Download Grades 6-8 - Howell Township Public Schools

Howell Township Public Schools
Social Studies Curriculum Guide
Grades 6-8
Approved: DECEMBER 12, 2012
Table of Contents
Acknowledgment….………………………………………………………………….2
Philosophy……………………………………………………………………………...3
Introduction….……………………………………..………………………………….4
Current Events………………………………………………………………………..5
Units of Study.…….………………..…………………………………………….......6
Grade Six…………..….……………………….…………………………...…8
Grade Seven………….……………………..………………………..…..…56
Grade Eight……….…..…………………..………………………..………..95
Appendix…….……………………. ………………………………………………..131
NJCCCS…………………………………………………………………..…………..132
Acknowledgements
Board of Education
Timothy P. O’Brien, President
Suzanne M. Brennan, Vice President
Mary Cerretani
Patrick Dowling
Stephen M. Levine
Albert Miller
Joseph Moscato, Jr.
Jeanette Smith
John Van Noy
Administration
Enid Golden, Superintendent
Joseph Isola, Assistant Superintendent
Patricia Callander, Assistant Superintendent
Ronald Sanasac, Business Administrator/Board Secretary
Social Studies Curriculum Committee
Middle School
Kevin Amey – MS North
Douglas Anderson – MS North
Joshua Caruso – MS South
Debra Regan – Memorial MS
Renee Rosen – MS North
Claire Williams – MS South
Valerie Thompson – Supervisor
2
Philosophy
“History is about high achievement, glorious works of art, music, architecture, literature,
philosophy, science and medicine -- not just politics and the military -- as the best of
politicians and generals have readily attested. History is about leadership, and the
power of ideas. History is about change, because the world has never not been
changing, indeed because life itself is change.”
David McCullough, 2003
Howell Township embraces this philosophy. Our twenty-first century students need to
be equipped with historical knowledge to analyze change. They must understand
history as a key to their future; not as a dusty vestige of the past, but as a dynamic
gift. In an interdependent world, it is necessary that our students learn about the
common human qualities that unite people, cultures, societies and economic systems
that prevail in other parts of the world and recognize the political and cultural barriers
that impede dialogue.
The social studies curriculum provides preparation and practice for lifelong citizenship
skills. Citizenship in a democratic society requires the development of skills for critical
thinking, decision-making, and participation. In a democratic society, citizens of all ages
make decisions that affect themselves, their families, their communities, their nations,
and the world.
The social studies curriculum is designed to interact with learning from other disciplines.
It integrates history, geography, economics, civics and contemporary issues with the
other curricular areas. Social studies should allow students to experience topics in depth
rather than covering a lot of material at the surface level. The curriculum will help
develop well-informed, responsible citizens who will be productive members of society,
and who have learned to work actively and cooperatively with others.
3
Introduction
“The best prophet of the future is the past.”
Byron
The Social Studies Curriculum Framework for grades six through eight embraces the
charge given to educators to develop enlightened citizens in a rapidly changing world.
This curriculum provides the opportunity to experience Byron’s reflection as they study
the past as a guide.
The chronological plan of study examines social studies skills, civics, history, economics
and geography as they relate to each theme. The curriculum has been developed using
the Understanding by Design model to enhance and expand instruction by providing
teachers with a framework for instruction that is aligned to the New Jersey Core
Curriculum Content Standards.
In this age of information, emphasis is placed not only on content, but on behavior that
emphasizes reasoning and responsibility. In structuring learning experiences, the
educator must assist students in making connections to real world experiences that
make the learning relevant. Learning experiences should be active and inquiry based,
with a variety of print and technology to encourage the adolescent learner to question
and seek answers.
4
Current Events
Current events are a key component of instruction and should be a regular component of every
unit. Examination of the past and the connection it has to the present is critical. Students will be
aware of current events on a state, national, and international level. To learn how these events
affect them, students will watch and analyze news broadcasts by relating current events to
classroom topics. Newspapers, periodicals, and other forms of media will be used to review
events. Students will be encouraged to evaluate current events using higher order thinking skills
such as analysis, synthesis, and evaluation. Students will understand how past experiences
have influenced and continue to influence present day.
Writing Across the Curriculum
In order for students to be successful writers, writing must take place in all content areas.
Communication with language arts teachers regarding the writing genres they have taught is
crucial so that expectations for students are consistent across the content areas. Students
should utilize their knowledge about writing to write about social studies content. The Social
Studies teacher will provide regular opportunities for students to respond to topics related to
the content in the forms of:
• Outlines
• Captions
• Political cartoons
• Summaries
• Journal entries
• Open-ended questions
• Essays (persuasive and informational) See Common Core Expectations for Literacy in
Social Studies
• Research projects – at least one collaborative research project should be
integrated with language arts
Best Practices
Best practices come from research-based, effective methodologies in presenting material in a
manner to engage all students in the learning process. Thorough planning and collaborative
discussions about instructional practices are part of the ongoing practice of teachers. Student
activities and practices that reflect effective methodology include, but are not limited to
providing students with:
•
•
•
•
•
•
•
•
Regular opportunities to investigate topics in depth
The ability to exercise choice and responsibility by choosing their own topics
Opportunities for active participation in the classroom and the community
Exploration of open-ended questions that challenge their thinking
Opportunities for reading, writing, observing, discussing, and debating ideas
Activities that include independent inquiry and cooperative learning
Assessment of student learning that promotes lifelong responsible citizenship
rather than the sole memorization of facts
Strategies and tools to read and comprehend informational text
5
Grades 6-8
Units of Study
6
Grade Six
Geography Tools
Early Human Societies
Early Agriculture
Mesopotamia
Egypt
Asian Civilizations
Greece
Rome
Islam
Medieval Period and The Renaissance
Grade Seven
Exploration and European Colonies
English Colonies
American Revolution
The Constitution
The Jacksonian Era and Events Leading to the Civil War
Civil War
Grade Eight
Government Overview
Civil War (transitional period)
Reconstruction
Civil Rights
The Progressive Era
Becoming a World Power
World War I
The Depression and World War II
Holocaust and Genocide
Cold War to Modern Times
7
Grade Six
Units of Study
8
Grade 6
Unit 1
Geography/Tools of History
9
Grade 6 Unit 1
Unit Title: Geography/Tools of History
Duration: Two weeks
NJCCCS:
**While there are no new NJCCCS pertaining to Geography, these are the skills students will
need for each unit of study to develop critical thinking skills to the following units.**
Common Core Standards:
Reading History
RH1; RH4, RH7
Big Idea:
Knowledge of geography and application of geographic skills enables students to understand
relationships between people, their behavior, places and the environment for problem solving
and historical understanding.
Understandings:
Knowledge of geography and application of geographic skills enables students to understand
relationships between people, their behavior, places and the environment for problem
solving and historical understanding
Essential Questions:
• How do continents, landforms and bodies of water shape our planet?
• How do geographers organize information into the five themes?
• How does geography affect the way people live?
Learning Vocabulary:
Five Themes of Geography: Movement,
Types of maps: Physical, Political, Distribution,
Place, Location, Region and Human
Topographical, Elevation, etc.
Environment and Interaction
longitude
equator
latitude
Tropic of Capricorn
hemisphere
Tropic of Cancer
prime meridian
conservation
flood plain
projection
Instructional Objectives: from NJCCCS 2009
Social
Studies
Skill
Chronological
Thinking
K-4
•
•
Place key historical
events and people in
historical eras using
timelines.
Explain how the present
is connected to the past
5-8
•
•
Construct timelines of the
events occurring during
major eras
Explain how major events
are related to one another
in time
9-12
•
•
10
Compare present
and past events to
evaluate the
consequences of
past decisions and
to apply lessons
learned.
Analyze how
change occurs
through time due to
shifting values and
beliefs as well as
technological
advancements and
changes in the
Spatial Thinking
•
•
Critical Thinking
•
•
Presentation Skills
•
Determine locations of
places and interpret
information available on
maps and globes.
Use thematic maps and
other geographic
representations to
obtain, describe and
compare spatial
patterns and information
about people, places,
regions, and
environments.
•
Distinguish fact from
fiction
Identify and use a
variety of primary and
secondary sources for
reconstructing the past
(i.e., documents, letters,
diaries, maps, photos,
etc.)
•
Use evidence to support
an idea in a written or
oral format.
•
•
•
Select and use various
geographic representations
to compare information
about people, places,
regions, and environments.
Use maps and other
documents to explain the
historical migration of
people, expansion and
disintegration of empires,
and growth of economic
and political systems.
•
Compare and contrast
differing interpretations of
current and historical
events.
Assess the credibility of
sources by identifying bias
and prejudice in
documents, media, and
computer-generated
information.
•
Select and analyze
information from a variety
of sources to present a
reasoned argument or
position in a written and/or
oral format.
•
•
•
political and
economic
landscape.
Construct various
forms of geographic
representations to
show the spatial
patterns of physical
and human
phenomena.
Relate current
events to the
physical and human
characteristics of
places and regions.
Distinguish valid
arguments from
false arguments
when interpreting
current and
historical events.
Evaluate sources for
validity and
credibility and to
detect propaganda,
censorship, and
bias.
Take a position on a
current public policy
issue and support it
with historical
evidence,
reasoning, and
constitutional
analysis in a written
and/or oral format.
Suggested Assessments:
Performance Tasks:
• Create brochures to demonstrate geographic knowledge
• Oral presentations of research
• Write an essay or informational piece related to any of the essential questions above
Other Evidence:
• Open-Ended Responses based on essential questions
• Unit Tests
• Quizzes
• Benchmark Assessment at end of trimester
Curriculum Integration – Links to other content areas:
Mathematics:
• Calculate distances on maps.
• Calculate land areas.
• Compare findings.
Science:
• Use rainfall maps, distribution maps, meteorological maps, to study patterns of Global
Warming
Careers:
11
Cartographer
Meteorologist
Learning Activities:
Creation of:
• Maps to show a particular need or purpose, using key geographical terms
• Posters
• News paper and magazine articles exploring how geography relates to everyday lives.
• Read basic types of maps and draw conclusions based upon the information
• Use longitude and latitude web sites such as Google Earth to locate specific places.
•
•
Long Term Projects/ Ideas for Research:
• Brochures about how to read a map, 5 themes of Geography
• Five Themes of Geography Rap, poster, collage
• In future units: make a map of each civilization studied to integrate geography sklls.
• Research the longitude and latitude of local areas of interest to create a talk show,
advertisement or other type of oral presentation.
Ideas for Differentiation:
Other Modalities:
• Students create different types of maps and map different land areas using the common
skill of longitude and latitude.
• Compare and Contrast different map types.
Gifted and Talented:
• Create a Personal Historical Map List 5 significant events in your life and create a
historical map that shows the events. Include a compass rose, symbols, labels and a
legend
• Write a Climate Guide describing the climate at different times of the year and the
kinds of activities people can participate in at different times
of the year.
ELL:
• Vocabulary – preview and pronounce – have students keep a personal dictionary with
examples and illustrations
• Read aloud or shared reading of difficult text
• Graphic organizers to assist students with note taking
• Highlight and explain idioms encountered in the text
Inclusion:
• Audiotape versions of passages
• Audiotape vocabulary
• Flashcards
• Read aloud or shared reading of difficult text
• Graphic organizers to assist students with note taking
Suggested Materials / Resources / Technology/ Literature:
Websites:
• http://www.nmm.ac.uk/server/show/nav.2857
• http://www.usno.navy.mil/
• http://www.worldatlas.com/
• http://www.clickandlearn.cc/folders.asp?action=display&record=1
12
Suggested Materials / Resources / Technology/ Literature Continued:
Manipulatives:
• Desk Maps
Technology:
• Longitude: The True Story of a Lone Genius Who Solved the Greatest Scientific Problem
of His Time (1995) - the genius in question was John Harrison, who spent decades trying
to convince the British Admiralty of the accuracy of his naval timepieces and their use in
determining one's longitude at sea in order to win the longitude prize. ISBN 1-85702571-7 - The book itself won the 1997 British Book of the Year award.
• Google Earth
• United Streaming Videos
Textbook:
• Ancient World: Stories in History; McDougal Littell
o Geography Handbook
13
Grade 6
Unit 2
Early Human Societies
14
Grade 6 Unit 2
Unit Title: Early Human Societies
Duration: Three Weeks
NJCCCS:
6.2 World History/Global Studies- 6.2.8.A.1.a; 6.2.8.B.1.a; 6.2.8.B.1.b
6.2 Civics Government, and Human Rights A.1
6.2 Geography, People & the Environment B.1.a-b
6.1 U.S. History: America in the World- 6.1.8.B.1.b; 6.1.8.C.1.b; 6.1.8.D.1.b
6.2.8.D.4.a; 6.2.8.D.4.b
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
Early humans, like people today, adapt to their environment.
Understandings:
Students will understand that:
• The development of social studies skills enables learns to apply the concept of time,
location, distance, relationships and points of view to the study of contemporary and
peoples, issues and events.
• Early humans adapted to their environment. They developed tools and domesticated
plants and animals to improve their lives
• As people became better farmers, they settled into larger villages. Some developed into
complex villages with new ways of life.
Essential Questions:
• Whose point of view matters in historical analysis?
• How does one locate legitimate primary sources?
• What is the value of secondary source analysis?
• How are present events related to past events?
• How did early humans interact with the environment?
• How did humans’ way of living change as they interacted and adapted?
• What were some of the tools created by early humans?
• What kind of culture did early humans create?
Learning Vocabulary:
prehistory
domesticate
Paleolithic (Old Stone Age)
oral tradition
ravines
Neolithic (New Stone Age)
primary source
agriculture
technology
secondary source
social class
paleontology
archaeology
inhabitants
hunter-gatherer
nomads
bands
migration
irrigation
fertile
surplus
artisans
15
NJCCCS:
6.2.8.A.1.a. Compare and contrast the social organization of early hunters/gatherers and those who
lived in early agrarian societies.
6.2.8.B.1.a Explain the various migratory patterns of hunters/gatherers who moved from Africa to
Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the
shaping of societies.
6.2.8.B.1.b -Compare and contrast how nomadic and agrarian societies used land and natural
resources.
6.1.8.B.1.b- Analyze the world in spatial terms, using historical maps to determine what let to the
exploration of new water and land routes.
6.1.8.C.1.b- Explain why individuals and societies trade, how trade functions and the role of trade
during this period.
6.1.8.D.1.b- Explain how interactions among African, European, and Native American groups began a
cultural transformation.
6.2.8.D.4.a- Explain how contact between nomadic peoples and sedentary populations had both
positive and negative political, economic, and cultural consequences.
6.2.8.D.4.b – Analyze how religion both unified and divided people.
Suggested Assessments:
Performance Tasks:
• Primary and secondary source analysis paper
• Web quests
• Journal entries from the perspective of someone living during this time
period
• Oral presentations using Venn diagrams to compare and contrast hunters and
gatherers.
• Write primary and secondary sources- report on an event you witnessed. Exchange
reports and write a secondary source that summarizes the idea of the primary source.
• Write essays related to any of the above essential questions
Other Evidence:
• Written tests
• Open ended responses based upon essential questions
• Benchmark Assessment at end of trimester
Curriculum Integration:
Science:
• Integrate the creation of stone tools with science during the geology unit.
• Learn the word speleology; apply to geology study
Art:
ƒ Groups draw Museum Displays about a topic. This is a labeled picture of a museum
display.
ƒ Create a tool using only natural materials
• Create a class book of cave drawings
Careers:
• Museum Curator
• Social Studies Teacher
Learning Activities:
• Work in groups to analyze primary and secondary sources
16
Brainstorm skills of hunters and gatherers.
Research and analyze cave drawings
Research natural materials and methods used to make tools
Summarize and present relevant information
Long Term Projects / Ideas for Research:
• Research and summarize information to show the changes that shaped human
communities such as:
o Early hominid development, including the development of language and writing;
o Migration and adaptation to new environments;
o Differences between wild and domestic plants and animals;
o Differences between hunter/gatherer, fishing, and agrarian communities
Ideas for Differentiation:
Other Modalities:
• Survivor tribes: How would one survive in a Paleolithic community? Group members
select tasks that are necessary for the group to survive over a hypothetical thirty day
period. The group that survives, wins.
Gifted and Talented:
• Design a Tool – create a plan for producing a useful tool. The plan should explain the
purpose of the tool, what materials are needed to make it, and how it is constructed.
Students could also create a prototype to share with the class.
ELL:
• Vocabulary – preview and pronounce – have students keep a personal dictionary with
examples and illustrations
• Read aloud or shared reading of difficult text
• Graphic organizers to assist students with note taking
• Highlight and explain idioms encountered in the text
Inclusion:
• Audiotape versions of passages
• Audiotape vocabulary
• Flashcards
• Read aloud or shared reading of difficult text
• Graphic organizers to assist students with note taking
• Create a sequence diagram describing the sequence in which tools were developed.
Suggested Materials / Resources / Technology/ Literature:
Websites:
http://www.culture.gouv.fr/culture/arcnat/chauvet/fr/
http://www.culture.gouv.fr/culture/arcnat/lascaux/en/
www.classzone.com
Primary Sources:
• See resources in McDougal Littell
Textbooks:
• McDougal Littell World History Ancient Through Early Modern Times
Technology:
• United Streaming Video
• DVD-ROM PowerPoint Presentations McDougal Littell
•
•
•
•
17
Grade 6
Unit 3
Development of Early Agriculture
18
Grade 6 Unit 3
Title: Developments of Early Agriculture
Duration: One week
NJCCCS:
6.2. World History Global Studies
6.2.8.C Economics, Innovation, and Technology 1.a-b
6.2.8.D History, Culture and Perspectives 1.a-c
6.1 U.S. History: America in the World- 6.1.8.B.1.b; 6.1.8.C.1.b; 6.1.8.D.1.b
6.2.8.D.4.a; 6.2.8.D.4.b
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
Where we live influences how we live.
Understandings:
Students will understand that:
• Early farmers invented planting of seeds, digging sticks, and other tools.
• Growing crops helped villages to form because people would stay in the same area.
• Farming developed independently in river valleys through out the world.
