Middle School Social Studies - Washoe County School

Middle School Social Studies

COURSE OUTLINE

Turning Point School

Fall/Spring 2017-18

Mr. Papke (eMail: [email protected])

Textbook: Holt’s United States History. The text will be used as a reference for main ideas, key terms,

and primary source readings; Gibbs Smith’s Nevada: A Journey of Discovery. The text will be used as a

reference for main ideas, key terms, and primary source readings.

Welcome to Middle School Social Studies! Social Studies is the integrated study of history, geography,

economics, and civics. It is vital for the preparation of effective citizens and the maintenance of

democratic institutions in our society. Social Studies offers students the knowledge and skills necessary

to become active and informed participants on a local, national, and global level.

To meet this objective we will be using both the Holt United States History and Gibbs Smith Nevada: A

Journey of Discovery texts, which explore the history and significance of the state of Nevada and the

United States of America.

WCSD SOCIAL STUDIES SCOPE AND SEQUENCE

7th Grade Social Studies:

Social Studies Skills, Geography, Civics, Economics, U.S. and Nevada History 1776 through 1860

8th Grade Social Studies:

Social Studies Skills, Geography, Civics, Economics, U.S. and Nevada History 1860 through 1945

mailto:[email protected]

COURSE STANDARDS

WCSD United States and Nevada History Standards in Chronological Order, Grade 7/8

Transatlantic Encounters

Describe the cultural contributions of Native Americans in Nevada and in the United States

Investigate ways in which Native Americans and immigrants helped create North American culture.

Describe the interactions among Native Americans, Europeans, and Africans.

Colonial America

Compare lifestyles in the New England, Middle, and Southern colonies as determined by race, class, and

gender.

Describe major local, national, and world issues; and explain their impact on international relations.

Describe the causes and effects of the French and Indian War on U.S. political policy and the expansion

of U.S. territory.

American Revolutionary Era

Describe the similarities and differences of European colonial communities in North America in terms of

politics, religion, language, economics, and social customs.

Explain the political and economic causes and effects of the American Revolution.

Explain the major ideas expressed in the Declaration of Independence.

Determine the significance of the first and second Continental Congress and the Committees of

Correspondence.

Describe key political ideas that influenced the American Revolution and the formation of the U.S.

Describe the influence of the American Revolution on Europe and the Americas.

Describe the contributions of foreign individuals and nations to the outcome of the American

Revolution.

Describe the events, course, and results of the American Revolution, including the contributions of

women, African Americans, & Native Americans.

Constitutional America

Explain how the failures of the Articles of Confederation led to the creation of the Constitution.

Explain the issues involved in the creation and ratification of the U.S. Constitution and the new

Identify the individual and states’ rights protected by the Bill of Rights and their continuing significance.

National Identity

Evaluate the influence of individuals in the building of a national identity, i.e., Pontiac, George

Washington, and Abigail Adams.

Describe contributing factors in the development of a national identity following the War of 1812.

Describe the colonization, immigration, and settlement patterns of the American people, i.e., the role of

economic incentives, the effects of physical/political geography, and transportation systems.

Antebellum America

Identify American industrialists and discuss their contributions to the social, economic, and political way

of life.

Explain how literature, music, architecture, and visual arts were a reflection of each time period.

Describe the social reform and religious movements of antebellum America.

Describe the institutionalization of slavery in America, the resistance of the enslaved, & the ongoing

struggle between proponents & opponents of slavery.

Define abolition and identify key people and events of the movement.

Explain the struggle between states’ rights and federalism, and the impact on the national identity in the

United States.

Explore the causes, events, major inventions, and technologies of the Industrial Revolution and explain

their impact on the way of life in Nevada and the United States.

Westward Movement

Define the concept of Manifest Destiny and explain the events that led to the expansion of the United

States.

Explore the lure of the West & the reality of life on the frontier as it relates to communication, farming

& water issues, mining, & ranching.

Describe the contributions of immigrant groups to the emerging American culture.

Discuss the characteristics of American culture.

Describe the role of farming, railroads, and mining in the settlement of the West.

Discuss and analyze the interactions between pioneers and Native Americans during the westward

expansion.

Nevada Statehood

Summarize the contributions of the diverse populations of Nevada’s early settlers.

Explain the events that led to Nevada’s statehood.

Describe how compromise and conflict among peoples contributed to political, economic, and cultural

divisions.

Identify and explain the importance of immigrant & native groups to mining, ranching, railroads, &

commerce in Nevada & U.S.

