8th Grade American Studies Syllabus. Desired Results

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1 8th Grade American Studies Syllabus School Year: Certificated Teacher: Desired Results Course Title (example: Geometry A and B): 8th Grade American Studies A & B Credit: one semester (.5) X two semesters (1.0) Prerequisites and/or recommended preparation (example: Completion of Algebra 1): Estimate of hours per week engaged in learning activities: 5 hours of class work per week per 18 week semester Instructional Materials: All learning activities (resources, assignments, assessments) are contained within or referenced in the student s online course. The online course is accessed via login and password assigned by student s school (web account) or ed directly to student upon enrollment, with the login website. Other resources required/resource Costs: (Examples: This course requires a MathXL account which will be provided by your course instructor. Holt McDougal Geometry 2011 online videos, examples, and activities. These additional resources will be provided at no additional cost. OR There are no additional textbooks, materials, or resources required for this course.) There is no additional cost to the student Course Description: In eighth grade, students develop a new, more abstract level of understanding of social studies concepts. The context for developing this understanding is U.S. history and government from the era of the beginning of the American Revolution to the end of the Civil War and Reconstruction. Students begin the school year learning about the American Revolution, in which the ideas, people, society, and events of the period are evaluated. The second unit centers on the United States Constitution and the development and construction of the United States government. Students will assess how the ideals, values, and principles that drive the United States' culture - including those described in its foundational documents - can be applied to a historical or modern situation. Unit Three analyzes the growth of the United States, especially its expansion westward. Students will describe how the idea of Manifest Destiny and its migration patterns shaped the expansion of the United States. Students will also evaluate the effects that Manifest Destiny had on other cultures. The final unit is a study of the Civil War period. Students will study its causes, events, and effects, especially where social, political, and economic elements are concerned. Enduring Understandings for Course (Performance Objectives): What will students understand (about what big ideas) as a result of the course? See above Course Learning Goals (including WA State Standards, Common Core Standards, National Standards):

2 What is the key knowledge and skill needed to develop the desired understandings? Unit: One: American Revolution focused? Understands key ideals and principles outlined in the Declaration of Independence, including life, liberty, and the pursuit of happiness, and the U.S. Constitution, including the rule of law, separation of powers, representative government, and popular sovereignty Analyzes how the United States has interacted with other countries in the past or present Analyzes examples of how groups and individuals consider profit and personal values in making economic choices in United States history Understands and analyzes the influence of government taxation, creation of currency, and tariffs in early United States history Understands and analyzes how individuals and movements impact U.S. history Understands reasons based on evidence for a position about events in United States history Understands the logic of reasons for a position about events in United States history. Unit: Two: Constitutional Issues focused? Understands key ideals and principles outlined in the Declaration of Independence, including life, liberty, and the pursuit of happiness, and the U.S. Constitution, including the rule of law, separation of powers, representative government, and popular sovereignty Evaluates efforts to reduce discrepancies between democratic ideals and reality in the United States including Understands and analyzes the structure and powers of government at the national level Evaluates the effectiveness of the system of checks and balances in the United States based on a historical event Understands that the U.S. government includes concepts of both a democracy and a republic Understands reasons based on evidence for a position about events in United States history Evaluates the logic of reasons for a position about events in United States history Creates and uses research questions that are tied to an essential question to focus inquiry on social studies and historical events Creates and uses research questions that are tied to an essential question to focus inquiry on social studies and historical events Evaluates the logic of positions in primary and secondary sources to interpret an issue of historical event Applies democratic ideals outlined in fundamental documents to clarify and address public issues in the context of a discussion Uses sources within the body of the work to support positions in a paper or presentation Uses appropriate format to cite sources within an essay. Unit: Three: Expansion

3 focused? Analyzes how the forces of supply and demand have affected the production, distribution, and consumption of goods, services, and resources Understands and analyzes how the forces of supply and demand affect international trade in the United States Understands and analyzes how the environment has affected people and how people have affected the environment in U.S. history Understands cultural diffusion in the United States Understands and analyzes migration as a catalyst on the growth of the United States Understands that learning about the geography of the United States helps explain global issues related to diversity Understands and analyzes how cultures and cultural groups have contributed to U.S. history. Unit: Four: Causes and Effects of The Civil War focused? Analyzes examples of how groups and individuals consider profit and personal values in making economic choices in United States history Understands and analyzes the distribution of wealth and sustainability of resources in the United States Understands physical and cultural characteristics of places and regions in the United States Understands and analyzes how individuals and movements impact U.S. history Understands and analyzes how technology and ideas have impacted U.S. history Analyzes how a historical event in United States history helps us to understand a current issue Evaluates the logic of positions in primary and secondary sources to interpret an issue of historical event. Unit: focused? Unit: focused? Unit: focused? Unit: focused?

