Social Studies Curriculum Grade 8

East Newark Public School

Social Studies Curriculum

Grade 8

8th Grade Social Studies Curriculum

EAST NEWARK PUBLIC SCHOOL

Course Description Students will be provided with opportunities for meaningful development and application of skills and dispositions to be used within and between academic disciplines.” All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.” (NJ-SLSSS) As such, students will acquire and hone skills needed for participation in a democratic society, for developing interpersonal relationships, and provided the capability to succeed in their personal and professional endeavors upon the completion of their education. Course Resources

1. New Jersey Student Learning Standards for Social Studies - https://www.state.nj.us/education/cccs/2014/ss/standards.pdf

2. New Jersey Student Learning Standards for Social Studies SKills Table 3. A History of the United States Early Years Textbook 4. Atlas of the United States

Pacing Guide

Unit Unit Title Topics Covered Standards Resources

1 The Federalist Era ● The First President ● Early Challenges ● The First Political Parties

6.1.8.A.3.d-f 6.1.8.D.3.c

A History of the United States: Early Years

2 The Jefferson Era ● A New Party in Power ● The Louisiana Purchase ● A Time of Conflict ● The War of 1812

6.1.8.A.4.a 6.1.8.B.4.a-b


3 Growth and Expansion ● A Growing Economy ● Moving West ● Unity and Sectionalism

6.1.8.C.3.c 6.1.8.C.4.b-c 6.1.8.D.4.a


4 The Jackson Era ● Jacksonian Democracy ● Conflicts Over Land ● Jackson and the Bank

6.1.8.A.4.a 6.1.8.A.4.c 6.1.8.C.4.a


5 Manifest Destiny ● The Oregon Country ● Statehood for Florida and Texas ● War with Mexico ● California Gold Rush

6.1.8.A.4.a-b A History of the United States: Early Years

6 North and South ● The Industrial North ● People of the North ● Southern Cotton Kingdom ● People of the South

6.1.8.C.4.b 6.1.8.C.4.c 6.1.8.C.4.d


7 The Spirit of Reform ● Social Reform ● The Start of the Abolition Movement ● Reform for Women

6.1.8.D.4.b 6.1.8.D.4.c


8 Civil War and Reconstruction

● The Search for Compromise ● Challenges to Slavery ● Secession and War ● The Two Sides ● Early Years of War ● Life During the Civil War ● The Strain of War ● The War’s Final Stages

6.1.8.D.4.c 6.1.8.A.5.a 6.1.8.A.5.b 6.1.8.B.5.a 6.1.8.C.5.a 6.1.8.C.5.b 6.1.8.D.5.c 6.1.8.D.5.d


● Planning Reconstruction ● The Radicals Take Control ● The South During Reconstruction ● The Post-Reconstruction Era

Unit 1: The Federalist Era

Timeframe Marking Period 2

Overview During this unit students will analyze the development of the American political system during the Federalist Era and evaluate the decisions made by the new government during this time. Students will analyze American relations with European nations under Washington and Adams’ presidencies, identify the issues that developed during the presidency of John Adams, and draw conclusions about how the economy developed under Hamilton. Additionally, students will compare and contrast the views of the developing political parties.

Resources ● A History of the United States: Early Years ○ Chapter 9, Lessons 1-3 ○ Online Teacher Resources ○ Primary Sources ○ Interactive Graphic Organizers

● Atlas of the World ● Map/Atlas Activities ● Glossary

Essential Questions 1. What are the characteristics of a leader? 2. Why does conflict develop? 3. How do governments change?

Essential Learning Outcomes

1. Identify and analyze the development of the American political system during the Federalist Era.

2. Evaluate decisions made by the new government. 3. Draw conclusions about how the economy developed under Hamilton. 4. Identify and analyze the challenges on the frontier that the new government faced. 5. Analyze and explain American relations with European nations under Washington and

Adams. 6. Contrast the views of the developing political parties. 7. Identify and analyze issues that developed during the presidency of John Adams.

