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GPPSS Grade 6 Curriculum 2015
Note: This document shows a cross reference of the existing Michigan curriculum standards with the proposed C3 Framework, College Career and
Civic Life. A product based on the Common Core Standards. The reader will note D2 reference\s which mean Dimension 2, the section pertaining
to applying disciplinary tools and concepts.
State Standard & Unit Processes (C3 Framework) Big Ideas & Questions
for Exploration
Products/ Skills/ Activities
FIVE THEMES OF GEOGRAPHY
(Integrated throughout all units)
MAP SKILLS
(Integrated throughout all units)
PHYSICAL GEOGRAPHY
OVERVIEW
(Integrated throughout all units)
G1 The World in Spatial Terms: Geographical Habits of Mind
G2 Places and Regions
G3 Physical Systems
G4 Human Systems
G5 Environment and Society
G6 Global Issues Past and Present
D2.Geo.6.6-8.Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
D2.Geo.4.6-8.Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
D2.Civ.3.6-8.Examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.
D3.1.6-8.Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
D4.2.6-8.Construct explanations using
Explain the Five Themes of Geography.
• Locate sites on a map, given latitude and longitude.
• Recognize and apply the different uses of scale on a map.
• Determine elevation by using a physical relief map.
• Define map terminology.
• Distinguish among different types of maps and their purposes.
• Read a historical timeline.
▪ Create a travel brochure about a North American location applying the Five Themes of Geography.
▪ View a segment of a newscast and identify and explain how each of the Five Themes are depicted in the newscast.
▪ Select five pictures, photographs or drawings and create a display on poster board with an explanation and definition of how a geographic theme is shown in each visual.
▪ Scavenger hunt to find data in Atlas and Almanac
▪ Practice strategies for
1
FIVE THEMES OF GEOGRAPHY
(Integrated throughout all units)
MAP SKILLS
(Integrated throughout all units)
PHYSICAL GEOGRAPHY
OVERVIEW
(Integrated throughout all units)
G1 The World in Spatial Terms: Geographical Habits of Mind
G2 Places and Regions
G3 Physical Systems
G4 Human Systems
G5 Environment and Society
G6 Global Issues Past and Present
reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
D3.1.6-8.Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection
D3.2.6-8. Evaluate the credibility of a source by determining its relevance and intended use
D1.5.6-8. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources
D2.Geo.2.6-8.Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics
D2.Geo.1.6-8.Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics
D2.Geo.6.6-8.Explain how the physical and human characteristics of places and regions are connected to human
• Explain ways of drawing and reasons for, political boundaries.
• Interpret various graphs.
• Discuss current events.
• Understand the impact of physical geography on the way people live.
extracting informational text.
▪ Play a resources game to show how resources and geographical features affect political boundaries.
▪ Outlining/web to gather information.
▪ Apply five themes to a movie.
Five Themes of Geography Tutorial ▪ Write letters to editor;
classroom debates; community involvement (e.g., Adopt a Friend, food banks, Earth Day, senior citizen assistance).
▪ Generate a list of hobbies and activities that would be appropriate only in a certain geographic location.
Timelines
Graphs
Charts
Landforms
Water Bodies
Climate/Biomes
Resources/
2
identities and cultures.
Environment
Geography Games
E1 The Market Economy
E2 The National Economy
E3 International Economy
Basic Economics and Introduction to World Trade Systems
(Integrated throughout all units)
D2.Geo.11.6-8.Explain how the relationship between the environmental characteristics of places and production of goods influences the spatial patterns of world trade.
D2.eco.11.6-8 Use appropriate data to evaluate the state of employment, unemployment, inflation, total production, income, and economic growth in the economy
D2.eco.6.6-8. Explain how changes in supply and demand cause changes in prices and quantities of goods and services, labor, credit, and foreign currencies.
D2.eco.3.6-8.Explain the roles of buyers and sellers in product, labor, and financial markets.
D2.eco.3.3-5.Identify examples of the variety of resources (human capital,
Use economic reasoning when comparing price, quality, and features of goods and services.
Evaluate employment and career opportunities in light of economic trends.
Analyze the reliability of information when making economic decisions.
Using real example, describe how business practices, profit and willingness to take risks enabled an entrepreneur to operate.
Compare various methods for the production and distribution of goods and services.
Distinguish between public and private goods using contemporary examples.
Use case studies to exemplify how supply and demand, prices,
Scarcity
Opportunity Cost Supply and Demand
Types of Resources
History of Money
Characteristics of Market Economy
International
Trade
Interdependent
Relationship
Economic Interactive
Economics Lesson plans
3
physical capital, and natural resources) that are used to produce goods and services
incentives, and profits determine what is produced and distributed in the American economy.
Describe the historical development of the different means of payment such as barter, precious metals, or currency to facilitate exchange.
Identify current and potential contributions of national and world regions of trade.
Analyze how purchasers obtain information about goods and services from advertising and other sources.
4
CANADA
H1 The World in Temporal Terms: Historical Habits of Mind
W1 WHG Era 1 – The Beginnings of Human Society
W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples
W3 WHG Era 3 – Classical Traditions, World Religions, and Major Empires
C1 Purposes of Government C3 Structure and Functions of Government C4 Relationship of United States to Other Nations and World Affairs
E1 The Market Economy
E2 The National Economy
E3 International Economy
D2.Geo.8.6-8.Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D2.Civ.10.6-8.Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.
D2.His.1.6-8.Analyze connections among events and developments in broader historical contexts.
• Apply the 5 themes of Geography to the study of North America.
• Analyze the effects of his-
torical events and movements on the development of the Maritime Provinces.
• Explain how geographic isolation affected the economic and cultural development of the Maritime Provinces.
• Differentiate the evolution of government in the Maritime Provinces.
• Examine related current issues and analyze the consequences they have on these provinces as well as the rest of Canada.
Understand the efforts of indigenous peoples to gain their rights.
• Analyze various
Geography
• physical
• political
History
Government
Economics
Current Issues
Cultural Elements
Geography Games
Canadian History Teaching Resources
nafta
5
interpretations of major events in Canada’s history to reveal perspectives..
• Recognize how the geographic features influenced the development of Canada.
• Describe the industrial diversity of Canada.
• Recognize the multicultural, economic and financial importance of Canada.
• Assess the cultural influence of French culture on the political development of Quebec and surrounding provinces.
• Analyze how the historical events and movements impacted the development of the Prairie Provinces.
• Describe geographic features of the Prairie Provinces.
• Analyze the economic features of the Prairie Provinces.
6
LATIN AMERICA
Mexico Central America
The Caribbean
South America
H1 The World in Temporal Terms: Historical Habits of Mind
W1 WHG Era 1 – The Beginnings of Human Society
W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples
W3 WHG Era 3 – Classical Traditions, World Religions, and Major Empires
C1 Purposes of Government C3 Structure and Functions of Government C4 Relationship of United States to Other Nations and World Affairs
E1 The Market Economy
E2 The National Economy
E3 International Economy
D2.geo.10..6-8. Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.
D2.Geo.12.6-8. Explain how global changes in population distribution patterns affect changes in land use in particular places.
D2.Civ.3.6-8. Examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.
D2.ECO.14.6-8. Explain barriers to trade and how those barriers influence trade among nations.
D2.HIS.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shape, are seen as historically significant.
D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.
D4.8.6-8. Apply a range of deliberative
• Assess the cultural influences on the political development.
• Examine and analyze current issues. • Discuss current issues/events.
Geography
*physical
*political
History
Government
Economics
Current Issues
Cultural Elements
• Create a journal describing geographic and climatic features of Latin America.
