Northampton County Schools Curriculum Maps

Transcription

1 Northampton County Schools Curriculum Maps 8 th Grade Social Studies UNIT NAME: Beginning of a New Nation Big Idea/Theme: Political and Democratic Ideals of a New Nation Understandings: Colonists Desire for Independence Colonists Frustration over English Rule Revolutionary Period Constitutional Period NC s Role in National Events RESOURCES: Curriculum Goals/Objectives: Trace the causes and effects of the Revolutionary War and assess how they affected people during the Constitutional Period in NC and the US (8.H.1, 8.H.2, 8.H.3, 8.G.1, 8.G.1.2, 8.E.1.2, 8.C&G.1, 8.C&G.2, 8.C.1) Assessment Tasks: Create a map (i.e. 13 colonies/states, Revolutionary War battles, French and Indian War, etc.) 8.H.1.1 Analyze and create charts and graphs related to the Revolutionary Period (i.e. causes of Revolutionary War, cause and effect, etc.) 8.H.1.1 Summarize leadership and citizenship actions which influenced the outcome of key conflicts (i.e. activities using primary and secondary sources, written form, role playing, posters, debate, etc.) 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.3, 8.H.1.2, 8.C&G.1.1, 8.C&G.1.2, 8.C&G.1.3, 8.C&G.2.1, 8.C&G.2.2, 8.C.1.2 objectives can be reached using multiple activities Assessment Tasks: Create a map (i.e. 13 colonies/states, Revolutionary War battles, French and Indian War, etc.) 8.H.1.1 Analyze and create charts and graphs related to the Revolutionary Period (i.e. causes of Revolutionary War, cause and effect, etc.) 8.H.1.1 Summarize leadership and citizenship actions which influenced the outcome of key conflicts (i.e. activities using primary and 8.H.1 8.H.2 8.H.3 8.G.1 8.G E C&G.1 8.C&G.2 8.C.1

2 UNIT NAME: Beginning of a New Nation or by clustering Use historical inquiry to construct products which reflect knowledge and understanding (i.e. variety of sources, variety of events, etc.) 8.H.1.4 Assessment Tasks Continued: Analyze the relationship between historical events and decisions that were made 8.H.1.5, 8.H.2.2 Summarize the role of debate, compromise and negotiation during the founding of our country (i.e. written form, role playing, posters, etc.) 8.H.2.3 Analyze primary and secondary sources to understand differing viewpoints as well as fact and opinion 8.H.1.3 Argue your opinion concerning how geography affected citizens (i.e. economics, culture, ideas, political, ethnic etc.) 8.G.1.1, 8.G.1.2 secondary sources, written form, role playing, posters, debate, etc.) 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.3, 8.H.1.2, 8.C&G.1.1, 8.C&G.1.2, 8.C&G.1.3, 8.C&G.2.1, 8.C&G.2.2, 8.C.1.2 objectives can be reached using multiple activities or by clustering Use historical inquiry to construct products which reflect knowledge and understanding (i.e. variety of sources, variety of events, etc.) 8.H.1.4 Assessment Tasks Continued:

3 UNIT NAME: Beginning of a New Nation Analyze the relationship between historical events and decisions that were made 8.H.1.5, 8.H.2.2 Summarize the role of debate, compromise and negotiation during the founding of our country (i.e. written form, role playing, posters, etc.) 8.H.2.3 Analyze primary and secondary sources to understand differing viewpoints as well as fact and opinion 8.H.1.3 Argue your opinion concerning how geography affected citizens (i.e. economics, culture, ideas, political, ethnic