4 Evidence of Assessment What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, and assessments] Performance Tasks: Unit 1: Revolution DBQ End of Unit Assessment, Unit 1: Revolution - Portfolio Refelction - Revolution ; Unit 2: Consitutional Issues CBA, Unit 2: Portfolio Reflection - Consitutional Issues; Unit 3: Expansion - End of Unit Assessment, Unit 3: Cultural Contributions Project, Unit 3 Expansion: Portfolio Reflection; Unit 4 Civil War & Reconstruction End of Unit Assessment- Persuasive Visual & Refelction, Unit 4 Civil War & Reconstruciton Portfolio Reflection. Other Evidence (self-assessments, observations, work samples, quizzes, tests and so on): Types of Learning Activities Indicate from the table below all applicable learning strategies that may be used in the course. Direct Instruction Structured Overview Mini presentation Drill & Practice Demonstrations Other (List) Other: Indirect Instruction Problem-based Case Studies Inquiry Reflective Practice Project Paper Concept Mapping Other (List) Experiential Learning Virt. Field Trip _ Experiments _Simulations _Games _Field Observ. _Role-playing _Model Bldg. _Surveys _Other (List) Independent Study _Essays Self-paced computer _Journals _Learning Logs _Reports _Directed Study Research Projects Other (List) Interactive Instruction _Discussion _Debates _Role Playing _Panels _Peer Partner Learning _Project team _Laboratory Groups _Think, Pair, Share _Cooperative Learning _Tutorial Groups _Interviewing _Conferencing _Other (List) Learning Activities Learning activities (as provided in the student friendly course schedule posted in online course) and contains the scope and sequence of

5 performance tasks, activities and assessments by semester, unit, and weeks. These learning activities are aligned with the successful completion of the course learning goals and progress towards these learning activities will be reported monthly on a progress report. 1 st Semester 8th American Studies Learning Activities Unit: One: American Revolution Duration: 8-10 Weeks Influential groups and individuals impacted the American Revolution socially, economically, and politically. Competing perspectives and biases used propaganda to influence both government and colonists. 1. Why would a colony declare independence from its mother country? 2. What beliefs are worth fighting for? 3.In what ways did the United States interactions with England change from the 1760s to the 1770s? Why? 4.Did the American Colonists always make smart decisions about how they chose to interact with the British? Why or why not? 5.To what extent did American Colonists consider profit and values when making economic choices? 6.What is more important when making economic choices: profit or values? 7.To what extent did government taxes, the creation of currency, and tariffs affect the lives of the Colonists? 8.In what ways did the Colonists respond to government taxation, the creation of currency, and tariffs? 9.In what ways did social, political, and economic movements impact the American Colonists? 10.To what extent did George Washington, King George III, or Thomas Jefferson have an impact on the American Colonists? 11. How does evidence help support a position about an event in U.S. history? 12.To what extent can evidence help or hinder a position about an event in U.S. history? 13. In what ways were some people s reasons for supporting the Revolutionary War logical, and in what ways were some reasons illogical? H421 I can explain and evaluate the extent to which groups (such as: colonial militias, Sons of Liberty, loyalists, patriots, Minutemen, Puritans, Quakers, the First Continental Congress, etc.) and individuals (such as King George III, Thomas Hutchinson, Thomas Paine, etc) impacted the Revolutionary War. E231 I can show how currency, imports, exports, boycotting, laws (Intolerable Acts, Stamp Act, Tea Act, Townshend Acts, etc) and the repealing laws influenced the American Colonists to rebel against King George III and Great Britain. H431 I can show analysis of how perspective and bias in events (like The French & Indian War, The Boston Massacre, The Boston Tea Party, and Lexington & Concord) and individuals/groups (like George Washington, King George III, Benjamin Franklin, Thomas Paine, Sons of Liberty, etc) impacted the Revolutionary War. Content & Skills Summary, Unit 1 Reading Pre-Assessment, About You Prezi, DBQ Introduction & XYZ

