HADDONFIELD PUBLIC SCHOOLS Curriculum Map for 8 th Grade Social Studies. Revised 8/2013 Page 1

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1 Targeted Standard(s): NJCCCS A; A:1-6; B 1, C1-3; D 1; 6.2.8E1-4; HADDONFIELD PUBLIC SCHOOLS Curriculum Map for 8 th Grade Social Studies Unit I: Foundations of American Democracy- 1 st Trimester B 7; C A; B; E1, G A9 Enduring Understandings (The big ideas): To develop an understanding of the American Constitution and its application to social and political movements in American democratic history. To understand one s role as a citizen. To try and answer the question: What does it mean to be a citizen in American Democracy? Essential Questions: What is government? Why is government important in society? What is democracy? How does democracy shape the development of American government? What is a more perfect union? How has that idea within the Constitution been challenged by secession and the Civil War? What is power? How does power/abuse of power shape the development of government? How does power shape individuals groups? How does power influence how individuals/groups interact? Core Content/Objectives Instructional Actions Concepts What students will know? Skills What students will be able to do Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Assessment How learning will be assessed Revised 8/2013 Page 1

2 Influences on American Democracy: Ancient Roman Republic Greek democracy Direct democracy v. representative democracy. European Influences Magna Carta Common Law British Parliament Political Philosophies: Locke, Rousseau, Monetesquieu Development of American Constitution: Articles of Confederation. Founding Father s views on government (strong v. weak Hamilton v. Jefferson). Branches of government identify powers Representation development of the Congress bicameral v. unicameral Bill becomes a law Federalism Checks and balances Elastic Clause A more perfect Union Challenges to the ideal proposed in the Constitution States rights/state sovereignty NJ State and Local governments Critical reading finding main idea (ongoing) (CCCS RH-2) Annotation of text (ongoing) Summarizing and defining vocabulary(cccs RH2, RH4) Making connections between history and current events Questioning Identify points of view from historical context (ongoing) (CCCS RH-6) Note-taking summarizing (ongoing) (CCCS-RH-1) Map reading (CCCS- RH7) Outlining informal outlining and organization of information and formal outline (ongoing) (CCCS WH- 4) Use critical thinking skills to interpret events, recognize bias, point of view, and context. (CCCS RH-6) Students will examine current issues, events, or themes and relate them to past events through reading informational text and collaborating through online social media resources. (CCCS RH-3, RH5, RH8) Comparison of Preambles: Declaration of Independence and Constitution comparison of primary & secondary sources) (CCCS RH-1 & RH-9) Plan for Congress Representation debate Journal writing (CCCS WH-10) Checks & Balances/Federalism scenarios and in the news (CCCS RH-3) Think-pair-share Elastic clause scenarios (CCCS-RH2 RH- 9) Political cartoons. Journal writing (CCCS WH10) Writing assignments (CCCS-WH-10) Representation plan Quizzes/tests 21 st Century Learning/Resources The Call to Freedom textbook TV/VCR/LCD Computer--Internet Edmodo*, *Voice Thread Discovery Streaming Facing History and Ourselves Videos School House Rock

3 Targeted Standard(s): NJCCCS HADDONFIELD PUBLIC SCHOOLS Curriculum Map for for 8 th Grade Social Studies Presidential Election Unit: (First Trimester incorporated into Unit I on non-presidential election years)) A 4-6; C 3, D E 1, 3,4, B2,5,6, A 1-12 Enduring Understandings (The big ideas): To develop an understanding of the American Constitution and its application to social and political movements in American democratic history. To understand one s role as a citizen. To try and answer the question: What does it mean to be a citizen in American Democracy? Essential Questions: What is the role of the Presidency? How does the president/candidates get elected? Concepts What students will know? Core Content/Objectives Skills What students will be able to do Instructional Actions Concepts What students will know? Skills What students will be able to do Revised 8/2013 Page 3