Technology Infusion ● 8.1.8.A.1: Demonstrate knowledge of a real world problem using digital tools. ● 8.1.8.A.2: Create a document (e.g. newsletter, reports, personalized learning plan,

business letters or flyers) using one or more digital applications to be critiqued by

professionals for usability.

● 8.1.8.A.3: Use and/or develop a simulation that provides an environment to solve a real

world problem or theory.

● 8.1.8.A.4: Graph and calculate data within a spreadsheet and present a summary of the

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Standards ● 6.1.8.A.3.d: Compare and contrast the Articles of Confederation and the United States Constitution in terms of the decision-making powers of national government.

● 6.1.8.A.3.e: Explain how and why constitutional civil liberties were impacted by acts of government (i.e., Alien and Sedition Acts) during the Early Republic.

● 6.1.8.A.3.f: Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government.

● 6.1.8.D.3.c: Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States.

Integrated Accommodations and

Modifications

● Special Education Students o Provide graphic organizers for additional support or encourage students to

create digital multimedia to showcase knowledge. o Extended time for revisions or opportunity to identify and develop areas of

personal interest ● English Language Learners

o Invite students to explore different points of view on a topic of study and compare.

o Device used for translation purposes ● 504 Students

o Encourage creative expression and thinking by allowing students to choose how to approach a problem or assignment.

o Provide graphic organizers for additional support or encourage students to create digital multimedia to showcase knowledge.

o Extended time for revisions or opportunity to identify and develop areas of personal interest

● Gifted & Talented Students o Encourage students to explore concepts in depth and encourage independent

studies or investigations. o Modeling or independent student led research

Assessments ● Literary Analysis Prompts and Peer Review ● Formal Assessments (Tests and Quizzes) ● Multimedia Presentation ● Research-Based Writing Tasks ● Vocabulary Quizzes ● News Articles ● Formative Assessments (Quizzes, Class Participation, Discussion, Topic Blogging,

and/or Writing) ● Unit Test including literature, literary devices, historical context, and vocabulary

Integration of 21st Century Learning Skills

● 9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.

● 9.1.12.C.4: Demonstrate leadership and collaborative skills when participating in online learning communities and structured learning experiences.

● 9.1.12.D.1: Interpret spoken and written communication within the appropriate cultural context

Career Education The 12 Career Ready Practices: These practices outline the skills that all individuals need to have to truly be adaptable, reflective, and proactive in life and careers. These are researched practices that are essential to career readiness. Reading literature and writing essays helps one to imagine possibilities and to define personal hopes and dreams.

Interdisciplinary Connections

● Throughout each unit students are exposed to a variety of interdisciplinary connections through the subject matter they read and write about, as well as the art and music they are exposed to in the classroom; thereby creating multiple connections to ELA and the related arts. For example self-portraits, and oral histories.

● Art Project ● Primary Source Readings: such as a diary or journal entries ● Nonfiction reading ● Spatial awareness and ratios as it relates to maps ● Environmental science connections to land and horticulture

Unit 2: The Jefferson Era


Overview In this unit students will understand how Jefferson won the election of 1800, and compare this election with modern day elections, and then analyze the political and geographical changes that took place during Jefferson’s presidency. Different points of view will be analyzed in regard to the Louisiana Purchase and Native American rights. Primary sources will be used to learn about the Lewis and Clark expedition. Additionally, students will determine why the United States entered the War of 1812, and analyze the course of the war as well as the lasting effects on the nation.



Essential Questions 1. How do governments change? 2. How does geography influence the way people live? 3. Why does conflict develop?


1. Compare and contrast the election of 1800 with modern elections. 2. Describe how John Marshall affected the powers of the Supreme Court and the federal

government. 3. Identify and evaluate how governments change. 4. Locate the Louisiana Purchase on a map and discuss the importance of the purchase. 5. Determine cause and effect in how the Haitian Revolution affected the United States. 6. Analyze primary sources to learn more about the Lewis and Clark expedition. 7. Identify points of view about the Louisiana Purchase, Native American rights, and the

War of 1812. 8. Analyze visuals and primary sources to understand the war with Tripoli. 9. Explain why the United States was not prepared for war with Britain. 10. Identify the War Hawks. 11. Describe and analyze the events of the War of 1812. 12. Explain the origins of “The Star-Spangled Banner.”







