COURSE OF STUDY UNIT PLANNING GUIDE FOR:

SOCIAL STUDIES 8

GRADE LEVEL: 8 PREPARED BY: LAURIE BAND SCOTT MATH JON BENNETT CAROL MCDONOUGH, SUPERVISOR ENGLISH AND SOCIAL STUDIES

JULY 2017

CHARLES A. SELZER AND LOVELL J. HONISS SCHOOLS DUMONT, NEW JERSEY

ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 24, 2017

Social Studies 8 Grade Distribution

A. Class Participation/Class Work -15% of the grade Class Participation/Class Work will be evaluated a minimum of twice per marking period according to the departmental rubric. The grade is based on the student's participation/work during class. Thus, consistent attendance is imperative.

B. Homework -15% of the grade

Homework will be evaluated for completeness, neatness, and accuracy.

C. Quizzes -20% of the grade Quizzes (announced and unannounced) based on reading, class lessons, or homework assignments will be given frequently to test understanding of individual concepts. These may include alternative assessments that will count as quizzes.

D. Writing – 20% of the grade

Writing pieces of different lengths will be evaluated for completeness, organization, accuracy, and effectiveness.

E. Tests -30% of the grade Tests will be given periodically. These may include alternative assessments that will count as tests.

Middle School Social Studies Class Participation and Class Work Rubric

1(50) Inadequate

2(60) Limited

3(70) Partial

4(80) Adequate

5(90) Strong

6(100) Superior

Attendance

-Struggles with attendance policies and/or punctuality -Never makes up work in timely fashion

-Struggles with attendance policies and/or punctuality -Rarely makes up work in timely fashion

-Struggles with attendance policies and/or punctuality -Sometimes makes up work in timely fashion

-Generally punctual -Generally makes up work in timely fashion -Not disruptive when tardy

-Usually punctual -Usually makes up work in timely fashion -Not disruptive when tardy

-Always punctual -Always makes up work in a timely fashion

Preparedness

-Almost never has pencil, books, and/or notebooks -Almost never has assignments on time

-Rarely has pencil, books, and/or notebooks -Rarely has assignments on time

-Sometimes has pencil, books, and notebooks -Sometimes has assignments on time

-Generally has pencil, books, and notebooks -Generally has assignments on time

-Usually has pencil, books, and notebooks -Usually has assignments on time

-Always has pencil, books, & notebooks -Always has assignments on time

Oral

Participation

-Almost never asks & answers questions without prompting -Almost never asks clarifying questions

-Rarely asks & answers questions without prompting -Rarely asks clarifying questions

-Sometimes asks & answers questions without prompting -Sometimes asks clarifying questions

-Generally asks & answers questions without prompting -Generally asks clarifying questions

-Usually asks & answers questions without prompting -Usually asks clarifying questions

-Always asks & answers questions without prompting (daily) -Always asks clarifying questions

Written

Participation

-Almost never takes notes -Almost never makes corrections on homework/ class work and/or applies teacher recommendations to writing

-Rarely takes notes -Rarely makes corrections on homework/ class work and/or applies teacher recommendations to writing

-Sometimes takes notes -Sometimes makes corrections on homework/ class work and/or applies teacher recommendations to writing

-Generally takes notes -Generally makes corrections on homework/ class work and applies teacher recommendations to writing

-Usually takes notes -Usually makes corrections on homework/ class work and applies teacher recommendations to writing

-Always takes notes -Always makes corrections on homework/ classwork and applies teacher recommendations to writing

Cooperative

Learning

-Almost never provides meaningful input -Almost never focused on the assignment -Almost never assumes a leadership role or organizes group members and their respective tasks -Never provides feedback on strengths/weaknesses of group

-Rarely provides meaningful input -Rarely focused on the assignment -Rarely assumes a leadership role or organizes group members and their respective tasks -Rarely provides feedback on strengths/weaknesses of group

-Sometimes provides meaningful input -Sometimes focused on the assignment -Sometimes assumes a leadership role or organizes group members and their respective tasks -Sometimes provides feedback on strengths/weaknesses of group

