GPPSS Grade 6 Curriculum 2015

Note: This document shows a cross reference of the existing Michigan curriculum standards with the proposed C3 Framework, College Career and

Civic Life. A product based on the Common Core Standards. The reader will note D2 reference\s which mean Dimension 2, the section pertaining

to applying disciplinary tools and concepts.

State Standard & Unit Processes (C3 Framework) Big Ideas & Questions

for Exploration

Products/ Skills/ Activities

FIVE THEMES OF GEOGRAPHY

(Integrated throughout all units)

MAP SKILLS

(Integrated throughout all units)

PHYSICAL GEOGRAPHY

OVERVIEW

(Integrated throughout all units)

G1 The World in Spatial Terms: Geographical Habits of Mind

G2 Places and Regions

G3 Physical Systems

G4 Human Systems

G5 Environment and Society

G6 Global Issues Past and Present

D2.Geo.6.6-8.Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

D2.Geo.4.6-8.Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

D2.Civ.3.6-8.Examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.

D3.1.6-8.Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

D4.2.6-8.Construct explanations using

Explain the Five Themes of Geography.

• Locate sites on a map, given latitude and longitude.

• Recognize and apply the different uses of scale on a map.

• Determine elevation by using a physical relief map.

• Define map terminology.

• Distinguish among different types of maps and their purposes.

• Read a historical timeline.

▪ Create a travel brochure about a North American location applying the Five Themes of Geography.

▪ View a segment of a newscast and identify and explain how each of the Five Themes are depicted in the newscast.

▪ Select five pictures, photographs or drawings and create a display on poster board with an explanation and definition of how a geographic theme is shown in each visual.

▪ Scavenger hunt to find data in Atlas and Almanac

▪ Practice strategies for

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FIVE THEMES OF GEOGRAPHY

(Integrated throughout all units)

MAP SKILLS

(Integrated throughout all units)

PHYSICAL GEOGRAPHY

OVERVIEW

(Integrated throughout all units)

G1 The World in Spatial Terms: Geographical Habits of Mind

G2 Places and Regions

G3 Physical Systems

G4 Human Systems

G5 Environment and Society

G6 Global Issues Past and Present

reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.

D3.1.6-8.Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection

D3.2.6-8. Evaluate the credibility of a source by determining its relevance and intended use

D1.5.6-8. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources

D2.Geo.2.6-8.Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics

D2.Geo.1.6-8.Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics

D2.Geo.6.6-8.Explain how the physical and human characteristics of places and regions are connected to human

• Explain ways of drawing and reasons for, political boundaries.

• Interpret various graphs.

• Discuss current events.

• Understand the impact of physical geography on the way people live.

extracting informational text.

▪ Play a resources game to show how resources and geographical features affect political boundaries.

▪ Outlining/web to gather information.

▪ Apply five themes to a movie.

Five Themes of Geography Tutorial ▪ Write letters to editor;

classroom debates; community involvement (e.g., Adopt a Friend, food banks, Earth Day, senior citizen assistance).

▪ Generate a list of hobbies and activities that would be appropriate only in a certain geographic location.

Timelines

Graphs

Charts

Landforms

Water Bodies

Climate/Biomes

Resources/

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identities and cultures.

Environment

Geography Games

E1 The Market Economy

E2 The National Economy

E3 International Economy

Basic Economics and Introduction to World Trade Systems

(Integrated throughout all units)

D2.Geo.11.6-8.Explain how the relationship between the environmental characteristics of places and production of goods influences the spatial patterns of world trade.

D2.eco.11.6-8 Use appropriate data to evaluate the state of employment, unemployment, inflation, total production, income, and economic growth in the economy

D2.eco.6.6-8. Explain how changes in supply and demand cause changes in prices and quantities of goods and services, labor, credit, and foreign currencies.

D2.eco.3.6-8.Explain the roles of buyers and sellers in product, labor, and financial markets.

D2.eco.3.3-5.Identify examples of the variety of resources (human capital,

Use economic reasoning when comparing price, quality, and features of goods and services.

Evaluate employment and career opportunities in light of economic trends.

Analyze the reliability of information when making economic decisions.

Using real example, describe how business practices, profit and willingness to take risks enabled an entrepreneur to operate.

Compare various methods for the production and distribution of goods and services.

Distinguish between public and private goods using contemporary examples.

Use case studies to exemplify how supply and demand, prices,

Scarcity

Opportunity Cost Supply and Demand

Types of Resources

History of Money

Characteristics of Market Economy

International

Trade

Interdependent

Relationship

Economic Interactive

Economics Lesson plans

3

physical capital, and natural resources) that are used to produce goods and services

incentives, and profits determine what is produced and distributed in the American economy.

Describe the historical development of the different means of payment such as barter, precious metals, or currency to facilitate exchange.

Identify current and potential contributions of national and world regions of trade.

Analyze how purchasers obtain information about goods and services from advertising and other sources.

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CANADA

H1 The World in Temporal Terms: Historical Habits of Mind

W1 WHG Era 1 – The Beginnings of Human Society

W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples

W3 WHG Era 3 – Classical Traditions, World Religions, and Major Empires

C1 Purposes of Government C3 Structure and Functions of Government C4 Relationship of United States to Other Nations and World Affairs

E1 The Market Economy

E2 The National Economy

E3 International Economy

D2.Geo.8.6-8.Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.

D2.Civ.10.6-8.Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.

D2.His.1.6-8.Analyze connections among events and developments in broader historical contexts.

• Apply the 5 themes of Geography to the study of North America.

• Analyze the effects of his-

torical events and movements on the development of the Maritime Provinces.

• Explain how geographic isolation affected the economic and cultural development of the Maritime Provinces.

• Differentiate the evolution of government in the Maritime Provinces.

• Examine related current issues and analyze the consequences they have on these provinces as well as the rest of Canada.

Understand the efforts of indigenous peoples to gain their rights.

• Analyze various

Geography

• physical

• political

History

Government

Economics

Current Issues

Cultural Elements

Geography Games

Canadian History Teaching Resources

nafta

5

interpretations of major events in Canada’s history to reveal perspectives..

• Recognize how the geographic features influenced the development of Canada.

• Describe the industrial diversity of Canada.

• Recognize the multicultural, economic and financial importance of Canada.

• Assess the cultural influence of French culture on the political development of Quebec and surrounding provinces.

• Analyze how the historical events and movements impacted the development of the Prairie Provinces.

• Describe geographic features of the Prairie Provinces.

• Analyze the economic features of the Prairie Provinces.

6

LATIN AMERICA

Mexico Central America

The Caribbean

South America

H1 The World in Temporal Terms: Historical Habits of Mind

W1 WHG Era 1 – The Beginnings of Human Society

W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples

W3 WHG Era 3 – Classical Traditions, World Religions, and Major Empires

C1 Purposes of Government C3 Structure and Functions of Government C4 Relationship of United States to Other Nations and World Affairs

E1 The Market Economy

E2 The National Economy

E3 International Economy

D2.geo.10..6-8. Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.

D2.Geo.12.6-8. Explain how global changes in population distribution patterns affect changes in land use in particular places.

D2.Civ.3.6-8. Examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.

D2.ECO.14.6-8. Explain barriers to trade and how those barriers influence trade among nations.

D2.HIS.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shape, are seen as historically significant.

D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.

D4.8.6-8. Apply a range of deliberative

• Assess the cultural influences on the political development.

• Examine and analyze current issues. • Discuss current issues/events.

Geography

*physical

*political

History

Government

Economics

Current Issues

Cultural Elements

• Create a journal describing geographic and climatic features of Latin America.

