global goal: analyze the social, global, political, and ...grade+map.pdf/... · global goal:...

Global Goal: Analyze the social, global, political, and economic characteristics of emerging societies.

Essential Question (s)/Guiding Questions/Content/Vocabulary Activities/Resources

Unit 1: Plagues Which social and economic events led to the spread of disease? How did disease impact economic, political, and social demographics?

Pacing Guide Common Core Aligned Reading Activity Common Core Aligned Writing Activity Global Goal Graphic Organizer Textbook Resources Ch. 15 Section 5 (554-558) Ch. 15 Section 3 (534-543) Ch. 7 Section 3 (240-248) Additional Resources Plagues Resource List Plagues Resource Documents

Social Studies Content/Common Core Focus

A. Black Death D. Silk and Mongol Empire B. East/West Trade E. Charts, Maps, Demographic Data C. Collapse of Feudalism

Writing: Vocabulary :

Argumentative Narrative Informative/Explanatory Research

1. Plague 6. Trade 11. Famine

2. Feudalism 7. Civilization 12. Annihilation

3. Disease 8. Epidemic 13. Warfare

4. Empire 9. Bubonic Plague

5. Demographics 10. Mortality Rate

ASSESSMENT:

What are the social, global, political, and/or economic characteristics based on the unit of study? Justify your answer with at least 3 supporting details. *Assessment can be achieved at discretion of the teacher through a variety of ways (e.g., poster, essay, project based, performance based)

https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Scope%20and%20Sequence/8th%20Grade%20Social%20Studies%20Pacing%20Guide.pdf?w=80e713ee

https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Common%20Core%20Reading%20ALL%20Units/Plagues%20Unit%20CCSSR.pdf?w=b4f0b3da

https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Common%20Core%20Writing%20ALL%20Units/8th%20Grade%20Common%20Core%20Writing%20Focus%20and%20Activities%20by%20Unit%20of%20Study.pdf?w=9181304e

https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Global%20Goal%20Graphic%20Organizer/Global%20Goal%20Graphic%20Organizer.pdf?w=99873f40

https://www.dropbox.com/home#!/home/8th%20Grade%20Social%20Studies/Additional%20Links

https://www.dropbox.com/home#!/home/8th%20Grade%20Social%20Studies/Additional%20Resources%20ALL%20Units

STANDARDS: Unit 1 Social Studies SLE’s H.6.8.15: Discuss societal changes resulting from pandemics (e.g., bubonic plague/Black Death, small pox, tuberculosis, influenza, polio, HIV-AIDS). E.9.8.5: Evaluate advantages and disadvantages of global trade. E.7.8.2: Analyze the impact of present choices on future consequences. Common Core Standards Reading CC8.RH.1: Cite specific textual evidence to support analysis of primary and secondary sources. CC8.RH.7: Integrate visual information (e.g., charts, graphs, videos, or maps) with other information in print and digital texts. Writing CC8.WH.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.


Essential Question(s)/Guiding Questions/Content/Vocabulary

Activities/Resources

Unit 2: Movement and Migration What were the results of societal interactions as people migrated and assimilated?

Pacing Guide Common Core Aligned Reading Activity Common Core Aligned Writing Activity Global Goal Graphic Organizer Textbook Resources Ch.12 Section 4 (430-436) Ch. 13 Section(s) 1,2,3 (444-476) Additional Resources Movement and Migration Resource List Movement and Migration Resource Documents


A. Maps B. Age of Africa: Portugal, Spain, India, Sub-Saharan, Islamic Trade,

Ming China/Zheng He/ Chinese Treasure Ships C. Charts, Maps, Demographic



1. Society 7. Migration

2. Assimilation 8. Cardinal Directions

3. Latitude 9. Population Density

4. Longitude 10. Kinship

5. Commerce 11. Central Government

6. Cartography 12. Nationalism

ASSESSMENT:



https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Common%20Core%20Reading%20ALL%20Units/CCSS%20Unit%20Movement%20and%20Migration.pdf?w=849f475f





STANDARDS: Unit 2

Social Studies SLE’s G.1.8.1: Analyze the importance of the following navigation systems on the development of world civilizations: (e.g., Amazon River, Mississippi River, Panama Canal, Rhine River, Suez Canal, Thames River, Volga River). G.2.8.3: Examine cultures to determine the level of assimilation and cultural exchange brought about by technological advances: (e.g., printing press, telegraph, railroad, radio, television, internet). G.3.8.1: Examine effects of push-pull factors on various regions (e.g., disease, resources, industrialization, technology). G.3.8.2: Analyze the impact of ideas, information, and technology on global interdependence. H.6.8.35: Compare and contrast historical and cultural maps of each continent (e.g., political boundaries, migration patterns, trade routes, colonization). Common Core Standards Reading CC8.RH.1: Cite specific textual evidence to support analysis of primary and secondary sources. Writing CC8.WH.3: See note on page 65 of the Common Core Writing Standards. CC8.WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. CC8.WH.8: Gather relevant information from multiple print and digital sources, using search terms effectively; access the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.