-Generally provides meaningful input -Generally focused on the assignment -Generally assumes a leadership role or organizes group members and their respective tasks -Generally provides feedback on strengths/weaknesses of group

-Usually provides meaningful input -Usually focused on the assignment -Usually assumes a leadership role or organizes group members and their respective tasks -Usually provides feedback on strengths/weaknesses of group

-Always provides meaningful input -Always focused on the assignment -Always assumes a leadership role or organizes group members and their respective tasks -Always provides feedback on strengths/weaknesses of group

General Behavior

-Almost never shows respect for peers and teacher -Almost never remains focused on assignments -Almost never abides by all class & school rules

-Rarely shows respect for peers and teacher -Rarely remains focused on assignments -Rarely abides by all class & school rules

-Sometimes shows respect for peers and teacher -Sometimes remains focused on assignments -Sometimes abides by all class & school rules

-Generally shows respect for peers and teacher -Generally remains focused on assignments -Generally abides by all class & school rules

-Usually shows respect for peers and teacher -Usually remains focused on assignments -Usually abides by all class & school rules

-Always shows respect for peers and teacher -Always remains focused on assignments -Always abides by all class & school rules

*Score of Zero Results from Limited or No Response to Class Participation/Class Work

UNIT 1 Colonization UNIT LENGTH: 29 Days

Performance Indicators (Standards and Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Vocabulary

Resources

NJSLS: 6.1.8.A.2.a Determine the roles of religious freedom and participatory government of various North American colonies. 6.1.8.A.2.b Explain how and why early government structures developed, and determine the impact of these early structures on the evolution of American politics and institutions. 6.1.8.A.2.c Explain how demographics (i.e., race, gender, and economic status) affected social, economic, and political opportunities during the Colonial era. 6.1.8.B.2.a Determine factors that impacted emigration, settlement patterns, and regional identities of the colonies. 6.1.8.B.2.b Compare and contrast how the search for natural resources resulted in conflict and cooperation among European colonists and Native American groups in the New World. 6.1.8.C.2.a Compare the practice of slavery and indentured servitude in

What types of governmental systems did American colonists live under? Which rights, duties and responsibilities did American colonists have? How did the relationship between European colonists and Native Americans change develop over time? What events led to the French and Indian War and what was the impact of the war? What kind of impact did colonial society have on African Americans and women? What type of influence did European forms of government have on the colonies? Why did colonists become dissatisfied with their British rulers and decide to rebel?

Pre-assessment: 1 day 6.1.8.A.2.a, 6.1.8.A.2.b, 6.1.8.A.2.c, 6.1.8.B.2.a, 6.1.8.B.2.b, 6.1.8.C.2.a, 6.1.8.C.2.b, 6.1.8.C.2.c, 6.1.8.D.2.b, 6.1.8.A.1.a 4 days 6.1.8.D.2.a, 6.1.8.B.3.a 6 days Review and test: 2 days DBQ: 7 days RH.6-8.1, RH6-8.2, RH6-8.4, RH6-8.5, RH6-8.7 Write a news report about the founding of Jamestown Colony. Map Skills: Use three different colors to show major colonial regions. Read and analyze chart on “Founding of 13 Colonies” showing name of colony, date founded, reason(s) for founding of colony, famous leaders, religion. Create a graphic organizer comparing the locations,

Charter, Joint-stock company Burgess Dissent Persecute Tolerance Indentured servants Constitution Subsistence farming Cash crop Diversity Triangular trade Slave code Representative government Mercantilism Export Import Immigration Epidemic Apprentice Militia Alliance Royal colony Plantations Debtors

Textbook: Discovering Our Past: A History of the United States (Ch.3 & 4) McGraw-Hill Networks Resources at a Glance Textbook: Civics, Participating in Government (optional) Newsela (optional) Recommended Primary Sources: Mayflower Compact Fundamental Orders of Connecticut Albany Plan of Union