Describe the impact of the United States military and atomic testing on Nevada.

Describe the effects of tourism and gaming on Nevada.

Describe the goals and accomplishments of labor unions in Nevada.

Civil War

Identify and describe the causes, key people, and events of the Civil War.

Reconstruction

Identify and discuss the immediate outcomes and long term effects of the Civil War.

Summarize the successes and failures of Reconstruction.

Identify the 13th, 14th, and 15th Amendments to the Constitution and explain their impact on the

expansion of human rights.

Identify the Black Codes and Jim Crow Laws and explain how they reflected attitudes about race.

The Gilded Age and Progressive Era

Explore the causes, events, major inventions, and technologies of the Industrial Revolution and explain

their impact on the way of life in Nevada and the United States.

Describe the effects of industrialization and new technologies on the development of the United States.

Discuss the rise of the Populist and Progressive Movements and how they reflected social change.

Describe the contributions of immigrant groups to the emerging American culture.

Identify the motivations for groups coming to the U.S. and discuss political policies towards immigration.

World War I

Examine U.S. involvement in World War I.

Explain the political and economic effects of World War I on the United States.

1920’s

Explain the major social, technological, and cultural developments of the 1920’s

Explain the effects of WWI on social and cultural life in Nevada and the United States.

The Great Depression

Explain the causes of the Great Depression and the impact the Great Depression had on society and its

effect on U.S. political policy.

World War II

Identify the causes of World War II and the reasons for U.S. entry into the war.

Explain the effects of WWII on social and cultural life in Nevada and the United States.

Discuss the effects of World War II on American economic and political policies.

COURSE METHODOLOGY

• This is an inquiry-based course. Students will generate knowledge through readings,

synchronous and asynchronous discussions, interaction with online resources, media presentations,

online and hands-on simulations and activities, analysis through writing, and projects and presentations.

• The instructor will act as a guide, a facilitator, a planner, a resource, and an advisor. Ultimately,

all learning is the responsibility of the student.

• The student must actively construct and acquire knowledge by being intrinsically motivated to

succeed. To succeed, students must participate and complete all readings and activities. This course

requires the student’s regular and active participation.

• Formal and informal assessment methods will be used. Informal assessment will include ongoing

evaluation of the quality and timeliness of participation in class activities. Formal assessment will include

quizzes, tests, and written assignments. A final exam will be given at the end of each term.

COURSE RESOURCES

Schoology

Schoology is a web-based learning management system (LMS) which serves as a portal for online

resources and a framework for listing, engaging, and submitting class assignments. Students will be

given an access code that allows them to join the instructor’s class. Students may access Schoology at

any time to check and submit work; however, students will never be required to access the site other

than during scheduled on-campus class time.

Newsela

Newsela is an online resource designed to facilitate improvement of student skills in reading and writing.

It utilizes current events and primary historical documents. Students will be provided an access code for

the instructor’s class.

A+

A+ is WCSD’s online resource for credit accrual and credit recovery. It provides online modules for 7th

grade social studies that includes material for study and embedded assessments. Students will be

assigned opportunities to engage this learning content on a regular basis during scheduled class time,

and the site may also be accessed outside of regular school hours via the Internet.

Software and Online Learning Activities

Civilization 5: Sid Meier's Civilization V is hugely popular PC-based game that “provides students with

the opportunity to think critically and create historical events, consider and evaluate the geographical

ramifications of their economic and technological decisions, and to engage in systems thinking and

experiment with the causal / correlative relationships between military, technology, political, and

socioeconomic development.” An education-based version is being developed and will be available for

schools next year. In the meantime, we will be using the V5 game as an extension and application of

core subject matter.

iCivics: iCivics teaches students how government works by having them experience it directly. Through

their games, the player steps into any role – a judge, a member of Congress, a community activist

fighting for local change, even the President of the United States – and does the job they do. These

online educational video games convey information while teaching skills for effective civic engagement.

SimCity EDU: SimCityEDU: Pollution Challenge! is made of four different missions all centered on the

theme of environmental impact. In each mission, students are tasked with solving increasingly complex

problems. The game aligns to Next Generation Science Standards, Common Core Standards, 21st

Century Skills, and Economics Standards. Designed in partnership with the assessment experts from ETS

and Pearson, SimCityEDU: Pollution Challenge! not only teaches students about the factors affecting the

environment in a modern city, but the game also provides formative assessment information about

students’ ability to problem solve and explain the relationships in complex systems.

