The standards listed here that can be integrated throughout the year, within various units of instruction. The rest of the standards are organized into units. Economics (see full unit) Strand 5, Concept 1: Foundations of Economics PO 1. Explain how limited resources and unlimited human wants cause people to choose some things and give up others. PO 2. Analyze how scarcity, opportunity costs, and tradeoffs, influence decision-making. PO 3. Analyze how individuals, governments and businesses make choices based on the availability of resources. PO 4. Apply Adam Smith s ideas of a market economy to: a. property rights b. freedom of enterprise c. competition d. consumer choice e. limited role of government PO 5. Describe the impact of the availability and distribution of natural resources on an economy. 1 Geography (see full unit) Strand 4, Concept 1: The World in Spatial Terms PO 1. Construct maps, charts, and graphs to display geographic information. PO 2. Identify purposes and differences of maps, globes, aerial photographs, charts, and satellite images. PO 3. Interpret maps, charts, and geographic databases using geographic information. PO 4. Locate physical and cultural features (e.g., continents, cities, countries, bodies of water, landforms, mountain ranges, climate zones) throughout the world. PO 5. Interpret thematic maps, graphs, charts, and databases depicting various aspects of the United States and world regions. (Apply to regions studied.) History Research Skills Strand 1, Concept 1: Research Skills for History PO 1. Construct charts, graphs, and narratives using historical data. PO 2. Interpret historical data displayed in graphs, tables, and charts. PO 3. Construct timelines (e.g., presidents/ world leaders, key events, people) of the historical era being studied. PO 4. Formulate questions that can be answered by historical study and research. PO 5. Describe the difference between a primary source document and a secondary source document and the relationships between them. PO 6. Determine the credibility and bias of primary and secondary sources PO 7. Analyze cause and effect relationships between and among individuals and/or historical events. PO 8. Analyze two points of view on the same historical event. Current Events Strand 1&2, Concept 10: Contemporary United States and the World PO 1. Describe current events using information from class discussions and resources (e.g., newspapers, magazines, television, Internet, books, maps). PO 2. Identify the connection between current and historical events and issues studied at this grade level using information from class discussions and various resources (newspapers, maps, magazines, television, Internet, books). PO 3. Describe how key political, social, geographic, and economic events of the late 20th century and early 21st century affected, and continue to affect, the United States. S2C9: Contemporary World PO3. Analyze how world events of the late 20 th century and early 21 st century affected, and continue to affect, the social, political, geographic, and economic climate of the world (e.g., terrorism, globalization, conflicts, interdependence, natural disasters, advancements in science and technology and environmental issues).
Unit Names/ Suggested Timeline 1 st Quarter Unit 1- PEGS 3 Weeks (1 week emphasis on geography and incorporated throughout the year) PEGS intro prior to in depth content instruction. AZ State Social Studies Standard- By Unit Political- Concept 4: Rights, Responsibilities, and Roles of Citizenship Economic- Concept 1: Foundations of Economics Concept : 5 Personal Finance Geography- Concept 2: Places and Regions Concept 4: Human Systems Concept 6: Geographic Applications Social- Concept 4: Human Systems Concept 9: Contemporary World Essential Questions Political What are the responsibilities and powers of governments? What are the different systems countries use to govern their nations? Economic How does the economy impact general life for all people? Geographic In what ways do geographic features and conditions influence historical and current events? Social In what ways do human interactions affect world events? Suggested Objectives and Common Core Students will identify PEGS elements within social studies and current events. Example: Natural Disaster Political- direct involvement of state and federal government in rebuilding process Economic- destruction of local economy Geographic- destruction of land/ environment Social- human casualties, disruption of lifestyle (interruption in day to day activities and amenities) Students will make connections between PEGS Vocabulary / Terms (Content / Academic) Political Government Authority Conflict Constitution/ laws/ rights Economic Employment Supply Demand Finance Geographic Environment Climate Natural resources Social Culture Language Traditions Values/Morals 2
Unit Names/ Suggested Timeline 1 st Quarter (continued) Unit 2 - American Revolution GESD Suggestions for building background knowledge: Review imperialism and Monarchy to explain British ownership of the 13 Colonies Discuss formation of 13 American Colonies (New England, Middle Colonies, and Southern Colonies) AZ State Social Studies Standard- By Unit Strand 1, Concept 4: Revolution and New Nation PO 1. Analyze the following events which led to the American Revolution: a. Tea Act b. Stamp Act c. Boston Massacre d. Intolerable Acts e. Declaration of Independence PO 2. Describe the significance of key events of the Revolutionary War: a. major battles (e.g., Lexington, Saratoga, Trenton) b. aid from France c. surrender at Yorktown PO 3. Describe the impact of the following key individuals on the Revolutionary War: a. Ben Franklin b. Thomas Jefferson c. George Washington d. Patrick Henry e. Thomas Paine f. King George III PO 4. Describe the significance of the following documents: a.declaration of Independence Essential Questions What factors caused