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2016-17 TUSD Curriculum Map: 8th grade Social Studies
Social Studies: Grade 8, Quarter 1
* Themes:
Topic: Revolutionary War and Foundation of Government
Identity
 How and why have debates over American identity changed over time?
 How has gender, class, religious, regional, and other groups identities changed in different eras as a reflection of the time period?
 How did different ethnic and social groups of the colonies impact the Revolutionary era? The views, lives, contributions of women, African Americans, and Native
Americans.
Migration
 Why have people migrated to, from, and within North America?
 How have changes in migration and population patterns created an early American identity?
Politics and Power
 The American Revolution was a process led by people bringing change to political systems first by working within the system then outside the system. When the system
wouldn’t change to fit American needs the people tried to abolish it, which led to the outbreak of the Revolutionary War.
ESSENTIAL QUESTIONS:
ANTI-BIAS FRAMEWORK ANCHOR STANDARDS:
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JU.9-12.11 - I relate to all people as individuals rather than representatives of groups
and can identify stereotypes when I see or hear them.
JU.9-12.12 - I can recognize, describe and distinguish unfairness and injustice at
different levels of society.
AC.9-12.16 – I express empathy when people are excluded or mistreated because of
their identities and concern when I personally experience bias.
How does a national political culture develop?
How does a political system reveal a nation’s values?
What is the role of leadership during times of great change?
How can change sometimes lead to violent conflict?
Content Standards
Literacy Skills
PO 1. Analyze the following events which led to the American Revolution:
a. Tea Act b. Stamp Act c. Boston Massacre d. Intolerable Acts e. Declaration of Independence
PO 2. Describe the significance of key events of the Revolutionary War:
a. major battles (e.g., Lexington, Saratoga, Trenton) b. aid from France c. surrender at Yorktown
PO 3. Describe the impact of the following key individuals on the Revolutionary War:
a. Benjamin Franklin b. Thomas Jefferson c. George Washington d. Patrick Henry e. Thomas
Paine f. King George III
PO 5. Explain the influence of the following individuals in the establishment of a new
government:
a. Thomas Jefferson b. James Madison c. John Adams d. Benjamin Franklin
PO 6. Describe how one nation evolved from thirteen colonies:
Reading Standards for Literacy
6‐8.RH.3. Identify key steps in a text’s description of a process related to history/social
studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
6‐8.RH.4. Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
6‐8.RH.5. Describe how a text presents information (e.g., sequentially, comparatively,
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a. Constitutional Convention b. George Washington’s presidency
c. creation of political parties (e.g., Federalists, Whigs, Democratic-Republicans)
PO 1. Describe how the following philosophies and documents influenced the creation of the
Constitution:
a. Magna Carta b. English Bill of Rights c. Montesquieu’s separation of power
d. John Locke’s theories – natural law, social contract e. Mayflower Compact
f. Declaration of Independence g. Articles of Confederation
PO 2. Analyze the purpose (e.g., weaknesses of the Articles of Confederation) and outcome
(e.g., compromises) of the Constitutional Convention.
PO 3. Analyze the struggle (e.g., Federalists’ Papers, Bill of Rights) between the federalists and
the anti-federalists over the ratification of the Constitution. Concept 2: Structure of
Government
PO 1. Describe the following principles on which the Constitution (as the Supreme Law of the
Land) was founded:
a. federalism (i.e., enumerated, reserved, and concurrent powers) b. popular sovereignty
c. Separation of Powers d. checks and balances e. limited government f. flexibility (i.e., Elastic
Clause, amendment process)
PO 2. Differentiate the roles and powers of the three branches of the federal government.
PO 3. Explain the electoral process (e.g., primary and general elections, electoral college).
PO 4. Explain how a candidate can be elected president (e.g., Adams-Jackson, Hayes-Tilden,
Bush-Gore) without receiving a majority of popular vote.
PO 5. Describe the line of succession to the presidency as stated in the 25th Amendment.
C3.PO 1. Compare the ways the federal and Arizona governments operate:
a. three branches b. Constitution c. election process (e.g., congressional and legislative districts,
propositions, voter registration)
C3.PO2. Compare the process of how a bill becomes a law at the federal and state level.
C3.PO3. Describe the following forms of direct democracy in Arizona:
a. initiative b. referendum c. recall process
PO 4. Compare the roles and relationships of different levels of government (e.g., federal, state,
county, city/town, tribal).
and/or causally).