• Create a graphic organizer, which shows the various factors, which have influenced the forms of government in this region.
• Research an individual who has made a difference in his/her country. Create a fact poster.
• Present a newscast discussing current events and issues.
• Using a chart, compare and contrast the Aztecs’, Incas’ and Mayas’ contributions to modern society.
• List and describe Spanish contributions to the development of major cities. • Make a product map showing major products of each country in the area.
7
and democratic procedures to make decisions and take action in their classrooms and schools, and in out-of-school civic contexts.
• After a class discussion create a flowchart to show global/social effects of illegal drug trade.
• Research data on the status of South American rain forests. Create a graphic organizer to support findings. Select a position to defend either conservation or supporting continued cutting of rainforests. Use a democratic value to support your position. Include geographic knowledge to support your position.
Virtual Amazon Rainforest Tour
• Draw a Venn diagram comparing and contrasting the U.S. government to Brazil’s government. Find examples of the four types of equality.
• Conduct a panel discussion on pros and cons related to U.S. economic involvement in a Latin American country.
• Create a mental map of the world.
• Use government data
8
sources to create a chart comparing and contrasting relationships between type of government and communication and transportation infrastructure.
• State the absolute and a relative location for Mexico City, Brasilia, Buenos Aries, Caracas, Havana, Lima and LaPaz.
• Create a collage showing ten elements of culture in a Latin American country.
• Make a list of American teen rights and responsibilities. Research on the internet to discover and create a list of rights and responsibilities of Latin American teens. Write a paragraph to compare and contrast.
• Use internet source to propose possible solutions for over population in Latin America.
• Investigate a Latin American country. Decide if U.S. has a moral obligation to provide social and economic assistance. Support your position with data and a
9
CDV. • Compare and contrast sources evaluating various candidates. Note conflicting information and label opinions disguised as facts.
• Create role-plays to show examples of an Autocracy, Oligarchy and Democracy.
nafta
pancanal virtual tour
Geography Games
10
EUROPE:
H1 The World in Temporal Terms: Historical Habits of Mind
W1 WHG Era 1 – The Beginnings of Human Society
W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples
W3 WHG Era 3 – Classical Traditions, World Religions, and Major Empires
C1 Purposes of Government C3 Structure and Functions of Government C4 Relationship of United States to Other Nations and World Affairs
E1 The Market Economy
E2 The National Economy
E3 International Economy
Austria
Belgium
Denmark
Finland
France
Germany Greece
Vatican City
Iceland
Ireland
Italy
Liechtenstein
Luxembourg
D2.Geo.5.6-8 Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places.
D2.Geo.6.6-8 Explain how the physical and human characteristics of places and regions are connected to human identities and cultures.
D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.
D2.Eco.1.6-8. Explain how economic decisions affect the well-being of individuals, businesses, and society.
D2.Eco.13.6-8. Explain why standards of living increase as productivity improves.
D2.Eco.14.6-8. Explain barriers to trade and how those barriers influence trade among nations.
D2.Eco.15.6-8.Explain the benefits and the costs of trade policies to individuals, businesses, and society.
Geography
• physical
• political
History:
Greeks & Romans
Feudalism
Industrialization
Nation State
Modern Europe
Government
Economics
• Create a travel brochure of a country or region of Europe incorporating the five Themes of Geography.
• Choose a historical event and write an essay analyzing its effect on the development of Europe.
• Construct a chart to compare and contrast the past and present forms of European governments.
• Construct a topic map of Europe and analyze it.
• Either through discussion and/or composition, analyze the effect of a current event on Europe and the rest of the world.
• Report to the class orally or written on cultural contributions of this region.
• Letter writing on current event topic.
• Research a political leader of Western Europe.
• As a class trace the genesis and development of a current social issue.
11
Malta
Monaco
Netherlands
Norway
Portugal San Marino
Spain
Sweden
Switzerland
United Kingdom Eastern Europe
D2.His.3.6-8.Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
D2.His.6.6-8.Analyze how people’s perspectives influenced what information is available in the historical sources they created.
D3.4.6-8.Develop claims and counterclaims while pointing out the strengths and limitations of both.
D2.Civ.1.6-8.Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.
D2.Civ.3.6-8.Examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.
• Discuss and understand some impacts of the EEC by creating a chart to show the value of the Euro to the peso, mark and the dollar.
• Interview either on the internet or in person, a black European and an African American about their experiences with racism.
Geography Games
European Union Members interactive
World War II Interactive Map of Europe
12
GPPSS Grade 7 Curriculum 2015
Note: This document shows a cross reference of the existing Michigan curriculum standards with the proposed C3 Framework,
College Career and Civic Life. A product based on the Common Core Standards. The reader will note D2 reference\s which mean
Dimension 2, the section pertaining to applying disciplinary tools and concepts.
State Standard & Unit Big Ideas and Key Question for Exploration
Processes (C3 Framework)
Products/Skills/Activities
7 - H1.1.1 Intro to Global Understanding
Explain why and how
historians use eras and
periods as constructs to
organize and explain human
activities over time.
How do historians organize early events?
D2 His. 4.6-8 Analyze
multiple factors that
influenced the perspective
of people during different
historical eras.
Make a mind map contrasting how conquered peoples were treated by Alexander the Great vs. Genghis Khan.
7- H1.2.1 Explain how historians use a variety of sources (artifacts, primary and secondary sources, narratives, technology, and quantitative data,
How do historians know what they know? What tools do historians use to decode the past?
D2 His. 16.6-8 Use a variety of close reading strategies.
Create a concept web. Make a Top Hat note organizer. Categorize historical tools by time or by function & discuss
Religions of the World Compare and evaluate competing historical perspectives based on
How do humans show what they value and believe in their actions?
D2 His 6.6.8 Explain how and why people’s perspectives have changed over time.
Make a diagram noting similarities and difference between religious instruction. Nat. Geo Culture series: https://www.google.com/webhp?sourceid=ch
State Standard & Unit Big Ideas and Key Question for Exploration
Processes (C3 Framework)
Products/Skills/Activities
proof. 7 – W3.2.1 Identify and describe the beliefs of the six major world religions. 7 – W3.2.2 Locate the geographical center of major religions and map the spread through the 3rd century C.E./A.D. (G)
Analyze how people’s perspective have influenced what information is available and taught.
rome-instant&ion=1&espv=2&ie=UTF-8#q=national%20geographic%20culture%20videos Compare number of pages of text devoted to Islam in Western World VS Arabic World. Compare Christianity, Judaism & Hinduism as well.
7-H1.2.3 Author’s Point of View
How are religious beliefs influenced by location, culture and surrounding society?
D3.1-7, D3.3-7 Explain details from each society examined that influence world view. Identify evidence using primary source writings.
Analyze various world religions data charts. Compare/Contrast https://www.google.com/search?q=world+religions+chart&espv=2&biw=1366&bih=667&tbm=isch&tbo=u&source=univ&sa=X&ved=0CBsQsARqFQoTCN_y8Z-7v8gCFYmggAodLOEChQ
What is the impact of population growth on world religions?
D2Civ.14-7 Compare historical and contemporary means of changing society and promoting common good. Examine data from an article on governing India and the influence of Hinduism and Islam on democracy.
http://www.pewresearch.org/fact-tank/2015/04/21/by-2050-india-to-have-worlds-largest-populations-of-hindus-and-muslims/
State Standard & Unit Big Ideas and Key Question for Exploration
Processes (C3 Framework)
Products/Skills/Activities
How do humans show what they value and believe in their actions?
Take a webquest and record information in organized ways.
