MASSAPEQUA PUBLIC SCHOOLS

7th and 8th Grade Social Studies Curriculum 2015

Summer 2015

COMMITTEE MEMBERS Maria Casale

William Chlystun Danielle Kennedy Noreen Miller Brian Trapani

BOARD OF EDUCATION Jane Ryan – President

Maryanne Fischer – Vice President Gary Baldinger – Secretary Timothy Taylor – Trustee Joseph LaBella – Trustee

ADMINISTRATION Lucille F. Iconis, Superintendent

Alan C. Adcock, Deputy Superintendent Thomas Fasano, Ed.D., Assistant to the Superintendent for Curriculum & Instruction

Robert Schilling, Executive Director Assessment, Student Data and Technology Services Diana Haanraadts, Asst. to the Superintendent for Instructional Support & General Administration

Dina Maggiacomo, Executive Director for Human Resources & General Administration Jean Castelli, Executive Director of Special Education and Student Support Services

1

Table of Contents

1. Course Description/Rationale 2. Key Words for Curriki 3. Common Core State Standards, Learning Standards, Key Ideas & Performance Indicators For

Content Area 4. New York State Common Core Learning Standards for English Language Arts and Literacy in

History/Social Studies, Science, and Technical Subjects College and Career Readiness Anchor 5. Unifying Themes with Context 6. Grade 7: Social Studies Practices 7. Grade 7 Content Calendar: Curriculum Aligned with Common Core State Standards, Key Ideas &

Performance Indicators 8. Grade 7 Unit 1: Native Americans 9. Grade 7 Unit 2: Colonial Developments 10. Grade 7 Unit 3: American Independence 11. Grade 7 Unit 4: Historical Development of the Constitution 12. Grade 7 Unit 5: The Constitution in Practice 13. Grade 7 Unit 6: Westward Expansion 14. Grade 7 Unit 7: Reform Movements 15. Grade 7 Unit 8: A Nation Divided 16. Grade 8: Social Studies Practices 17. Grade 8 Content Calendar: Curriculum Aligned with Common Core State Standards, Key Ideas &

Performance Indicators 18. Grade 8 Unit 1: Reconstruction 19. Grade 8 Unit 2: Changing Society 20. Grade 8 Unit 3: Expansion and Imperialism 21. Grade 8 Unit 4: World War I and the Roaring Twenties 22. Grade 8 Unit 5: Great Depression 23. Grade 8 Unit 6: World War II 24. Grade 8 Unit 7: Foreign Policy 25. Grade 8 Unit 8: Demographic Change 26. Grade 8 Unit 9: Domestic Policies and Reform

2

Course Description/Rationale The revision of the New York State K­12 Social Studies Framework was designed to, “prepare students

for college, career, and civic life with courses that are aligned to New York State Learning Standards, both Common Core and Social Studies. This framework integrates the existing New York State Learning Standards and the New York State Core Curriculum for social studies into 3 parts. It is intended to serve as a guide for local districts to develop their Social Studies curriculum. It incorporates the New York State Common Core Learning Standards and recommends the use of the C3 Inquiry Arc as instructional methodology. Social studies practices are identified, as well as the key ideas, conceptual understandings and content specifications. The Field Guide (also released) builds on the framework by providing guidance on how to leverage the Framework to promote conceptual understanding (including the development of questions to drive inquiry) and how to integrate social studies content, practices, and the CCLS in curriculum, assessment, and instruction. In short, the Framework articulates what students should learn in social studies, while the Field Guide will provide guidance about how to integrate social studies content, practices, and CCLS in the context of rigorous, inquiry­driven instruction.” (www.engageny.org)

The purpose of this project is to identify the revisions presented in the New York State Social Studies Framework for Grades 7 and 8, as well as the field guide and inquiry documents, and compare to the existing instructional practices in Berner Middle School Grade 7 and 8 Social Studies. Identification of how current and future instructional practices align with the expected key ideas, conceptual understandings, essential (compelling) questions, content specifications, content (supporting) questions, social studies practices, unifying themes, CCLS, and performance tasks required by the New York State Social Studies Framework are present. Identification of local resources used to enhance instruction within the 7th and 8th grade social studies classrooms are present as well.

Key Words for Curriki American History 7th Grade Social Studies 8th Grade Social Studies Key Ideas Conceptual Understandings Common Core Learning Standards Social Studies Practices Unifying Themes Social Studies Inquiries Essential Questions Compelling Questions

3

Common Core State Standards, Learning Standards, Key Ideas & Performance Indicators For Content Area

New York State Learning Standards for Social Studies

The five learning standards, adopted by the Board of Regents in 1996, continue to provide the overall foundation for the NYS Framework. Each Key Idea is derived from and/or aligned to one of these standards as the primary standard. In many cases, a Key Idea represents more than one standard. Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Standard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over Earth’s surface. Standard 4: Economics Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision­making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. Standard 5: Civics, Citizenship, and Government Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental systems of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

4

New York State Common Core Learning Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects College

and Career Readiness Anchor Standards for Reading Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it, and cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text, analyze their development, and summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning and the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently College and Career Readiness Anchor Standards for Writing Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events, using effective technique, well­chosen details, and well­structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are

5

appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and

collaborate with others. Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning, and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understandings of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

6

Unifying Themes These ten unifying Social Studies themes represent different lenses that can be applied to the teaching and learning of the Key Ideas and Conceptual Understandings within the NYS Framework across all grades, K­12. Themes with Context 1. Individual Development and Cultural Identity

Role of social, political, and cultural interactions in the development of identity Personal identity as a function of an individual’s culture, time, place, geography, interaction with groups,

influences from institutions, and lived experiences 2. Development, Movement, and Interaction of Cultures

Role of diversity within and among cultures Aspects of culture such as belief systems, religious faith, or political ideals as influences on other parts

of a culture, such as its institutions or literature, music, and art Cultural diffusion and change over time as facilitating different ideas and beliefs

3. Time, Continuity, and Change

History as a formal study that applies research methods Reading, reconstructing, and interpreting events Analyzing causes and consequences of events and developments Considering competing interpretations of events

4. Geography, Humans, and the Environment

Relationship between human populations and the physical world (people, places, and environments) Effect of human activities on the environment Interactions between regions, locations, places, people, and environments Spatial patterns of place and location

5. Development and Transformation of Social Structures

Role of social class, systems of stratification, social groups, and institutions Role of gender, race, ethnicity, education, class, age, and religion in defining social structures within a

culture Social and political inequalities Expansion and access of rights through concepts of justice and human rights

6. Power, Authority, and Governance

Purposes, characteristics, and functions of various governance systems as they are practiced Individual rights and responsibilities as protected and challenged within the context of majority rule Fundamental principles and values of constitutional democracy Origins, uses, and abuses of power Conflict, diplomacy, and war

7

7. Civic Ideals and Practices

Basic freedoms and rights and responsibilities of citizens in a democratic republic Role of the citizen in the community and nation and as a member of the global community Civic participation and engagement Respect for diversity Civic ideals and practices in countries other than our democratic republic Struggle for rights, access to citizenship rights, and universal human rights

8. Creation, Expansion, and Interaction of Economic Systems

Production, distribution, and consumption Scarcity of resources and the challenges of meeting wants and needs Supply/demand and the coordination of individual choices Economic systems Trade, interdependence, and globalization Role of government in the economy Personal finance

9. Science, Technology, and Innovation

Scientific and intellectual theories, findings, discoveries, and philosophies Applications of science and innovations in transportation, communication, military technology,

navigation, agriculture, and industrialization Relationship between science, technology, and innovation and social, cultural, and economic change

10. Global Connections and Exchange

Past, current, and likely future global connections and interactions Cultural diffusion; the spread of ideas, beliefs, technology, and goods Role of technology Benefits/consequences of global interdependence (social, political, economic) Causes and patterns of migration Tension between national interests and global priorities

8

Grade 7: Social Studies Practices A. Gathering, Interpreting and Using Evidence

1. Define and frame questions about the United States that can be answered by gathering, interpreting, and using evidence.

