Download Western Springs School District 101 Social Studies Curriculum A

 Western Springs School District 101 Social Studies Curriculum Draft September 2014 Committee Members Dr. Sarah Coffey, Assistant Superintendent for Curriculum and Instruction Dan Chick, Principal Heddi Craft, Curriculum Leadership Institute Consultant Tara Bulger, Kindergarten Colleen Fera, Kindergarten Kerry Gibbons, First Grade Kellie Keclik, First Grade Nicole MacFarlane, First Grade Ann Fehser, Second Grade Liz Erven, Third Grade Lauren Gentile, Third Grade Sarah Pabian, Third Grade Katie Egan, Fourth Grade Jen Cushman, Fifth Grade Tori George, Fifth Grade Libby Pridmore, Fifth Grade Clare Marsh, Sixth Grade Lynn Rees, Seventh Grade Anna Federman, Eighth Grade A Place Where Children Thrive 1 Table of Contents Introduction
p. 3 Subject Mission
p. 4 Curriculum­at­a­glance
p. 5­7 Kindergarten Outcomes and Targets
p. 8 First Grade Outcomes and Targets
p. 9 Second Grade Outcomes and Targets
p. 10 Third Grade Outcomes and Targets
p. 11 Fourth Grade Outcomes and Targets
p. 12­13 Fifth Grade Outcomes and Targets
p. 14­15
Sixth Grade Outcomes and Targets
p. 16­18 Seventh Grade Outcomes and Targets
p. 19­23 Eighth Grade Outcomes and Targets
p. 24­27 Appendix
p. 28 2 Introduction The Social Studies Committee was formed to set the foundation to ensure all students continue to learn at high levels by aligning outcomes, targets, and assessments with a variety of existing standards including NCSS, Illinois Learning Standards, Ohio Learning Standards, and Massachusetts Learning Standards. Our work also took into consideration the professional judgement of our teachers and the needs of our students. This document is the primary guide for what is taught in the classroom related to social studies. It has precedence over the scope and sequences found in past materials or current textbooks. However, these materials can be drawn upon in order to create instruction for these outcomes. When the primary instruction for an outcome is complete, the teacher will give the common outcome assessment. The outcomes of each grade have been placed in the suggested teaching order with assessments given on a set schedule. Feedback on these outcome assessments will be gathered throughout the year. “The aim of social studies is the promotion of civic competence—the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life.” ­NCSS 3 Social Studies Mission Statement Students completing the Western Springs social studies curriculum will develop and grow as active citizens through critical evaluation and analysis of social systems, history, economy, environment, and politics. 4 Curriculum­At­A­Glance Kindergarten Course Purpose: Students will analyze similarities and differences of people within their community, the ways they relate to each other, and the ways they demonstrate citizenship. SS.K.1 S
tudents will examine characteristics and roles of self and family to describe their own families. SS.K.2 S
tudents will examine characteristics and roles of community members in order to locate them within the community. SS.K.3 Students will describe their responsibility to follow the rules in order to be a good citizen at home and school. SS.K.4 Students will identify American symbols in order to demonstrate ways of honoring the United States Grade One Course Purpose: Students will examine the relationship of an individual within a family and community and how it has changed over time. SS.1.1 Students will create a product that describes their roles and responsibilities at home and in the community. SS.1.2 Students will compare and contrast life in Illinois during the pioneer era and today. SS.1.3 Students will differentiate characteristics of the earth and locate their symbols on the map. SS.1.4 Students will analyze various important Americans and American symbols to justify their importance to American citizens. SS.1.5 Students will propose ways for a family to meet their needs and wants. Grade Two Course Purpose: S
tudents will analyze different types of communities in order to evaluate differences and commonalities and distinguish how our local community is an integral part of our nation. SS.2.1 Students will distinguish between different types of communities. SS.2.2 Students will analyze the history and development of Western Springs in order to describe how our local community relates to the state of Illinois. SS.2.3 Students will apply map skills with a focus on the United States and how it relates to the world. SS.2.4 Students will evaluate the basic principles of America’s independence. Grade Three Course Purpose : Students will examine and evaluate the development of Illinois and Chicago social systems, history, economy, environment, and politics within the greater context of the nation. SS.3.1 Students will apply cardinal and intermediate directions to locate places and show routes that connect Illinois to the world. SS.3.2 Students will examine the development of Illinois based on social systems, history, economy, environment, and politics. SS.3.3 Students will examine the development of Chicago based on social systems, history, economy, environment, and politics. Grade Four Course Purpose : Students will analyze states and regions to determine their relationships, and compare and contrast regions in terms of social systems, history, economics, environment, and politics. SS.4.1 Students will apply map skills to locate specific regions of the United States. SS.4.2 Students will analyze the social systems, history, economics, environment and politics of the Northeast region in order to determine their impact on the region and country. SS.4.3 Students will analyze the social systems, history, economics, environment and politics of the Southeast region in order to determine their impact on the region and country. SS.4.4 Students will analyze the social systems, history, economics, environment and politics of the Midwest region in order to determine their impact on the region and country. SS.4.5 Students will analyze the social systems, history, economics, environment and politics of the Southwest region in order to determine their impact on the region and country. SS.4.6 Students will analyze the social systems, history, economics, environment and politics of the West region in order to determine their impact on the region and country. SS.4.7 Students will examine the interdependence of the economy and the environment to link the five regions of the United States. Grade Five Course Purpose : Students will examine the development of early human civilizations of the Western Hemisphere in order to analyze the causes and effects of European Exploration. SS.5.1 Students will analyze the migration of the Ancient Americans and how they adapted to their environments before European Exploration. SS.5.2 Students will examine the pre­Columbian North American region to identify social systems, political structures, and specific environmental characteristics. SS.5.3 Students will examine the pre­Columbian Central American region to identify social systems, political structures, and specific environmental characteristics. SS.5.4 Students will examine the pre­Columbian South American region to identify social systems, political structures, and specific environmental characteristics. SS.5.5 Students will compare and contrast the reasons for and the effects of European exploration and colonization of the Americas. 5 Grade Six Course Purpose : Students will examine the development of early human civilizations in the Eastern Hemisphere from prehistoric times to the fall of the Roman Empire in order to analyze the roots of modern social, economic, and political systems. SS.6.1 Students will analyze early humans and their interaction with the environment to determine their role in the development of social, economic, and political systems. SS.6.2 Students will analyze the social and economic systems, geographic location, and early forms of government of Mesopotamia to explain the growth of civilization and evolution of empires. SS.6.3 Students will analyze the characteristics of ancient Egyptian civilization to determine its contribution to the ancient world. SS.6.4 Students will de scribe the rise and spread of Judaism to determine its contribution to the ancient and modern world. SS.6.5 Students will an alyze the characteristics of ancient Greek civilization to determine its contributions to the ancient and modern world. SS.6.6 S