Colonial labor systems. 6.1.8.C.2.b Relate slavery and indentured servitude to Colonial labor systems. 6.1.8.C.2.c Analyze the impact of triangular trade on multiple nations and groups. 6.1.8.D.2.a Analyze the power struggle among European countries, and determine its impact on people living in Europe and the Americas. 6.1.8.D.2.b Compare and contrast the voluntary and involuntary migratory experiences of different groups of people, and explain why their experiences differed. 6.1.8.A.1.a Compare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups. 6.1.8.B.3.a Assess how conflicts and alliances among European countries and Native American groups impacted the expansion of the American colonies. NJSLS for ELA in SS: RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

resources, weather, main crops/trades, and features of thirteen colonies. Draw time-line to show founding dates of colonies. Draw Venn Diagram to compare Puritans and Pilgrims. Create web on colonial religions, showing how it played a major role in the settling of the New England colonies. Internet sites (I Pads) to complete projects on Salem Witch Trials. Web Quest on Colonial America. View Brain Pop clip and complete interactive Smartboard activities that go with it.

RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

UNIT 2 Revolution and Independence UNIT LENGTH: 29 Days

Performance Indicators (Standards and Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Vocabulary

Resources

NJSLS: 6.1.8.A.3.a Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period. 6.1.8.B.3.c Use maps and other geographic tools to evaluate the impact of geography on the execution and outcome of the American Revolutionary War. 6.1.8.B.3.d Explain why New Jersey’s location played an integral role in the American Revolution. 6.1.8.C.3.a Explain how taxes and government regulation can affect economic opportunities, and assess the impact of these on relations between Britain and its North American colonies. 6.1.8.D.3.a Explain how the consequences of the Seven Years War, changes in British policies toward American colonies, and responses by various groups and individuals in

What ideas about government influenced the Declaration of Independence? To what extent did the ideals of the Declaration of Independence support women, African Americans, and Native Americans during this time period? What role did the colony of New Jersey play in the American Revolution? In what ways did prominent individuals as well as other nations contribute to the American Revolution?

6.1.8.D.3.a 3 days 6.1.8.B.3.d, 6.1.8.C.3.a 10 days 6.1.8.A.3.a, 6.1.8.D.3.b 7 days 6.1.8.B.3.c, 6.1.8.D.3.c, 6.1.8.D.3.d, 6.1.8.D.3.e, 6.1.8.D.3.f 8 days Review and test: 2 days DBQ WHST6-8.1a, WHST6-8.1b, WHST6-8d, WHST6-8.1e, WHST6-8.2b Begin creating a glossary (A to Z) on people, places and terms related to the Revolution. RH6-8.4 Create sequence chart to show events leading up to the Revolution and the War to follow. Debate between Loyalists

Revenue Writ of assistance Resolution Boycott Repeal, Rebellion Propaganda Committee of correspondence Minuteman Loyalist Patriot Petition Preamble Mercenary Recruit Blockade Privateer Siege Ratify Ambush

Textbook: Discovering Our Past: A History of the United States (Ch.5 & 6) McGraw-Hill Networks Resources at a Glance Textbook: Civics, Participating in Government (optional) DBQ (optional): Valley Forge: Would You Have Quit? The Ideals of the Declaration: Which is Most Important? Newsela (optional) Recommended Primary Sources: Common Sense Declaration of Independence Olive Branch Petition Continental Congress statement to Iroquois Confederacy

North American colonies led to the American Revolution. 6.1.8.D.3.b Explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy. 6.1.8.D.3.c Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States. 6.1.8.D.3.d Analyze how prominent individuals and other nations contributed to the causes, execution and outcomes of the American Revolution. 6.1.8.D.3.e Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, and southern planters), African Americans, and women during the American Revolution, and determine how these groups were impacted by the war. 6.1.8.D.3.f Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that had

and Tories. Analyze Declaration of Independence and re-write into modern language. RH6-8.6 Map study of famous battles during the American Revolution. Venn Diagram comparing French and Spanish aid during Revolution. Reading mini biographies of famous Revolutionary generals (Facebook style activity) Analyze political cartoons (ex: Join or Die) and discuss as a class. Students will create their own political cartoons reflecting the time period. RH6-8.2, RH6-8.8, RH6-8.9 Read Common Sense and analyze the meaning behind this document. RH6-8.1, RH6-8.2, RH6-8.6, RH6-8.8, RH6-8.9 View the film titled 1776 and answer viewing guide questions. View Brain Pop clip and complete interactive

territories in North America. NJSLS for ELA in SS: RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9 Analyze the relationship between a