Unit 3: Age of Americas: Pre-Columbian What were the social, political, and technological characteristics of the Aztec and Incan societies prior to European exploration?

Pacing Guide Common Core Aligned Reading Activity Common Core Aligned Writing Activity Global Goal Graphic Organizer Textbook Resources Ch. 16 Sections 1-3 (572-600) Additional Resources Age of Americas: Pre-Columbian Resource List Age of Americas: Pre-Columbian Resource Documents


A. Aztecs B. Inca



1. Indigenous 7. Social Class

2. Quipu 8. Igloo

3. Adobe 9. Confederation

4. Conquistador 10. Treason

5. Nomad 11. Inheritance

6. Tribute

ASSESSMENT:



https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Common%20Core%20Reading%20ALL%20Units/CCSS%20Age%20of%20Americas%20Unit.pdf?w=a340c8bf





STANDARDS: Unit 3 Social Studies SLE’s G.2.8.3: Examine cultures to determine the level of assimilation and cultural exchange brought about by technological advances: (e.g., printing press, telegraph, railroad, radio, television, internet). Common Core Standards Reading CC8.RH.1: Cite specific textual evidence to support analysis of primary and secondary sources. CC8.RH.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered). CC8.RH.7: Integrate visual information (e.g., charts, graphs, videos, or maps) with other information in print and digital texts. Writing CC8.WH.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CC8.WH.2b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.



Unit 4: Renaissance: Southern and Northern What new intellectual and artistic ideas led to the development of the Renaissance? What was the impact of Renaissance ideologies on Europe and the world?

Pacing Guide Common Core Aligned Reading Activity Common Core Aligned Writing Activity Global Goal Graphic Organizer Textbook Resources Ch. 17 Sections 1-2 (608-632) Additional Resources Renaissance: Southern and Northern Resource List Renaissance: Southern and Northern Resource Documents


A. Urbanization D. Modern Banking B. City-states E. Technology C. Despotism F. Charts, Maps, Demographic Data



1. Urbanization 8. City-state

2. Despotism 9. Modern banking

3. Diplomacy 10. Medieval

4. Tapestry 11. Proclamation

5. Renaissance 12. Secular

6. Humanism 13. Vernacular

7. Martyrdom 14. Papal State

ASSESSMENT:



https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Common%20Core%20Reading%20ALL%20Units/CCSS%20Renaissance%20Unit.pdf?w=1c2ffd00





STANDARDS: Unit 4

Social Studies SLE’s G.2.8.1: Analyze the work of writers and artists as examples of cultural heritage from communities around the world. G.2.8.2: Research the contributions of people of various racial, ethnic and religious backgrounds (e.g., de Medici, Emperor Meiji, Matthew Perry,Saladin the Great). H.6.8.36: Describe the development of the Renaissance. H.6.8.37: Examine contributions of Renaissance writers and artists including, but not limited to: (Machiavelli, Michelangelo, Shakespeare, da Vinci). E.9.8.1: Investigate functions of early banking systems (e.g., depository, usury, just price). Common Core Standards Reading CC8.RH.2: Determine the central ideas or information of a primary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CC8.RH.7: Integrate visual information (e.g., charts, graphs, videos, or maps) with other information in print and digital texts. CC8.RH.9: Analyze the relationship between a primary and secondary source on the same topic. Writing CC8.WH.1: Write arguments focused on discipline specific content. CC8.WH.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. CC8.WH.1b: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. CC8.WH.1c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. CC8.WH.1d: Establish and maintain formal style. CC8.WH.1e: Provide a concluding statement or section that follows from and supports the argument presented. CC8.WH.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CC8.WH.9: Draw evidence from informational texts to support analysis reflection, and research.



Unit 5: Nation Building What were the reactions of societal groups as a result of increased political power? What ideas of the Renaissance directly impacted the establishment of nations and the development of increased political power?