4 Executive Branch roles/responsibilities Presidential Candidates Primary elections Election issues Election vocabulary Interpretation of the visual record political cartoons (CCCS- RH7) Organize and interpret information from graphs/charts (CCCS RH5, RH7) Compare and contrast candidates/parties/issues to explain the electoral process.(cccs RH3) Presidential election journal activities (CCCS WH6, WH- 8, WH-7, WH-1 culminating project) Research of campaign issues (CCCS WH7, WH8) Get your candidate elected: Campaign strategists activity Journal writing. Class discussion Mock election Political parties & party platforms Propaganda and advertising Campaigning and election strategy Electoral college Voting and voting systems Polling/polling data Congressional elections Local elections: depending on the year Students will distinguish between fact and opinion in texts related to candidates (CCCS-RH8) Determine central ideas of variety of articles pertaining to political candidates. Compare and contrast the ideas presented in the articles related to the candidates. (CCCS-RH2) Use critical thinking skills to interpret events, recognize bias, point of view, and context. (CCCS RH-6) Students will examine current issues, events, or themes and relate them to past events through reading informational text and collaborating through online social media resources. (CCCS RH- 3, RH5, RH8). Think-pair-share Interdisciplinary connections w/ current events Formulate research questions based on informational needs for addressing research questions. (CCCS WH-1)? Map reading (CCCS RH-7) 21 st Century Learning/Resources TV/VCR/LCD Computer--Internet Edmodo*, *Voice Thread Discovery Streaming Facing History and Ourselves video Diary of a Political Tourist ; The Call to Freedom textbook

5 Curriculum Map for 8 th Grade Social Studies Targeted Standard(s): NJCCCS 6.2.8B 1,2; C4,6; 6.2.8D1-5 HADDONFIELD PUBLIC SCHOOLS Unit II: Bill of Rights (Second Trimester December ) Enduring Understandings (The big ideas): To develop an understanding of the American Constitution and its application to social and political movements in American democratic history. To understand one s role as a citizen. To try and answer the question: What does it mean to be a citizen in American Democracy? Essential Questions: What is a right? Who does the Bill of Rights protect---individual rights v. group rights? Minority rights v. Majority rights? How do rights shape individuals? Groups? Concepts/Contents What students will know Core Content/Objectives Skills What students will be able to do Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Instructional Actions Assessment How learning will be assessed Revised 8/2013 Page 5

6 Interpretations of the Constitution Role of the Supreme Court Judicial Review Marbury v. Madison Bill of Rights Need for 1 st Amendment Freedoms Unpopular speech Examination/explanation of amendments 1-10 of the US Constitution Student Rights: For example: Speech Privacy Analyze how events are related over time.. Use critical thinking skills to interpret events, recognize bias, point of view, and context. (CCCS RH-6, RH8)! Assess the credibility of primary and secondary sources. (CCCS RH-6, RH8, RH9) Conduct library/internet research (CCCS WH-8)! Analyze data in order to see persons and events in context. (CCCS RH5) Research a constitutional challenge issue Research project (CCCS WH-1 WH-6 culminating to argue the Constitutionality of the project) challenge. Ie: school dress codes and the Oral presentation/argumentation 1 st Amendment (CCCS WH-1 WH-6 culminating project) Journal activities (CCCS WH-10) Interdisciplinary connections w/ current events Library/internet research (CCCS WH-8) Fish-bowl debate Examine current issues, events, or themes and relate them to past events. Using evidence from text to support a thesis or a conclusion. (CCCS RH-1) Formulate questions based on information needs to guide research.. (CCCS WH-7) Use effective strategies for locating information. (CCCS WH-8)! Compare and contrast competing interpretations of current and historical events. (CCCS RH6, RH8, RH9)! Interpret events considering continuity and change, the role of chance, oversight and error, and changing interpretations by historians. (CCCS RH8) Summarize information in written, graphic, and oral formats (CCCS RH7, WH2)

7 HADDONFIELD PUBLIC SCHOOLS 21 st Century Learning/Resources TV/VCR/LCD Computer--Internet Edmodo*, *Voice Thread Discovery Streaming Facing History and Ourselves The Call to Freedom textbook Bill of Rights resources/case studies: landmarkcases.org; billofrightsinstitute.org; constitutioncenter.org EBSCO Host Resources Revised 8/2013 Page 7

8 Curriculum Map for 8 th Grade Social Studies Targeted Standard(s): NJCCCS A A B C4, E 4-7,8-12 A Nation of Immigrants (Second Trimester approx. January) A2,4, B2-7 Enduring Understandings (The big ideas): To develop an understanding of the American Constitution and its application to social and political movements in American democratic history. To understand one s role as a citizen. To try and answer the question: What does it mean to be a citizen in American Democracy? Essential Questions: Who is considered an American? What does it mean to be a Nation of Immigrants? Why do groups emigrate? What were the experiences of immigrants in the early 20 th century? How do we interact with people who are different than us? How doe we determine who belongs in America? What is assimilation? What are the causes/effects of assimilation? How does someone become American? How does a nation determine citizenship? Core Content/Objectives Concepts/Contents What students will know Skills What students will be able to do Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Instructional Actions Assessment How learning will be assessed