the American Colonists to rebel against the British Colonial Rule? What events contributed to the American victory? How did key political figures impact the revolution? What impact did the Declaration of Independence have in the formation of the United States of America? Suggested Objectives and Common Core Write a journal entry as an angry colonist, describing how the Tea and Stamp Acts have affected you. (CCSS.WHST.8.2) Write a letter to King George III, as a Patriot or a Loyalist, either criticizing or complimenting his actions. (CCSS.WR.8.1A) Read and compare different sources, both American and British, from the Boston Massacre. (CCSS.RH.8.6, 8.8) Determine the purpose of the Declaration of Independence, and write a summary using main ideas. (CCSS.RH.8.1, 8.2) (CCSS.WHST.8.9) Write a break-up note as a colonist to King George, including the complaints found in the Declaration. (CCSS.RH.8.4) (WHST.8.1B) Vocabulary / Terms (Content / Academic) Content 13 Colonies Tea Act Stamp Act Boston Massacre Intolerable Acts Declaration of Independence Ben Franklin Thomas Jefferson George Washington (as a general) Patrick Henry Thomas Paine King George III Patriot Loyalist Battles (Lexington and Concord, Saratoga, Trenton, Yorktown) Academic Imperialism Representation Tax Monarchy Boycott Proclamation (of 1763) Rebellion Liberty/ Human Rights 3
Unit Names/ Suggested Timeline 2 nd Quarter Unit 3 - Constitution GESD Suggestions for building background knowledge: Begin instruction with Articles of Confederation, using its weakness and failures to justify the need for the new form of government (Constitution) Add Alexander Hamilton and John Jay to Strand 1, Concept 4, PO 5. AZ State Social Studies Standard- By Unit Strand 3, Concept 1: Foundations of Government PO 2. Analyze the purpose (e.g., weaknesses of the Articles of Confederation, shown by Shay s Rebellion) and outcome (e.g., compromises) of the Constitutional Convention. GESD suggestion: explain the Great Compromise and the 3/5 Compromise. Strand 1, Concept 4: Revolution and New Nation PO 4. Describe the significance of the following documents: b. Articles of Confederation c. Constitution d. Bill of Rights PO 5. Explain the influence of the following individuals in the establishment of a new government: a. Thomas Jefferson b. James Madison c. John Adams d. Benjamin Franklin PO 6. Describe how one nation evolved from thirteen colonies: a. Constitutional Convention Essential Questions Why was a new Constitution needed to replace the Articles of Confederation? Why is the Constitution a living document? Why did the Anti- Federalists feel a Bill of Rights was necessary? How did specific individuals mold the creation of the U.S. government? Why were political parties created? Suggested Objectives and Common Core Read primary sources of those involved with Shay s Rebellion, and create a cartoon that depicts the complaints the men had. (CCSS.WHST.8.2, 8.9) Create a T-Chart (Articles /problems) Explain which is the worst problem. (CCSS.RH.8.1) (CCSS.WHST.8.1B) Summarize why you think the Articles of Confederation needed to be replaced. (CCSS.WHST.8.1B) Determine the main ideas of each Article in the Constitution and write a summary for each article. (CCSS.WHST.8.9) Create a written argument explaining why the amendment process in the Constitution is needed OR a journal of what life would be like without a Bill of Rights. (CCSS.RH.8.1, 8.1B) Vocabulary / Terms (Content / Academic) Content Articles of Confederation Constitution Bill of Rights Amendment James Madison John Locke Alexander Hamilton Federalists Anti- Federalists George Washington (as president) Popular Sovereignty Great Compromise 3/5 Compromise Social Contract Natural Law Preamble Academic Compromise Political Parties Amend Ratify Trial 4
Strand 3, Concept 1: Foundations of Government PO 1. Describe how the following philosophies and documents influenced the creation of the Constitution: a. Magna Carta b. English Bill of Rights c. Montesquieu s separation of power d. John Locke s theories- natural law, social contract e. Mayflower Compact f. Declaration of Independence g. Articles of Confederation Strand 3, Concept: Structure of Government PO1. Describe the following principles on which the Constitution (as the Supreme Law of the Land) was founded: a. Federalism (i.e., enumerated, reserved and concurrent powers) b. Popular sovereignty c. Separation of powers d. Checks and balances e. Limited government f. Flexibility (i.e., Elastic Clause, amendment process) PO 3. Analyze the struggle (e.g., Federalists Papers, Bill of Rights) between the federalists and the antifederalists over the ratification of the Constitution. What other documents were referenced in the creation of the U.S. Constitution? What principles influenced the structure and implementation of the U.S. Constitution? Who were the federalists and antifederalists and why was there conflict between them? Pick one of the documents that influenced the Constitution, and use evidence to justify which portions were used in the final Constitution. (CCSS.RH.8.1) (CCSS.WHST.8.1, 8.1A) Read the Federalist Papers. Summarize their arguments. (CCSS.WHST.8.1, 8.1A) Write a journal as a Federalist or an Anti- Federalist, using evidence to justify your argument. (CCSS.RH.8.1) (CCSS.WHST.8.2, 8.1A) 5