6‐8.RH.6. Identify aspects of a text that reveal an author’s point of view or purpose
(e.g., loaded language, inclusion or avoidance of particular facts).
6‐8.RH.9. Analyze the relationship between a primary and secondary source on the
same topic.
Writing Standards for Literacy
6‐8.WHST.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
6‐8.WHST.5. With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience have been addressed.
6‐8.WHST.6. Use technology, including the internet, to produce and publish writing
and present the relationships between information and ideas clearly and efficiently.
6‐8.WHST.9. Draw evidence from informational texts to support analysis, reflection,
and research.
Possible Activities and Readings
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Possible Performance Assessments
Key people of the Revolutionary War Speed Dating.
Construct a timelines of key events, people, of the time period and explain
how major events are related to each other
Mental Maps: The Atlantic Rim Students create maps of the Atlantic Rim to
learn how the French and Indian War set the stage for changes in the British
political system.
Students listen to an eye witness account of the Boston Tea Party and write a
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Discussion and essay: Students will Compare and contrast the role of the Loyalist
and the role of the Patriots in the War for Independence in a small group
discussion and then write an essay.
Create a museum exhibit based on the Contributions of the Iroquois.
Students examine how the views of various members of the First Continental
Congress to determine if the social contract with Britain had been broken or only
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prediction how Parliament will react to the destruction of the tea.
Students analyze primary sources to determine what happened at Lexington
Green and its significance. They will then create a press release synthesizing
the event and its potential impact.
Students read excerpts of Common Sense to identify the key arguments that
persuaded many colonists to support independence
Key Terms Comics: students will create a comic strip or drawing illustrating
each of the key terms.
-Tea Act
-Stamp Act
-Intolerable Acts
-Boston Massacre
-Monarchy
-Constitutional Conv.
-Iroquois’ Confederacy
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damaged. They will then have a discussion on what to do about the British based
on a specific point of view.
Students analyze excerpts from the Declaration to identify its underlying principles
and purpose.
Students will create a rubric for government and then read and “grade” the
Articles of Confederation to learn how the new American political system was
organized.
Summative Assessment: Students will be divided into groups representing the
societal and political makeup of the America at the time of the Revolution.
Students learn the key events and individuals and examine how the war affected
them and then will create a product representing their group. Possible examples
include: museum exhibit, news broadcast, power point presentation, and website.
* Priority Standard
** Anti-Bias Framework http://perspectives.tolerance.org/?q=node/494
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2016-17 TUSD Curriculum Map: 8th grade Social Studies
U.S. History: Grade 8, Quarter 2
* Themes:
Topic: Conflict and Depression
Interaction with environment
 During WWII rapidly developing technology affected the fighting and the lives of civilians.
Politics and Power
 Governmental Policies during the WWII era changed the relationship between the US and its citizens and the world.
 How have Americans agreed on or argued over the values that guide the political system as well as who is a part of the political process?
Ideas, Beliefs, and Culture
 Post WWII brings new conceptualizations of Global Economy, Society and Culture
 WWII changes minority roles in American Society both legally and socially.
ESSENTIAL QUESTIONS:
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ANTI-BIAS FRAMEWORK ANCHOR STANDARDS:
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How did WWII affect the minority groups of America?
What were the major causes of WWII?
What events led to the Allied Victory?
What is the role of the U.S. in a globalized world?
What is more important, national security or personal liberty?
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JU.9-12.11 - I relate to all people as individuals rather than representatives of
groups and can identify stereotypes when I see or hear them.
JU.9-12.12 - I can recognize, describe and distinguish unfairness and injustice at
different levels of society.
JU.9-12.13 – I can explain the short and long-term impact of biased words and
behaviors and unjust practices, laws and institutions that limit the rights and
freedoms of people based on their identity groups.
AC.9-12.16- I express empathy when people are excluded or mistreated because
of their identities and concern when I personally experience bias.
AC.9-12.17 - I take responsibility for standing up to exclusion, prejudice and
injustice.
AC.9-12.18 - I have the courage to speak up to people when their words, actions
or views are biased and hurtful, and I will communicate with respect even when
we disagree.
Content Standards
Literacy Skills
S1C8PO 1. Review the impact of the Great Depression on the United States.