Pacing Guide Common Core Aligned Reading Activity Common Core Aligned Writing Activity Global Goal Graphic Organizer Textbook Resources Ch. 18 Section 3 (680-689) *Refer to additional resources for more information. Additional Resources Nation Building Resource List Nation Building Resource Documents


A. France B. England C. Spain D. Middle East E. Latin America F. Charts, Maps, Demographic Data



1. Oligarch 7. Mercantilism

2. Globalism 8. Free Enterprise

3. Self-Governance 9. Democratization

4. National Identity 10. Modernization

5. Sovereignty 11. Non-governmental organizations

6. Solidarity 12. Intergovernmental organizations

ASSESSMENT:



https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Common%20Core%20Reading%20ALL%20Units/CCSS%20Nation%20Building%20Unit.pdf?w=5c3c19e1





STANDARDS: Unit 5

Social Studies SLE’s C.4.8.1: Analyze forms of government pertaining to the legislative, executive, and judicial branches: (e.g., democracy, dictatorship, monarchy, oligarchy, theocracy, totalitarianism). H.6.8.7: Describe the establishment of colonies as a result of the conquest of indigenous people (e.g., Africa, Asia, New World). H.6.8.11: Analyze consequences of the triangular trade and the Columbian Exchange between Africa, the Americas, and Europe. H.6.8.22: Discuss the emergence of England as a world power during the Elizabethan period (e.g., Spanish Armada, sea dogs). H.6.8.32: Illustrate the expansion of European imperialism: (Africa, Asia, Australia, Latin America). E.7.8.2: Analyze the impact of present choices on future consequences. Common Core Standards Reading CC8.RH.2: Determine the central ideas or information of a primary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CC8.RH.5: Describe how a text presents information (e.g., sequentially, comparatively, causally). Writing CC8.WH.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. CC8.WH.1b: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. CC8.WH.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CC8.WH.2b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. CC8.WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.



Unit 6: Age of Exploration What political and economic factors motivated the quest for new territories? What was the impact of cultural interactions on indigenous peoples as a result of exploration? What were the global consequences of the quest for new territories?

Pacing Guide Common Core Aligned Reading Activity Common Core Aligned Writing Activity Global Goal Graphic Organizer Textbook Resources Ch. 18 Section 1 (658-669) Ch.11 Section 2 (384-385) Ch. 15 Section 3 (534-543) Additional Resources Age of Exploration Resource List Age of Exploration Resource Documents


A. Map B. Pre-Industrial Revolution Exploration C. Colonization in the Americas

Steps of Colonization- Conquest, Administration, Reform

Reaction by the conquered D. Ottoman Expansion into Byzantine E. Russian Eastward Expansion F. Charts, Maps, Demographic Data



1. Export 4. Colonization 7. Administration

2. Import 5. Conquest

3. Invest 6. Reform

ASSESSMENT:



https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Common%20Core%20Reading%20ALL%20Units/CCSS%20Age%20of%20Exploration%20Unit.pdf?w=3b7132ea





STANDARDS: Unit 6

Social Studies SLE’s G.1.8.1: Analyze the importance of the following navigation systems on the development of world civilizations: (e.g., Amazon River, Mississippi River, Panama Canal, Rhine River, Suez Canal, Thames River, Volga River). G.1.8.2: Analyze a physical map or global projection created by geographer’s tools (e.g., astrolabe, compass, sextant, Global Positioning System [GPS], Geographic Information Systems [GIS], LANDSAT, Internet). G.1.8.3: Construct specialized maps using data (e.g., climate, population, political units, resources). G.1.8.4: Locate specific places on maps and globes using grid points (longitude and latitude). G.1.8.5: Analyze the influence of Earth’s physical features on the development of regions of the world. H.6.8.6: Identify new technologies that made European exploration possible (e.g., astrolabe, cartography, caravel, compass). H.6.8.7: Describe the establishment of colonies as a result of the conquest of indigenous people (e.g., Africa, Asia, New World). H.6.8.8: Investigate the influence of the Ottoman Empire. H.6.8.11: Analyze consequences of the triangular trade and the Columbian Exchange between Africa, the Americas, and Europe. H.6.8.31: Illustrate the routes of European explorers during the Age of Exploration including, but not limited to: (Christopher Columbus, Ferdinand Magellan, Vasco da Gama, Casco Nunez de Balboa, Bartolomeu Dias). E.9.8.5: Evaluate advantages and disadvantages of global trade. H.6.8.35: Compare and contrast historical and cultural maps of each continent (e.g., political boundaries, migration patterns, trade routes, colonization). E.7.8.2: Analyze the impact of present choices on future consequences. Common Core Standards Reading CC8.RH.1: Cite specific textual evidence to support analysis of primary and secondary sources. CC8.RH.2: Determine the central ideas or information of a primary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CC8.RH.7: Integrate visual information (e.g., charts, graphs, videos, or maps) with other information in print and digital texts. Writing CC8.WH.2c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. CC8.WH.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic. CC8.WH.2e: Establish and maintain a formal style and objective tone. CC8.WH.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented. CC8.WH.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.