Exploring World Religions Webquest http://star.spsk12.net/socialscience/whI/religions/index_files/Page323.htm Chart to use with websearchhttps://docs.google.com/document/d/1EBA-f1unbQ2rjKdshU95nD0AwZLC0I8YGdOYG9tW0WA/edit?usp=sharing
Economics and World Trade Systems 7 – E2.3.1 Applies to all units.
How do governments make decisions that impacted the economy of that society and other societies.
D2.Eco.4.6-8. Describe the role of competition in the determination of prices and wages in a market economy. Revied command, market, traditional and mixed economics characteristics
Make a chart to categories characteristics of each economy. Do a command economy classroom simulation.
7 E.3.3 What are the elements of international economics?
D2.Eco.6.6-8. Explain how changes in supply and demand cause changes in prices and quantities of goods and services, labor, credit, and foreign currencies.
Do various simulations and lessons at http://www.econedlink.org/ http://www.ncee.org/ Give examples of economic sanctions as a tool of various governments/ the United Nations,
State Standard & Unit Big Ideas and Key Question for Exploration
Processes (C3 Framework)
Products/Skills/Activities
7-E3.1.1 What are f the economic, social and political factors influencing the movement of people among regions.
Identify and discuss migrations of people for various economic reasons: opportunity, war, unfavorable geography, etc,
Gather movement and unemployment for a region under study. knowma.com (google app add on) infonation.com
E. 3.1 Economic Interdependence.
What is globalization and what are some of it’s effects.?
D2.Eco.15.3-5. Explain the effects of increasing economic interdependence on different groups within participating nations. Describe China’s emerging influence in Africa and map it.
Make an economic map of the region under study. http://education.nationalgeographic.com/activity/the-debate-over-globalization/
How do global economic decisions affect the wellbeing of individuals and society?
D2 Econ 15.7. Find examples of global trade on the region under study and contemplate + and - influences of trade.
Make a map of trade products. Do a webquest of global trade in region under study
Russia Geography & History 7 – G4.4.1 7 – H1.4.2 7 – H1.4.2
What elements of conflict and cooperation can we identify in Russian history? What issues faced the Russian people of the time?
D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity. D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as
Give examples of hardships for commoners in both czarist and soviet Russia. Which elements of cooperation existed incite the conflict of the Russian revolution?
State Standard & Unit Big Ideas and Key Question for Exploration
Processes (C3 Framework)
Products/Skills/Activities
historically significant
7 – C3.6.1 Civics
What characteristics and major activities of the Russian government impacted daily life?
D2.Civ.14.6-8. Compare historical and contemporary means of changing societies, and promoting the common good. Discover 3 themes of Russia’s history under the Czars & Soviets.
Find examples of Poor Treatment of Peasants, Slow Westernization/Industrialization & Expansion.
Asia Southwest Asia East Asia South Asia Central Asia Geography: 7- W2.1, W2.2
How did human language develop? What conditions are needed for humans to create civilizations?
D2.Geo.6.6-8. Explain how the physical and human characteristics of places and regions are connected to human identities and cultures.
Explain the importance of the major river valleys of early civilizations: Indus River Valley, Yangtze, Mekong. Understand that impacts of the agricultural revolution include: stable food sources & surplus , specialization, writing, population growth, law codes & development of cities,
G1.2 Geographical Inquiry
and Analysis Use geographic inquiry and analysis to answer important questions about relationships between people, cultures,
How do people use the land in this place? What is cultural diffusion and how is it related to movement?
D2.Geo.7.6-8. Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and
Make a model of a specific transportation used in the region under study. http://asiasociety.org/silk-road-spreading-ideas-and-innovations
State Standard & Unit Big Ideas and Key Question for Exploration
Processes (C3 Framework)
Products/Skills/Activities
their environment, and relations within the era under study.
cultural practices D2.Geo.4.6-8. Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
History: 7 - H1.2
Compare and contrast several different ways of organizing time.
Compare information provided by different historical sources about the past.
Make a timeline of major historical events of the country/region under study. Explain a chart of religious calendar (Jewish, Islamic, Sikhism, Orthodox, etc)
7 – H1.2.2 Read and comprehend a historical passages. .
What are the major events that have shaped the region under study?
D2.His.14.6-8. Explain multiple causes and effects of events and developments in the past
Make and analyze a map of foreign imperialism of various aggressors: Japan, China, Mongolia, most of Western Europe. Make a mind map of history to show who was involved, what happened, where it happened, what events transpired, and what consequences or outcomes followed. https://www.goconqr.com/en-US/users/sign_in
Government: 7 – C1.1.1 .
How do countries see the role of
D2.Civ.8.6-8. Analyze ideas and principles contained in the founding documents of
Examine parts of constitutions from various countries and analyze differences as spelled
State Standard & Unit Big Ideas and Key Question for Exploration
Processes (C3 Framework)
Products/Skills/Activities
governments differently?
the United States, and explain how they influence the social and political system. D2.Civ.12.6-8. Assess specific rules and laws (both actual and proposed) as means of addressing public problems
out in US Preamble. http://www.loc.gov/ http://data.worldbank.org/data-catalog/worldwide-governance-indicators https://www.cia.gov/library/publications/the-world-factbook/
6 – C3.6.2 How do people organize themselves into different forms of government?
D2.Civ.6.6-8. Describe the roles of political, civil, and economic organizations in shaping people’s lives.
Compare and contrast various forms of government (e.g., democracy, parliamentary, dictatorships, oligarchies, theocracies) around the world Using maps go to https://freedomhouse.org/report/freedom-world/freedom-world-2015#.Vh07QvlzRd4
Africa North West East Central South Geography: 7- W2.1, W2.2
How did human language develop? What conditions are needed for humans to create civilizations?
D2.Geo.6.6-8. Explain how the physical and human characteristics of places and regions are connected to human identities and cultures.
Explain the importance of the major river valleys of early civilizations: Niger, Nile, Congo river valleys. Understand that impacts of the agricultural revolution include: stable food sources & surplus , specialization, writing, population growth, law codes & development of cities,
G1.2 Geographical Inquiry How do people use D2.Geo.7.6-8. Explain how changes in transportation
Do a webquest to discover diversity of many
State Standard & Unit Big Ideas and Key Question for Exploration
Processes (C3 Framework)
Products/Skills/Activities
and Analysis Use geographic inquiry and analysis to answer important questions about relationships between people, cultures, their environment, and relations within the era under study.
the land in this place? What is cultural diffusion and how is it related to movement?
and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices D2.Geo.4.6-8. Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
different tribes in the continent. http://www.cacsk12.org/userfiles/11358/Classes/38027/Tribal%20Masks%20webquest.pdf Trace back to regions in Africa, the origins of various cultural elements in the United States: music & instruments, food, language, etc.
G4.4.1 Factors of conflict and cooperation in control/use of natural resources, power, & wealth.
What is the relationship between resources, government management and quality of life in Africa?
D2.Geo.11.6-8. Explain how the relationship between the environmental characteristics of places and production of goods influences the spatial patterns of world trade. D2.Geo.12.6-8. Explain how global changes in population distribution patterns affect changes in land use in particular places.
Using multiple economic indicators and resource maps, draw conclusions about why conditions are as they exist. infonation.com http://online.culturegrams.com/world/index.php Use GP subscription knoema.com Design and present research project.
History: 7 - H1.2
Compare and contrast several different ways of organizing time.
Compare information provided by different historical sources about the past.