Smartboard activities that go with it. Graphic organizers displaying the advantages and disadvantages of the Patriots and the British. Concentration game with events and people of the Revolutionary War. Design maps to show famous battles of the American Revolution, showing the British and American forces. Compare and contrast map of North America from before and after the American Revolution.

primary and secondary source on the same topic. WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.1d Establish and maintain a formal/academic style, approach, and form. WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

UNIT 3 The New Republic UNIT LENGTH: 29 Days

Performance Indicators (Standards and Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Vocabulary

Resources

NJSLS: 6.1.8.A.3.b Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time. 6.1.8.A.3.c Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights. 6.1.8.A.3.d Compare and contrast the Articles of Confederation and the United States Constitution in terms of the decision-making powers of national government. 6.1.8.A.3.f Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government.

What was the United States government like under the Articles of Confederation and how effective was this form of government? In what ways are the Articles of Confederation different from the United States Constitution? How did the Constitutional Convention deal with problems of equality, representation, and power within the new government? What role did the idea of compromise play in the creation of the U.S. Constitution? How did early political parties like the Federalists and Anti-Federalists impact the creation and development of the Constitution? How does the Constitution divide and limit power among the branches of government and between the states and the national

Articles 6.1.8.A.3.d 3 days Convention 6.1.8.A.3.c 6.1.8.A.3.f, 6.2.8.A.3.c 7 days Constitution 6.1.8.A.3.b, 6.1.8.A.3.g, 6.1.8.B.3.b, 6.1.8.D.3.c, 6.1.8.D.3.g 10 days Review and Test: 2 days 6.1.8.A.3.c, 6.8.A.3.f, 3 days 6.1.8.A.3.e, 6.1.8.A.3.g 20 days Review and test: 2 days DBQ WHST6-8.1a, WHST6-8.1b, WHST6-8d, WHST6-8.1e, WHST6-8.2b Class Debates to show the viewpoints of the Federalists and Anti-Federalists. Identify the goals of the Constitution within the

Constitution Articles of Confederation Bicameral Confederation Ratify Ordinance Shay’s Rebellion Constitutional Convention Compromise Great Compromise Federalism Federalist Anti-Federalist The Federalist Papers Three-Fifths Compromise Preamble Article Amendment Legislative Branch Executive Branch Judicial Branch Popular sovereignty Limited government Checks and balances Enumerated powers Separation of powers Concurrent powers Civil liberty Free speech Censorship Petition Slander Libel Separation of church and state Assembly

Textbook: Discovering Our Past: A History of the United States (Ch. 7 – 9) McGraw-Hill Networks Resources at a Glance Textbook: Civics, Participating in Government (optional) Newsela (optional) Recommended Primary Sources: Federalist Papers and Anti-Federalist Papers (optional) The writings of John Locke and Montesquieu Excerpts from the English Bill of Rights and the Magna Carta George Washington Farewell Address Alien and Sedition Acts

6.1.8.A.3.g Evaluate the impact of the Constitution and Bill of Rights on current day issues. 6.1.8.B.3.b Determine the extent to which the geography of the United States influenced the debate on representation in Congress and federalism by examining the New Jersey and Virginia plans. 6.1.8.D.3.c Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States. 6.1.8.D.3.g Evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the Preamble of the Constitution. 6.1.8.A.3.c Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights. 6.1.8.A.3.d Compare and contrast the Articles of Confederation and the UNITED STATES Constitution in terms of the decision-making powers of national government. 6.1.8.A.3.c

government? To what extent have early administrations of U.S. national government met the goals established in the Constitution’s Preamble? What was the United States government like under the Articles of Confederation and how effective was this form of government? In what ways are the Articles of Confederation different from the United States Constitution? How did the Constitutional Convention deal with problems of equality, representation, and power within the new government? What role did the idea of compromise play in the creation of the U.S. Constitution? How did early political parties like the Federalists and Anti-Federalists impact the creation and development of the Constitution? How does the Constitution divide and limit power