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Standards ● 6.1.8.A.4.a: Explain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and agreements.

● 6.1.8.B.4.a: Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States.

● 6.1.8.B.4.b: Map territorial expansion and settlement, as well as the locations of conflicts with and resettlement of Native Americans.


Modifications





















Unit 3: Growth and Expansion


Overview In this unit students will investigate how technological improvements contributed to the Industrial Revolution and changed the way people lived and worked, and how improved

transportation facilitated westward movement. Additionally, students will analyze and describe how the unity and nationalism people felt after the War of 1812 changed to divisions of economics and equality.



Essential Questions 1. How does geography influence the way people live? 2. How does conflict develop?


1. Analyze why industrial growth began in New England. 2. Draw conclusions about how the growth of factories contributed to the Industrial

Revolution. 3. Identify and evaluate the elements of the free enterprise system. 4. Compare agriculture in the different regions of the country. 5. Anaylze how cotton farming affected slavery. 6. Identify and evaluate modes of transportation during the Industrial Revolution. 7. Analyze the impact of the Erie Canal on transportation and industry. 8. Analyze life in western settlements. 9. Compare issues regarding the power of the federal government and states. 10. Analyze and evaluate the consequences of landmark Supreme Court decisions. 11. Summarize the Missouri Compromise. 12. Analyze the causes and effects of sectionalism. 13. Identify points of view of important leaders of the time period.







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Standards ● 6.1.8.C.3.c: Evaluate the impact of the cotton gin and other innovations on the institution of slavery and on the economic and political development of the country.

● 6.1.8.C.4.b: Explain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and the nation.

● 6.1.8.C.4.c: Analyze how technological innovations affected the status and social class of different groups of people, and explain the outcomes that resulted.

● 6.1.8.D.4.a: Analyze the push-pull factors that led to increases in immigration, and explain why ethnic and cultural conflicts resulted.


Modifications





















Unit 4: The Jackson Era


Overview In this unit students will discover the new ways candidates campaigned, and discuss their effect on the elections of 1824 and 1828. Students will analyze and summarize the debate over states’ rights versus the rights of the federal government. Additionally, students will examine the causes and consequences of the removal of eastern Native Americans and state the reasons behind the closing of the national bank.



Essential Questions 1. What are the characteristics of a leader? 2. What are the consequences when cultures interact? 3. How do governments change?


1. Evaluate the role of campaign tactics in elections of the early nineteenth century. 2. Analyze the conflict over tariffs as it relates to sectional divisions. 3. Compare the position of those who supported states’ rights to those who wanted a

stronger federal government. 4. Assess the impact of the policy of removal of the Native Americans to Indian Territory. 5. Describe the Seminoles’ response to removal and how it differed from the responses of

other Native American people of the time. 6. Explain Jackson’s objections to the Bank of the United States.







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● 6.1.8.A.4.c: Assess the extent to which voting rights were expanded during the Jacksonian period.

● 6.1.8.C.4.a: Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each of these economic tools met the economic challenges facing the new nation.


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Unit 5: Manifest Destiny


Overview In this unit students will analyze and interpret the ideas and concepts of Manifest Destiny. Students will discuss the process of how Florida, Texas, California and Utah became states and the cultures that developed there. Students will analyze the causes and results of the war with Mexico. Additionally, students will understand the causes and effect relationships that followed the discovery of gold in California, and how this affected the state.

Resources ● A History of the United States: Early Years ○ Chapter 13, Lessons 1-4 ○ Online Teacher Resources ○ Primary Sources

○ Interactive Graphic Organizers ● Atlas of the World ● Map/Atlas Activities ● Glossary

Essential Questions 1. How does geography influence the way people live? 2. Why does conflict develop? 3. How do new ideas change the way people live?