2. Identify, select, and evaluate evidence about events from diverse sources (including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources).

3. Analyze evidence in terms of historical context, content, authorship, point of view, purpose, and format; identify bias; explain the role of bias and audience in presenting arguments or evidence.

4. Describe and analyze arguments of others, with support. 5. Make inferences and draw general conclusions from evidence. 6. Recognize an argument and identify supporting evidence related to a specific social studies topic.

Examine arguments related to a specific social studies topic from multiple perspectives. Recognize that the perspective of the argument’s author shapes the selection of evidence used to support it.

B. Chronological Reasoning

1. Identify how events are related chronologically to one another in time, and explain the ways in which earlier ideas and events may influence subsequent ideas and events.

2. Employ mathematical skills to measure time by years, decades, centuries, and millennia; to calculate time from the fixed points of the calendar system (B.C.E. and C.E.); and to interpret the data presented in time lines.

3. Identify causes and effects, using examples from current events, grade­level content, and historical events.

4. Identify and analyze the relationship between multiple causes and multiple effects. 5. Distinguish between long­term and immediate causes and effects of an event from current events or

history. 6. Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time. 7. Recognize that changing the periodization affects the historical narrative. 8. Identify patterns of continuity and change as they relate to larger historical process and themes. 9. Identify models of historical periodization that historians use to categorize events.

C. Comparison and Contextualization

1. Identify a region of colonial North America or the early United States by describing multiple characteristics common to places within it, and then identify other similar regions (inside or outside the continental United States) with similar characteristics.

2. Identify and categorize multiple perspectives on a given historical experience. 3. Describe, compare, and evaluate multiple historical developments within the United States in various

chronological and geographical contexts.

9

4. Identify how the relationship between geography, economics, and history helps to define a context for events in the study of the United States.

5. Connect historical developments to specific circumstances of time and place and to broader regional, national, or global processes.

6. Understand the roles that periodization and region play in developing the comparison of colonial settlements in North America. Identify general characteristics that can be employed to conduct comparative analyses of case studies in the early history of the United States.

D. Geographic Reasoning

1. Use location terms and geographic representations, such as maps, photographs, satellite images, and models to describe where places in early United States history were in relation to each other, to describe connections among places, and to evaluate effectively the benefits of particular places for purposeful activities.

2. Distinguish human activities and human­made features from “environments” (natural events or physical features—land, air, and water—that are not directly made by humans) and describe the relationship between human activities and the environment.

3. Identify and analyze how environments affect human activities and how human activities affect physical environments in the United States.

4. Recognize and analyze how characteristics (cultural, economic, and physical­environmental) of regions affect the history of the United States.

5. Characterize and analyze changing interconnections between places and regions. 6. Describe the spatial organization of place, considering the historical, social, political, and economic

implication of that organization. Describe how boundaries and definition of location are historically constructed.

E. Economic and Economic Systems

1. Explain how economic decisions affect the well­being of individuals, businesses, and society; evaluate alternative approaches or solutions to economic issues in terms of benefits and costs for different groups of people.

2. Identify examples of buyers and sellers in product, labor, and financial markets. 3. Describe the role that competition has in the determination of prices and wages; identify other factors

that help to determine prices. 4. Examine the roles of institutions, such as joint stock companies, banks, and the government in the

development of the United States economy before the Civil War. 5. Examine data on the state of employment, unemployment, inflation, total production, income, and

economic growth in the economy. 6. Explain how government policies affected the economies in colonial and early United States history.

F. Civic Participation

1. Demonstrate respect for the rights of others in discussions and classroom debates; respectfully disagree with other viewpoints. Use techniques and strategies to be an active and engaged member of class discussions of fellow classmates’ views and statements, with teacher support.

10

2. Participate in activities that focus on a classroom, school, community, state, or national issue or problem.

3. Identify and explain different types of political systems and ideologies used at various times in colonial history and the early history of the United States and explain the role of individuals and key groups in those political and social systems.

4. Identify, describe, and compare the role of the individual in social and political participation in, and as an agent of, historical change at various times and in various locations in colonial North America and in the early history of the United States.

5. Participate in negotiating and compromising in the resolution of differences and conflict; introduce and examine the role of conflict resolution.

6. Identify situations in which social actions are required and determine an appropriate course of action. 7. Identify how people in power have acted to extend the concept of freedom, the practice of social justice,

and the protection of human rights in United States history. 8. Identify how social and political responsibilities developed in American society. 9. Develop the connections of an interdependent community by engaging in the political process as it

relates to a local context.

11

Curriculum Aligned with Common Core State Standards, Key Ideas & Performance Indicators

Grade 7 Content Calendar Unit Topic Length of Time

1 Native Americans 1 week

2 Colonial Developments 4­5 weeks

3 American Independence 6 weeks

4 Historical Development of Constitution 2 weeks

5 The Constitution in Practice 8 weeks

6 Westward Expansion 2 weeks

7 Reform Movements 1 week

8 A Nation Divided 5 weeks

12

Unit 1: Native Americans

Essential Questions

Where do people choose to live? Are Americans civilized? Does geography help or hurt the development of civilizations?

Content Questions

Why did early Americans migrate? How does environment impact housing, culture, and way of life? How did geography impact the development of the Iroquois society?

Content Map

Approximately 1 week https://goo.gl/zt4zeA

Technology Component/Resources

History Alive Readings Landbridge Map Articles and videos on Native American cultures:

http://www.history.com/topics/native­american­history/native­american­cultures comparison of U.S. constitution and Great Law of Peace:

http://www.iroquoisdemocracy.pdx.edu/html/iroquoisles4.htm Native American Resources: http://mrnussbaum.com/nativeamericans­2/

Assessment

Thematic Essay: https://docs.google.com/document/d/1R4lc6fN3ERu6hxVvaojSC2kl0JSIus70zNwqCPhce_c/edit

Native American quiz

13

Unit 2: Colonial Developments

Essential Question

What happens when cultures meet?

Content Questions

Why do we explore? How did geography affect the development of colonial America? Why did early Europeans migrate to America? Has Puritanism shaped American values? Was colonial America a democratic society? Was slavery the basis of freedom in colonial America? To what extent was colonial America a land of [choose one: opportunity, liberty, ordeal, and/or

oppression]?