9 Major waves of US immigration Push/pull factors for immigration Immigration and urbanization tenement living Industrialization issues and immigration : mass production and work labor--child labor/working conditions/ unionization Progressivism/reforms Nativism and the treatment of immigrant groups: Old Immigrants v. New Immigrants Red Scare Restrictions on Immigration Chinese Exclusion Quota Acts Literacy Tests Current waves of immigration Current attitudes/debates about immigration HADDONFIELD PUBLIC SCHOOLS Analyze how events are related Think-pair-share over time. (CCCS RH5) Class discussion and debate Use critical thinking skills to interpret events, recognize bias, Barometer activity point of view, and context. (CCCS RH-8) Living newspaper Assess the credibility of primary and secondary sources. (CCCS Reader s Theater RH-1, RH-9) Silent Conversations and big paper Analyze data in order to see persons and events in context. Internet research (CCCS WH8) (CCCS RH-3) Examine current issues, events, or themes and relate them to past events. (CCCS RH-3) Formulate questions based on information needs. (CCCS WH-7) Use effective strategies for locating information. (CCCS WH- 8) Compare and contrast competing interpretations of current and historical events. (CCCS RH-1, RH-9) Interpret events considering continuity and change, the role of chance, oversight and error, and changing interpretations by historians. (CCCS RH-6) Summarize information in written, graphic, and oral formats. (CCCS RH1, RH7, WH-2) Melting Pot Project: Redefining the Metaphor Journal writing assignments (CCCS WH- 10) Tests/quizzes Living Newspaper 21 st Century Learning/Resources SS. Textbook The Call to Freedom TV/VCR/LCD Computer--Internet Edmodo*, *Voice Thread Discovery Streaming Facing History and Ourselves Videos: PBS Becoming American-The Chinese Experience ; PBS The New Americans ; ABC School House Rock ; CNN Immigrant Nation Divided Country Revised 8/2013 Page 9

10 Curriculum Map for 8 th Grade Social Studies Woman Suffrage getting the vote (Second Trimester February/March) Targeted Standard(s): NJCCCS A A B1-3; C4, D G A2,4, B2-7 Enduring Understandings (The big ideas): To develop an understanding of the American Constitution and its application to social and political movements in American democratic history. To understand one s role as a citizen. To try and answer the question: What does it mean to be a citizen in American Democracy? Essential Questions: Who is a citizen in a democracy? How does a nation determine citizenship? What is suffrage? What arguments fueled the suffrage movement in the US? What strategies/tactics did suffragists use to get the 19 th Amendment passed? What is civil disobedience? Is it constitutional? Core Content/Objectives Instructional Actions Concepts What students will know Skills What students will be able to do Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Assessment How learning will be assessed

11 Define suffrage Abolition-to suffrage Passage of the th Amendments Seneca Falls and The Declaration of Sentiments Declaration of Sentiments and the Declaration of Independence Social Attitudes on the role of women at the turn of the century Anti-Suffragists/arguments Founding Mothers Elizabeth Cady Stanton Susan B. Anthony Lucretia Mott Formation of the National Women s Suffrage Association--& American Woman s Suffrage Association Strategies for gaining suffrage State by state vs. Constitutional Amendment. Lobbying-&-Petition Progressivism and the women s movement Progressive reforms Referendum initiative recall direct primary 17 th Amendment Case study: National Woman s Party New suffragists Alice Paul; Lucy Burns Legislation v. civil disobedience 19 th Amendment ERA do we need an Equal Rights Amendment? Analyze how events are related over time. (CCCS RH5) Use critical thinking skills to interpret events, recognize bias, point of view, and context. (CCCS RH-8) Assess the credibility of primary and secondary sources. (CCCS RH-1, RH-9) Analyze data in order to see persons and events in context. (CCCS RH-3) Examine current issues, events, or themes and relate them to past events. (CCCS RH-3) Formulate questions based on information needs. (CCCS WH- 7) Use effective strategies for locating information. (CCCS WH-8) Compare and contrast competing interpretations of current and historical events. (CCCS RH-1, RH-9) Interpret events considering continuity and change, the role of chance, oversight and error, and changing interpretations by historians. (CCCS RH-6) Summarize information in written, graphic, and oral formats. (CCCS RH1, RH7, WH- 2) HADDONFIELD PUBLIC SCHOOLS Declaration of Independence v. Declaration of Sentiments (CCCS RH-9) Cooperative groups Internet research (CCCS WH8) Internet online forums/discussion (CCCS WH8) Silent conversations big paper Skits/reader s theater Current events discussion/debate Think-pair-share Fish-bowl debate Journal writing (CCCS WH-10) Essay writing Were the women suffragists patriots? Test/quizzes Revised 8/2013 Page 11