Essential Questions:
• What ignited the idea of farming?
• How did lack of water stimulate human ingenuity?
• Why was living in a river valley necessary for agricultural growth?
• How did farming advance the quality of human life?
Learning Vocabulary:
Catal Huyak
specialization
inhabitants
domesticate
surplus
Irrigation
agriculture
specialization
social class
NJCCCS:
6.2.8.C.1.a- Relate the agricultural revolution (including the impact of food surplus from
farming) to population growth and the subsequent development of civilizations.
6.2.8.C.1.b. Determine the impact of technological advancements on hunter/gatherer and
agrarian societies.
6.2.8.D.1.a Demonstrate an understanding of pre-agricultural and post-agricultural periods in
terms of relative length of time.
6.2.8.D.1.b. Relate the development of language and forms of writing to the expression of
ideas, creation of cultural identity, and development of more complex social structures.
6.2.8.D.1.c. Explain how archaeological discoveries are used to develop and enhance
understanding of life prior to written records.
6.1.8.B.1.b- Analyze the world in spatial terms, using historical maps to determine what let
to the exploration of new water and land routes.
6.1.8.C.1.b- Explain why individuals and societies trade, how trade functions and the role of
19
trade during this period.
6.1.8.D.1.b- Explain how interactions among African, European, and Native American groups
began a cultural transformation.
6.2.8.D.4.a- Explain how contact between nomadic peoples and sedentary populations had
both positive and negative political, economic, and cultural consequences.
6.2.8.D.4.b – Analyze how religion both unified and divided people.
Suggested Assessments:
Performance Tasks:
• Web quest with the Catal Huyak site.
• Short research project with informative writing piece as a product
• Write an essay discussing the impact of the agricultural revolution on the
development of societies.
Other Evidence:
• Unit test
• Quizzes
• Open ended responses based upon essential questions
• Benchmark Assessment at end of trimester
Learning Activities:
• Group discussion
• Comparison and contrast with Venn Diagrams
Skills:
Students will be able to:
• Recognize cause and effect structure in text, write a cause and effect piece
• Compare and contrast ideas
• Categorize information.
Curriculum Integration – Links to other content areas:
Science:
• Land use
• Water use
Ideas for Differentiation:
• Individual creation of visual depiction of an early farming village.
•
ELL:
Select an early domesticated animal; research its development; create an historic
fiction piece giving the animal’s POV of early human society: Fractured Animal Farm.
Vocabulary – preview and pronounce – have students keep a personal dictionary with
examples and illustrations
• Read aloud or shared reading of difficult text
• Graphic organizers to assist students with note taking
• Highlight and explain idioms encountered in the text
Inclusion:
• Audiotape versions of passages
• Audiotape vocabulary
• Flashcards
• Read aloud or shared reading of difficult text
• Graphic organizers to assist students with note taking
Suggested Materials / Resources / Technology/ Literature:
•
20
Websites:
www.catalhuyak.com
Textbook:
Ancient World: Stories in History; McDougal Littell
21
Grade 6
Unit 4
Mesopotamia and the Fertile Crescent
22
Grade 6 Unit 4
Unit Title: Mesopotamia and the Fertile Crescent
Duration: Three Weeks
NJCCCS:
6.2.8.C.1 Economics, Innovation, and technology
6.2.8.D.1-2 History, Culture and Perspectives
6.2.8.A.2 Civics Government & Human Rights
6.2.8.B.2 Geography People & the Environment
6.1 U.S. History: America in the World- 6.1.8.B.1.b; 6.1.8.C.1.b; 6.1.8.D.1.b
6.2.8.D.4.a; 6.2.8.D.4.b
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
Societies are impacted by both internal and external factors.
Understandings:
Students will understand
• That the geography of Mesopotamia influenced where people settled and how they
lived.
• That a complex way of life, called civilization developed in Sumer, a region in southern
Mesopotamia.
• That successive empires rose and fell in Mesopotamia and the lands to the east.
• Why the land between the Tigris and Euphrates was able to support agriculture.
• How man was able to adapt to living in the region despite the lack of natural resources.
• That this region developed the basic concepts of writing and law.
Essential Questions:
• How did geography influence the development of civilization in Southwest Asia?
• How did the land between the Tigris and Euphrates Rivers support agriculture?
• What is the relationship between Fertile Crescent and Mesopotamia?
• How did the lack of resources affect the development of cities?
• What religious concepts developed?
• How did city-states turn into empires?
• What contributions did the Mesopotamian civilization make to the development of
writing and law?
23
Learning Vocabulary:
Mesopotamia
fertile crescent
Tigris
Euphrates
city state
Hammurabi
polytheism
floodplain
arid
swell
exile
provinces
Royal Road
toleration
tribute
cuneiform
Stele
Moses
Abraham
Torah
Ten Commandments
Monotheism
silt
drought
surplus
code of law
Satraps
minted coins
umpire
Ten Commandments
NJCCCS:
6.2.8.C.1.a Relate the agricultural revolution (including the impact of food surplus from farming) to
population growth and the subsequent development of civilizations.
6.2.8.D.1.a Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms
of relative length of time.
6.2.8.D.1.b Relate the development of language and forms of writing to the expression of ideas,
creation of cultural identity, and development of more complex social structures.
6.2.8.D.1.c Explain how archaeological discoveries are used to develop and enhance understanding of
life prior to written records.
6.2.8.A.2.a Explain why different ancient river valley civilizations developed similar forms of
government.
6.2.8.A.2.b Explain how codifying laws met the needs of ancient river valley societies.
6.2.8.B.2.a Determine the extent to which geography influenced settlement, the development of
trade networks, technological innovations, and the sustainability of ancient river valley civilizations.
6.2.8.B.2.b Compare and contrast physical and political maps of ancient river valley civilizations and
their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River
Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical
impact of these civilizations, then and now.
6.2.8.D.2.a Analyze the impact of religion on daily life, government, and culture in various ancient
river valley civilizations.
6.2.8.D.2.b Explain how the development of written language transformed all aspects of life in
ancient river valley civilizations.
6.2.8.D.2.c Analyze the factors that led to the rise and fall of various ancient river valley civilizations
and determine whether there was a common pattern of growth and decline.
6.2.8.D.2.d Justify which of the major achievements of the ancient river valley civilizations represent
the most enduring legacies.
6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the
positive and negative consequences of environmental changes made during this time period,
and relate these changes to current environmental challenges.
6.1.8.B.1.b- Analyze the world in spatial terms, using historical maps to determine what let to the
exploration of new water and land routes.
6.1.8.C.1.b- Explain why individuals and societies trade, how trade functions and the role of trade
during this period.
6.1.8.D.1.b- Explain how interactions among African, European, and Native American groups began a
cultural transformation.
6.2.8.D.4.a- Explain how contact between nomadic peoples and sedentary populations had both
24
positive and negative political, economic, and cultural consequences.
6.2.8.D.4.b – Analyze how religion both unified and divided people.
Suggested Assessments:
Performance Tasks
• Analysis of Hammurabi’s Code
• Create a classroom code of law
• Current Events link: The concept of justice; does the punishment fit the crime?
Argument writing
• Venn diagram: polytheism and monotheism
• Based on prior knowledge and research on the Hanging Garden of Babylon; create an
architectural plan for a personal garden.
• Conduct an interview with a Mesopotamian personality.
• Write and deliver a speech that Cyrus might have made to people he had conquered
• Write a press release announcing the invention of the wheel.
Other Evidence:
• Unit Tests
• Open ended responses based upon essential questions
• Quizzes
• Benchmark Assessment at end of trimester
Curriculum Integration – Links to other content areas:
Mathematics:
• Consider the mathematics of building; geometry used for building the Gates of Ishtar
for example.
Music:
• Write song lyrics – use a familiar tune and rewrite the lyrics to create a song about
Cyrus. Perform the songs for the class.
Long Term Projects/ Ideas for Research:
• Research and develop ideas for and against “Laws are necessary for the protection of
individuals and society.” Write persuasive essays and form teams to debate the
arguments for and against the issue.
Ideas for Differentiation:
• The legacy of Mesopotamia; individual students select their number one Mesopotamian
accomplishment. A class list of the top ten can be developed.
Gifted and talented:
• Research irrigation models and then build an irrigation model. Build a working model of
an irrigation system. Include main and feeder canals, as well as gates to control the
flow of water.
• Create a poster of Sumarian Civilization -Research information and illustrations with
which to make a poster about Sumarian Civilization that show it was a complex society.
Inclusion:
• Role play: Be a trader – act out an imaginary scene in which a Mesopotamian trader
seeks to obtain resources from a distant source.
• Write a job description for a Sumerian priest. Use the description of the various jobs
given in the text as a basis for the job description.
• Audiotape versions of passages
• Audiotape vocabulary
• Flashcards
25
•
•
ELL:
Read aloud or shared reading of difficult text
Graphic organizers to assist students with note taking
Vocabulary – preview and pronounce – have students keep a personal dictionary with
examples and illustrations
• Read aloud or shared reading of difficult text
• Graphic organizers to assist students with note taking
• Highlight and explain idioms encountered in the text
Suggested Materials / Resources / Technology/ Literature:
Web Sites
• http://www.mrdonn.org/ancienthistory.html
• http://www.pbs.org/wgbh/nova/sunken/wonders/
• http://www.yale.edu/lawweb/avalon/medieval/hammenu.htm
Textbooks
• Ancient World: Stories in History; McDougal Littell
Technology:
• United Streaming Video
•
26
Grade 6
Unit 5
Ancient Egypt
27
Grade 6 Unit 5
Unit Title: Ancient Egypt
Duration: Four Weeks
NJCCCS:
6.2 World History and Global Studies
6.2.8.C.1-2 Economics, Innovation, and technology
6.2.8.D.1-2 History, Culture and Perspectives
6.2.8.A.2 Civics Government & Human Rights
6.2.8.B.2;4 Geography People & the Environment
6.1 U.S. History: America in the World- 6.1.8.B.1.b; 6.1.8.C.1.b; 6.1.8.D.1.b
6.2.8.D.4.a; 6.2.8.D.4.b; 6.2.8.D.4.c
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
Egypt was affected by the structure of geographic, social, political, economic, religious strata.
Understandings:
Students will understand that:
• The development of civilizations along rivers continues.
• The Nile gave life to Egypt.
• The New Kingdom was another period of advancement for Egypt.
• The prosperity of Egypt encouraged advances in the arts, religion, mathematics and the
sciences.
Essential Questions:
• What was the importance of the Nile to the life of Egypt?
• How was the success of the Egyptian Culture tied to the Nile River?
•
•
•
•
How did Egyptian technological improvements advance civilization?
How did Egypt’s religious and social structures affect daily life?
What economic activities developed in Egypt?
How did the unification process affect Egypt‘s government?
Learning Vocabulary:
Nile
pyramid
Menes
pharaoh
unification
Hatshepsut
Obelisk
Tutankhamen
fertile
hieroglyphs
mummy
delta
cataract
Ramses
papyrus
mummification
Nubia
Rosetta Stone
cataract
plateau
papyrus
polytheism
scribe
hieroglyphics
Kush
Khufu
Dynasty
Shadouf
afterlife
silt
quarried
embalm
overseers
28
piye
NJCCCS:
Hittites
6.2.8.D.1.b Relate the development of language and forms of writing to the expression of ideas, creation
of cultural identity, and development of more complex social structures.
6.2.8.A.2.a Explain why different ancient river valley civilizations developed similar forms of government.
6.2.8.A.2.c Determine the role of slavery in the economic and social structures of ancient river valley
civilizations.
6.2.8.B.2.a Determine the extent to which geography influenced settlement, the development of trade
networks, technological innovations, and the sustainability of ancient river valley civilizations.
6.2.8.B.2.b Compare and contrast physical and political maps of ancient river valley civilizations and their
modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley
and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of
these civilizations, then and now.
6.2.8.C.2.a Explain how technological advancements led to greater economic specialization, improved
weaponry, trade, and the development of a class system in ancient river valley civilizations.
6.2.8.D.2.a Analyze the impact of religion on daily life, government, and culture in various ancient river
valley civilizations.
6.2.8.D.2.b Explain how the development of written language transformed all aspects of life in ancient
river valley civilizations.
6.2.8.D.2.c Analyze the factors that led to the rise and fall of various ancient river valley civilizations and
determine whether there was a common pattern of growth and decline.
6.2.8.D.2.d Justify which of the major achievements of the ancient river valley civilizations represent the
most enduring legacies.
6.2.8.B.4.b Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road)
impacted urbanization, transportation, communication, and the development of international trade centers.
6.2.8.B.4.c Determine how Africa's physical geography and natural resources posed challenges and
opportunities for trade and development.
6.1.8.B.1.b- Analyze the world in spatial terms, using historical maps to determine what let to the
exploration of new water and land routes.
6.1.8.C.1.b- Explain why individuals and societies trade, how trade functions and the role of trade during
this period.
6.1.8.D.1.b- Explain how interactions among African, European, and Native American groups began a
cultural transformation.
6.2.8.D.4.a- Explain how contact between nomadic peoples and sedentary populations had both positive
and negative political, economic, and cultural consequences.
6.2.8.D.4.b – Analyze how religion both unified and divided people.
6.2.8.D.4.c- Analyze the role of religion and economics in shaping each empire’s social hierarchy, and
evaluate the impact these hierarchal structures had on the lives of various groups of people.
Suggested Assessments:
Performance Tasks:
• Analyze land use: create a map of the Nile River Valley; differentiate between Upper and
Lower Egypt
• Investigate hieroglyphics; create a cartouche, develop a new system of writing.
• Research technological advances; make a pyramid model; design an irrigation system.
Write an informative piece
• Know some Egyptian leisure activities; make a toy; design a board game.
• Investigate the death of Tutankhamen; present a CSI show.
• Jean Francois Champollion: research his biography; relate to cracking the hieroglyphic
code.
• Write a resume for an Egyptian scribe.
29
Egyptian mythology advertisement.
Write an essay comparing Pharaohs and Presidents
Other Evidence:
• Unit Tests
• Open ended responses based upon essential questions
• Quizzes
• Benchmark Assessment at end of trimester
Curriculum Integration – Links to other content areas
Math:
• Explore the barter system
• Investigate Egyptian numerals.
• Use Egyptian math to calculate equations
Science:
• Relate the Egyptian irrigation system to astronomy; Sirius, the Dog Star is visible during
flood season.
• Research the arid nature of Egypt’s climate; relate it to preservation of artifacts.
• Explain the return of Sirius
Art:
• Design a monument that a modern Pharaoh might build to honor his/her life and
accomplishments
Learning Activities
• Write a diary entry about a day on the Nile as an Egyptian trader
• Interpret charts
• Create a timeline of Old and Middle Kingdoms
• Class and group discussions
Long Term Projects/ Ideas for Research:
• Research women in Ancient Egypt and their roles in marriage, family, household, careers,
and governance.
• Create a presentation on Egyptian Afterlife.
Ideas for Differentiation
Inclusion:
• Use graphic organizers
• Use “reporter questions”
ELL:
• Word squares for vocabulary
Other Modalities:
• Draw a social pyramid for the United States.
o Where would the student place himself/herself?
• Discussion: What aspect of Egyptian civilization did the student find most interesting?
Present reasons for choice.
Suggested Materials / Resources / Technology/ Literature:
Web Sites:
• http://guardians.net/hawass/
• http://www.britishmuseum.org/
• http://ancienthistory.mrdonn.org/AncientEgypt.html
Books
• The Ancient World: Stories in History, McDougal Littell.
•
•
30
Technology
• United Video Streaming.
31
Grade 6
Unit 6
Ancient Asian Civilizations:
China and India
32
Grade 6 Unit 6
Unit Title: Ancient Asian Civilizations: China and India
Duration: Three Weeks
NJCCCS:
6.1 U.S. History: America in the World- 6.1.8.B.1.b; 6.1.8.C.1.b; 6.1.8.D.1.b
6.2. World History/Global Studies-6.2.8.D.1.b; 6.2.8.A.2.a; 6.2.8.B.2.b;6.2.8.C.2.a-d;
6.2.8.A.3.a-b; 6.2.8.B.3.a; 6.2.8.C.3.a;6.2.8.D.3.a-f; 6.2.8.B.4.b,d.; 6.2.8.D.4.a,b,c
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
Geography, religion, and cultural developments all have an impact upon the development
of civilizations.
Understandings:
Students will understand that:
• The impact of geography was significant to development of these civilizations.
• Religious beliefs affected the structure of family life.
• Social classes determined several aspects of daily life.
• Modern archaeology discoveries expand our knowledge of ancient China and ancient
India.
• Cultural developments helped to spread civilization.
• A complex civilization developed in ancient India that produced a sophisticated urban
life as well as a rich culture
• The Influence of India can be seen around the world today in religion, art, and
mathematics.
• Because of its natural barriers, Chinese culture developed with limited outside influence
• Chinese philosophies had a lasting influence on East Asia as did advances in
technology, agriculture, and trade made during Han times.
Essential Questions:
• How are these civilizations affected by their river valley locations?
• How did Hinduism, Buddhism, Taoism and Confucianism develop?
• What is the relationship between social structures in China and India?
• What is the value of learning about the specific cultural achievements of China and
India?
• How do India’s rich history and culture affect the world today?
• How do the people, events and ideas that shaped Ancient China continue to influence
the world today?
Learning Vocabulary:
caste system
Buddhism
Confucius
migration
Hinduism
Mt Everest
Siddhartha Gautama
Taoism
Himalayas
33
Indus
Silk Road
Vedas
Dharma
Eightfold Path
Harappan Civilization
Asoka
Instructional Objectives:
Yangtze
Shihuangdi
Nirvana
Four Noble Truths
Fuhao
caste
Confucius
Qin
Terra Cotta Army
Great Wall
Subcontinent
Monsoons
6.2.8.D.1.b Relate the development of language and forms of writing to the expression of ideas,
creation of cultural identity, and development of more complex social structures.
6.2.8.A.2.a Explain why different ancient river valley civilizations developed similar forms of
government.
