Download 6-8 Social Studies - East Hanover Township School District

East Hanover Township Public Schools
Social Studies Curriculum
Based on the
2009 New Jersey Core Curriculum Content Standards
Grades 6-8
Written by: C. Odell, C.Hagerman (6th) L.Ramundo, R. Rinsky (7th), and
M. Colasurdo (8th)
Board of Education Approval: February 13, 2012
East Hanover School District
Subject Area
Grade: 6th Grade
Topic One: Geography Skills: Location, Place, Human/Environment Interaction, Movement, Region
Objective/Skill
NJCCCS
ALW describe ways to identify a
location
ALW demonstrate knowledge of
location of a place
6.2.8.B.1.a
6.2.8.B.1.b
6.2.8.C.1.a
6.2.8.C.1.b
ALW identify a place by its
distinguishing features
ALW compare the features of a place to
the natural or human-made features of
surrounding areas
6.2.8.B.2.a
6.2.8.B.2.b
6.2.8.C.2.a
ALW describe ways human activities
influence their surroundings
ALW identify the effect one’s
surrounding has on human activities and
behaviors
ALW discuss the ways in which people,
goods and ideas are moved from one
area to another
ALW explain the features that
distinguish one region from another
6.2.8.B.3.a
6.2.8.B.3.b
6.2.8.C.3.a
6.2.8.C.3.b
6.2.8.C.3.c
6.2.8.B.4.a
6.2.8.B.4.b
6.2.8.B.4.c
6.2.8.B.4.d
6.2.8.B.4.e
6.2.8.B.4.f
6.2.8.B.4.g
6.2.8.C.4.a
6.2.8.C.4.b
6.2.8.C.4.c
6.2.8.C.4.e
ALW compare different types of maps
and projects and their use
Suggested Activities/Resources/Materials
__________________________________________
Suggested length of study:
Three Weeks
Map and atlas activities
Interpretation of maps
Classroom textbook and workbooks
Atlas of World History
Discussion questions
Visuals via SmartBoard
Graphic Organizers
Teacher created materials
Lesson/chapter reviews
Suggested Benchmarks/Assessments for Unit
Cross-Curricular activities
Interpretation of charts and maps
Short-answer/open-ended questions
Homework assignments
Map activities
Atlas activities
Writing in content area
Portfolios
Teacher-directed, student-created projects
Chapter tests
East Hanover School District
Subject Area
Grade: 6th
Topic Two: Early Civilizations and Culture
Objective/Skill
ALW define vocabulary related to
prehistory and archaeology
ALW explain the role of an
archaeologist in learning about history
ALW summarize ways archaeologists
use artifacts to study the past
ALW list characteristics of the Stone
Age
ALW explain how domestication
changed the way people lived
ALW interpret time lines
ALW define and explain culture
ALW describe the development of
complex cultures
ALW describe how artifacts are used to
inform about the development of culture
ALW explain how landforms and
climate influence culture
ALW explain where and how one of the
first civilizations arose
ALW describe developments in early
agricultural techniques
NJCCCS
6.2.8.D.1.c
Suggested Activities/Resources/Materials
____________________________________________
Suggested length of study
Three weeks
6.2.8.A.1.a
Classroom textbook and workbooks
Atlas of World History
Discussion questions
Visuals via SmartBoard
Graphic Organizers
Teacher created materials
6.2.8.D.1.a
Lesson/chapter reviews
6.2.8.C.1.a
6.2.8.C.1.b
6.2.8.A.1.a
6.2.8.B.1.b
Suggested Benchmarks/Assessments for Unit
Cross-Curricular activities
Interpretation of charts and maps
Short-answer/open-ended questions
Homework assignments
Map activities
Atlas activities
Cave Painting
Writing in content area
Portfolios
Teacher-directed, student-created projects
Chapter tests
East Hanover School District
Social Studies
Grade: Grade 6
Topic Three: Early civilizations in Africa and Asia: Ancient Egypt & Nubia, Ancient China, & Ancient
India & Persia
Ancient Egypt & Nubia
Objective/Skill
ALW compare/contrast physical and political
maps of ancient Egypt and modern day Egypt.
NJCCCS
6.2.8.2.b
Suggested Activities, Resources, &
Materials
Suggested Length of Study: 3 weeks
Scott Foresman Social Studies: The World
ALW explain the flow and flood patterns of the
Nile river and list the technological advances
made by the ancient Egyptians to control the
Nile and adapt to life, trade and agriculture along
its banks.
6.2.8.B.2.a
Nystrom Atlas of World History
6.2.8.C.2.a
Multimedia Smart Board presentations: Smart
Notebook. Power Point, etc
United Streaming, You Tube, Teacher Tube, &
History Channel video clips
ALW describe and explain the relationship
between religion and government in ancient
Egypt.
ALW explain the significance of pharaohs, tomb
building, and mummification in ancient Egypt.