Unit 7: Technology What was the impact of technology on migration, weaponry, and exploration?

Pacing Guide Common Core Aligned Reading Activity Common Core Aligned Writing Activity Global Goal Graphic Organizer Textbook Resources Ch.11 Section 3 (391) Ch.18 Section 1 (659-660) Additional Resources Technology Resource List Technology Resource Documents


A. Maritime Technology- lateen sail, compass, astrolabe, caravel, sexton B. Weapon Technology- Gunpowder C. Charts, Maps, Demographic Data



1. Weaponry 6. Global Positioning System

2. Lateen Sail 7. Geographic Information System

3. Compass 8. Gunpowder

4. Maritime 9. Astrolabe

5. Caravel 10. Sexton

ASSESSMENT:



https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Common%20Core%20Reading%20ALL%20Units/CCSS%20Technology%20Unit.pdf?w=adec2732





STANDARDS: Unit 7 Social Studies SLE’s G.3.8.1: Examine effects of push-pull factors on various regions (e.g., disease, resources, industrialization, technology). G.3.8.3: Analyze changes in infrastructure brought about by globalization. G.3.8.4: Determine the impact of population growth on renewable and nonrenewable resources. H.6.8.6: Identify new technologies that made European exploration possible (e.g., astrolabe, cartography, caravel, compass). H.6.8.33: Illustrate the triangular trade routes that developed in the Atlantic Ocean. E.7.8.2: Analyze the impact of present choices on future consequences. Common Core Standards Reading CC8.RH.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. CC8.RH.5: Describe how a text presents information (e.g., sequentially, comparatively, causally). Writing CC8.WH.3: See note on page 65 of the Common Core Writing Standards.



Unit 8: Reformation and Counter-Reformation What was the religious culture of Europe prior to the Reformation? What church abuses prompted the Reformation movements of Martin Luther, John Calvin, and Henry VIII? How did church councils and religious orders impact the counter-Reformation movement? What were the political, economic, and social effects of religious reform?

Pacing Guide Common Core Aligned Reading Activity Common Core Aligned Writing Activity Global Goal Graphic Organizer Textbook Resources Ch. 17 Section 3 (633-641) Ch. 17 Section 4 (642-650) Additional Resources Reformation and Counter-Reformation Resource List Reformation and Counter-Reformation Resource Documents


A. Hierarchy of the Roman Catholic Church B. Abuses of the Church: Latin v. vernacular, indulgences, celibacy, Sacraments C. Major players: Martin Luther, John Calvin, Henry VIII D. Thirty Years War E. Counter-Reformation: Council of Trent, Jesuits F. Anglican Reform: Tudor and Stuart dynasties G. Charts, Maps, Demographic Data



1. Reformation 6. Indulgences

2. Denomination 7. Theology

3. Predestination 8. Hierarchy

4. Celibacy 9. Sacraments

5. Annul 10. Inquisition

ASSESSMENT:



https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Common%20Core%20Reading%20ALL%20Units/CCSS%20Reformation%20Unit.pdf?w=ffd06bc5






STANDARDS: Unit 8

Social Studies SLE’s C.4.8.1: Analyze forms of government pertaining to the legislative, executive, and judicial branches: (e.g., democracy, dictatorship, monarchy, oligarchy, theocracy, totalitarianism). H.6.8.3: Examine Catholic Church policies that led to the Protestant Reformation (e.g., Great Schism, French papacy, indulgences, simony, lay investiture). H.6.8.4: Investigate Protestant reformers: (e.g., Martin Luther, Henry VIII, John Calvin). H.6.8.5: Describe the Counter reformation (e.g., Jesuits, Council of Trent, Inquisition). Common Core Standards Reading CC8.RH.2: Determine the central ideas or information of a primary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CC8.RH.9: Analyze the relationship between a primary and secondary source on the same topic. Writing CC8.WH.1: Write arguments focused on discipline specific content.



Unit 9: Absolutism/Age of Reason How did increased political power, after the rise of nations, lead to the establishment of absolutists governments? How were absolute monarchies different between western and eastern Europe and Asia?