6.2.8.B.2.b- Compare and contrast physical and political maps of ancient river valley civilizations and
their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River
Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical
impact of these civilizations, then and now.
6.2.8.C.2.a Explain how technological advancements led to greater economic specialization, improved
weaponry, trade, and the development of a class system in ancient river valley civilizations.
6.2.8.D.2.a- Analyze the impact of religion on daily life, government, and culture in various ancient
river valley civilizations.
6.2.8.D.2.b- Explain how the development of written language transformed all aspects of life in
ancient river valley civilizations.
6.2.8.D.2.c- Analyze the factors that led to the rise and fall of various ancient river valley civilizations
and determine whether there was a common pattern of growth and decline.
6.2.8.D.2.d- Justify which of the major achievements of the ancient river valley civilizations represent
the most enduring legacies.
6.2.8.A.3.a- Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic
structures; communication and transportation systems) used by the rulers of Rome, China, and India
to control and unify their expanding empires.
6.2.8.A.3.b- Compare and contrast the rights and responsibilities of free men, women, slaves, and
foreigners in the political, economic, and social structures of classical civilizations.
6.2.8.B.3.a- Determine how geography and the availability of natural resources influenced the
development of the political, economic, and cultural systems of each of the classical civilizations and
provided motivation for expansion.
6.2.8.C.3.a- Analyze the impact of expanding land and sea trade routes through the Mediterranean
Basin, India, and China.
6.2.8.D.3.a- Compare and contrast social hierarchies in classical civilizations as they relate to power,
wealth, and equality.
6.2.8.D.3.b- Relate the Chinese dynastic system to the longevity of authoritarian rule in China.
6.2.8.D.3.c- Determine common factors that contributed to the decline and fall of the Roman Empire,
Gupta India, and Han China.
6.2.8.D.3.e- Compare and contrast the tenets of various world religions that developed in or around
this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism),
their patterns of expansion, and their responses to the current challenges of globalization.
6.1.8.B.1.b- Analyze the world in spatial terms, using historical maps to determine what let to the
exploration of new water and land routes.
6.1.8.C.1.b- Explain why individuals and societies trade, how trade functions and the role of trade
during this period.
6.1.8.D.1.b- Explain how interactions among African, European, and Native American groups began a
cultural transformation.
6.2.8.D.4.a- Explain how contact between nomadic peoples and sedentary populations had both
34
positive and negative political, economic, and cultural consequences.
6.2.8.D.4.b – Analyze how religion both unified and divided people.
6.2.8.D.4.c- Analyze the role of religion and economics in shaping each empire’s social hierarchy, and
evaluate the impact these hierarchal structures had on the lives of various groups of people.
Suggested Assessments:
• Expository or persuasive essays; suggested topics
• Research Harappa; what is its significance to twenty-first century students?
• Persuade the reader that China needs to control pollution.
• Present essays as a class ” round table” discussion
• Benchmark Assessment at the end of the trimester
Performance Tasks:
• Debate whether society should urge children to do the same jobs as their parents
• Create a Venn Diagram; present the similarities and differences between Buddhism and
Hinduism
• Map the rivers and river valleys of China and India. How are transportation and trade
improved? Design a graphic organizer to present the findings.
• Create a script found on a seal featuring objects familiar in daily life.
• Write a news article that chronicles Shi Huangdi’s role in unifying China
• Create an illustrated catalog of the typical trade goods traveling to and from China
along the Silk Roads.
Other Evidence:
• Unit tests
• Quizzes
• Open ended responses based upon essential questions
Curriculum Integration – Links to other content areas:
Math:
• Find the number of people living in India today. Find the number of Indian speakers of
specific languages. Calculate percentages and display in a pie graph.
• Calculate how long it would take to walk the Great Wall.
Science:
• Research the engineering necessary for the Three Gorges Dam.
Art:
• Chinese painting and calligraphy.
Careers:
• Archaeologist
• Anthropologist
• Museum curator
Long Term Projects / Ideas for Research:
• Research the Indo- European Language Tree. Relate results to modern American
English.
• Research Chinese calligraphy and painting. Create and label your own painting
Ideas for Differentiation
G&T:
• Compare and contrast the civilizations of Harappa and either Sumer or Egypt
ELL:
• Multiple meaning words – create a personal dictionary that includes illustrations
35
Vocabulary – preview and pronounce – have students keep a personal dictionary with
examples and illustrations
• Read aloud or shared reading of difficult text
• Graphic organizers to assist students with note taking
• Highlight and explain idioms encountered in the text
Inclusion:
• Audiotape versions of passages
• Audiotape vocabulary
• Flashcards
• Read aloud or shared reading of difficult text
• Graphic organizers to assist students with note taking
Suggested Materials / Resources / Technology/ Literature:
Textbook:
• World History, McDougal Littell
Primary sources:
• Bhagavad-Gita
• Analects
• Copies of Ancient Maps
Technology / Websites:
• http://www.chinapage.com/main2.html
• http://www.socialstudiesforkids.com/subjects/ancientchina.htm
• http://www.bbc.co.uk/schools/indusvalley
• http://www.historyforkids.org/learn/india
• http://www3.nationalgeographic.com/places/gallery/china_terra-cotta-army.html
• http://www.harappa.com/
• http://www.1421.tv/
• United Video Streaming
Novels or Trade Books:
• 1421 The Year China Discovered the World. (This in a brand new non-fiction book and
DVD from PBS )
•
36
Grade 6
Unit 7
Ancient and Classical Greece
37
Grade 6 Unit 7
Unit Title: Ancient and Classical Greece
Duration: Three weeks
NJCCCS:
6.1 U.S. History: America in the World- 6.1.8.B.1.b; 6.1.8.C.1.b; 6.1.8.D.1.b
6.2. World History/Global Studies- 6.2.8.A.3.b-e; 6.2.8.B.3.a-b; 6.2.8.C.3.b-c;
6.2.8.D.3.a,d;f6.2.8.A.4.a; 6.2.8.B.4.a-c
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
The growth of city-states led to the development of different political systems; including
democracy.
Understandings:
Students will understand that
• The geography of Greece led to sea travel and trade that helped to influence Greek
culture.
• The ancient Greeks honored many gods and developed their own literature.
• Societal preferences dictated the focus of polis development; example: Sparta‘s military
growth; Athens’s political growth.
• War with neighbors resulted in several changes for Greece.
• There are significant differences between Ancient and Classical Greece.
• Classical Greece included the spread of Hellenism; particularly by Alexander the Great.
Essential Questions:
• How are Greek literature and social custom related to religious beliefs (gods and
goddesses)?
• How was Greece organized politically?
• How did educational philosophy affect the Spartan military and the Athenian polis?
• What were the results of the Peloponnesian Wars?
• What are the differences between Ancient and Classical Greece?
• What were the achievements of Alexander the Great?
38
Learning Vocabulary:
peninsula
isthmus
myths
Olympics
epics
city-states
aristocracy
Peloponnesian Wars
drama
tragedy
Aristotle
Parthenon
NJCCCS:
citizen
democracy
agora
acropolis
Pericles
polis
oligarchy
Alexander the Great
comedy
philosophy
Plato
6.1.8.B.1.b- Analyze the world in spatial terms, using historical maps to determine what let to the
exploration of new water and land routes.
6.1.8.C.1.b- Explain why individuals and societies trade, how trade functions and the role of trade
during this period.
6.1.8.D.1.b- Explain how interactions among African, European, and Native American groups began a
cultural transformation.
6.2.8.A.3.b- Compare and contrast the rights and responsibilities of free men, women, slaves, and
foreigners in the political, economic, and social structures of classical civilizations.
6.2.8.A.3.c- Determine the foundational concepts and principles of Athenian Democracy and the Roman
republic that later influenced the development of the US Constitution.
6.2.8.A.3.d- Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to
those of United States citizens today, and evaluate how citizens perceived the principles of liberty and
equality then and now.
6.2.8.A.3.e- Compare and contrast the American legal systems of classical civilizations, and determine
the extent to which the early systems influenced the current legal system.
6.2.8.B.3.a- Determine how geography and the availability of natural resources influenced the
development of the political, economic, and cultural systems of each of the classical civilizations and
provided motivation for expansion.
6.2.8.B.3.b- Explain how geography and the availability of natural resources led to both the
development of Greek city-states and to their demise.
6.2.8.C.3.b- Explain how the development of a uniform system of exchange facilitated trade in classical
civilizations.
6.2.8.C.3.c- Explain how classical civilizations used technology and innovation to enhance
agricultural/manufacturing output and commerce, to expand military capabilities to improve life in urban
areas, and to allow for greater division of labor.
6.2.8.D.3.a- Compare and Contrast social hierarchies in classical civilizations as they relate to power,
wealth, and equality.
6.2.8.D.3.d- Compare the golden ages of Greece, Rome, India, and China and justify major
achievements that represent world legacies.
6.2.8.D.3.f- Determine the extent to which religions, mythologies, and other belief systems shaped the
values of classical societies.
6.2.8.A.4.a- Analyze the role of religion and other means rulers used to unify and centrally govern
expanding territories with diverse populations.
6.2.8.B.4.a- Explain how geography influences the development of the political, economic, and cultural
39
centers of each empire and well as the empires’ relationships with other parts of the world.
6.2.8.D.4.a- Explain how contact between nomadic peoples and sedentary populations had both
positive and negative political, economic, and cultural consequences.
6.2.8.D.4.b – Analyze how religion both unified and divided people.
6.2.8.D.4.c- Analyze the role of religion and economics in shaping each empire’s social hierarchy, and
evaluate the impact these hierarchal structures had on the lives of various groups of people.
Suggested Assessments:
Performance Tasks:
• Map the area
• Read myths
• Write a personal myth
• Polis simulations
• Conduct a jury trial to demonstrate democratic principles. Prepare arguments
• Write and deliver a persuasive speech
• Integrate vocabulary; Greek prefixes, suffixes and roots.
• Put a trade book character “on trial”, preparing arguments
Other Evidence:
• Quizzes
• Tests
• Open ended responses based upon essential questions
• Benchmark Assessment at end of trimester
Curriculum Integration Suggestions – Links to other content areas:
Mathematics:
• Relate Euclid’s theories to the study of geometry
• Look for geometric patterns in Greek architecture.
Science:
• Discover the basis for the geocentric theory of Ptolemy
• Explore the famous Greek inventions of people such as Archimedes and Aristarchus
Art:
• Use the ancient Greek alphabet to write their names; polis banners, etc.
• Build the Acropolis ( and / or other architectural references )
Long Term Projects/ Ideas for Research:
• Create a presentation on one or more of the following:
o Greek inventions
o Greek oratory
o Greek architecture
Ideas for Differentiation:
• Use cause and effect chains
• Identify elements of a myth
• Create a geography word web
• Students create a press release announcing an important Greek invention or political
development.
ELL:
• Vocabulary – preview and pronounce – have students keep a personal dictionary with
examples and illustrations
• Read aloud or shared reading of difficult text
• Graphic organizers to assist students with note taking
40
Highlight and explain idioms encountered in the text
Inclusion:
• Audiotape versions of passages
• Audiotape vocabulary
• Flashcards
• Read aloud or shared reading of difficult text
• Graphic organizers to assist students with note taking
•
Suggested Materials / Resources / Technology/ Literature:
Web Sites
• http://www.mythweb.com/
• http://www.ancientgreece.com/s/Main_Page/
• http://www.ancient-greece.org/
• http://www.pppst.com/
• www.classzone.com
Technology:
• United Video Streaming
• Google Earth
Textbook:
• Ancient World: Stories in History; McDougal Littell
41
Grade 6
Unit 8
The World of Ancient Rome
42
Grade 6 Unit 8
Unit Title: The World of Ancient Rome
Duration: Two Weeks
NJCCCS:
6.1 U.S. History: America in the World- 6.1.8.B.1.b; 6.1.8.C.1.b; 6.1.8.D.1.b
6.2 World History/Global Studies- 6.2.8.A.3.a-c,e; 6.2.8.D.3a,c,d,f; 6.2.8.A.4.a; 6.2.8.B.4.a,g;
6.2.8.D.4.b,c
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
The legacy of Rome has influenced several societies.
Understandings:
Students will understand that
• Rome grew from a Mediterranean city, to a republic, to an empire.
• The daily lives of Romans revolved around family, religion and social class, as well as
sports and public entertainment
• The development of Christianity took place within the Roman Empire.
• The fall of Rome was caused by several weaknesses which led to the split into Eastern
and Westerns Empires.
Essential Questions:
• Where is Rome located?
• What are the important parts of the Roman Republic?
• How did Rome expand to an empire?
• How did Rome’s religion affect Roman culture?
• What was the daily life of an ancient Roman like?
• How did Christianity affect the Empire?
• What problems weakened Rome?
• What aspects of Roman culture have influenced other societies?
43
Learning Vocabulary:
Romulus Remus
Plebeians
senate
tribunes
Julius Caesar
Augustus
coliseum
Jesus
parable
pope
legacy
Paul
NJCCCS:
republic
patricians
consuls
Pax Romana
Cicero
aqueduct
gladiator
disciples
bishop
Vatican City
diocletian
6.1.8.B.1.b- Analyze the world in spatial terms, using historical maps to determine what let to the
exploration of new water and land routes.
6.1.8.C.1.b- Explain why individuals and societies trade, how trade functions and the role of trade
during this period.
6.1.8.D.1.b- Explain how interactions among African, European, and Native American groups began a
cultural transformation.
6.2.8.A.3.a- Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic
structures; communication and transportation systems) used by the rulers of Rome, China, and India to
control and unify their expanding empires.
6.2.8.A.3.b- Compare and contrast the rights and responsibilities of free men, women, slaves, and
foreigners in the political, economic, and social structures of classical civilizations.
6.2.8.A.3.c- Determine the foundational concepts and principles of Athenian democracy and the Roman
Republic that later influenced the development of the United States Constitution.
6.2.8.A.3.e- Compare and Contrast the American legal system and the legal systems of classical
civilization, and determine the extent to which the early systems influenced the current legal system.
6.2.8.D.3.a- Compare and contrast social hierarchies in classical civilizations as they relate to power,
wealth, and equality.
6.2.8.D.3.c- Determine common factors that contributed to the decline and fall of the Roman Empire,
Gupta India, and Han China.
6.2.8.D.3.d- Compare and contrast the ages of Greece, Rome, India and China and justify major
achievements that represent world legacies.
6.2.8.D.3.f- Determine the extent to which religions, mythologies and other belief systems shaped the
values of classical societies.
6.2.8.A.4.a- Analyze the role of religion and other means rulers used to unify and centrally govern
expanding territories with diverse populations.
6.2.8.B.4.a- Explain how geography influenced the development of the political, economic, and cultural
centers of each empire and well as the empires’ relationships with other parts of the world.
6.2.8.B.4.g- Explain why the strategic location and economic importance of Constantinople and the
Mediterranean Sea were a source of conflict between civilizations.
6.2.8.D.4.b- Analyze how religion both unified and divided people.
6.2.8.D.4.c- Analyze the role of religion and economics in shaping each empire’s social hierarchy, and
evaluate the impact these hierarchal structures had on the lives of various groups of people.
Suggested Assessments:
44
Performance Tasks:
• Map of the Republic and/or the Empire
• Venn Diagram and compare and contrast essay of Greek/Roman gods and goddesses
• Integrate Latin idioms and words with English meaning.
• Read a Latin poem; compare to English poems.
Other Evidence:
• Quizzes
• Tests
• Open ended responses based upon essential questions
• Benchmark Assessment at the end of the trimester
Curriculum Integration – Links to other content areas:
Mathematics:
• The geometry of the dome in Roman architecture
• Engineering of Roman roads, baths, aqueducts, etc.
Science:
• Engineering of Roman roads, baths, aqueducts, etc.
• Development of concrete
Art:
• Use the ancient Greek alphabet to write their names; polis banners, etc.
• Build the Acropolis ( and / or other architectural references )
• Use the ancient Greek alphabet to write their names; polis banners, etc.
• Poster of Latin idioms.
• Map of Paul’s journeys
Long Term Projects/ Ideas for Research:
• Diagram a Roman aqueduct with an explanatory essay
• Draw a cross section of a Roman bath with an explanatory essay
• Create a list of Latin words and their English derivatives
Ideas for Differentiation:
• Create a vocabulary based board game
• Time–line of the rise and fall of the empire
• Prepare and deliver a speech to the “Senate”.
• Debate: Which form of Roman government best met the needs of the Roman people; the
Republic or the Empire?
ELL:
• Vocabulary – preview and pronounce – have students keep a personal dictionary with
examples and illustrations
• Read aloud or shared reading of difficult text
• Graphic organizers to assist students with note taking
• Highlight and explain idioms encountered in the text
Inclusion:
• Audiotape versions of passages
• Audiotape vocabulary
• Flashcards
• Read aloud or shared reading of difficult text
• Graphic organizers to assist students with note taking
•
45
Suggested Materials / Resources / Technology/ Literature:
Web Sites
• www.classzone.com
• http://www.teacheroz.com/romans.htm
• http://www.bbc.co.uk/history/ancient/romans/
• http://www.pyrrha.demon.co.uk/
Textbooks
• City by David Macaulay
• “Dog of Pompeii” Prentice Hall Anthology
• World History Ancient through Modern Times McDougal Littell
Technology:
• United Video Stream
46
Grade 6
Unit 9
The Rise of Islam
47
Grade 6 Unit 9
Unit Title: The Rise of Islam
Duration: One week
NJCCCS:
6.1 U.S. History: America in the World- 6.1.8.B.1.b; 6.1.8.C.1.b; 6.1.8.D.1.b
6.2. World History/Global Studies- 6.2.8.D.3.e-f; 6.2.8.A.4.a; 6.2.8.B.4.a,d; 6.2.8.C.4.e;
6.2.8.D.4.b-c,h,i,j
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
World history prepares students to become informed global citizens able to interact with
people from other cultures and understand their perspectives by learning and thinking
critically about contemporary and past societies.
Understandings:
Students will understand that
• Islam is a world religion.
• Muhammad adopted the religion of Islam and helped spread through out the Arabian
Peninsula
• After the death of the Prophet a crisis developed over succession.