Current world event articles and newscasts
Primary source documents and literature
6.2.8.A.2.a
Graphic organizers
6.2.8.A.2.b
Cross curricular activities
6.2.8.D.2.a
Cooperative learning activities including role
playing/simulation, study games, etc
ALW describe the social hierarchy of ancient
Egyptian society.
6.2.8.D.2.d
Suggested Benchmarks & Assessments
6.2.8.D.2.a
Open ended discussion questions
ALW explain the events and figures involved in
the unification of Upper and Lower Egypt.
6.2.8.A.2.c
Lesson review assignments
6.2.8.C.2.a
Content area journal responses
Student created projects
ALW define hieroglyphics and explain how they
were decoded.
6.2.8.D.2.c
Web Quests
Research projects
ALW describe the achievements of the ancient
Egyptians in writing, mathematics, astronomy,
and medicine.
ALW identify the contributions and explain the
success of Hatshepsut.
Chapter quizzes and tests
Unit quizzes and tests
6.2.8.D.2.b
6.2.8.C.2.a
6.2.8.B.2.a
ALW explain how and why Egyptians and
Nubians interacted and how the civilizations
affected each other.
6.2.8.D.2.d
6.2.8.D.2.c
ALW explain why other peoples invaded ancient
Egypt.
6.2.8.B.2.a
ALW compare/contrast ancient Egyptian and
Mesopotamian civilization.
ALW draw conclusions based on prior
knowledge.
6.2.8.D.2.c
ALW effectively organize historical information.
6.2.8.D.2.d
ALW analyze primary source documents and
historical literature.
ALW use timelines to relate historical events to
each other.
ALW interpret physical, political, and historical
maps.
East Hanover School District
Social Studies
Grade: Grade 6
Topic Three: Early civilizations in Africa and Asia: Ancient Egypt & Nubia, Ancient China, & Ancient
India & Persia
Ancient India & Persia
Objective/Skill
ALW compare/contrast political and physical
maps of ancient India and Persia with maps of
modern day India and Persia.
NJCCCS
6.2.8.2.b
Suggested Activities, Resources, &
Materials
Suggested Length of Study: 2 weeks
Scott Foresman Social Studies: The World
ALW explain the relationship between
geographical and cultural diversity in South
Asia.
Nystrom Atlas of World History
6.2.8.A.2.c
Multimedia Smart Board presentations: Smart
Notebook. Power Point, etc
United Streaming, You Tube, Teacher Tube, &
History Channel video clips
ALW explain the social hierarchy of ancient
India.
Current world event articles and newscasts
6.2.8.C.2.a
ALW explain the development of government
and law in ancient India.
Primary source documents and historical literature
Graphic organizers
Cross curricular activities
6.2.8.A.2.a
ALW describe the methods used to farm the
Cooperative learning activities including role
playing/simulation, study games, etc
Indo-Ganges plain.
6.2.8.A.2.b
Suggested Benchmarks & Assessments
ALW identify the significance of the Mauryan
Empire to Indian civilization.
6.2.8.B.2.a
Open ended discussion questions
Lesson review assignments
ALW explain the Aryan migration.
6.2.8.D.2.c
Content area journal responses
Student created projects
ALW explain the ways in which Persian culture
influenced Indian culture.
6.2.8.D.2.c
ALW list the sequence of events that led from
early civilizations in India to the growth of
Indian empires.
Web Quests
Research Projects
6.2.8.B.2.a
Chapter quizzes and tests
Unit quizzes and tests
ALW explain the impact of Vedas and other
literature on Indian beliefs.
6.2.8.D.2.c
ALW identify the contributions of Chandragupta
Maurya to Indian society.
6.2.8.D.2.b
ALW compare/contrast ancient India,
Mesopotamia, ancient Egypt, and ancient China.
ALW draw conclusions based on prior
knowledge.
6.2.8.D.2.d
ALW effectively organize historical information.
6.2.8.D.2.d
ALW analyze primary source documents and
historical literature.
ALW use timelines to relate historical events to
each other.
ALW interpret physical, political, and historical
maps.
East Hanover School District
Social Studies
Grade: Grade 6
Topic Three: Early civilizations in Africa and Asia: Ancient Egypt & Nubia, Ancient China, & Ancient
India & Persia
Ancient China
Objective/Skill
ALW compare/contrast physical and political
maps of ancient China and modern day China.
NJCCCS
6.2.8.B.2.b
Suggested Activities, Resources, &
Materials
Suggested Length of Study: 3 weeks
Scott Foresman Social Studies: The World
ALW explain the benefits and challenges of life
along the Huang River and explain the methods
developed by the ancient Chinese to control the
river and adapt to life, agriculture and trade
along its banks.
6.2.8.B.2.a
Nystrom Atlas of World History
Multimedia Smart Board presentations: Smart Notebook.
Power Point, etc
United Streaming, You Tube, Teacher Tube, & History
Channel video clips
Current world event articles and newscasts
ALW describe the relationship between
geographical and cultural diversity in ancient
China.