S1C8PO 2. Explain how Pearl Harbor led to United States involvement in World War II.
S1C8PO 3. Explain the impact of World War II on economic recovery from the Great
Depression.
S1C8PO 4. Explain how the following factors affected the U.S. home front during
World War II:
Reading Standards for Literacy
6-8.RH 1: I can cite specific textual evidence to support analysis of primary and
secondary sources.
6-8.RH2: I can determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior knowledge or
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war bond drives, war industry, women and, minorities in the work force, rationing,
internment of Japanese-, German-, and Italian -Americans
S1C8PO 5. Describe Arizona’s contributions to the war effort: Native American Code
Talkers, Ira Hayes , mining, training bases, POW and internment camps
S1C8PO 6. Summarize the United States’ role in the following events:
D-day invasion, battles of the Pacific, European & African theaters, development and
use of the atomic bomb, V-E Day / V-J Day
STRAND 2
S2C8PO 2. Analyze the major causes of World War II: aggressive search for resources
by Japan, political ideologies of
Fascism and Nazism. resentment toward the Treaty of Versailles
S2C8PO 3. Trace the series of invasions and conquests in the European and Pacific
Theaters in World War II.
S2C8PO 4. Describe the following events leading to the Allied victory:
D-Day Invasion, Battle of the Bulge, Japanese defeat in Iwo Jima and Okinawa, atomic
bombing of Hiroshima and Nagasaki
S2C8PO 5. Describe how racism and intolerance contributed to the Holocaust.
S2C8PO 6. Summarize each of the following outcomes of World War II:
redrawing of political boundaries in Europe, tensions leading to Cold War, formation
of the United Nations, beginning of atomic age, rebuilding of Japan
S2C8PO 7. Compare the rebuilding of Japan with the rebuilding of Germany following
World War II.
STRAND 3
S3C5PO 1. Compare the different world governments and ideologies: dictatorship,
totalitarian (fascist, Nazis), democracy, Socialism, communism
STRAND 4
S4C2 PO 1. Identify common characteristics of contemporary and historical regions on
the basis of climate, landforms, ecosystems, and culture.
S4C2PO 2. Explain the factors that contribute to political and social change in various
world regions (e.g., USSR/Russia, Israel, European Union, China, Korea, Germany).
S4C2PO 4. Identify how the role of the media, images, and advertising influences the
perception of a place.
S4C4 PO 1. Identify the push and pull factors (e.g., economic conditions, human rights
conditions, famines, political strife/wars, natural disasters, changes in technology) that
drive human migrations.
S4C4PO 2. Describe the effects (e.g., economic, environmental, cultural, political) of
human migrations on places and regions.
opinions.
6-8.RH3: I can identify key steps in a text’s description of a process related to
history/social studies (e.g. how a bill becomes a law, how interest rates are raised or
lowered).
6-8.RH4: I can determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies
6-8.RH5: I can describe how a text presents information (e.g., sequentially,
comparatively, casually
6-8.RH6: I can identify aspects of text that reveal an authors point of view or purpose
(e.g. loaded language, inclusion or avoidance of particular facts).
Writing Standards for Literacy
6-8.WHST 2: I can write informative/explanatory texts, including the narration of
historical events, scientific procedures, experiments, or technical processes.
6-8.WHST7: I can conduct short research projects to answer a question (including a
self-generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
6-8.WHST8: I can gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of each source; and
quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
6-8.WHST4: I can produce clear and coherent writing in which the development,
organization, and style are appropriate to text, purpose, and audience….
6-8.WHST5: I can with some guidance and support from peers/adults develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying new
approaches, focusing on how well purpose and audience is addressed.
6-8.WHST6: I can use technology, including the internet, to produce and publish
writing and present the relationships between information and ideas clearly and
efficiently.
6-8.WHST9: I can draw evidence from informational texts to support analysis,
reflection, and research.
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Possible Activities and Readings
Possible Performance Assessments
Create a propaganda poster to support the war utilizing nationalism.
Analyze the historical accuracy of Primary vs. Secondary sources during World War II.
Construct Maps & Timelines showing key dates and events of the war.
Create a Cause & Effect chart showing the interactions of European nations and
America before and during the war.
Visual analysis of Disney cartoons that supported the American war effort.