Unit Names/ Suggested Timeline Arizona Government AZ State Social Studies Standard- By Unit Strand 3, Concept 3: Functions of Government PO 1. Compare the ways the federal and Arizona governments operate: a. three branches b. Constitution c. election process (e.g., congressional and legislative districts, propositions, voter registration) PO 2. Compare the process of how a bill becomes a law at the federal and state level. PO 3. Describe the following forms of direct democracy in Arizona: a. initiative b. referendum c. recall process PO 4. Compare the roles and relationships of different levels of government (e.g., federal, state, county, city/town, tribal). Essential Questions How is the Arizona government modeled after our federal government? What similarities are there between the Arizona and federal constitutions? How is the process of passing laws different at the state level? In what ways can Arizonans influence who is chosen as their representatives? How do the local Arizona government systems compare? Suggested Objectives and Common Core Match up Constitution portions from the federal and state constitutions that discuss similar topics. When sort is completed, have the students write similarity and difference paragraphs, with three reasons per paragraph. (CCSS.WHST.8.1A) Have students complete a voter registration sheet. Create comparison charts for the U.S. federal government and the Arizona government structure. Look at examples of initiative and referendums used in Arizona before. Have students write propositions for changes they would like to see in either their class or community. Give mock elections to demonstrate how initiative and referendum work. Vocabulary / Terms (Content / Academic). Content/Academic Constitution Federal State Election Congressional District Legislative District Proposition Voter Bill Veto Law President Governor Initiative Referendum Recall County City State Tribal 6
Unit Names/ Suggested Timeline 2 nd Quarter (Finish before Winter Break) Unit 4 - U.S. Government 7 AZ State Social Studies Standard- By Unit Strand 3, Concept 2: Structure of Government PO 2. Differentiate the roles and powers of the three branches of the federal government. GESD Suggestion: Explain the offices, qualifications for, and roles of the three branches of government. Examples: -Executive Branch (President, Vice President, Cabinet) -Legislative Branch (House of Representatives, Senate) -Judicial Branch (Supreme Court, Supreme Court justices, and other lower court systems) Strand 3, Concept 2: Structure of Government PO1. Describe the following principles on which the Constitution (as the Supreme Law of the Land) was founded: c. Separation of powers d. Checks and balances Strand 3, Concept 2: Structure of Government PO 3. Explain the electoral process (e.g., primary and general elections, electoral college). Role of political parties? Essential Questions What are the three branches of government and their roles? How does the Constitution limit the powers of the three different government branches? How is power distributed, and abuse of power prevented in the Constitution? How are representatives elected to various government positions? Suggested Objectives and Common Core Use Articles 1-3 of the Constitution to complete a diagram detailing what the Executive, Legislative, and Judicial Branches do. (CCSS.RH.8.1, 8.2) Write a journal as the President of the United States. What are some of your powers/roles? (CCSS.WHST.8.2) Using the text of the Constitution, complete a chart that demonstrates the checks and balances each branch has on others. Argue which branch in the government you think has the most power, OR explain how the checks and balances make it equal. (RH.8.1, 8.2) (WHST.8.1, 8.1B) Write the process of the Electoral College, using key terms (popular/electoral vote) to explain it. (CCSS.RH.8.3) (CCSS.WHST.8.2) Vocabulary / Terms (Content / Academic) Content Separation of Powers Checks and Balances Executive Branch Legislative Branch Judicial Branch Supreme Court Candidate Electoral College Popular Vote Electoral Vote Judicial Review Caucus Veto Impeach Ambassador Treaty Committee Representative Political Party (Democrat, Republican) Academic Legislate Federal Appeal
8 PO 4. Explain how a candidate can be elected president (e.g., Adams- Jackson, Hayes-Tilden, Bush-Gore) without receiving a majority of popular vote. PO 5. Describe the line of succession to the presidency as stated in the 25 th Amendment. Standard 3, Concept 3: PO 2. Compare the process of how a bill becomes a law at the federal and state level. GESD Suggestion: Explain the committees in the House and Senate, President and veto process. PO 5. Describe the significance of the Amendments to the Constitution. PO 7. Summarize the significance of the following Supreme Court cases: a. Marbury v. Madison b. Gideon v. Wainright c. Miranda v. Arizona Standard 1, Concept 4: PO6. Describe how one nation evolved from thirteen colonies: b. George Washington s presidency c. creation of political parties (e.g., Federalists, Whigs, Democratic- Republicans) How do the popular and electoral votes differ in selecting the next U.S. President? What is the order of seniority amongst government offices that will determine the next executive, should something happen to a President in office? What steps are included in the process of a bill becoming a law? What is the purpose of amendments, and how can they be added? What precedence for later court cases have some Supreme Court cases created? What legacies did George Washington s presidency create for the executive office (president)? Look at bar graphs/maps of close elections that detail the popular vs. electoral vote to see how this could happen. Use the Constitution to create a list of seniority for the President. Explain or illustrate the process of how bill becomes a law, using key terms (House, Senate, President, Veto, etc.) (CCSS.RH.8.3) (CCSS.WHST.8.2) Pick an amendment, and write an argument why that amendment is so important. (CCSS.RH.8.1) (CCSS.WHST.8.2, 8.1A) Read the court case summaries, and then research a modern court case that relates and write an explanation why the first case was so important. (WHST.8.1)