12 Resources/Technology: TV/VCR/LCD Computer--Internet Edmodo*, *Voice Thread Discovery Streaming Facing History and Ourselves HBO Films Iron Jawed Angels SS Text: The Call to Freedom Primary source documents

13 Curriculum Map for 8 th Grade Social Studies Targeted Standard(s): NJCCCS A B C4, E2,9-12 HADDONFIELD PUBLIC SCHOOLS Civil Rights Movement (3 rd Trimester April/May/June) G A2,4, B2-7 Enduring Understandings (The big ideas): To develop an understanding of the American Constitution and its application to social and political movements in American democratic history. To understand one s role as a citizen. To try and answer the question: What does it mean to be a citizen in American Democracy? Essential Questions: What does it mean to be a citizen of a democracy? What is race? How does a nation determine who is a citizen? How does a nation determine who belongs? What is segregation? What are Civil Rights? Who is entitled to them in a democracy? What is justice? What is the responsibility of the majority to the minority in a democracy? What strategies/tactics did African Americans use to gain civil rights and democracy in the United States? Concepts What students will know Core Content/Objectives Skills What students will be able to do Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections Instructional Actions Assessment How learning will be assessed Revised 8/2013 Page 13

14 Pre 20 th Century History Define race/ racism African American citizenship defined Dred Scott Decision Civil War Emancipation Proclamation; Gettysburg Address Reconstruction 13 th, 14 th, 15 th Amendments Plessy v. Ferguson 1896 establishment of legal segregation separate but equal Black Codes to Jim Crow laws Lynching/ Anti-lynching campaign Race relations s Establishment of NAACP Brown v. Board of Education Thurgood Marshall Earl Warren Constitutional Issues 5 th Amendment 14 th Amendment De-segregation Little Rock 9 Martin Luther King Letter from a Birmingham Jail Montgomery Bus Boycott Rosa Parks (film) Mighty Times Birmingham protests Children s March Student Protest/ freedom riders Malcolm X Voting Act Civil Rights Act Current events: school segregation today? Affirmative Action Analyze how events are Jigsaw (CCCS RH-2) related over time. (CCCS RH5) Use critical thinking skills to Analysis/creation of political cartoons interpret events, recognize bias, point of view, and Small group discussion context. (CCCS RH-8) Assess the credibility of Big paper discussion primary and secondary sources. (CCCS RH-1, RH-9) Online forum discussions Analyze data in order to see Think-pair-share persons and events in context. (CCCS RH-3) Journal writing (CCCS WH-10) Examine current issues, events, or themes and relate them to past events. (CCCS RH-3) Formulate questions based on information needs. (CCCS WH-7) Use effective strategies for locating information. (CCCS WH-8) Compare and contrast competing interpretations of current and historical events. (CCCS RH-1, RH-9) Interpret events considering continuity and change, the role of chance, oversight and error, and changing interpretations by historians. (CCCS RH-6) Summarize information in written, graphic, and oral formats. (CCCS RH1, RH7, WH-2) Journal writing (CCCS WH-10) Quizzes/tests Essay writing (CCCS WH 1, WH-2, WH-9) Fishbowl debate Museum/memorial project Democracy Project Final essay

15 HADDONFIELD PUBLIC SCHOOLS Resources/Technology: TV/VCR/LCD Computer--Internet Edmodo*, *Voice Thread Discovery Streaming Facing History and Ourselves Videos : HBOfilms The Children s March ; Mighty Times ; Fists of Freedom 1968 Olympic Games PBS Emmett Till Eyes on the Prize MSNBC Fifty Years Since Brown Four Little Girls Discovery Streaming: Civil Rights through the years Revised 8/2013 Page 15