American Journey
Students will assigned a point of view from a particular country and write a war article
that reflects their perspective.
TCI (Teacher Curriculums Institute)
Great Depression photo analysis.
Create a resume for a dictator, general, or leader during the war.
WWII radio broadcast: students will be given a key event of WWII and create a radio
broadcast reporting on the event.
Studies will be assigned a participating country in WWII, they will have to research that
country’s role in the war, and create a power point presentation.
Research project: how did the Great Depression affect daily life across America?
* Summative Assessment: Students will be divided into groups representing the
societal and political makeup of the America at the time of the war. Students learn the
key events and individuals and examine how the war affected them and then will
create a product representing their group. Groups can include but are not limited to:
including African Americans, Native Americans, and Japanese Americans. Possible
examples include: museum exhibit, news broadcast, power point presentation, and
website.
Code Talker: a novel about the Navajo Marines of World War Two – Joseph Bruchac
A Diamond in the Desert – Kathryn Fitzmaurice
* Priority Standard
** Anti-Bias Framework http://perspectives.tolerance.org/?q=node/494
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Social Studies: Grade 8, Quarter 3
* Themes:
Topic: Conflict Abroad and Within
Ideas, Beliefs, and Culture
Interaction with Environment
America viewed Communism as a major threat to its security and way of life.
Cold War caused the accelerating of technology that changed the lives of even
the average American.
The increase in nuclear development during the Cold War impacted the daily
lives of Americans.
The Civil Rights movement would rise during the postwar era.
Politics and Power
Concerns about national security shape foreign and domestic policy after
World War II.
The united states played a major role in both the Vietnam and Korean War due
to political motivations.
ESSENTIAL QUESTIONS:
ANTI-BIAS FRAMEWORK ANCHOR STANDARDS:
JU.9-12.11 - I relate to all people as individuals rather than representatives of groups
and can identify stereotypes when I see or hear them.
JU.9-12.12 - I can recognize, describe and distinguish unfairness and injustice at
different levels of society.
AC.9-12.17 - I take responsibility for standing up to exclusion, prejudice and injustice.
AC.9-12.18 - I have the courage to speak up to people when their words, actions or
views are biased and hurtful, and I will communicate with respect even when we
disagree.
AC.9-12.19 - I stand up to exclusion, prejudice and discrimination, even when it’s not
popular or easy or when no one else does.
What were the results of fear of communism?
What foreign and domestic conflicts emerged from the Cold War Era?
How did life in the U.S. change during the Cold War Era?
Content Standards
Literacy Skills
PO 1. Describe the following origins of the Cold War:
a. Western fear of communist expansion b. Soviet fear of capitalist influences
c. Development of nuclear weapons d. Truman Doctrine
PO 2. Describe the impact of the Cold War on the United States:
a. McCarthyism b. arms race c. space race d. Cuban Missile Crisis e. creation of the
CIA
PO 3. Identify the role of the United States in the Korean War:
a. Communist containment b. military involvement c. resolution of conflict
PO 4. Identify the role of the United States in the Vietnam Conflict:
a. containment of Communism – Domino Theory b. Gulf of Tonkin Resolution c. Tet
Reading Standards for Literacy
11-12. RH1. Cite specific textual evidence to support analysis of primary and secondary
sources, connecting insights gained from specific details to an understanding of the
text as a whole.
11-12. RH.2. Determine the central ideas or information of a primary or secondary
source; provide an accurate summary that makes clear the relationships among the
key details and ideas.
11-12.RH.5 Analyze in detail how a complex primary source is structured, including
how key sentences, paragraphs, and larger portions of the text contribute to the
whole.
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Offensive
d. anti-war protests e. Vietnam Peace Accords
PO 5. Describe the impact that the following had on rights for individuals and groups:
a. Jim Crow Laws – literacy test, poll taxes, Grandfather Clause
b. Civil Rights Movement (i.e., Martin Luther King, Jr., Rosa Parks)
c. desegregation - military, schools, transportation, sports
d. United Farm Workers (i.e., César Chavez)
e. National Organization for Women (NOW) – Equal Rights Amendment (ERA
S1C9PO 1. Describe the following origins of the Cold War: Western fear of communist
expansion, Soviet fear of capitalist influences, development of nuclear weapons,
Truman Doctrine
S1C9PO 2. Describe the impact of the Cold War on the United States: McCarthyism,
arms race, space race, Cuban Missile Crisis , creation of the CIA
S1C9PO 4. Identify the role of the United States in the Vietnam Conflict: containment
of, Communism – Domino Theory, Gulf of Tonkin Resolution, Tet Offensive, anti-war
protests, Vietnam Peace Accords
S1C9PO 5. Describe life (e.g., transportation, communication, technology, medical,
entertainment, growth of suburbs) in the U.S. during the Post War period.