tudents will analyze the characteristics of ancient I ndian civilization to determine its contributions to the ancient and modern world (including the rise and spread of Hinduism and Buddhism). SS.6.7 Students will an alyze the characteristics of ancient Chinese civilization to determine its contributions to the ancient and modern world. SS.6.8 Students will analyze the characteristics of ancient Roman civilization to determine its contributions to the ancient and modern world (including the rise and spread of Christianity) . SS.6.9 Students will describe the rise and spread of Islam to determine its contribution to the ancient and modern world. Grade Seven Course Purpose : Students will examine the growth, change, and place of the United States in the global community from the 1300s to 1877 in order to analyze the roots of America’s social and economic systems and political institutions. SS.7.1 Students will analyze the reasons for, and evaluate the effects of, European exploration and colonization to determine how interactions between Europeans and Native Americans shaped America’s early history. SS.7.2 Students will compare the social, economic, geographic, and political characteristics of the 3 English colonial regions in North America to identify similarities and differences that affected the growth of the colonies. SS.7.3 Students will analyze the social, economic, and political interests of American colonists from a variety of perspectives to determine the causes of the American Revolution. SS.7.4 Students will analyze the key issues, people, and events of the Revolutionary War to determine why and how America secured its independence. SS.7.5 Students will describe how the federal government’s limited powers under the Articles of Confederation created the need for a new constitution, and identify provisions of the U.S. Constitution that resulted from key compromises reached at the Constitutional Convention. SS.7.6. Students will explain the guiding principles and framework of the American political system and identify how citizens participate in it. SS.7.7. Students will evaluate whether America’s 2­party system enhances or endangers our democracy. SS.7.8 Students will examine key decisions by George Washington during his presidency, conflicts at home and abroad that gave rise to political parties, and the development of U.S. foreign policy to describe how America grew and changed between 1780 and 1825. SS.7.9 Students will explain why and how the United States added to its territory in the first half of the 19 th Century and evaluate the consequences of this westward expansion. SS.7.10 Students will analyze the social, economic, geographic, and political changes in the North and the South and key political events between 1808 and 1861 to determine how those developments increasingly divided the United States across sectional lines and led to the outbreak of the Civil War. SS.7.11 S
tudents will analyze the key issues, people, and events of the Civil War to determine why and how the North won the war and describe the main policies and consequences of Reconstruction. Grade Eight Course Purpose : Students will examine the growth, change, and place of the United States in the global community from 1877 to the present in order to analyze the development of modern America’s social and economic systems and political institutions. SS.8.1 Students will analyze the advancements and conflict in society during the late 1800s in order to describe how the United States changed during this time period. SS.8.2 Students will analyze the experience and contributions of immigrants in the United States during the late 1800’s and early 1900’s in order to determine the effect they had on America during this time period. SS.8.3 Students will analyze political and social reform during the late 1800s and early 1900s (The Progressive Era) in order to evaluate the evolving relationship between citizens and their government. SS 8.4 Students will analyze the events of the Spanish­American War and World War I to determine the effects of expansionism. SS.8.5 Students will analyze the changes that occurred during the 1920’s to determine how the American lifestyle and culture were impacted. SS.8.6 Students will analyze the Great Depression to determine its impact on the political and economic systems of the United States. SS.8.7 S
tudents will analyze the events of WWII to determine its effects on the United States and the world. SS.8.8 Students will analyze the events and impact of the Holocaust in order to explain commonalities of genocide in various countries and time periods. SS.8.9 S
tudents will analyze the events of the Cold War to determine its social and political effects on the United States and the world. SS.8.10 S
tudents will examine the different ways that people fought for their rights during the 1950’s and 1960’s to determine the social and political changes in America. SS.8.11 Students will analyze the major cultural and political events since the 1970s to determine how they shape our lives today. 6 Kindergarten Course Purpose: Students will analyze similarities and differences of people within their community, the ways they relate to each other, and the ways they demonstrate citizenship. SS.K.1 Students will examine characteristics and roles of self and family to describe their own families. SS.K.1.1 Illustrate and describe characteristics of`self and others ( e.g., differences in gender, height, and color of skin, eyes, hair). SS.K.1.2 Illustrate/list family members (i.e. immediate and extended). SS.K.1.3 Describe duties and responsibilities within the family. SS.K.2 Students will examine characteristics and roles of community members in order to locate them within the community. SS.K.2.1 Illustrate your school or principal. SS.K.2.2 Identify a map and a globe and discuss how these tools are used to find nearby and distant locations. SS.K.2.3 Locate objects and places on a map of the home, school, or class. SS.K.2.4 Identify a school member a student could go to for help or safety. SS.K.3 Students will describe their responsibility to follow the rules in order to be a good citizen at home and school. SS.K.3.1 Give examples of rules in their home and school. SS.K.3.2 Illustrate one home and school rule. SS.K.3.3 Explain why families and schools have rules. SS.K.4 Students will identify American symbols in order to demonstrate ways of honoring the United States. SS.K.4.1 Identify and locate the American flag in a classroom. SS.K.4.2 Memorize the Pledge of Allegiance and discuss the meaning. SS.K.4.3 Identify and demonstrate the rules and etiquette of citizenship ( e.g., stand for the flag, hand over heart). SS.K.4.4 Identify the American flag as a symbol that honors the United States. 7 First Grade Course Purpose: Students will examine the relationship of an individual within a family and community and how it has changed over time. SS.1.1 Students will create a product that describes their roles and responsibilities at home and in the community. SS.1.1.1 List jobs your family does at home and school. SS.1.1.2 Give examples of community helpers and explain how they support your family. SS.1.1.3 Analyze the importance of family rules in order to determine their function. SS.1.1.4 Produce a list of community rules and justify their importance. SS.1.1.5 Compare and contrast community and family rules. SS.1.1.6 Compile lists and illustrations from previous targets into a culminating product. SS.1.2 Students will compare and contrast life in Illinois during the pioneer era and today. SS.1.2.1 Give examples of how life was different in the pioneer era from teacher read aloud and group discussion. SS.1.2.2 List the differences between lifestyles and leisure activities today and long ago. SS.1.2.3 Compare schools today and long ago. SS.1.2.4 Illustrate themselves as a child in their home long ago and today. SS.1.3 Students will differentiate characteristics of the earth and locate their symbols on the map. SS.1.3.1 Describe the differences between landforms and bodies of water and define plain, hill, mountain, river, lake, and ocean. SS.1.3.2 Locate examples of natural resources on a map as a whole group (animals, plants, minerals). SS.1.3.3 Illustrate and label an example of a natural resource on a map. SS.1.3.4 Use a map key and its symbols to locate and identify landforms, bodies of waters, and natural resources. SS.1.4 Students will analyze various important Americans and American symbols to justify their importance to American citizens. SS.1.4.1 Explain the contributions of one important American. SS.1.4.2 Compare and contrast two important Americans (i.e. George Washington, Abraham Lincoln, or Martin Luther King Jr.). SS.1.4.3 Label American symbols (American flag, Bald Eagle, White House, Statue of Liberty, Liberty Bell). SS.1.4.4 Give examples of American symbols and tell why they are important to American citizens. SS.1.5 Students will propose ways for a family to meet their needs and wants. SS.1.5.1 Differentiate between needs and wants. SS.1.5.2 Summarize how families meet their needs and wants. SS.1.5.3 List ways families use money. SS.1.5.4 Identify reasons why families save money. SS.1.5.5 Design a plan to save money in order to purchase a want or need. 8 2nd grade Course Purpose: S
