8th Grade Social Studies
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Unit Plans and Assessments
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Unit I: Reconstruction Overarching Understanding: Governments must balance political, social and economic factors when securing unity within a country. Essential Questions: • How do we bring the South back into the Union? • How do we rebuild the South after its destruction during the war? • How do we integrate and protect newly-emancipated black freedmen? • What branch of government should control the process of Reconstruction? Performance Assessment: Due October 1, 2009 • The Wappingers School District has selected you to create a Visual Reconstruction Glossary to help elementary school students understand the legacy of the Civil War. In this glossary list the Reconstruction terms and words that you have learned and explain its connection to Reconstruction. You may use original drawings or pictures cut from magazines or newspapers to illustrate your glossary. Other Assessments: • Check for understanding in Do Now and class discussions. • Quiz on Chapter 16, sections 1 & 2. Tuesday, September 22 • Response to whether Reconstruction was a success or failure. • Unit Test: September 30 Unit II: Western Frontier Overarching Understanding: Governments must balance political, social and economic factors when expanding into new territories. Essential Questions: • How do we resolve the clash of cultures in the American West? • How did mining and the railroad transform the West? • How did ranching and farming impact the West? • How did the plight of the farmers influence the West and American politics? Performance Assessment: Due October 14 • The Smithsonian Institute has decided to develop a series of maps to help eighth graders across the United States learn about the western frontier. It is your responsibility to develop a set of maps that clearly explain the mining frontier, the Plains Indians, the Indian Wars, ranching and farming and the revolt of the farmers. In order to help you in this endeavor, the Smithsonian Institute has provided you with a blank set of maps and key questions to answer. Other Assessments: • Check for understanding in Do Now and class discussions. • Quiz on Chapter 17, sections 1-3 (October 7) Unit Test Unit III: The Rise of Industry (1865-1914) Overarching Understanding: The growth of industry made the United States extremely wealthy, but led to a series of political, social and economic problems. Essential Questions: • How did railroads fuel the growth of industry? • What are the arguments for and against big business? • How did the age of invention influence American society? • How did working conditions lead to the rise of labor unions? Performance Assessment: Work with a partner to put together a “This Is Your Life” presentation for one of these business figures: Cornelius Vanderbilt, Andrew Carnegie, John D. Rockefeller, or J.P. Morgan. Use your textbook, encyclopedia, and other library resources to gather information about the person you have chosen. Be sure to include: • When the person was born and when the person died. • Early life experiences • How this person achieved greatness • The company started by the individual • Philanthropy (How they used money to help others) Other Assessments: • Check for understanding in Do Now and class discussions. • Quiz on Chapter 19, sections 1- 3. • Unit Test Unit V: The Progressive Era 1889 to 1920 Overarching Understanding: The Progressives and groups who worked along with them grappled with some of the toughest problems created by industrialization. And, while these groups did not always agree and some might argue that their goals have yet to be completely achieved, the Progressive Movement had a powerful and lasting impact on American life. Essential Questions: • What was the impact of the Progressive Movement on child labor? • What was the impact of the Progressive Movement on working conditions? • What was the impact of the Progressive Movement on the rise of organized labor? • What was the impact of the Progressive Movement on women’s suffrage? • What was the impact of the Progressive Movement on the temperance movement? Overview: This unit will ask students to explore the impact of the Progressive Movement on the lives of Americans from 1889 to 1920. Students will examine problems brought on by industrialization, increased immigration and the growth of cities. Students will investigate who the Progressive reformers were, what they believed in, what problems they hoped to solve, and what methods they used. Students will also assess how successful they were in solving these problems. Performance Assessment: • Students will create an exhibit using photographs, cartoons, and documents with brief and cogent explanations to convey who the Progressives were and what they achieved to an audience of today (such as students not in their class, parents, teachers, etc.). Each small group of students will contribute a three-panel display focusing on one of these topics: child labor, working conditions, the rise of organized labor, women’s suffrage, or the temperance movement. In addition, two members of each group will “be” historical figures who contributed to their topic, and will interact with the audience. Other Assessments: • Check for understanding in Do Now and class discussions. • Quiz on Chapter 21, sections 1- 3. • Unit Test: Unit VI: American Imperialism (Ten Days) Overarching Understanding: America’s growing power affected its relationship with other nations. NYS Learning Standards: Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Standard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live— local, national, and global—including the distribution of people, places, and environments over the Earth’s surface. Standard 4: Economics Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. Standard 5: Civics, Citizenship, and Government Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. Essential Questions: • Why did some Americans support Imperialist policies? • Why did America want to acquire Alaska and Hawaii? • How did Americans respond to the Cuban Revolution? • What was the outcome of the Spanish-American War? • How did America increase influence in East Asia and the Pacific? • Why did the US get involved in Latin America? Important to Know: Why did some Americans support Imperialist policies? o Manifest Destiny o Imperialism o White Man’s Burden o Competition w/Europe o Military Strength o Economic strength Why did America want to acquire Alaska and Hawaii? o William Seward  Seward’s Folly  Purchased from Russia o Annexation of Hawaii  American missionaries  Sugar Planters  Pearl Harbor  Queen Liliokalani How did Americans respond to the Cuban Revolution? o Jose Marti o Yellow Journalism o U.S.S. Maine o America Declares War o Dewey invades the Philippines o TR & the Rough Riders o Cuba, Puerto Rico, Philippines, Guam o Treaty of Paris of 1898 What was the outcome of the Spanish-American War? o Platt Amendment o Foraker Act o Philippine-American War o Anti-Imperialist League How did America increase influence in East Asia and the Pacific? o China  Spheres of Influence  Open Door Policy  Boxer Rebellion Why did the US get involved in Latin America? o Panama Canal o Monroe Doctrine o Roosevelt Corollary o Dollar Diplomacy Important Skills: • Gather and infer information from a map. • Analyze primary sources. • Use Circle Maps, Flow and Multi-Flow Maps • Listen and contribute to class discussions. • Work with a group Other Assessments: • Check for understanding in Do Now and class discussions. • Quiz on Chapter 22, sections 1- 3. Monday, Jan. 7 • Unit Test: Friday, Jan. 11 Unit VII: World War I Overarching Understanding: World War I impacted America and transformed Europe NYS Learning Standards: Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Standard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live— local, national, and global—including the distribution of people, places, and environments over the Earth’s surface. Standard 4: Economics Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. Standard 5: Civics, Citizenship, and Government Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. Essential Questions: • What events and factors helped cause WWI? • What events brought America into the war? • How did American civilians contribute to the war effort? • How did American troops help the allies win the war? • What were the human costs of WWI and the 1918 flu epidemic? • How did Woodrow Wilson hope to achieve world peace? Important to Know: •What events and factors helped cause WWI? o MAIN o Central Powers o Allies o Nationalism o Militarism o Alliances o Imperialism o Trench Warfare o U-boats o Assassination of Archduke Franz Ferdinand •What events brought America into the war? o Unrestricted submarine warfare o Zimmerman telegram o Woodrow Wilson o Sinking of the Lusitania o Russian Revolution o Communism •What social changes did the war effort help bring about? o Selective Service Act o American Expeditionary Forces o General John J. Pershing • How did American civilians contribute to the war effort? o Women volunteers o War Bonds o War Industries Board o Committee on Public Information o Propaganda o Espionage and Sedition Act o Schenck v. US (1919) •How did American troops help the allies win the war? o Eddie Rickenbacker o Convoy o Belleau Wood o Second Battle of the Marne o Harlem Hellfighters •What were the human costs of WWI and the 1918 flu epidemic? o Armistice o Flu epidemic of 1918 • How did Woodrow Wilson hope to achieve world peace? o Fourteen Points o League of Nations o Treaty of Versailles o Reparations •What social changes did the war help bring about? o Great Migration o Red Scare o Palmer Raids Important Skills: • Gather and infer information from a map. • Analyze primary sources. • Use Circle Maps, Flow and Multi-Flow Maps • Listen and contribute to class discussions. • Work with a group • Critical Thinking Other Assessments: • Check for understanding in Do Now and class discussions. • Quiz on Chapter 23, sections 1- 3. Unit IX: Great Depression (Seven Days) Overarching Understanding: How did the government react to the crisis of the Great Depression? NYS Learning Standards: Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Standard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live— local, national, and global—including the distribution of people, places, and environments over the Earth’s surface. Standard 4: Economics Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated nstitutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. Standard 5: Civics, Citizenship, and Government Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. Essential Questions: • When the prosperity of the 1920s ended, why did Hoover struggle to address the country’s economic problems? • How did FDR fight the Depression? • How did the Great Depression and the policies of the New Deal forever change American society and government? Important to Know: • How did the 1920s prosperity affect different social groups? o Herbert Hoover o Problems in business  Goods increase, income did not.  