Subject: Social Studies Domain: Civics/Government Grade: 6

Transcription

1 Subject: Social Studies Domain: Civics/Government Grade: 6 Priority Standard: 6.C.1.2 Identify how government decisions impact people, places, and history Research in history how a certain governments have changed the lives of their people. Students will do a research paper on a specific kind government to see: how government changed the lives of people. Did it better the people, what kind of changes could be done to help the people? Compare and contrast how government s decisions had different results on the people, places, and history of a region. Students create a poster board project that compares and contrast other types of governments. Understand: Government has a direct impact on the people, society, and history of a place. Create a concept map that explains that shows what ways government can impact a person Define different Forms of Government Students can define different ways that government can affect them.

2 Subject: Social Studies Domain: Civics/Government Grade: 6 Priority Standard: 6.C.1.3 Identify the ways in which governments meet the needs of citizens, manage conflict, and establish order and security Research and make an advertisement on which country you would like to live and why. Students make a report on the country they would most like to live in based on research and which country they would least like to live in. Compare and contrast how different forms of government provide security and meet the basic needs of their citizens. Make a Venn diagram between the United States and Roman Empire. Discuss reasons for security and reasons for not having security. Understand: how many governments try to provide for the basic needs of their citizens. Students are given facts about different countries around the world and then they rank countries of the world based on how will the government provides for them Know: Students will understand that government should provide safety, order, civil service and other basic needs. Define: Students will be able to define the things that help create a healthy and stable country and do not.

3 Subject: Social Studies Domain: Civics/Government Grade: 6 Priority Standard: 6.C.5.1 Explain ways that people can affect or influence society and government. Evaluate Pericle s Funeral Oration. Prepare a Prezi outlining the key points of Pericles Funeral Oration. Note the positive outcomes of Pericles influence upon Athenian society. Identify the components of an oligarchy, democracy, and direct democracy. List the positive and negative aspects of an oligarchy, direct democracy, and democracy. Explain the positive effects of a democracy. Document ways a democracy gave the Athenians a say in their government. Define different forms of government. Define: democracy direct democracy - oligarchy

4 Subject: Social Studies Domain: Economics Grade: 6 Priority Standard: 6.E.4.2 Identify basic economic systems present throughout ancient civilizations and how those systems contributed to the success or failure of the respective civilization Students will be able to predict which countries will become powerful Empires and which one will not. Students will be given information on different areas in the Mediterranean and come up with arguments based on research for which countries will become empires or not. Evaluate whether the economy contributed to the success or failure of a civilization. Students will play a game on resources. After they will discuss how important the resources are and which resources helped to build their economy more. Understand: Each civilization developed its own economy based on its resources, needs, and wants. The economy determined whether or not a civilization would succeed or fail. Students are given facts about different countries around the world and then they rank countries of the world based on how will the government provides for them Know: Students will understand that Civilization depend on goods services, and trade to create a healthy economy or unstable economy Define: Students will be able to define the things that help create a healthy and unhealthy economy.

5 Subject: Social Studies Domain: Economics Grade: 6 Priority Standard: 6.E.4.3 Identify the effects of economic systems on society Identify the types of economies civilizations developed and analyze how the people were affected by it. Students will place imports and exports on a map based on where things are created. Then list jobs that could outflow from the areas. Job specialization helped create a more efficient economy. Compare and contrast imports and exports in ancient civilizations. Students will create a comic on pyramids showing where they got the resources and how they built the pyramid. Understand: An economy developed depending on the supply and demand, goods and services available, and the needs and wants of the civilization. Students will create a concept web on jobs that a spout off from a resource. Then we will discuss how that resource affected the lives of those around them. Know: Students will understand how an economic system s effect on a society. Define: Students will be able to explain how resources affect the way people live.