Essential Questions:
• What was Muhammad’s role in Islam’s development?
• What rules do Muslims follow for religious practice in every day life?
Learning Vocabulary:
Muhammad
Allah
mosque
NJCCCS:
Islam
Five Pillars
Quran
6.1.8.B.1.b- Analyze the world in spatial terms, using historical maps to determine what let to the
exploration of new water and land routes.
6.1.8.C.1.b- Explain why individuals and societies trade, how trade functions and the role of trade
during this period.
6.1.8.D.1.b- Explain how interactions among African, European, and Native American groups began a
cultural transformation.
6.2.8.D.3.e- Compare and contrast the tenets of various world religions that developed in or around
this time period (i.e. Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism) their
patterns of expansion, and their responses to the current challenges of globalization.
6.2.8.D.3.f- Determine the extent to which religions, mythologies, and other belief systems shaped the
values of classical societies.
6.2.8.A.4.a- Analyze the role of religion and other means rulers used to unify and centrally govern
expanding territories with diverse populations.
6.2.8.B.4.a- Explain how geography influenced the development of the political, economic, and cultural
48
centers of each empire and well as the empires' relationships with other parts of the world.
6.2.8.B.4.d- Explain why the Arabian Peninsula’s physical features and location made it the epicenter of
Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.
6.2.8.C.4.e- Determine the extent to which interaction between the Islamic world and medieval Europe
increased trade, enhanced technology innovation, and impacted scientific though and the arts.
6.2.8.D.4.b. Analyze how religion both unified and divided people.
6.2.8.D.4.c- Analyze the role of religion and economics in shaping each empire’s social hierarchy, and
evaluate the impact these hierarchical structures had on lives of various groups of people.
6.2.8.D.4.h- Determine the extent to which the Byzantine Empire influenced the Islamic world and
western Europe.
6.2.8.D.4.i- Explain how and why Islam spread in Africa, the significance of Timbuktu to the
development and spread of learning, and the impact Islam continues to have on African society.
6.2.8.D.4.j- Compare the major technological innovation and cultural contributions of the civilizations of
this period and justify which represent enduring legacies.
Suggested Assessments:
Performance Tasks:
• Venn Diagram of Islam and another world religion that we have studied. Students will
explain similarities/differences in a compare and contrast essay.
• Current event poster, power point, etc. discussing the role of Islam in the world today.
• Informative Essay or argument essay
• Oral presentation of the current events findings from above.
• Listen to an audio clip of a passage from the Quran www.classzone.com and write a
response
Other Evidence:
• Unit Tests
• Quizzes
• Open ended responses based upon essential questions
• Benchmark Assessment at the end of the trimester
Suggested Curriculum Integration – Links to other content areas:
Mathematics:
• Explore the use of Arabic numerals.
• Look at online examples of Islamic architecture.
Long Term Projects/ Ideas for Research:
• Create a pamphlet for using Arabic numerals in today’s society
• Create a poster comparing the two cultures
Ideas for Differentiation:
• Write newspaper headlines.
• Compare and contrast Islamic and Roman Empires
• Time line of Muhammad’s life
ELL:
• Vocabulary – preview and pronounce – have students keep a personal dictionary with
examples and illustrations
• Read aloud or shared reading of difficult text
• Graphic organizers to assist students with note taking
49
Highlight and explain idioms encountered in the text
Inclusion:
• Audiotape versions of passages
• Audiotape vocabulary
• Flashcards
• Read aloud or shared reading of difficult text
• Graphic organizers to assist students with note taking
•
Suggested Materials / Resources / Technology/ Literature:
Web Sites
• www.classzone.com
• http://atschool.eduweb.co.uk/carolrb/Islam/islamintro.html
Textbooks:
• World History Ancient Through Modern Times McDougal Littell
Technology:
• United Streaming
• Transparencies
50
Grade 6
Unit 10
Medieval and Renaissance Europe
51
Grade 6 Unit 10
Unit Title: Medieval and Renaissance Europe
Duration: Two Weeks
NJCCCS:
6.1 U.S. History: America in the World- 6.1.8.B.1.b; 6.1.8.C.1.b; 6.1.8.D.1.b
6.2 World History/Global Studies- 6.2.8.A.4.a-c; 6.2.8.B.4.g; 6.2.8.C.4.e;6.2.8.D.4.b-f
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
Conflict many times leads to change.
Understandings:
Students will understand that
• The fall of Rome created chaos for Europe
• Feudalism emerged as the new social order.
• Towns developed as feudalism declined.
• The Catholic Church dominated all strata of medieval life.
• The Crusades affected trade and the availability of products.
• The Renaissance emerged as the power of the Church declined.
• The Reformation was a response to the division within the Catholic Church.
Essential Questions:
• What were the Dark Ages?
• How did feudalism function?
• What was town life like in the middle ages?
• Why was the Catholic Church so powerful?
• What was the Church’s relationship with medieval society?
• How did the Crusades affect trade?
• How did the Reformation affect European society and politics?
Learning Vocabulary:
Renaissance
medieval
castle
serf
lord
vassal
knight
monk
nun
monastery
Abbot
Abby
Martin Luther
crusades
St Francis of Assisi
St Benedict
St Thomas Aquinas
Magna Carta
King John
Habeas corpus
Parliament
humanism
Da Vinci
Michelangelo
Protestant
reformation
52
chivalry
cathedral
Instructional Objectives:
knighthood
Medieval
6.1.8.B.1.b- Analyze the world in spatial terms, using historical maps to determine what let to the
exploration of new water and land routes.
6.1.8.C.1.b- Explain why individuals and societies trade, how trade functions and the role of trade during
this period.
6.1.8.D.1.b- Explain how interactions among African, European, and Native American groups began a
cultural transformation.
6.2.8.A.4.a- Analyze the role of religion and other means rulers used to unify and centrally govern
expanding territories with diverse populations.
6.2.8.A.4.b- Compare and contrast the Japanese and European systems of feudalism and the effectiveness
of each in promoting social, economic, and political order.
6.2.8.A.4.c-Determine the influence of medieval English legal and constitutional practices (i.e., the Magna
Carta, parliament, and the development of habeas corpus and an independent judiciary) on modern
democratic thought and institutions.
6.2.8.B.4.g- Explain why the strategic location and economic importance of Constantinople and the
Mediterranean Sea were a source of conflict between civilizations.
6.2.8.C.4.e- Determine the extent to which interaction between the Islamic world and medieval Europe
increased trade, enhanced technology innovation, and impacted scientific thought and the arts.
6.2.8.D.4.b- Analyze how religion both unified and divided people.
6.2.8.D.4.c- Analyze the role of religion and economics in shaping each empire's social hierarchy, and
evaluate the impact these hierarchical structures had on the lives of various groups of people.
6.2.8.D.4.d- Analyze the causes and outcomes of the Crusades from different perspectives, including the
perspectives of European political and religious leaders, the crusaders, Jews, Muslims, and traders.
6.2.8.D.4.e- Assess the demographic, economic, and religious impact of the plague on Europe.
6.2.8.D.4.f- Determine which events led to the rise and eventual decline of European feudalism.
Suggested Assessments:
Performance Tasks
• Compare the Magna Carta to the US Constitution Bill of Rights in a comparison essay
• Create a presentation on any aspect of Medieval life
• Diary entry for a monk
• Journal entries and diaries from a particular medieval person
• News article about Charlemagne
• Write a medieval recipe
Other Evidence:
• Quizzes
• Open-ended questions based on essential questions or primary source documents
• Unit Tests
• Benchmark Assessment at the end of the trimester
Curriculum Integration – Links to other content areas
Mathematics:
• Integrate the building of cathedrals
• Fibonacci sequence
Music:
• Explore the development of the bar line and Gregorian Chant
• Mention motet and madrigal.
Art:
• Build a castle
53
•
•
Create a coat of arms
Create a stained glass window
Long Term Projects/ Ideas for Research:
• Plan a medieval banquet
• Investigate religious orders
• Debate: Were the Crusades beneficial or detrimental?
• Develop a modern code of chivalry
Ideas for Differentiation
• Find articles on different reading levels for students to read and analyze.
• See Web quests in previous box
• Create an advertisement, song or poem to express the need to colonize in the Americas
Gifted and Talented:
• Research and prepare a poster or other graphic display showing how Columbus and his
legacy have been regarded over the centuries. Include information on when, how, and why
Columbus came to be honored in the United States as well as the controversy surrounding
the 500th anniversary of his voyage.
ELL:
• Vocabulary – pronounce and preview vocabulary – keep an individual vocabulary journal
with illustrations and examples
• Graphic organizers for note taking
Inclusion:
• Read aloud certain passages
• Use graphic organizers for note taking
• Encourage students to revisit text
Suggested Materials / Resources / Technology/ Literature:
Web Sites
• http://www.medieval-castle-siege-weapons.com/
• http://www.fordham.edu/halsall/Sbook.html
• http://www.castlesontheweb.com/search/Castle_Kids/
• http://www.fleurdelis.com/
• http://www.yourchildlearns.com/heraldry.htm
Textbooks:
• World History Ancient through Early Modern Times , McDougal Littell
Technology:
• United Video Streaming
54
Grade Seven
Units of Study
55
Grade 7
Unit 1
Exploration and European
Colonization of the Americas
56
Grade 7 unit 1
Unit Title: Exploration and European Colonization of the Americas
Duration: 2 weeks
6.1 U.S. History: America in the World
6.1.8.B.1.a; 6.1.8.B.1.b; 6.1.8.D.1a-b; 6.1.8.B.2.b; 6.1.8.C.2.a; 6.1.8.D.1.c
6.1.8.D.2.b
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
The United States is comprised of a nation of immigrants
Understandings:
Students will understand that:
• After humans populated the Americas, advanced civilizations and cultures developed.
• Between 1300 and 1500, Europe experienced major changes in social, political, and
economic life.
• Europeans’ motivation to make claims on the Americas
• The devastating effects of the Europeans’ arrival on the Native American peoples
• There were divisions between the European colonies
• Competition for the riches of the Americas led to tension and conflict among European
powers
• Native Americans’ lives were transformed as Spain grew rich from its new empire
• Slavery was introduced on a large scale to provide cheap labor for the colonies
Essential Questions:
• How did American, African, and European societies differ from one another before 1500?
• How did Europeans transform life in the Americas?
• Why were people motivated to immigrate to the New World?
• How does conflict build up over time?
• How does economics correlate with politics and society?
• What do you think could cause societies on different continents to be different from each
other?
• How does communication affect change among people?
Learning Vocabulary:
circumnavigate
ethnic
migration
colony
exploration
multicultural
discovery
famine
nomadic
economic
immigration
prejudice
emigrate
inquisition
sedentary societies
environment
indentured servants
Mesoamerica
NJCCCS:
6.1.8.B.1.a - Describe migration and settlement patterns of Native American groups, and explain
how these patterns affected interactions in different regions of the Western Hemisphere.
6.1.8.B.1.b -Analyze the world in spatial terms, using historical maps to determine what led to the
57
exploration of new water and land routes.
6.1.8.D.1a -Compare and contrast gender roles, religion, values, cultural practices, and political
systems of Native American groups.
6.1.8.D.1.b - Explain how interactions among African, European, and Native American groups
began a cultural transformation.
6.1.8.B.2.b -Compare and contrast how the search for natural resources resulted in conflict and
cooperation among European colonists and Native American groups in the New World.
6.1.8.C.2.a -Relate slavery and indentured servitude to Colonial labor systems.
6.1.8.D.1.c - Evaluate the impact of the Colombian Exchange on ecology, agriculture, and culture
from different perspectives.
6.1.8.D.2.b -Compare and contrast the voluntary and involuntary migratory experiences of
different groups of people, and explain why their experiences differed.
Learning Objectives:
• Explain the reasons for European exploration of the Americas.
• Describe the competition among European nations to explore the Americas
• Explain why, how, and where the French and Dutch established colonies in North America
• Explain how Spain organized its empire and colonies
• Describe the role of the Church in the Spanish colonies
• Identify the effects of the Columbian Exchange
• Define slavery and summarize how it developed in the Americas
• Describe the lives of enslaved people and how slavery led to racism
• Describe the social, political, and economic changes that occurred as modern Europe
emerged
• Explain how exploration and trade fueled European expansion during the 1400’s
Suggested Assessments:
Performance Tasks:
• Compare/contrast essay
• Short research tasks (see below)
• Keep a journal of an explorer or early settler
• Create maps and an annotated timeline of the voyages of the explorers and European
colonization
• Create an illustrated book describing life in the different regions of Africa (each group could
contribute a region)
• Write and present petitions to the Spanish king to force Spanish colonists to stop abusing
Native Americans in the colonies.
• Current events on modern exploration and discoveries
Other Evidence:
• Tests
• Quizzes
• Open-ended questions based on essential questions or primary source documents
• Benchmark Assessment at the end of the trimester
Curriculum Integration – Links to other content areas
Language Arts:
• Trade Book Rifka by Karen Hesse
• Write a fictional narrative account of a European who “lived” in the period 1300-1500.
• Write a report on the conditions in 1492 that finally caused the Spanish monarchs to accept
Columbus’ plan.
58
Math:
Map skills,
graphing
Science:
• The science behind the annihilation of native peoples from disease; navigation techniques of
the time; effects of the Columbian Exchange on the world nutrition and diet
Career:
• NASA
• Maritime
• Anthropologist
• Archaeologist
• Sociologist
Learning Activities
• Use map and directional skills to outline the voyages of the explorers
• Text analysis of primary documents from explorers and or early colonists like John Smith or
William Bradford
• Identify the voyages the explorers took and analyze the effects on world politics, economics,
and society
• Identify the areas claimed by European countries in the Americas (Spain, France, Great
Britain, the Netherlands, etc.) Examine the effects on present day North and South America
from these early colonizations
•
•
Long Term Projects / Ideas for Research:
• Web quests:
• http://asij.ac.jp/elementary/links/webquests/explorer/G5_expl-examples.htm
• http://library.thinkquest.org/C001692/
• Ideas for Research:
ƒ Compile a list of the most common causes of death for captives during the middle
passage. Describe the characteristics that would enable someone to survive such a
journey
ƒ Write petitions asking the Spanish king to force Spanish colonists to stop abusing
Native Americans in the colonies.
ƒ Create an explorer poster on one of the explorers including a biography, portrait, map
of the route followed and statement of achievements or first accomplished
ƒ Create a nonfiction picture book on the Inca conquest
Ideas for Differentiation:
• Find articles on different reading levels for students to read and analyze.
• See Web quests in previous box
• Create an advertisement, song or poem to express the need to colonize in the Americas
Gifted and Talented:
• Research and prepare a poster or other graphic display showing how Columbus and his
legacy have been regarded over the centuries. Include information on when, how, and why
Columbus came to be honored in the United States as well as the controversy surrounding
the 500th anniversary of his voyage.
ELL:
• Vocabulary – pronounce and preview vocabulary – keep an individual vocabulary journal
59
with illustrations and examples
• Graphic organizers for note taking
Inclusion:
• Read aloud certain passages
• Use graphic organizers for note taking
• Encourage students to revisit text
Suggested Materials / Resources / Technology/ Literature:
Textbook:
• McDougal Littell American History (Chapter 2)
• Joy Hakim, The First Americans
• Prentice Hall, American Nation
Websites:
• www.mariner.org
• www.classzone.com
Other Resources:
• CRAM Lessons 14, 15, 16, and 17
Videos:
• A & E Biography, “Christopher Columbus”
60
Grade 7
Unit 2
English Colonies
61
Grade 7 Unit 2
Unit Title: English Colonies
Duration: 7 weeks
NJCCCS:
6.1 U.S. History: America in the World
6.1.8.C.1.b; 6.1.8.D.1.b; 6.1.8.A.2.a-c; 6.1.8.B.2.a-b; 6.1.8.B.3.a
6.1.8.C.2.a-c; 6.1.8.D.2.a-b
6.2 World History/Global Studies
6.2.8.A.4.a
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
The experiences of the early Colonists shaped American culture.
Understandings:
Students will understand that:
• Of the three earliest English colonies, only Jamestown managed to survive
• English colonists settled New England, where they planted many political and religious
traditions
• New Southern colonies were settled by fortune-seekers, religious refugees, enslaved Africans
and the poor.
• Religious tolerance and ethnic diversity characterized the Middle Colonies
• Prosperity and religious diversity brought changes to Puritan New England
• In the Southern colonies, the need for cheap labor led to a dependence on slavery
• Rich farmland and a climate of tolerance helped the Middle Colonies prosper
• Settlers in the Backcountry developed their own regional traditions and culture.
• The United States is comprised of a nation of immigrants
• Natural resources, hard work, and innovation have shaped America to become a nation of
citizens who are willing to take personal risks in order to succeed
• The location you select to live in influences how you interact with the world
Essential Questions:
• How did the experience of the early colonists shape America’s political and social ideas?
• What factors allowed each colonial region to grow and prosper?
• How does conflict lead to change?
• How has European colonization affected 21st Century America?
• How does the place we live in affect how we live?
• What roles do politics, economics and social roots play in immigration?
• What would lead people to value self-government?
• What factors are critical to a community’s success?
• Are the challenges that colonists faced by settling a new place worth it?
Learning Vocabulary:
circumnavigate
famine
Puritan
colony
immigration
plantation
62
discovery
indentured servants
Quaker
economic
migration
stranger
emigrate
multicultural
saint
environment
Nomadic
textiles
ethnic
prejudice
convert
exploration
Protestant
impose
mercantilism
Headright
slaver
House of Burgesses
charter
backcountry
Royal colony
triangular trade
subsistence farming
Bacon’s Rebellion
Eliza Lucas
Stona Rebellion
NJCCCS:
6.1.8.C.1.b -Explain why individuals and societies trade, how trade functions, and the role of trade
during this period
6.1.8.D.1.b - Explain how interactions among African, European, and Native American groups
began a cultural transformation.
6.1.8.A.2.a - Determine the roles of religious freedom and participatory government in various
North American colonies.
6.1.8.A.2.b -Explain how and why early government structures developed, and determine the
impact of these early structures on the evolution of American politics and institutions.
