - Medical (cure for polio) - Entertainment (Rock n Roll, television) - Growth of suburbs/ population - Conformity - Fear of communism and nuclear war (Red Scare, fear of spying) - Growth of consumerism explain the social, economic, technological, medical and political changes that occurred in post WWII America. describe the social, economic, technological, medical and political changes that occurred in post WWII America. identify the social, economic, technological, medical and political changes that occurred in post WWII America. I was unable partially identify the social, economic, technological, medical and political changes that occurred in post WWII America. Civil Rights Learning Goal 20: I will be able to describe the events that led to the Civil Rights Movement: - Nonviolent protests - Desegregation - Jim Crow Laws literacy test, poll taxes, Grandfather Clauses - Civil Rights Movement (i.e., Martin Luther King, Jr., Rosa Parks) - Desegregation - military, schools, transportation, sports - Plessy v. Ferguson - Brown v. Board of Education explain the events that led to the Civil Rights Movement: describe the events that led to the Civil Rights Movement: identify the events that led to the Civil Rights Movement: identify the events that led to the Civil Rights Movement: Learning Goal 21: I will be able to describe civil rights legislation and organizations. - Civil Rights Act of Voting Rights Act of Indian Civil Rights Act of Americans with Disabilities Act

11 - United Farm Workers (i.e., César Chavez and Dolores Huerta) - National Organization for Women (Betty Friedan and Gloria Steinem) explain civil rights legislation and organizations. describe civil rights legislation and organizations. identify civil rights legislation and organizations. identify civil rights legislation and organizations. 1970s to the present Learning Goal 22: I will be able to describe with President Nixon. - Relations with China - Watergate (Nixon s resignation) - President Ford (pardoning of Nixon) explain Nixon. describe Nixon. identify Nixon. identify important historical events associated with President Nixon. Learning Goal 23: I will be able to describe with President Carter. - Camp David Peace Accord (Israel and Egypt) - Iran Hostage Crisis - Israeli-Palestinian Conflict

12 explain Carter. describe Carter. identify Carter. identify important historical events associated with President Carter. Learning Goal 24: I will be able to describe with President Reagan. - Star Wars (Strategic Defense Initiative) - Iran-Contra Affair - Reunification of Germany (fall of Berlin Wall, end of Cold War, collapse of Soviet Union) - Gorbachev (Glasnost, Perestroika) - European Union created explain Reagan. describe Reagan. identify Reagan. identify important historical events associated with President Reagan. Learning Goals 25: I will be able to describe with President George H. W. Bush. - Persian Gulf War

13 explain George H.W. Bush. describe George H.W. Bush. identify George H.W. Bush. identify important historical events associated with President George H.W. Bush. Learning Goal 26: I will be able to describe with President Clinton. - Economic Growth (Dot-com Boom, Technology Bubble) - Impeachment - NAFTA explain Clinton. describe Clinton. identify Clinton. identify important historical events associated with President Clinton. Learning Goal 27: I will be able to describe with President George W. Bush. - September 11 (terrorist attacks) - War on Terror (Iraq and Afghanistan War) election explain describe identify identify important

14 George W. Bush. George W. Bush. George W. Bush. historical events associated with President George W. Bush. Learning Goal 28: I will be able to describe human rights issues of the 20th and 21st centuries. - Apartheid in South Africa - Genocide (Rwanda and Darfur) explain human rights issues of the 20th and 21st centuries. describe human rights issues of the 20th and 21st centuries. identify human rights issues of the 20th and 21st centuries. I was unable identify human rights issues of the 20th and 21st centuries.

Roosevelt School District Report Card Rubric Social Studies 8 th Grade

Roosevelt School District Report Card Rubric Social Studies 8 th Grade. Reporting Standard: Understands and analyzes events, people and documents that are key to U.S. and Arizona Governments. Performance