6 Thesis, PERSIA & Academic Vocabulary, Three G s (Gold, God, & Glory), Colonies Map Activity, A New World Divisible, French & Indian War DBQ, The American Revolution: From Colonies to Constitution, Burning Down The House, The Trouble with Taxes Bullets & Broadsides, Intolerable Acts Propaganda Animation, Boston Tea Party Picture & Poem, High Tea in Boston Harbor, Revolution s First Skirmish, Who Fired the First Shot?, Reasons for Rebellion DBQ, Declaration of Independence 2 Column Notes, Unit 1:Revolution End of Unit Assessment DBQ, Unit 1 Revolution Portfolio Reflection. Unit: Two: Constitutional Issues Duration: weeks C1.1.1 The US Constitution states the foundational ideals and principles our government is based on and provides structure, rules, and checks & balances our government must follow. C1.4.1 The consideration for individual rights competes with the consideration for the common good. SS5.1.1/5.4.1/5.2.1 Support for position should be logical, researched, and supported with credible evidence. 1. How are the key ideals in the Declaration of Independence protected today? 2. To what extent can our understanding of the key ideals and principals outlined in the Declaration of Independence and the U.S. Constitution help us understand our world today? 3. Why is there a discrepancy between democratic ideas and reality in the U.S.? 4. In what ways can citizens reduce the discrepancy between democratic ideas and reality in the U.S? 5.How are democratic ideals threatened in our newly digital world? 6. Why is it important to understand the structures and powers of our national government? In what ways, and in what events, has the U.S. government s system of checks and balances been effective? 7. In what ways, and in what events, has the U.S. government s system of checks and balances been ineffective? 8. In what ways does the U.S. government include concepts of both a democracy and a republic? 9. Why does the U.S. government include concepts of both a democracy and a republic? C1.1.1 I can show understanding of ideals and principles set forth in the US Constitution. C I can analyze how a poition on an issues attempts to balance individual rights and common good. SS 5.1.1/5.2.1/5.4.1 I can create and use a focused research question, use credible evidnece to show understanding to deomonstrate a logical position on an issue. Unit: Content & Skills Summary, Unit 2 Reading Pre-Assessment, Academic Vocabulary, Some Assembly Required, Locke & Rousseau, Federalists/Anti-Federalists, Supreme Court Case: Opposing Viewpoints Analysis, The Almost Painless Guide to the Constitution, How the Constitution Works Booklet, Ideals & Principles Vocab, Bill of Rights, Airport Body: Scans Political Cartoons, Airport Body Scans: Article, USA PATRIOT ACT, Individual Rights v Common Good, Opposing View Points Gun Control, CBA1 Intro to Classroom-Based Assessment, CBA 2 Topic Shopping, CBA 3 Research Model, CBA 4

7 Writing/Drafting Process, CBA 5 - The Research Project _Publication Draft, Unit 2: Constitutional Issues Portfolio Assessment. Duration: Unit: Duration: Unit: Duration:

8 2 nd Semester 8th American Studies Learning Activities Unit: Three: Expansion Duration: 7-9 Weeks G3.2.3 Migration was a catalyst for the growth of the United States. H4.2.2 A variety of cultures and cultural groups have contributed to U.S. history. 1. What were the needs and wants of early pioneers? 2. To what extent were the forces of supply and demand present during this era? 3. How did the forces of supply and demand affect the production, distribution, and consumption of goods, services, and resources? 4. To what extent was international trade affected by the supply and demand during the era of Westward Expansion? 5. In what ways did the needs and wants of Americans moving West define what kinds of goods and services were supplied? 6. To what extent did pioneers moving West affect the environment? 7. In what ways did the environment have an effect on pioneers moving West? 8. To what extent did various cultural groups interact and affect one another during the era of Westward Expansion? 9. What were the challenges and rewards of different cultural groups coming together during the era of Westward Expansion? 10. What were the benefits and challenges of people moving West in the 1800s? 11. What was the impact of migration in the 1800s on the growth of the United States? 12. How did geography affect where people chose to settle in the West? 13. What issues related to diversity were present during the era of Westward expansion? 14. To what extent did Meriwether Lewis and William Clark impact U.S. history? 15. To what extent did the Westward Expansion movement impact U.S. history? 16. To what extent did various cultures and cultural groups contribute to U.S. history during the Westward Expansion era? 17. To what extent is the culture of West Coast of the United States today a result of contributions from cultural groups that emigrated West during the Expansion era? 18. How did propaganda influence groups of people to move West in the 1800s? 19. How many different perspectives of an event must a historian gather in order to interpret history? 20. To what extent can hearing the perspectives of others affect our own perspectives? G3.2.3 I can show how migration was a catalyst for the growth of the United States. H4.2.2 I can analyze how cultures and cultural groups have contributed to U.S. history.