tudents will analyze different types of communities in order to evaluate differences and commonalities and distinguish how our local community is an integral part of our nation. SS.2.1 Students will distinguish between different types of communities. SS.2.1.1
Define an urban, suburban, and rural community. SS.2.1.2
Describe a place and event that could take place in an urban, suburban, and rural community. SS.2.1.3
Compare and contrast the three major types of communities (urban, suburban, and rural). SS.2.1.4
Create an example community which depicts the characteristics of one of the learned types of communities. SS.2.2 Students will analyze the history and development of Western Springs in order to describe how our local community relates to the state of Illinois. SS.2.2.1
Describe the Potawatomi tribe and their influence on the local area. SS.2.2.2
Sequence the events that led to the development of the Western Springs community. SS.2.2.3
Analyze the importance of the railroad in Western Springs historically and in current times, including the transportation of people and goods throughout Illinois. SS.2.2.4
Create a visual that illustrates and describes the history and development of Western Springs and how it relates to the rest of the state. SS.2.3 Students will apply map skills to create simple maps and locate the United States on a world map. SS.2.3.1
Identify and locate the seven continents and the Atlantic and Pacific Oceans, label a compass rose with the cardinal directions, and identify the location of the United States. SS.2.3.2
Compare and contrast landforms including mountains, hills, plains, valleys, deserts, rivers and lakes within the United States. SS.2.3.3
Design a map that includes landforms and a map key. SS.2.4 Students will evaluate the basic principles of America’s independence . SS.2.4.1
Define independence and give the political, religious, and economic reasons why America wanted freedom. SS.2.4.2
Define citizenship and give examples of how to be a good citizen. SS.2.4.3
Examine the Preamble to the Constitution in order to understand the purpose of the Constitution. SS.2.4.4
Summarize the rights and responsibilities of being a United States citizen as stated in the Constitution through a project. 9 3rd Grade Course Purpose: S
tudents will examine and evaluate the development of Illinois and Chicago social systems, history, economy, environment, and politics within the greater context of the nation. SS.3.1 Students will apply cardinal and intermediate directions to locate places and show routes that connect Illinois to the world. SS.3.1.1
Define and locate the prime meridian and equator. SS.3.1.2
Locate and label the five oceans, the seven continents, the United States, Canada, and Mexico and describe their location within the four hemispheres. SS.3.1.3
Locate Illinois and 5 border states on a map of the United States. SS.3.1.4
Apply the cardinal and intermediate directions to show routes from Illinois to other locations. SS.3.2 Students will examine the development of Illinois based on social systems, history, economy, environment, and politics. SS.3.2.1
Develop an Illinois map that includes 2 major cities, 5 border states, 4 rivers, Lake Michigan, a compass rose and a key. SS.3.2.2
Evaluate the economic impact of major natural resources located in Illinois. SS.3.2.3
Describe how the early explorers and other significant people helped contribute to the development of the state including Marquette, Joliet, Abraham Lincoln. SS.3.2.4
Analyze how historical events contributed to the development of the state, including information about glaciers, events surrounding the Illini, and December 3, 1818 (the day Illinois became a state). SS.3.2.5
Create a timeline plotting historical events that contributed to the development of Illinois. SS.3.2.6
Explain the influence of the pioneers on the development of the state. SS.3.2.7
Identify and explain the function of the branches of the Illinois government. SS.3.2.8
Create a project that examines each component of SHEEP (social systems, history, economy, environment, and politics) with both facts and images. SS.3.3 Students will examine the development of Chicago based on social systems, history, economy, environment, and politics. SS.3.3.1
Explain the significance of a historical event in Chicago (Fort Dearborn, The Chicago Fire, The World’s Fair). SS.3.3.2
Research and present information about one person or industry that made major contributions to the development of Chicago. (economy) SS.3.3.3
Identify and describe the roles of the local government of Chicago (mayor, alderman, treasurer, city clerks). SS.3.3.4
Locate and label famous sites and landmarks in Chicago including Buckingham Fountain, John Hancock Center, Willis Tower, Navy Pier, and the museums. (environment) SS.3.3.5
Examine the cultural influences of different communities within Chicago (for example, P
olish, Lithuanian, German, Hungarian, Irish, Bohemian, Russian, Albanian, Italian, Czech, Slovak, French, Scots, Hispanics, Asian Americans, etc.). 10 4th Grade Course Purpose: S
tudents will analyze states and regions to determine their relationships, and compare and contrast regions in terms of social systems, history, economics, environment, and politics. SS.4.1 SS.4.1 Students will apply map skills to locate and give directions to specific places in the United States and the world. SS.4.1.1
Define lines of longitude and latitude, and differentiate whether they are east/west or north/south based on the prime meridian and the equator. SS.4.1.2
Use longitude and latitude lines to locate specific locations on a world map. SS.4.1.3
Apply the cardinal and intermediate directions to design routes from one location to another. SS.4.1.4
Apply the symbols of a map key to identify specific landforms, cities, roads, and distances between two points on a map. SS.4.2 Students will analyze the social systems, history, economics, environment and politics of the Northeast region in order to determine their impact on the region and country. SS.4.2.1
Analyze landforms and natural resources to determine their impact on the economy. SS.4.2.2
Evaluate the significance of the Revolutionary War and its impact on the development of the United States government. SS.4.2.3
Deduce the reasons immigrants came to America and describe their life once they arrived. SS.4.2.4
Identify and label each Northeastern state and its abbreviation. SS.4.3 Students will analyze the social systems, history, economics, environment and politics of the Southeast region in order to determine their impact on the region and country. SS.4.3.1
Analyze landforms and natural resources to determine their impact on the economy. SS.4.3.2
Evaluate the significance of slavery and the Civil War and their impact on the government and culture of the United States. SS.4.3.3
Identify and label each Southeastern state and its abbreviation. SS.4.4 Students will analyze the social systems, history, economics, environment and politics of the Midwest region in order to determine their impact on the region and country. SS.4.4.1
Analyze landforms and natural resources to determine their impact on the economy. SS.4.4.2
Evaluate the significance of the Louisiana Purchase and its impact on the geography of the United States. SS.4.4.3
Relate Lewis and Clark’s Expedition to the expansion of the region. SS.4.4.4 Describe the Industrial Revolution including the significance of Henry Ford and the assembly line. SS.4.4.5
Identify and label each Midwestern state and its abbreviation. SS.4.5 Students will analyze the social systems, history, economics, environment and politics of the Southwest region in order to determine their impact on the region and country. SS.4.5.1
Analyze landforms and natural resources to determine their impact on the economy. SS.4.5.2
Evaluate the importance of the Native American and Spanish influences on the culture 11 SS.4.5.3