Preamble. Create a glossary of key terms. Read and analyze the 7 articles within the Constitution. View Supreme Court Cases that support the Constitution and The Bill of Rights. View Brain Pop clip and complete interactive Smartboard activities that go with it. Read and analyze case studies regarding the Bill of Rights. Review of amendments in the Bill of Rights using pneumonic devices. Create Venn Diagram on Federalism, distinguishing between the powers of State and Federal government. Comparing the earliest political parties: Federalists and Democratic-Republicans

Accused Probable cause Search warrant Indictment Double jeopardy Self-incrimination Due process Eminent domain Bail Case study

Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights. 6.1.8.A.3.e Explain how and why constitutional civil liberties were impacted by acts of government (i.e., Alien and Sedition Acts) during the Early Republic. 6.1.8.A.3.f Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government. 6.1.8.A.3.g Evaluate the impact of the Constitution and Bill of Rights on current day issues. NJSLS for ELA in SS: RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g.,

among the branches of government and between the states and the national government? To what extent have early administrations of U.S. national government met the goals established in the Constitution’s Preamble?

how a bill becomes law, how interest rates are raised or lowered). RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1d Establish and maintain a formal/academic style, approach, and form. WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other

information and examples.

UNIT 4 Westward Expansion UNIT LENGTH: 29 Days

Performance Indicators (Standards and Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Vocabulary

Resources

NJSLS: 6.1.8.A.4.b Analyze how the concept of Manifest Destiny influenced the acquisition of land through annexation, diplomacy, and war. 6.1.8.B.4.a Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States. 6.1.8.B.4.b Map territorial expansion and settlement, as well as the locations of conflicts with and resettlement of Native Americans. NJSLS for ELA in SS: RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.4 Determine the meaning of words and phrases as they are used in

How does Geography influence the way people live? How do new ideas change the way people live? How did westward expansion change the geography of the nation and demonstrate the determination of its people?

6.1.8.A.4.b: 5 days 6.1.8.B.4.a: 5 days 6.1.8.B.4.b: 4 days Review and test: 2 days DBQ: 7 days WHST6-8.1a, WHST6-8.1b, WHST6-8d, WHST6-8.1e, WHST6-8.2b Create graphic organizer or web for goals and policies of Thomas Jefferson. Construct map of Louisiana Purchase. Create journal for Lewis and Clark Expedition. Create graphic organizer to compare/contrast the expedition of Lewis and Clark with Zebulon Pike’s expedition. Read and analyze political cartoons with Pitt and Napolean. Create political cartoons that depict Westwood

Laissez faire Judicial review Expedition Continental divide Tribute Embargo Smuggling Nationalism Blockade Secede Charter Interstate commerce Capitalism Cede Self government Spoils system Indian removal Nullification Frontier Land grant Expansion Ranchero Mountain man Annex Vigilante Forty-niner Water rights

Textbook: Discovering Our Past: A History of the United States (Ch.10 – 13) McGraw-Hill Networks Resources at a Glance Newsela (optional) Recommended Primary Sources: Louisiana Purchase Lewis and Clark Diaries Treaty of Ghent Monroe Doctrine Missouri Compromise Jacksonian Political Cartoons Authentic Gold Rush Ads

a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1d Establish and maintain a formal/academic style, approach, and form. WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Expansion. Analyze maps for the War of 1812, and evaluate tactics, advantages, and disadvantages of the Americans and British. Analyze famous painting on the Trail of Tears, “Shadow of the Owl” by John Guthrie. Write a letter to President Jackson with regard to the Trail of Tears. Write journal entries regarding the treatment of Native Americans during this historical period. View Brain Pop clip and complete interactive Smartboard activities that go with it. Interactive Gold Rush choose your own adventure activity.