Pacing Guide Common Core Aligned Reading Activity Common Core Aligned Writing Activity Global Goal Graphic Organizer Textbook Resources Ch. 7 Section 1 (230) Ch. 18 Section 2 (678-679) Ch. 15 Section 3 (539) Ch. 11 Section 2 (379-386) Ch. 14 Section 2 (491-497) Ch. 7 Section 2 (232-239) Additional Resources Absolutism/Age of Reason Resource List Absolutism/Age of Reason Resource Documents


A. France: Divine Right of Kings compared to Mandate of Heaven, Son of Heaven B. British: Parliamentary System, Glorious Revolution (1688), British Bill of Rights C. Tsarist Russia- Romanov dynasty D. Austrian Habsburg dynasty E. Prussian Hohenzollern dynasty F. Other World Region: Ottoman Sultans, Mughal India, Japanese Shogunates,

Ming/Qing China G. Charts, Maps, Demographic Data



1. Absolutism 6. Divinity

2. Monarchy 7. Absolute Monarch

3. Mandate 8. Constitutional Monarch

4. Revolution 9. Dynasty

5. Parliamentary 10. Divine Right

ASSESSMENT:



https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Common%20Core%20Reading%20ALL%20Units/CCSS%20Absolutism%20and%20Age%20of%20Reason%20Unit.pdf?w=d9dc355a





STANDARDS: Unit 9

Social Studies SLE’s C.5.8.5: Analyze the influence citizen participation has on government. H.6.8.10: Discuss the rise of absolute rulers and the divine right of kings (e.g., African, Asian, European). Common Core Standards Reading CC8.RH.2: Determine the central ideas or information of a primary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CC8.RH.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. CC8.RH.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). Writing CC8.WH.1: Write arguments focused on discipline specific content.



Unit 10: Enlightenment/Scientific Revolution How were scientific developments in the 16th and 17th centuries directly impacted by Renaissance thought? How did European development in natural sciences impact the philosophies of human individuals during the Enlightenment? What effect did Enlightenment philosophers have on future governments and political movements? How did increased world awareness and global economy lead to the development of new economic theories and systems of trade? What are the similarities between economic ideas of the Enlightenment and today?

Pacing Guide Common Core Aligned Reading Activity Common Core Aligned Writing Activity Global Goal Graphic Organizer Textbook Resources Ch. 18 Section 2 (670-679) Ch. 18 Section 3 (680-689) Ch. 18 Section 1 (658-669) Ch. 19 Section 2 (724-730) Additional Resources Enlightenment/Scientific Revolution Resource List Enlightenment/Scientific Revolution Resource Documents


A. Scientific Revolution Inventors: Newton, Kepler, Copernicus, Galileo, Descartes, Bacon B. Enlightenment: Philosopher: Locke, Hobbes, Rousseau, Montesquieu, Wollstonecraft, Voltaire, Smith, Paine C. Industrial Revolution D. Deism – Separation of Church and State E. Mercantilism and Capitalism: Labor supply, Bullion, Cash Crops, Slave Trade Joint-Stock Companies, Indentured Servitude, Products, Materials, Raw Resources F. Charts, Maps, Demographic Data



1. Enlightenment 6 Social Contract 9. Industrial Revolution

2. Theory 7. Sep. of Powers 10. Scientific Revolution

3. Rationalism 8. Natural Law 11. Scientific Method

4. Republic 12. Hypothesis

5. Heliocentric 13. Philosophy

ASSESSMENT:



https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Common%20Core%20Reading%20ALL%20Units/CCSS%20Enlightenment%20Unit.pdf?w=8bd8cc3c





STANDARDS: Unit 10

Social Studies SLE’s G.2.8.3: Examine cultures to determine the level of assimilation and cultural exchange brought about by technological advances: (e.g., printing press, telegraph, railroad, radio, television, internet). H.6.8.9: Identify major contributors of the Scientific Revolution (e.g., Muhammed Al-Khwarizmi, Francis Bacon, Nicholas Copernicus, Galileo Galilei, Johannes Kepler, Isaac Newton, Zhang Heng). H.6.8.12: Investigate influences on modern society of Enlightenment thinkers including but not limited to: (e.g., John Locke, Baron de Montesquieu, Jean Jacques Rousseau). H.6.8.14: Investigate causes and consequences of the Industrial Revolution (e.g., changing technology, mass production, societal changes). E.7.8.1: Analyze changing wants and needs of people over time. E.8.8.1: Discuss changes in productivity that have impacted global living standards and economic strategies (e.g., new technologies, new organizational methods). Common Core Standards Reading CC8.RH.1: Cite specific textual evidence to support analysis of primary and secondary sources. CC8.RH.2: Determine the central ideas or information of a primary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CC8.RH.5: Describe how a text presents information (e.g., sequentially, comparatively, causally). CC8.RH.9: Analyze the relationship between a primary and secondary source on the same topic. Writing CC8.WH.1: Write arguments focused on discipline specific content. CC8.WH.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. CC8.WH.1b: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. CC8.WH.1c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. CC8.WH.1d: Establish and maintain formal style. CC8.WH.1e: Provide a concluding statement or section that follows from and supports the argument presented. CC8.WH.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CC8.WH.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. CC8.WH.8: Gather relevant information from multiple print and digital sources, using search terms effectively; access the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.