Content Map

Approximately 4­5 weeks https://goo.gl/zt4zeA

Technology Component/Resources

Lesson examining passenger lists to Virginia and New England: http://sheg.stanford.edu/upload/V3LessonPlans/Examining%20Passenger%20Lists_0.pdf

TCI’s Age of Exploration resources: http://info.teachtci.com/resources/ha/AgeofExploration.pdf Columbian Exchange map:

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCLGu2NjS3cYCFck3PgodGPgKrg&url=http%3A%2F%2Fthecolumbianexchange.weebly.com%2F&ei=T5amVfHKPMnv­AGY8KvwCg&bvm=bv.97653015,d.cWw&psig=AFQjCNHa2X4KelyRwuU0CqlZZX8lthZXuQ&ust=1437067208442379

Columbian Exchange worksheet: https://docs.google.com/document/d/1fupOlc5Vm8cZj7YWtcspihN56HnQuDPJvE9OsMY7m6E/edit

Explorers resources: http://mrnussbaum.com/explorersflash/ History Alive Middle Passage Activity (including Roots excerpts) Comparison of English, French, and Spanish colonies:

http://www.granburyisd.org/cms/lib/tx01000552/centricity/domain/287/fact_sheet_u1_comparison_of_eng_fr_sp_col.pdf

14

13 colonies interactive map: http://www.softschools.com/social_studies/13_colonies_map/ 13 colonies resources: http://mrnussbaum.com/13­colonies/ Video on development of 13 colonies

https://www.brainpop.com/socialstudies/ushistory/thirteencolonies/preview.weml New Netherlands Sysnopsis: http://www.nysl.nysed.gov/newnetherland/what.htm New Netherland Institute Site: http://www.newnetherlandinstitute.org/ 13 colonies stations comparing climate/geography, economy, and culture 13 Colonies Interactive Map: http://mrnussbaum.com/13colonies1/13.swf 13 Colonies online map (for online annoation and coloring):

http://mrnussbaum.com/maptivation­ipad.html Build Jamestown Activity:

http://www.ballard­tighe.com/eaweb/InteractiveOnline/activities/ea3_1.swf Build Plymouth Activity:

http://www.ballard­tighe.com/eaweb/InteractiveOnline/activities/ea3_2.swf

Assessment

Quarterly #1: Thematic Essay: https://docs.google.com/document/d/1BUbem1q­bY_VqYL9isvr73aaSt3KHnfVg5lezByxXVo/edit

Colonial Brochure Document Based Inquiries:

Was Christopher Columbus a hero or a villain? Was the Columbian Exchange a positive or negative turning point in history?

https://drive.google.com/a/msd23.org/file/d/0B9ofU4IQmXV9b0hwYnJRcjlPY1k/view?usp=sharing

Engage NY 7th Grade Pilgrims and Native Americans Inquiry (Coming Soon)

https://goo.gl/OrInXZ

15

Unit 3: American Independence

Essential Questions

What is a revolution? Was the American Revolution more about change or war?

Content Questions

What happens when nations go to war? Could the Revolution have been avoided? Did Great Britain lose more than it gained from its victory in the French and Indian War? Were the colonists justified in resisting British policies after the French and Indian War? Was the American War for Independence [choose one: a revolt against taxes, inevitable]? Would you have been a revolutionary in 1776? Did the Declaration of Independence establish the foundation of American government? Was the American Revolution a “radical” revolution? Do individuals have a greater impact than larger groups in society in starting war?

Content Map

Approximately 6 weeks https://goo.gl/zt4zeA

Technology Component/ Resources

French and Indian War Video: https://www.brainpop.com/socialstudies/ushistory/frenchandindianwar/preview.weml

French and Indian War Resources: http://mrnussbaum.com/french­and­indian­war Lesson examining reactions to Stamp Act:

http://sheg.stanford.edu/upload/V3LessonPlans/Stamp%20Act%20Lesson%20Plan_0.pdf Lesson look at rationale of Loyalists:

http://sheg.stanford.edu/upload/V3LessonPlans/Loyalist%20Lesson%20Plan.pdf American Revolution Resources: http://mrnussbaum.com/american­revolution/ Video on causes of the American Revolution:

https://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/preview.weml Video on American Revolution:

16

https://www.brainpop.com/socialstudies/ushistory/americanrevolution/preview.weml Video on Declaration of Independence:

https://www.brainpop.com/socialstudies/ushistory/declarationofindependence/preview.weml Reading of Declaration of Indenpendence: https://www.youtube.com/watch?v=ETroXvRFoKY Close reading of Declaration of Independence:

https://docs.google.com/document/d/1q4n0k9qy3AxkRFHbxQzQyW4HmeqR1HxZbvPfYhP_TQo/edit

Questioning Motivation of Declaration of Independence:http://sheg.stanford.edu/upload/V3LessonPlans/Declaration%20of%20Independence%20Lesson%20Plan_0.pdf

Boston Massacre primary source lesson: http://www.history.org/history/teaching/enewsletter/volume8/sept09/teachstrategy.cfm

Lexington Lesson: http://sheg.stanford.edu/upload/V3LessonPlans/Battle%20of%20Lexington%20Lesson%20Plan.pdf

Interactive Map of Treaty of Paris: http://www.prenhall.com/divisions/hss/app/faragher6/map7.6/ Paul Revere Activity: http://www.nps.gov/webrangers/activities/patriot/patriotspy.swf Lexington and Concord Animated Map:

http://www.revolutionarywaranimated.com/LexingtonAnimation.html Revolution Battles: http://www.pbs.org/ktca/liberty/chronicle.html Revolution Events Interactive Map: http://mrnussbaum.com/amrevolution/newrev.swf Revolution Battle Tactics Animated Battlefield:

http://www.classzone.com/cz/books/amer_hist_1914/resources/htmls/animations/battle_anim/standAlone.swf

Mission­US: Mission #1 For Crown or Colony?: http://www.mission­us.org

Assessment

DBQ: Justifcation of war with Britain https://docs.google.com/a/msd23.org/document/d/1bsCl3IjLEGgccgNkODzImIFPTjEwZ2fX4R9Kz1ere6c/edit?usp=sharing

Argumentative Essay: https://drive.google.com/a/msd23.org/file/d/0B­Wn_D18If6_Skx2RHo1OGhuYTA/view?usp=sharing

Road to Revoltuion DBQ: https://drive.google.com/a/msd23.org/file/d/0B­Wn_D18If6_Q1dhYTZxV3lkYzQ/view?usp=sharing

Engage NY 7th Grade American Revolution Inquiry (Coming Soon) https://goo.gl/OrInXZ

Examine Patriot and Loyalists Perspective Graffiti Brick Boston Massacre Lexington and Concord

17

Unit 4: Historical Development of the Constitution

Essential Question

What is the purpose of government?