6 Subject: Social Studies Domain: World History Grade: 6 Priority Standard: 6.H.1.2. Examine the chronology of historical events throughout the world to analyze their impact on the past, present, and future. Study in-depth an historical event; analyze its impact on the past, the present and the future. Create a triorama. Designate a section to the past, another to the present, and lastly to the future. Depict in each how the historical event impacted it. Identify and describe in chronological order several historical events throughout the world and how they have impacted the past, the present and the future. Compare and contrast at least 3 different historical events. Using a web organizer, depict how each impacted the past, the present, and the future. List in chronological order some historical events throughout the world and how they have impacted the past, the present, or the future. Create a timeline, outlining in chronological order some historical events. Document how each event impacted the past, the present, or the future. Share in chronological order historical events. From a list of historical events, place them in order to when they occurred. Supplementary Standards: 6.H.1.1

7 Subject: Social Studies Domain: World History Grade 6 Priority Standard: 6.H.2.3 Analyze the development and cultural contributions including large-scale empires and major religions t Select a large-scale empire or religion and conduct an in-depth research project. Analyze the development and cultural contributions of large-scale empires and major religions. Debate your findings with a partner. Provide evidence why the empire or religion you selected created more useful/long-lasting contributions. Compare and Contrast the development and cultural contributions of several large-scale empires and major religions. Demonstrate an understanding of large-scale empires and their contributions or major religions. *Match large-scale empires with their contributions *Match major religions to its definition/criteria Name some large-scale empires and their contributions or name some major religions. *Document large-scale empires and their contributions *List major religions Supplementary Standards: 6.H.2.1, 6.H.2.2

8 Subject: Social Studies Domain: World History Grade: 6 Priority Standard: 6.H.2.4 Analyze the development and cultural contributions that gave rise to economic systems and political institutions. Conduct in-depth research about all members of Ancient India s Caste System. Share with others which caste system member you would have liked to been born into, which you would have disliked being born into, and why. Share the development and cultural contributions that gave rise to economic systems and political institutions. Research a member of Ancient India s Caste System and create a Name Poem outlining the facts from the research. Develop a Caste Character. (Brahmin Kshatriya Vaisyas Sudra Dalit) Explain some economic systems and political institutions Create a chart to explain the components of different economic systems and political institutions. Define the following:oligarchy-democracy-dynasty-theocracy Define the following:caste System Social Classes Complete a matching activity. Supplementary Standards: 6.H.2.1, 6.H.2.2

9 Subject: Social Studies Domain: World History Grade: 6 Priority Standard: 6.H.3.1 Compare and contrast primary and secondary sources to identify multiple perspectives of the same event Students will examine historical documents for credibility and relevance. Gather relevant information from multiple sources. Students will do a Socratic seminar on whether or not Julius Caesar was a dictator based on sources. Find similarities and differences when comparing primary and secondary sources of the same subject matter. Students will look at various accounts of Darius ascension to power. They will then have to disseminate the information to see if he came to power through legitimate means. Understand: Find similarities and differences when comparing primary and secondary sources of the same subject matter. Students will look at the battle of 300 discuss who really won the battle. Define: Students will learn that events can be interpreted in different ways Know: Students will be able to find differences on the same event

10 Subject: Social Studies Domain: World History Grade: 6 Priority Standard: 6.H.4.1 Consider alternative courses of action or outcomes for historical events. Research Roman and Carthaginian battle techniques/strategies, weapons, training and armor. Utilize the problem solving model to brainstorm alternative battle strategies/techniques and warfare that could have been utilized during the Punic Wars. Write an essay examining the outcome of the Punic Wars and battles should alternative measures had been taken. Share the strategic planning of Hannibal s army and possible consequences of these decisions. Analyze the Punic Wars and battles during the time of Hannibal. Create a power point outlining the wars and sharing alternative outcomes. Resource: Decisive Battles Understand the major generals of the Punic Wars. Categorize Roman and Carthaginian generals, to the appropriate Punic War or battle. Identify battles or wars between the Romans and Carthaginians. Name: First Punic War, Second Punic War, Third Punic War, Battle of Cannae, Battle of Zama

11 Subject: Social Studies Domain: World History Grade: 6 Priority Standard: 6.H.4.2 Determine how decisions made by individuals affected historical events. Study in depth the Great Wall of China. Critically analyze the effects of the Great Wall of China upon the Chinese people. Identify and outline the decisions made by Ancient China s emperors and how those decisions positively or negatively affected the Chinese people. Create a chart to compare and contrast Ancient China s emperors. Explain some of the decisions Chinese Emperors made. List the Chinese emperors and their major accomplishments. Name Ancient Chinese emperors. Name: Qin Shihuangdi Liu Bang Han Wudi - Wu

12 Subject: Social Studies Domain: World History Grade: 6 Priority Standard: 6. H. 4.3 Explain how events and ideas in ancient civilizations influence humans today. Compare and contrast different ancient civilizations and their technological contributions. Select an ancient civilization, research the civilization s major contributions. Debate with a partner why the civilization you chose has provided us today with more enduring technological advances. Research an ancient Greek (Socrates, Plato, Aristotle, Euclid, Thucydides, Pythagoras, Aspasia, Herodotus, Homer, etc.). Determine his/her contributions to society and explain how the discovery influences us today. From the research generated, create an Ancient Greek Trading Card. Be sure to include major contributions and the impact upon us today. Identify important Greek mathematicians, scientists, philosophers, historians and their contributions to society. Match ancient Greeks to their contribution. Explain inventions from ancient civilizations. Name inventions that were created during the time of the Ancient Greeks.