Unit Names/ Suggested Timeline 3 rd Quarter (Begin After Winter Break) Unit 5 - World War II 9 AZ State Social Studies Standard- By Unit Strand 3, Concept 5: Government Systems of the World (Note: Students were introduced to different forms of government in Grades 6 and 7.) PO 1. Compare the different world governments and ideologies: [pre-wwii] a. dictatorship b. totalitarian (fascist, Nazis) c. democracy d. Socialism Strand 2, Concept 8: World at War PO 2. Analyze the major causes of World War II: a. Aggressive search for resources by Japan b. Political ideologies of Facism and Nazism c. Resentment toward the Treaty of Versailles Essential Questions What forms of government emerged in various nations, after World War I? What factors led to the outbreak of WWII? Suggested Objectives and Common Core Read about and compare and contrast different government systems post- WWI. (CCSS.RH.8.9) Read about the rise to power of Stalin, Hitler, Mussolini write an explanatory paragraph how and why these men were able to take over and put Fascism and Nazism into place in their countries. (CCSS.RH.8.1) (CCSS.WHST.8.2) Read the Treaty of Versailles, and determine why the stipulations on Germany would cause resentment. (CCSS.RH.8.1) (CCSS.WHST.8.2, 8.1A) Vocabulary / Terms (Content / Academic) Content Totalitarianism Socialism Treaty of Versailles Axis and Allied Powers D-Day Battle of the Bulge Stalingrad Pearl Harbor Iwo Jima/Okinawa Manhattan Project Atomic Bomb Island Hopping Code Talkers Hiroshima/Nagasaki Joseph Stalin Adolf Hitler Benito Mussolini Winston Churchill Franklin D. Roosevelt Dwight Eisenhower Douglas MacArthur Harry Truman Eleanor Roosevelt United Nations Nuremburg Laws Jews/Jewish Holocaust Concentration camps Academic Ration Internment (camps)
S2C8PO3.Trace the series of invasions and conquests in the European and Pacific Theaters in World War II. S2C8PO4. Describe the following [European] events leading to the Allied victory: a. D-Day Invasion b. Battle of the Bulge (GESD Suggestion: Battle of Britain, Attack on Russia[Stalingrad], Italy, Africa) S1C8PO6. U.S. Role in European events: a. D-Day b. V-E Day S2C8PO3.Trace the series of invasions and conquests in the European and Pacific Theaters in World War II. (island hopping) S2C8PO4. c. Japanese defeat in Iwo Jima and Okinawa d. atomic bombing of Hiroshima and Nagasaki S1C8PO6. b. Summarize U.S. role in Pacific battles c. Summarize the role of the U.S. in the creation of and use of the atomic bomb What were the major battles/events in the European Theater during WWII? What were the major battles/events in the Pacific Theater during WWII? Read primary and secondary sources detailing the D-Day Battle. Write a detailed journal entry as a soldier involved with the attack, telling your experience and explaining why this battle is so crucial to the war effort. (CCSS.WHST.8.2, 8.9) Read a newspaper article that would have been published on V-E Day. Summarize the key points of the article. (CCSS.WHST.) Read about the destruction the atomic bombing had on Japan. Write an argument, using specific evidence, stating whether or not you think the U.S. should have used the atomic bomb. (CCSS.RH.8.1) (CCSS.WHST.8.1, 8.1B) (CCSS.SL.8.1D) 10
Strand 1, Concept 8: Great Depression and World War II PO 2. Explain how Pearl Harbor led to United States involvement in World War II. PO 7. Analyze the following individuals significance to World War II: a. Franklin D. Roosevelt b. Dwight Eisenhower d. Douglas MacArthur e. Harry Truman f. Eleanor Roosevelt Strand 1, Concept 8: Great Depression and World War II PO1/PO 3. Explain the impact of World War II on economic recovery from the Great Depression. (Depression=7 th grade) PO 4. Explain how the following factors affected the U.S. home front during World War II: a. War bond drives b. War industry c. Women/minority workers d. Rationing e. Internment Camps [Japanese, Germans, Italians] 3C3PO8. See Executive Order 9066. How and why was Pearl Harbor attacked by the Japanese? What impact did each individual American have on the overall war effort? How did WWII end the Great Depression? How did life change for Americans on the homefront during WWII? Why were different ethnic groups interned? Read primary and secondary sources, both from the Japanese and American point of views, and analyze maps of Pearl Harbor. Write a newspaper article, including a visual, that details the attack and the American response. (CCSS.WHST.8.2, 8.8) Look at employment/ factory war production charts and figures, and read about the war production. Write a paragraph explaining how the war helped end the Great Depression. (CCSS.RH.8.2, 8.7) (CCSS.WHST.8.2) Read a children s book on Japanese internment and/or primary sources from those interned. Write a journal as someone interned, telling how this affected you. (CCSS.RH.8.2, 8.9) (CCSS.WHST.8.2) 11
PO 5. Describe Arizona s contributions to the war effort: a. Native American Code Talkers b. Ira Hayes c. Mining d. Training/POW camps Strand 3, Concept 3: Functions of Government PO 7. Summarize the significance of the following Supreme Court case: Korematsu v. United States Strand 2, Concept 8: World at War PO 6. Summarize each of the following outcomes of WWII: a. redrawing of political Europe b. tensions leading to Cold War c. formation of the U.N. PO 7. Compare the rebuilding of Japan with the rebuilding of Germany following World War II. Strand 2, Concept 8: World at War PO 5. Describe how racism and intolerance contributed to the Holocaust. PO 8. Describe the following events resulting from WWII: a. Nuremburg Trials e. creation of Israel How did the state of Arizona contribute to the war effort? What precedent did this court case set for wartime civil rights? What were some of the results of WWII on Europe AND Japan? What factors led to the Holocaust? What precedent did these trials set for those accused of war crimes? Why was Israel created? Read about the code talkers, and the process they used to send messages. Use an original code/key for the Code Talkers. Translate a message, and then write one of your own. (CCSS.RH.8.3) Read about the Korematsu Court case. Form and opinion about the court s decision, and write an argument for your case, acknowledging the other side. (CCSS.WHST.8.1, 8.1A) (CCSS.SL.8.1D) Read primary sources of Jews in Europe who were affected by the Holocaust. Compare the similarities, and summarize how the Holocaust happened. (CCSS.RH.8.2, 8.6) (CCSS.WHST.8.1B) 12