• Create a graphic organizer, which shows the various factors, which have influenced the forms of government in this region.

• Research an individual who has made a difference in his/her country. Create a fact poster.

• Present a newscast discussing current events and issues.

• Using a chart, compare and contrast the Aztecs’, Incas’ and Mayas’ contributions to modern society.

• List and describe Spanish contributions to the development of major cities. • Make a product map showing major products of each country in the area.

7

and democratic procedures to make decisions and take action in their classrooms and schools, and in out-of-school civic contexts.

• After a class discussion create a flowchart to show global/social effects of illegal drug trade.

• Research data on the status of South American rain forests. Create a graphic organizer to support findings. Select a position to defend either conservation or supporting continued cutting of rainforests. Use a democratic value to support your position. Include geographic knowledge to support your position.

Virtual Amazon Rainforest Tour

• Draw a Venn diagram comparing and contrasting the U.S. government to Brazil’s government. Find examples of the four types of equality.

• Conduct a panel discussion on pros and cons related to U.S. economic involvement in a Latin American country.

• Create a mental map of the world.

• Use government data

8

sources to create a chart comparing and contrasting relationships between type of government and communication and transportation infrastructure.

• State the absolute and a relative location for Mexico City, Brasilia, Buenos Aries, Caracas, Havana, Lima and LaPaz.

• Create a collage showing ten elements of culture in a Latin American country.

• Make a list of American teen rights and responsibilities. Research on the internet to discover and create a list of rights and responsibilities of Latin American teens. Write a paragraph to compare and contrast.

• Use internet source to propose possible solutions for over population in Latin America.

• Investigate a Latin American country. Decide if U.S. has a moral obligation to provide social and economic assistance. Support your position with data and a

9

CDV. • Compare and contrast sources evaluating various candidates. Note conflicting information and label opinions disguised as facts.

• Create role-plays to show examples of an Autocracy, Oligarchy and Democracy.

nafta

pancanal virtual tour

Geography Games

10

EUROPE:

H1 The World in Temporal Terms: Historical Habits of Mind

W1 WHG Era 1 – The Beginnings of Human Society

W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples

W3 WHG Era 3 – Classical Traditions, World Religions, and Major Empires

C1 Purposes of Government C3 Structure and Functions of Government C4 Relationship of United States to Other Nations and World Affairs

E1 The Market Economy

E2 The National Economy

E3 International Economy

Austria

Belgium

Denmark

Finland

France

Germany Greece

Vatican City

Iceland

Ireland

Italy

Liechtenstein

Luxembourg

D2.Geo.5.6-8 Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places.

D2.Geo.6.6-8 Explain how the physical and human characteristics of places and regions are connected to human identities and cultures.

D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.

D2.Eco.1.6-8. Explain how economic decisions affect the well-being of individuals, businesses, and society.

D2.Eco.13.6-8. Explain why standards of living increase as productivity improves.

D2.Eco.14.6-8. Explain barriers to trade and how those barriers influence trade among nations.

D2.Eco.15.6-8.Explain the benefits and the costs of trade policies to individuals, businesses, and society.

Geography

• physical

• political

History:

Greeks & Romans

Feudalism

Industrialization

Nation State

Modern Europe

Government

Economics

• Create a travel brochure of a country or region of Europe incorporating the five Themes of Geography.

• Choose a historical event and write an essay analyzing its effect on the development of Europe.

• Construct a chart to compare and contrast the past and present forms of European governments.

• Construct a topic map of Europe and analyze it.

• Either through discussion and/or composition, analyze the effect of a current event on Europe and the rest of the world.

• Report to the class orally or written on cultural contributions of this region.

• Letter writing on current event topic.

• Research a political leader of Western Europe.

• As a class trace the genesis and development of a current social issue.

11

Malta

Monaco

Netherlands

Norway

Portugal San Marino

Spain

Sweden

Switzerland

United Kingdom Eastern Europe

D2.His.3.6-8.Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.

D2.His.6.6-8.Analyze how people’s perspectives influenced what information is available in the historical sources they created.

D3.4.6-8.Develop claims and counterclaims while pointing out the strengths and limitations of both.

D2.Civ.1.6-8.Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.

D2.Civ.3.6-8.Examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.

• Discuss and understand some impacts of the EEC by creating a chart to show the value of the Euro to the peso, mark and the dollar.

• Interview either on the internet or in person, a black European and an African American about their experiences with racism.

Geography Games

European Union Members interactive

World War II Interactive Map of Europe

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GPPSS Grade 7 Curriculum 2015

Note: This document shows a cross reference of the existing Michigan curriculum standards with the proposed C3 Framework,

College Career and Civic Life. A product based on the Common Core Standards. The reader will note D2 reference\s which mean

Dimension 2, the section pertaining to applying disciplinary tools and concepts.

State Standard & Unit Big Ideas and Key Question for Exploration

Processes (C3 Framework)

Products/Skills/Activities

7 - H1.1.1 Intro to Global Understanding

Explain why and how

historians use eras and

periods as constructs to

organize and explain human

activities over time.

How do historians organize early events?

D2 His. 4.6-8 Analyze

multiple factors that

influenced the perspective

of people during different

historical eras.

Make a mind map contrasting how conquered peoples were treated by Alexander the Great vs. Genghis Khan.

7- H1.2.1 Explain how historians use a variety of sources (artifacts, primary and secondary sources, narratives, technology, and quantitative data,

How do historians know what they know? What tools do historians use to decode the past?

D2 His. 16.6-8 Use a variety of close reading strategies.

Create a concept web. Make a Top Hat note organizer. Categorize historical tools by time or by function & discuss

Religions of the World Compare and evaluate competing historical perspectives based on

How do humans show what they value and believe in their actions?

D2 His 6.6.8 Explain how and why people’s perspectives have changed over time.

Make a diagram noting similarities and difference between religious instruction. Nat. Geo Culture series: https://www.google.com/webhp?sourceid=ch

State Standard & Unit Big Ideas and Key Question for Exploration

Processes (C3 Framework)

Products/Skills/Activities

proof. 7 – W3.2.1 Identify and describe the beliefs of the six major world religions. 7 – W3.2.2 Locate the geographical center of major religions and map the spread through the 3rd century C.E./A.D. (G)

Analyze how people’s perspective have influenced what information is available and taught.

rome-instant&ion=1&espv=2&ie=UTF-8#q=national%20geographic%20culture%20videos Compare number of pages of text devoted to Islam in Western World VS Arabic World. Compare Christianity, Judaism & Hinduism as well.

7-H1.2.3 Author’s Point of View

How are religious beliefs influenced by location, culture and surrounding society?

D3.1-7, D3.3-7 Explain details from each society examined that influence world view. Identify evidence using primary source writings.

Analyze various world religions data charts. Compare/Contrast https://www.google.com/search?q=world+religions+chart&espv=2&biw=1366&bih=667&tbm=isch&tbo=u&source=univ&sa=X&ved=0CBsQsARqFQoTCN_y8Z-7v8gCFYmggAodLOEChQ

What is the impact of population growth on world religions?

D2Civ.14-7 Compare historical and contemporary means of changing society and promoting common good. Examine data from an article on governing India and the influence of Hinduism and Islam on democracy.

http://www.pewresearch.org/fact-tank/2015/04/21/by-2050-india-to-have-worlds-largest-populations-of-hindus-and-muslims/

State Standard & Unit Big Ideas and Key Question for Exploration

Processes (C3 Framework)

Products/Skills/Activities

How do humans show what they value and believe in their actions?

Take a webquest and record information in organized ways.