Content Questions

Why do we need government? What is a citizen? What were the strengths and weaknesses of the Articles of Confederation How did compromise

shape the Constitution? How does our state government or our federal government have a greater impact on our lives? How does the system of checks and balances provide our nation with an effective and efficient

government? How does separation of powers and checks and balances make our government work too

slowly? Is a strong federal system the most effective government for the United States? Which level of government, federal or state, can best solve our nation’s problems? Is the Constitution a living document?

Content Map

Approximately 2 weeks https://goo.gl/zt4zeA

Technology Component/ Resources

History Alive, analyzing the features of the Articles of Confederation Activity Shays’ Rebellion Primary and Secondary source lesson:

http://sheg.stanford.edu/upload/V3LessonPlans/Shays%20Rebellion%20Lesson%20Plan1.pdf Interactive timeline of Critical period:

https://www.gilderlehrman.org/history­by­era/new­nation­1783­1815 Analyzing the Great Compromise Lesson:

https://www.gilderlehrman.org/history­by­era/creating­new­government/resources/analyzing­great­compromise­1787

Comparing the preambles of the Articles of Confederaration and the Constitution: https://www.gilderlehrman.org/history­by­era/creating­new­government/resources/evolution­us­constitution­preambles­articles­confed

18

Ratification of US Constitution in New York State: https://www.gilderlehrman.org/history­by­era/early­republic/resources/ratification­debates­new­york­case­study

ICivics­Sandra Day O’Connor Interactive Government Site: https://www.icivics.org/ Constitution Resources: http://mrnussbaum.com/constitution­2/ Slavery in the Constitution Lesson:

http://sheg.stanford.edu/upload/V3LessonPlans/Slavery%20in%20the%20Constitution%20Lesson%20Plan.pdf

Assessment

Analyzing the weakness of the Articles of Confederation (History Alive) Engage NY 7th Grade Great Compromise Inquiry (Coming Soon) https://goo.gl/OrInXZ Constitutional Convention:

DBQ Essay:https://docs.google.com/a/msd23.org/document/d/1x_QYSE8LPh1z8o0prY6OKf8bbbceD91AyOPatuSQ0Ps/edit?usp=sharing

19

Unit 5: The Constitution in Practice

Essential Question

How does the constitution respond to societal issues?

Content Questions

Did the constitution create a more perfect Union? Does our diversity of ideas in regard to government make us a stronger nation? How does a nation grow? Did the Supreme Court under John Marshall give too much power to the federal government (at

the expense of the states)? Does an increase in the number of voters make a country more democratic? Should power be centered in the national or state government? Was the Monroe Doctrine a policy of expansion or self­defense? Was the Monroe Doctrine a

“disguise” for American imperialism?

Content Map

Approximately 8 weeks https://goo.gl/zt4zeA

Technology Component

ICivics­Sandra Day O’Connor Interactive Government Site: https://www.icivics.org/ Electoral College maps of all US elections: www.270towin.com Digital History Resources on Early National Period:

http://www.digitalhistory.uh.edu/era.cfm?eraid=4&smtid=1 Branches of Government resources: http://mrnussbaum.com/government/ Louisiana Purchase Resources: http://mrnussbaum.com/lewis­and­clark/ War of 1812 Resources: http://mrnussbaum.com/war1812/ Landmark Supreme Court Cases (leveled articles are available on the site)

http://www.streetlaw.org/en/landmark/home Bill of Rights Lesson Plans: http://constitutioncenter.org/media/files/Bill_of_Rights_(6­8).pdf Amendment Process: http://www.scholastic.com/browse/lessonplan.jsp?id=740 Amendment Process: http://www.streetlaw.org/en/Page/681/The_Amendment_Process Monroe Doctrine Lesson:

http://www.gilderlehrman.org/history­by­era/age­jackson/resources/monroe­doctrine

20

Political Party Readings: http://www.scholastic.com/teachers/article/political­parties Unwritten Constitution Video: https://www.youtube.com/watch?v=io2WqW­6f1Y Federalists and Democratic Republicans Guided Readings:

https://www.gilderlehrman.org/history­by­era/age­jefferson­and­madison/resources/guided­readings­federalists­and­jeffersonians

Assessment

Bill of Rights Trial Lewis and Clark Journals War of 1812 document analysis Monroe Doctrine political cartoons Constitution DBQ:

https://drive.google.com/a/msd23.org/file/d/0B­Wn_D18If6_UG5yUkFHamlKQzg/view?usp=sharing

21

Unit 6: Westward Expansion

Essential Question

Why do people move?

Content Questions

How does a nation grow? Should the United States have allowed the Indians to retain their tribal identity? Does a geographic minority have the right to ignore the laws of a national majority? Did Andrew Jackson advance or retard the cause of democracy? Was the Age of Jackson an age of democracy? Does the United States have a mission to expand freedom and democracy? To what extent were railroads the “engine” for economic growth and national unity in the United

States during the nineteenth century? How did the United States expand its borders between 1800 and 1850?

Content Map

Approximately 2 weeks https://goo.gl/zt4zeA

Technology Component/ Resources

Interactive Map of Territorial Acquistions: http://mrnussbaum.com/history­2­2/growingnation/ Interactive Trail Map: http://mrnussbaum.com/history­2­2/westward­expansion­for­kids/ Indian Removal Document Lesson:

http://sheg.stanford.edu/upload/V3LessonPlans/Indian%20Removal%20Lesson%20Plan_0.pdf Texas Independence Motivation:

http://sheg.stanford.edu/upload/V3LessonPlans/Texas%20Independence%20Lesson%20Plan.pdf

Irish Immigration: http://sheg.stanford.edu/upload/V3LessonPlans/Irish%20Immigration%20Lesson%20Plan_0.pdf

Erie Canal Time Lapse Lock Video: https://www.youtube.com/watch?v=S7_Hr3iCPls Canal Lock Simulator: http://www.wellandcanal.com/index2.htm Erie Canal Resources: http://www.eriecanalway.org/learn_teacher­resources.htm Manifest Destiny Lesson:

http://sheg.stanford.edu/upload/V3LessonPlans/Manifest%20Destiny%20Lesson%20Plan.pdf

22

Mexican American War Lesson (pro and cons): http://www.gilderlehrman.org/history­by­era/age­jackson/resources/mexican­american­war­arguments­for­and­against­going­war

Assessment

Texas Annexation documents Manifest Destiny Painting Analysis Mexican American War justification debate Engage NY 7th Grade Western Migration Inquiry (Coming Soon) https://goo.gl/OrInXZ NYC Schools assessment

http://schools.nyc.gov/NR/rdonlyres/EFC17F1D­835E­40C5­B2BE­407D685C03D3/131879/NYCDOE_G7_LiteracySS_ManifestDestiny_Final.pdf

Manifest Destiny https://docs.google.com/a/msd23.org/document/d/14amevYPxRVlPNYeuXnr­LVezX7f1F

WzbsFqXa_JAgEU/edit?usp=sharing

23

Unit 7: Reform Movements

Essential Question

Have reformers had a significant impact on the problems of American society?

Content Questions

Does militancy advance or retard the goals of a protest movement? Were abolitionists responsible reformers or irresponsible agitators? How were people treated during 1800­1850?