Unit Names/ Suggested Timeline End of Quarter 3, Beginning of Quarter 4 Unit 6 Cold War [Communist Containment] AZ State Social Studies Standard- By Unit Strand 1, Concept 9: Postwar United States PO 5. Describe life (e.g., transportation, communication, technology, interstate highways, medical, entertainment, growth of suburbs) in the U.S. during the Post War period. Strand 3, Concept 5: Government Systems of the World PO 2. Explain U.S. and world foreign policies leading to the Cold War: a. Truman Doctrine b. NATO c. Warsaw Pact d. Marshall Plan Standard 5, Concept 4. Global Economics PO 1. Compare how private property rights differ in market (capitalism) economies versus command (communist) economies. Strand 2, Concept 8: World at War PO 10. Describe the impact of the Cold War (i.e., creation of the Iron Curtain) that led to global competition. Essential Questions What technological advances were made in America following WWII? What world polices were created following WWII, and what was their purpose? What are the key differences between capitalist and communist economies? What effect did the Iron Curtain have? Suggested Objectives and Common Core Look at maps before and after the interstate highway system was built, and read about them. Write a cause and effect paragraph explaining how they changed America. (CCSS.SL.8.1D) Read text of the different plans post-wwii, summarize the key ideas of each, and explain how these were meant to maintain peace. (CCSS.WHST.8.1A) Look at diagrams, and text sources about capitalism and communism. Write a persuasive piece arguing which economic system is more effective. (CCSS.RH.8.2, 8.7) (CCSS.WHST.8.1, 8.1A) Vocabulary / Terms (Content / Academic) Content Suburbs Interstate Highway Truman Doctrine NATO Warsaw Pact Marshall Plan United Nations Capitalism Communism Iron Curtain Korean War 38 th Parallel Mao Tse-Tung Fidel Castro Cuban Missile Crisis Ho Chi Minh [Trail] Berlin Wall Arms Race Space Race CIA Containment Domino Theory Gulf of Tonkin Resolution Tet Offensive Vietnam Peace Accords French Indochina War Gorbachev, Glasnost and Perestroika Watergate Richard Nixon Gerald Ford Academic Sanction Resignation Pardon 13
Strand 2, Concept 8: World at War PO 9. Describe the spread of Communism after World War II: a. China Mao Tse-tung and Chinese Revolution b. Korea 38th parallel and division of country [see K.War] c. Cuba Fidel Castro and Cuban Missile Crisis d. Vietnam Ho Chi Minh GESD Suggestion: Division of Germany/Airlift/Berlin Wall Strand 1, Concept 9: Postwar United States PO 1. Describe the following origins of the Cold War: a. Western fear of communism b. Soviet fear of capitalism c. development and use of nuclear weapons d. Truman Doctrine GESD Suggestion: Bomb shelters, Duck and Cover PO 2. Describe the impact of the Cold War on the United States: a. McCarthyism b. arms race c. space race d. Cuban Missile Crisis e. creation of the CIA How did communism spread, following WWII, to a variety of areas? How did the relationship of the U.S. and USSR deteriorate after WWII? How did the Cold War affect Americans at home? Pick one country, OR compare different countries and their application of communism, by looking at sources. Summarize the impact it had/still has on that area. (CCSS.WHST.8.9) Analyze charts of weapon (esp. nuclear) buildup, their potential destruction, and look at pictures of bomb shelters. Write a journal as a fearful American, stating why you are afraid during this time period and what you re doing about it. (CCSS.RH.8.7) (CCSS.WHST.8.2) 14
KOREAN WAR: Strand 1, Concept 9: Postwar United States PO 3. Identify the role of the United States in the Korean War: a. Communist containment b. military involvement c. resolution of conflict Strand 2, Concept 8: World at War PO 11. Describe the following events of the Korean War: a. Chinese involvement b. U.N. police actions c. containment of Communism d. partition of Korea(38th Parallel) VIETNAM WAR Strand 1, Concept 9: Postwar United States PO 4. Identify the role of the United States in the Vietnam Conflict: a. Domino Theory b. Gulf of Tonkin Resolution c. Tet Offensive d. anti-war protests [songs] e. Vietnam Peace Accords Strand 2, Concept 8: World at War PO 12. Describe how the following impacted the Vietnam War: a. historical relationship of China and Vietnam b. French Indochina War c. containment of Communism d. Ho Chi Minh Trail e. conflict resolution Why was the United States involved in the Korean War? How was the Korean War fought? How was the Korean War resolved? Why was the United States involved in Vietnam? What was the reaction of Americans at home, as the war progressed? How did these events affect the Vietnam conflict? Look at maps that trace the progression of the fighting up and down the peninsula. Read primary and/or secondary accounts of the different battle locations. Create a timeline with written descriptions, detailing how the Korean War was fought. (CCSS.RH.8.2, 8.7) (CCSS.WHST.8.2) Analyze song lyrics from American anti-war songs. Summarize the complaints or issues the Americans had with the war that were expressed through song. (CCSS.RH.8.1, 8.2) (CCSS.WHST.8.1B) Use a variety multimedia sources (video, map, photograph) and text to argue for or against the U.S. involvement in Vietnam. (CCSS.RH.8.7, 8.2, 8.1, 8.9) (CCSS.WHST.8.1, 8.1B) (CCSS.SL.8.1D) 15