Make a timeline of major historical events of the country/region under study. Early Egypt: Nilometer,
State Standard & Unit Big Ideas and Key Question for Exploration
Processes (C3 Framework)
Products/Skills/Activities
Southern African dry season calendar.
7 – H1.2.2 Read and comprehend a historical passages. .
What are the major events that have shaped the region under study?
D2.His.14.6-8. Explain multiple causes and effects of events and developments in the past
Make and analyze a map of European imperialism and visible impacts today. Make a mind map of history to show who was involved, what happened, where it happened, what events transpired, and what consequences or outcomes followed. https://www.goconqr.com/en-US/users/sign_in
Government: 7 – C1.1.1 .
How do countries see the role of governments differently?
D2.Civ.8.6-8. Analyze ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system. D2.Civ.12.6-8. Assess specific rules and laws (both actual and proposed) as means of addressing public problems
Examine parts of constitutions from various countries and analyze differences as spelled out in US Preamble. http://www.loc.gov/ http://data.worldbank.org/data-catalog/worldwide-governance-indicators https://www.cia.gov/library/publications/the-world-factbook/
6 – C3.6.2 How do people organize themselves into different forms of government?
D2.Civ.6.6-8. Describe the roles of political, civil, and economic organizations in shaping people’s lives.
Compare and contrast various forms of government (e.g., democracy, parliamentary, dictatorships, oligarchies, theocracies) around the world Using maps go to https://freedomhouse.org/report/freedom-world/freedom-world-2015#.Vh07QvlzRd4
State Standard & Unit Big Ideas and Key Question for Exploration
Processes (C3 Framework)
Products/Skills/Activities
Oceania Australia New Zealand New Guinea Geography G3.1.2, G3.2.1
How did geographic isolation impact the development of life in Oceania.
D2 Geo 5.6-7 Explain the factors which cause different types of climates D2.Geo.6.6-8. Explain how the physical and human characteristics of places and regions are connected to human identities and cultures. Locate major ecosystems and explain how and why they are similar or different as a consequence of latitude, elevation, landforms, location, and human factors.
Analyze video clip of invasive species in Australia and discuss unforeseen consequences of it on ecosystem. ( Frogs, rabbits) Map human various endangered species.
History 7 – H1.2.4
How has imperialism & discrimination impacted the lives of indigenous peoples?
D2.His.1.6-8. Analyze connections among events and developments in broader historical contexts
View Rabbit Proof Fence. Gather data about Aboriginal statistics to examine racism. Then compare to American forms of racism.
State Standard & Unit Big Ideas and Key Question for Exploration
Processes (C3 Framework)
Products/Skills/Activities
Examine unique situation of Australia as a penal colony. Using visual images draw conclusions about the lives of Aborigines & Maori peoples. Organize economic indicator statistics comparing indigenous peoples to Australians of European descent. .
Government C3.6.2
How do people organize themselves into different forms of government?
D2.Civ.6.6-8. Describe the roles of political, civil, and economic organizations in shaping people’s lives.
Make a Venn diagram to Compare and contrast British parliamentary democracy to American democracy.
The 8th grade U.S. History curriculum relies heavily on students ability to CLOSE read documents from across
historical eras.
We suggest the following resources for teachers:
Docs Teach from the National Archives. There are thousands of primary source documents and classroom
teaching tools.
primary sources for use in classroom activit
SHEG (Stanford History Education Group) This is a free site but requires users to register a username and
password.
Zoom In is a highly interactive, document-based, inquiry-based U.S. history lesson plans.
Ed TED
GPPSS Grade 8 Curriculum 2015
State Standard & Unit Big Ideas & Key Questions for
Exploration Processes
Products/Skills/ Activities
F1.1 Describe the ideas,
experiences, and
interactions that
influenced the colonists'
decisions to declare
independence by
analyzing
· colonial ideas
about government
(e.g., limited
government,
republicanism,
protecting individual
rights and
· promoting the
common good,
representative
government, natural
rights) (C2)
· experiences
How did the governments of the 13 original colonies reflect the ideals of republicanism, promoting the common good and representative government?
How did the French and Indian War affect the attitudes of the colonists?
D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.
Magna Carta from the National Archives (text)
The Gilder Lehrman Institute: Pilgrims, the Mayflower Compact, and the First Thanksgiving Unit The Mayflower Compact (text)
Mayflower Compact Song
Colonial Williamsburg website
Maryland Toleration Act 1649 (text)
French and Indian War (A letter from the Ohio River Valley)
Map of the French and
with self-government
(e.g., House of
Burgesses and town
meetings) (C2)
· changing
interactions with the
royal government of
Great Britain after the
French and Indian
War (C2)
Indian War
F1.2 Using the Declaration
of Independence, including
the grievances at the end
of the
document, describe
the role this document
played in expressing
• colonists' views of
government
• their reasons for
separating from Great
Britain. (C2)
Did the Declaration of Independence provide independence for all? What were some of the shortcomings of the Declaration of Independence?
D2.His.5.6-8. Explain how and why perspectives of peo- ple have changed over time.
The idea is that the DoI has come to include various demographic over the course of U.S. history...
Washington Post’s The Volokh Conspiracy: The Declaration of Independence annotated
Students write a “break-up” letter from the colonies to England
A translation of the Declaration of Independence
Compare to any Taylor Swift song :)
King George: What was his Problem
Too Late to Apologize
F1.3 Describe the
consequences of the
American Revolution by
analyzing the
• birth of an
independent republican
government (C2)
• creation of Articles
of Confederation (C2)
• changing views on
freedom and equality (C2)
• and concerns over
distribution of power within
governments, between
government and the
governed,
and among people
(C2)
Who should get the “blame” for starting the American Revolution? The American colonists or England? Explain,
D2.His.1.6-8. Analyze connections among events and developments in broader historical contexts.
Shays’ Rebellion video
Nystrom American Revolution
U3 USHG ERA 3 - REVOLUTION AND THE
NEW NATION
● How do individuals work together to bring about change?
● What drove the colonists to declare independence from Great Britain?
● How is the outcome of
war shaped by politics, economics, and geography?
● Did the colonists have enough of a justification to use force to break away from Great Britain?
● How can one define a Revolution?
● How do economic conditions influence the distribution of power, wealth, and status?
● How is possible that American Patriots gained their independence from the powerful British Empire?
8 - U3.3.1
Explain the reasons for the
adoption and subsequent
failure of the Articles of
Confederation (e.g., why its
drafters created a weak
central government,
challenges the nation faced
● How and why are governments created and changed?
● What is a revolution? Why are the sometime necessary?
D2.His.14.6-8. Explain multiple causes and effects of events and developments in the past.
D2.His.15.6-8 Evaluate the relative influence of various causes of
A student simulation of the Confederation Congress and its flawed nature.
Coat of Arms
Radio station lesson plan
under the Articles, Shays'
Rebellion, and disputes over
western lands). (C2)
events and developments in the past.
(History Alive!)
8 - U3.3.2
Identify economic and political questions facing the nation during the period of the Articles of Confederation
and the opening of the Constitutional Convention.
(E1.4)
● Why were the Articles of Confederation designed so weakly and thus led to its subsequent failure?
● How did Shays’ Rebellion lead to the Constitutional Convention?
D2.His.6.6-8. Analyze how people’s perspective influenced what information is available in the historical sources they created.
Charting the weaknesses of the Articles of Confederation
Draw a picture of the weakness, explain the weakness
8 - U3.3.3
Describe the major issues debated at the Constitutional
Convention including the distribution of political power,
conduct of foreign affairs, rights of individuals, rights of
states, election of the executive, and slavery as a regional and federal issue.