Exploring World Religions Webquest http://star.spsk12.net/socialscience/whI/religions/index_files/Page323.htm Chart to use with websearchhttps://docs.google.com/document/d/1EBA-f1unbQ2rjKdshU95nD0AwZLC0I8YGdOYG9tW0WA/edit?usp=sharing

Economics and World Trade Systems 7 – E2.3.1 Applies to all units.

How do governments make decisions that impacted the economy of that society and other societies.

D2.Eco.4.6-8. Describe the role of competition in the determination of prices and wages in a market economy. Revied command, market, traditional and mixed economics characteristics

Make a chart to categories characteristics of each economy. Do a command economy classroom simulation.

7 E.3.3 What are the elements of international economics?

D2.Eco.6.6-8. Explain how changes in supply and demand cause changes in prices and quantities of goods and services, labor, credit, and foreign currencies.

Do various simulations and lessons at http://www.econedlink.org/ http://www.ncee.org/ Give examples of economic sanctions as a tool of various governments/ the United Nations,

State Standard & Unit Big Ideas and Key Question for Exploration

Processes (C3 Framework)

Products/Skills/Activities

7-E3.1.1 What are f the economic, social and political factors influencing the movement of people among regions.

Identify and discuss migrations of people for various economic reasons: opportunity, war, unfavorable geography, etc,

Gather movement and unemployment for a region under study. knowma.com (google app add on) infonation.com

E. 3.1 Economic Interdependence.

What is globalization and what are some of it’s effects.?

D2.Eco.15.3-5. Explain the effects of increasing economic interdependence on different groups within participating nations. Describe China’s emerging influence in Africa and map it.

Make an economic map of the region under study. http://education.nationalgeographic.com/activity/the-debate-over-globalization/

How do global economic decisions affect the wellbeing of individuals and society?

D2 Econ 15.7. Find examples of global trade on the region under study and contemplate + and - influences of trade.

Make a map of trade products. Do a webquest of global trade in region under study

Russia Geography & History 7 – G4.4.1 7 – H1.4.2 7 – H1.4.2

What elements of conflict and cooperation can we identify in Russian history? What issues faced the Russian people of the time?

D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity. D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as

Give examples of hardships for commoners in both czarist and soviet Russia. Which elements of cooperation existed incite the conflict of the Russian revolution?

State Standard & Unit Big Ideas and Key Question for Exploration

Processes (C3 Framework)

Products/Skills/Activities

historically significant

7 – C3.6.1 Civics

What characteristics and major activities of the Russian government impacted daily life?

D2.Civ.14.6-8. Compare historical and contemporary means of changing societies, and promoting the common good. Discover 3 themes of Russia’s history under the Czars & Soviets.

Find examples of Poor Treatment of Peasants, Slow Westernization/Industrialization & Expansion.

Asia Southwest Asia East Asia South Asia Central Asia Geography: 7- W2.1, W2.2

How did human language develop? What conditions are needed for humans to create civilizations?

D2.Geo.6.6-8. Explain how the physical and human characteristics of places and regions are connected to human identities and cultures.

Explain the importance of the major river valleys of early civilizations: Indus River Valley, Yangtze, Mekong. Understand that impacts of the agricultural revolution include: stable food sources & surplus , specialization, writing, population growth, law codes & development of cities,

G1.2 Geographical Inquiry

and Analysis Use geographic inquiry and analysis to answer important questions about relationships between people, cultures,

How do people use the land in this place? What is cultural diffusion and how is it related to movement?

D2.Geo.7.6-8. Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and

Make a model of a specific transportation used in the region under study. http://asiasociety.org/silk-road-spreading-ideas-and-innovations

State Standard & Unit Big Ideas and Key Question for Exploration

Processes (C3 Framework)

Products/Skills/Activities

their environment, and relations within the era under study.

cultural practices D2.Geo.4.6-8. Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

History: 7 - H1.2

Compare and contrast several different ways of organizing time.

Compare information provided by different historical sources about the past.

Make a timeline of major historical events of the country/region under study. Explain a chart of religious calendar (Jewish, Islamic, Sikhism, Orthodox, etc)

7 – H1.2.2 Read and comprehend a historical passages. .

What are the major events that have shaped the region under study?

D2.His.14.6-8. Explain multiple causes and effects of events and developments in the past

Make and analyze a map of foreign imperialism of various aggressors: Japan, China, Mongolia, most of Western Europe. Make a mind map of history to show who was involved, what happened, where it happened, what events transpired, and what consequences or outcomes followed. https://www.goconqr.com/en-US/users/sign_in

Government: 7 – C1.1.1 .

How do countries see the role of

D2.Civ.8.6-8. Analyze ideas and principles contained in the founding documents of

Examine parts of constitutions from various countries and analyze differences as spelled

State Standard & Unit Big Ideas and Key Question for Exploration

Processes (C3 Framework)

Products/Skills/Activities

governments differently?

the United States, and explain how they influence the social and political system. D2.Civ.12.6-8. Assess specific rules and laws (both actual and proposed) as means of addressing public problems

out in US Preamble. http://www.loc.gov/ http://data.worldbank.org/data-catalog/worldwide-governance-indicators https://www.cia.gov/library/publications/the-world-factbook/

6 – C3.6.2 How do people organize themselves into different forms of government?

D2.Civ.6.6-8. Describe the roles of political, civil, and economic organizations in shaping people’s lives.

Compare and contrast various forms of government (e.g., democracy, parliamentary, dictatorships, oligarchies, theocracies) around the world Using maps go to https://freedomhouse.org/report/freedom-world/freedom-world-2015#.Vh07QvlzRd4

Africa North West East Central South Geography: 7- W2.1, W2.2

How did human language develop? What conditions are needed for humans to create civilizations?

D2.Geo.6.6-8. Explain how the physical and human characteristics of places and regions are connected to human identities and cultures.

Explain the importance of the major river valleys of early civilizations: Niger, Nile, Congo river valleys. Understand that impacts of the agricultural revolution include: stable food sources & surplus , specialization, writing, population growth, law codes & development of cities,

G1.2 Geographical Inquiry How do people use D2.Geo.7.6-8. Explain how changes in transportation

Do a webquest to discover diversity of many

State Standard & Unit Big Ideas and Key Question for Exploration

Processes (C3 Framework)

Products/Skills/Activities

and Analysis Use geographic inquiry and analysis to answer important questions about relationships between people, cultures, their environment, and relations within the era under study.

the land in this place? What is cultural diffusion and how is it related to movement?

and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices D2.Geo.4.6-8. Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

different tribes in the continent. http://www.cacsk12.org/userfiles/11358/Classes/38027/Tribal%20Masks%20webquest.pdf Trace back to regions in Africa, the origins of various cultural elements in the United States: music & instruments, food, language, etc.

G4.4.1 Factors of conflict and cooperation in control/use of natural resources, power, & wealth.

What is the relationship between resources, government management and quality of life in Africa?

D2.Geo.11.6-8. Explain how the relationship between the environmental characteristics of places and production of goods influences the spatial patterns of world trade. D2.Geo.12.6-8. Explain how global changes in population distribution patterns affect changes in land use in particular places.

Using multiple economic indicators and resource maps, draw conclusions about why conditions are as they exist. infonation.com http://online.culturegrams.com/world/index.php Use GP subscription knoema.com Design and present research project.

History: 7 - H1.2

Compare and contrast several different ways of organizing time.

Compare information provided by different historical sources about the past.