13 Subject: Social Studies Domain: World History Grade: 6 Priority Standard: 6.H.5.1 Identify the difference between a compelling question and supporting questions Students will be able to answers questions on and be able to use those questions to show their learning. Students will participate in a Socratic debate on Alexander the great by writing and answering questions. Using both compelling and supporting questions, determine the main idea and its details. Students will play stump the teacher by writing compelling and supporting questions. Understand: Questions can help some understand the main idea or provide supportive Students will come up will pick a topic and with partners and come up with compelling and supportive questions. Know: Students will understand compelling question supporting question Define: Students will be able to define compelling and supporting questions

14 Subject: Social Studies Domain: World History Grade: 6 Priority Standard: 6.H.5.2 Determine whether a source is appropriate for answering compelling and supporting questions Students will be able to answers questions on and be able to use those questions to show their learning. Students will think of question from the material and try to answer it finding some kind of primary source. Then we will discuss in class what their source was and why they believe it to be credible. Use primary and secondary sources and questioning techniques to find information about an event/person. Students will read what Augustus soldiers, people and he himself said about him. Using this information they will develop an opinion about Augustus Caesar. Understand: The importance of using sources that are relevant to the questions being asked. Students will read quotes from Julius Caesar and discuss why some of things he said offended the senate. Know: Students will be able to define what is a primary source, secondary source Define: Students will be able answer questions and define the different sources

15 Subject: Social Studies Domain: World History Grade: 6 Priority Standard: 6.H.5.3 Utilize primary and secondary sources and examine the credibility and intent of those sources Students will examine historical documents for credibility and relevance. Students will look at the death of King Tut. They will be given primary, secondary and artifacts to solve how King Tut died. Use primary and secondary sources and questioning techniques to find information about an event/person. Students will read what Augustus soldiers, people and he himself said about him. Using this information they will develop an opinion about Augustus Caesar. Understand: Students will look at the process of how history is collected. The credibility of the source s author is important to recording history. Students will be given a murder mystery where they have to figure out who killed Mr. Carlson. They will look at primary, secondary sources to figure out the guilty party. Know: Students will be able to define fact versus opinion and writer bias. Define: Students will be to see author bias in writings from primary sources.

16 Subject: Social Studies Domain: Economics Grade: 7 Priority Standard: 7.E.4.1 Describe how economic activity affects standard of living. Study various economic systems in multiple countries. Compare multiple country s economic profiles and recognize trends between certain characteristics. Analyze and explain how these factors play a role in the country s standard of living. Demonstrate knowledge of economic activity. Compare a country s unemployment rate, personal income per capita, poverty rate, & job growth. Analyze how these components influence one another. Understand how a country s economy affects the population s standard of living. Compare a country s unemployment rate, personal income per capita, poverty rate, & job growth. Define key economic terms. Define key economic terms such as: standard of living, gross domestic product, economy, life expectancy, developed country, developing country, and newly industrialized country.

17 Subject: Social Studies Domain: Economics Grade: 7 Priority Standard: 7.E.4.4 Explain how the availability of resources provides for or challenges human activities. Illustrate, explain, and analyze how and why countries trade and how it affects the global economy. Study a country s natural resources and determine what they have an abundance of, and what they lack. Explain how this relates to growing trade among the world s countries and how this has resulted in globalization. Identify the challenges that a country faces with a lack of natural resources. Study a country s natural resources and determine what they have an abundance of, and what they lack. Identify strategies a country implements to obtain resources they may not have, and how they profit from the ones they do have. Understand the role natural resources play in a country s activity. Give examples of renewable resources and nonrenewable resources. Define important economic terms. Define key economic terms such as: natural resources, renewable resource, non-renewable resources, quota, tariff, import & export.