9 Content & Skills Summary, Unit 3 Reading Pre-Assessment, Westward Expansion Word Sort, Louisiana Purchase: Greatest Land Deal Ever, Land Deals (Map/Table/Text), Westward Expansion Timeline, War of 1812, Old Ironsides, Aftermath, War of 1812 Blog Debate, Trail of Tears, Lone Star Legacy, Walking 2000 Miles Barefoot, California Gold Rush, America s Manifest Destiny, Westward: The way of an Empire Takes It s Course- picture analysis, The Donner Party, The Whitman Massacre, Sager Family s Account of the Whitman Massacre, Mormon Trail, Irish & Chinese Immigration, Industrial Revolution/Factory System, Transcontinental RR, Homestead & Pacific Railway Acts, Westward Expansion Unit 3 End of Unit Assessment, Cultural Contribution Project, G323 Migration Portfolio Reflection, H422 Cultures Portfolio Reflection. Unit: Four: Causes and Effects of The Civil War Duration: 7-9 weeks H4.2.1 Understands and analyzes how individuals and movements impact U.S. history. E2.4.1 Understands and analyzes the distribution of wealth and sustainability of resources in the United States. 1. To what extent did economic profit and personal values play a role in causing the American Civil War? 2. What do our economic choices say about our personal values? 3. What were the differences in the North and South s economic choices and personal values? How did the antislavery movement begin and grow? : 5. To what extent did social, political, and economic movements during the late 1800s have an impact on U.S. history? 6. What beliefs are worth fighting for? 7. To what extent did the distribution of wealth and the sustainability of resources play a role in the American Civil War? 8. To what extent did the physical and cultural characteristics of the North and South play a role in the American Civil War? 9. How did the physical and cultural characteristics between the North and South lead to conflict? 10. In what ways have historians used the study of history to prevent problems today? 11. What are examples of ways that people have learned from history in order to create a better future? 12. To what extent did changes in technology during the late 1800s impact U.S. history? Impact the American Civil War? 13. To what extent have ideas that originated in the 1800s impacted us today? H4.2.1 Understands and analyzes how individuals and movements impact U.S. history. E2.4.1 Understands and analyzes the distribution of wealth and sustainability of resources in the United States. Unit 4 Content & Skills Summary, Unit 4 Reading Pre-Assessment, Civil War & Reconstruction

10 Academic Vocab, North & South Resources & Social Hierarchy Pyramid /Economy Notes, The King & His People & Yankee Ingenuity: Cotton & Muskets 3 Column Notes, One Country, Two Worlds: North & South Compared, Missouri Compromise Notes/Missouri Compromise Map & Reflection, A Balancing Act, The Underground Railroad, Quilt Codes, White Southerner s Defense of Slavery, Compromise of 1850 Notes/ Compromise of 1850 Map & Reflection, 2 Uncle Tom s Cabin Newspaper Reviews Compare/Contrast 2 Pillars Kansas-Nebraska Act Dred Scott Decision Harper s Ferry A Nation Divided Lincoln-Davis Compare/Contrast, Fort Sumter, Civil War Yearbook Best and Most..., 13th, 14th, 15th Amendments, Surrender at Appomattox Court House, Reconstruction DBQ, Jim Crow and the Klu Klux Klan, Civil Rights Movement, Unit 4 End of Unit Assessment, E241 Distribution of Wealth/Sustainability of Resources Portfolio Reflection, H421 People & Movements Portfolio Reflection. Unit: Duration: Unit: Duration: Unit:

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