Content Map

Approximately 1 week https://goo.gl/zt4zeA

Technology Component/Resources

Mission­US: Mission #2 Flight to Freedom: http://www.mission­us.org Reform Movement guided readings:

https://www.gilderlehrman.org/history­by­era/first­age­reform/resources/religion­and­social­reform­social­reform

Declaration of Rights and Sentiments: https://www.gilderlehrman.org/history­by­era/first­age­reform/resources/declarations­independence­womens­rights­and­seneca­falls­d\

Underground Railroad resources: http://parks.ny.gov/historic­preservation/heritage­trails/underground­railroad/default.aspx

Underground Railroad in NY: http://www.smithsonianmag.com/history/little­known­history­underground­railroad­new­york­180953927/?no­ist

Underground RR stops in NYC: http://untappedcities.com/2012/01/17/the­underground­railroad­in­new­york/

Underground RR Map NY: http://www.jimapco.com/eriecanalway/ugrr/mobile/ John Brown Perspectives Lesson:

http://sheg.stanford.edu/upload/V3LessonPlans/John%20Brown%20Lesson%20Plan_0.pdf Slavery through posters and broadsides:

https://www.gilderlehrman.org/history­by­era/slavery­and­anti­slavery/resources/look­slavery­through­posters­and­broadsides

24

Abolition Documents and questions: https://www.gilderlehrman.org/history­by­era/first­age­reform/resources/religion­and­social­reform­abolitionism

The Great Awakening Document: https://www.gilderlehrman.org/history­by­era/first­age­reform/resources/religion­and­social­reform­

Anti­ Rent Movement resources: http://www.oneonta.edu/library/dailylife/protest/ Anti­ Rent Movement resources: http://libcom.org/history/1839­1846­the­anti­renter­movement Suffragette Bios: http://www.biography.com/people/groups/movement­suffrage­female Compare and Contrast Declaration of Independence and Declaration of Rights and Sentiments:

http://www.whatsoproudlywehail.org/wp­content/uploads/2013/07/Declaration­of­Sentiments­and­Comparison­Lesson­Plan.pdf

Uncle Tom’s Cabin NYS Inquiry: http://static1.squarespace.com/static/5342c12be4b01b8f6b78c1d5/t/55778b6fe4b004acf1e0f34a/1433897839875/NewYork_7_UncleTomsCabin.pdf

Assessment

Engage NY 7th Grade Uncle Tom’s Cabin Inquiry: http://static1.squarespace.com/static/5342c12be4b01b8f6b78c1d5/t/55778b6fe4b004acf1e0f34a/1433897839875/NewYork_7_UncleTomsCabin.pdf

Engage NY 7th Grade Women’s Rights Inquiry (Coming Soon) https://goo.gl/OrInXZ

25

Unit 8: A Nation Divided

Essential Question

What causes conflict?

Content Questions

Why does a nation divide? Do people have the right to rebel against their own government? Does slavery still exist today? How can legislative compromises solve moral issues? Can the Supreme Court settle moral issues?hju Was slavery the primary cause of the Civil War? Was the Civil War inevitable? Does Abraham Lincoln deserve to be called the “Great Emancipator”? To what extent did the rhetoric of Abraham Lincoln expand the concept of American democracy

and freedom? Was the Civil War worth its costs? Do individuals have a greater impact than larger groups in society in starting war?

Content Map

Approximately 5 weeks https://goo.gl/zt4zeA

Technology Component

Civil War­Maps, Battles, & etc: http://www.civilwar.org/ Civil War Resources: http://mrnussbaum.com/civil­war­for­kids/ Lincoln’s Views on Slavery:

http://sheg.stanford.edu/upload/V3LessonPlans/Abraham%20Lincoln%20SAC.pdf Who freed the Slaves:

http://sheg.stanford.edu/upload/V3LessonPlans/Emancipation%20Proclamation%20Lesson%20Plan.pdf

Gettysburg Addresss Close Rading: https://docs.google.com/document/d/1qu­EJOS3tvc5Yp_oUXCGIf4D­qteadoH41nqK72V4­Q/edit#

Sectional Conflict documents: https://www.gilderlehrman.org/history­by­era/failure­compromise/resources/sectional­conflict

26

Diseases and the Civil War: https://www.gilderlehrman.org/history­by­era/american­civil­war/resources/deadly­diseases­fate­worse­dying­battlefield

North vs. South Documents: https://www.gilderlehrman.org/history­by­era/american­civil­war/resources/north­south­comparisons

Sectionalism documents: https://docs.google.com/presentation/d/1AxyBuBtLLGLCuXVBlL1hsfYxcJcs_E8NP6LdyEHlIk4/edit#slide=id.g1df0f7626_041

Compromises that lead to the Civil War: http://www.civilwar.org/education/history/civil­war­overview/triggerevents.html?referrer=https://www.google.com/

Civil War Casualities: http://www.civilwar.org/education/civil­war­casualties.html Article on Updated casualties:

http://www.nytimes.com/2012/04/03/science/civil­war­toll­up­by­20­percent­in­new­estimate.html?_r=0

Animated Civil War Battlefield maps: http://www.civilwar.org/maps/animated­maps/ Causes of the Civil War: http://teachinghistory.org/history­content/beyond­the­textbook/23912 Effects of Civil War:

http://www.civilwar.org/education/teachers/curriculum/civil­war­curriculum/middle­school/effects­of­the­war/

Effects of Civil War Rsources: http://historyblueprint.org/civil­war­lesson­7­effects.pdf Emancipation Proclamation Close Readings:

https://docs.google.com/document/d/1w8HSlUqR245jACi6da_Bsc5CpjYLOyvisALuq59bW5Q/edit

https://docs.google.com/document/d/1caX5p3RN7J0zGAYVGcJKMYxrd7F0n­VM2Nqh2QxmFH4/edit

Assessment

Analyzing Advantages and disadvantages using Civil War data charts and graphs Analyzing impact of Civil War on:

government African­Americans White Southerners Northerners

Causes of the Civil War DBQ: https://docs.google.com/a/msd23.org/document/d/1GmnIMsWQ_htUiXYvzAFaZXPCgXN1hJd5W6lGwpP7YIY/edit?usp=sharing

27

Grade 8: Social Studies Practices A. Gathering, Interpreting and Using Evidence

1. Define and frame questions about the United States and answer them by gathering, interpreting, and using evidence.

2. Identify, describe, and evaluate evidence about events from diverse sources (including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources).

3. Analyze evidence in terms of historical and/or social context, content, authorship, point of view, purpose, and format; identify bias; explain the role of bias, context and audience in presenting arguments or evidence.

4. Describe and analyze arguments of others, considering historical context. 5. Make inferences and draw conclusions from evidence. 6. Recognize an argument and identify evidence that supports the argument; examine arguments related

to a specific social studies topic from multiple perspectives; deconstruct arguments, recognizing the perspective of the argument and identifying evidence used to support that perspective.

B. Chronological Reasoning

1. Articulate how events are related chronologically to one another in time, and explain the ways in which earlier ideas and events may influence subsequent ideas and events.