SS.4.5.4
and government of the region and country. Describe the significance of the Dust Bowl within the context of the Great Depression and its repercussions on the region and country. Identify and label each Southwestern state and its abbreviation. SS.4.6 Students will analyze the social systems, history, economics, environment and politics of the West region in order to determine their impact on the region and country. SS.4.6.1
Analyze landforms and natural resources to determine their impact on the economy. SS.4.6.2
Evaluate the significance of the Gold Rush and its influence on Westward Expansion. SS.4.6.3
Explain the role of women in westward development and the right of women to vote. SS.4.6.4
Identify and label each Western state and its abbreviation. SS.4.7 Students will examine the interdependence of the economy and the environment to link the five regions of the United States. SS.4.7.1 Define geographic and cultural regions within the United States and provide examples of interdependence among U.S. geographic and cultural regions. SS.4.7.2 Define and explain the concepts of: supply and demand, consumer and producer, free enterprise system, human resources, natural resources, and capital resources. SS.4.7.3 Describe the components of a democracy including the three branches of government that unite all regions. SS.4.7.4 Compare and contrast the landforms and natural resources within each region to determine their impact on the economy of the United States. SS.4.7.5 Identify large U.S. cities and justify the importance of their location in relation to water. 12 5th Grade Course Purpose: S
tudents will examine the development of early human civilizations of the Western Hemisphere in order to analyze the causes and effects of European Exploration. SS.5.1 Students will analyze the migration of the Ancient Americans and how they adapted to their environments before European Exploration. SS.5.1.1 Interpret maps and timelines (B.C.E. and C.E.) of prehistoric migrations to explain where the First Americans came from and why and how they migrated to the Americas. SS.5.1.2 Define the Neolithic (Farming) Revolution and identify the cause and effects of the Neolithic Revolution. SS.5.1.3 Define artifact and identify artifacts as helpful tools to evaluate past civilizations and how they adapted to their environments. SS.5.2 Students will examine the pre­Columbian North American region to identify social systems, political structures, and specific environmental characteristics. SS.5.2.1 Define cultural region and civilization. SS.5.2.2 Compare and contrast the social systems, political structures, and environmental characteristics of the Northwest Coast and Inuit civilizations. SS.5.2.3 Describe the social systems, political structures, and environmental characteristics of the Southwest (Anasazi) civilization. SS.5.2.4 Examine the civilization of the Plains Native Americans to identify their social systems, political structures, and environmental characteristics. SS.5.2.5 Analyze the Eastern Woodlands civilization to identify their social systems, political structures, and environmental characteristics. SS.5.2.6 Examine the civilization of the Southeastern mound­builders to identify their social systems, political structures, and environmental characteristics. SS.5.2.7 Distinguish the similarities and differences between the social systems, political structures, and specific environmental characteristics of the pre­Columbian North American cultural regions. SS.5.3 Students will examine the pre­Columbian Central American region to identify social systems, political structures, and specific environmental characteristics. SS.5.3.1 Describe the social systems, political structures, and environmental characteristics of the Mayan civilization that existed in Central America. S.S.5.3.2 Examine the cultural region of the Aztec civilization to classify social systems, political structures, and environmental characteristics. SS.5.3.3 Distinguish between the Mayan and Aztec political structures, religious practices, and use of slaves. SS.5.3.4 Compare and contrast the social systems, political structures, and environmental characteristics of the pre­Columbian North American and Central American regions. SS.5.4 Students will examine the pre­Columbian South American region to identify social systems, political structures, and specific environmental characteristics. SS.5.4.1 Describe the social systems, political structures, and environmental characteristics of the Inca civilization that existed in South America. 13 SS.5.4.2 SS.5.4.3 Analyze how their political structures, religious practices, environment, and use of slaves shaped their civilization. Compare and contrast the social systems, political structures, and environmental characteristics of the pre­Columbian North American, Central American, and South American regions. SS.5.5 Students will compare and contrast the reasons for and the effects of European exploration and colonization of the Americas. SS.5.5.1 Identify the technological advancements that allowed for European exploration. SS.5.5.2 Identify the motives behind Spanish exploration, and explain how they established territorial claims of the early American civilizations (Columbus, Coronado, etc.). SS.5.5.3 Identify the motives behind French exploration, and explain how they established territorial claims of the early American civilizations (de LaSalle, de Champlain, etc.). SS.5.5.4 Identify the motives behind Dutch exploration, and explain how they established territorial claims of the early American civilizations (Henry Hudson, etc.). SS.5.5.5 Describe the impact of European exploration and settlement of the Americas on indigenous peoples and West Africans. SS.5.5.6 Compare and contrast the Spanish, French, and Dutch goals for exploring the Americas and their effects on the “First Americans.” 14 6th Grade Course Purpose: S
tudents will examine the development of early human civilizations in the Eastern Hemisphere from prehistoric times to the fall of the Roman Empire in order to analyze the roots of modern social, economic, and political systems. SS.6.1 Students will analyze early humans and their interaction with the environment to determine their role in the development of social, economic, and political systems. SS.6.1.1
SS.6.1.2 SS.6.1.3 SS.6.1.4
Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records. Describe life in a hunter­gatherer society (including the development of tools and the use of fire) and give examples of how early humans were able to interact with the environment to support basic needs. Explain how and why language, religion, and art developed in Paleolithic communities. Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. SS.6.2 Students will analyze the social and economic systems, geographic location, and early forms of government of Mesopotamia to explain the growth of civilization and evolution of empires. SS.6.2.1 Analyze the geographic features of the Fertile Crescent in order to explain how geography affected the location of early settlement and supported the rise of civilization. SS.6.2.2 List and give examples of the six basic traits of a civilization. SS.6.2.3 Describe the political, social, and economic systems of Sumer to explain why it is considered the first civilization. SS.6.2.4 Define empire and Hammurabi’s Code of Law, and describe how the Babylonian Empire governed their people. SS.6.2.5 Describe the rise, influence, and decline of Mesopotamian empires (Akkadians, Babylonians, Assyrians and Chaldeans). SS.6.3 Students will analyze the characteristics of ancient Egyptian civilization to determine its contribution to the ancient world. SS.6.3.1 Evaluate the importance of the Nile River in terms of its economic, geographic, and religious functions. SS.6.3.2 Describe the geographic features of the fertile Nile River Valley to explain why civilization arose there. SS.6.3.3 Define polytheism and describe the role religion played in Egyptian life.
SS.6.3.4 Explain why the social structure of ancient Egypt was organized like a pyramid and the importance of the social structure in society. SS.6.3.5 Identify the advancements made by ancient Egyptians in the fields of architecture, medicine, and hieroglyphics. SS.6.3.6 Define pharaoh and analyze the pharaoh’s impact on the pyramids, social structure, daily life, religion, and government of Egypt. SS.6.3.7 Describe the governmental structure and important rulers of the Old, Middle, and New
Kingdoms.