UNIT 5 The Civil War UNIT LENGTH: 29 Days

Performance Indicators (Standards and Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Vocabulary

Resources

NJSLS: 6.1.8.A.4.c Assess the extent to which voting rights were expanded during the Jacksonian period. 6.1.8.A.5.a Explain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact American life. 6.1.8.A.5.b Compare and contrast the approaches of Congress and Presidents Lincoln and Johnson toward the reconstruction of the South. 6.1.8.B.5.a Assess the role of various factors (i.e., geography, natural resources, demographics, transportation, leadership, and technology) that affected the course and outcome of the Civil War. 6.1.8.C.5.a Assess the human and material costs of the Civil War in the North and South. 6.1.8.C.5.b Analyze the economic impact of Reconstruction on the South from different perspectives. 6.1.8.D.5.a

How has the Constitution been changed throughout history to reflect American society? In what ways have amendments to the Constitution reformed education, women’s rights, slavery, and other issues throughout American history? What compromises involving the issues of slavery and the admission of new states were made or attempted and why did the fail? What role has the Supreme Court played when it comes to maintaining or altering Amendments 11 to 27 in the Constitution? What role did the Lincoln/Douglas debates serve in the years leading up to the Civil War? How did slavery contribute to the division of the Union? What events contributed to

6.1.8.A.4.c 3 days 6.1.8.A.5.a, 6.1.8.A.5.b, 6.1.8.B.5.a, 6.1.8.C.5.a, 6.1.8C.5.b, 6.1.8.D.5.a, 6.1.8.D.5.b, 6.1.8.D.5.c, 6.1.8.D.5.d, 6.1.8.D.4.c, 6.1.8.C.3.c 15 days 6.1.8.D.4.b 5 days Review and Test: 2 days DBQ: 7 days WHST6-8.1a, WHST6-8.1b, WHST6-8d, WHST6-8.1e, WHST6-8.2b View Brain Pop clip and complete interactive Smartboard activities that go with it. Analyze excerpts from the Emancipation Proclamation. Identify the importance of the Civil War Amendments.

Amendment Civil War Amendments Black codes Suffrage Bleeding Kansas Poll tax Abolition Underground Rail Road Ratify Discrimination Segregation “Jim Crow” law Civil rights Civil disobedience Sit-in Hate crime Boycott Affirmative action Citizenship Racism Prohibition

Textbook: Discovering Our Past: A History of the United States (Ch.14 – 18) McGraw-Hill Networks Resources at a Glance Textbook: Civics, Participating in Government (optional) DBQ’s (optional): How Free were the Free Blacks in the North? North or South, Who Killed Reconstruction? The Battle of Gettysburg: Why Was It a Turning Point? What was Harriet Tubman’s Greatest Achievement? Newsela (optional) Recommended Primary Sources: Emancipation Proclamation Gettysburg Address

Prioritize the causes and events that led to the Civil War from different perspectives. 6.1.8.D.5.b Analyze critical events and battles of the Civil War and determine how they contributed to the final outcome of the war. 6.1.8.D.5.c Examine the roles of women, African Americans, and Native Americans in the Civil War. 6.1.8.D.5.d Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States Constitution from multiple perspectives. 6.1.8.D.4.b Describe efforts to reform education, women’s rights, slavery, and other issues during the Antebellum period. 6.1.8.D.4.c Explore the growing resistance to slavery and New Jersey’s role in the Underground Railroad. 6.1.8.C.3.c Evaluate the impact of the cotton gin and other innovations on the institution of slavery and on the economic and political development of the country, NJSLS for ELA in SS: RH.6-8.1 Cite specific

the outbreak of the Civil War? Which inventions in travel, industry, and communication shaped the Civil War? How did the Abolitionist movement develop and what kind of an impact did it have? What were the major turning points of the American Civil War? How did the rights of freed African Americans change during Reconstruction and the Post-Reconstruction era?