Primary source documents and historical literature
6.2.8.B.2.a
Graphic organizers
Cross curricular activities
ALW explain the relationship between the
structure of the ancient Chinese family and the
development of Chinese society and social
Cooperative learning activities including role
playing/simulation, study games, etc
hierarchy.
6.2.8.A.2.c
Suggested Benchmarks & Assessments
Open ended discussion questions
ALW explain how the Han Dynasty unified the
cultures of ancient China.
Lesson review assignments
Content area journal responses
ALW explain the benefits of the Silk Road to
ancient Chinese trade and society.
6.2.8.A.2.a
6.2.8.D.2.c
Student created projects
Web Quests
Research Projects
ALW identify the contributions of Qin Shi
Huangdi.
Chapter quizzes and tests
6.2.8.B.2.a
Unit quizzes and tests
6.2.8.C.2.a
ALW list the achievements of ancient China in
technology, medicine, and the arts.
6.2.8.D.2.c
ALW explain the benefits and difficulties of
building the Great Wall of China.
6.2.8.D.2.b
ALW explain how oppressive leadership led to
the downfall of Qin Shi Huangdi.
6.2.8.C.2.a
6.2.8.D.2.d
ALW compare/contrast Confucianism and
Daoism and explain their significance to Chinese
culture.
ALW compare/contrast Ancient China,
Mesopotamia, and ancient Egypt.
ALW draw conclusions based on prior
knowledge.
6.2.8.D.2.c
6.2.8.D.2.a
ALW effectively organize historical information.
ALW analyze primary source documents and
historical literature.
ALW use timelines to relate historical events to
each other.
ALW interpret physical, political, and historical
maps.
6.2.8.D.2.a
Subject Area
East Hanover School District
Subject Area
Grade: 6th
Topic Four: World Religions
Objective/Skill
ALW describe the origin of Judaism as
one of the first monotheistic religion
ALW explain the significance of
Judaism as one of the first monotheistic
religions
ALW explain the significance of King
Solomon’s temple
ALW explain the connects between
Judaism and Christianity
ALW Explain how the Christian religion
spread throughout the Roman Empire
ALW explain why the early Christians
were persecuted
ALW explain the roots of Hinduism
ALW explain the main beliefs of
Hinduism
ALW explain the main points of Hindu
beliefs
ALW explain the main beliefs of
Buddhism
ALW describe the significance of the
Buddha
ALW explain the relationships between
the Four Noble Truths and the Eightfold
Path in Buddhism
ALW explain the major beliefs and roots
of Islam
NJCCCS
6.2.8.D.2.a
6.2.8.D.3.e
Suggested Activities/Resources/Materials
____________________________________________
Suggested length of study
Four weeks
Classroom textbook and workbooks
Atlas of World History
Discussion questions
Visuals via SmartBoard
Graphic Organizers
Teacher created materials
Lesson/chapter reviews
6.2.8.D.2.a
6.2.8.D.3.e
Suggested Benchmarks/Assessments for Unit
Cross-Curricular activities
Interpretation of charts and maps
Short-answer/open-ended questions
Homework assignments
Map activities
Atlas activities
Writing in content area
Portfolios
Teacher-directed, student-created projects
Chapter tests
East Hanover School District
Social Studies
Grade: Grade 6
Topic Five: Mediterranean Empires: Ancient Greece and Ancient Rome
Ancient Greece
Objective/Skill
ALW describe the geography of Greece and its
relationship to the development of ancient Greek
society.
NJCCCS
6.2.8.B.3.a
Suggested Activities, Resources, &
Materials
Suggested Length of Study: 3 weeks
Scott Foresman Social Studies: The World
ALW identify and explain the different forms of
government that developed in Greek City-states
including aristocracy, tyranny, and democracy.
Nystrom Atlas of World History
6.2.8.A.3.c
Multimedia Smart Board presentations: Smart Notebook.
Power Point, etc
6.2.8.B.3.b
ALW explain the contributions of Solon and Pericles
to ancient Greek politics.
United Streaming, You Tube, Teacher Tube, & History
Channel video clips
Current world event articles and newscasts
Primary source documents and historical literature
ALW describe the qualities of everyday life in
ancient Greece.
Graphic organizers
Cross curricular activities
ALW compare/contrast the roles of men, women, and
slaves in ancient Greek society.
ALW compare/contrast roles of citizens in ancient
Cooperative learning activities including role
playing/simulation, study games, etc
Suggested Benchmarks & Assessments
Greece to those in modern day America.
ALW explain the significance of myths to Greek
civilization and the contributions of Homer.
6.2.8.D.3.a
Open ended discussion questions
6.2.8.A.3.b
Lesson review assignments
Content area journal responses
6.2.8.A.3.d
Student created projects
ALW outline the development of Greek religion and
philosophy.
Web Quests
ALW explain the contributions of Pericles and
Socrates.
6.2.8.D.3.f
Research Projects
Chapter quizzes and tests
Unit quizzes and tests
ALW describe the contributions of ancient Greece to
art, architecture, and the arts.
6.2.8.D.3.f
ALW compare/contrast the governments, military,
and social structures of Athens and Sparta.