6.1.8.A.2.c -Explain how race, gender, and status affected social, economic, and political
opportunities during Colonial times.
6.1.8.B.2.a -Determine factors that impacted emigration, settlement patterns, and regional
identities of the colonies.
6.1.8.B.2.b -Compare and contrast how the search for natural resources resulted in conflict and
cooperation among European colonists and Native American groups in the New World.
6.1.8.B.3.a - Assess how conflicts and alliances among European countries and Native American
groups impacted the expansion of the American colonies.
6.1.8.C.2.a -Relate slavery and indentured servitude to Colonial labor systems.
6.1.8.C.2.b -Explain the system of mercantilism and its impact on the economies of the colonies
and European countries.
6.1.8.C.2.c -Analyze the impact of triangular trade on multiple nations and groups.
6.1.8.D.2.a -Analyze the power struggle among European countries, and determine its impact on
people living in Europe and the Americas.
6.1.8.D.2.b Compare and contrast the voluntary and involuntary migratory experiences of different groups of
people, and explain why their experiences differed.
6.2.8.A.4.a -Analyze the role of religion and other means rulers used to unify and centrally govern
expanding territories with diverse populations.
Learning Objectives:
• Identify the first English colonies
• Describe the founding and growth of Jamestown
• Summarize the early history of the Middle Colonies
• Explain how the English seized the Middle Colonies and established control from New
England to the Southern Colonies
• Explain the effects of Atlantic trade on New England
• Analyze the causes of King Philip’s War
• Summarize the changes that took place in Puritan Society in the 1600’s
63
•
•
•
•
•
•
Describe the Plantation economy in the South
Analyze how the search for cheap labor led to slavery
Explain ways that African Americans resisted enslavement
Explain why the Middle Colonies were prosperous
Describe the role of African Americans in building cities
Summarize ways that ethnic diversity encouraged tolerance
Suggested Assessments:
Performance Tasks:
• Essays
o Compare/contrast three different colonial regions on: reasons for founding,
geography, climate, religion, and economy
o Compare/contrast martyrs like Mary Dyer to a modern day martyr
• Simulations for the formation of a colony
• Create a brochure promoting immigration to the Middle Colonies
• Create a newspaper Massachusetts Bay Colony
• Write editorials for a Colonial or British either supporting or opposing the Navigation Acts.
• Critique an article on early Colonization
• Text analysis of journal entries of Captain John Smith and Governor William Bradford; create
a brochure
• Write a letter from the perspective of an early colonist
• Writing home to England to express your experiences
• Write a letter to your governor expressing why you feel their should be freedom of
religion
• Write an essay comparing and contrasting the three colonial regions based on reasons for
founding, geography, society, and politics
• Create a graph showing the fluctuations in immigration and explain the findings
• Write a letter to a “pen pal” living in an English colony. Explain how some religious conflicts
important in the 1600’s were eventually resolved, which conflicts are still at issue today, and
current religious conflicts causing problems and possible solutions.
• Create a flow chart showing the development of the plantation system from the mid-1600’s
to the mid-1700’s
Other Evidence:
• Tests
• Quizzes
• Open-ended questions based on essential questions or primary source documents
• Benchmark Assessment at the end of the trimester
Long Term Projects/ Ideas for Research:
• Create your own colony
• Web quests
o www.tesd.k12.pa.us/vfms/shaughnessy/intro.htm
o http://coe.west.asu.edu/students/tbeckner/WebQuest/13colonies.html
Curriculum Integration – Links to other content areas:
Science:
• Climate patterns of the 3 colonial regions
64
Math:
•
•
Art:
Calculate the distance of the Mayflower voyage
Calculate the days it took and the miles per day they traveled
• Artwork analysis and critique
Technology:
• Web quests
• Power Point or I-Movie presentations
Language Arts:
• Create a colony magazine. Write magazine articles comparing and contrasting an aspect of
the single year existence of Popham Colony in Maine with the colonists’ first year at
Jamestown. Include visuals and any recent archaeological discoveries.
• Write an expository essay about Puritan rules and values, or a persuasive essay arguing
whether or not the Puritans should continue them.
• Research the conflicts that arose between the Puritan leaders of Massachusetts and Roger
Williams or Anne Hutchinson. Write a persuasive essay for or against banishing either one.
Career:
• Architecture
• State/Federal Parks
• City Planning
• Agriculture
• Maritime
Novels or Trade Books:
• Dear America: The Diary of Remember Patience Whipple by Kathryn Lasky
Learning Activities
• Explain why England wanted to establish colonies in North America
• Describe the experience of the settlers who founded the first permanent English colonies in
Jamestown and Plymouth.
• Compare/contrast life in the three sections of the thirteen English colonies (New England,
Middle, and Southern)
• Using Map skills – identify the Thirteen Colonies and triangular trade routes and draw
conclusions
• Describe the geography and climate of the New England, Middle, and Southern Colonies.
• Using Primary documents – read and analyze to understand religious persecution
• Compare/Contrast – three Colonial regions based on economics, society, individual rights,
and geography.
• Debate whether or not the New England colonists believe in freedom and democracy
• Write a newscast explaining the Mayflower Compact and the Fundamental Orders of
Congress
• Write letters to the King from the Carolina elite’s point of view
Ideas for Differentiation
G &T:
• Using a Venn Diagram, research and compare and contrast the Pilgrims and Puritans on
these points: preparations for the journey and colony, economic and social classes, arrival
and settlement in America. Present the diagrams to the class, discussing each point
• Compare industries past and present. Compare the economy of this time with New England’s
economy today. Use almanacs, encyclopedias, and the Internet to identify current products
65
made in New England.
• Create a graph illustrating the number of enslaved Africans compared to the rest of the
population
ELL:
• Vocabulary – preview and pronounce – have students keep a personal dictionary with
examples and illustrations
• Read aloud or shared reading of difficult text
• Graphic organizers to assist students with note taking
• Highlight and explain idioms encountered in the text
Inclusion:
• Audiotape passages
• Audiotape vocabulary
• Make flashcards
Other:
• Plan an expedition
• Write a descriptive paragraph
• Mock trials
• Simulations
Suggested Materials / Resources / Technology/ Literature:
Websites / Technology:
• http://curry.edschool.virginia.edu/socialstudies/projects/jvc/unit/webquests/what.html
• www.Mayflowerhistory.com
• http://www.pbs.org/wnet/colonialhouse/
• www.salemwitchtrials.org
• http://www.apva.org/ngex/index.html
• www.classzone.com
Videos:
• A & E Biography: “Pocahontas: Ambassador of the World”
• PBS Colonial House Video
• Video: Salem Witch Trials
• Video: Ben Franklin: Citizen of the World, A & E 2004
Textbooks:
• McDougal Littell American History (ch. 3-5)
• Joy Hakim, The Making of the Thirteen Colonies & From Colonies to Country
• Prentice Hall, American Nation
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Grade 7
Unit 3
American Revolution
67
Grade 7 Unit 3
Unit Title: American Revolution
Duration: 6 weeks
NJCCCS:
6.1 U.S. History: America in the World
6.1.8.C.1.a; 6.1.8.A.2.b; 6.1.8.D.2.a; 6.1.8.A.3.a; 6.1.8.B.3.c-d; 6.1.8.C.3.a-b
6.1.8.D.3.a-f; 6.1.8.A.4.a
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
Americans emerged from the Revolution as citizens of a unified nation that valued the ideal of
liberty
Understandings:
Students will understand:
• Events leading up to the American Revolution
• Identify the reasons why fighting broke out between France and England in North America.
• Describe how the colonists responded to British tax laws.
• Events and Resolution of the American Revolution
• The advantages and disadvantages both the British and Americans had throughout the
American Revolution
• How the Americans’ disadvantages caused them to become more effective and successful in
outcome of the American Revolution because they had the heart and passion to overcome
• Governments can change based on the needs of people, their society and their culture
• Our government was founded on the principles of fairness, equality, and respect for diversity
• Colonists saw British efforts to increase control over the colonies as violations of their rights
• Many colonists organized to oppose British policies
• The tension between Britain and the colonies led to the outbreak of the Revolutionary War
• As fighting continued, Americans decided to declare their independence from Britain
• The expansion of the war weakened the British by forcing them to spread their military
resources around the world
Essential Questions:
• What drove colonists to declare Independence from Great Britain?
• How does conflict build up over time?
• Why are natural rights essential to humanity?
• How does economics correlate with politics?
• Why do rules, laws, and government not always align with the common good? How can this
be changed?
• How was it possible that American Patriots gained their independence from the powerful
British Empire?
Learning Vocabulary:
apprentice
Liberty
patriot
arbitrary power
loyalists
provincial
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bayonet
frontier
Hessians
libel
abolish
boycott
siege
Mercenaries
Minutemen
musket
Natural Rights
Parliament
Sons of Liberty
pacifist
rebel
repeal
tax
treaty
tyrant
rendezvous
Second Continental
Congress
NJCCCS:
6.1.8.C.1.a - Evaluate the impact of science, religion, and technology innovations on European
exploration.
6.1.8.A.2.b - Explain how and why early government structures developed, and determine the
impact of these early structures on the evolution of American politics and institutions.
6.1.8.D.2.a - Analyze the power struggle among European countries, and determine its impact on
people living in Europe and the Americas.
6.1.8.A.3.a - Examine the ideals found in the Declaration of Independence, and assess the extent
to which they were fulfilled for women, African Americans, and Native Americans during this time
period.
6.1.8.B.3.c - Use maps and other geographic tools to evaluate the impact of geography on the
execution and outcome of the American Revolutionary War.
6.1.8.B.3.d -Explain why New Jersey's location played an integral role in the American Revolution.
6.1.8.C.3.a - Explain how taxes and government regulation can affect economic opportunities, and
assess the impact of these on relations between Britain and its North American colonies.
6.1.8.C.3.b - Summarize the effect of inflation and debt on the American people and the response
of state and national governments during this time.
6.1.8.D.3.a -Explain how the consequences of the Seven Years War, changes in British policies
toward American colonies, and responses by various groups and individuals in the North American
colonies led to the American Revolution.
6.1.8.D.3.b -Explain why the Declaration of Independence was written and how its key principles
evolved to become unifying ideas of American democracy.
6.1.8.D.3.c -Analyze the impact of George Washington as general of the American revolutionary
forces and as the first president of the United States.
6.1.8.D.3.d -Analyze how prominent individuals and other nations contributed to the causes,
execution, and outcomes of the American Revolution.
6.1.8.D.3.e -Examine the roles and perspectives of various socioeconomic groups (e.g., rural
farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native
Americans, and women during the American Revolution, and determine how these groups were
impacted by the war.
6.1.8.D.3.f -Analyze from multiple perspectives how the terms of the Treaty of Paris affected
United States relations with Native Americans and with European powers that had territories in
North America.
6.1.8.A.4.a -Explain the changes in America's relationships with other nations by analyzing
policies, treaties, tariffs, and agreements.
Suggested Assessments:
Performance Tasks:
• Essays: identify and argue which event leading up to the American Revolution led them to
war
69
Persuasive essay: Boston Tea Party – Patriotism or Vandalism?
Open-ended questions: evaluate how Revere and Sam Adams’s manipulation of the events
known as the Boston Massacre created more Whig support
• Open-ended questions based on essential questions or primary source documents
• Simulations of the Continental Congress
• Create advertisements for/against the Patriot cause
• Create a colonial newspaper
• Critique an article on the Sons of Liberty as Terrorists
• Analyze and create a political cartoon
• Text analysis the Declaration of Independence, journal writings of the Founding Fathers and
soldiers in the American Revolution
• Write a play that depicts and interprets any of the events of the American Revolution
• Compare and contrast the differences in purpose in scalping during the French and Indian
War between the Native Americans and Europeans
• Create graphs and maps on the divisions of the American populace: Whigs, Tories, and
those who are Undecided
• Create a map of Paul Revere’s Midnight Ride and write and informational essay
• Interview Johnny Tremain about the gathering of information on British activities
Other Evidence:
ƒ Tests
ƒ Quizzes
ƒ Open-ended questions based on essential questions or primary source documents
ƒ CRAM lessons, all include an integration of geography and written skills
ƒ Benchmark Assessment at the end of the trimester
Curriculum Integration – Links to other content areas
Language Arts:
• Johnny Tremain, Esther Forbes
• My Brother Sam is Dead, James Lincoln Collier and Christopher Collier
• Dear America: The Winter of Red Snow, Cristina Gregory
• Rip Van Winkle,
• Longfellow’s “The Midnight Ride of Paul Revere”
Art:
• Artwork Critiques of revolutionary scenes, Paul Revere’s engraving of the Boston Massacre
Music:
• Study the music of the American Revolution
Science:
• Study the issues and/or innovations with medicine during the American Revolution and how
that affected the battles.
Math:
• Analyze population figures and percentages to make a bar graph.
Career:
• American Revolution Re-enactor
• Museum Curator
• American Revolution Professor
• Leadership Skills
• Politician
• Battlefield Doctor
•
•
70
Military
Social Studies Teacher
Lawyer
Representative in Congress
Journalism
State/Federal Parks
Learning Activities:
• Create a newspaper typical of a day in the colony
• Create a pamphlet advertising the point of view of protesting colonists
• Reenactments of events
• Speech writing/Public Speaking – protesting British Taxes
• Analyze Primary documents – Thomas Paine’s Common Sense and The American Crisis,
Declaration of Independence
• Create a timeline indicating the events leading up to the American Revolution
• Create a Power Point presentation on Battles of the American Revolution
• Letter writing from the perspective of a colonist
• Map Skills: Battles of the American Revolution
• Create timelines of important events
Long Term Projects / Ideas for Research:
• Timeline projects for the events leading up to the American Revolution and the battles of the
American Revolution
• Research events leading up to the American Revolution and interpret the effects on the
American Revolution in a cause/effect essay.
• Multi-genre American Revolution Journal: Students evaluate the American Revolution battles
and creatively represent the information using different styles and genre
• Write and deliver a victory speech from the perspective of George Washington
• Write a nonfiction picture book explaining the events of the Revolutionary
War
• Write a class Constitution
Ideas for Differentiation:
Gifted and Talented:
• Write journal entries from either an observer or participant in the Boston Massacre. (this
activity can be adapted to many other events)
• Prepare a debate about whether the Boston Tea party was an act of patriotism or vandalism
• Research how each colony responded to the Intolerable Acts. Chart information and discuss
similarities and differences with the class.
• Prepare a news show on the Battle of Bunker Hill. Include interviews, reports on the
sequence of events, expert analysis, etc.
• Create a pie chart showing how the colonists’ loyalties were divided at the outbreak of the
Revolution.
• Create a map of battle sites. Summarize each battle and its impact
Inclusion:
• Create an illustration for Common Sense
• Create a revolutionary pamphlet
• Write a slogan encouraging citizens to enlist in Washington’s Army
•
•
•
•
•
•
71
ELL:
Individual vocabulary lists with graphic supports
Graphic organizers for note taking
Different Learning Modalities:
• Creating Artwork
• Creating Poems
• Debating Viewpoints of Patriot vs. Loyalist
• Create a media campaign
Suggested Materials / Resources / Technology/ Literature:
Websites:
• www.theamericanrevolution.org
• www.myrevolutionarywar.com
• www.earlyamerica.com
• http://www.bostonmassacre.net/
• http://www.constitutioncenter.org/
• http://www.history.com/minisites/saveourhistory/
• www.nara.gov
Historical Documents:
• Declaration of Independence
• Common Sense
• The American Crisis
• The History Channel, “The Founding Fathers”
• The History Channel, “The Revolution”
• The History Channel, “Save our History: Valley Forge”
Textbooks:
• We the People, Center of Civic Education
• From Colonies to Country, Joy Hakim
• American Nation, Prentice Hall
• American History, MdDougal Littell
Videos:
• Liberty! The American Revolution. PBS Video, 1997
• The Founding Fathers, History Channel, 2000.
• The Revolutionary War (1776-1783). GPN Educational Media, 2004.
•
•
72
Grade 7
Unit 4
Constitution and the Growth of a
Nation
73
Grade 7 Unit 4
Unit Title: Constitution and the Growth of a Nation
Duration: 7 weeks
NJCCCS:
6.1 U.S. History: America in the World
6.1.8.A.3.b-g; 6.1.8.B.3.b; 6.1.8.D.3.g
6.3 Active Citizenship in the 21St Century; 6.3.8.D.1
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
The Constitution embodies the purposes, values, and principles of the American Dream.
Understandings
Students will understand:
• The Articles of Confederation created a weak national government
• The Constitution created a new, stronger government that replaced the Confederation
• American liberties are protected by the U.S. Constitution and a Bill of Rights
• The Constitution is a flexible plan for governing the United States based on seven
democratic principles. The Preamble describes the purpose of the Constitution and Article
1 outlines the main role of the legislative branch
• Clear definition and a system of checks and balances help three branches of government
share power
• Twenty-seven amendments, including the Bill of Rights, protected individual rights, and
the common good.
• The Articles of Confederation
• The Ancient Roman and Enlightenment influences on American Democracy
• The Seven Principles of the Constitution
• The three branches of government
• The Amendment process to the Constitution
• The Bill of Rights
• The Amendments to the Constitution
Essential Questions
• How did Americans create a national government that respected
both the
independence of states and the rights of individuals?
• How has our 220-year-old Constitution remained a living document?
• How did the Constitution create a strong government with roots in history allowed for
change and met the needs of the people?
• What are the fundamental principles underlying the Constitution?
• What are the rights and responsibilities of citizens?
• How does the government established by the Constitution embody the
purposes,
values and principles of the American Dream?
• How can a government decision be based on a Constitution that does not explicitly state
the answer?
74
Why have the roles and responsibilities of U.S. citizens changed?
How have members of excluded segments of society (i.e. African-Americans and women)
used the elements of the Constitution to change laws that had excluded them from their
civil rights?
• How has the meaning of the Constitution change over time?