Strand 1, Concept 10: Contemporary United States PO 1. Describe events (e.g., opening of foreign relations with China, Watergate, resignation) of the presidency of Richard Nixon. Vietnam [1969-1974] PO 2. Describe events (e.g., succession to presidency, pardoning of Nixon) of the presidency of Gerald Ford. Vietnam [1974-1977] Strand 2, Concept 8: World At War PO 13. Examine the fall of Communism and the unification of European nations: a. Germany reunification, Berlin Wall torn down [Pres.Bush] b. Russia Gorbachev, Glasnost and Perestroika c. Union of Soviet Socialist Republics countries regained independence d. European Union formed Strand 3, Concept 5: Government Systems of the World PO 3. Identify U.S. and world foreign policies (e.g., economic sanctions, arms reduction agreements) resulting from the Cold War. What important events occurred in the Presidency of each of these men? What effect did these events have on American s view of their Presidency? What effects did the fall of Communism have on Europe? What agreements were made between countries to avoid another cold war conflict? Find text sources related to the Watergate scandal. Write an argument stating why this was such a serious violation of American s trust? (CCSS.RH.8.8.2) (CCSS.WHST.8.1, 8.1B) View news videos and primary sources that detail the fall of the Berlin Wall. Write a newspaper opinion article detailing what happened and the reaction of Germans. (CCSS.RH.8.7, 8.2) (CCSS.WHST.8.8, 8.1A) 16
Unit Names/ Suggested Timeline 4 th Quarter Unit 7 Civil Rights Movement 17 AZ State Social Studies Standard- By Unit Strand 3, Concept 4: Rights, Responsibilities, and Roles of Citizenship PO 5. Describe the impact that the following had on rights for individuals and groups: a. Jim Crow Laws literacy test, poll taxes, Grandfather Clause (7 th Grade Standard) b. Civil Rights Movement (i.e., Martin Luther King, Jr., Rosa Parks) c. desegregation - military, schools, transportation, sports d. United Farm Workers (i.e., César Chavez) e. National Organization for Women (NOW) Equal Rights Amendment (ERA) Strand 3, Concept 2: Structure of Government PO 9. Describe the impact that the following Acts had on increasing the rights of groups and individuals: a. Civil Rights Act of 1964 b. Voting Rights Act of 1965 c. Indian Rights Act of 1968 d. Americans with Disabilities Act PO 6. Describe the importance of the following civil rights issues and events: b. nonviolent protests c. desegregation Essential Questions What did MLK Jr. and Rosa Parks do to protest for equal rights? How did the Civil Rights Movement lead to desegregation? How were African Americans, women, and Hispanic Americans all granted new civil rights? What government policies were created to guarantee civil rights for more Americans? Suggested Objectives and Common Core Watch and read Martin Luther King Jr. s I Have a Dream speech. Write the impact you think this speech had both then and now for civil rights. (CCSS.RH.8.6) (CC.SL.8.3) (CCSS.WHST.8.1B) Read primary sources from those who practiced civil disobedience to challenge racial policies. (Rosa Parks, Freedom Riders, Lunch sitins). Write an argument stating which form of protest was the most effective, and why. (CCSS.RH.8.1) (CCSS.WHST.8.1, 8.1B) Read the text of each act, and match it to a written definition of the impact it made towards civil rights. Complete a comparison chart by summarizing how different groups gained more civil rights when these acts were passed. (CCSS.WHST.8.2) Vocabulary / Terms (Content / Academic) Content Jim Crow Laws Literacy test Poll taxes Civil Rights Movement Martin Luther King, Jr. Rosa Parks desegregation United Farm Workers César Chavez National Organization for Women (NOW) Equal Rights Amendment (ERA) Civil Rights Act of 1964 Voting Rights Act of 1965 Indian Rights Act of 1968 Americans with Disabilities Act Academic Civil disobedience Desegregation
Unit Names/ Suggested Timeline 4 th Quarter Unit 8 Conflict in the Middle East 18 AZ State Social Studies Standard- By Unit Strand 2, Concept 8: World at War PO 14. Describe the following events in the Middle East during the 20th and 21st centuries: a. creation of Israel b. conflicts between Israeli and Palestinian governments c. Camp David Peace Treaty d. Persian Gulf War e. Iraq War PO 15. Compare independence movements in various parts of the world (e.g., India/ Pakistan, Latin America, Africa, Asia) during the 20th century. PO 16. Examine human rights issues during the 20th century (e.g., Apartheid, genocide, famine, disease). Strand 1, Concept 10: Contemporary United States PO 3. Describe events (e.g., Camp David Peace Accords, Iran Hostage Crisis) of the presidency of Jimmy Carter. [1977-1981] Essential Questions What were some of the key issues in the Middle East? How were conflicts in the Middle East resolved? How did various nations around the world gain political independence? What are some different issues facing the world today? Suggested Objectives and Common Core Read accounts about the conflict between Israel and its neighbors (Palestine, Syria, Egypt, Jordan, Lebanon, etc.) Summarize the issues for ongoing conflict in the region. (CCSS.WHST.8.1A, 8.2) Review the Camp David Peace Accords, and determine what the goals or focus of them were. Vocabulary / Terms (Content / Academic) Content Middle East Israel Syria Egypt Jordan Lebanon Gaza Strip Jerusalem Palestine Iraq and Iran Pakistan Camp David Peace Treaty Persian Gulf War Iraq War Apartheid Camp David Peace Accords Iran Hostage Crisis Jimmy Carter Star Wars Iran-Contra Affair Ronald Reagan Persian Gulf War Berlin Wall Falls George H.W. Bush William Clinton September 11 Afghanistan Iraq War George W. Bush Academic Independence Genocide Famine Hostage Impeachment Terrorist