Unit 11: Age of Revolutions How did Enlightenment philosophies of government and citizen influence revolutionary thought? What were the causes and effects of revolutions around the world?

Pacing Guide Common Core Aligned Reading Activity Common Core Aligned Writing Activity Global Goal Graphic Organizer Textbook Resources Ch.18 Section 4 (690-700) Ch. 19 Section 1 (714-723) Ch. 22 Section 1 (860-868) Additional Resources Age of Revolutions Resource List Age of Revolutions Resource Documents


A. American Revolution: Development of Two Party System B. French Revolution: Napoleonic Age C. Haitian Revolution D. Latin American Revolution E. Charts, Maps, Demographic Data



1. Atheism 7. Representative Government

2. Rhetoric 8. Popular Sovereignty

3. Humanism 9. Limited Government

4. Constitution 10. Estates

5. Bourgeoisie 11. Coup d’e’tat

6. Maroon 12. Caudillo

ASSESSMENT:



https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Common%20Core%20Reading%20ALL%20Units/CCSS%20Age%20of%20Exploration%20Unit.pdf?w=3b7132ea





STANDARDS: Unit 11

Social Studies SLE’s C.4.8.1: Analyze forms of government pertaining to the legislative, executive, and judicial branches: (e.g., democracy, dictatorship, monarchy, oligarchy, theocracy, totalitarianism). C.4.8.2 : Research individuals and their roles in changing governments (e.g., Otto von Bismarck, Mikhail Gorbachev, Abdel Nasser, Juan Peron, Lech Walesa, George Washington, Sun Yatsen). C.4.8.3: Discuss the origins of political parties/movements (e.g., Communist Party, Fascist Party, Green Party, Nazi Party, socialist parties, environmentalist movement, human rights movement, feminist movement). C.5.8.1: Examine the influence of constitutions used by various nations. C.5.8.2: Research national symbols from other nations of the world (e.g., national flags, statues, monuments). C.5.8.3: Discuss struggles to gain rights for citizens in various countries (e.g., China, France, Mexico, South Africa, United States) C.5.8.5: Analyze the influence citizen participation has on government. H.6.8.13: Examine the influence of Enlightenment ideas on revolutionary movements (e.g., American Revolution, French Revolution, Latin American revolutions, Revolutions of 1848). H.6.8.24: Discuss the Russian Revolutions and the establishment of a communist state (e.g., Bolsheviks, Lenin, Stalin). H.6.8.40: Investigate Asian-American relations prior to World War II (e.g., Open Door Policy, Boxer Rebellion, Gentlemen’s Agreement, Manchuria, rearmament). E.7.8.1: Analyze changing wants and needs of people over time. E.8.8.1: Discuss changes in productivity that have impacted global living standards and economic strategies (e.g., new technologies, new organizational methods). Common Core Standards Reading CC8.RH.1: Cite specific textual evidence to support analysis of primary and secondary sources. CC8.RH.2: Determine the central ideas or information of a primary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Writing CC8.WH.3: See note on page 65 of the Common Core Writing Standards.



Unit 12: Post Napoleonic Europe and the Development of “isms” leading to WWI How did nationalism lead to the development of marginalized groups and new political ideologies? How did the concepts of nationality and racial supremacy perpetuate European global dominance in the 19th and early 20th centuries? How did various marginalized groups throughout the world resist European political, economic, and social oppression?

Pacing Guide Common Core Aligned Reading Activity Common Core Aligned Writing Activity Global Goal Graphic Organizer Textbook Resources Ch. 19 Section 1 (723) Ch. 19 Section 4 (744-754) Ch. 20 Section 2 (762-770) Ch. 19 Section 3 (734-736) Ch. 20 Section 1 (762-770) Additional Resources Post Napoleonic Europe Resource List Post Napoleonic Europe Resource Documents


A. Congress of Vienna: Development of Political Parties B. Nationalism: Marginalized Groups C. Unification of Italy and Germany: Liberalism v. Conservatism D. Militarism: American Civil War, Crimean War, Sino-Japanese War, Russo-Japanese F. Socialism: Marxism F. Imperialism: Scramble for Africa, Latin America, Hawaii, SE Asia, Manifest Destiny,

o Rebellion against Imperial Governments:(Boxer Rebellion, o Sepoy Mutiny, Opium Wars, Taipei Rebellion)