● How did the development of colonial America lead to different opinions at the Constitutional Convention?
● How might the geography of the United States have affected the policies of the new national government?
D2.His.3.6-8. Use questions generated about individuals
and groups to analyze why they, and the developments they shaped, are seen as historically significant.
Constitutional Convention simulation - tables for each state and students each represent a Delegate. Use face mask and have each person introduce themselves.
Look at Madison’s journal entries from the Constitutional Convention
8 - U3.3.4
Explain how the new
constitution resolved (or
compromised) the major
issues including sharing,
● Explain how American liberties protected by the new Constitution?
● What groups of people were not represented at
D2.His.14.6-8. Explain
multiple causes and effects of events and developments in the past.
Constitutional Convention simulation - tables for each state and students each represent a Delegate. Use face mask and have each person introduce
separating, and checking of
power among federal
government institutions, dual
sovereignty (state-federal
power), rights of individuals,
the Electoral College, the
Three-Fifths Compromise,
and the Great Compromise.
the Constitutional Convention?
● What groups of people are not represented under the Constitution?
● What were successes and failures of the Constitution?
● What are success and failures of the Constitution?
● Does the Constitution still protect our individual rights?
themselves. Delegates debate the mentioned issues.
8 - U3.3.5
Analyze the debates over the
ratification of the Constitution
from the perspectives of
Federalists and Anti-
Federalists and describe
how the states ratified the
Constitution. (C2)
(National Geography
Standard 3, p. 148)
● Explain the perspectives of the Federalists and Anti-Federalists.
How do the Federalists and Anti-Federalist evolve into America’s first two political parties?
D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.
Read and analyze Federalist Papers (especially #10 and #51)
Use the National Archives DocsTeach worksheets to analyze various primary sources including written sources, political cartoons, sound recordings, etc.
http://www.archives.gov/edu
cation/lessons/revolution-new-nation.html
8 - U3.3.6
Explain how the Bill of Rights reflected the concept of
limited government, protections of basic
freedoms, and the fear of many Americans of a strong
central government. (C3)
● How do the Bill of Rights protect individual freedoms?
D2.His.6.6-8. Analyze how people’s perspectives influenced what information is available in the historical sources they created.
Possible Applications:
Socrative Circles
New York Times Learning Bloghttp://learning.blogs.nytimes.com/?s=bill+rights
Students evaluate constitutionality of current public issues (e.g. The Pledge of Allegiance, The Affordable Healthcare Act).
By examining the impact of social media and technology in today’s society students will evaluate the applicability of the 4th amendment.
8 - U3.3.7
Using important documents
(e.g., Mayflower Compact,
Iroquois Confederacy,
Common Sense, Declaration
● How do individuals work together to bring about change?
● What are some obstacles to growth or change?
D2.His.9.6-8. Classify the kinds of historical sources used in a secondary interpretation.
Possible Applications:
Students use excerpts from the Declaration of Independence to produce a children’s version of the
of Independence, Northwest
Ordinance, Federalist
Papers), describe the
historical and philosophical
origins of constitutional
government in the United
States using the ideas of
social compact, limited
government, natural rights,
right of revolution, separation
of powers, bicameralism,
republicanism, and popular
participation in government.
(C2)
● How did the political thinkers from Europe (the Enlightenment) influence the Founding Fathers?
D2.His.11.6-8. Use other historical sources to infer a plausible maker, date, place of origin, and intended audience for historical sources where this information is not easily identified.
D2.His.136-8. Evaluate the relevance and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose.
doc.
Students close read the Monroe Doctrine
and compare it to the Roosevelt Corollary and other presidential documents.
Students analyze excerpts from Common Sense and “translate” them into modern, easy-to-understand language.
Constitution in Action Lesson from Docs Teach
U4 USHG ERA 4 - EXPANSION AND
REFORM (1792-1861)
● How did changes caused by economic and territorial growth and the actions of reformers lead to growing sectionalism?
U4.1 Challenges to an Emerging Nation
● To what extent do the benefits of progress outweigh the costs?
● How did Americans create a national government that
respected both the independence of states and the rights of individuals?
●
● How is the past connected to the present and the future?
● What political traditions and tensions first appeared in the early years of the new republic?
8 - U4.1.1
Washington's Farewell -
Use Washington's Farewell
Address to analyze the most
significant
challenges the new nation
faced and the extent to
which subsequent
Presidents heeded
Washington's advice. (C4)
● To what extent did subsequent Presidents heed the advice of George Washington’s Farewell Address?
● How have political parties hindered the efficacy of American government?
D2.His.5.6-8. Explain how and why perspectives of people have changed over time.
A CLOSE reading of the Washington;s Farewell Address. Use evidence from the document to support Washington’s claims.
Using current events (articles from Newsela) students write a response stating how Washington would feel about the issue(s). Students must reference Washington’s Farewell Address in their
responses.
8 - U4.1.2
Establishing America's
Place in the World - Explain
the changes in America's
relationships with other
nations by analyzing treaties
with American Indian
nations, Jay's Treaty (1795),
French
Revolution, Pinckney's
Treaty (1795), Louisiana
Purchase, War of
1812,Transcontinental
Treaty
(1819), and the Monroe
Doctrine. (C4) (National
Geography Standard 13, p.
161)
● How did treaties and America’s foreign policy change the shape, size, and role of the new nation?
D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.
● Create your own political cartoon for the various treaties.
● Design a “Smarty Pins” activity which annotates a Google Map with historical information. (Google Tour Builder)
● Use a Google Earth program like google lit trips to create markers and incorporate primary sources in order to show impact of treaties on the US. Google Tour Builder.
8 - U4.1.3
Challenge of Political
Conflict
Explain how political parties
emerged out of the
competing
ideas, experiences, and
fears of Thomas Jefferson
and Alexander Hamilton (and
● What were the fundamental differences between the Federalists and Democratic-Republican?
● Which economic, political, and social factors divided the America’s two first parties?
● How did the vision of the
D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.
● Wayne RESA video: Taxes in US History, Whiskey Rebellion
● SHEG: Hamilton/Jefferson Letters to George Washington
their followers), despite the
worries the Founders had
concerning the dangers of
political division, by
analyzing disagreements
over
Relative power of the
national government
(e.g.,Whiskey Rebellion,
Alien and Sedition Acts) (C3)
· foreign relations (e.g.,
French Revolution, relations
with Great Britain) (C3)
· economic policy (e.g.,
the creation of a national
bank, assumption of
revolutionary debt) (C3,
E2.2)
future United States differ between the Federalists and Democratic-Republicans?
● Have a simulated debate/tea party in which Jefferson and Hamilton discuss their differences.
● Hamilton v. Jefferson reading
8 - U4.1.4
Establishing a National
Judiciary and Its Power -
Explain the development of
the
power of the Supreme Court
through the doctrine of
judicial review as manifested
in
Marbury v. Madison (1803)
● Which branch of government is the most powerful (separation of powers)?
● How did the Supreme Court’s power and statues evolve during the 19th Century?
● How was the legal precedent of “judicial
D2.Hist.12.6-8. Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.
● Using question dice (“Wh” questions) students have to generate questions based on whatever side is rolled. Students then work in pairs or groups to answer those questions.
and the role of Chief Justice
John Marshall and the
Supreme
Court in interpreting the
power of the national
government (e.g.,
McCullouch v. Maryland,
Dartmouth College v.
Woodward, Gibbons v.
Ogden). (C3, E1.4, 2.2)
review” established?
● How do 19th Century Supreme Court landmark cases affect our lives today?
U4.2 Regional and Economic Growth
● What forces and events affected national unity and growth?