4 UNIT NAME: Beginning of a New Nation etc.) 8.G.1.1, 8.G.1.2 Don t forget intra-alignment coding

5 Map Writing with Design in Mind Exercise Map Type: Course: Social Studies-Eighth Grade Teacher Name(s): W. Leary UNIT NAME: Beginning of a New Nation Nine Weeks Duration (Month / Week Week): First Enduring Understandings (Big Ideas) 1. Britain s North American colonies developed distinct regional characteristics as their relationship with England evolved. 2. The American Revolution led to the form of government and the freedoms that Americans experience today. 3. The newly independent United States experimented with systems of government, first under the Articles of Confederation, and then under the United States Constitution. 4. The U.S. Constitution forms a balanced government and protects the rights and freedoms of citizens. 5. George Washington led the new national government through domestic and foreign challenges, and the first political parties formed. Stage 1 Desired Results Essential Question(s) / Supporting Question(s): 1(a). How did life in the southern colonies begin to flourish? 1(b). Why were the New England colonists eager for a new beginning? 1(c). How did diversity shape the culture of the middle colonies? 1(d). How did the colonies thrive despite so many challenges? 1(e). Why did the colonists grow resentful of British rule? 2(a). What events led to the Revolutionary War? 2(b). Do people have a right to change their government? Explain. 2(c). What do you feel so passionately about that you would fight for? 2(d). What is independence? 3(a). How were the Articles of Confederation shaped by historical circumstances? 3(b). How did the challenges faced by the new nation provoke change? 3(c). Why is the United States Constitution historically significant? 3(d). Why was ratification of the Constitution such a difficult fight? 4(a). How did the framers balance the powers of government? 4(b). Why did the U.S. Constitution need a Bill of Rights? 4(c). What is active citizenship?

6 5(a). How did President Washington and the Congress shape the new national government? 5(b). Why were the nation s finances a controversial issue? 5(c). What foreign and domestic challenges did the new nation face? 5(d). Was Washington s farewell the end of national unity? What is culture? How does it affect how people live? What is freedom? Why do people/groups want freedom? What was life like in the colonies? (Home? School? Work?) How does geography and location affect how people live work? Does the idea of freedom change over time? Why do people need control in a society? How can geography and location affect point-of-view? What are the disadvantages/advantages of ruling from afar? (home field advantage?) How did war and England s new colonial policy push North Carolinians toward revolution? How did the colonies of North America win their independence from Britain? How did the United States respond to the challenges it faced after the American Revolution? What key reforms moved North Carolina forward during the 1830s? How did North Carolina make progress in the years before the Civil War? (Students will know...) Big Idea/Theme: Political and Democratic Ideals of a New Nation Understandings: Colonists Desire for Independence Colonists Frustration over English Rule Revolutionary Period Constitutional Period NC s Role in National Events (Students will be able to do) Trace the causes and effects of the Revolutionary War and assess how they affected people during the Constitutional Period in NC and the US (8.H.1, 8.H.2, 8.H.3, 8.G.1, 8.G.1.2, 8.E.1.2, 8.C&G.1, 8.C&G.2, 8.C.1)

7 Stage 2 Acceptable Evidence Assessment Tasks: Assessment Evidence Create a map (i.e. 13 colonies/states, Revolutionary War battles, French and Indian War, etc.) 8.H.1.1 Analyze and create charts and graphs related to the Revolutionary Period (i.e. causes of Revolutionary War, cause and effect, etc.) 8.H.1.1 Summarize leadership and citizenship actions which influenced the outcome of key conflicts (i.e. activities using primary and secondary sources, written form, role playing, posters, debate, etc.) 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.3, 8.H.1.2, 8.C&G.1.1, 8.C&G.1.2, 8.C&G.1.3, 8.C&G.2.1, 8.C&G.2.2, 8.C.1.2 objectives can be reached using multiple activities or by clustering Use historical inquiry to construct products which reflect knowledge and understanding (i.e. variety of sources, variety of events, etc.) 8.H.1.4 Assessment Tasks Continued: Analyze the relationship between historical events and decisions that were made 8.H.1.5, 8.H.2.2 Summarize the role of debate, compromise and negotiation during the founding of our country (i.e. written form, role playing, posters, etc.) 8.H.2.3 Analyze primary and secondary sources to understand differing viewpoints as well as fact and opinion 8.H.1.3 Argue your opinion concerning how geography affected citizens (i.e. economics, culture, ideas, political, ethnic etc.) 8.G.1.1, 8.G.1.2 Stage 3 Plan Learning Experiences and Instruction (Other Evidence) Oral Questioning, written(multiple choice,t/f,essay,etc.) Resources Text, biographies, primary sources, internet, etc. Don t forget intra-alignment coding