Make a timeline of major historical events of the country/region under study. Early Egypt: Nilometer,

State Standard & Unit Big Ideas and Key Question for Exploration

Processes (C3 Framework)

Products/Skills/Activities

Southern African dry season calendar.

7 – H1.2.2 Read and comprehend a historical passages. .

What are the major events that have shaped the region under study?

D2.His.14.6-8. Explain multiple causes and effects of events and developments in the past

Make and analyze a map of European imperialism and visible impacts today. Make a mind map of history to show who was involved, what happened, where it happened, what events transpired, and what consequences or outcomes followed. https://www.goconqr.com/en-US/users/sign_in

Government: 7 – C1.1.1 .

How do countries see the role of governments differently?

D2.Civ.8.6-8. Analyze ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system. D2.Civ.12.6-8. Assess specific rules and laws (both actual and proposed) as means of addressing public problems

Examine parts of constitutions from various countries and analyze differences as spelled out in US Preamble. http://www.loc.gov/ http://data.worldbank.org/data-catalog/worldwide-governance-indicators https://www.cia.gov/library/publications/the-world-factbook/

6 – C3.6.2 How do people organize themselves into different forms of government?

D2.Civ.6.6-8. Describe the roles of political, civil, and economic organizations in shaping people’s lives.

Compare and contrast various forms of government (e.g., democracy, parliamentary, dictatorships, oligarchies, theocracies) around the world Using maps go to https://freedomhouse.org/report/freedom-world/freedom-world-2015#.Vh07QvlzRd4

State Standard & Unit Big Ideas and Key Question for Exploration

Processes (C3 Framework)

Products/Skills/Activities

Oceania Australia New Zealand New Guinea Geography G3.1.2, G3.2.1

How did geographic isolation impact the development of life in Oceania.

D2 Geo 5.6-7 Explain the factors which cause different types of climates D2.Geo.6.6-8. Explain how the physical and human characteristics of places and regions are connected to human identities and cultures. Locate major ecosystems and explain how and why they are similar or different as a consequence of latitude, elevation, landforms, location, and human factors.

Analyze video clip of invasive species in Australia and discuss unforeseen consequences of it on ecosystem. ( Frogs, rabbits) Map human various endangered species.

History 7 – H1.2.4

How has imperialism & discrimination impacted the lives of indigenous peoples?

D2.His.1.6-8. Analyze connections among events and developments in broader historical contexts

View Rabbit Proof Fence. Gather data about Aboriginal statistics to examine racism. Then compare to American forms of racism.

State Standard & Unit Big Ideas and Key Question for Exploration

Processes (C3 Framework)

Products/Skills/Activities

Examine unique situation of Australia as a penal colony. Using visual images draw conclusions about the lives of Aborigines & Maori peoples. Organize economic indicator statistics comparing indigenous peoples to Australians of European descent. .

Government C3.6.2

How do people organize themselves into different forms of government?

D2.Civ.6.6-8. Describe the roles of political, civil, and economic organizations in shaping people’s lives.

Make a Venn diagram to Compare and contrast British parliamentary democracy to American democracy.

The 8th grade U.S. History curriculum relies heavily on students ability to CLOSE read documents from across

historical eras.

We suggest the following resources for teachers:

Docs Teach from the National Archives. There are thousands of primary source documents and classroom

teaching tools.

primary sources for use in classroom activit

SHEG (Stanford History Education Group) This is a free site but requires users to register a username and

password.

Zoom In is a highly interactive, document-based, inquiry-based U.S. history lesson plans.

Ed TED

GPPSS Grade 8 Curriculum 2015

State Standard & Unit Big Ideas & Key Questions for

Exploration Processes

Products/Skills/ Activities

F1.1 Describe the ideas,

experiences, and

interactions that

influenced the colonists'

decisions to declare

independence by

analyzing

· colonial ideas

about government

(e.g., limited

government,

republicanism,

protecting individual

rights and

· promoting the

common good,

representative

government, natural

rights) (C2)

· experiences

How did the governments of the 13 original colonies reflect the ideals of republicanism, promoting the common good and representative government?

How did the French and Indian War affect the attitudes of the colonists?

D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.

Magna Carta from the National Archives (text)

The Gilder Lehrman Institute: Pilgrims, the Mayflower Compact, and the First Thanksgiving Unit The Mayflower Compact (text)

Mayflower Compact Song

Colonial Williamsburg website

Maryland Toleration Act 1649 (text)

French and Indian War (A letter from the Ohio River Valley)

Map of the French and

with self-government

(e.g., House of

Burgesses and town

meetings) (C2)

· changing

interactions with the

royal government of

Great Britain after the

French and Indian

War (C2)

Indian War

F1.2 Using the Declaration

of Independence, including

the grievances at the end

of the

document, describe

the role this document

played in expressing

• colonists' views of

government

• their reasons for

separating from Great

Britain. (C2)

Did the Declaration of Independence provide independence for all? What were some of the shortcomings of the Declaration of Independence?

D2.His.5.6-8. Explain how and why perspectives of peo- ple have changed over time.

The idea is that the DoI has come to include various demographic over the course of U.S. history...

Washington Post’s The Volokh Conspiracy: The Declaration of Independence annotated

Students write a “break-up” letter from the colonies to England

A translation of the Declaration of Independence

Compare to any Taylor Swift song :)

King George: What was his Problem

Too Late to Apologize

F1.3 Describe the

consequences of the

American Revolution by

analyzing the

• birth of an

independent republican

government (C2)

• creation of Articles

of Confederation (C2)

• changing views on

freedom and equality (C2)

• and concerns over

distribution of power within

governments, between

government and the

governed,

and among people

(C2)

Who should get the “blame” for starting the American Revolution? The American colonists or England? Explain,

D2.His.1.6-8. Analyze connections among events and developments in broader historical contexts.

Shays’ Rebellion video

Nystrom American Revolution

U3 USHG ERA 3 - REVOLUTION AND THE

NEW NATION

● How do individuals work together to bring about change?

● What drove the colonists to declare independence from Great Britain?

● How is the outcome of

war shaped by politics, economics, and geography?

● Did the colonists have enough of a justification to use force to break away from Great Britain?

● How can one define a Revolution?

● How do economic conditions influence the distribution of power, wealth, and status?

● How is possible that American Patriots gained their independence from the powerful British Empire?

8 - U3.3.1

Explain the reasons for the

adoption and subsequent

failure of the Articles of

Confederation (e.g., why its

drafters created a weak

central government,

challenges the nation faced

● How and why are governments created and changed?

● What is a revolution? Why are the sometime necessary?

D2.His.14.6-8. Explain multiple causes and effects of events and developments in the past.

D2.His.15.6-8 Evaluate the relative influence of various causes of

A student simulation of the Confederation Congress and its flawed nature.

Coat of Arms

Radio station lesson plan

under the Articles, Shays'

Rebellion, and disputes over

western lands). (C2)

events and developments in the past.

(History Alive!)

8 - U3.3.2

Identify economic and political questions facing the nation during the period of the Articles of Confederation

and the opening of the Constitutional Convention.

(E1.4)

● Why were the Articles of Confederation designed so weakly and thus led to its subsequent failure?

● How did Shays’ Rebellion lead to the Constitutional Convention?

D2.His.6.6-8. Analyze how people’s perspective influenced what information is available in the historical sources they created.

Charting the weaknesses of the Articles of Confederation

Draw a picture of the weakness, explain the weakness

8 - U3.3.3

Describe the major issues debated at the Constitutional

Convention including the distribution of political power,

conduct of foreign affairs, rights of individuals, rights of

states, election of the executive, and slavery as a regional and federal issue.

● How did the development of colonial America lead to different opinions at the Constitutional Convention?