ALW explain the significance of the Greek victory
over Persia.
ALW summarize the reasons for the conflict between
Athens and Sparta and explain Athens’ defeat.
ALW summarize the achievements of Alexander the
Great.
ALW explain how Alexander the Great’s conquest
6.2.8.A.3.d
contributed to the expansion Greek culture.
ALW describe Hellenistic achievements in
architecture, mathematics, science, and the arts
including those of Archimedes, and Euclid.
ALW describe the characteristics of an ancient Greek
myth and relate the ideas presented in myths to Greek
life and culture.
ALW describe the sequence of events in major
military conflicts including the Trojan War, Battle of
Marathon, and Peloponnesian war.
ALW draw conclusions based on prior knowledge.
ALW effectively organize historical information.
ALW analyze primary source documents and
historical literature.
ALW use timelines to relate historical events to each
other.
ALW interpret physical, political, and historical
maps.
6.2.8.B.3.a
East Hanover School District
Social Studies
Grade: Grade 6
Topic Five: Mediterranean Empires: Ancient Greece and Ancient Rome
Ancient Rome
Objective/Skill
ALW explain the relationship between the geography
of Rome and the development of ancient Roman
civilization, agriculture, and trade.
NJCCCS
6.2.8.B.3.a
Suggested Activities, Resources, &
Materials
Suggested Length of Study: 3 weeks
Scott Foresman Social Studies: The World
Nystrom Atlas of World History
ALW explain the significance of Roman mythology
and religion to the development of society.
Multimedia Smart Board presentations: Smart Notebook.
Power Point, etc
6.2.8.D.3.f
United Streaming, You Tube, Teacher Tube, & History
Channel video clips
ALW describe roman government during the
republic.
Current world event articles and newscasts
ALW identify the consequences of expansion on
economic and social conditions in Rome.
Primary source documents and historical literature
6.2.8.A.3.c
Graphic organizers
Cross curricular activities
ALW explain how Rome gained and ruled its empire.
6.2.8.B.3.a
ALW summarize the achievements of Julius Caesar,
Augustus Caesar, Hadrian, Marcus Aurelius, and
Cooperative learning activities including role
playing/simulation, study games, etc
Suggested Benchmarks & Assessments
Justinian, Diocletian, and Constantine.
6.2.8.A.3.a
ALW describe the achievements made during the
reign of the “five good emperors” including
architecture, technology and roads.
Open ended discussion questions
Lesson review assignments
Content area journal responses
6.2.8.A.3.d
Student created projects
6.2.8.A.3.a
Web Quests
ALW describe the origins and development of
Roman law.
Research Projects
Chapter quizzes and tests
ALW describe the social hierarchy of ancient Rome.
6.2.8.C.3.c
ALW compare/contrast the role of men and women
in ancient Roman society.
ALW explain the expansion and development of
trade in ancient Rome.
6.2.8.A.3.e
ALW explain the relationship between the spread of
Christianity and Roman government.
6.2.8.A.3.b
6.2.8.D.3.a
ALW summarize the issues and events leading to the
decline of the Roman Empire.
6.2.8.A.3.b
ALW describe how Rome fell to Germanic invaders.
Unit quizzes and tests
6.2.8.C.3.a
ALW interpret the influence of Greek culture on
Rome.
6.2.8.C.3.b
6.2.8.D.3.f
ALW compare/contrast ancient Greece and ancient
Rome.
6.2.8.D.3.e
ALW compare/contrast American democracy to the
government of ancient Rome.
6.2.8.D.3.c
ALW draw conclusions based on prior knowledge.
6.2.8.D.3.c
ALW effectively organize historical information.
6.2.8.B.3.a
ALW analyze primary source documents and
historical literature.
ALW use timelines to relate historical events to each
other.
ALW interpret physical, political, and historical
maps.
6.2.8.B.3.a
6.2.8.A.3.d
6.2.8.A.3.e
East Hanover School District
Social Studies
Grade: Grade 6
Topic Six: The Byzantine Empire
Objective/Skill
NJCCCS
Suggested Activities, Resources, &
Materials
ALW describe the physical geography and climate of
the Byzantine Empire and its affect and influence on
how the people lived.
6.2.8.A.4.a
Suggested length of study: 3-4 weeks
6.4.8.A.4.b
Scott Foresman Social Studies: The World
ALW explain the location of Constantinople and its
significance to the Byzantine Empire
6.2.8.B.4.a
Nystrom Atlas of World History
6.4.8.B.4.b
ALW explain the relationship of the Byzantine
Empire to the Roman Empire and their influence on
each other
Multimedia Smart Board presentations: Smart Notebook.