S1C9PO 6. Describe the importance of the following civil rights issues and events: Jim
Crow Laws, nonviolent protests, desegregation, Civil Rights Act of 1964, Voting Rights
Act of 1965
S2C8PO 10. Describe the impact of the Cold War (i.e., creation of the Iron Curtain,
arms race, space race) that led to global competition.
S2C8PO 11. Describe the following events of the Korean War: Chinese involvement,
U.N. police actions, containment of Communism, partition of Korea at the 38th Parallel
S2C8PO 13. Examine the fall of Communism and the unification of European nations:
Germany – reunification, Berlin Wall torn down, Russia – Gorbachev, Glasnost and
Perestroika, Union of Soviet Socialist Republics – countries regained independence,
European Union formed
S3C5PO 2. Explain U.S. and world foreign policies leading to the Cold War: Truman
Doctrine, NATO, Warsaw Pact, Marshall Plan
S3C5PO 3. Identify U.S. and world foreign policies (e.g., economic sanctions, arms
reduction agreements) resulting from the Cold War
11-12.RH.6. Evaluate authors’ differing points of view on the same historical event or
issue by assessing the authors’ claims, reasoning, and evidence.
11-12.RH.7 Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to
address a question or solve a problem.
Writing Standards for Literacy
11-12.WHST.1 Write arguments focused on discipline-specific content:
a) Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization
that logically sequences the claim(s), counterclaims, reasons, and evidence.
11-12.WHST. 4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
11-12.WHST.9 Draw evidence from informational texts to support analysis, reflection,
and research.
Speaking and Listening Standards for Literacy
11-12.1 Initiate and participate effectively in a range of collaborative discussions (one
on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set
clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify,
verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task.
* Priority Standard
** Anti-Bias Framework http://perspectives.tolerance.org/?q=node/494
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Possible Activities and Readings
Possible Performance Assessments
Activities:
Continuity and Change timeline and essay: Analyze the impact of groups on the Civil
Rights Movement.
Key people of the Cold War and Civil Rights Speed Dating.
Evaluate the US Response to the Cuban Missile Crisis, each student is the president and
they have to give a three minute speech explaining and justifying what they would do.
Timeline of the Korean War, Vietnam War.
Cold War Newspaper project.
Philosophical Chairs: Students will research by reading primary sources and discuss the
pros and cons of Containment versus Domino Theory.
Socratic Seminar: Students will read and discuss primary and secondary sources on the
decision to begin and end the Vietnam War.
Groups of the Civil Rights era advertising campaign.
Analyze the speeches of the Civil Rights movement.
Create a map showing key stages of the Vietnam War
Readings:
Junior Achievement – provides 6 lessons on the fundamentals of economics
The Brave Butterfly  the National Holocaust Memorial Museum
Code Talker: a novel about the Navajo Marines of World War Two – Joseph Bruchac
A Diamond in the Desert – Kathryn Fitzmaurice
Compare and Contrast Essay: Students will write compare and contrast essays on the
Vietnam and Korean War. Possible focus points are: causes, resolutions, technology,
participants.
Summative assessment: Vietnam POV: Research the short term and long term impact
of the Vietnam War on both Vietnam and the United States. Students will be split into
two sides Vietnam and the United States, they will then be split into subgroups;
culture, society, politics. Each subgroup will have to research the situation before the
Vietnam war and after the war. They will then create a flowchart and have to combine
their subgroups into a multimedia presentation of their choosing.
* Priority Standard
** Anti-Bias Framework http://perspectives.tolerance.org/?q=node/494
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Social Studies: Grade 8, Quarter 4
Topic: Contemporary Times, Civil Rights, and The Presidency
* Themes:
Interaction with Environment
Changing cultural patterns and their affect on the average American citizen: drug use, lifespan, family.