Learning Vocabulary:
amendment
excises
pioneer
anarchy
Executive Branch
preamble
Anti-Federalist
federalist
precedent
assemble
framers
radical
cabinet
founders
ratify/ ratification
chaos
inflation
republic
constitution
Judicial Branch
suffrage
capital
legislation
state of nature
Electoral College
Legislative Branch
township
Democratic
ordinance
veto
Republican
Parliament
pioneer
Articles of Confederation
checks and balances
levy
Constitutional Convention
NJCCCS:
6.1.8.A.3.b -Evaluate the effectiveness of the fundamental principles of the Constitution (i.e.,
consent of the governed, rule of law, federalism, limited government, separation of powers,
checks and balances, and individual rights) in establishing a federal government that allows for
growth and change over time.
6.1.8.A.3.c-Determine the role that compromise played in the creation and adoption of the
Constitution and Bill of Rights.
6.1.8.A.3.d-Compare and contrast the Articles of Confederation and the UNITED STATES
Constitution in terms of the decision-making powers of national government.
6.1.8.A.3.e-Determine why the Alien and Sedition Acts were enacted and whether they
undermined civil liberties.
6.1.8.A.3.f-Explain how political parties were formed and continue to be shaped by differing
perspectives regarding the role and power of federal government.
6.1.8.A.3.g-Evaluate the impact of the Constitution and Bill of Rights on current day issues.
6.1.8.B.3.b- Determine the extent to which the geography of the United States influenced the
debate on representation in Congress and federalism by examining the New Jersey and Virginia
plans.
6.1.8.D.3.g-Evaluate the extent to which the leadership and decisions of early administrations
of the national government met the goals established in the Preamble of the Constitution.
6.3.8.D.1 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.
Suggested Assessments:
Performance Tasks:
• Essays
• Justify needs for rules in society and the need for government, critique the Articles of
Confederation, debate the exclusion of women and African Americans from voting in the
Constitution; analyze the need for the Bill of Rights
•
•
75
Simulations of the Constitutional Convention, Congress and how a bill becomes a law
Create advertisements for the ratification of the Constitution (for and against)
Create a newscast that highlights an area of the legislative branch or process
Propose and pass an amendment to the Constitution
critique an article
work of literature or art: Signing of the Constitution
text analysis: Federalist Papers, Constitution, Bill of Rights
Create an editorial or opinion piece
mock trials
Mock elections
Analyze and Create a political Cartoon
Create graphs
Other Evidence:
• Open-ended questions based on essential questions or primary source documents
• Tests
• Quizzes
• Benchmark Assessment at the end of the trimester
Curriculum Integration – Links to other content areas:
Language Arts:
• Nothing But the Truth by Avi
• NJ State Bar Association: The Legal Eagle which analyzes and critiques current issues in
law
Math:
• Percentages of Citizens who vote in elections; needed for ratification of: Constitution,
amendments, treaties, impeachment
• Graphing
Geography:
• CRAM lessons: all include an integration of geography skills and reading comprehension
Career:
• Museum Curator
• Leadership Skills
• Politician
• Military
• Social Studies Teacher
• Lawyer
• Representative in Congress
• Journalism
• State/Federal Parks
Learning Activities:
• Create a new bill
• Write letter to a Congressional member or executive branch leader (i.e. President or
Governor)
• Student Government Day
• Analyze and interpret graphs
• The three parts of the Constitution
• How the Preamble defines the basic goals of the Constitution
• Describe:
•
•
•
•
•
•
•
•
•
•
•
•
76
the Articles of Confederation
The seven principles of the Constitution
how individual rights are protected by the Constitution
how a bill becomes a law
• Complete flow charts on how a bill becomes a law
• Cooperative learning
• Persuasive speaking/writing
• Describe the three branches of government and their responsibilities
• applying knowledge of the Constitution and the Amendments to real-life situations in
relation to current events as they appear and how the Constitution and the Amendments
affect students in school
• Formulate decisions on trials that are either in courts currently or historical trials
• Write a journal entry as a delegate to the Constitutional Convention
• Create a poster or political cartoon supporting or opposing the Constitution
• Create charts listing all of the Amendments and important information about each one
Long Term Projects / Ideas for Research:
• Research Project topics
o Voting rights
o civil rights
o freedoms guaranteed in the Bill of Rights
o Pledge of Allegiance
o Religion in the Schools
• Mock Congress or trials
• Rewrite the Constitution, Bill of Rights, Amendments
• Research and create a newscast that highlights an area of the legislative branch or
process
• Create visual presentations that demonstrate and explain the rights and responsibilities
of citizens in contemporary America
Ideas for Differentiation:
Gifted and Talented:
• Create a public service announcement
• Rewrite the Preamble in modern language
• Speech on one of the presidential roles – place yourself in that role and write and give a
speech
Inclusion:
• Rephrase text
• Write or tape record a summary of “Congressional Records”
ELL:
• Create illustrated vocabulary logs
• Introduce terms in context
• Rephrase text
Other Learning Modalities:
• Reading a chart
• Lawmaking Simulation
• Mock Trials
• Debates
• Current events
o
o
o
o
77
•
•
•
•
•
Conduct a survey
Write to a newspaper
Write an editorial
Political Cartoons
Illustrate the executive, legislative and judicial branches
Suggested Materials / Resources / Technology/ Literature:
Websites:
www.nara.gov
http://hti.osu.edu/opper/index.cfm~ Editorial cartoons
http://www.constitutioncenter.org
http://www.law.umkc.edu/faculty/projects/FTrials/ftrials.htm
Texts:
• We The People
• Joy Hakim, From Colonies to Country, New Nation, Liberty for All?
• Prentice Hall, American Nation
• World History Ancient Through Modern Times McDougal Littell
Videos:
• A More Perfect Union. Brigham Young University, 1989.
• Founding Fathers. History Channel, 2000
Primary Sources:
• Constitution
• Bill of Rights
• Newspapers
• Political Cartoons
• Supreme Court Decisions
• Gideon’s Trumpet (Gideon v. Cochran)
78
Grade 7
Unit 5
The Jacksonian Era and
Events Leading to the Civil War
79
Grade 7 Unit 5
Unit Title: The Jacksonian Era and Events Leading to the Civil War
Duration: 4 weeks
NJCCCS:
6.1 U.S. History: America in the World
6.1.8.A.4.b-c; 6.1.8.B.4.a-b; 6.1.8.C.3.c
6.2 World History/Global Studies
6.2.8.C.4.a-c
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
Our government embodies the principles of fairness, equality, and respect for diversity.
Understandings:
Students will understand that:
• Governments can change based on the needs of people, their society and their culture.
• The Constitution is a living document that helps in defining the roles and responsibilities of
government and of citizens.
• The past influences the present and future.
• Not all conflicts can be resolved peacefully.
• Where we live influences how we live.
Essential Questions:
• How do sectional differences impact society and sometimes lead to violent conflict?
• How do policies such as Indian Removal, Manifest Destiny, and Slavery conflict with the
U.S. Constitution and Revolutionary principles?
Learning Vocabulary:
annex
civil servants
compromise
capitalism
diplomacy
Jim Crow
manifest destiny
nullification
racism
secede
spirituals
spoils system
tariffs
NJCCCS:
6.1.8.A.4.b-Analyze how the concept of Manifest Destiny influenced the acquisition of land
through annexation, diplomacy, and war.
6.1.8.A.4.c- Assess the extent to which voting rights were expanded during the Jacksonian
period
6.1.8.B.4.a-Assess the impact of the Louisiana Purchase and western exploration on the
expansion and economic development of the United States.
6.1.8.B.4.b-Map territorial expansion and settlement, as well as the locations of conflicts with
and removal of Native Americans.
6.1.8.C.3.c-Evaluate the impact of the cotton gin and other innovations on the institution of
80
slavery and on the economic and political development of the country.
6.1.8.C.4.a-Analyze the debates involving the National Bank, uniform currency, and tariffs, and
determine the extent to which each of these economic tools met the economic challenges facing
the new nation.
6.1.8.C.4.b-Explain how major technological developments revolutionized land and water
transportation, as well as the economy, in New Jersey and nation.
6.1.8.C.4.c-Analyze how technological innovations affected the status and social class of
different groups of people, and explain the outcomes that resulted.
6.1.8.D.4.a -Analyze the push-pull factors that led to increases in immigration, and explain why
ethnic and cultural conflicts resulted.
6.2.8.C.4.a-Explain the interrelationships among improved agricultural production, population
growth, urbanization, and commercialization.
6.2.8.C.4.b-Analyze how trade, technology, the availability of natural resources, and contact
with other civilizations affected the development of empires in Eurasia and the Americas.
6.2.8.C.4.c-Explain how the development of new business practices and banking systems
impacted global trade and the development of a merchant class.
Suggested Assessments:
Performance Tasks:
• Picture prompts
• Create political Cartoons
• Analyze political cartoons
o National Bank
• Essays analyzing:
o Spoils System
o Tammany Hall
o Corrupt Politicians
• PowerPoint Presentation
• Posters/diagrams
• Map/graph making
o Missouri Compromise
o States that had slavery
o Population of states
• Poems/songs
• Make predictions about what will happen in the future
• Debates: Jackson Vs. John Quincy Adams
• Newspaper analysis: mudslinging; link current events with situations on mudslinging in
elections
• Mock Trials: Dred Scott Decision
Other Evidence:
• Open-ended questions based on essential questions or primary source documents
• Tests
• Quizzes
• Benchmark Assessment at the end of the trimester
Curriculum Integration – Links to other content areas:
Arts and Music:
• analyze spirituals
Science:
81
•
Math:
Starlab “Native American Skies”
graphing representatives by state and political party
Language Arts:
• Stage a Labor Movement Play
Career:
• Lawyer
• Civil War Reenactor
• Museum Curator
• Civil War Professor
• Leadership Skills
• Politician
• Battlefield Doctor
• Military
• Social Studies Teacher
• Lawyer
• Representative in Congress
Learning Activities:
• Map and date westward expansion
• Journal writing from perspective of plantation slave or relocated Native American
• Andrew Jackson vs. John Quincy Adams campaign – campaign posters, speeches, slogan,
muckraking, debates
• Mock debate – States’ rights and the Nullification Crisis
• Essay – Plantation Life (African Slave) vs. City Life (factory worker)
• Presentation – Missouri Compromise, Compromise of 1850
Long Term Projects/ Ideas for Research:
• Student Research and Presentation – Causes of the Civil War Missouri Compromise, KS/NE
Act, Dred Scott, Compromise of 1850
•
Ideas for Differentiation:
Gifted and Talented:
• Design a Utopian Community
ELL:
• Punctuation~ Dashes and parentheses
• Pronounce and Preview vocabulary
Inclusion:
• Building Vocabulary
• Draw a “Push/Pull” Cartoon
Other Modalities:
• Song writing and/or performing
• Build model plantation or tenement
• Political Cartoons
• Newspapers
• Creative journal writing
• Fictional allegories
• Literature circles
Suggested Materials / Resources / Technology/ Literature:
82
Textbooks:
McDougal Littell –Creating America
Prentice Hall – American Nation
War, Terrible War – Joy Hakim
Novels:
Across Five Aprils by Irene Hunt
Soldiers Heart
Websites:
Interact – Civil War Student Simulation
http://www.whitehouse.gov/history/presidents/aj7.html
http://www.albany.edu/~SISP11/html/civilcauses.html
Videos:
Andrew Jackson: A Man for the People A & E 1995
Trail of Tears: Cherokee Legacy, Rich-Heape Films 2006
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Grade 7
Unit 6
Civil War
84
Grade 7 Unit 6
Unit Title: Civil War 6 weeks
NJCCCS:
6.1 U.S. History: America in the World
6.1.8.D.4.b-c; 6.1.8.A.5.a-b; 6.1.8.B.5.a; 6.1.8.C.5.a-b; 6.1.8.D.5.a-d
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
Conflicts can divide a nation and its people.
Understandings:
Students will understand that:
• Rising anger over slavery increased tensions between the North and South and led to
violence.
• The formation of the antislavery Republican Party further divided the country.
• The election of Abe Lincoln as president in 1860 led seven Southern states to secede from
the Union.
• Army life and new technology brought unexpected hardships to millions of hardships to
millions of soldiers.
Essential Questions:
• What characteristics do you think great military leaders need to have?
• What are the everyday needs of a soldier serving in the Civil War?
• How can societies learn to be open to new or revolutionary ideas? How can those new
ideas apply to current conflicts?
• Why should you never underestimate a situation or adversary?
Learning Vocabulary:
bickering
popular sovereignty
Dred Scott v. Sandford
Harpers Ferry
Whig Party
Know-Nothing Party
Confederate States of America platform
secede
States’ rights
uprising
populous
border states
Confederacy
enlist
contractor
hygiene
plunder
emancipate
liberation
contraband
prolong
conscription
greenback
income tax
Writ of habeas corpus
inflation
dislodge
ratify
NJCCCS:
6.1.8.D.4.b-Explore efforts to reform education, women's rights, slavery, and other issues during
the Antebellum period.
6.1.8.D.4.c-Explain the growing resistance to slavery and New Jersey's role in the Underground
Railroad.
6.1.8.A.5.a-Explain how and why the Emancipation Proclamation and the Gettysburg Address
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continue to impact American life.
6.1.8.A.5.b-Compare and contrast the approaches of Congress and Presidents Lincoln and
Johnson toward the reconstruction of the South.
6.1.8.B.5.a-Determine the role of geography, natural resources, demographics, transportation,
and technology in the progress and outcome of the Civil War.
6.1.8.C.5.a-Assess the human and material costs of the Civil War in the North and South.
6.1.8.C.5.b-Analyze the economic impact of Reconstruction on the South from different
perspectives.
6.1.8.D.5.a-Prioritize the causes and events that led to the Civil War from different perspectives.
6.1.8.D.5.b-Analyze critical events and battles of the Civil War and determine how they
contributed to the final outcome of the war.
6.1.8.D.5.c-Examine the roles of women, African Americans, and Native Americans in the Civil
War.
6.1.8.D.5.d-Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United
States Constitution from multiple perspectives.
Suggested Assessments:
Performance Tasks:
• Essays
• Journal writing/Writing letters to home from the perspective of a Civil War soldier
• Civil War Simulations (Interact)
• Mock Trials
• Confederate Maps
• Analyzing Primary Sources
o Gettysburg Address
o Battle Maps
o Emancipation Proclamation
o Civil War Letters
o Newspapers
o Photographs
• Timelines
• Create uniforms
• Mock Elections
• Power Point Presentations
• Instructional Videos on the Civil War
• Debates on controversial issues
• Current Events on issues on like racism and discrimination
Other Evidence:
• Open-ended questions based on essential questions or primary source documents
• Tests
• Quizzes
• Benchmark Assessment at the end of the trimester
Curriculum Integration – Links to other content areas:
Arts and Music:
• Analyzing Artwork
• Analyzing Songs of the Era
Science:
• Medical Advances and Treatments
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•
•
Math:
Effects of new weapon technology
Effects of lack of medical treatments
Chart the Battle Events
Projectile Motion on Aiming Cannons
State Presentation and Voting Patterns
Geography:
• CRAM lessons: all include an integration of geography skills and reading comprehension
Career:
• Civil War Reenactor
• Museum Curator
• Civil War Professor
• Leadership Skills
• Politician
• Battlefield Doctor
• Military
• Social Studies Teacher
• Lawyer
• Representative in Congress
• Journalism
• State/Federal Parks
Learning Activities:
• group work
• read and analyze documents
• discussion
Long Term Projects/ Ideas for Research:
• Research Paper with possible topics
o People of the Civil War
o Role of the African American Soldiers
o Role of Women in the Civil War
o Medical Advances during the time of the Civil War
o Effects of Slavery on today’s world
o Battles of the Civil War
• Journal Compilation
Ideas for Differentiation:
Gifted and Talented:
• Literature Circles on Varied Novels
• Analysis of Civil War Documents and Primary Sources
• Analysis of Slave Spirituals
ELL:
• Explain idioms
• Pronounce and Preview Vocabulary
Inclusion:
• Analysis of Slave Spirituals
Ideas for Differentiation Continued:
• Offer varied types of projects. For example, write a song, draw a picture, etc.
• Highlight Descriptions of military life
•
•
•
87
Other Modalities:
• Write/create a newspaper
• Create an advertisement for joining the Union or Confederate Army
Suggested Materials / Resources / Technology/ Literature:
Textbooks:
• Prentice Hall – American Nation
• War, Terrible War – Joy Hakim
• McDougal Littell – American History
Novels:
• Across Five Aprils
• Soldier’s Heart
• Uncle Tom’s Cabin
• Bull Run
• A Boy’s War
• Red Badge of Courage
Websites:
www.AmericanCivilWar.com
www.famoustrials.com
http://www.civil-war.net/
http://www.gettysburgmuseum.com/
http://www.tredegar.org/
http://www.afroamcivilwar.org/
Videos:
• Glory
• Red Badge of Courage
• Class of ‘61
• Ken Burns’ Civil War Documentary
• Andersonville
• Bloody Antietam
• 10 Days that Rocked America (Antietam)
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Grade Eight
Units of Study
89
Grade 8
Unit 1a
Constitution and the Growth
Of a Nation
90
Grade 8 Unit 1a Transitional Unit
Unit Title: Constitution and the Growth of a Nation
Duration: 2-3 Weeks
NJCCCS:
6.1 U.S History: America in the World
6.1.8.A.3.b; 6.1.8.A.3.g; 6.1.8.A.1-2
6.3 Active Citizenship in the 21st Century
6.3.8.D.1
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
Our Constitution is a living document that embodies the purposes, values, and principles of the
American Dream.
Understandings
Students will understand:
• American liberties are protected by the U.S. Constitution and a Bill of Rights
• The Constitution is a flexible plan for governing the United States based on seven
democratic principles.
• Clear definition and a system of checks and balances help three branches of government
share power
• Twenty-seven amendments, including the Bill of Rights, protected individual rights, and the
common good.
• The Seven Principles of the Constitution
• The three branches of government
• The Amendment process to the Constitution
• The Bill of Rights
• The Amendments to the Constitution
Essential Questions:
• How has our 220-year-old Constitution remained a living document?
• What are the fundamental principles underlying the Constitution?