2. Employ mathematical skills to measure time by years, decades, centuries, and millennia; to calculate time from the fixed points of the calendar system (B.C. or B.C.E. and A.D. or C.E.); and to interpret the data presented in time lines.

3. Identify causes and effects, using examples from current events, grade­level content, and historical events.

4. Identify, analyze, and evaluate the relationship between multiple causes and effects. 5. Distinguish between long­term and immediate causes and effects of an event from current events or

history. 6. Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time. 7. Recognize that changing the periodization affects the historical narrative. 8. Relate patterns of continuity and change to larger historical processes and themes. 9. Identify and describe models of historical periodization that historians use to categorize events.

C. Comparison and Contextualization

1. Identify a region of the United States by describing multiple characteristics common to places within it, and then identify other similar regions inside the United States.

2. Identify and compare multiple perspectives on a given historical experience. 3. Describe, compare, and evaluate multiple historical developments (within societies; across and

between societies; in various chronological and geographical contexts).

28

4. Describe the relationship between geography, economics, and history as a context for events and movements in the United States.

5. Connect historical developments to specific circumstances of time and place and to broader regional, national, or global processes.

6. Analyze case studies in United States history in a comparative framework, attending to the role of chronology and sequence, as well as categories of comparison or socio­political components.

D. Geographic Reasoning

1. Use location terms and geographic representations, such as maps, photographs, satellite images, and models to describe where places are in relation to each other and connections between places; evaluate the benefits of particular places for purposeful activities.

2. Distinguish human activities and human­made features from “environments” (natural events or physical features—land, air, and water—that are not directly made by humans) and describe the relationship between human activities and the environment.

3. Identify and analyze how environments affect human activities and how human activities affect physical environments in the United States.

4. Recognize and analyze how characteristics (cultural, economic, and physical­environmental) of regions affect the history of the United States.

5. Characterize and analyze changing interconnections between places and regions. 6. Describe the spatial organization of place, considering the historical, social, political, and economic

implication of that organization. Identify and describe examples of how boundaries and definition of location are historically constructed.

E. Economics and Economic Systems

1. Explain how economic decisions affect the well­being of individuals, businesses, and society; evaluate alternative approaches or solutions to economic issues in terms of benefits and costs for different groups of people.

2. Explain the roles of buyers and sellers in product, labor, and financial markets. 3. Describe the role of competition in the determination of prices and wages in a market economy. 4. Examine the roles of institutions such as corporations, non­profit organizations, and labor unions in a

market economy in the United States. 5. Use appropriate data to evaluate the state of employment, unemployment, inflation, total production,

income, and economic growth in the economy. 6. Explain how government policies affect the economy.

F. Civic Participation

1. Demonstrate respect for the rights of others in discussions and classroom debates; respectfully disagree with other viewpoints. Use techniques and strategies to be an active and engaged member of class discussions of fellow classmates’ views and statements.

2. Participate in activities that focus on a classroom, school, community, state, or national issue or problem.

3. Identify and explain different types of political systems and ideologies used at various times in United

29

States history and explain the roles of individuals and key groups in those political and social systems. 4. Identify, describe, and contrast the role of the individual in opportunities for social and political

participation as an agent of historical change in different societies and communities, as well as at different times, in the United States.

5. Participate in persuading, negotiating, and compromising in the resolution of conflicts and differences; introduce and examine the elements of debate.

6. Identify situations in which social actions are required and determine an appropriate course of action. 7. Work to influence those in positions of power to strive for extensions of freedom, social justice, and

human rights. 8. Fulfill social and political responsibilities associated with citizenship in a democratic society. 9. Develop the connections of an interdependent global community by engaging in the political process as

it relates to a global context.

30

31

Curriculum Aligned with Common Core State Standards, Key Ideas & Performance Indicators

Grade 8 Content Calendar

Unit Topic Length of Time

1 Reconstruction 1­2 weeks

2 Changing Society 5 weeks

3 Expansion and Imperialism 2­3 weeks

4 World War I and the Roaring Twenties 5 weeks

5 Great Depression 1­2 weeks

6 World War II 3 weeks

7 Foreign Policy 5­6 weeks

8 Demographic Change 2­3 weeks

9 Domestic Policies and Reform 5­6 weeks

32

Unit 1: Reconstruction

Essential Question:

Can a nation rebuild itself?

Content Questions:

Should the South have been treated as a defeated nation or as rebellious states? Can political freedom exist without an economic foundation? Does racial equality depend upon government action? To what extent did Jim Crow Laws create and govern a racially segregated society in the

South?

Content map/calendar:

Approximately 1­2 weeks https://goo.gl/oy8yke

Technology Component/Resources:

Lessons on The Battle for Reconstruction from Edsitement­ http://goo.gl/G6g3Ku “Were African Americans Free during Reconstruction”? Lesson from Stanford History

http://goo.gl/zgtpLF Brainpop video on Reconstruction­https://goo.gl/5yKEsL Primary Source­Analyzing Contracts between freedmen and their bosses­ https://goo.gl/tjQery The Rise and Fall of Jim Crow website­http://goo.gl/FePnZr Various Reconstruction topics website­http://goo.gl/kAopK8

Assessments:

A freeman’s journal: social, political and economic characteristics of life as a sharecropper Critical Analysis writing assignment: use evidence to evaluate the extent to which freedom and

equality were ensured for freedmen in the South after the Civil War https://goo.gl/sWjaGh Plan for Reconstruction: The Civil War has just ended. You had high hopes that President

Lincoln would lead the nation in “reconstructing” itself, but he was tragically assassinated. You are now the key adviser to President Andrew Johnson, who has had to step into the Executive Office after this national tragedy. Now it is your task to develop a Reconstruction Plan that can meet the needs of both the North and the South. Be sure to include elements of the following in

33

your assessment of Reconstruction: South’s Decision in Seceding Role of Confederate Leaders in the War & Repercussions Role of the Federal government in Reconstruction Restoration of rights and property in the South after the War Role of Freedmen

34

Unit 2: Changing Society

Essential Question:

How does a society deal with change?

Content Questions:

What factors have caused American migration? What impact did technological inventions and innovations have on the development of the U.S.? To what extent did rapid industrialization shape the social, political, and economic lives of

people? Why do people immigrate to the United States in the late 1800s and early 1900s? How have immigrants contributed to the United States? How has the United States government and its people responded to immigrants? Why did unions arise? What actions were used to effect change? How did farmers organize in the late 1800s in order to improve their economic standing? Was the Progressive movement successful in making the government more responsive?