Environmental Patterns: changing role of government in protecting the environment.
Politics
Struggles of the civil rights movement saw a shift in ideals of rights and equality in American politics and government.
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20 Century saw a shift in patterns and perceptions of presidential power: Nixon and Watergate
Culture
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Patterns in Immigration: After the conflicts of the 20 Century America saw changes in origins of immigrants, which then caused changes in governmental and cultural reactions
to immigration.
Patterns in the Economy: widening income gap, change from industrial to technological society, women and income inequality
Culture is both a unifying and dividing force.
ESSENTIAL QUESTIONS
ANTI-BIAS FRAMEWORK ANCHOR STANDARDS:
What are the long-term effects of the civil rights movement?
JU.9-12.11 - I relate to all people as individuals rather than representatives of groups
and can identify stereotypes when I see or hear them.
JU.9-12.12 - I can recognize, describe and distinguish unfairness and injustice at
different levels of society.
AC.9-12.16 – I express empathy when people are excluded or mistreated because of
their identities and concern when I personally experience bias.
How has the perception of the presidency changed since 1970?
Why have American ideals of rights and equality changed over time?
Content Standards
Literacy Skills
Strand 3: Civics/Government
Concept 1: Foundations of Government (SSMS-S3C1)
PO 1. Describe how the following philosophies and documents influenced the creation of the
Constitution:
a. Magna Carta b. English Bill of Rights c. Montesquieu’s separation of power d. John Locke’s
theories – natural law, social contract e.
Mayflower Compact f. Declaration of
Independence g. Articles of Confederation
PO 2. Analyze the purpose (e.g., weaknesses of the Articles of Confederation) and outcome
(e.g., compromises) of the Constitutional Convention.
PO 3. Analyze the struggle (e.g., Federalists’ Papers, Bill of Rights) between the federalists and
the anti-federalists over the ratification of the Constitution.
Concept 2: Structure of Government
The United States structure of government is characterized by the separation and balance of
Reading Standards
RH 1, 2, 3, 5, 6, 7, 9
RH 1: I can cite specific textual evidence to support analysis of primary and secondary
sources.
RH2: I can determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or opinions.
RH3: I can identify key steps in a text’s description of a process related to history/social
studies (e.g. how a bill becomes a law, how interest rates are raised or lowered).
RH5: I can describe how a text presents information (e.g., sequentially, comparatively,
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powers.
PO 1. Describe the following principles on which the Constitution (as the Supreme Law of the
Land) was founded:
a. federalism (i.e., enumerated, reserved, and concurrent powers) b.popular sovereignty c.
Separation of Powers d. checks and balances e. limited government f. flexibility (i.e., Elastic
Clause, amendment process)
PO 2. Differentiate the roles and powers of the three branches of the federal government.
PO 3. Explain the electoral process (e.g., primary and general elections, electoral college).
PO 4. Explain how a candidate can be elected president (e.g., Adams-Jackson, Hayes-Tilden,
Bush-Gore) without receiving a majority of popular vote.
PO 5. Describe the line of succession to the presidency as stated in the 25th Amendment.
Concept 3: Functions of Government
Laws and policies are developed to govern, protect, and promote the well-being of the people.
PO 1. Compare the ways the federal and Arizona governments operate:
a. three branches b.
Constitution c. election process (e.g., congressional and
legislative districts, propositions, voter registration)
PO 2. Compare the process of how a bill becomes a law at the federal and state level.
PO 3. Describe the following forms of direct democracy in Arizona:
a. initiative b. referendum c.
recall process
PO 4. Compare the roles and relationships of different levels of government (e.g., federal,
state, county, city/town, tribal).
PO 5. Describe the significance of the Amendments to the Constitution.
PO 6. Compare the adult and juvenile criminal justice systems.
PO 7. Summarize the significance of the following Supreme Court cases:
a. Marbury v. Madison b. Plessy v. Ferguson c. Brown v. Board of Education d. Gideon v.
Wainright e. Miranda v. Arizona f. Korematsu v. United States
PO 8. Describe the impact of the following executive orders and decisions:
a. Executive Order 9066 – creation of internment camps on U.S. soil b. Manhattan Project c.
use of Atomic Bomb
PO 9. Describe the impact that the following Acts had on increasing the rights of groups and
individuals:
a. Civil Rights Act of 1964 b. Voting Rights Act of 1965 c. Indian Rights Act of 1968 d.