● How might the geography of the United States have affected the policies of the new national government?

D2.His.3.6-8. Use questions generated about individuals

and groups to analyze why they, and the developments they shaped, are seen as historically significant.

Constitutional Convention simulation - tables for each state and students each represent a Delegate. Use face mask and have each person introduce themselves.

Look at Madison’s journal entries from the Constitutional Convention

8 - U3.3.4

Explain how the new

constitution resolved (or

compromised) the major

issues including sharing,

● Explain how American liberties protected by the new Constitution?

● What groups of people were not represented at

D2.His.14.6-8. Explain

multiple causes and effects of events and developments in the past.

Constitutional Convention simulation - tables for each state and students each represent a Delegate. Use face mask and have each person introduce

separating, and checking of

power among federal

government institutions, dual

sovereignty (state-federal

power), rights of individuals,

the Electoral College, the

Three-Fifths Compromise,

and the Great Compromise.

the Constitutional Convention?

● What groups of people are not represented under the Constitution?

● What were successes and failures of the Constitution?

● What are success and failures of the Constitution?

● Does the Constitution still protect our individual rights?

themselves. Delegates debate the mentioned issues.

8 - U3.3.5

Analyze the debates over the

ratification of the Constitution

from the perspectives of

Federalists and Anti-

Federalists and describe

how the states ratified the

Constitution. (C2)

(National Geography

Standard 3, p. 148)

● Explain the perspectives of the Federalists and Anti-Federalists.

How do the Federalists and Anti-Federalist evolve into America’s first two political parties?

D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.

Read and analyze Federalist Papers (especially #10 and #51)

Use the National Archives DocsTeach worksheets to analyze various primary sources including written sources, political cartoons, sound recordings, etc.

http://www.archives.gov/edu

cation/lessons/revolution-new-nation.html

8 - U3.3.6

Explain how the Bill of Rights reflected the concept of

limited government, protections of basic

freedoms, and the fear of many Americans of a strong

central government. (C3)

● How do the Bill of Rights protect individual freedoms?

D2.His.6.6-8. Analyze how people’s perspectives influenced what information is available in the historical sources they created.

Possible Applications:

Socrative Circles

New York Times Learning Bloghttp://learning.blogs.nytimes.com/?s=bill+rights

Students evaluate constitutionality of current public issues (e.g. The Pledge of Allegiance, The Affordable Healthcare Act).

By examining the impact of social media and technology in today’s society students will evaluate the applicability of the 4th amendment.

8 - U3.3.7

Using important documents

(e.g., Mayflower Compact,

Iroquois Confederacy,

Common Sense, Declaration

● How do individuals work together to bring about change?

● What are some obstacles to growth or change?

D2.His.9.6-8. Classify the kinds of historical sources used in a secondary interpretation.

Possible Applications:

Students use excerpts from the Declaration of Independence to produce a children’s version of the

of Independence, Northwest

Ordinance, Federalist

Papers), describe the

historical and philosophical

origins of constitutional

government in the United

States using the ideas of

social compact, limited

government, natural rights,

right of revolution, separation

of powers, bicameralism,

republicanism, and popular

participation in government.

(C2)

● How did the political thinkers from Europe (the Enlightenment) influence the Founding Fathers?

D2.His.11.6-8. Use other historical sources to infer a plausible maker, date, place of origin, and intended audience for historical sources where this information is not easily identified.

D2.His.136-8. Evaluate the relevance and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose.

doc.

Students close read the Monroe Doctrine

and compare it to the Roosevelt Corollary and other presidential documents.

Students analyze excerpts from Common Sense and “translate” them into modern, easy-to-understand language.

Constitution in Action Lesson from Docs Teach

U4 USHG ERA 4 - EXPANSION AND

REFORM (1792-1861)

● How did changes caused by economic and territorial growth and the actions of reformers lead to growing sectionalism?

U4.1 Challenges to an Emerging Nation

● To what extent do the benefits of progress outweigh the costs?

● How did Americans create a national government that

respected both the independence of states and the rights of individuals?

●

● How is the past connected to the present and the future?

● What political traditions and tensions first appeared in the early years of the new republic?

8 - U4.1.1

Washington's Farewell -

Use Washington's Farewell

Address to analyze the most

significant

challenges the new nation

faced and the extent to

which subsequent

Presidents heeded

Washington's advice. (C4)

● To what extent did subsequent Presidents heed the advice of George Washington’s Farewell Address?

● How have political parties hindered the efficacy of American government?

D2.His.5.6-8. Explain how and why perspectives of people have changed over time.

A CLOSE reading of the Washington;s Farewell Address. Use evidence from the document to support Washington’s claims.

Using current events (articles from Newsela) students write a response stating how Washington would feel about the issue(s). Students must reference Washington’s Farewell Address in their

responses.

8 - U4.1.2

Establishing America's

Place in the World - Explain

the changes in America's

relationships with other

nations by analyzing treaties

with American Indian

nations, Jay's Treaty (1795),

French

Revolution, Pinckney's

Treaty (1795), Louisiana

Purchase, War of

1812,Transcontinental

Treaty

(1819), and the Monroe

Doctrine. (C4) (National

Geography Standard 13, p.

161)

● How did treaties and America’s foreign policy change the shape, size, and role of the new nation?

D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.

● Create your own political cartoon for the various treaties.

● Design a “Smarty Pins” activity which annotates a Google Map with historical information. (Google Tour Builder)

● Use a Google Earth program like google lit trips to create markers and incorporate primary sources in order to show impact of treaties on the US. Google Tour Builder.

8 - U4.1.3

Challenge of Political

Conflict

Explain how political parties

emerged out of the

competing

ideas, experiences, and

fears of Thomas Jefferson

and Alexander Hamilton (and

● What were the fundamental differences between the Federalists and Democratic-Republican?

● Which economic, political, and social factors divided the America’s two first parties?

● How did the vision of the

D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.

● Wayne RESA video: Taxes in US History, Whiskey Rebellion

● SHEG: Hamilton/Jefferson Letters to George Washington

their followers), despite the

worries the Founders had

concerning the dangers of

political division, by

analyzing disagreements

over

Relative power of the

national government

(e.g.,Whiskey Rebellion,

Alien and Sedition Acts) (C3)

· foreign relations (e.g.,

French Revolution, relations

with Great Britain) (C3)

· economic policy (e.g.,

the creation of a national

bank, assumption of

revolutionary debt) (C3,

E2.2)

future United States differ between the Federalists and Democratic-Republicans?

● Have a simulated debate/tea party in which Jefferson and Hamilton discuss their differences.

● Hamilton v. Jefferson reading

8 - U4.1.4

Establishing a National

Judiciary and Its Power -

Explain the development of

the

power of the Supreme Court

through the doctrine of

judicial review as manifested

in

Marbury v. Madison (1803)

● Which branch of government is the most powerful (separation of powers)?

● How did the Supreme Court’s power and statues evolve during the 19th Century?

● How was the legal precedent of “judicial

D2.Hist.12.6-8. Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.

● Using question dice (“Wh” questions) students have to generate questions based on whatever side is rolled. Students then work in pairs or groups to answer those questions.

and the role of Chief Justice

John Marshall and the

Supreme

Court in interpreting the

power of the national

government (e.g.,

McCullouch v. Maryland,

Dartmouth College v.

Woodward, Gibbons v.

Ogden). (C3, E1.4, 2.2)

review” established?

● How do 19th Century Supreme Court landmark cases affect our lives today?

U4.2 Regional and Economic Growth

● What forces and events affected national unity and growth?