Content map/calendar:

Approximately 5 weeks https://goo.gl/oy8yke

Technology Component/Resources:

Mission U.S. #4 City of Immigrants: http://goo.gl/Cx4MPS Chinese Immigrants Contributions to the U.S.­http://goo.gl/2Dng1D Industrial Revolution Primary Sources­http://goo.gl/tRQqVy A collection of websites about Immigration­http://goo.gl/AMwzJX A variety of lessons and primary sources from Gilder Lehrman on Populism and Discontent­

https://goo.gl/IwtjIN A variety of lessons and primary sources from Gilder Lehrman on the Gilded

Age­https://goo.gl/3sI2Ve A lesson on Political Bosses from Stanford History­http://goo.gl/QgoPlK A lesson on Jacob Riis from Stanford History­ http://goo.gl/Grb7sA A lesson on Anti­Suffragists from Stanford History­http://goo.gl/lnZBj5 Investigating U.S. History (CUNY): Use primary source documents of the Triangle Shirtwaist

Factory fire to examine benefits and costs of Industrialization: http://goo.gl/AHndmk

35

Brainpop video on the assembly line­https://goo.gl/1Avkfp PBS Interactive: The Tenement As History And Housing: http://goo.gl/hdpoIi

Assessments:

Progressives DBQ: problems of the Gilded Age and the extent to which they were addressed by Progressive reformers https://goo.gl/cJC7Ko

EngageNY 8th Grade Gilded Age Inquiry (Coming Soon) https://goo.gl/OrInXZ Thematic essay: The movement of people and ideas influences cultural diffusion by both

enriching a culture and increasing social tensions. Family tree Scholastic: Ellis Island virtual field trip: http://goo.gl/qoEpC Collective bargaining dialogue: workers vs. management As a class, create a “Progressive University.” Students use their knowledge of the Progressive

era to choose the departments at the university, the classes within these departments (along with the outline of a syllabus with readings), and the professors who will teach each class. One example might be the Department of Social Justice with classes on Labor Rights, Women’s Rights, and Racial Equality taught by Samuel Gompers, Carrie Chapman Catt, and W.E.B. DuBois respectively. Students will be required to . . .

Decide on departments by assessing which causes were considered most important at the time;

Decide on the courses by breaking down the larger causes into smaller pieces; Decide on the professors by selecting the most important actors for a cause; and Select which course to highlight for the course outline and readings, and seek out

contemporary readings (readings from the time) that would support the course topics.

36

Unit 3: Expansion and Imperialism

Essential Question:

How does a nation respond to expansion and competition?

Content Questions:

How did the railroad change life in the new country? How were the Native Americans affected by key events during this period? What factors promoted territorial expansion in the nineteenth century? How does a nation respond to global expansion and competition? What responsibility does America have towards the inhabitants of a newly acquired territory?

Content map/calendar:

Approximately 2­3 weeks https://goo.gl/oy8yke

Technology Component/Resources:

Primary Sources & Lessons on Imperialism­http://goo.gl/65aPXv A variety of lessons and primary sources from Gilder Lehrman on the West­https://goo.gl/tOje8k A lesson on the Spanish American War from Stanford History­http://goo.gl/6s6i8S Investigating U.S. History (CUNY): To Conquer or Redeem? The Spanish­Cuban­American

War: http://goo.gl/R4U9PD Brainpop video on the transcontinental railroad­https://goo.gl/aDlZw0

Assessments:

Create a yellow journalism article about the Spanish­American War Debate: Was the Spanish­American War a “splendid little war”? You are a newspaper journalist for the Weekly Gazette, a brand new newspaper in the Colorado

territory. You and your fellow journalists are to publish a special edition of the newspaper focusing on the enrichment of cultures and the social tensions initiated by westward expansion. Your newspaper should include articles representing the multiple perspectives of Native Americans, business entrepreneurs, freedmen, immigrants, settlers, and federal officials.

Engage NY 8th Grade American Expansion Inquiry (Coming Soon) https://goo.gl/OrInXZ

37

Unit 4: World War I and the Roaring Twenties

Essential Questions:

Is war ever justified? Is normalcy possible after a war?

Content Questions: Was world war inevitable in 1914? What motivated American engagement in military conflict during World War I? Was it possible for the U.S. to maintain neutrality in World War I? How did war impact Americans on the home front? To what extent did new military technology change military strategy during World War I? Was the Treaty of Versailles a fair and effective settlement for lasting world peace? Was the decade of the 1920s a time of innovation or conservatism? In what ways did the role of women in American life change during the 1920s?

Content map/calendar:

Approximately 5 weeks https://goo.gl/oy8yke

Technology Component/Resources: World War I­Propaganda Posters­http://www.ww1propaganda.com/ A Lesson on Wilson’s Entry into WWI­http://goo.gl/dghgMF A Collection of Websites on WWI­http://goo.gl/sQeEk5 Brainpop video on WWI­https://goo.gl/3tL58O Primary Source­Analyzing WWI propaganda posters­ https://goo.gl/3tL58O Scholastic: History Mystery interactive for the 1920s: http://goo.gl/lbfXEA

Assessments:

Debate U.S. neutrality vs. interventionism when WWI begins in 1914 Trench warfare journal of a soldier on the western front Evaluate documents supporting and opposing the U.S. decision to sign the Treaty of Versailles,

thereby joining the League of Nations, at the end of World War I Make a fashion picture book of the 1920’s Thematic Essay: Were the policies enacted after World War I an appropriate response to

dealing with a post­war Europe at the time?

38

Unit 5: Great Depression

Essential Question:

How is a nation affected by changes in economic conditions?

Content Questions: Was the Great Depression inevitable? What was the effect of the Great Depression on American life? What were the experiences of farmers displaced by the Dust Bowl during the 1930s? How did the New Deal change the role of government? Did the New Deal effectively end the Great Depression and restore prosperity?

Content map/calendar:

Approximately 1­2 weeks https://goo.gl/oy8yke

Technology Component/Resources:

Is Greece Worse off Than the U.S. during the Great Depression?­http://goo.gl/qivVd6 Interactive Periodic Table of the New Deal­http://goo.gl/yGiMfD A Collection of websites on the Great Depression­http://goo.gl/y1P9uv A variety of lessons and primary sources from Gilder Lehrman on the Great

Depression­https://goo.gl/WRFyqX EDSITEment Lesson: Dust Bowl Days: what problems did ordinary Americans face and how did

the government respond?: http://goo.gl/i5ue7i

Assessments:

Engage NY 8th Grade The New Deal Inquiry (Coming Soon) https://goo.gl/OrInXZ The Stock Market Game Field trip to lower Manhattan/Wall Street/Stock Market Create a New Deal program to address a specific economic, political or social problem in the

1930s Great Depression DBQ: problems faced by the American people and how people and the

government dealt with these problems: https://goo.gl/SMZz97

39

Unit 6: World War II

Essential Question:

Should the United States fight wars to make the world safe for democracy?

Content Questions: Did United States foreign policy during the 1930s help promote World War II? Does American security depend upon the survival of its allies during wartime? Was war between the United States and Japan inevitable? How important was the home front in the United States’ victory in World War II? Was the treatment of Japanese Americans during World War II justified or an unfortunate

setback for democracy? Could the United States have done more to prevent the Holocaust? Should the U.S. employ nuclear weapons to defeat its enemies in war? Was World War II justified by its results?