Media

Media sources (film, documentaries, television series, news broadcasts, etc.) are one of the most

powerful learning tools available. As such, and when appropriate, media will be utilized in order to

provide pathways to understanding that are not easily accessed by print material alone. Dramatic

interpretation, storytelling, and archival material (including selected PBS documentaries) have the ability

bring the American experience to life like nothing else. Selections from the following list of commercial

movies and documentaries may also be utilized during the course:

Films:

Antz (1998)

Grave of the Fireflies (1998)

Apollo 13 (1995)

High Noon (1952)

McFarland USA (2015)

Never Cry Wolf (1993)

The Right Stuff (1983)

The Great Escape (1963)

COURSE ASSIGNMENTS AND GRADING

Assignments include, but are not exclusive to, chapter-based reading and writing, current events

material, projects and/or presentations, Schoology-based activities, Newsela activities, A+ modules, as

well as participation in class discussions, and media/software engagement.

Grading

All grades will be on a point system and converted to a letter grade for reporting purposes.

A=91-100; B=81-90; C=71-80; D=60-70; F=59 and below.

Turning in Assignments

Most assignments must be submitted via Schoology as a digital attachment or electronic submission.

This means written work must be word-processed and other assignments (i.e. online presentations

and/or projects) must either be uploaded or linked with a URL.

Cheating, Copying, and Plagiarizing

Cheating, copying and plagiarizing are forms of dishonesty. Plagiarism: to use the words or ideas of

another person as if they were your own words or ideas. Changing one or two words from an Internet

source is still plagiarism. Review and process the information, then rewrite the information in your own

words. Students who plagiarize receive a failing grade for that assignment. If a student is found cheating,

copying, or plagiarizing material, no points will be awarded to any student involved.

Make-up Work

It is the student’s responsibility to make-up missed work. A student must ask about missed work when

the student returns to class. Also, you can refer to Schoology for previous and current assignments.

Extra Credit

Extra credit is not available. However, students may request an opportunity to resubmit work to

improve their grade, and students may always complete additional modules in A+.

COURSE CONTENT AREAS

History

Knowledge of one’s past and a sense of one’s place is fundamental to the development of responsible

citizenship. The lens of history allows students to investigate events, issues, and personalities from

multiple perspectives by interpreting and evaluating a variety of sources. Given these experiences, we

empower our students to make better choices. In addition, today’s global society requires students to

understand not only the significance of the past, but how history connects to their community, state,

nation, and world.

Geography

Geography is the study of people, places, and environments. Geographers describe the changing

patterns of places in words, maps, and graphics; explain how these patterns came to be, and unravel

their meanings. Geography enables students to find answers to questions about the familiar world

around them and about the places they have yet to visit. Geography helps students navigate,

appreciate, and ultimately understand the interdependent world in which we live.

Economics

Understanding economics helps people evaluate personal choices, make wise business decisions, and

assess public policy issues. In addition, economics helps students understand how the political and

economic system affects them. Economic education enhances logical reasoning and analytical skills

benefiting individual students and contributing to Nevada’s efforts to diversify its economy.

Civics

Democracy requires active participation. The framers of the U.S. Constitution envisioned a government

strong enough to rule the nation with power derived from the people. To ensure the continuation of our

complex and dynamic system of government, our increasingly diverse society must rely on the

knowledge and skills of our citizens and elected public officials. Students study our political system

including the legislative, judicial, and executive branches of governments at the local, state, tribal, and

national levels, as well as the rights and responsibilities of a citizen.

21st Century Skills

21st Century learners, termed the “Millennial Learner”, are active learners who understand their own

strengths and needs and collaborate in learning experiences that prepare them for the reality of our

national and global community. Learning experiences infuse the traditional basics such as literacy in the

core subjects (English, World Languages, the Arts, Mathematics, Science and the Social Studies) with the

new basics of global awareness, financial, economic and business literacy, civic literacy, and information

and technology literacy. Every student in America needs 21st Century knowledge and skills to succeed as

effective citizens, workers and leaders in the 21st Century.