● What impact did Andrew Jackson’s presidency have on the nation?

● How did westward expansion transform the nation?

● How did Andrew Jackson expand the power of the presidency?

D2.His.6.6-8. Analyze how people’s perspectives influenced what information is available in the historical sources they created.

Video vignettes: "Andrew

Jackson: Good, Evil, and

the Presidency" on PBS.

Analysis of King Andrew the First Political Cartoon

8 - U4.2.1

Comparing Northeast and

the South

Compare and contrast the

social and economic

● How might the geography of the United States have affected the policies of the new national government?

D2.His.15.6-8. Evaluate the relative influence of various causes of events and developments in the past.

Nystrom mapping activity showing the climate, natural resources, and urban areas of both the Northeast and the South.

systems of the Northeast

and the South with respect to

geography and climate and

the

development of variety of

environments.

· agriculture, including

changes in productivity,

technology, supply and

demand, and price

· (E1.3,1.4)

· industry, including

entrepreneurial development

of new industries, such as

textiles (E1.1)

· the labor force

including labor incentives

and changes in labor forces

(E1.2)

· transportation

including changes in

transportation (steamboats

and canal barges) and

impact

· on economic markets

and prices (E1.2,1.3)

· immigration and the

growth of nativism

· race relations

● How did geographical difference manifest themselves into sectionalism?

● How were sectional differences a harbinger of the imminent Civil War?

● How did Henry Clay preserve the federal Union throughout the 1800s?

D2.Eco.6.6-8. Explain how the changes in supply and demand caused changes in price and quantity of goods and services, labor, credit, and foreign currencies.

D2.Eco.7.6-8. Analyze the role of innovation and entrepreneurship in a market economy.

Norman B. Leventhal Map Center

Graphic organizer of New England, South, and frontier.

Analysis of the American Plan.

Cotton Gin Video

· class relations

8 - U4.2.2

The Institution of Slavery - Explain the ideology of the

institution of slavery, its policies, and consequences.

Describe how the issues of slavery generated strong feelings in the North, South, and West?

How did slave owners justify the institution of slavery?

D2.His.6.6-8. Analyze how people’s perspectives influenced what information is available in the historical sources they created.

Enslaved African HIstorical Museum lesson (students tour a teacher made exhibits relating the institution of slavery and take notes/make observations about. PBS Frederick Douglass Narrative of the Life of Frederick Douglass

The Abolitionists

American Experience film that covers many abolitionists including Frederick Douglass, the Grimke sisters, and William Lloyd Garrison .

Underground RR: The William Still Story

Mission US: Flight to Freedom

8 - U4.2.3

Westward Expansion - ● How might the geography

of the United States have D2.Geo.7.6-8. Explain how changes in

Zoom In Inquiry of American Progress, slowly

Explain the expansion,

conquest, and settlement of

the West through the

Louisiana Purchase, the

removal of American Indians

(Trail of Tears) from their

native lands, the growth of a

system of commercial

agriculture, and the idea of

Manifest Destiny. (E2.1)

(National Geography

Standard 6, p. 154)

affected the policies of the new national government?

transportation

and communication tech- nology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices.

reveal picture. Discuss each portion, then discuss image as a whole. Project-Western Novels

Jimmy Fallon Gadsden Purchase

Original Oregon Trail video game simulator

An ARCGIS on Kentucky’s Frontier Trails

Nystrom Trail of Tears

The Trail of Tears and the Forced Relocation of the Cherokee Nation

Manifest Destiny song by Jamiroquai. Analyze lyrics.

8 - U4.2.4

Consequences of

Expansion Develop an

argument based on evidence

about the positive and

negative consequences of

territorial and economic

expansion on American

Indians, the institution of

● Would the Civil War have happened without the Mexican American War?

● Does an increase in the number of voters make a country more democratic?

● Does a geographic minority have the right to ignore the laws of the national government?

D2.Geo.9.6-8. Evaluate the influences of long-term human-induced environmental change on spatial patterns of conflict and cooperation.

http://zoomin.edc.org/users/login

(above website has lots of great writing assignments for many aspects of US History)

SHEG: Manifest Destiny

slavery, and the relations

between free and

slaveholding states. (C2)

(National Geography

Standard 13, p. 169)

U4.3 Reform Movements ● How did the antebellum reform movement change the nation in the mid - 1800s?

8 - U4.3.1

Explain the origins of the American education system

and Horace Mann's campaign for free

compulsory public education. (C2)

Discuss why the United States had higher literacy rates than its European counterparts?

How did Horace Mann’s common school affect the nation both positively and negatively?

Why do compulsory education laws exist?

D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.

The History Project: Horace Mann on Public Education

8 - U4.3.2

Describe the formation and

development of the

abolitionist movement by

considering the roles of key

abolitionist leaders (e.g.,

John Brown and the armed

How did the Second Great Awakening and the Social Gospel Movement of the mid-nineteenth century manifest theme of social change?

Compare and contrast two different abolitionists.

D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.

Analyze news articles from America’s Historical Newspapers database which discuss his raid on Harpers Ferry and compare the article to the lyrics John Brown’s Body Union song.

resistance, Harriet Tubman

and the Underground

Railroad, Sojourner Truth,

William Lloyd Garrison, and

Frederick Douglass), and the

response of southerners and

northerners to the abolitionist

movement. (C2) (National

Geography Standard 6, p.

154)

SHEG: John Brown

Reformers baseball cards project

8 - U4.3.3

Analyze the antebellum

women's rights (and

suffrage) movement by

discussing the goals of its

leaders (e.g., Susan B.

Anthony and Elizabeth Cady

Stanton) and comparing the

Seneca Falls Resolution with

the Declaration of

Independence. (C2)

How did Elizabeth Cady Stanton’s Declaration of Sentiments borrow ideas from Thomas Jefferson’s Declaration of Independence? Are all groups in American society included in ideals of Jefferson’s vision?

D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.

Compare and contrast the Declaration of Independence and the Declaration of Sentiments.

Shoomo publishing song on women’s suffrage.

8 - U4.3.4

Analyze the goals and

effects of the antebellum

temperance movement. (C2)

Did social reformers achieve their intended goals? What were other long term consequences of the antebellum temperance movement?

What social and religious

D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as

Episode 1 “A Nation of Drunkards” focuses on the mid-nineteenth century temperance movement. The site has links to various classroom activities including political cartoon.

movements led to temperance? historically significant.

Ken Burns Prohibition Materials

8 - U4.3.5

Evaluate the role of religion

in shaping antebellum reform

movements. (C2)

What role do religious values and norm play in shaping laws and regulations?

D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.

Thinglink with a series of pop ups and questions analyzing/depicting social gospel movement.

POSERS analysis Use this acronym to help students analyze images

DocsTeach is a higher leveled tool used for analysis.

Write an evidentiary based argument on the success of the reform movements in changing American society. The essay should include evidence from at least two different antebellum reform movements and describe how a contemporary national public policy issue has its roots in America’s past. (Oakland Rubicon)

U5 USHG ERA 5 - CIVIL

WAR AND

RECONSTRUCTION (1850-

1877)

Civil War Trust

Civil War 150 Infographic

U5.1 The Coming of the

Civil War

● Could the Civil War have been avoided?

● What issues and events shattered the nation's unity and led to the Civil War?

Fort Sumter Story Map

8 - U5.1.1

Explain the differences in the

lives of free blacks (including

those who escaped from

slavery) with the lives of free

whites and enslaved

peoples. (C2)

● Why did the institution of slavery last so long?

● How did the institution of slavery impact families and culture?