18 Subject: Social Studies Domain: Geography Grade: 7 Priority Standard: 7.G.1.1 Gather information, analyze data, and demonstrate navigation with a map. Study in-depth a specific type of map. Develop an in-depth research project on a specific type of map: Include how it originated, specific characteristics and what they are used for. Identify and describe purposes for thematic maps. Compare and contrast different types of maps and how they distort landforms on a map. Understand why reading map is necessary. Create a thematic or special purpose map using the terms and components of a map. Define different map terms. Define: key, legend, scale, compass rose & coordinates.

19 Subject: Social Studies Domain: Geography Grade: 7 Priority Standard: 7.G.1.2 Construct maps or other geographic representations and explain the spatial patterns of cultural and or physical characteristics. Study in-depth a political map. Create a detailed political map that illustrates borders, major cities, and major bodies of water, scale & distance. Demonstrate navigation on a political map. Compare and contrast a political and physical map. Understand how cities, towns, and major highways are represented on a political map. Explain symbols and their meanings on a political map. Identify a political map. Define the features of a political map.

20 Subject: Social Studies Domain: Geography Grade: 7 Priority Standard: 7.G.2.2 Create an argument for the importance of the study of geography. Study in-depth the importance of geography. Create a written argument for the importance of geography using the five themes of geography that illustrates the world s diversity. Thinking globally, students will understand the different lifestyles and cultures found throughout the world. Identify and describe different components that make up geography. Compare and contrast the different types of geography (human, world, GIS, etc.) and what jobs could use each form. Understand why the study of geography is important in everyday life. Create a concept map that lists different activities in which a person would be using geography skills. Define the term geography. Explain what geography is, and what it is used for.

21 Subject: Social Studies Domain: Geography Grade: 7 Priority Standard: 7.G.5.1 Analyze basic components of culture including how and why they differ spatially. Study and analyze multiple cultures found across the globe. Study and compare another group or country s culture to that of the United States. Highlight key differences and similarities. Demonstrate why understanding of how another group lives is important for us as global citizens. Identify and illustrate components of various cultures found throughout the world. Create a detailed poster illustrating and explaining different components of a specific group or country s culture including but not limited to art, religion, language, holidays, traditions, etc. Understand that many different cultures exist throughout the world. Create a web diagram of different elements that make up one s culture. Define the term culture. Explain what culture is, and elements that compose it.

22 Subject: Social Studies Domain: Geography Grade: 7 Priority Standard: 7.G.5.2 Identify population distribution and characteristics of human population. Study and analyze multiple population density maps. Create a population density map of South Dakota and a more populated sate such as New York or California. Explain how population and population growth affect the environment and the way people live. Create a population density map. Create a population density map of South Dakota and a more populated state such as New York or California. Compare and contrast the two maps. Understand how to read a population density map, or population pyramid. Answer questions based on a specific population density map or population pyramid. Define the term population and population density. Explain the term population and population density and how they relate to geography.

23 Subject: Social Studies Domain: Geography Grade: 7 Priority Standard: 7.G.6.1 Clarify how human groups adapt to and depend upon natural environment. Study and analyze world climate zones. Select and study a specific group of people and how they have adapted to their environment, how they depend upon it, and how they interact with their natural environment. Demonstrate differences & similarities between the world s climate zones. Create a chart that compares and contrasts characteristics of multiple climate zones. Understand the characteristics of each category and subcategory that make up world climate zones. Create a map plotting different climate zones showing where they are located on our planet. Define the categories and subcategories that make up the environment. Identify where different climate zones are located on a map.

24 Subject: American History Domain: Civics/Government Grade: 8 Priority Standard: 8.C.3.1. Identify the three branches of government including the separation of powers and checks and balances in the Constitution. Be able to relate the three branches of government to current events. Students create a surveyor over the three branches of government and question random parents, students, or public to test their knowledge over our American Government. Then analyze results and report back to the class on their findings. Identify each branch and role of government. Explain the system of checks and balances. Determine why the United States has separation of powers and checks and balances in place. Students choose a project: video, poster, chapter review, or narrative letter to illustrate the three branches of government and how checks and balances plays a vital role. Identify and understand the three branches of government and what their specific assigned powers is. A system of checks and balances exists to prevent one branch from having more power than the others. Create a PicCollage to illustrate the three branches of government and checks and balances. Three Branches of Government Checks and Balances Separation of Powers Define: Judicial, Executive, and Legislative