Strand 1, Concept 10: Contemporary United States PO 4. Describe events (e.g., Reagan s Strategic Defense Initiative Star Wars ; Iran-Contra Affair) of the presidency of Ronald Reagan. [1981-1989] PO 5. Describe events (e.g.,persian Gulf War, Berlin Wall falls) of the presidency of George H.W. Bush. [1989-1993] PO 6. Describe events (e.g., economic growth, impeachment, NATO) of the presidency of William Clinton. [1993-2001] PO 7. Describe events (e.g., September 11 Terrorist Attacks, Afghanistan, Iraq War) of the presidency of George W. Bush. [2001-2009] What were the consequences for the terrorist attacks of September 11? Research Reagan s Star Wars Missile defense plan, and argue whether or not it should have been implemented. (CCSS.RH.8.1) (CCSS.WHST.8.1, 8.1A) Debate whether or not President Reagan should have supplied weapons to Iran during the Iran-Contra Affair. Use evidence from primary/secondary sources. (CCSS.RH.8.3) (CCSS.WHST.8.1, 8.1B) Using multiple sources, explain how the Persian Gulf War conflict was not resolved (or create a timeline), leading to future conflict in the Middle East, especially with Hussein. (CCSS.RH.8.3) (CCSS.WHST.8.1, 8.1B) Examine charts and graphs of the economic growth during Clinton s presidency. Explain how the economy changed. (CCSS.RH.8.7) 19
Unit Names/ Suggested Timeline Citizenship GESD Suggestion: These can be taught as a separate unit, or incorporated into another unit of study (PEGS, Constitution, or U.S. Government) AZ State Social Studies Standard- By Unit Strand 3, Concept 4: Rights, Responsibilities, and Roles of Citizenship PO 1. Describe the benefits of community service. PO 2. Discuss the character traits (e.g., respect, responsibility, fairness, involvement) that are important to the preservation and improvement of constitutional democracy in the United States PO 3. Describe the importance of citizens being actively involved in the democratic process (i.e., voting, student government, involvement in political decision making, analyzing issues, petitioning public officials). PO 4. Explain the obligations and responsibilities of citizenship: a. upholding the Constitution b. obeying the law c. paying taxes d. registering for selective service e. jury duty Essential Questions How does community service benefit both parties involved? What should be implemented to preserve democracy in the United States? What are responsibilities that American citizens have? What specific tasks are required of American citizens? Suggested Objectives and Common Core Determine community service projects you can complete in your area and see how you can be involved. Analyze community service projects that have been completed around your area, and evaluate how they have improved the area. Participate in a student government or class government simulation. Help out with local elections, or hold a class election to review the process. Talk with someone who has served on a jury, interview them about the process. Look at Selective Service Applications, practice filling them out. Vocabulary / Terms (Content / Academic) Content Citizen Respect Responsibility Fairness Involvement Democracy Voting Public Official Constitution Taxes Selective Service Jury Duty Academic Community Service Petition 20
Economics These are all standards that can be taught as a unit, or integrated throughout the year, within various units of instruction. Strand 5, Concept 1: Foundations of Economics PO 1. Explain how limited resources and unlimited human wants cause people to choose some things and give up others. PO 2. Analyze how scarcity, opportunity costs, and trade-offs, influence decision-making. PO 3. Analyze how individuals, governments and businesses make choices based on the availability of resources. PO 4. Apply Adam Smith s ideas of a market economy to: a. property rights b. freedom of enterprise c. competition d. consumer choice e. limited role of government PO 5. Describe the impact of the availability and distribution of natural resources on an economy. Strand 5, Concept 2: Microeconomics PO 1. Identify the functions and relationships among various institutions (e.g., business firms, banks, government agencies, labor unions, corporations) that make up an economic system. PO 2. Explain the impact of government investment in human capital: a. health (e.g., immunizations) b. education (e.g., college grants, loans) c. training of people (e.g., Job Corps) PO 3. Explain the impact of government investment in physical capital (e.g., NASA, transportation). PO 4. Describe how income for most people is determined by the value of the goods and services they sell. PO 5. Describe the impact of entrepreneurs (e.g., Bill Gates, Martha Stewart, Oprah Winfrey, Ted Turner Donald Trump) in the free enterprise system. PO 6. Analyze how investment in physical capital (e.g., factories, medical advancements, new technologies) leads to economic growth. PO 7. Describe how competition (e.g., Microsoft/Apple, Wal-Mart/Target) affects supply and demand from the vantage point of the consumer and producer. PO 8. Describe how market prices provide incentives to buyers and sellers. PO 9. Describe how protection of private property rights provides incentives to conserve and improve property (e.g., resale market). Strand 5, Concept 3: Macroeconomics PO 1. Identify the organization and functions of the Federal Reserve System. PO 2. Identify the effects of inflation on society. PO 3. Analyze the government s role in economic recovery. Strand 5, Concept 4: Global Economics PO 1. Compare how private property rights differ in market (capitalism) economies versus command (communist) economies. PO 2. Identify the effects of trade restrictions between national and world regions. PO 3. Describe the role of the United States government in influencing international commerce in regions studied. PO 4. Identify interdependence (e.g., North American Free Trade Agreement, European Union, International Monetary Fund/ World Bank) between nations. Strand 5, Concept 5: Personal Finance PO 1. Explain how scarcity influences personal financial choices (e.g., budgeting, saving, investing, credit). PO 2. Describe types of personal investments (e.g., saving accounts, stocks, mutual funds, bonds, retirement funds, land). PO 3. Describe the role of the stock market in personal investing. PO 4. Describe various forms of credit. (e.g., personal loans, credit cards, lines of credit, mortgages, auto loans). PO 5. Analyze advantages, disadvantages, and alternatives to consumer credit. PO 6. Analyze the costs and benefits of producing a personal budget. PO 7. Create a personal budget to include fixed and variable expenses. PO 8. Identify the benefits of future financial planning. 21