15 SS.6.4 Students will de scribe the rise and spread of Judaism to determine its contribution to the ancient and modern world. SS.6.4.1 Describe the origins of Judaism as the first monotheistic religion (including the location of origin). SS.6.4.2. Analyze the significance of the stories of Abraham, Moses, David, and Solomon in the history
of the Israelites in order to explain the development of Judaism. SS.6.4.3 Describe the central laws and teachings of Judaism and how they remain influential today. SS.6.4.4 Explain how Judaism survived and developed despite the Jewish Diaspora. SS.6.5 Students will a nalyze the characteristics of ancient Greek civilization to determine its contributions to the ancient and modern world. SS.6.5.1 Explain how geography shaped Greek civilization (including the creation of city­states, colonization, and trade). SS.6.5.2
Describe how the idea of Greek citizenship developed in Greek city­states. SS.6.5.3 Describe the evolution of different forms of government in Ancient Greece (Monarchy, Oligarchy, Tyranny, and Democracy). SS.6.5.4 Compare and contrast Athenian "Direct" Democracy and U.S. "Representative" Democracy. SS.6.5.5 Compare and contrast differing philosophies of the Athenians and Spartans in order to describe
the differences in beliefs, government, and daily life in these rival city­states. SS.6.5.6 Explain the causes and effects of the Persian and Peloponnesian Wars. SS.6.5.7 Describe the religion of the ancient Greeks and the role the gods played in Greek daily life. SS.6.5.8 Analyze the contributions of Greek culture in order to show how the Greeks influenced other
cultures and the modern world (including the arts, architecture, drama, literature, philosophy,
government, mathematics, and sciences). SS.6.5.9 Evaluate and defend the legacy and actions of Alexander the Great, and how his actions
contributed to the development of a Hellenistic culture. SS.6.6 Students will analyze the characteristics of ancient Indian civilization to determine its contributions to the ancient and modern world (including the rise and spread of Hinduism and Buddhism). SS.6.6.1 Analyze the geography and climate of the Indian subcontinent in order to explain how geography affected the location of early settlement and supported the rise of early cities (Harappa and Mohenjo­daro). SS.6.6.2 Describe the origin and practices of the caste system and explain its impact on Indian society in the ancient and modern world. SS.6.6.3 Explain the origins of Hinduism and describe its fundamental teachings. SS.6.6.4 Explain the origins of Buddhism and describe its fundamental teachings. SS.6.6.5 Analyze the achievements of the Mauryan and Gupta empires to determine their impact on the ancient and modern world. SS.6.7 Students will a nalyze the characteristics of ancient Chinese civilization to determine its contributions to the ancient and modern world. SS.6.7.1 Analyze the geographic features of China to explain how geography affected the location of
early settlement and supported the rise of civilization. SS.6.7.2 Identify the major beliefs of the Shang, Zhou, Qin, and Han dynasties to determine
accomplishments in the areas of culture and government. 16 SS.6.7.3 SS.6.7.4 SS.6.7.5 Describe the characteristics of Chinese social classes and family roles in order to explain
their effect on Chinese society. Explain the origins and teachings of Legalism, Confucianism, and Taoism, and apply each philosophy to the ancient and modern world. Explain the effects the Silk Road had on global trade, communication, and the spread of religion
and culture. SS.6.8 Students will analyze the characteristics of ancient Roman civilization to determine its contributions to the ancient and modern world ( including the rise and spread of Christianity) . SS.6.8.1 Analyze the geographic features of the Italian peninsula in order to explain how geography affected the location of early settlement and supported the rise of civilization. SS.6.8.2 Summarize the legends and facts that shaped Rome’s history, including the importance of mythical and historical figures. SS.6.8.3 Describe the characteristics of the Roman Republic, and compare the Roman Republic to the United States government today. SS.6.8.4 Analyze Roman expansion to determine how it led to social and political conflict. SS.6.8.5 Debate whether Julius Caesar had a positive or negative influence on Rome and its people. SS.6.8.6 Identify the events and factors that led to the development of the Roman Empire. SS.6.8.7 Describe ancient Roman society, including religion, family life, and social classes. SS.6.8.8 Describe the origins and teachings of Christianity and how Christianity changed the Roman Empire. SS.6.8.9 Identify the economic, political, and social reasons for the decline of the Roman Empire and the development and accomplishments of the Byzantine Empire. SS.6.8.10 Examine the legacies of Roman architecture, engineering, language, and law to determine their influence on the modern world. SS.6.9 Students will describe the rise and spread of Islam to determine its contribution to the ancient and modern world. SS.6.9.1 Explain the origins of Islam (including the location of origin) and describe its fundamental teachings. SS.6.9.2 Analyze the significance Muhammad in the development of Islam. SS.6.9.3
Determine the major factors that led to the spread of Islam. SS.6.9.4 Describe Muslim ways of life. SS.6.9.5 Identify key Islamic accomplishments in the areas of science, mathematics, and the arts. 17 7th Grade Course Purpose: S
tudents will examine the growth, change, and place of the United States in the global community from the 1300s to 1877 in order to analyze the roots of America’s social and economic systems and political institutions. SS.7.1. Students will analyze the reasons for, and evaluate the effects of, European exploration and colonization to determine how interactions between Europeans and Native Americans shaped America’s early history. SS.7.1.1 Create an outline map of the United States, mark and label the location of important landforms and other natural features, and provide examples of how the natural features of regions within U.S. boundaries affect the lives of the people in the area. SS.7.1.2
Use maps and artifacts to explain where the pre­Columbian Native Americans came from, why and how they migrated to the Americas, and that the variety of Native American cultures largely resulted from how the people of each region adapted to their environment before the arrival of Europeans in the Americas. SS.7.1.3
Analyze primary and secondary sources to identify the time period, location, and presumed purpose of the earliest explorations of the Americas by the Vikings. SS.7.1.4
Define import, export, mercantilism, opportunity cost, and scarcity, and explain the social, political, and technological events and developments in Europe that led to renewed European interest in exploration and colonization. SS.7.1.5 Compare the key figures, motivations, and accomplishments of the Spanish, English, French, and Dutch for exploring the Americas. SS.7.1.6 Evaluate the effects of European exploration and colonization of the Americas, including the effects on Native Americans and the development of the Columbian Exchange. SS.7.2. Students will compare the development of the English colonial regions in North America to identify similarities and differences that affected the development and growth of the colonies. SS.7.2.1 Define colony, indentured servant, representative democracy, and Triangular Trade. SS.7.2.2 List the original 13 colonies, label the three colonial regions and all 13 colonies on a map, and create a visual to explain Triangular Trade (including the Middle Passage). SS.7.2.3
Compare the location, purpose, type of colonists, and government of the first four English colonies to explain why colonists in these colonies had such different experiences (Roanoke, Jamestown, Plymouth, and Boston). SS.7.2.4
Analyze the views of English settlers and Native Americans on the ownership and use of land to determine how these different views affected the relationship between these two groups in Colonial America including the causes and effects of King Philip’s War. SS.7.2.5 Identify the key ideas of Magna Carta and the Mayflower Compact and describe how the principles of limited government and representative government from these documents took root in the ideals and institutions of the English colonies in America including New England town meetings and colonial legislatures such as the Virginia House of Burgesses. SS.7.2.6