Americans with Disabilities Act
Concept 4: Rights, Responsibilities, and Roles of Citizenship (SSMS-S3C4)
PO 1. Describe the benefits of community service.
PO 2. Discuss the character traits (e.g., respect, responsibility, fairness, involvement) that are
important to the preservation and improvement of constitutional democracy in the U.S.
PO 3. Describe the importance of citizens being actively involved in the democratic process
(i.e., voting, student government, involvement in political decision making, analyzing issues,
petitioning public officials).
PO 4. Explain the obligations and responsibilities of citizenship:
casually
RH6: I can identify aspects of text that reveal an authors point of view or purpose (e.g.
loaded language, inclusion or avoidance of particular facts).
RH7: I can integrate visual information (eg. In charts, graphs, photo graphs, videos, or
maps) with other information in print or digital text.
RH 9: I can analyze the relationship between primary and secondary sources on the
same topic
(RH10: I can read and comprehend history/social studies text in the grades 6-8 text
complexity band independently and proficiently constant throughout the year)
Writing Standards Focus:
WHST 2, 3
WHST 2: I can write informative/explanatory texts, including the narration of historical
events, scientific procedures, experiments, or technical processes.
WHST 3: I can continue to grow narrative skills and should be able to incorporate
narrative elements effectively into arguments and informative/explanatory text. I must
be able to incorporate narrative accounts into analysis of individuals or events of
historical importance.
(WHST 4, 5, 6, 9,10 constant throughout the year)
WHST4: I can produce clear and coherent writing in which the development,
organization, and style are appropriate to text, purpose, and audience….
WHST5: I can with some guidance and support from peers/adults develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying new
approaches, focusing on how well purpose and audience is addressed.
WHST6: I can use technology, including the internet, to produce and publish writing and
present the relationships between information and ideas clearly and efficiently.
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2016-17 TUSD Curriculum Map: 8th grade Social Studies
a. upholding the Constitution b.
obeying the law c. paying taxes d. registering for
selective service e. jury duty
PO 5. Describe the impact that the following had on rights for individuals and groups:
a. Jim Crow Laws – literacy test, poll taxes, Grandfather Clause b. Civil Rights Movement (i.e.,
Martin Luther King, Jr., Rosa Parks) c. desegregation -military, schools, transportation, sports
d. United Farm Workers (i.e., César Chavez) e. National Organization for Women – Equal
Rights Amendment
Concept 5: Government Systems of the World (SSMS-S3C5)
Different governmental systems exist throughout the world. The United States influences and is
influenced by global interactions.
PO 1. Compare the different world governments and ideologies:
a. dictatorship b. totalitarian (fascist, Nazis) c. democracy d. Socialism e. Communism
PO 2. Explain U.S. and world foreign policies leading to the Cold War:
a. Truman Doctrine b. NATO c.
Warsaw Pact d. Marshall Plan
PO 3. Identify U.S. and world foreign policies (e.g., economic sanctions, arms reduction
agreements) resulting from the Cold War.
WHST9: I can draw evidence from informational texts to support analysis, reflection,
and research.
WHST10: I can write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
Speaking/Listening and Language
(Naturally embedded-see standards)Speaking/Listening and Language
(Naturally embedded-see standards)
Possible Activities and Readings
Possible Performance Assessments
Activities:
Simulation: Mock election to show electoral college process (Kids Voting Arizona).
Evaluate America’s position on resolving human rights issues.
Formal Debate: Different viewpoints (homeland security v. individual rights, Palestine
v. Israel)
Research U.S. Census data from 1970’S to present and analyze trends and predict
future trends.
Readings:
American Journey
TCI (Teacher Curriculums Institute)
Create a visual flow chart that analyzes patterns in presidential power, the economy,
environment, culture, and immigration in the U.S. from the 1970’s to the present.
Continuity and Change over time: Research and write an essay that shows
understanding of how and why the government and institutions have changed since
the 1970’s.
Compare and Contrast Essay: Origins and causes of immigration pre Cold War versus
post Cold War America.
Summative Assessment: Track origins of immigrants and their impact on American
culture, society and government from the Industrial to modern day.
* Priority Standard ** Anti-Bias Framework http://perspectives.tolerance.org/?q=node/494
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