● What impact did Andrew Jackson’s presidency have on the nation?
● How did westward expansion transform the nation?
● How did Andrew Jackson expand the power of the presidency?
D2.His.6.6-8. Analyze how people’s perspectives influenced what information is available in the historical sources they created.
Video vignettes: "Andrew
Jackson: Good, Evil, and
the Presidency" on PBS.
Analysis of King Andrew the First Political Cartoon
8 - U4.2.1
Comparing Northeast and
the South
Compare and contrast the
social and economic
● How might the geography of the United States have affected the policies of the new national government?
D2.His.15.6-8. Evaluate the relative influence of various causes of events and developments in the past.
Nystrom mapping activity showing the climate, natural resources, and urban areas of both the Northeast and the South.
systems of the Northeast
and the South with respect to
geography and climate and
the
development of variety of
environments.
· agriculture, including
changes in productivity,
technology, supply and
demand, and price
· (E1.3,1.4)
· industry, including
entrepreneurial development
of new industries, such as
textiles (E1.1)
· the labor force
including labor incentives
and changes in labor forces
(E1.2)
· transportation
including changes in
transportation (steamboats
and canal barges) and
impact
· on economic markets
and prices (E1.2,1.3)
· immigration and the
growth of nativism
· race relations
● How did geographical difference manifest themselves into sectionalism?
● How were sectional differences a harbinger of the imminent Civil War?
● How did Henry Clay preserve the federal Union throughout the 1800s?
D2.Eco.6.6-8. Explain how the changes in supply and demand caused changes in price and quantity of goods and services, labor, credit, and foreign currencies.
D2.Eco.7.6-8. Analyze the role of innovation and entrepreneurship in a market economy.
Norman B. Leventhal Map Center
Graphic organizer of New England, South, and frontier.
Analysis of the American Plan.
Cotton Gin Video
· class relations
8 - U4.2.2
The Institution of Slavery - Explain the ideology of the
institution of slavery, its policies, and consequences.
Describe how the issues of slavery generated strong feelings in the North, South, and West?
How did slave owners justify the institution of slavery?
D2.His.6.6-8. Analyze how people’s perspectives influenced what information is available in the historical sources they created.
Enslaved African HIstorical Museum lesson (students tour a teacher made exhibits relating the institution of slavery and take notes/make observations about. PBS Frederick Douglass Narrative of the Life of Frederick Douglass
The Abolitionists
American Experience film that covers many abolitionists including Frederick Douglass, the Grimke sisters, and William Lloyd Garrison .
Underground RR: The William Still Story
Mission US: Flight to Freedom
8 - U4.2.3
Westward Expansion - ● How might the geography
of the United States have D2.Geo.7.6-8. Explain how changes in
Zoom In Inquiry of American Progress, slowly
Explain the expansion,
conquest, and settlement of
the West through the
Louisiana Purchase, the
removal of American Indians
(Trail of Tears) from their
native lands, the growth of a
system of commercial
agriculture, and the idea of
Manifest Destiny. (E2.1)
(National Geography
Standard 6, p. 154)
affected the policies of the new national government?
transportation
and communication tech- nology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices.
reveal picture. Discuss each portion, then discuss image as a whole. Project-Western Novels
Jimmy Fallon Gadsden Purchase
Original Oregon Trail video game simulator
An ARCGIS on Kentucky’s Frontier Trails
Nystrom Trail of Tears
The Trail of Tears and the Forced Relocation of the Cherokee Nation
Manifest Destiny song by Jamiroquai. Analyze lyrics.
8 - U4.2.4
Consequences of
Expansion Develop an
argument based on evidence
about the positive and
negative consequences of
territorial and economic
expansion on American
Indians, the institution of
● Would the Civil War have happened without the Mexican American War?
● Does an increase in the number of voters make a country more democratic?
● Does a geographic minority have the right to ignore the laws of the national government?
D2.Geo.9.6-8. Evaluate the influences of long-term human-induced environmental change on spatial patterns of conflict and cooperation.
http://zoomin.edc.org/users/login
(above website has lots of great writing assignments for many aspects of US History)
SHEG: Manifest Destiny
slavery, and the relations
between free and
slaveholding states. (C2)
(National Geography
Standard 13, p. 169)
U4.3 Reform Movements ● How did the antebellum reform movement change the nation in the mid - 1800s?
8 - U4.3.1
Explain the origins of the American education system
and Horace Mann's campaign for free
compulsory public education. (C2)
Discuss why the United States had higher literacy rates than its European counterparts?
How did Horace Mann’s common school affect the nation both positively and negatively?
Why do compulsory education laws exist?
D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.
The History Project: Horace Mann on Public Education
8 - U4.3.2
Describe the formation and
development of the
abolitionist movement by
considering the roles of key
abolitionist leaders (e.g.,
John Brown and the armed
How did the Second Great Awakening and the Social Gospel Movement of the mid-nineteenth century manifest theme of social change?
Compare and contrast two different abolitionists.
D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
Analyze news articles from America’s Historical Newspapers database which discuss his raid on Harpers Ferry and compare the article to the lyrics John Brown’s Body Union song.
resistance, Harriet Tubman
and the Underground
Railroad, Sojourner Truth,
William Lloyd Garrison, and
Frederick Douglass), and the
response of southerners and
northerners to the abolitionist
movement. (C2) (National
Geography Standard 6, p.
154)
SHEG: John Brown
Reformers baseball cards project
8 - U4.3.3
Analyze the antebellum
women's rights (and
suffrage) movement by
discussing the goals of its
leaders (e.g., Susan B.
Anthony and Elizabeth Cady
Stanton) and comparing the
Seneca Falls Resolution with
the Declaration of
Independence. (C2)
How did Elizabeth Cady Stanton’s Declaration of Sentiments borrow ideas from Thomas Jefferson’s Declaration of Independence? Are all groups in American society included in ideals of Jefferson’s vision?
D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
Compare and contrast the Declaration of Independence and the Declaration of Sentiments.
Shoomo publishing song on women’s suffrage.
8 - U4.3.4
Analyze the goals and
effects of the antebellum
temperance movement. (C2)
Did social reformers achieve their intended goals? What were other long term consequences of the antebellum temperance movement?
What social and religious
D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as
Episode 1 “A Nation of Drunkards” focuses on the mid-nineteenth century temperance movement. The site has links to various classroom activities including political cartoon.
movements led to temperance? historically significant.
Ken Burns Prohibition Materials
8 - U4.3.5
Evaluate the role of religion
in shaping antebellum reform
movements. (C2)
What role do religious values and norm play in shaping laws and regulations?
D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
Thinglink with a series of pop ups and questions analyzing/depicting social gospel movement.
POSERS analysis Use this acronym to help students analyze images
DocsTeach is a higher leveled tool used for analysis.
Write an evidentiary based argument on the success of the reform movements in changing American society. The essay should include evidence from at least two different antebellum reform movements and describe how a contemporary national public policy issue has its roots in America’s past. (Oakland Rubicon)
U5 USHG ERA 5 - CIVIL
WAR AND
RECONSTRUCTION (1850-
1877)
Civil War Trust
Civil War 150 Infographic
U5.1 The Coming of the
Civil War
● Could the Civil War have been avoided?
● What issues and events shattered the nation's unity and led to the Civil War?
Fort Sumter Story Map
8 - U5.1.1
Explain the differences in the
lives of free blacks (including
those who escaped from
slavery) with the lives of free
whites and enslaved
peoples. (C2)
● Why did the institution of slavery last so long?
● How did the institution of slavery impact families and culture?
