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