As a class, act out play centered around the Battle of Bull Run. Create a graphic organizer displaying the advantages and disadvantages of the North and South during the Civil War. Analyze political cartoons. Compare and contrast the economies of the North and South. Write a letter from the perspective of a slave living on a Southern plantation. Interactive activity involving major railroads during the Civil War. Create a timeline of events and battles connected to the Civil War. Complete web quest related to the events surrounding the Lincoln Assassination

Compromise of 1850 Sojourner Truth’s Ain’t I a Woman? John Brown Painting Civil War era photos Narrative of the Life of Frederick Douglass News articles from The North Star and The Liberator Lincoln’s 1st and 2nd Inaugural Address Jefferson Davis journal entries Ulysses S. Grant telegraph messages to President Lincoln

textual evidence to support analysis of primary and secondary sources. RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

Modifications/Strategies for Student Populations: MS/HS ELA & SS *Interdisciplinary

**21st Century Themes and Skills

21st Century Themes &

Skills**  

Special Education/Gifted

ELL  

At Risk of School Failure

Benchmarking

Career Skills 1. Guest Speakers* 2. Multimedia/Videos 3. Interviews* 4. Resumes* 5. Letters 6. Public Speaking 7. Naviance

Communication 1. Presentations w/Visuals 2. Debates* 3. Speeches* 4. Dramatic Readings 5. Socratic Seminar 6. Rhetoric & Figurative

Language 7. Think-Pair-Share

Collaboration 1. Cooperative Projects 2. Peer Editing 3. Jig Saw 4. Reading Groups 5. Socratic Seminar

Creativity

1. Visual Interpretations 2. Dramatic Readings 3. Creative Writing

a. Modernized Versions of Text

b. Narratives

Special Education 1. Providing Notes/Modified

Notes a. PowerPoints b. Text with

Annotations 2. Providing Anchor Copies

with Rubrics 3. Guided Reading

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

4. Audio Books 5. Enhanced Digital Texts 6. Modeling 7. Chunking 8. Scaffolding 9. Repeat/Rephrase 10. Manipulatives/Visuals 11. Realia 12. Graphic Organizers 13. Study Guides 14. Portfolios 15. Modified Texts 16. Conferencing

a. Student b. Parent c. Guidance d. Administration e. CST

17. Tutoring/Extra Help

1. Word to Word Dictionaries

2. Bilingual Dictionaries

3. Total Physical Response

4. Native/Non-Native Speaker Groupings

5. Providing Notes/Modified Notes

a. PowerPoints b. Text with

Annotations 6. Providing Anchor

Copies with Rubrics 7. Guided Reading

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

8. Audio Books 9. Enhanced Digital

Texts 10. Modeling 11. Chunking 12. Scaffolding 13. Repeat/Rephrase 14. Manipulatives/

Visuals 15. Realia 16. Graphic Organizers

1. Providing Notes/ Modified Notes

a. PowerPoints b. Text with

Annotations 2. Providing Anchor

Copies with Rubrics 3. Guided Reading

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

4. Audio Books 5. Enhanced Digital

Texts 6. Modeling 7. Chunking 8. Scaffolding 9. Repeat/Rephrase 10. Manipulatives/Visuals 11. Realia 12. Graphic Organizers 13. Study Guides 14. Portfolios 15. Modified Texts 16. Priority Seating 17. Checking

Assignments Pads 18. Conferencing

a. Student b. Parent c. Guidance

1. Pre and Post SGO Assessments

2. Study Island

c. Poems d. Drama

Critical Thinking

1. DBQs* a. SS in ELA* b. ELA in SS*

2. Text Analysis a. SS in ELA* b. ELA in SS*

3. Peer Review 4. Reading & Writing

a. Evaluate b. Compare c. Contrast d. Analyze e. Synthesize f. Create

Technology

1. PARCC Practice 2. SMART Board 3. iPads 4. SMART Response

Technology 5. Text to Speech 6. Podcasts 7. Virtual Field Trips 8. Quizlet 9. Socrative 10. Kahoot 11. Flubaroo 12. Wikis 13. Google Drive 14. Turnitin 15. Study Island 16. Virtual High School

(HS Only)

Gifted

1. Self-Directed Learning Independent Research*

2. Individualized Pacing 3. Supplemental Texts (Higher

Lexile Levels)* 4. Virtual High School (HS

Only)

17. Study Guides 18. Portfolios 19. Modified Texts 20. Conferencing

a. Student b. Parent c. Guidance d. Administrati

on e. CST

21. Tutoring/Extra Help

d. Administration e. CST

19. Tutoring/Extra Help