● Were free blacks really free?

D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.

Leventhal Map Center Civil War lessons

Economy of the slave south

North and South: Different but connected

8 - U5.1.2

Describe the role of the

Northwest Ordinance and its

effect on the banning of

slavery (e.g., the

establishment of Michigan as

a free state). (National

Geography Standard 12, p.

167)

● How was the addition of new states to the Union a recipe for the Civil War?

D2.Geo.4.6-8. Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

D2.His.1.6-8. Analyze connections among events and

Mapping activity

DocsTeach: Civil War and Reconstruction

10th regiment Flint Boys

developments in broader historical contexts.

8 - U5.1.3

Describe the competing

views of Calhoun, Webster,

and Clay on the nature of the

union among the states (e.g.,

sectionalism, nationalism,

federalism, state rights). (C3)

● Could the Civil War have been avoided?

D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.

DocsTeach: Civil War and Reconstruction

SHEG Lesson Plans-- add them

8 - U5.1.4

Describe how the following

increased sectional tensions

the Missouri Compromise

(1820)

· the Wilmot Proviso

(1846)

· the Compromise of

1850 including the Fugitive

Slave Act

· the Kansas-Nebraska

Act (1854) and subsequent

conflict in Kansas

· the Dred Scott v.

Sandford decision (1857)

· changes in the party

● Why did the Compromise of 1820 fall apart?

● What events resulted in the delay of the Civil War?

● Can legislative compromises solve moral issues?

D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.

Split students up equally. As a new territory is added one side becomes uneven. Make a compromise. Continue process for new states.

Fugitive Slave Act: Analyze fugitive slave posters.

Causes of the Civil War by United Streaming

system (e.g., the death of the

Whig party, rise of the

Republican party and

division of the Democratic

party) (C2; C3) (National

Geography Standard 13, p.

169)

8 - U5.1.5

Describe the resistance of

enslaved people (e.g., Nat

Turner, Harriet Tubman and

the

Underground Railroad, John

Brown, Michigan's role in the

Underground Railroad) and

effects of their actions

before and during the Civil

War. (C2)

● Can individuals bring about social change?

● Why were Detroit and St. Catherine’s final “stations” in the United States on the Underground Railroad?

D2.His.6.6-8. Analyze

how people’s perspectives influenced what information is available in the historical sources they created.

Have students work in small groups reading children’s books on various people.

Book: Day of Tears

Mission US: Flight to Freedom

Charles E. Wright African American Museum in Detroit

Elmwood Cemetery Field Trip

Nystrom Atlas Underground Railroad activity

Create a museum exhibit on Detroit’s role in the Underground Railroad, specifically tying Ontario’s heritage to enslaved

Africans.

8 - U5.1.6

Describe how major issues

debated at the Constitutional

Convention such as

disagreements over the

distribution of political power,

rights of individuals (liberty

and property), rights of

states, election of the

executive, and slavery help

explain the Civil War (C2).

● How is slavery mentioned in the Constitution?

● How has the Constitution changed over time to reflect the growing diversity of America?

D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.

D2.His.14.6-8. Explain

multiple causes and effects of events and developments in the past.

“Grade” the Constitution from different perspectives in different time periods

Constitutional amendments game (SMARTBOARD Exchange)

U5.2 Civil War ● Was the American Revolution more of a Civil War and was the Civil War more of a Revolution?

● Was the Civil War worth its costs?

8 - U5.2.1

Explain the reasons

(political, economic, and

social) why Southern states

seceded and explain the

differences in the timing of

secession in the Upper and

● Why was South Carolina the first state to secede from the Union?

● Why did the Southern states secede from the Union?

● Was slavery the primary

D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.

Lower South. (C3, E1.2)

(National Geography

Standard 6, p. 154)

cause of the Civil War?

8 - U5.2.2

Make an argument to explain

the reasons why the North

won the Civil War by

considering the

· critical events and

battles in the war

· the political and

military leadership of the

North and South

· the respective

advantages and

disadvantages, including

geographic, demographic,

economic and technological

(E1.4) (National Geography

Standard 15, p. 173)

● What advantages did the North have over the south and vice versa?

● How did the north’s manufacturing and industrial roots help it win the Civil War?

D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.

Venn diagram or T-chart comparing the strengths and weakness of the UNion and Confederacy.

Civil War Maps (extra attention to the annotated maps)

StoryMap of Battlefields of the Civil War

8 - U5.2.3

Examine Abraham Lincoln's

presidency with respect to

· his military and

political leadership

· the evolution of his

emancipation policy

● Does Abraham Lincoln

deserve to be called the

“Great Emancipator”?

● To what extent did the

rhetoric of Abraham

D2.His.13.6-8. Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose.

Lincoln’s Gettysburg Address, analyze images

Create a video reciting the Gettysburg Address and upload to YouTube

Compare/Contrast the

(including the Emancipation

Proclamation)

· and the role of his

significant writings and

speeches, including the

Gettysburg Address and

· its relationship to the

Declaration of Independence

(C2)

Lincoln expand the

concept of American

democracy and freedom?

Gettysburg Address and the Second Inaugural Address (text)

8 - U5.2.4

Describe the role of African

Americans in the war,

including black soldiers and

regiments, and the increased

resistance of enslaved

peoples.

● Why did African Americans fight on the side of the Confederacy?

● How were African American soldiers treated in comparison to the white soldiers?

D2.His.6.6-8. Analyze

how people’s perspectives influenced what information is available in the historical sources they created.

54th regiment

Civil War 150 infographic (posted by unit name)

Contraband Camps Lesson Plan (honors lesson)

8 - U5.2.5

Construct generalizations

about how the war affected

combatants, civilians

(including the role of

women), the physical

environment, and the future

of warfare, including

technological

developments. (National

Geography Standard 14, p.

● How did the Civil War change the role of women?

● How did the Civil War affect science, medicine, and technology?

● What are the long term effects on civilians and the physical environment in the areas where war takes place?

D2.Geo.9.6-8. Evaluate the influences of long term human induced environmental change on spatial patterns of conflict and cooperation.

Analyze images of Richmond, Atlanta, and Charleston to show destruction.

Library of Congress: Analyzing Photographs and Prints

171) ● How are northern and southern perspectives of the Civil War different, both historically and today?

U5.3 Reconstruction ● How do we measure success? Is progress for some progress for all?

● Why do people move? How are settlement patterns related to economic conditions, geography, and political parties?

● Was it possible to have a peace of reconciliation after the Civil War?

● Should the South have been treated as a defeated nation or as a rebellious states?

● Did Reconstruction governments rule the south well?

History Channel overview of Reconstruction link below

http://www.history.com/topics/us-presidents/compromise-of-1877

8 - U5.3.1

Describe the different

positions concerning the

reconstruction of Southern

society and the

Using a graphic organizer chart Lincoln’s, Johnson’s, and Radical Republican’s plan for Reconstruction.

Edsitement Reconstruction

nation, including the

positions of President

Abraham Lincoln, President

Andrew Johnson,

Republicans, and African

Americans.

Lesson

8 - U5.3.2

Describe the early responses

to the end of the Civil War by

describing

· the policies of the

Freedmen's Bureau (E2.2)

· restrictions placed on

the rights and opportunities

of freedmen, including racial

segregation and Black

Codes (C2, C5)

Did the Reconstruction Amendments ?

● How did black codes and Jim Crow laws circumvent the Reconstruction amendments?

● How successful was the Freedmen’s Bureau at accomplishing it’s goals?

● To what extent did Jim Crow Laws create and govern a racially segregated society in the South?