Power Point, etc
6.4.8.B.4.d
6.4.8.B.4.g
United Streaming, You Tube, Teacher Tube, & History
Channel video clips
ALW explain the location of Constantinople and its
situation as the center of trade
6.2.8.D.4.h
Current world event articles and newscasts
ALW explain the importance of Justinian and
Theodora and their contributions to the Byzantine
Empire
Primary source documents and historical literature
Graphic organizers
Cross curricular activities
Cooperative learning activities including role
playing/simulation, study games, etc
Suggested Benchmarks & Assessments
Open ended discussion questions
Lesson review assignments
Content area journal responses
Student created projects
Web Quests
Research Projects
Chapter quizzes and tests
East Hanover School District
Social Studies
Grade: Grade 6
Topic Seven: Medieval Europe
Objective/Skill
NJCCCS
Suggested Activities, Resources, &
Materials
ALW describe the geography of Europe and explain
its affect on the how people live and work in the
different regions
6.4.8.C.4.e
Suggested length of study: 1-2 weeks
6.2.8.D.4.b
Scott Foresman Social Studies: The World
ALW list, describe and explain how the different
landforms, water features and climate influence the
way Europeans lived
6.2.8.3.D.4.c
Nystrom Atlas of World History
6.2.8.D.4.d
Multimedia Smart Board presentations: Smart Notebook.
Power Point, etc
ALW describe the series of rulers and invaders that
influenced medieval Europe and their impact on
European government
ALW describe the significance of Charlemagne and
explain his influence on culture and learning
6.2.8.D.4.e
6.2.8.D.4.f
United Streaming, You Tube, Teacher Tube, & History
Channel video clips
6.2.8.A.4.b
Current world event articles and newscasts
Primary source documents and historical literature
ALW describe the foundation of European life in
medieval times by describing the importance of the
church, feudalism and manor life
Graphic organizers
ALW Compare and contrast the Japanese and
European systems of feudalism and the effectiveness
of each in promoting social, economic, and political
order.
Cooperative learning activities including role
playing/simulation, study games, etc
ALW describe the routes that promoted trade, travel
and communication between Asia and Europe as
well as the impact of the Plague on Europe
Cross curricular activities
Suggested Benchmarks & Assessments
Open ended discussion questions
Lesson review assignments
Content area journal responses
Student created projects
Web Quests
Research Projects
Chapter quizzes and tests
Subject Area
Grade: 7
Geography Skills
Objective/Skill
The student will examine the Five
Themes of Geography, explore
how they aid geographic
observation and analysis, and
identify some ways in which the
geography of the United States has
affected its development.
NJCCCS
6.2.8.B.1.a
6.2.8.D.1.b
6.2.8.D.1.c
Suggested Activities/Resources/Materials
________________________________________
Discovery Education/United Streaming website
Class discussions/notes
Geography activities using SmartBoard
Classroom Atlases
Cooperative group activities
Suggested Benchmarks/Assessments for Unit
Written Assessments
Group and Individual Assignments
Grade: 7
East Hanover School District
Subject Area
Three Worlds Meet – Beginnings to 1763
Objective/Skill
*The student will describe how
events on four continents –
Europe, Africa, and the Americasled to exploration of the Americas
and the meeting of people from
diverse cultures
*The student will identify the
leading European explorers of
North America, explain the effects
of European colonization on
Native Americans, and describe
the origins and development of
slavery in the colonies.
NJCCCS
6.1.8.B.1.a
1.b
6.1.8.C.1.a
1.b
Suggested Activities/Resources/Materials
________________________________________
Class Discussions/Notes
Textbook and supplemental resources
Cooperative Group Activities
Activities using SmartBoard
Discovery Education website
6.1.8.D.1.a
1.b
1.c
Suggested Benchmarks/Assessments for Unit
Written Assessments: Tests and Quizzes
Group and Individual Projects
Graded Cooperative Learning Activities
Oral Presentations
Individual History Portfolios
Midterm/Final Evaluations
Grade: 7
East Hanover School District
Subject Area
English Colonization in America
Objective/Skill
NJCCCS
*The student will understand how 6.1.8.A.1.a
the first English colonies survived
and began to grow, while colonists 6.1.8.B.1.a
both learned from and experienced
conflicts with Native Americans.
6.1.8.C.1.b
*The student will analyze the
economic and social development
of the American colonies during
the first half of the 18th century.
*The student will identify the
political, social, and economic
values shared by British colonists
and learn how these values and
historical events led to the growth
of a representative government
and a new “American” identity.
6.1.8.A.2.a
2.b
2.c
Suggested Activities/Resources/Materials
________________________________________
Class Discussions/Notes
Textbook and supplemental resources
Cooperative Group Activities
Activities using SmartBoard
Discovery Education website
Internet Research
6.1.8.B.2.a
2.b
Suggested Benchmarks/Assessments for Unit
6.1.8.C.2.a
2.b
2.c
Written Assessments: Tests and Quizzes
Group and Individual Projects
Graded Cooperative Learning Activities
Oral Presentations
Individual History Portfolios
Midterm/Final Evaluations
6.1.8.D.2.a
2.b
East Hanover School District
Subject Area
Grade: 7
Creating a New Nation
Objective/Skill
*The student will understand the
events that pushed Great Britain
6.1.8.A.3.a
and the American colonies apart
3.b
3.c
and ultimately led to the signing of
3.d
the Declaration of Independence.