Compare the role of climate and natural resources, religion, purpose for founding and key founders of the colonies in each of the three colonial regions to determine why and how each of the regions developed differently. SS.7.3. Students will analyze the social, economic, and political interests of American colonists to determine the 18 causes of the American Revolution. SS.7.3.1 Describe the causes and effects of the Navigation Acts. SS.7.3.2 Trace and explain tensions on the frontier among the English, French, American colonists, and Native Americans that led to the French and Indian War, and explain how the war led to a change in British colonial policies. SS.7.3.3 Define “boycott,” describe the reasons for new British taxes and efforts to control the colonists after the French and Indian War, evaluate the reactions of Loyalists and Patriots to these policies (Navigation Acts, Proclamation of 1763 and the Stamp and Townshend Acts), and explain the significance of events between 1763 and 1775 that led to the outbreak of the Revolutionary War (Boston Massacre, Boston Tea Party and the Intolerable Acts, battles of Lexington, Concord, and Breed’s Hill/Bunker Hill). SS.7.3.4
Define “revolution” and summarize the key events and “revolutionary” ideas that resulted in the colonists' decision to declare independence from Great Britain including the King’s rejection of the Olive Branch Petition and the publication of C
ommon Sense by Thomas Paine. SS.7.3.5
Identify Thomas Jefferson as the author of the Declaration of Independence, explain how the Declaration outlines basic ideas about the purpose and responsibilities of a government, and analyze the effects of the Declaration on the relationship of the colonies to England and as a set of guiding principles on which to base a new and independent government. SS.7.4. Students will analyze the key issues, people, and events of the Revolutionary War to determine how America secured its independence. SS.7.4.1 Define blockade and assess the strengths and weaknesses of the British and American armies at the beginning of the war. SS.7.4.2
Identify the steps toward independence taken by the First and Second Continental Congress and explain the role of key political and military leaders in winning the war against England (King George III, Benjamin Franklin, George Washington, Marquis de Lafayette, Baron Friedrich von Steuben, and Casimir Pulaski). SS.7.4.3 Evaluate the following battles and events during the Revolutionary War to determine how each development affected the outcome of the war and the future of the Americas: Trenton, Saratoga, winter at Valley Forge, and Yorktown, and the Treaty of Paris. SS.7.4.4 Describe how women, African Americans, Native Americans, and foreign support affected the outcome of the Revolutionary War and discuss the political, social, and economic outcomes of the Revolutionary War. SS.7.5. Students will explain the guiding principles and framework of the American political system and identify how citizens participate in it. SS.7.5.1
Define confederation, constitution, inflation, recession, depression, GDP, budget, deficit, debt, and income/sales/property taxes. Explain why the Second Continental Congress intentionally created a weak central government under the Articles of Confederation, and identify the strengths and weaknesses of the Article that led the delegates at the Constitutional Convention to write a new constitution instead of simply editing the Articles (including the causes and effects of Shay’s Rebellion). SS.7.5.2
Analyze the main disagreements among delegates to the Constitutional Convention to determine 19 SS.7.5.3
SS.7.5.4
SS.7.5.5 SS.7.5.6 SS.7.5.7 SS.7.5.8 SS.7.5.9 SS.7.5.10 the key compromises included in the U.S. Constitution and explain why the delegates made these compromises (interests of large and small states and the Great Compromise, slavery and the 3/5ths Representation Compromise, and the protection of individual rights that led to publication of The Federalist Papers and the Bill of Rights). Analyze the Preamble to the U.S. Constitution to determine the goals of our federal government. Describe the importance of each of the six “big ideas” of the U.S. Constitution and provide examples of how the U.S. Constitution reflects and preserves these basic principles of American democracy. These “big ideas” include federalism, popular sovereignty, representative government, separation of powers, checks and balances (particularly the lawmaking process and judicial review), and limited government to protect individual rights. Explain why and how the U.S. Constitution divides power between the federal government and the states, and recognize examples of enumerated, reserved, concurrent, and prohibited powers. Defend the Constitution’s division of power among 3 branches of the federal government, identify the 3 branches, and describe the organization and operation of the legislative, executive, and judicial branches (this includes (a) the process of how a bill becomes a law, (b) the purpose of the “elastic clause,” (c) the power of Congress to declare war, approve appointments and treaties, and impeach the President, (d) the role and purpose of the Cabinet, (e) the executive power to nominate judges and grant pardons, (f) the purpose and process of the Electoral College, (g) the role of the President as Commander in Chief of the Armed Forces, and (h) the principle of judicial review). Demonstrate the principle of checks and balances built in to the Constitution’s lawmaking, amendment, and judicial review processes. Analyze the U.S. Bill of Rights to identify key rights and freedoms protected by the U.S. Constitution and explain why these rights are important in our lives today. Compare the duties and responsibilities of American citizens to participate in, monitor, and bring about changes in their government over time including voting by secret ballot (“Australian Ballot system”) and the symbolic elements and proper display of the American flag. Compare the U.S. Constitution and the Illinois Constitution to determine principles of democracy common to both levels of government and recognize differences between the federal and state governments. SS.7.6 Students will evaluate whether America’s 2­party system enhances or endangers our democracy. SS.7.6.1
Define “political party” and identify America’s 2 primary political parties today. SS.7.6.2
Describe and give examples of the role(s) of political parties in the United States today. SS.7.6.3
Define “political platform” and compare the views of America’s 2 primary political parties on the appropriate role of government. SS.7.7. Students will examine key decisions by George Washington during his presidency, conflicts at home and abroad that gave rise to political parties, and the development of U.S. foreign policy to describe how America grew and changed between 1780 and 1825. SS.7.7.1
Define precedent and describe the significance of precedents established during the presidency of George Washington. SS.7.7.2
Evaluate the significance of Washington’s Farewell Address. SS.7.7.3
Compare and contrast a market economy and a mixed economy and explain the purpose of a tariff. 20 SS.7.7.4
SS.7.7.5
Identify economic and political challenges facing the new nation and analyze conflicting solutions to these problems that gave rise to the development of two political parties (including different ideologies about the appropriate role of the federal government in the economy, strict vs. loose interpretation of the Constitution, the war between France and Great Britain, the Alien and Sedition Act, and the Louisiana Purchase). Define isolationism and embargo, and describe the development of U.S. foreign policy from 1780 through 1825 (including the causes, key events, and effects of Jay’s Treaty, the XYZ Affair, the Barbary War, Jefferson’s embargo, the War of 1812, and the Monroe Doctrine). SS.7.8. Students will explain why and how the United States added to its territory in the first half of the 19 th Century and evaluate the social, economic, and political consequences of this expansion. SS.7.8.1
Use a map of North America to demonstrate America’s expansion through 1854, and describe the purpose and how the United States acquired the Louisiana Territory, Florida, Texas, Mexican Cession (Treaty of Guadalupe Hidalgo), Gadsden Purchase, and Oregon Territory. SS.7.8.2
Define Jacksonian Democracy and evaluate the social, economic, and political consequences of Andrew Jackson’s actions as President to determine how well Jackson promoted democracy and fulfilled his oath to preserve, protect, and defend the Constitution (relevant actions include Jackson’s approach to governing, the nullification crisis, his veto of the National Bank charter, and the Indian Removal Act). SS.7.8.3 Define Manifest Destiny and illustrate the social, economic, and political factors that influenced westward expansion including the role of new technology and transportation methods. SS.7.8.4
Describe the role in westward expansion and the legacy of each of the following groups: pioneer women, Mormons, Forty­Niners, and the Chinese. SS.7.8.5
Evaluate whether the benefits of America’s territorial expansion outweighed the negative consequences of these land acquisitions. SS.7.9. Students will analyze the social, economic, geographic, and political changes in the North and the South and key political events between 1808 and 1861 to determine how those developments increasingly divided the United States across sectional lines and led to the outbreak of the Civil War. SS.7.9.1