D2.His10.6-8. Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.

D2.His16.6-8. Organize applicable evidence into a coherent argument about the past.

● Read, analyze, and discuss the Black Codes: Mississippi

Law Creating the Freedmen’s Bureau (use Docs Teach written doc. analysis sheet)

8 - U5.3.3

Describe the new role of

African Americans in local,

● How successful was the civil rights movement of the 1960s and 1970s in achieving the mandates

D2.Civ.9.6-8. Compare deliberative processes used by a wide variety of groups in various

state and federal

government in the years

after the Civil War and the

resistance of Southern

whites to this change,

including the Ku Klux Klan.

(C2, C5)

of the constitutional amendments of the 1860s and 1870?

● Did the Reconstruction governments rule the South well?

● Does racial equality depend upon government action?

● Should African Americans have more strongly resisted the government’s decision to abandon the drive for equality?

settings.

D2.His16.6-8. Organize applicable evidence into a coherent argument about the past.

8 - U5.3.4

Analyze the intent and the

effect of the Thirteenth,

Fourteenth, and Fifteenth

Amendments to

the Constitution.

● Why would the United States need to add the 13th, 14th, and 15th Amendments to the Constitution?

● How did government reconstruction policies affect race relations?

● How did the Reconstruction era reflect America’s movement toward and/or away from its core ideals found in the Declaration of Independence and

D2.Civ.8.6-8 Analyze ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system.

D2.Civ.12.6-8. Assess specific rules and laws (both actual proposed) as means of addressing public problems.

1. Create a poster display comparing the impact of Reconstruction on race relations in America and the consequences of removing Union troops on Americans.

Constitution? ● How did issues

concerning the rule of law, limited government, and individual rights affect Americans during the Reconstruction era?

8 - U5.3.5

Explain the decision to

remove Union troops in 1877

and describe its impact on

Americans.

● What impact did Union troops have in Antebellum South?

D2.Geo.1.6-8. Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics.

D2.Geo.2.6-8. Use maps, satellite images, photographs, and other representations between the locations of places and regions, and changed in their environmental characteristics.

Battle over Reconstruction, Edsitement

U 6 USHG ERA 6 - THE

DEVELOPMENT OF AN

INDUSTRIAL, URBAN, AND

GLOBAL UNITED STATES

(1870-1930)

U6.1 America in the Last

Half of the 19th Century

8 - U6.1.1

America at Century's End -

Compare and contrast the

United States in 1800 with

the United

States in 1898 focusing on

similarities and differences in

· territory, including the

size of the United States and

land use

· population, including

immigration, reactions to

immigrants, and the

changing demographic

· structure of rural and

urban America (E3.2)

· systems of

transportation (canals and

railroads, including the

Transcontinental Railroad),

and

· their impact on the

economy and society (E1.4,

3.2)

● To what extent did technological invention and innovation improve transportation and the infrastructure of the United States during the nineteenth century?

● Can the “white man’s conquest” of Native Americans be justified?

● To what extent had African Americans attained the “American Dream” by the early twentieth century?

● What were the push/pull factors involved in the migration of people across the nation?

● Did America fulfill the dreams of immigrants?

● Has immigration been the key to America’s success?

D2.Geo.7.6-8. Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural

History Channel : Steam Engines Drive a Revolution in Transportation

National Parks Service: Homestead Act Lesson Plan

NEA Transcontinental

Telegraph and Railroad

iCivics Lesson on Plessy v. Ferguson (1896) American Experience: We Shall Remain

· governmental policies

promoting economic

development (e.g., tariffs,

banking, land grants and

· mineral rights, the

Homestead Act) (E.2.2)

· economic change,

including industrialization,

increased global competition,

and their impact

· on conditions of

farmers and industrial

workers (E1.4, 2.1, 3.2)

· the treatment of

African Americans, including

the rise of segregation in the

South as endorsed by the

Supreme Court's decision in

Plessy v. Ferguson, and the

response of African

Americans

· the policies toward

American Indians, including

removal, reservations, the

Dawes Act of 1887, and the

response of American

Indians

·

U6.2 Investigation Topics

and Issue Analysis (P2)

8 - U6.2.1

United States History

Investigation Topic and

Issue Analysis, Past and

Present -

Use historical perspectives

to analyze issues in the

United States from the past

and the present; conduct

research on a historical issue

or topic, identify a connection

to a contemporary issue, and

present findings (e.g., oral,

visual, video, or electronic

presentation, persuasive

essay, or research paper);

include causes and

consequences of the

historical action and predict

possible consequences of

the contemporary action.

● In what ways does an event affect multiple people differently?

● What events and turning points are important in history and why?

● D3.1.6-8. Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

● In groups, students research a topic of their choice (from list). Each member of group most research and represent how their specific social role/perspective would have viewed this topic.

PUBLIC DISCOURSE,

DECISION MAKING, AND

CITIZEN INVOLVEMENT

(P3, P4)

P3.1 Identifying and Analyzing Issues, Decision

Making, Persuasive Communication About a Public Issue, and Citizen

Involvement

7 - P4.2.1

Identify, research, analyze,

discuss, and defend a

position on a national public

policy issue.

· Identify a national

public policy issue.

· Clearly state the issue

as a question of public policy

orally or in written form.

· Use inquiry methods

to trace the origins of the

issue and to acquire data

about the issue.

· Generate and

evaluate alternative

resolutions to the public

issue and analyze various

· perspectives (causes,

consequences, positive and

negative impact) on the

● How does the past affect the present and the future?

● How can we learn from the best to benefit the future?

D3.1.6-8. Gather relevant information from multiple

sources while using the origin,authority, structure, context, and corroborative value of the sources to guide the selection.

D3.4.6-8. Develop claims

and counterclaims while

pointing out the strengths

and limitations of both.

Students will write a persuasive essay on a national public policy issue.

Students use America’s Historical Newspapers database to acquire articles from throughout U.S. History.

Students will identify a national public policy issue of concern and create a video public service announcement that seeks to address the problem.

issue.

· Identify and apply core

democratic values or

constitutional principles.

· Share and discuss

findings of research and

issue analysis in group

discussions and debates.

· Compose a

persuasive essay justifying

the position with a reasoned

argument.

· Develop an action

plan to address or inform

others about the issue

P4.2 Citizen Involvement

8 - P4.2.1

Demonstrate knowledge of

how, when, and where

individuals would plan and

conduct

activities intended to

advance views in matters of

public policy, report the

results, and evaluate

effectiveness.

● How can students participate in meaningful civic action?

● How are civic ideals translated into practice?

D4.3.6-8. Present adap- tations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and

Write or e-mail an elected official concerning a public policy issue

NY Times Weekly News Quiz

position paper

Drawing for Change: Analyzing and Making Political Cartoons

maps) and digital technologies (e.g., Internet, social media, and digital documentary).

Work with community leaders to help inform about historical role of city

8 - P4.2.2

Engage in activities intended

to contribute to solving a

national or international

problem

studied.

● How can students participate in meaningful civic action?

● How are civic ideals translated into practice?

D4.3.6-8. Present adap- tations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

● Compare and contrast a current event with one of the founding documents studied in class. Analyze the impact that particular document has on the current

Project Citizen

8 - P4.2.3

Participate in projects to help

or inform others (e.g.,

service learning projects).

● How can students participate in meaningful civic action?

● How are civic ideals translated into practice?

D4.3.6-8. Present adap- tations of arguments and explanations on topics of interest to others to reach audiences and venues outside the

● Students use activist methods they have learned from studying reform movements and apply those to issues of need in either their community or larger

classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

global spectrum.