3.e
3.f
*The student will organize events
3.g
of the American Revolution in
chronological sequence and
6.1.8.B.3.a
analyze the causes that led to an
3.b
American victory.
3.c
3.d
*The student will analyze the
Articles of Confederation, major
6.1.8.C.3.a
issues faced by delegates to the
3.b
Constitutional Convention of
3.c
1787, and the debate over ratifying
the Constitution.
6.1.8.D.3.a
3.b
3.c
3.d
3.e
3.f
3.g
NJCCCS
Suggested Activities/Resources/Materials
________________________________________
Class Discussions/Notes
Textbook and supplemental resources
Cooperative Group Activities
Activities using SmartBoard
Discovery Education website
Internet Research
Suggested Benchmarks/Assessments for Unit
Written Assessments: Tests and Quizzes
Group and Individual Projects
Graded Cooperative Learning Activities
Oral Presentations
Individual History Portfolios
Midterm/Final Evaluations
East Hanover School District
Subject Area
Grade: 7
The Constitution and Citizenship
Objective/Skill
NJCCCS
Suggested Activities/Resources/Materials
________________________________________
*The student will understand the
seven principles of government
6.1.8.A.3.b
that helped shape the Constitution.
3.c
3.d
*The student will identify the
3.e
basic plan for the structure of the
3.f
United States government as set
3.g
forth in the Constitution.
Class Discussions/Notes
Textbook and supplemental resources
Cooperative Group Activities
Activities using SmartBoard
Discovery Education website
Internet Research
*The student will identify the
duties and powers of the executive
branch of the United States
government.
Suggested Benchmarks/Assessments for Unit
*The student will explain the
organization and duties of the
federal courts.
*The student will identify rights
protected in the Bill of Rights and
trace the expansion of rights for all
citizens as evidenced in the
Constitution.
Written Assessments: Tests and Quizzes
Group and Individual Projects
Graded Cooperative Learning Activities
Oral Presentations
Individual History Portfolios
Midterm/Final Evaluations
East Hanover School District
Subject Area
The Early Republic
Grade: 7
Objective/Skill
*The students will explain how the
leaders of the new nation met the
challenges of establishing a sound
economy and a stable, democratic
government.
6.1.8.B.4.a
6.3.8.D.1.a
6.1.8.D.3.c
6.1.8.D.3.d
6.1.8.D.3.e
6.1.8.D.3.f
*The students will understand how 6.1.8.D.3.g
the election and presidency of
Thomas Jefferson shaped the
American system of government
and how the Louisiana Purchase
and the War of 1812 affected the
nation.
NJCCCS
Suggested Activities/Resources/Materials
________________________________________
Discovery Education/United Streaming website
Class discussions/notes/question and answer
Smart board activities
Textbook resources
Cooperative group and Partner activities
Suggested Benchmarks/Assessments for Unit
Homework assignments
*The students will analyze the
ways in which new machines
changed American society,
encouraged the expansion of
slavery, and contributed to both
nationalism and sectionalism in
the first half of the 1800’s.
Oral presentations
Quizzes
Test
Projects-group/individual
East Hanover School District
Subject Area
A Changing Nation
Grade: 7
Objective/Skill
*The students will understand the
far-reaching consequences of the
political and economic decisions
made by Andrew Jackson during
his two terms as president.
*The students will understand
Westward expansion and its
political, economic, and social
effects on the development of the
nation.
*The students will study the era
from 1820 to 1860 to identify
groups of immigrants settled in the
United States, describe
developments in American
literature and art, and evaluate the
impact of reform movements.
NJCCCS
6.1.8.A.4.a
6.1.8.A.4.b
6.1.8.A.4.c
6.1.8.B.3.a
6.1.8.C.3.b
6.1.8.D.4.c
Suggested Activities/Resources/Materials
________________________________________
Discovery Education/United Streaming website
Class discussions/notes/question and answer
Smart board activities
Textbook resources
Cooperative group and Partner activities
Suggested Benchmarks/Assessments for Unit
Homework assignments
Oral presentations
Quizzes/Tests
Projects-group/individual
East Hanover School District
Subject Area
Civil War to Modern America 1846-Present
Grade: 7
Objective/Skill
*The students will describe the
political conflict over how to
rebuild the South after the civil
war and evaluate the impact of
Reconstruction on African
Americans and other Southerners.
6.1.8.A.5.a
6.1.8.A.5.b
6.1.8.B.5.a
6.1.8.C.5.a
6.1.8.C.5.b
6.1.8.D.5.a
6.1.8.D.5.b
*The students will understand how 6.1.8.D.5.c
the nation from from the Civil War 6.1.8.D.5.d
through the end of WW1,
dramatically changing the lives of
its citizens and its place in the
world.
NJCCCS
Suggested Activities/Resources/Materials
________________________________________
Discovery Education/United Streaming website
Class discussions/notes/question and answer
Smart board activities
Textbook resources
Cooperative group/Partner activities
Suggested Benchmarks/Assessments for Unit
Homework assignments
*The students will understand
challenges faced by the nation
during the 20th century and
speculate about the challenges of
the 21st century.