Define antebellum and Industrial Revolution and describe important changes in the economy of the antebellum North and South that resulted in disagreements along sectional lines, including (a) the expansion of the South’s agrarian economy and the growth of cotton as a cash crop as a result of the invention of the cotton gin, (b) industrialization, immigration and changing roles for women (“Lowell Girls”), the growth of cities, and advances in transportation in the Northeast, and (c) inventions that made farming profitable and encouraged people to settle in the Midwest. SS.7.9.2
Define abolition and identify key events and people in the abolitionist movement including (a) how the Second Great Awakening and transcendentalism inspired Northern abolitionists, (b) early attempts by the federal government to limit slavery (Northwest Ordinances, 1808 ban of foreign slave trade), (c) the roles played by key abolitionists (William Lloyd Garrison, the Grimke sisters, Frederick Douglass, Sojourner Truth, and Harriet Tubman), (d) strategies used by slaves to resist slavery (passive resistance, Nat Turner’s rebellion, the Underground Railroad), and (e) Southern efforts to preserve slavery (slave codes). SS.7.9.3
Compare the lives of, and opportunities for, enslaved African Americans in the South with those 21 SS.7.9.4
of (a) free African Americans in the North, and (b) “wage slaves” in the North. Summarize how each of the following social and political developments contributed to increasing sectional conflict as a result of the debate over slavery, states’ rights, westward expansion, and the balance of power in Congress: the Missouri Compromise (1820), the Compromise of 1850, publication of U
ncle Tom's Cabin (1851­1852), the Kansas­Nebraska Act (1854), the Dred Scott decision (1857), Lincoln­Douglas debates (1858), John Brown's raid on Harper's Ferry (1859), and the election of Abraham Lincoln (1860). SS.7.10. Students will analyze the key issues, people, and events of the Civil War to determine why and how the North won the war and describe the main policies and consequences of Reconstruction. SS.7.10.1 Identify Union, Confederate, and Border States on a map of North America at the beginning of the war, and explain the significance of the Border States. SS.7.10.2 Define secession and civil war and identify the strengths, weaknesses, and the goals of the North and the South at the beginning of the war. SS.7.10.3 Explain how each of the following events and battles affected the outcome of the Civil War: Fort Sumter, Bull Run, Antietam, Gettysburg, Vicksburg, Fort Wagner, Appomattox Court House, and Lincoln’s assassination. SS.7.10.4 Identify the role of Jefferson Davis, Ulysses S. Grant, William Tecumseh Sherman, and Robert E. Lee during the Civil War. SS.7.10.5 Discuss the main ideas and effects of Abraham Lincoln’s Gettysburg Address (1863), Emancipation Proclamation (1863), and 1861 and 1865 inaugural addresses. SS.7.10.6 Examine the role of women, African Americans, new technology (such as iron­clad ships and the telegraph), and Sherman’s March to the Sea/”total war” on the outcome of the Civil War. SS.7.10.7
Analyze the reasons for the North’s victory and the social, economic, and political effects of the Civil War (including the effects of the war on soldiers, civilians, the environment, the power of the federal government, and future warfare). SS.7.10.8 Explain the main goals of Reconstruction (physical rebuilding, reunification of the states, and ensuring rights for newly freed slaves), describe the purpose of the 13th, 14th, and 15th amendments to the U.S. Constitution, and identify other important social and political consequences of Reconstruction such as the Freedman’s Bureau, sharecropping, black codes, hate groups including the Ku Klux Klan, poll taxes, segregation/Jim Crow laws, and the Supreme Court’s P
lessy v. Ferguson decision. 22 8th Grade Course Purpose: S
tudents will examine the growth, change, and place of the United States in the global community from 1877 to the present in order to analyze the development of modern America’s social and economic systems and political institutions. SS.8.1 Students will analyze the advancements and conflict in society during the late 1800s in order to describe how the United States changed during this time period. SS.8.1.1
Explain U.S. railroad expansion to show its effect on the U.S. economy. SS.8.1.2
Define monopoly, trusts, laissez­faire economy. SS.8.1.3
Describe how inventions revolutionized society in the late 1800s including, the assembly line, light bulb, steel, and telegraph. SS.8.1.4 Describe how Americans built fortunes in the oil and steel industries, including the important businessmen of the time period (Andrew Carnegie, and John D. Rockefeller), SS.8.1.5 Define the terms Gilded Age and Robber Baron and give examples of how it was reflected in the daily lives of Americans. SS.8.1.6
Describe how Industrialization brought about the growth of cities and the conditions in these cities. Include tenements and expansion upward. SS.8.1.7 Examine why workers formed labor unions in the middle to late 1800’s and the effect these had on worker’s rights. SS.8.1.8 Analyze major labor conflicts of this time period to determine how they changed the life of the American worker, including the Haymarket Square Riot, Homestead Strike, Pullman Strike, and the Triangle Factory Fire. SS.8.2 Students will analyze the experience and contributions of immigrants in the United States during the late 1800’s and early 1900’s in order to determine the effect they had on America during this time period. SS.8.2.1 List push/pull factors that led to Italian, Jewish, Chinese, and Mexican immigration. SS.8.2.2 Describe the journey to the United States, including immigrant experiences at Ellis Island and Angel Island. SS.8.2.3 Describe life for immigrants in the United States, including Chinese Exclusion Act, Nativism, assimilation, and immigrant restrictions. SS.8.2.4 Compare and contrast the living conditions in cities for the poor, middle class, and rich. Include tenements, settlement houses. SS.8.3 Students will analyze political and social reform during the late 1800s and early 1900s (The Progressive Era) in order to evaluate whether or not life improved for Americans during this time period. SS.8.3.1 Analyze Theodore Roosevelt’s view on labor unions, wilderness conservation and The Square Deal to determine whether he should be classified as a Progressive president. ( political cartoons) SS.8.3.2 Analyze William Howard Taft’s presidency to determine whether he should be classified as a Progressive president. SS.8.3.3 Explain how the Progressives fought corruption in business and government, including the Pendleton Act, Sherman Anti­trust Act, muckrakers (Upton Sinclair, Ida Tarbell, Jacob Riis), and17 th Amendment. SS.8.3.4 Describe ways in which reforms affected the lives of women and other groups in the late 1800s. 23 SS.8.3.5 Including: The Suffrage Movement, Temperance Crusade, 18th and 19 th Amendment. Describe how minority groups reacted to discrimination during this time period. SS 8.4 Students will analyze the key events leading up to and including World War I to determine their effect on the United States. SS.8.4.1 Define the terms expansionism, imperialism, neutrality, and manifest destiny. SS.8.4.2 Identify and describe the causes, events, and outcomes of the Spanish­American War. SS.8.4.3 Locate and identify the countries involved in WWI on a European map. SS.8.4.4 Analyze the main causes of WWI to determine whether war in Europe was inevitable. SS.8.4.5 Analyze the events and outcomes of WWI to determine how it changed Europe and the United States. Including why the United States got involved in the war. Including the Espionage Act. SS.8.4.6
Describe how combat evolved during WWI including trench warfare and the use of air power. SS.8.4.7 Describe how the war affected life on the homefront for Americans including the use of propaganda SS.8.4.8 Analyze the Treaty of Versailles and the Fourteen Points to determine its impact on the European community. SS.8.5 Students will analyze the changes that occurred during the 1920’s to determine how the American lifestyle and culture were impacted. (Use primary sources to analyze different points of view) SS.8.5.1
Define prohibition and explain its effects on American society, including speakeasies, bootlegging, political corruption, and organized crime. SS8.5.2 Identify the following athletes and musicians and the ways that they influenced American sports and music in the 1920’s: Babe Ruth, Satchel Paige, Louis Armstrong, and Duke Ellington. SS.8.5.3