G. Charts, Maps, Demographic Data



1. Imperialism 7. Economic Nationalism

2. Nationalism 8. Sphere of Influence

3. Capitalism 9. Liberalism

4. Conservatism 10. Socialism

5. Protectorate 11. Extraterritoriality

6. Sepoy 12. Daimyo

ASSESSMENT:



https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Common%20Core%20Reading%20ALL%20Units/CCSS%20Post%20Napoleonic%20Unit.pdf?w=af1add30





STANDARDS: Unit 12

Social Studies SLE’s C.4.8.3: Discuss the origins of political parties/movements (e.g., Communist Party, Fascist Party, Green Party, Nazi Party, socialist parties, environmentalist movement, human rights movement, feminist movement). C.5.8.2: Research national symbols from other nations of the world (e.g., national flags, statues, monuments). C.5.8.3: Discuss struggles to gain rights for citizens in various countries (e.g., China, France, Mexico, South Africa, United States). H.6.8.1: Examine ways viewpoints expressed in political cartoons and other primary and secondary source documents have changed policy and public perception. H.6.8.16: Investigate 19th century social and political reform movements (e.g., abolition, education, extension of suffrage, labor movements, rise of socialism, temperance). H.6.8.32: Illustrate the expansion of European imperialism: (Africa, Asia, Australia, Latin America). H.6.8.39: Describe the effects of imperialism and related nationalistic movements (e.g., Africa, Asia, Europe, Latin America). E.7.8.1: Analyze changing wants and needs of people over time. E.7.8.3: Analyze periods of time when scarcity affected economic wants and needs of people in regions or countries . E.8.8.2: Analyze methods for improving the quality and quantity of human capital and increased productivity (e.g., technology, industrialization, competition, wages). Common Core Standards Reading CC8.RH.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. Writing CC8.WH.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CC8.WH.2b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.



Unit 13: The Century of War (1900-2001) What were the causes and effects of WWI? How did the results of WWI lead to WWII? What were the effects of WWII? How did events during the first half of the 20th century impact post-war American society? How did the fight for human rights impact cultures around the world?

Pacing Guide Common Core Aligned Reading Activity Common Core Aligned Writing Activity Global Goal Graphic Organizer Textbook Resources Ch. 20 Section 3 (780-788) Ch. 20 Section 4 (789-796) Ch. 21 Section(s) 1-5 (804-852) Ch. 22 Section 3 (880-886) Ch. 22 Section 4 (887-894) Additional Resources The Century of War (1900-2001) Resource List The Century of War (1900-2001) Resource Documents


A. World War I Causes: Nationalism: Balkan, Germanic, Austro-Hungarian Russian Bolshevik Movement, Communist Revolution,

o Militarism- Technology, Alliance System, America Enters the War Effects: Population Void, Role of Women: Suffrage, Global Depression

o Treaty of Versailles, War reparations, De-Militarization, o Multi-National Organizations

B. World War II: Rise of Hitler and Mussolini, Facism, Extension of the Alliance System

Allies v. Axis, America Enters the War- Pearl Harbor,

Holocaust/Anti-Semitism, Technology- Nuclear Age,

Rise of Communism in China C. The Cold War: Space Race, Red Scare D. Early 20th Century Popular Culture: Jazz Age, Harlem Renaissance, Roaring Twenties, Feminist Movement, Rosie the Riveter, KKK E. Civil Rights Movements: American: Jim Crow Laws, Brown v. Board of Education, Civil Disobedience (ie: Freedom Riders, Sit-ins, etc) Martin Luther King, Malcolm X

Indian Home Rule, Gandhi Indian and Pakistani Independence, S. Africa Apartheid, Mandela, Declerck African De-Colonization Movements Asian De-Colonization: Korean War, Vietnam War

Anti-Communist Revolutions in Europe 1980s F. Post-World War Popular Culture

Suburbs, McDonalds, Rock n’ Roll, Anti-War Demonstrations,


https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Common%20Core%20Reading%20ALL%20Units/CCSS%20Century%20of%20War.pdf?w=905e6556







1. Communism 7. Reparations 13. Militarism

2. Alliance 8. Armistice 14. Economic Depression

3. Soviet 9. Fascism 15. Totalitarian State

4. Anarchy 10. Appeasement 16. Genocide

5. Anti-Semitism 11. Ethnic Cleansing

6. Civil Disobedience 12. Racial Segregation

ASSESSMENT:


STANDARDS: Unit 13

Social Studies SLE’s H.6.8.1: Examine ways viewpoints expressed in political cartoons and other primary and secondary source documents have changed policy and public perception. H.6.8.16: Investigate 19th century social and political reform movements (e.g., abolition, education, extension of suffrage, labor movements, rise of socialism, temperance). H.6.8.17: Explain the influences that changing technology had on World War I and World War II (e.g., weapons, medicine, transportation, communication). H.6.8.18 : Examine the impact of the Cold War on global relations. H.6.8.19: Discuss the downfall of communist governments (e.g., Soviet Union, Poland). H.6.8.23: Describe causes and consequences of World War I (e.g., imperialism, militarism, nationalism, alliances, Treaty of Versailles, League of Nations. H.6.8.25: Describe causes and consequences of World War II (e.g., fascism, anti-Semitism, Pearl Harbor, atomic bomb, satellite countries). H.6.8.26: Examine the following battles as turning points of World War II: (e.g., Battle of Britain, Battle of the Bulge, D-Day, Midway, Pearl Harbor, Stalingrad). H.6.8.27: Identify the functions of post World War II international organizations (e.g., Southeast Asia Treaty Organization [SEATO], North Atlantic Treaty Organization [NATO], Warsaw Pact, United Nations). H.6.8.28: Discuss causes and effects of post-World War II conflicts (e.g., Southeast Asia, Middle East, Balkans, Sub-Saharan Africa) H.6.8.34: Illustrate the expansion of communism (e.g., Asia, Cuba, Europe, Latin America). H.6.8.38: Examine causes and consequences of genocide and ethnic cleansing (e.g., Armenia, Holocaust, Kosovo, Rwanda). E.7.8.1: Analyze changing wants and needs of people over time. E.7.8.3: Analyze periods of time when scarcity affected economic wants and needs of people in regions or countries. E.7.8.5: Evaluate limited resources of nations and choices governments must make. E.8.8.2: Analyze methods for improving the quality and quantity of human capital and increased productivity (e.g., technology, industrialization, competition, wages.). E.8.8.3: Examine consequences of changing factors of production: (e.g., human resources, capital resources, natural resources, entrepreneurship). H.6.8.1: Examine ways viewpoints expressed in political cartoons and other primary and secondary source documents have changed policy and public perception. Common Core Standards: Reading CC8.RH.1: Cite specific textual evidence to support analysis of primary and secondary sources. CC8.RH.2: Determine the central ideas or information of a primary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CC8.RH.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered). CC8.RH.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. CC8.RH.5: Describe how a text presents information (e.g., sequentially, comparatively, causally). CC8.RH.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). CC8.RH.7: Integrate visual information (e.g., charts, graphs, videos, or maps) with other information in print and digital texts. CC8.RH.8: Distinguish among fact, opinion, and reasoned judgment in a text.

CC8.RH.9: Analyze the relationship between a primary and secondary source on the same topic. CC8.RH.10: By the end of 8th grade, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. Writing CC8.WH.1: Write arguments focused on discipline specific content. CC8.WH.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. CC8.WH.1b: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. CC8.WH.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.



Unit 14: Terrorism and Post 9/11 Era What are the causes and effects of modern terrorist movements?

Pacing Guide Common Core Aligned Reading Activity Common Core Aligned Writing Activity Global Goal Graphic Organizer Textbook Resources Ch. 22 Section 4 (887-894) Additional Resources Terrorism and Post 9/11 Era Resource List Terrorism and Post 9/11 Era Resource Documents


Terrorism and Post 9/11 Era



1. Terrorism 5. Subservient 9. Weaponry

2. Surrealism 6. War on Terror 10. Suicide Bomber

3. War on Terror 7. Nuclear Proliferation

4. Arab Spring 8. Weapons of Mass Destruction

ASSESSMENT:



https://dl-web.dropbox.com/get/8th%20Grade%20Social%20Studies/Common%20Core%20Reading%20ALL%20Units/CCSS%20Terrorism%20and%20Post%20Sept%2011.pdf?w=ab719a98





STANDARDS: Unit 14 Social Studies SLE’s G.1.8.5: Analyze the influence of Earth’s physical features on the development of regions of the world. G.2.8.1: Analyze the work of writers and artists as examples of cultural heritage from communities around the world. G.3.8.2: Analyze the impact of ideas, information, and technology on global interdependence. G.3.8.3: Analyze changes in infrastructure brought about by globalization. G.3.8.5 : Analyze methods and consequences of environmental modification on world regions and populations (e.g., acid rain, erosion, clear cutting, desertification, global warming, ozone depletion, strip mining). Common Core Standards Reading CC8.RH.1: Cite specific textual evidence to support analysis of primary and secondary sources. CC8.RH.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). CC8.RH.7: Integrate visual information (e.g., charts, graphs, videos, or maps) with other information in print and digital texts. Writing CC8.WH.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CC8.WH.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.