Oral presentations
Quizzes/Tests
Projects-group/individual
East Hanover School District
Subject Area
Civil War to Modern America 1846-Present
Grade: 7
Objective/Skill
The students will understand the
conflicts that pulled the North and
South apart and the attempts to
resolve the issues dividing the
country.
The students will understand how
the Civil War began, its progress
during the early years, and its
impact on Union and Confederate
soldiers.
The students will understand the
major events of the Civil War
from 1863 to 1865 leading to
Union Victory and the effect of
this conflict on the country.
NJCCCS
6.1.8.A.5.a
6.1.8.A.5.b
6.1.8.B.5.a
6.1.8.C.5.a
6.1.8.C.5.b
6.1.8.D.5.a
6.1.8.D.5.b
6.1.8.D.5.c
6.1.8.D.5.d
Suggested Activities/Resources/Materials
________________________________________
Discovery Education/United Streaming website
Class discussions/notes/question and answer
Smart board activities
Textbook resources
Cooperative group/Partner activities
Suggested Benchmarks/Assessments for Unit
Homework assignments
Oral presentations
Quizzes/Tests
Projects-group/individual
East Hanover School District
Subject Area
Grade: 7
Geography Skills
Objective/Skill
The student will examine the Five
Themes of Geography, explore
how they aid geographic
observation and analysis, and
identify some ways in which the
geography of the United States has
affected its development.
The student will explain how the
locations, land forms, and climates
of Mexico, Central America, and
South America affected the
development of Mayan, Aztec, and
Incan societies, cultures, and
economies.
NJCCCS
6.2.8.B.1.a
6.2.8.D.1.b
6.2.8.D.1.c
6.2.8.B.4.h
Suggested Activities/Resources/Materials
________________________________________
Discovery Education/United Streaming website
Class discussions/notes
Geography activities using SmartBoard
Classroom Atlases
Cooperative group activities
Suggested Benchmarks/Assessments for Unit
Written Assessements
Group and Individual Assignments
Grade: Eighth Grade
Unit#1
Objective/Skill
NJCCCS
6.1.8.A.3.a-g
• The students will
understand the United States 6.1.8.D.3.a-g
Constitution, the reasoning
behind the Constitution, the
Declaration of
Independence, the duties
and functions of the three
branches (articles 1-3) as
well as articles 4-7 and the
first 10 Amendments.
• The students will examine
the issues and events that
led to The Civil War, the
course of the war, and the
consequences of the war.
East Hanover School District
Subject Area: Social Studies
Constitution/Civil War (Review)
6.1.8.A.5.a,b
6.1.8.B.5.a,b
6.1.8.C.5.a,b
6.1.8.D.5.a-d
Suggested Activities/Resources/Materials
___________________________________________
Discussions/ Question and Answer
Class Notes
United Streaming Videos and Materials
Smart Board Activities
Textbook Resources
Cooperative Group and Partner Activities
Suggested Benchmarks/Assessments for Unit
Quizzes
Test
Oral Presentations
Cooperative Learning Projects
(Amendment Banners & Civil War Battle Charts)
Oral Presentations
Debates
Mid-Term & Final Exams
Grade: Eighth Grade
Unit#2
Objective/Skill
• The Students will
understand how miners,
ranchers, cowhands, and
farmers helped settle the
American West and how
their arrival led to conflict
with the various Native
American groups.
East Hanover School District
Subject Area: Social Studies
Westward Expansion/The Industrial Revolution
NJCCCS
6.1.8.A.1.a
6.1.8.B.1.a,b
6.1.8.C.1.a,b
6.1.8.D.1.a,b,c
6.1.8.D.1.a,b
Suggested Activities/Resources/Materials
____________________________________________
Discussions/ Question and Answer
Class Notes
United Streaming Videos and Materials
Smart Board Activities
Textbook Resources
• The students will focus on
the growth of industry and
its effects on American
society, as well as the
emergence of big business
and its effects on the
working man.
6.1.8.C.3.a-c
6.1.8.D.3.e
6.1.8.D.3.a-g
6.1.8.A.4.a-c
6.1.8.B.4.a-b
6.1.8.C.4.a-c
Cooperative Group and Partner Activities
Suggested Benchmarks/Assessments for Unit
Quizzes
Test
Oral Presentations
Cooperative Learning Projects
(Tribal Banner Projects)
Oral Presentations
Debates
Mid-Term & Final Exams
Grade: Eighth Grade
Unit#3
Objective/Skill
• The students will examine
the nation’s social and
political problems at the
turn of the twentieth century
and the ways people worked
to solve them.
• The students will
understand the growing
expansionism that shaped
United States foreign policy
and led to the acquisition of
new territories during the
late nineteenth and early
twentieth centuries.
• The students will focus on
what got the United States
involved in the First World
War, how Americans
mobilized for the war, and
how President Wilson
attempted to shape the peace
after the war.