25 Subject: American History Domain: Civics/Government Grade: 8 Priority Standard: 8.C.3.2 Describe the rationale behind the United States ability to amend the Constitution. Connect the Constitution with real world events. Students report their findings of current events that link to the Constitution to the class in a presentation. Explain why the US Constitution is called a "Living Document." Students choose a project: video, poster, chapter review, or narrative letter to illustrate the fundamentals of the Constitution. The Constitution was created with the ability to amend in order to adapt to future circumstances. Create a PicCollage to illustrate the differences between Articles of Confederation and the U.S. Constitution. Articles of Confederation Bill of Rights amendments Define: Articles of Confederation, Bill of Rights, and Amendments

26 Subject: American History Domain: Civics/Government Grade: 8 Priority Standard: 8.C.3.3 Explain why and how the Bill of Rights and subsequent amendments were added to Constitution. Be able to picture what a world would be like without the Bill of Rights or the Constitution. Students create a video recreating an America where our Bill of Rights are stripped and we have very few rights of any. Identify the five basic freedoms guaranteed in the Bill of Rights. Construct an argument for an amendment to the bill of rights that holds conflicting viewpoints. Students develop a logical argument how the Bill of Rights protects our individual rights from the government. Ratification of the Constitution was dependent upon the addition of the Bill of Rights. The Bill of Rights protects individuals from an overly powerful government. It guarantees basic individual freedoms and basic state rights. Adding the Bill of Rights was the first step in making the Constitution a living document, one that can be amended to reflect the changes in society. Students create a poster distinguishing the individual rights that are protected by the Bill of Rights. ratification antifederalists Constitution amendment Bill of Rights federalists Define ratification, Constitution, amendment, Bill of Rights, federalists, and Antifederalist.

27 Subject: Social Studies Domain: Economics Grade: 8 Priority Standard: 8.E.4.1 Describe the economic effects of Reconstruction in the United States. Use evidence to show a connection between the causes and effects of Reconstruction on the United States economy. Create an original artifact that shows the cause and effect between different laws and regulations during Reconstruction. Use evidence to prove how it directly impacted the economy of the United States. Generalize information to compare and contrast positive and negative economic effects in the north and south. By using the key terms, generalize how Reconstruction impacted the United States economy. Then compare and contrast the positive and negative effects that arose in the north vs. the south by creating a Venn diagram. Analyze information on different industries and their effect on the economy. Conduct an investigation to gather more information about how growths of industry effected the United States economy. Organize the information into a table with the following categories: Southern Effects, Northern Effects, Relevant Key Terms, & Overall US Effects. Define key terms associated with economic effects of Reconstruction. Recall: debt, cash crops, inflation, industry, economy, sharecropping, poverty, and tenant farming. Supplementary Standards: 8.H.4.11

28 Subject: American History Domain: History Grade: 8 Priority Standard: 8.H.1.1Describe major military battles in the American Revolution. Describe and illustrate how each battle affected the outcome of the war. Students create a 3D-battle with action figures recreating a specific battle they are assigned and rate its importance in the American Revolution War. Identify key battles and the outcomes. Students explain the different battles of the American Revolution and justify the most important battle. There were several major battles during the American Revolution. The major battles and their outcomes had an impact on the American Revolution. Students create a poster of the cause and effects of the major battles of the American Revolution that led to the Battle of Yorktown. Battles of American Revolution Patriots/Loyalists Define Battle of Bunker Hill, Fort Ticonderoga, Battle of Trenton/New Jersey, Yorktown, Lexington /Concord.

29 Subject: Social Studies Domain: History Grade: 8 Priority Standard: 8.H.1.5 Describe major military battles in the American Revolution. Study in-depth a specific Civil War battle or campaign. Develop an in-depth project on a specific Civil War battle or campaign: compare the Confederacy to the Union in the areas of strengths, weaknesses, generals, strategies/leadership, and number of soldiers. Analyze details that explain what happened and make connections as to how one side achieved its success compared to what led to the other side s failure. Identify and describe how key battles or campaigns were won and their significance to the Civil War. Compare and contrast the strategies used by the generals from each side that led to the success/failure of the battle or campaign. Analyze how the battle or campaign impacted the outcome of the Civil War. Understand the significance of key battles or campaigns from the Civil War along with the outcome. Create a chart for each major battle that includes the following information: date, generals, significance, and outcome. List major battles or campaigns of the Civil War that were significant. Recall: 1 st Bull Run, Antietam, Gettysburg, Siege of Petersburg, March to the Sea, Shiloh, Siege of Vicksburg, Fredericksburg, and Appomattox Court House Supplementary Standards: 8.H.4.10, 8.H.5.2, 8.C.6.1