● Were free blacks really free?
D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.
Leventhal Map Center Civil War lessons
Economy of the slave south
North and South: Different but connected
8 - U5.1.2
Describe the role of the
Northwest Ordinance and its
effect on the banning of
slavery (e.g., the
establishment of Michigan as
a free state). (National
Geography Standard 12, p.
167)
● How was the addition of new states to the Union a recipe for the Civil War?
D2.Geo.4.6-8. Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
D2.His.1.6-8. Analyze connections among events and
Mapping activity
DocsTeach: Civil War and Reconstruction
10th regiment Flint Boys
developments in broader historical contexts.
8 - U5.1.3
Describe the competing
views of Calhoun, Webster,
and Clay on the nature of the
union among the states (e.g.,
sectionalism, nationalism,
federalism, state rights). (C3)
● Could the Civil War have been avoided?
D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.
DocsTeach: Civil War and Reconstruction
SHEG Lesson Plans-- add them
8 - U5.1.4
Describe how the following
increased sectional tensions
the Missouri Compromise
(1820)
· the Wilmot Proviso
(1846)
· the Compromise of
1850 including the Fugitive
Slave Act
· the Kansas-Nebraska
Act (1854) and subsequent
conflict in Kansas
· the Dred Scott v.
Sandford decision (1857)
· changes in the party
● Why did the Compromise of 1820 fall apart?
● What events resulted in the delay of the Civil War?
● Can legislative compromises solve moral issues?
D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.
Split students up equally. As a new territory is added one side becomes uneven. Make a compromise. Continue process for new states.
Fugitive Slave Act: Analyze fugitive slave posters.
Causes of the Civil War by United Streaming
system (e.g., the death of the
Whig party, rise of the
Republican party and
division of the Democratic
party) (C2; C3) (National
Geography Standard 13, p.
169)
8 - U5.1.5
Describe the resistance of
enslaved people (e.g., Nat
Turner, Harriet Tubman and
the
Underground Railroad, John
Brown, Michigan's role in the
Underground Railroad) and
effects of their actions
before and during the Civil
War. (C2)
● Can individuals bring about social change?
● Why were Detroit and St. Catherine’s final “stations” in the United States on the Underground Railroad?
D2.His.6.6-8. Analyze
how people’s perspectives influenced what information is available in the historical sources they created.
Have students work in small groups reading children’s books on various people.
Book: Day of Tears
Mission US: Flight to Freedom
Charles E. Wright African American Museum in Detroit
Elmwood Cemetery Field Trip
Nystrom Atlas Underground Railroad activity
Create a museum exhibit on Detroit’s role in the Underground Railroad, specifically tying Ontario’s heritage to enslaved
Africans.
8 - U5.1.6
Describe how major issues
debated at the Constitutional
Convention such as
disagreements over the
distribution of political power,
rights of individuals (liberty
and property), rights of
states, election of the
executive, and slavery help
explain the Civil War (C2).
● How is slavery mentioned in the Constitution?
● How has the Constitution changed over time to reflect the growing diversity of America?
D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.
D2.His.14.6-8. Explain
multiple causes and effects of events and developments in the past.
“Grade” the Constitution from different perspectives in different time periods
Constitutional amendments game (SMARTBOARD Exchange)
U5.2 Civil War ● Was the American Revolution more of a Civil War and was the Civil War more of a Revolution?
● Was the Civil War worth its costs?
8 - U5.2.1
Explain the reasons
(political, economic, and
social) why Southern states
seceded and explain the
differences in the timing of
secession in the Upper and
● Why was South Carolina the first state to secede from the Union?
● Why did the Southern states secede from the Union?
● Was slavery the primary
D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.
Lower South. (C3, E1.2)
(National Geography
Standard 6, p. 154)
cause of the Civil War?
8 - U5.2.2
Make an argument to explain
the reasons why the North
won the Civil War by
considering the
· critical events and
battles in the war
· the political and
military leadership of the
North and South
· the respective
advantages and
disadvantages, including
geographic, demographic,
economic and technological
(E1.4) (National Geography
Standard 15, p. 173)
● What advantages did the North have over the south and vice versa?
● How did the north’s manufacturing and industrial roots help it win the Civil War?
D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.
Venn diagram or T-chart comparing the strengths and weakness of the UNion and Confederacy.
Civil War Maps (extra attention to the annotated maps)
StoryMap of Battlefields of the Civil War
8 - U5.2.3
Examine Abraham Lincoln's
presidency with respect to
· his military and
political leadership
· the evolution of his
emancipation policy
● Does Abraham Lincoln
deserve to be called the
“Great Emancipator”?
● To what extent did the
rhetoric of Abraham
D2.His.13.6-8. Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose.
Lincoln’s Gettysburg Address, analyze images
Create a video reciting the Gettysburg Address and upload to YouTube
Compare/Contrast the
(including the Emancipation
Proclamation)
· and the role of his
significant writings and
speeches, including the
Gettysburg Address and
· its relationship to the
Declaration of Independence
(C2)
Lincoln expand the
concept of American
democracy and freedom?
Gettysburg Address and the Second Inaugural Address (text)
8 - U5.2.4
Describe the role of African
Americans in the war,
including black soldiers and
regiments, and the increased
resistance of enslaved
peoples.
● Why did African Americans fight on the side of the Confederacy?
● How were African American soldiers treated in comparison to the white soldiers?
D2.His.6.6-8. Analyze
how people’s perspectives influenced what information is available in the historical sources they created.
54th regiment
Civil War 150 infographic (posted by unit name)
Contraband Camps Lesson Plan (honors lesson)
8 - U5.2.5
Construct generalizations
about how the war affected
combatants, civilians
(including the role of
women), the physical
environment, and the future
of warfare, including
technological
developments. (National
Geography Standard 14, p.
● How did the Civil War change the role of women?
● How did the Civil War affect science, medicine, and technology?
● What are the long term effects on civilians and the physical environment in the areas where war takes place?
D2.Geo.9.6-8. Evaluate the influences of long term human induced environmental change on spatial patterns of conflict and cooperation.
Analyze images of Richmond, Atlanta, and Charleston to show destruction.
Library of Congress: Analyzing Photographs and Prints
171) ● How are northern and southern perspectives of the Civil War different, both historically and today?
U5.3 Reconstruction ● How do we measure success? Is progress for some progress for all?
● Why do people move? How are settlement patterns related to economic conditions, geography, and political parties?
● Was it possible to have a peace of reconciliation after the Civil War?
● Should the South have been treated as a defeated nation or as a rebellious states?
● Did Reconstruction governments rule the south well?
History Channel overview of Reconstruction link below
http://www.history.com/topics/us-presidents/compromise-of-1877
8 - U5.3.1
Describe the different
positions concerning the
reconstruction of Southern
society and the
Using a graphic organizer chart Lincoln’s, Johnson’s, and Radical Republican’s plan for Reconstruction.
Edsitement Reconstruction
nation, including the
positions of President
Abraham Lincoln, President
Andrew Johnson,
Republicans, and African
Americans.
Lesson
8 - U5.3.2
Describe the early responses
to the end of the Civil War by
describing
· the policies of the
Freedmen's Bureau (E2.2)
· restrictions placed on
the rights and opportunities
of freedmen, including racial
segregation and Black
Codes (C2, C5)
Did the Reconstruction Amendments ?
● How did black codes and Jim Crow laws circumvent the Reconstruction amendments?
● How successful was the Freedmen’s Bureau at accomplishing it’s goals?
● To what extent did Jim Crow Laws create and govern a racially segregated society in the South?