Agricultural overproduction. o Illusion of Wealth  Credit  Speculation • What caused the crash of 1929 and the Great Depression? o Economic depression o Run on banks • Why did the American people lose faith in Hoover? o Private charities o Public Works o Bonus Army o Hooverisms • What were the goals of the New Deal? o First New Deal o First 100 Days o Fireside chats o Socialism • How did the Social Security Act reflect Roosevelt’s goal in the Second New Deal? o Social Security Act o Deficit spending • What hardships did the Great Depression bring to Americans? o Dust Bowl o The unemployed o Impact on women and children • How did American culture reflect the Great Depression? o WPA o Grapes of Wrath o Gone With the Wind o Wizard of Oz • How did New Deal policies impact American society? o Opportunities for women  Eleanor Roosevelt o Minorities and the New Deal o Unions gain strength • What were some of the legacies of the New Deal? o A larger role for government o Liberals and Conservatives Important Skills: • Gather and infer information from graphs and charts. • Analyze primary sources. • Evaluate primary and secondary sources (Grapes of Wrath) • Listen and contribute to class discussions. • Work with a group • Critical Thinking Other Assessments: • Check for understanding in Do Now and class discussions. • Quiz on Chapter 25, sections 1- 3. • Essay on Grapes of Wrath • New Deal poster project • Test on Roaring Twenties and Great Depression Extra Credit: (Project Grade) • Brother Can You Spare a Dime Webquest Honors Extension: • Class will work on creating a wiki. Unit XI: Hitting the Cold War from All Angles Enduring Understanding: Regional conflicts around the world are caused by ideological differences and geopolitical goals that lead to internal divisions and new social interests. Essential Questions: • How did the Soviet Union expand after WWII? • How did the Truman Doctrine and Marshall Plan help to contain communism? • Why did the Cold War spread to Africa and Asia? • What was the result of the Civil War in China? • Why did the U.S. become involved in the Korean War? • How did Senator Joseph McCarthy increase fears of communism? • How did the economy expand after WWII? • How did television affect American life? • What goals did Presidents Kennedy and Johnson have for the nation? • How did the Vietnam War affect events at home? Concept Objectives: 1. History: Students will develop an understanding of how and why political boundaries are set. 2. History: Students will recognize how political power has been acquired, maintained, used, and/or lost throughout history. 3. History: Students will develop an awareness of why armed conflicts materialize. 4. History: Students will understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. (Colorado State Standard History 4) 5. History: Students learn the history of relationships among different political powers and the development of international relations. 6. History: Students understand the history of social organization in various societies. (CSS History 3.2) 7. Language Arts: Students will gain appreciation of different types of communication through a variety of models. 8. Language Arts: Students will learn to apply thinking skills to their reading, writing, speaking, listening and viewing. (CSS Reading and Writing 4) 9. Language Arts: Students will recognize how to read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources Important to Know: 1. Post WWII devastation in Europe: Marshall Plan, Bretton Woods Conference 2. Western Fear of Communist expansion: Soviet fear of Capitalist influence 3. Truman Doctrine: policy of containment a. Formation of NATO; Warsaw Pact b. The Iron Curtain c. Berlin Airlift d. Eastern European resistance 4. Korean War a. Inchon; Chinese entry; removal of MacArthur b. Partition of Korea; truce line of 38th parallel 5. McCarthyism: House Un-American Activities Committee, “witch hunts” a. Hollywood Blacklist b. Spy case: Alger Hiss, Julius and Ethel Rosenberg 6. The Eisenhower Years a. Secret Operation; CIA, FBI, counterespionage, J. Edgar Hoover, U-2 Incident b. Sputnik; Yuri Gagarin c. Eisenhower’s farewell address; the military-industrial complex 7. The Kennedy Years, “Ask not what your country can do for you” a. Cuban Missile Crisis; Fidel Castro, Bay of Pigs b. Nuclear deterrence: “mutual assured destruction,” Nuclear test ban treaty c. Kennedy assassination, 1963 Lee Harvey Oswald, Warren Commission 8. Space exploration: US moon landing, Neil Armstrong 9. American culture in the ‘50’s and ‘60’s d. Levittown and the rise of suburban lifestyle, automobile -centered city planning e. Influence of television f. Baby Boom generation; Rock and Roll, Woodstock C. Skill Objectives 1. History: Students will use chronology to organize historical events and people. (CSS History 1.2) 2. History: Students will classify and interpret data and show an understanding through completed definitions of terms. 3. History: Students will interpret and analyze maps of post WWII and compare the material with pre WWII Europe. 4. History: Students will know how to use maps, globes, & other geographic tools to acquire, process, & report information from a spatial perspective. (CSS Geography 1.1) 5. History: Students summarize how political power has been acquired, maintained, used, and/or lost throughout history. 6. History: Students will locate Korea on a map. 7. History: Students will analyze the reasons for military conflict through writing. 8. History: Students will compare the different approaches and roles of different presidents during the Cold War. 9. History: Student will compare the race for the moon with the race to build more weapons. 10. History: Students will identify the characteristics of 50’s culture through writing. 11. History: Students will analyze the role of nuclear deterrence today compared to the 1960’s. 12. Language Arts: Students will use reading, writing, viewing and listening skills to solve problems and answer questions. (CCS 4.2.2) 13. Language Arts: Students will make predictions, draw conclusions and analyze what they read hear and view. (CCS 4.3.3) 14. Language Arts: Students will select relevant material for reading and writing purposes. (CCS 5.1.1) 15. Language Arts: Students will paraphrase, summarize, organize, and synthesize information. (CCS 5.3.3)
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