Identify how racial tension affected the United States during the 1920’s. Be sure to include the Great Migration and Race Riots of 1919. SS.8.5.4 Describe the technological advancements in entertainment, science, and transportation. SS.8.5.5 Identify how the role of women changed in the 1920’s SS.8.5.6 Explain how the stock market impacted the U.S. economy and the effect this growth had on the American consumer. SS.8.5.7 Analyze the policies of Harding and Coolidge in order to determine how they reflected America’s changing mood. SS.8.6 Students will analyze the Great Depression to determine its impact on the political and economic systems of the United States. SS.8.6.1 Define the term “The Great Depression” and give examples of its effects on average Americans including breadlines and unemployment. SS.8.6.2 Analyze the stock market crash of 1929 (Black Tuesday) to determine how it influenced the state of the American economy. SS.8.6.3
Explain other causes that led to the Great Depression. (buying on credit, underconsumption, overproduction, international depression) SS.8.6.4 Identify the term Dust Bowl and evaluate how it affected the economy of America in order to determine its impact on the United States. SS.8.6.5 Describe the way that the relationship between citizens and government changed during this time period, as reflected in the philosophies and policies of Herbert Hoover and Franklin Roosevelt. SS.8.6.6 List and explain some of the changes that the New Deal brought to the relationship between 24 citizens and the government including, social security, “Relief, Recovery and Reform” the Tennessee Valley Authority, and the FDIC. SS.8.7 Students will analyze the events of WWII to determine its effects on the United States. SS.8.7.1 Students will analyze the events of the war in Europe to determine its effects on the United States and the world. SS.8.7.1.a Explain the situation in Germany post WWI that set the stage for Adolf Hitler’s rise to power. SS.8.7.1.b Define the term fascism and identify the fascist leaders of Europe during WWII, including Adolf Hitler, Joseph Stalin, and Benito Mussolini. SS.8.7.1.c List the causes of the war in Europe. SS.8.7.1.d Locate and identify the Axis and Allied countries involved in WWII on a world map. SS.8.7.1.e Describe the expansion of Germany across Europe. SS.8.7.1.f Identify and explain important conflicts from WWII, including Pearl Harbor, D­Day, the Battle of the Bulge, and VE­Day. SS.8.7.1.g Identify important people and their roles. Including Winston Churchill, Dwight D. Eisenhower, Franklin D. Roosevelt. SS.8.7.1.h Evaluate the effects of WWII on America, including rationing, the use of propaganda and the role of women in order to explain how US citizens supported the war effort at home. SS.8.7.2 Students will analyze the events of the war in the Pacific to determine its effects on the United States and the world. SS.8.7.2.a List the causes of the war in Japan. SS.8.7.2.b Locate Japan and the Pacific Islands on a map in order to explain the concept of island hopping. SS.8.7.2.c Describe the expansion of the Japan across Asia. SS.8.7.2.d I dentify and explain important conflicts from WWII in the Pacific including Pearl Harbor, D­Day, the Battle of the Bulge, Hiroshima and Nagasaki, island hopping, and VJ Day. SS.8.7.2.e Identify important people and their roles including Douglas MacArthur, Harry Truman, and Hideki Tojo. SS.8.7.2.f Describe the reasons given for interning the Japanese Americans and the effect it had on the United States. SS.8.7.2.g Explain the reasons for the dropping of atom bombs on Japan and its short and long­term effects. SS.8.7.3 Analyze the aftermath of WWII to determine its influence on the world map. (boundaries) SS.8.8 Students will analyze the events and impact of the Holocaust and other genocides in our society in order to reflect on contributing factors and interventions that societies and government can take at various stages of a genocide event. ( assessed as a reflection) SS.8.8.1 Define the term Anti­Semitism and explain the role it played in the Holocaust. SS.8.8.2 Identify and explain the effectiveness of propaganda. SS.8.8.3 Describe the Nuremburg Laws and their effects on Jewish life in Europe. SS.8.8.4 Describe the systematic nature of the Holocaust in terms of the planning and implementation of ghettos and concentration camps. SS.8.8.5 Categorize other genocides throughout history in terms of the stages of genocide. (Armenian Genocide, the Famine­Genocide in Ukraine, Cambodia, Bosnia, Rwanda, and Sudan.) 25 SS.8.9 Students will analyze the events of the Cold War to determine its social and political effects on the United States. SS.8.9.1 Define capitalism and communism and explain the differences between the two. SS.8.9.2 List the origins and key countries involved in the Cold War. SS.8.9.3 Identity political and social divisions that illustrate the aftermath of WWII including the division of German land and the countries divided by the concept of the Iron Curtain. (NATO, the Warsaw Pact, Berlin Airlift and the Berlin Wall) SS.8.9.4 Analyze the Truman Doctrine (policy of containment), Marshall Plan, and Domino Theory in order to explain the United States’ involvement in conflicts including proxy wars in Korea and Vietnam, The Cuban Missile Crisis, and the Space Race. SS.8.9.5
Describe how life for Americans changed during the 1950s, including the economy, growth of suburbs and change in technology and culture. SS.8.9.6 Describe America’s domestic reaction to the Cold War, including the Red Scare and McCarthyism and how it affected the United States. SS.8.9.7 Analyze the causes, events, and outcome of the Vietnam War (including Agent Orange, Ho Chi Minh, Tet Offensive, Vietcong) in order to compare it to earlier conflicts. SS.8.9.8 Examine how some U.S. citizens protested the Vietnam War, including how the music of the 1960’s represented Anti­Vietnam feelings. SS.8.10 Students will examine the different ways that people fought for their rights during the 1950’s and 1960’s to determine the social and political changes in America. SS.8.10.1 Explain the resistance to civil rights efforts in the South, including public protest, violence, the Jim Crow laws, and the KKK. SS.8.10.2 Identify the ways that African­Americans fought for equality and civil rights and analyze the effectiveness of these methods. For example, NAACP, Brown Vs. Board of Education, Little Rock Nine, Children’s March, Montgomery Bus Boycott, sit­ins, Civil Rights Act, March on Washington, and the Voting Rights Act. SS.8.10.3 Examine the difference between the goals of Martin Luther King Jr and Malcolm X and how they achieved those goals in order to demonstrate different ways of fighting for equality. SS.8.10.4 Identify the major issues affecting women during this time period and explain the conflicts brought about by these issues. (NOW and the Equal Rights Amendment ) SS.8.10.5
Identify the major issues affecting Hispanic Americans, Native Americans, and Americans with Disabilities during this time period and explain the conflicts brought about by these issues. SS.8.11 Students will analyze the major cultural and political events since the 1970s to determine how they shape our lives today. SS.8.11.1 Identify and describe the major political, social, cultural, and scientific events for select decades. SS.8.11.2 Identify the events of September 11th and evaluate the ways that it changed America. SS.8.11.3 Describe the ways that scientific and technological advancements have created an Information Age and have changed the daily lives of Americans. SS.8.11.4 Describe connections from decade to decade through discussions on the contributions from major people/events from each decade to society today. 26 27 Appendix Social Studies Skills The committee requires the following social studies skills to be embedded throughout each grade level curriculum: ● Map skills ● Timeline skills ● Primary and secondary sources ● Analysis of multiple perspectives and points of view ● Cause and effect ● Interpretation of political cartoons ● Interpretation of charts, graphs, and diagrams ● Use of picture clues and picture captions to aid comprehension Five Themes of Geography The five themes of geography were created in 1984 by the National Council for Geographic Education and the Association of American Geographers to facilitate and organize the teaching of geography in the K­12 classroom. While they have been supplanted by the N
ational Geography Standards , they provide an effective organization of the teaching of geography. Source: About.com For more information about the Five Themes of Geography, see the full article at http://geography.about.com/od/teachgeography/a/5themes.htm . SHEEP Purpose: Our district developed the SHEEP acronym to focus our investigations of cultures around the world and across time. S ocial: I can examine aspects of cultures and how they influence human behavior. H istory: I can give examples of the relationship between advancements in events, new ideas, and human behavior. I can also show how these relationships have brought about change to civilizations. E conomic: I can describe basic economic systems and how they affect the development and growth of a civilization. E nvironment/geography: I can give examples of how geography affects the development of a civilization and continues to shape how people live. P olitics/government: I can identify the purpose and characteristics of various types of government and the influence they have on individuals and civilizations. 28