East Hanover School District
Subject Area: Social Studies
Modern America Emerges
NJCCCS
6.1.8.A
6.1.8.B
6.1.8.C
6.1.8.D
Suggested Activities/Resources/Materials
____________________________________________
Discussions/ Question and Answer
Class Notes
United Streaming Videos and Materials
Smart Board Activities
Textbook Resources
Web Quest/Inter-Net Activities
Cooperative Group and Partner Activities
Suggested Benchmarks/Assessments for Unit
Quizzes
Test
Oral Presentations
Cooperative Learning Projects
Web Quest Activities
( Over The Top Trench Warfare Web Quest)
Oral Presentations
Debates
Mid-Term & Final Exams
Grade: Eighth Grade
Unit#4
Objective/Skill
• The students will identify
advances in American
technology during the
1920’s and evaluate the farreaching effects of those
technological advances on
American business and
culture.
• The students will
understand how the stock
market works and how it
contributed to the on-set of
the Great Depression.
• The students will focus on
the causes and effects of the
Great Depression and how
President Franklin
Roosevelt ended the
economic downturn and
permanently changed the
role of government in the
United States.
East Hanover School District
Subject Area: Social Studies
The Post War Years 1919-1940
NJCCCS
6.1.8.A
6.1.8.B
6.1.8.C
6.1.8.D
Suggested Activities/Resources/Materials
____________________________________________
Discussions/ Question and Answer
Class Notes
United Streaming Videos and Materials
Smart Board Activities
Textbook Resources
Stock Market Game
Cooperative Group and Partner Activities
Suggested Benchmarks/Assessments for Unit
Quizzes
Test
Oral Presentations
Cooperative Learning Projects( World War II
Battle Chart)
Oral Presentations
Debates
Mid-Term & Final Exams
Grade: Eighth Grade
Unit#5
Objective/Skill
• The Students will identify
the causes and effects of the
Second World War, and
appreciate the realities of
The Holocaust in terms of
the numbers of people
persecuted and the groups
that were targeted.
East Hanover School District
Subject Area: Social Studies
World War II/ The Cold War and The American Dream
NJCCCS
6.1.8.A
6.1.8.B
6.1.8.C
6.1.8.D
Suggested Activities/Resources/Materials
____________________________________________
Discussions/ Question and Answer
Class Notes
United Streaming Videos and Materials
Smart Board Activities
Textbook Resources
Cooperative Group and Partner Activities
• The students will
understand how conflict
developed between the
democratic, capitalist
United States and the
authoritarian, Communist
Soviet Union. Students will
examine the wars in Korea
and Vietnam as
manifestations of the Cold
War.
• The students will focus on
how Americans reacted to
Suggested Benchmarks/Assessments for Unit
Quizzes
Test
Oral Presentations
Cooperative Learning Projects
( World War II Battle Chart)
Oral Presentations
Debates
Mid-Term & Final Exams
the economic prosperity and
the rapid changes in post
war America.
Grade: Eighth Grade
Unit#6
Objective/Skill
• The students will identify
the origins of the civil rights
movement, its major
leaders, their methods, and
the achievements of the
movement through 1975.
• The students will evaluate
the presidency of Richard
Nixon, the Watergate
scandal, and the efforts of
Presidents Ford and Carter
to restore the trust between
the federal government and
the American people.
• The students will describe
how conservatives changed
domestic policy and how
world events affected U.S.
foreign policy. The students
will analyze how
technology changed daily
life and how immigrants
helped create a more diverse
society.
East Hanover School District
Subject Area: Social Studies
Tensions At Home and Abroad
NJCCCS
6.1.8.A
6.1.8.B
6.1.8.C
6.1.8.D
6.3.8.A.1,2,3
6.3.8.B.1
6.3.8.C.1
6.3.8.D.1
Suggested Activities/Resources/Materials
____________________________________________
Discussions/ Question and Answer
Class Notes
United Streaming Videos and Materials
Smart Board Activities
Textbook Resources
Cooperative Group and Partner Activities
Suggested Benchmarks/Assessments for Unit
Quizzes
Test
Oral Presentations
Cooperative Learning Projects
Oral Presentations
Debates
Mid-Term & Final Exams
• Students will deliberate on a
public issue affecting an
upcoming election, consider
opposing arguments, and
develop a reasoned
conclusion.
• Students will participate in a
real or simulated hearing to
develop a legislative
proposal that addresses a
public issue, and share it
with an appropriate
legislative body (e.g., school
board, municipal or county
government, state
legislature).
• Students will collaborate
with international students
to deliberate about and
address issues of gender
equality, child mortality, or
education.
• Students will evaluate
alternative land use
proposals and make
recommendations to the
appropriate governmental
agency regarding the best
course of action.
• Students will contact local
officials and community
members to obtain
information about the local
school district or municipal
budget and assess budget
priorities.
• Students will engage in
simulated democratic
processes (e.g., legislative
hearings, judicial
proceedings, elections) to
understand how conflicting
points of view are addressed
in a democratic society.