1. Analyze why Americans wanted the land in the Oregon Country. 2. Evaluate the concept of and justifications for Manifest Destiny. 3. Identify the steps in the process of statehood for Florida. 4. Identify points of view in the War for Independence in Texas. 5. Analyze the importance and the impact of the Santa Fe Trail. 6. Identify points of view in the development of California’s culture. 7. Identify the reasons behind the conflict between the United States and Mexico. 8. Understand cause and effect relationships that followed the discovery of gold in

California. 9. Identify the Mormons and analyze why the settled in Utah.







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● 6.1.8.A.4.b: Analyze how the concept of Manifest Destiny influenced the acquisition of land through annexation, diplomacy, and war.


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Assessments ● Literary Analysis Prompts and Peer Review ● Formal Assessments (Tests and Quizzes) ● Multimedia Presentation ● Research-Based Writing Tasks

● Vocabulary Quizzes ● News Articles ● Formative Assessments (Quizzes, Class Participation, Discussion, Topic Blogging,










Unit 6: North and South


Overview In this unit students will understand the causes and consequences of the nineteenth-century transportation revolution and the impact of technological advancements on the agricultural economy and slave labor. Students will describe the various immigrant groups that came to the United States during the early 1800s and their contributions and the reasons various urban centers developed during the 1800s. Furthermore, students will explore the differences between the economies of the North and South, the influence of individuals on social and political developments in the South, and the role of slavery in the development of sectional conflict.

Resources ● A History of the United States: Early Years ○ Chapter 14, Lessons 1-4 ○ Online Teacher Resources ○ Primary Sources

○ Interactive Graphic Organizers ● Atlas of the World ● Map/Atlas Activities ● Glossary

Essential Questions 1. How does technology change the way people live? 2. How do people adapt to their environment? 3. Why do people make economic choices?


1. Identify and evaluate how the innovations in industry, travel, and communications changed the lives of Americans in the 1800s.

2. Analyze and compare the economies of the North and South. 3. Understand cause and effect relationships between immigration and its impact on cities

and industry in the North. 4. Analyze and compare the economies of the North and South. 5. Analyze and describe the living conditions of enslaved African Americans in the South

and the unique culture they developed.







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Standards ● 6.1.8.C.4.b: Explain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and the nation.

● 6.1.8.C.4.c: Analyze how technological innovations affected the status and social class of different groups of people, and explain the outcomes that resulted.

● 6.1.8.C.4.d: Analyze the push-pull factors that led to increases in immigration, and explain why ethnic and cultural conflicts resulted.


Modifications











Assessments ● Literary Analysis Prompts and Peer Review ● Formal Assessments (Tests and Quizzes) ● Multimedia Presentation ● Research-Based Writing Tasks

● Vocabulary Quizzes ● News Articles ● Formative Assessments (Quizzes, Class Participation, Discussion, Topic Blogging,










Unit 7: The Spirit of Reform


Overview In this unit students will examine the influence of various individuals on social and political developments in the United States, the growth of social reform movements between 1820 and 1860, the development of the abolitionist movement and its impact, and describe what the women’s movement fought for and what the results were.



Essential Questions 1. Why do societies change?

2. What motivates people to act? 3. How do new ideas change the way people live?


1. Explain how the Second Great Awakening led to an interest in social reform. 2. Identify and analyze major reform movements and who led them. 3. Identify transcendentalist authors and describe their work. 4. Trace the development of the abolitionist movement. 5. Identify abolitionist leaders and their actions. 6. Contrast the arguments for and against abolition. 7. Analyze the impact of the Seneca Falls Convention on the women’s reform movement. 8. Identify and analyze changes in education for women. 9. Evaluate the result of how women’s rights in marriage, family, and careers expanded.







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Standards ● 6.1.8.D.4.b: Describe efforts to reform education, women’s rights, slavery, and other issues during the Antebellum period.