D2.His10.6-8. Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
D2.His16.6-8. Organize applicable evidence into a coherent argument about the past.
● Read, analyze, and discuss the Black Codes: Mississippi
Law Creating the Freedmen’s Bureau (use Docs Teach written doc. analysis sheet)
8 - U5.3.3
Describe the new role of
African Americans in local,
● How successful was the civil rights movement of the 1960s and 1970s in achieving the mandates
D2.Civ.9.6-8. Compare deliberative processes used by a wide variety of groups in various
state and federal
government in the years
after the Civil War and the
resistance of Southern
whites to this change,
including the Ku Klux Klan.
(C2, C5)
of the constitutional amendments of the 1860s and 1870?
● Did the Reconstruction governments rule the South well?
● Does racial equality depend upon government action?
● Should African Americans have more strongly resisted the government’s decision to abandon the drive for equality?
settings.
D2.His16.6-8. Organize applicable evidence into a coherent argument about the past.
8 - U5.3.4
Analyze the intent and the
effect of the Thirteenth,
Fourteenth, and Fifteenth
Amendments to
the Constitution.
● Why would the United States need to add the 13th, 14th, and 15th Amendments to the Constitution?
● How did government reconstruction policies affect race relations?
● How did the Reconstruction era reflect America’s movement toward and/or away from its core ideals found in the Declaration of Independence and
D2.Civ.8.6-8 Analyze ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system.
D2.Civ.12.6-8. Assess specific rules and laws (both actual proposed) as means of addressing public problems.
1. Create a poster display comparing the impact of Reconstruction on race relations in America and the consequences of removing Union troops on Americans.
Constitution? ● How did issues
concerning the rule of law, limited government, and individual rights affect Americans during the Reconstruction era?
8 - U5.3.5
Explain the decision to
remove Union troops in 1877
and describe its impact on
Americans.
● What impact did Union troops have in Antebellum South?
D2.Geo.1.6-8. Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics.
D2.Geo.2.6-8. Use maps, satellite images, photographs, and other representations between the locations of places and regions, and changed in their environmental characteristics.
Battle over Reconstruction, Edsitement
U 6 USHG ERA 6 - THE
DEVELOPMENT OF AN
INDUSTRIAL, URBAN, AND
GLOBAL UNITED STATES
(1870-1930)
U6.1 America in the Last
Half of the 19th Century
8 - U6.1.1
America at Century's End -
Compare and contrast the
United States in 1800 with
the United
States in 1898 focusing on
similarities and differences in
· territory, including the
size of the United States and
land use
· population, including
immigration, reactions to
immigrants, and the
changing demographic
· structure of rural and
urban America (E3.2)
· systems of
transportation (canals and
railroads, including the
Transcontinental Railroad),
and
· their impact on the
economy and society (E1.4,
3.2)
● To what extent did technological invention and innovation improve transportation and the infrastructure of the United States during the nineteenth century?
● Can the “white man’s conquest” of Native Americans be justified?
● To what extent had African Americans attained the “American Dream” by the early twentieth century?
● What were the push/pull factors involved in the migration of people across the nation?
● Did America fulfill the dreams of immigrants?
● Has immigration been the key to America’s success?
D2.Geo.7.6-8. Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural
History Channel : Steam Engines Drive a Revolution in Transportation
National Parks Service: Homestead Act Lesson Plan
NEA Transcontinental
Telegraph and Railroad
iCivics Lesson on Plessy v. Ferguson (1896) American Experience: We Shall Remain
· governmental policies
promoting economic
development (e.g., tariffs,
banking, land grants and
· mineral rights, the
Homestead Act) (E.2.2)
· economic change,
including industrialization,
increased global competition,
and their impact
· on conditions of
farmers and industrial
workers (E1.4, 2.1, 3.2)
· the treatment of
African Americans, including
the rise of segregation in the
South as endorsed by the
Supreme Court's decision in
Plessy v. Ferguson, and the
response of African
Americans
· the policies toward
American Indians, including
removal, reservations, the
Dawes Act of 1887, and the
response of American
Indians
·
U6.2 Investigation Topics
and Issue Analysis (P2)
8 - U6.2.1
United States History
Investigation Topic and
Issue Analysis, Past and
Present -
Use historical perspectives
to analyze issues in the
United States from the past
and the present; conduct
research on a historical issue
or topic, identify a connection
to a contemporary issue, and
present findings (e.g., oral,
visual, video, or electronic
presentation, persuasive
essay, or research paper);
include causes and
consequences of the
historical action and predict
possible consequences of
the contemporary action.
● In what ways does an event affect multiple people differently?
● What events and turning points are important in history and why?
● D3.1.6-8. Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
● In groups, students research a topic of their choice (from list). Each member of group most research and represent how their specific social role/perspective would have viewed this topic.
PUBLIC DISCOURSE,
DECISION MAKING, AND
CITIZEN INVOLVEMENT
(P3, P4)
P3.1 Identifying and Analyzing Issues, Decision
Making, Persuasive Communication About a Public Issue, and Citizen
Involvement
7 - P4.2.1
Identify, research, analyze,
discuss, and defend a
position on a national public
policy issue.
· Identify a national
public policy issue.
· Clearly state the issue
as a question of public policy
orally or in written form.
· Use inquiry methods
to trace the origins of the
issue and to acquire data
about the issue.
· Generate and
evaluate alternative
resolutions to the public
issue and analyze various
· perspectives (causes,
consequences, positive and
negative impact) on the
● How does the past affect the present and the future?
● How can we learn from the best to benefit the future?
D3.1.6-8. Gather relevant information from multiple
sources while using the origin,authority, structure, context, and corroborative value of the sources to guide the selection.
D3.4.6-8. Develop claims
and counterclaims while
pointing out the strengths
and limitations of both.
Students will write a persuasive essay on a national public policy issue.
Students use America’s Historical Newspapers database to acquire articles from throughout U.S. History.
Students will identify a national public policy issue of concern and create a video public service announcement that seeks to address the problem.
issue.
· Identify and apply core
democratic values or
constitutional principles.
· Share and discuss
findings of research and
issue analysis in group
discussions and debates.
· Compose a
persuasive essay justifying
the position with a reasoned
argument.
· Develop an action
plan to address or inform
others about the issue
P4.2 Citizen Involvement
8 - P4.2.1
Demonstrate knowledge of
how, when, and where
individuals would plan and
conduct
activities intended to
advance views in matters of
public policy, report the
results, and evaluate
effectiveness.
● How can students participate in meaningful civic action?
● How are civic ideals translated into practice?
D4.3.6-8. Present adap- tations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and
Write or e-mail an elected official concerning a public policy issue
NY Times Weekly News Quiz
position paper
Drawing for Change: Analyzing and Making Political Cartoons
maps) and digital technologies (e.g., Internet, social media, and digital documentary).
Work with community leaders to help inform about historical role of city
8 - P4.2.2
Engage in activities intended
to contribute to solving a
national or international
problem
studied.
● How can students participate in meaningful civic action?
● How are civic ideals translated into practice?
D4.3.6-8. Present adap- tations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
● Compare and contrast a current event with one of the founding documents studied in class. Analyze the impact that particular document has on the current
Project Citizen
8 - P4.2.3
Participate in projects to help
or inform others (e.g.,
service learning projects).
● How can students participate in meaningful civic action?
● How are civic ideals translated into practice?
D4.3.6-8. Present adap- tations of arguments and explanations on topics of interest to others to reach audiences and venues outside the
● Students use activist methods they have learned from studying reform movements and apply those to issues of need in either their community or larger
classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
global spectrum.
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