30 Subject: Social Studies Domain: History Grade: 8 Priority Standard: 8.H.2.3 Analyze the major sources of conflict that led to the Civil War. Analyze information from the abolitionist movement that provided conflicts that led to the Civil War. Generalize information and make connections from Harriet Beecher Stowe s book Uncle Tom s Cabin that aided in turning the northerners against slavery and the south. Identify and describe in-depth specifically how each conflict divided the north and south. Provide specific evidence and examples that prove how the north and south were divided (and over what issues) that eventually led to the start of the Civil War. Understand how the sources of conflict were viewed differently in the north and south. Create a T chart for each source of conflict that: 1. explains the view of the north vs. the south 2. explains how each conflict was affected differently in the north and south List major sources of conflict between the north and south that led to the Civil War. Recall: slavery, economies, industries, westward expansion, and representation in the government. Supplementary Standards: 8.H.1.2, 8.H.1.4, 8.H.2.2, 8.H.4.8, 8.C.1.2

31 Subject: Social Studies Domain: History Grade: 8 Priority Standard: 8.H.2.4 Associate key individuals with their roles in the Civil War. Study in-depth the role that Abraham Lincoln played during the Civil War. Create an artifact that allows you to conjecture how the Civil War would have been different if Abraham Lincoln were to have been assassinated at the beginning of the war. Generalize the importance or significance of each key individual s impact on the Civil War. Compare and contrast the strategies used by the key individuals that led to the success/failure of a battle or campaign. Analyze how the decisions made by the Presidents influenced the outcome of the Civil War. Understand how key individuals impacted the Civil War. Create a graphic organizer that communicates the specific roles each key individual played within the Civil War. List major key individuals of the Civil War. Recall: Abraham Lincoln, Jefferson Davis, Robert E. Lee, Ulysses S. Grant, William T. Sherman, and Thomas (Stonewall) Jackson Supplementary Standards: 8.H.5.2, 8.H.5.3, 8.C.5.2

32 Subject: Social Studies Domain: History Grade: 8 Priority Standard: 8.H.2.5 Investigate ways the Civil War changed the United States government. Analyze information that supports the federal government strengthening because of the Civil War. Provide evidence that proves through different attempts at nullification, how the Federal Government strengthen its control over the states. Prove how the Federal Government changed after the Civil War. Evaluate how the different laws passed were perceived in the north compared to the south. Provide details that support a change in the Federal Government after the Civil War. Investigate how different laws changed the government. Create foldable that explains the purpose, while also providing details of the different laws passed that clearly distinguishes how they changed the government. List how the Civil War changed the United States government. Recall: 13 th Amendment, 14 th Amendment, 15 th Amendment, Tenure of Office Act, Reconstruction laws. Supplementary Standards: 8.H.1.3, 8.C.1.2, 8.H.3.2, 8.H.4.11, 8.H.5.1, 8.H.5.3

33 Subject: American History Domain: History Grade: 8 Priority Standard: 8. H.3.1 Compare the political and social differences between 13 colonies and one independent nation. Both forms of government used by the United States had benefits and challenges. Create a skit of life under the Articles of Confederation and one under the Constitution. Students evaluate and give reasoning to which one is better and why. Compare and contrast the US government under the Articles of Confederation and the US Constitution. Students evaluate the solutions in the Constitution to fix the Articles of Confederation and its effectiveness. The United States Constitution was not the original form of government for the United States. Compare and contrast the differences between the Articles of Confederation and the Constitution. Articles of Confederation United States Constitution Shay s Rebellion Colonial Government Define: Articles of Confederation, U.S. Constitution, Shay s Rebellion, and Colonial Government.