● 6.1.8.D.4.c: Explain the growing resistance to slavery and New Jersey’s role in the Underground Railroad.


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Unit 8: The Civil War and Reconstruction


Overview In this unit students will understand the compromises involving the issues of slavery and the admissions of new states that were made or attempted and why they failed. Students will explain how slavery contributed to the division of the natuion and the events that inevitably led to the Civil War. Students will go on to analyze the goals and strategies, and the strengths and weaknesses of the North and the South. Major battles of the early part of the American Civil War will be analyzed, along with the debate leading up to, and the results of, Lincoln’s Emancipation Proclamation. Students will examine how the Civil War affected the roles of women, politics, and the economies of the North and South, the major battles and turning points of the American Civil War, and the events that ended the war. Furthermore, students will identify the different plans for Reconstruction and what Radical Reconstruction meant. Students will describe and analyze how Reconstruction affected politics, economies, and society in the South. The way in which the rights of freed African Americans changed during Reconstruction and in the post-Reconstruction Era will be evaluated, and the successes and failures of Reconstruction in the South will be assessed.

Resources ● A History of the United States: Early Years ○ Chapter 16, Lessons 1-3 ○ Chapter 17, Lessons 1-5

○ Chapter 18, Lessons 1-4 ○ Online Teacher Resources ○ Primary Sources ○ Interactive Graphic Organizers


Essential Questions 1. Why does conflict develop? 2. How do new ideas change the way people live?


1. Determine the causes that led to the division of the nation. 2. Discuss and evaluate the political compromises that were made because of slavery. 3. Draw conclusions about the Kansas-Nebraska Act. 4. Analyze the new political party and its role in government. 5. Identify and evaluate the importance of the Dred Scott v. Sandford decision. 6. Evaluate the importance of the election of 1860. 7. Analyze the significance of the attack on Fort Sumter. 8. Analyze and compare arguments about whether or not the South had the right to

secede. 9. Identify and evaluate the goals of both the North and the South. 10. Compare the strengths and weaknesses of the North and the South. 11. Explain how the Union responded to defeats in the East in 1862. 12. Evaluate the effect of the Emancipation Proclamation. 13. Identify the changes in lifestyle during the Civil War. 14. Describe the conditions of the hospitals and the prison camps during the Civil War. 15. Analyze political and economic changes that occurred during the war. 16. Explain why the South seemed to be winning the war. 17. Analyze why the Battle of Gettysburg was a turning point in the war. 18. Evaluate the idea of total war and how it affected the South. 19. Identify and analyze the events that ended the Civil War. 20. Compare and contrast plans for Reconstruction. 21. Evaluate the effectiveness of the Freedmen’s Bureau. 22. Identify important individuals and groups that played a role in Reconstruction. 23. Analyze black codes and the federal government’s responses to them. 24. Evaluate Radical Reconstruction. 25. Identify important individuals and groups that played a role in Reconstruction. 26. Describe and analyze what life was like for African Americans in the South during

Reconstruction. 27. Analyze the significance of the election of 1876 and the end of Reconstruction.







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Standards ● 6.1.8.D.4.c: Explain the growing resistance to slavery and New Jersey’s role in the Underground Railroad.

● 6.1.8.A.5.a: Explain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact American life.

● 6.1.8.A.5.b: Compare and contrast the approaches of Congress and Presidents Lincoln and Johnson toward the reconstruction of the South.

● 6.1.8.B.5.a: Assess the role of various factors (i.e., geography, natural resources, demographics, transportation, leadership, and technology) that affected the course and outcome of the Civil War.

● 6.1.8.C.5.a: Assess the human and material costs of the Civil War in the North and South.

● 6.1.8.C.5.b: Analyze the economic impact of Reconstruction on the South from different perspectives.

● 6.1.8.D.5.c: Examine the roles of women, African Americans, and Native Americans in the Civil War.

● 6.1.8.D.5.d: Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States Constitution from multiple perspectives.


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Social Studies Curriculum Grade 8

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Transcript of Social Studies Curriculum Grade 8