• What are the rights and responsibilities of citizens?
• How does the government established by the Constitution embody the purposes, values and
principles of the American Dream?
• How can a government decision be based on a Constitution that does not explicitly state the
answer?
• Why have the roles and responsibilities of U.S. citizens changed?
• How have members of excluded segments of society (i.e. African-Americans and women) used
the elements of the Constitution to change laws that had excluded them from their civil rights?
Learning Vocabulary:
amendment
electoral college
preamble
Executive Branch
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ratify/ratification
republic
democratic
Judicial Branch
checks and balances
republican
Legislation
constitution
cabinet
Legislative Branch
veto
impeachment
individual rights
ratify
NJCCCS:
6.1.8.A.3.b Evaluate the effectiveness of the fundamental principles of the Constitution (i.e.,
consent of the governed, rule of law, federalism, limited government, separation of powers, checks
and balances, and individual rights) in establishing a federal government that allows for growth and
change over time.
6.1.8.A.3.g- Evaluate the impact of the Constitution and the Bill of Rights on current day issues.
6.1.8.A.1- Deliberate on a public issue affecting an upcoming election, consider opposing
arguments, and develop a reasoned conclusion.
6.3.8.A.2- 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).
6.3.8.D.1- 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.
Suggested Assessments:
Performance Tasks:
• Essays
• Propose and pass an amendment to the Constitution
• Critique an article
• Create an editorial or opinion piece
• Analysis of primary/election process
• Mock trials
• Mock elections
• Analyze and Create a political Cartoon
• Create graphs
Other Evidence:
• Tests
• Open-ended questions based on essential questions or primary source documents
• Quizzes
• Benchmark Assessment at the end of the trimester
Curriculum Integration – Links to other content areas
Language Arts:
• NJ State Bar Association: The Legal Eagle which analyzes and critiques current issues in law
Math:
• Percentages of Citizens who vote in elections; needed for ratification of: Constitution,
amendments, treaties, impeachment
• Graphing
Learning Activities
• Simulate the election process
• Write an election speech
• Hold a presidential debate
• Write letter to the Editor on the Separation of Powers(American History pg. 18)
• Analyze and interpret charts
92
Create a poster depicting both a pictorial and written representation of the executive,
legislative, or judicial branch of government.
• Identify the Articles of Confederation
• Identify seven principles of the Constitution
• Explain how individual rights are protected by the Constitution
• How a bill becomes a law
• Complete flow charts on how a bill becomes a law
• Create a new bill
• State the three branches of government and their responsibilities
• Present situations and have students decide which branch of the government applies
• Applying knowledge of the Constitution and the Amendments to real-life situations in
relation to current events as they appear and how the Constitution and the Amendments
affect students in school
• Formulate decisions on trials that are either in courts currently or historical trials (mock trial)
• Create charts listing all of the Amendments and important information about each one
• Create visual presentations that demonstrate and explain the rights and responsibilities of
citizens in contemporary America
• Write an argument stating which goal of the Preamble you think is the most important and
why.
• Have students determine the name of their representative to the House. Write a letter or
email to the representative expressing their opinion on an issue.
Long Term Projects / Ideas for Research:
• Research Project topics
o Voting rights
o Election process (research candidates and the issues)
Ideas for Differentiation
Gifted and Talented:
• Create a public service announcement
• Rewrite the Preamble in modern language
• Speech on one of the presidential roles – place yourself in that role and write and give a
speech
Inclusion:
• Rephrase text (i.e. the Preamble)
• Write or tape record a summary of “Congressional Records”
ELL:
• Create illustrated vocabulary logs
• Introduce terms in context
• Rephrase text
Other Learning Modalities:
• Reading a chart
• Lawmaking Simulation
• Mock Trials
• Debates
• Current events
• Conduct a survey
• Write to a newspaper
• Write an editorial
•
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Political Cartoons
Illustrate the executive and judicial branches
Suggested Materials / Resources / Technology/ Literature:
Websites:
• www.nara.gov
• http://hti.osu.edu/opper/index.cfm~ Editorial cartoons
• http://www.constitutioncenter.org
• http://www.law.umkc.edu/faculty/projects/FTrials/ftrials.htm
Texts:
• We The People
• Joy Hakim, Liberty for All
• Prentice Hall, American Nation
• McDougal Littell, American History
Videos:
• A More Perfect Union. Brigham Young University, 1989.
• Founding Fathers. History Channel, 2000
Primary Sources:
• See teacher resources from McDougal Littell for primary sources
•
•
94
Grade 8
Unit 1
Reconstruction
95
Grade 8 Unit One
Unit Title: Reconstruction
Duration: 4 weeks
NJCCCS:
6.1 U.S. History: America in the World
6.1.8.A.5.b; 6.1.8.C.5.a-b; 6.1.8.D.5.d
6.3. Active Citizenship in the 21st Century
6.3.8.A.1; 6.3.8.B.1
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
The nation had to heal in order to move on after the Civil War.
Understandings:
Students will understand that:
• The past influences the future
• Societies are impacted by both internal and external factors
• Andrew Johnson and Congress had differing views of how to reconstruct the nation.
o These disagreements culminated in the impeachment of Andrew Johnson
• During the years of military Reconstruction, African-Americans enjoyed unprecedented
rights and freedoms.
• The election of 1877 effectively ended Reconstruction and ushered in an era of
segregation.
Essential Questions:
• How did a deeply divided nation move forward after the Civil War?
• How did the government try to solve key problems facing the nation after the Civil War?
• How did disagreements over Reconstruction lead to conflict in government and in the
South?
• What were the effects of Reconstruction?
• How did the United States’ and individual states’ governments use legal means to deny
rights to African-American citizens?
Learning Vocabulary:
impeachment
Jim Crow
retaliatory
reconstruction
radical republican
segregation
black codes
Scalawag
amnesty
civil rights
impeach
Freedmen’s school
sharecropping
lynch
plantation
depression
compromise
amendment
NJCCCS:
6.1.8.A.5.b- Compare and contrast the approaches of Congress and Presidents Lincoln and
Johnson toward the reconstruction of the South.
6.1.8.C.5.a- Assess the human and material costs of the Civil War in the North and South.
6.1.8.C.5.b- Analyze the economic impact of Reconstruction on the South from different
96
perspectives.
6.1.8.D.5.d- Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United
States Constitution from multiple perspectives.
6.3.8.A.1- Deliberate on a public issue affecting an upcoming election, consider opposing
arguments, and develop a reasoned conclusion.
6.3.8.B.1- Evaluate alternative land use proposals and make recommendations to the
appropriate governmental agency regarding the best course of action.
Suggested Assessments:
Performance Tasks:
• Analyze the following quote “The slave went free, stood a brief moment in the sun, and
went back to slavery again.” Write an essay explaining the quote.
• Write an essay analyzing the decision of Edmund Ross to vote against
conviction.
• Create editorial cartoons showing the conflict between Johnson and Congress.
• Journal entries as an African –American facing segregation
• Essay/Research- Pick whose plan was best: Washington or DuBois – write a persuasive
essay with your opinion
• What-if essay: What if Lincoln was never assassinated?
• Write a letter about rejoining the Union from the perspective of a journalist
visiting the South after the war
Other Evidence:
• Tests
• Quizzes
• Open-ended questions based on essential questions or primary source documents
• Benchmark Assessment at the end of the trimester
Curriculum Integration – Links to other content areas:
Language Arts:
• Read diary entries from historical figures or everyday Americans living through the time
period.
Mathematics :
• calculate 2/3 necessary to overturn a veto/impeach the president
Careers:
• Reporter
• Attorney
• Legislator
Learning Activities:
• Students will work in small groups to create a timeline to understand the sequence of
events that led to African Americans gaining full civil rights in the Untied States. Timelines
should have 12-15 events list.
• 13th, 14th, 15th Amendments - Explain the reasons for each of the Amendments
• Andrew Johnson’s Reconstruction Radical Republican Reconstruction- Evaluate the
strengths and weaknesses of each plan
• The impeachment process -Identify the steps of Reconstruction Evaluate the decision to
keep Andrew Johnson as President
• The Election of 1877 - Explain how Hayes’ election lead to the end of Reconstruction
• The rise of Jim Crow - Explain how Plessy v. Ferguson legalized segregation throughout
the nation.
97
Opinions of DuBois and Washington - Identify each man’s plan for equality Evaluate whose
plan was most effective
Long Term Projects / Ideas for Research:
• Conduct a trial for the end of Reconstruction
o Using chapters 8 and 9 of Reconstruction and Reform, conduct a trial to see who
should be the rightful owner of Davis Bend
• Write a series of diary entries as an African-American during the Reconstruction Era
• Make a “time capsule” of the Reconstruction Era. What things from our past should be
“buried” forever? Should they be forgotten or remembered?
Ideas for research:
• Impeachment of Andrew Johnson
• Famous Reconstruction legislators
• Jim Crow Laws
• Issues in the election of 1876
• Compare and contrast the settlement of the presidential election of 1876 with the election of
2000
Ideas for Differentiation:
G & T:
• Write an editorial about Voting Rights, taking a position on the 15th Amendment.
• Write an essay on political corruption. Compare and contrast with government today
ELL:
• Extended Vocabulary with illustrations
• Audio text with notes
Inclusion:
• Oral vocabulary
• Audio text
Other Modalities:
• Role-play
• journals/diaries
• Create a time capsule and support selections
• Hold a mock trial for Andrew Johnson
Suggested Materials / Resources / Technology/ Literature:
Websites:
• www.splcenter.org/teachingtolerance.html
• The White Minority: Pioneers for Racial Equality / Richard Stiller.
• www.Classzone.com
Primary sources:
• http://www.multied.com/documents/reconstruction.html
Textbooks:
• History of US: Reconstruction and Reform: chapters 1-10, 32-36
• American History, McDougal Littell
Videos:
• History Channel, “A Secret History” (KKK video)
•
98
Grade 8
Unit 2
Civil Rights Unit
99
Grade 8 Unit 2
Unit Title: Civil Rights Unit
Duration: 3-4 weeks
NJCCCS:
6.3 Active Citizenship in the 21st Century
6.3.8.A.1-3; 6.3.8.C.1; 6.3.8.D.1
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
Citizens can influence government if they choose to participate.
Understandings:
• Understand many factors and events contributed to the civil rights movement making the
statement that “change takes time” true
• Understand many people and groups helped to enact these changes
• Understand landmark legislation helps to end segregation and gives voting rights
Essential Questions
• What were the defining moments in the Civil Rights Movement?
• How much progress has the U.S. made since the founding of the Country?
Learning Vocabulary:
segregation
Brown vs. Board of Education
boycott
civil disobedience
separate but equal
non-violent protest
Jim Crow Laws
NAACP
Freedom Summer
strike
Malcolm X
civil rights
Plessy vs. Ferguson
sit-ins
SCLC
lynch
demonstrations
black codes
integrate
Montgomery bus boycott
grassroots
Civil Rights Act of 1964
Voting Rights Act
disenfranchised
NJCCCS:
6.3.8.A.1- Deliberate on a public issue affecting an upcoming election, consider opposing
arguments, and develop a reasoned conclusion.
6.3.8.A.2 – Participate in a real 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.)
6.3.8.B.3- Collaborate with international students to deliberate about and address issues of
gender equality, child mortality, or education.
6.3.8.C.1- Contact local officials and community members to obtain information about the local
school district or municipal budget and assess budget priorities.
6.3.8.D.1- Engage in simulated democratic processes (e.g., legislative hearings, judicial
proceedings, elections) to understand how conflicting points of view are addressed in democratic
100
society.
Suggested Assessments:
Performance Tasks:
• Write an essay explaining the most defining moment of the Civil Rights Movement
• Write an essay explaining why “Change takes time”
• Analyze Primary source documents
• Create an editorial or opinion piece
• Mock trials
• Mock elections
• Analyze and Create a political Cartoon
• Create graphs
Other Evidence:
• Tests
• Quizzes
• Open-ended questions based on essential questions or primary source documents
• Benchmark Assessment
Curriculum Integration – Links to other content areas:
Language Arts:
• Create a pamphlet advertising an event in support of a civil rights cause
• Strange Fruit-Billie Holliday
• Warriors Don’t Cry Melba Petillo Bates
• Analyze civil rights messages.
Math:
• Analyze charts on Eyes on the Prize
Careers:
• Lawyer
• Public defender
• Politician
Learning Activities:
• Conduct an interview as to which students will attend Central High School
• Write a journal-diary entry as one of the Little Rock Nine on the 1stday of school
• Essay- Most important person in the Civil Rights Movement
• Essay Choose a group to join and why you choose that group
• Analyze pictures and explain why that picture is worth a thousand words
• Complete cause and effect event grid
• Birmingham, Nashville, Montgomery and Little Rock - Identify key figures and events
• Threats and violence - White reaction
• Know principles of Civil Disobedience - When used, where used, consequences
• Legislation passes - Significance of the Civil Rights Act and the Voting Rights Act
• Create a presentation about the many groups involved - Methods to achieve goals and
divisions among the groups
• Discuss changing philosophy toward Black Power in the mid to late 60’s. Why? How?
Long Term Projects / Ideas for Research:
• Essay- Choose one individual and explain why that person is the most important person in
the Civil Rights Movement
• Research women who contributed to the movement and report out on their contributions
101
Montgomery bus boycott
Nashville sit-ins
Greensboro sit-ins
Plessy v. Ferguson
Brown v. BOE
Slaughterhouse cases
U.S. v. Cruikshank
U.S. v. Reese
Ideas for Differentiation:
ELL:
• Pronounce and preview vocabulary
• Create illustrated personal dictionaries
• Have students paraphrase key academic vocabulary after it is introduced
G & T:
• Create a community action plan for a boycott that did or might have taken place. (bus
boycott) Consider alternate means to manage without the boycotted item, strategies for
notifying citizens of services and supports available.
• Plan an event for a local or national cause.
• Evaluate the importance of Freedom Summer – write a script for a taped letter to a friend
about Freedom Summer. Tape the letter.
• Create a time line of events beginning with Birmingham Children’s March and ending with
the passage of the Voting Rights Act. Annotate key events.
• Create an argument for/against multicultural learning. Debate the issue.
Other Modalities:
• Skits
• Plays
• Acrostic poems
• Tic-tac-toe boards
• Cause effect chart
Inclusion:
• Create illustrated personal dictionaries
• Audio tapes
• Write a vocabulary paragraph using the terms taught.
Suggested Materials / Resources / Technology/ Literature:
Trade Books:
• Warriors Don’t Cry Melba Petillo Bates
• The Watsons Go to Birmingham Christopher Paul Curtis
• The Contender Robert Lipsyte
Videos:
• Eyes on the Prize video
• Children’s March video
• Teaching Tolerance video
• A & E Biography: Dr. Martin Luther King, JR.
Primary Sources:
• “I Have a Dream…” speech by Dr. Martin Luther King, Jr.
Textbooks:
• American History, McDougal Littell
•
•
•
•
•
•
•
•
102
Grade 8
Unit 3
Progressive Era
103
Grade 8 Unit 3
Unit Title: Progressive Era
Duration: 1-2 weeks
NJCCCS:
6.3. Active Citizenship in the 21st Century
6.3.8.A.1; 6.3.8.B.1; 6.3.8.D.1
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
An understanding of the historical foundations and underlying values and principles of
American democracy prepares us to make informed decisions as citizens.
Understandings:
• Governments can change based on the needs of people, their society and their culture
• Societies require rules, laws and government
• Our government was founded on the principles of fairness, equality and respect for
diversity
• The past influences the present and the future
• It is the responsibility of citizens to actively participate in government
Students will understand that:
• Progressives expanded democracy
• The press contributed to reform efforts
• Theodore Roosevelt tried to control trusts
• Women earned the right to vote in the Progressive Movement
• The temperance movement tried to outlaw alcohol
Essential Questions: look at clarification for essential questions
• What is government and what can it do?
• How have the basic values and principles of American democracy changed and in what
ways have they been preserved?
• Can the rights of American citizens ever cause conflict among them?
• Are there general lessons to be learned from history?
• What social problems were Americans facing during the Progressive Era?
• How did America’s leaders try to solve the social problems of the Progressive Era?
• How did women fight for the right to vote in America?
• How did the lives of women change after passage of the 19th amendment?
Learning Vocabulary:
progressivism
muckrakers
patronage
Sherman Antitrust Act
suffrage
direct primary
trust
monopoly
Sixteenth Amendment
Seventeenth Amendment
Federal Reserve Act
Clayton Anti-Trust Act
socialism
revenue
segregation
suffrage
104
NJCCCS:
6.3.8.A.1- Deliberate on a public issue affecting an upcoming election, consider opposing
arguments, and develop a reasoned conclusion.
6.3.8.A.3- Collaborate with international students to deliberate about and address issues of
gender equality, child mortality, or education.
6.3.8.B.1- Evaluate alternative land use proposals and make recommendations to the
appropriate governmental agency regarding the best course of action.
6.3.8.D.1- Engage in simulated democratic processes (e.g., legislative hearings, judicial
proceeding, elections) to understand how conflicting points of view are addressed in a democratic
society.
Suggested Assessments:
Performance Tasks:
• Interpret graphs and charts of the election of 1912
• Chart the description of the Progressive Era amendments
• KWL charts
Other Evidence:
• Tests
• Quizzes
• Open-ended questions based on essential questions or primary source documents es
• Benchmark Assessment at the end of the trimester
Curriculum Integration – Links to other content areas:
Language Arts:
• Muckraker biographies
• Read and interpret primary source documents from the time
o The Evolution of the Conservation Movement
o Excerpts from the Jungle by Upton Sinclair
Mathematics:
• Interpret graphs and charts
• Choose an occupation and find out the average wage for that occupation around 1900 and
the latest year available. Create a class bar chart that shows each occupation’s wages in
1900 and currently
Science:
• Research technologies that have changed how people do a specific household task such as
laundry or cooking in the 20th century. Create posters or pamphlets to illustrate how they
have changed the task. Discuss the pros and cons of each.
Learning Activities:
• Divide students into groups. Have each group pick three famous people from this period
and create a statement that reflects the views of the person. Have each group read its
statement aloud as others try to guess the identity of the speaker.