Geography These are all standards that can be taught as a unit, or integrated throughout the year, within various units of instruction. Strand 4, Concept 1: The World in Spatial Terms PO 1. Construct maps, charts, and graphs to display geographic information. PO 2. Identify purposes and differences of maps, globes, aerial photographs, charts, and satellite images. PO 3. Interpret maps, charts, and geographic databases using geographic information. PO 4. Locate physical and cultural features (e.g., continents, cities, countries, bodies of water, landforms, mountain ranges, climate zones) throughout the world. PO 5. Interpret thematic maps, graphs, charts, and databases depicting various aspects of the United States and world regions. (Apply to regions studied.) PO 3. Describe the characteristics and locations of various cultures throughout the world. PO 4. Identify the factors (e.g., breakup of USSR, unification of Germany, cheap labor forces, outsourcing of services, oil industry) that influence the location, distribution and interrelationships of economic activities in different regions. PO 5. Explain how cooperation contributes to political, economic, and social organization (e.g., United Nations, European Union, NAFTA). PO 6. Describe the aspects of culture (e.g., literacy, occupations, clothing, property rights) related to beliefs and understandings that influence the economic, social, and political activities of men and women. PO 7. Describe how changes in technology, transportation, communication, and resources affect economic development. Strand 4, Concept 2: Places and Regions PO 1. Identify common characteristics of contemporary and historical regions on the basis of climate, landforms, ecosystems, and culture. PO 2. Explain the factors that contribute to political and social change in various world regions (e.g., USSR/Russia, Israel, European Union, China, Korea, Germany). PO 3. Examine relationships and interactions (e.g., Middle East Conflicts, NATO, European Union) among regions. PO 4. Identify how the role of the media, images, and advertising influences the perception of a place. PO5. Describe how a place changes over time. (Connect with content studied.) Strand 4, Concept 4: Human Systems PO 1. Identify the push and pull factors (e.g., economic conditions, human rights conditions, famines, political strife/wars, natural disasters, changes in technology) that drive human migrations. PO 2. Describe the effects (e.g., economic, environmental, cultural, political) of human migrations on places and regions. 22 Strand 4, Concept 5: Environment and Society PO 1. Describe how (e.g., deforestation, desertification) humans modify ecosystems. PO 2. Describe why (e.g., resources, economic livelihood) humans modify ecosystems. PO 3. Explain how changes in the natural environment can increase or diminish its capacity to support human activities. PO 4. Explain how technology positively and negatively affects the environment. PO 5. Analyze changing ideas and viewpoints on the best use of natural resources (e.g., value of oil, water use, forest management). PO 6. Explain how societies and governments plan for and respond to natural disasters (e.g., evacuation routes, changing farming techniques, and warning systems). Strand 4, Concept 6: Geographic Applications PO 1. Describe ways geographic features and conditions influence history. (Connect to time periods studied as well as current events.) PO 2. Describe ways different groups of people (i.e., Native Americans, Hispanics, retirees) create and shape the same environment. PO 3. Use geographic knowledge and skills (e.g., recognizing patterns, mapping, graphing) when discussing current events.)
Arizona s College and Career Ready Standards Reading Writing 6 8.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources. 6 8.RH.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 6 8.WHST.1. Write arguments focused on discipline specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. e. Provide a concluding statement or section that follows from and supports the argument presented. 6 8.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the argument presented. 23
24 Arizona s College and Career Ready Standards Reading Writing 6 8.RH.3. Identify key steps in a text s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). 6 8.RH.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 6 8.RH.5. Describe how a text presents information (e.g., sequentially, comparatively, and/or causally). 6 8.RH.6. Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 6 8.RH.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 6 8.RH.8. Distinguish among fact, opinion, and reasoned judgment in a text. 6 8.RH.9. Analyze the relationship between a primary and secondary source on the same topic. 6 8.RH.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6 8 text complexity band independently and proficiently. 6 8.WHST.3. (See note; not applicable as a separate requirement) Note: Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. 6 8.WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, captions, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience. 6 8.WHST.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. 6 8.WHST.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. 6 8.WHST.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. 6 8.WHST.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. 6 8.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research. 6 8.WHST.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences.