GTPS Curriculum Social Studies Grade 8 US History to the Industrialization

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1 Grade 8 Common Core Standards for English Language Arts & Literacy in History/Social Studies Reading Informational Key Ideas and Details RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). Craft and Structure RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. RI.8.6. Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Integration of Knowledge and Ideas RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. RI.8.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Range of Reading and Level of Text Complexity RI By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6 8 text complexity band independently and proficiently. Language Vocabulary Acquisition and Use L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Comprehension and Collaboration SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. Speaking and Listening SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.8.3. Delineate a speaker s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Presentation of Knowledge and Ideas 1

2 SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Writing Text Types and Purposes W.8.1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the information or explanation presented. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Provide a conclusion that follows from and reflects on the narrated experiences or events. Production and Distribution of Writing W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. Research to Build and Present Knowledge W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced ). Range of Writing W Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two. 2

3 Unit 2 (start at end of Unit 1) Ch weeks Topic: Revolution and the New Nation Disputes over political authority and economic issues contributed to a movement for independence in the colonies. The fundamental principles of the United States Constitution serve as the foundation of the United States government today Standards A. Civics, Government, and Human Rights A.3.a Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period. B. Geography, People, and the Environment B.3.a Assess how conflicts and alliances among European countries and Native American groups impacted the expansion of the American colonies B.3.c Use maps and other geographic tools to evaluate the impact of geography on the execution and outcome of the American Revolutionary War B.3.d Explain why New Jersey s location played an integral role in the American Revolution. C. Economics, Innovation, and Technology C.3.a Explain how taxes and government regulation can affect economic opportunities, and assess the impact of these on relations between Britain and its North American colonies C.3.b Summarize the effect of inflation and debt on the American people and the response of state and national governments during this time. D. History, Culture, and Perspectives D.3.a Explain how the consequences of the Seven Years War, changes in British policies toward American colonies, and responses by various groups and individuals in the North American colonies led to the American Revolution D.3.b Explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy D.3.c Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States D.3.d Analyze how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution. 3

4 6.1.8.D.3.e Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war D.3.f Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America. Essential Questions Ch 4 Life in the Colonies - What was life really like in the colonies? Ch 5 Toward Independence -When is it necessary for citizens to rebel against their government? Ch 6 The Declaration of Independence -What principles of government are expressed in the Declaration of Independence? Ch 7 The American Revolution - How was the Continental army able to win the war for independence from Great Britain? Learning activities/ Materials/ Assessment 4 Students work in pairs in a Social Studies Skill Builder to analyze primary and secondary source material to explore eight aspects of life in the American colonies, including rights of colonists, religion, education, and life for enslaved African Americans. 5 In a Response Group activity, students participate in a series of colonial town meetings to debate whether to rebel against British rule. In the process, they evaluate the events that deeply divided the American colonists and eventually caused them to rebel against the British government. 6 Students learn about key events leading up to the writing of the Declaration of Independence and, in a Writing for Understanding activity, analyze key excerpts of the Declaration and the principles of government they express. 7In an Experiential Exercise, students participate in a game of Capture the Flag. They compare their experience to the determining factors of the war for independence from Great Britain examining the strengths and weaknesses of each side, important battles, and other key factors in the conflict to determine how the British were defeated. History Alive!- US History to Industrialization Web Site Resources: Timeline and Road to Revolution Game: _contents.html 4

5 Unit 3 TCI ch Weeks Topic: Forming a New Nation Disputes over political authority and economic issues contributed to a movement for independence in the colonies. The fundamental principles of the United States Constitution serve as the foundation of the United States government today Standards A. Civics, Government, and Human Rights A.3.a Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period A.3.b Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time A.3.c Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights A.3.d Compare and contrast the Articles of Confederation and the UNITED STATES Constitution in terms of the decision-making powers of national government A.3.e Determine why the Alien and Sedition Acts were enacted and whether they undermined civil liberties A.3.f Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government A.3.g Evaluate the impact of the Constitution and Bill of Rights on current day issues. B. Geography, People, and the Environment B.3.a Assess how conflicts and alliances among European countries and Native American groups impacted the expansion of the American colonies B.3.b Determine the extent to which the geography of the United States influenced the debate on representation in Congress and federalism by examining the New Jersey and Virginia plans. C. Economics, Innovation, and Technology C.3.a Explain how taxes and government regulation can affect economic opportunities, and assess the impact of these on relations between Britain and its North American colonies C.3.b Summarize the effect of inflation and debt on the American people and the response of state and national governments during this time. 5

6 D. History, Culture, and Perspectives D.3.c Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States D.3.e Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war D.3.f Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America D.3.g Evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the Preamble of the Constitution. Essential Questions Ch 8 Creating the Constitution - What compromises emerged from the Constitutional Convention? Ch 9 The Constitution a More Perfect Union - How has the Constitution created "a more perfect Union"? Ch 10 The Bill of Rights - What freedoms does the Bill of Rights protect and why are they important? Learning activities/ Materials/ Assessment 8 In an Experiential Exercise, students examine the factors that led to the creation of a stronger central government under the U.S. Constitution by re-creating a key debate from the Constitutional Convention. 9 In a Social Studies Skill Builder, students work in pairs to explore the key features and guiding principles of the U.S. Constitution by assuming the role of law students taking a final exam on the Constitution. 10 In a Response Group activity, students learn about the important rights and freedoms protected by the Bill of Rights by analyzing a series of scenarios to determine whether the Bill of Rights protects certain actions taken by citizens. History Alive!- US History to Industrialization 6

7 Unit 4 (TCI ch 11, 12, 14, 15, Unit 4 and start of 5) 5 Weeks Topic: Expansion and Reform Westward movement, industrial growth, increased immigration, the expansion of slavery, and the development of transportation systems increased regional tensions. Standards A. Civics, Government, and Human Rights A.4.a Explain the changes in America s relationships with other nations by analyzing policies, treaties, tariffs, and agreements A.4.b Analyze how the concept of Manifest Destiny influenced the acquisition of land through annexation, diplomacy, and war A.4.c Assess the extent to which voting rights were expanded during the Jacksonian period. B. Geography, People, and the Environment B.4.a Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States B.4.b Map territorial expansion and settlement, as well as the locations of conflicts with and removal of Native Americans. C. Economics, Innovation, and Technology C.4.a Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each of these economic tools met the economic challenges facing the new nation C.4.b Explain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and nation C.4.c Analyze how technological innovations affected the status and social class of different groups of people, and explain the outcomes that resulted. D. History, Culture, and Perspectives D.4.a Analyze the push-pull factors that led to increases in immigration, and explain why ethnic and cultural conflicts resulted D.4.b Explore efforts to reform education, women s rights, slavery, and other issues during the Antebellum period D.4.c Explain the growing resistance to slavery and New Jersey s role in the Underground Railroad. 7

8 Essential Questions Ch 11 Political Developments in Early Republic -How did the Federalist and Republican visions for the United States differ? Ch 12 Foreign Affairs in the Young Nation - To what extent should the United States have become involved in world affairs in the early 1800s? Ch 14 Andrew Jackson and the Growth of American Democracy - How well did President Andrew Jackson promote democracy? Ch 15 Manifest Destiny and the Growing Nation How justifiable was U.S. expansion in the 1800s? Learning activities/ Materials/ Assessment 11 In an Experiential Exercise, students compare Federalist and Republican visions for the United States by taking on the roles of Alexander Hamilton and Thomas Jefferson to debate the main issues that divided the two groups. 12 In a Response Group activity, students assume the roles of foreign policy advisers to early presidents to evaluate the extent to which the country should have become involved in world affairs. 14 In a Visual Discovery activity, students analyze and bring to life images of key events in the presidency of Andrew Jackson to evaluate how well he promoted democracy. 15 In a Response Group activity, students re-create each territorial acquisition of the 1800s and then evaluate whether the nation s actions were justifiable. History Alive!- US History to Industrialization 8

9 GTPS Unit 5 (TCI Ch. 19, 20 & 21, 22, 23) 8 weeks Topic: Civil War and Reconstruction The Civil War resulted from complex regional differences involving political, economic, and social issues, as well as different views on slavery. The Civil War and Reconstruction had a lasting impact on the development of the United States. Standards A. Civics, Government, and Human Rights A.5.a Explain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact American life. B. Geography, People, and the Environment B.5.a Determine the role of geography, natural resources, demographics, transportation, and technology in the progress and outcome of the Civil War. C. Economics, Innovation, and Technology C.5.a Assess the human and material costs of the Civil War in the North and South C.5.b Analyze the economic impact of Reconstruction on the South from different perspectives. D. History, Culture, and Perspectives D.5.a Prioritize the causes and events that led to the Civil War from different perspectives D.5.b Analyze critical events and battles of the Civil War and determine how they contributed to the final outcome of the war D.5.c Examine the roles of women, African Americans, and Native Americans in the Civil War. 9

10 Essential Questions Ch 19 The Worlds of North and South How was life in the North different from life in the South? Ch 20 African Americans in the Mid-1800s How did African Americans face slavery and discrimination in the mid- 1800s? Ch 21 A Dividing Nation Which events of the mid-1800s kept the nation together and which events pulled it apart? Ch 22 The Civil War What factors and events influenced the outcome of the Civil War? Ch 23 The Reconstruction Era - To what extent did Reconstruction bring African Americans closer to full citizenship? Learning activities/ Materials/ Assessment 19 In a Visual Discovery activity, students analyze and bring to life images from the mid-1800s to compare the different ways of life in the North and the South. 20 In a Writing for Understanding activity, students analyze quotations and examine images to discover how African Americans faced slavery and discrimination in the mid-1800s. They then create a journal describing some of the experiences of a slave in the period. 21 In a Visual Discovery activity, students analyze and bring to life images depicting the growing conflict between the North and the South to understand why the nation could not prevent civil war. 22 In an Experiential Exercise, students take on the role of soldiers at the Battle of Gettysburg and encounter key aspects of what it was like to be a soldier in the Civil War and then write about their experiences. 23 In a Visual Discovery activity, students analyze primary source images to evaluate how close African Americans came to full citizenship during Reconstruction. History Alive!- US History to Industrialization 10

11 Grade 8 Woven Throughout Topic: Active citizens in the 21st century: Recognize the causes and effects of prejudice on individuals, groups, and society. Recognize the value of cultural diversity, as well as the potential for misunderstanding. Critically analyze media to assess different viewpoints and detect bias, opinion, and stereotypes. Listens open-mindedly to views contrary to their own. Collaboratively develop and practice strategies for managing and resolving conflict. Demonstrate understanding of democratic values and processes. Recognize that the actions or inactions of individuals, groups, and nations can have intended and unintended consequences. Challenge unfair viewpoints and behavior by taking action. Make informed and reasoned decisions. Accept decisions that are made for the common good. Standards A. Civics, Government, and Human Rights A.1 Deliberate on a public issue affecting an upcoming election, consider opposing arguments, and develop a reasoned conclusion A.2 Participate in a real or simulated hearing to develop a legislative proposal that addresses a public issue, and share it with an appropriate legislative body (e.g., school board, municipal or county government, state legislature) A.3 Collaborate with international students to deliberate about and address issues of gender equality, child mortality, or education. B. Geography, People and the Environment B.1 Evaluate alternative land use proposals and make recommendations to the appropriate governmental agency regarding the best course of action. C. Economics, Innovation, and Technology C.1 Contact local officials and community members to obtain information about the local school district or municipal budget and assess budget priorities. D. History, Culture, and Perspectives D.1Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society. 11

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