34 Subject: Social Studies Domain: History Grade: 8 Priority Standard: 8.H.3.4 Investigate how the abolition of slavery affected the life of African-Americans in the United States society. Evaluate information on the 13 th Amendment to make connections with the Civil Rights Movement. Analyze information from the effects of the 13 th Amendment; then create an artifact that provides evidence that shows how those effects eventually lead towards the Civil Rights Movement. Demonstrate a more specific understanding of different ways African-American lives were affected positively and negatively after the 13 th Amendment. Compare in depth how the 13th Amendment, 14th Amendment, 15 th Amendment, and the Freedmen s Bureau tried helping African-Americans, in contrast to how Black Codes, Jim Crow Laws, and the Ku Klux Klan affected them on a negative level. Investigate how different African-American lives were affected positively and negatively after the 13 th Amendment. Create a graphic organizer that divides the positive and negative effects on African-Americans after the 13 th Amendment was ratified. Briefly explain the impact on African-Americans that would support a positive or negative effect. List the different ways African-Americans were effected after the abolition of slavery. Recall: 13 th Amendment, 14 th Amendment, 15 th Amendment, Freedmen s Bureau, Black Codes, Civil Rights Act of 1866, Jim Crow Laws, Poll Taxes, Literacy Tests, and Ku Klux Klan. Supplementary Standards: 8.H.4.8, 8.H.4.11,.8.H.5.3, 8.C.1.2

35 Subject: American History Domain: History Grade: 8 Priority Standard: 8.H.4.1 Analyze the sources of conflict which led to the American Revolution. Explain how the American Revolution was a global event. Students create a presentation about how the American Revolution provided an example to follow after and caused revolutions all over the world. Evaluate the events leading up to the Revolutionary War. Describe how these events led to the start of the Revolutionary War. Students will create a propaganda poster explaining what causes they think is the best to justify a war. Understand why the colonists resulted to war versus diplomatic solutions. Break into groups of 5 and each member is assigned an event (cause) and writes all they can using the textbook. Then they each relay the information back to their classmate for notes. Laws and taxes passed by the British Parliament Clashes and conflicts between the British military and the colonists Declaration of Independence List: Stamp Act, Boston Massacre, Tea Act, Boston Tea Party

36 Subject: American History Domain: History Grade: 8 Priority Standard: 8.H.4.2 Explain how the Declaration of Independence influenced the colonies. Create own Declaration of Independence. Explain how the Declaration of Independence influenced the formation of the United States and later impacted the adoption of the U.S. Constitution. Students develop a logical argument that the American Revolution could have not been won without the signing of the Declaration of Independence. The Declaration of Independence has had a lasting impact on not just the colonies, but the entire United States since it was written. Students describe the cause and effect that the Declaration of Independence had on America. -Declaration of Independence Define the Declaration of Independence.

37 Subject: American History Domain: History Grade: 8 Priority Standard: 8.H.4.6 Connect the fundamental liberties and rights stated in the first 15 amendments of the Constitution to current events. Report how the amendments were set hundreds of years ago, but play a vital role today. Students examine and explain the different perspectives of the amendments throughout the decades. Connect recent and current events to the fundamental rights guaranteed to citizens by the U.S. Constitution. Analyze a current event and explain what liberties and rights are present as guaranteed by the first 15 Amendments. Students analyze the first 15 amendments and determine their effectiveness in today s world. Citizens of the United States are guaranteed rights through the first 15 amendments to the Constitution. Understand how the Constitution is applied to events that take place in the United States today. Students create a poster of which of the amendments is the most important and justify it. The Bill of Rights Abolition of Slavery suffrage Define: Bill of Rights, Abolition of Slavery, suffrage

38 Subject: Social Studies Domain: History Grade: 8 Priority Standard: 8.H.4.9 Assess the impact of significant inventors, technology, and industrialization on mid-1800 s America. Analyze information about the Industrial Revolution that apply concepts to modern American society. Research information to create an artifact that describe how the inventions and technological advancements during the Industrial Revolution still impact American society today. Investigate the Industrial Revolution to make connections between inventors and their inventions to describe the impact on mid-1800 s America. Create an artifact that evaluates six major inventions along with each inventor. Generalize the impact the inventors had on the Industrial Revolution, along with explaining how their invention changed American life. Investigate the impact of certain inventions on the mid-1800 s America. Create a graphic organizer that shows how the invention of steamboats, factories, interchangeable parts, cotton gin, telegraph, and machinery improved communication, production, transportation, and/or agriculture in mid s America. List important inventors, technology, and industrialization of the mid-1800 s America. Recall: Samuel Slater, Eli Whitney, Francis Lowell, Robert Fulton, Samuel Morse, factories/mills, cotton gin, steamboat, telegraph, interchangeable parts, and machinery. Supplementary Standards: 8.H.2.2, 8.H.4.8, 8.H.5.2, 8.E.3.1 Priority Standards Template October 2016 Aberdeen School District