Content map/calendar:

Approximately 3 weeks https://goo.gl/oy8yke

Technology Component/Resources: List of WWII Events and Movies That Tie to the Event­

http://cogerson.hubpages.com/hub/World­War­2­Movies­in­Chronological­Order Lesson on Life in a WWII Japanese American Internment Camp­

http://goo.gl/9r67ao Japanese Americans & the U.S. Constitution­http://goo.gl/FQoiQW Japanese American Internment Collection­http://goo.gl/I69BrB Article about Nicholas Winston, Rescuer of Children from the Holocaust­

http://goo.gl/MGfPxV Holocaust Resources for Teachers­http://goo.gl/A9OQKu Various Lessons on WWII­http://goo.gl/PaGYsT A Collection of Websites for WWII­http://goo.gl/sQeEk5

Assessments:

Visit the Holocaust Museum

40

Debate Truman’s decision to use the atomic bomb: Read HARRY S. TRUMAN'S ANNOUNCEMENT OF THE DROPPING OF AN ATOMIC BOMB ON HIROSHIMA ­ Address to the Nation, August 6, 1945. Imagine you are one of President Truman’s advisors. Write a letter to President Truman explaining why you believe he was or was not justified in dropping the bomb. Did the political and/or military circumstances call for this? Explain using evidence.

Engage NY 8th Grade Japanese Internment Inquiry http://goo.gl/9shln3

41

Unit 7: Foreign Policy

Essential Question:

How does a nation deal with international responsibilities?

Content Questions:

Was the Cold War inevitable? Was containment an effective policy to thwart communist expansion? Should the United States have fought “limited wars” to contain communism? Should President Kennedy have risked nuclear war to remove Soviet missiles from Cuba? Did American presidents have good reasons to fight a war in Vietnam? Can domestic protest affect the outcome of war? Did the United States win the Cold War? Are peace and stability in the Middle East vital to the United States’ economy and national

security? Should the United States have fought a war against Iraq to liberate Kuwait? Is it the responsibility of the United States today to be the world’s “policeman”? Can global terrorism be stopped? How has America’s role in the world changed over time?

Content map/calendar:

Approximately 5­6 weeks https://goo.gl/oy8yke

Technology Component/Resources:

A visual guide to the rise of ISIS­http://goo.gl/W7SXVZ A lesson on Soldier's Experience Vietnam versus WWI ­ http://goo.gl/MlX6GT A collection of websites for the Korean & Vietnam War­ http://goo.gl/sQeEk5 A variety of lessons and primary sources from Stanford History on the Cold

War­http://goo.gl/HKszS9 A lesson on The Cuban Missile Crisis from Stanford History­http://goo.gl/qGzqsC A variety of lessons and primary sources from Gilder Lehrman­https://goo.gl/GYkNMs Virtual Tour of the 9/11 Museum ­ https://www.911memorial.org/take­virtual­visit1

42

Assessments:

Create a comic strip depicting an area of U.S. involvement during the Cold War. Include causes, events, key people, and outcome/results.

Tour the 9/11 Museum. Thematic essay: Select a military and/or economic foreign policy action taken by the United

States to protect its national interests during the Cold War period. Describe the historical circumstances that led to the action, and discuss the extent to which this action was successful in protecting the national interests.

43

Unit 8: Demographic Change

Essential Question:

How does a society deal with change?

Content Questions:

What have been the governmental and societal responses to major public problems since 1975?

How did the image of a traditional family change during the 1950s due to suburbanization? What impact did the growth of suburbs have on the economy of the 1950s? What factors have caused American migration in the post­war decades? Why has anti­immigrant sentiment arisen at different points in U.S. history? How has immigration influenced the laws and social services we have in the United States

today? How do the experiences of immigrants in various periods of United States history compare to

those of immigrants today? How do changing economic conditions create shifts in immigration patterns? What environmental issues has the United States faced? In what ways are humans responsible for their environment? What is the main goal of the Environmental Protection Agency (EPA)? What regulations and laws have been created to protect the environment?

Content map/calendar:

Approximately 2­3 weeks https://goo.gl/oy8yke

Technology Component/Resources:

A lesson on the nuclear family from Gilder Lehrman­https://goo.gl/44wCyF Scholastic: Explore interactive immigration data from 1820­2010: http://goo.gl/Zu5Ef Scholastic: Hear stories of young immigrants: http://goo.gl/jachu

Assessments:

Engage NY 8th Grade Suburban Growth Inquiry (Coming Soon) https://goo.gl/OrInXZ Analyze a contemporary article addressing an opinion on immigration trends today.

44

Research the process of becoming a naturalized U.S. citizen today. Compare this process with

that of immigrants in the early twentieth century. Research current immigration trends. Create a Google slides presentation with a partner that

highlights one region’s push/pull factors, mode of entry to the U.S., settlement patterns of ethnic groups within the U.S. (map), and obstacles/discrimination faced. Incorporated throughout should be both primary and secondary information to support all main ideas.

45

Unit 9: Domestic Policies and Reform

Essential Questions:

What does it mean to be equal? How does a nation deal with individual struggles for equality?

Content Questions:

To what extent can legislation result in a positive change in racial attitudes? Is civil disobedience the most effective means of achieving racial equality and social change? Did the civil rights movement of the 1960s effectively change the nation? Should an Equal Rights Amendment (“ERA”) be added to the Constitution to achieve gender

equality? Should Affirmative Action programs be used as a means to make up for past injustices? What factors enabled and/or limited the rights of women, farm workers, Native Americans, the

disabled and the LGBT community in the second half of the twentieth century? Did the “Great Society” programs fulfill their promises? To what extent did the war in Vietnam bring a domestic revolution to the United States? Did the policies of the Reagan and Bush administrations strengthen or weaken the United

States economy? In what ways has the government responded to contemporary issues such as gun violence and

cyberbullying?

Content map/calendar:

Approximately 5­6 weeks https://goo.gl/oy8yke

Technology Component/Resources:

EDSITEment Lesson: Martin Luther King, Jr. and Nonviolent Resistance: http://goo.gl/sbXJK SHEG: determine the effectiveness of President Johnson’s Great Society programs:

http://sheg.stanford.edu/great­society Investigating U.S. History (CUNY): The Black Freedom Movement: be the curator of a museum

exhibit on the story of the Civil Rights Movement based on your reading and analysis of several visual and textual documents from the period: http://investigatinghistory.ashp.cuny.edu/m11.html

46

EDSITEment Launch pad activity: JFK, LBJ, and the Fight for Equal Opportunity in the 1960s:

http://goo.gl/wLS06F Activity 1: Debating President Kennedy's speech on civil rights Activity 2: President Johnson’s War on Poverty and Race Relations

Transcript of Lyndon B. Johnson signing the Civil Rights Bill­ http://goo.gl/V7ewXZ

Primary Sources about the March on Selma­http://goo.gl/w3Drgx Article about the Civil Rights Anthem­http://goo.gl/q7WdYs A collection of websites on the Civil Rights Movement­ http://goo.gl/7gRZ2S

Assessments:

Engage NY 8th Grade Vietnam Inquiry (Coming Soon) https://goo.gl/OrInXZ Debate the need for affirmative action programs today Civil Rights DBQ: goals and methods used to achieve civil rights https://goo.gl/xEzlqZ Thematic Essay: Evaluate the gains in civil rights for different minority groups from the 1960s

through today.

47