Middle School Social Studies – Mr. Papke

Term Grading Sheet

Assignment Points Possible Points Earned

1. Classroom Participation 10

2. Multimedia Engagement 10

3. Schoology Assignments 10

4. Newsela Close Readings 10

5. A+ Supplemental Curriculum 10

6. Textbook Assignments 10

7. Projects 20

8. Final Exam 20

Total 100

Letter Grade Percentage Points

A+ 100.0 – 97

A 96.9 – 93

A- 92.9 – 90

B+ 89.9 – 87

B 86.9 – 83

B- 82.9 – 80

C+ 79.9 – 77

C 76.9 – 73

C- 72.9 – 70

D+ 69.9 – 67

D 66.9 – 63

D- 62.9 – 60

F Below 60

DAILY SCHEDULE

MONDAY

Part 1 Topic Introduction and Overview

Part 2 United States History

Part 3 Social Studies Skills

Part 4 Media Enhancement

Part 5 Individual and Group Check for Understanding and Work Completion

TUESDAY


Part 2 Current Events

Part 3 Web-based Activities



WEDNESDAY


Part 2 Nevada History

Part 3 Educational Software



THURSDAY


Part 2 Student Project Workshop


Part 4 Media Enhancement


FRIDAY


Part 2 Top 10 Activity


Part 4 Educational Computer Games & Simulations


CALENDAR – TERM 1

Unit 1 (August 7 to September 1)

Topic: Our Colonial Heritage

U.S. Textbook Chapters 1--4

Topic: Natural Nevada: Geology & Geography

NV Textbook Chapter 1

Unit 2 (September 5 to September 29)

Topic: A New Nation

U.S. Textbook Chapters 5-7

Topic: Native People


Unit 3 (October 9 to November 3)

Topic: The New Republic


Topic: Exploring the West


Unit 4 (November 6 to December 1)

Topic: The Nation Expands


Topic: Settling Nevada


Unit 5 (December 4 to December 21)

Topic: The Nation Breaks Apart


Topic: A Mining State


Finals Week!

Semester 1

(December 18 to December 21)

Unit 6 (January 16 to February 2)

Topic: A Growing America


Topic: End of a Century

Topic: Progressive Nevada

NV Textbook Chapters 6-7

Unit 7 (February 5 to March 2)

Topic: The Beginning of Modern America


Topic: Roaring Twenties & the Great Depression

Topic: Remaking Nevada

NV Textbook Chapters 8-9

Unit 8 (March 5 to March 23)

Topic: Boom Times and Challenges


Topic: Modern Nevada


Unit 9 (April 9 to May 4)

Topic: Postwar America


Topic: Nevada Government


Unit 10 (May 7 to June 1)

Topic: Modern America


Topic: A Strong Economy


Finals Week!

Semester 2

(June 4 to June 8)

Middle School Social Studies

3rd Party APPs Consent and Parental Media Permission and Consent

Turning Point School (Fall/Spring 2017-18)

Mr. Papke (eMail: [email protected])

Please return this Portion of the course outline to Mr. Papke. Keep the remainder for your reference.

Tool/service: SCHOOLOGY (www.schoology.com)

Purpose: Classroom Learning Management System

Link to Privacy Policy: https://www.schoology.com/privacy

Link to Terms of Service https://developers.schoology.com/terms

Tool/service: NEWSELA (https://newsela.com/)

Purpose: NVACs-Based Reading Comprehension Program Link to Privacy Policy: https://newsela.com/pages/privacy-policy/

Link to Terms of Service https://newsela.com/pages/terms-of-use/

Tool/service: iCIVICS (https://www.icivics.org/)

Purpose: Free online interactives for learning about government

Link to Privacy Policy: https://www.icivics.org/privacy-policy

Link to Terms of Service https://www.icivics.org/terms-use

Tool/service: SimCityEDU (https://www.glasslabgames.org/games/SC)

Purpose: Free online simulation for municipal problem solving

Link to Privacy Policy: https://www.glasslabgames.org/privacy Link to Terms of Service https://www.glasslabgames.org/terms-of-service

Page 1 of 2 (MS Social Studies 3rd Party APPs Consent and Parental Media Permission and Consent)

mailto:[email protected]

There will be scheduled and unscheduled times throughout the year when we will watch video

presentations regarding topics covered in the class, and/or news programs (news reports or

documentaries). All of the media content we will be watching (including all films) would be considered

traditionally acceptable to show in any secondary class. Additionally, students will access the above sites

as part of their ongoing classroom instruction. Your signature below recognizes that your child has your

permission to watch all media content in this class, as well as access the listed sites. The media material

we will watch is purely for educational purposes. If there are questions please contact me.

“I have read and understand the course outline”

___________________________________________________ Date___________________

Student Signature

___________________________________________________ Date___________________

Parent/Guardian Signature

“We are not makers of history. We are made by history.”

-Martin Luther King, Jr.

Page 2 of 2 (MS Social Studies 3rd Party APPs Consent and Parental Media Permission and Consent)

- please return BOTH pages -

Documents

Middle School Social Studies - Washoe County School