• Make campaign posters for Theodore Roosevelt
• Identify the goals of the Progressive movement
• Evaluate Roosevelt’s qualities as an activist president
• Summarize Roosevelt’s conservation policies
• Evaluate Taft’s progressive policies
• Compare using a Venn Diagram the policies of President Wilson compared to President
Taft
105
Create an editorial about a problem that needs to be addressed today
Research topics
Interpret how a third party candidate can influence an election
Identify the changes in the lives of women during the Progressive Era
Analyze the events that led to the passage of the Nineteenth Amendment
Long Term Projects / Ideas for Research:
• Biography in a bag: Students will be assigned one important person in the Progressive
Era. In a brown paper bag, they will put 3 important artifacts about their figure.
(Example: Susan B. Anthony’s ballot) After completing the artifacts, students will give a
short presentation introducing the person and explaining how each artifact is connected
with the person’s life.
• Treatment of the homeless and mentally ill
• Nelly Bly
• Roosevelt’s New Deal
• Issues of the muckrakers
Ideas for Differentiation:
ELL:
• Vocabulary – explain idioms and figures of speech
• Word wall activities
G & T:
• Muckraker reporting – choose a current social, economic, or political problem and write a
newspaper article about it in the style of a muckraker of the early 1900’s
• Tax pie charts – research current tax structure and create pie charts illustrating the
percentage of the state/federal budget that comes from each type of tax mentioned in the
Connect Economics and History feature
Classified ads – list jobs and ask students to think about the skills required for each one.
Choose one job and write a classified ad for it in the style of Those you would find in the
newspaper. Use the internet to research ads for these jobs from the early 20th century.
Compare the ads.
Inclusion:
• Illustrate vocabulary in a personal dictionary
• Word wall activities
• Use graphic organizers to focus on important details
Other Modalities:
• Role-play journals/diaries
• Create a time capsule and support selections
Suggested Materials / Resources / Technology/ Literature:
Websites:
• www.classzone.com
Trade Books:
• A Bully Father: Theodore Roosevelt’s Letters to his Children by Theodore Roosevelt
• American Journalists: Getting the Story by Donald Ritchie
• American History McDougall Littell
Primary Sources:
excerpts from The Jungle by Upton Sinclair
Technology:
• Use the LCD projector to display internet resources
•
•
•
•
•
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Grade 8
Unit 4
Becoming a World Power
1880-1917
107
Grade 8 Unit 4
Unit Title: Becoming a World Power 1880-1917
Duration: 2 weeks
NJCCCS:
6.3. Active Citizenship in the 21st Century
6.3.8.A.1; 6.3.8.B.1; 6.3.8.D.1
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
America grew to become a world power, and with that came global responsibility.
Understandings:
Students will understand that:
• The United States took its first step in becoming a world power by acquiring Alaska.
• The United States expanded its influence in China and in Latin America, and built the
Panama Canal.
• Economic and military interests, along with a feeling of cultural superiority, fuel U.S.
imperialist policies
• The United States seeks economic and political influence in Asia
Essential Questions:
• How did America’s growing power affect its relationship with other nations?
• How did the acquisition of the following serve America’s interests?
• Alaska, Cuba, Hawaii, Philippines,
• What was the motivation for the Panama Canal?
• How have American interests affected Latin America?
• How did President Roosevelt, Wilson, and Taft differ in their approach to Latin American
countries?
• What was America’s motivation for the Spanish-American War?
Learning Vocabulary:
Imperialism
Expansionism
Nationalism
Annexation
manifest destiny
yellow journalism
Platt Amendment
Missionary
Maine
Rough Riders
Anti-Imperialist League
Monroe Doctrine
Roosevelt Corollary
sphere of influence
open door
Boxer Rebellion
Malaria
NJCCCS
6.3.8.A.1- Deliberate on a public issue affecting an upcoming election, consider opposing
arguments, and develop a reasoned conclusion.
6.3.8.A.3- Collaborate with international students to deliberate about and address issues of
gender equality, child mortality, or education.
6.3.8.B.1- Evaluate alternative land use proposals and make recommendations to the
appropriate governmental agency regarding the best course of action.
6.3.8.D.1- Engage in simulated democratic processes (e.g., legislative hearings, judicial
108
proceeding, elections) to understand how conflicting points of view are addressed in a democratic
society.
Suggested Assessments:
Performance Tasks:
• Create a map of American expansion
• Write a paragraph how Manifest Destiny is related to the theme of American history
• Analyze Kipling’s “White Man’s Burden”
• Write an essay to explain Mahan’s work on the importance of sea power on history
• Write a yellow journalism article on the explosion of the Maine
• Create a map showing the manifest destiny of the United States
Other Evidence:
• Unit Tests
• Quizzes
• Open-ended questions based on essential questions or primary source documents
• Benchmark Assessment at the end of the trimester
Curriculum Integration – Links to other content areas:
Language Arts:
• Commodore Perry in the Land of the Shogun —The story of Perry’s remarkable journey to
Japan, addressing both economic and cultural issues
• Puerto Rico: America’s 51st state? By David J. Abodaher
• Dogsong by Gary Paulsen – A 14 year old prepares to leave the modern world to embrace
old ways
Science:
• Culebra Cut by Judith Head book about Panama Canal
• Into the Wild by Jon Krakauer –exploration of Alaska
• lock system in the Panama Canal
• prepare medical reports on malaria, yellow fever, or other common diseases in the Panama
Canal (description, causes, prevention, treatment, effects on the building of the canal and
people today
Careers:
• architect
• engineer
• historian
• history teacher
• translator
• Journalist
Learning Activities:
• Write an essay answering the question” When should you get involved in the affairs of
another country?”
Long Term Projects:
• Create a newspaper for the expansion era in American history. Included in the newspaper
should be editorials for or against American actions. Topics can include but are not
limited to:
o Panama Canal
109
o Spanish American War
o Annexation of Hawaii
o Purchase of Alaska
Ideas for Research:
• Was America justified to go to war?
• Major battles of the Spanish American War.
• Price of goods in the 1860 to compare with the purchase
price of Alaska
• Resources of the Hawaiian Islands
Ideas for Differentiation:
G & T:
• Boxer rebellion poster
• See medical reports from Science above
ELL:
• Illustrate and explain vocabulary
• Personal dictionaries
• Vocabulary in context with examples
• Word wall activities
• Explain idioms and other figurative language
• Explain key academic vocabulary
Inclusion:
• Classify vocabulary
• Audio versions of text
• Study guides
• Word wall activities
• Sequence charts
Other Modalities:
• Debate reasons for or against expansion
• Round Robin activity on the Star War movies
• Discuss who controls the empire and what its advantages are.
• Compare to the developing American empire.
• Analyze Mahan’s the Influence of Sea Power Upon History
Suggested Materials / Resources / Technology/ Literature:
Websites:
• www.classzone.com
Novels:
• Mahan’s Influence of Sea Power on History
Textbooks:
• McDougal Littell, American History
Primary source documents:
• NY World and Journal articles from the date of the Maine’s explosion
• McKinley’s speech declaring war
• Liliuokalani’s quote, “I had informed President Harrison…of the…assistance given by the
forces of the United States ship
Boston…through which…my government had been
overthrown. I had asked that justice should be done, and that the rights of my people should
be restored. President Harrison chose to set aside my statement and petition.”
110
Grade 8
Unit 5
World War I
111
Grade 8 Unit 5
Unit Title: World War I
Duration: 5 weeks
NJCCCS:
6.3. Active Citizenship in the 21st Century
6.3.8.A.1; 6.3.8.B.1; 6.3.8.D.1
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
WWI had a great impact on the US and Europe.
Understandings:
Students will understand that:
• The underlying causes of war in Europe include imperialism, nationalism, militarism and
entangling alliances
• New technology raises the death tolls
• At first the United States remained neutral, but in 1917 Americans join the Allies
• Central Powers v. Allies
• The war caused the Russian Revolution
• Wilson sets an idealistic plan for peace in the Fourteen Points
• The U.S. Senate rejects the Treaty of Versailles
Essential Questions:
• How did WWI impact America and transform Europe?
• Why is there political and social conflict?
• How did the nations of Europe attempt to avoid war?
• How did those attempts make war more likely?
• How did the war create disillusionment in the possibilities of technology?
• How did trench warfare differ from other types of warfare?
• How did the use of the submarine influence American involvement in the war?
• How did the Russian Revolution influence WWI? How did WWI influence the Russian
Revolution?
• How did the Fourteen Points influence the end of the war?
• Why did Congress reject the Treaty of Versailles?
Learning Vocabulary:
trench warfare
Zimmerman Note
central powers
neutrality
convoy system
u-boat
liberty bonds
Sedition Act
propaganda
Bolsheviks
imperialism
nationalism
militarism
allies
armistice
Fourteen Points
reparations
NJCCCS:
6.3.8.A.1- Deliberate on a public issue affecting an upcoming election, consider opposing
arguments, and develop a reasoned conclusion.
112
6.3.8.A.3- Collaborate with international students to deliberate about and address issues of
gender equality, child mortality, or education.
6.3.8.B.1- Evaluate alternative land use proposals and make recommendations to the
appropriate governmental agency regarding the best course of action.
6.3.8.D.1- Engage in simulated democratic processes (e.g., legislative hearings, judicial
proceeding, elections) to understand how conflicting points of view are addressed in a democratic
society.
Suggested Assessments:
Performance Tasks:
• Diary entries as a WWI soldier living in trenches
• Essay – “Who is to blame for WWI?”
• Chart 4 main causes of WWI
• Chart each countries involvement in WWI
• Compare Contrast Essay- What Germans expected (14 point plan) to what they got
(treaty of Versailles)
Other Evidence:
• Unit Tests
• Quizzes
• Open-ended questions based on essential questions or primary source document
• Benchmark Assessment at the end of the trimester
Curriculum Integration – Links to other content areas:
Language Arts:
• Animal Farm by George Orwell – Russian Revolution
• Working Women’s Journal – research and create five journal entries of a working woman
before and after the war. Include the job, pay, working conditions, effects on the family,
what made the woman keep or lose her job after the war.
Science:
• Create a war technology catalog
Math:
• Graphing skills – size of Armies in 1914
• Analyze the Great Migration
Art/Music:
• Listen to songs by George M. Cohan, analyze the songs and discuss how
they reflected the time. Compare with songs of today.
• Analysis of WWI posters
• Design a combat medal
• Analyze music of WWI
Career:
• Reporter
• Military
• Pilot
• Merchant Marine
Learning Activities:
• Create a map of Allied and Central Powers
• List and explain the causes of WWI
• Identify how Franz-Ferdinand’s death led to the outbreak of war in Europe
• Explain the rules for sinking ships and their influence on American attitudes towards
113
Germany
• Empathize with the life of a WWI soldier
• Identify the aspects the Fourteen Points
• Justify the reason for the Fourteen Points
• Explain Russian withdrawal from the Great War
• Identify each nation’s goals at Versailles
• Explain how Versailles led to WWII
Long Term Projects / Ideas for Research:
• Create a classroom timeline of major events in WWI. Individual students will be asked to
summarize an individual event for the time line.
• Debate the Fourteen Points
• Students will research the attitudes of the French, American, Germany, British and Italian
governments at the end of World War I. Using their research and the Fourteen Points
students will divide up and assume the role of one of the major powers in World War I.
Each side will debate what they “want” at Versailles.
Ideas for Differentiation:
G & T:
• Research different attitudes that African Americans had toward serving in World War I.
Include both sides of the issue.
• Obtain primary source material relating to a soldier or soldiers who fought on the Western
Front. Use the resources to write a summary of daily life on the Western Front. Share the
findings with the class.
• Revise the Treaty of Versailles to try to avoid its negative effects.
ELL:
• Study guides
• Vocabulary – illustrations/examples
• Word wall activities
• Audio versions of text
• Support key academic vocabulary with explanations and examples
• Point out cognates
Inclusion:
• Study guides
• Vocabulary – illustrations/examples
• Word wall activities
• Audio versions of text
Other Modalities:
• Letter, chart, or acrostic poem to President Wilson that supported going to war or
remaining neutral
• Ideas for G & T, Have students write a 14 point plan of today
• Ideas for inclusion students, relate events of WWI to a
neighborhood snowball fight.
Suggested Materials / Resources / Technology/ Literature:
Novels/trade books:
• All Quiet on the Western Front
Primary Sources:
• Wilson’s Fourteen Points
• Lusitania Warning
114
Textbooks:
• McDougal Littell, American History
Other sources:
• Trenches on the Web. www.worldwar1.org
• www.classzone.com
115
Grade 8
Unit 6
Depression and War
116
Grade 8 Unit 6
Unit Title: Depression and War
Duration: 4 weeks
6.3. Active Citizenship in the 21st Century
6.3.8.A.1; 6.3.8.B.1; 6.3.8.D.1
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
The Depression changed the way of life for Americans for many years.
Understandings:
Students will understand that:
• There are varying perspectives on the meaning of historical events.
• Societies require rules, laws and government.
• Governments can change based on the needs of people, their society and their culture.
• Citizens can influence government in many ways if they choose to participate.
• Supply and demand is a basic economic principle in a capitalist society.
• The rise of the standard of living in the United States is determined by a variety of
factors.
• Tax dollars are used by local, state, and national governments to provide goods and
services.
• Regional geographic differences can result in social, economic and political differences.
Essential Questions:
• How did the government react to the crisis of the Great Depression?
• What is government and what can it do?
• Why do rules, laws and government not always preserve individual rights and the
common good? What can be done about it?
• Are there general lessons to be learned from history?
• What causes societies to change over time?
• Why is there political and social conflict?
• How is price determined?
• How much can business be regulated in a democratic government?
• What are the potential limits of technology?
Learning Vocabulary
stocks
internment
anti-Semitism
supply and demand
Rosie the Riveter
neutrality
volunteerism
Black Thursday
fascism
dictator
Hooverville
New Deal
Nazi
economic depression
speculation
credit
NJCCCS:
6.3.8.A.1- Deliberate on a public issue affecting an upcoming election, consider opposing
arguments, and develop a reasoned conclusion.
117
6.3.8.A.3- Collaborate with international students to deliberate about and address issues of
gender equality, child mortality, or education.
6.3.8.B.1- Evaluate alternative land use proposals and make recommendations to the
appropriate governmental agency regarding the best course of action.
6.3.8.D.1- Engage in simulated democratic processes (e.g., legislative hearings, judicial
proceeding, elections) to understand how conflicting points of view are addressed in a
democratic society.
Suggested Assessments:
Performance Tasks:
• Simulate the stock market crash
• Simulate a fireside chat endorsing one of the New Deal programs
• Write an editorial in support or against one of the New Deal programs
• Create an “alphabet” book for the New Deal programs
• Conduct an interview with a woman or African American impacted by the outbreak of the
war.
• Create a travel brochure of important World War II battle sites.
• Create a poster warning Americans of the rise of dictators.
• Write a cause effect essay about the impacts of the Depression
• Write a persuasive essay about who had the strongest effect on the American System
of Government – Hoover or FDR
• Write a persuasive essay about the most important achievement in the New Deal
Other Evidence:
• Tests
• Quizzes
• Open-ended questions based on essential questions or primary source documents
• Benchmark Assessment at the end of the trimester
Curriculum Integration – Links to other content areas
Language Arts:
• Grapes of Wrath by John Steinbeck
• Diary of Anne Frank
• Write a short story based on Tenement Flats by Millard Sheets
Mathematics :
• Reading and creating graphs (New Deal, Depression and war casualties)
• Calculate the magnitude of stock losses
• Evaluate Social Security – less it the pros and cons and decide whether or not it should
continue
Science:
• Construct a model dam
• Research a local environmental project and prepare a report about the project. Use
visual aids to present the project.
Art:
• Illustrate daily life during the Depression
• Analyze art produced during the period
Music:
• Analyze music of the period
Career:
• Stock Market trader/analyst
118
• Military career
• Sociologist
• Farmer
Learning Activities
• Chart the government social programs during the New Deal and their accomplishments
• Chart and compare Hoover and FDR’s responses to economic problems
• Read various graphs of the economic problems during the Depression
• Explain supply and demand and how it lead to the Stock Market Crash
• Create a map of how the Dust Bowl created migration in America
• Write a diary explaining how Americans adjusted to the hard times of the
• Depression
• Chart how the Depression and the New Deal affected the following groups:
° Women
° African Americans
° Mexican Americans
° Native Americans
° Unions
• Compare America’s reaction to the Depression to that of Italy, the USSR and Germany.
• Explain why nations in Europe looked towards dictators to solve their problems
• Explain how war preparation was used to solve Germany’s economic problem
• Create a map of the major battles of World War II and explain their economic and
military importance.
• Explain how World War II expanded opportunities for African Americans and women on
the home front.
• Justify or condemn the Internment of Japanese Americans during the war
• Chart the human and economic costs of the war.
Long Term Projects/ Ideas for Research:
• Identify New Deal social programs that exist today and how they have changed.
Ideas for Differentiation:
G & T:
• Write and deliver a Fireside Chat about a current problem
• Research the AmericCorps Program and summarize the program with its services
• Design a New Deal Program web page
• Create a collage about Eleanor Roosevelt
ELL:
• Study guides
• Vocabulary – illustrations/examples
• Word wall activities
• Audio versions of text
• Support key academic vocabulary with explanations and examples
• Point out cognates
Inclusion:
• Study guides
• Vocabulary – illustrations/examples
• Word wall activities
• Audio versions of text
119
Other Modalities:
• Re-enact radio interviews of the time period
• Role-play
• journals/diaries
Suggested Materials / Resources / Technology/ Literature:
Websites:
• www.classzone.com
Primary sources:
• Depression figures on unemployment
• stock prices
• see teacher resources in McDougal Littell for other primary sources
Textbooks:
• McDougal Littell, American history
Novels:
• The Great Crash, 1929 John K. Galbraith
• Diary of Anne Frank
Videos:
• Grapes of Wrath
Technology:
• FDR’s fireside chats
120
Grade 8
Unit 7
Holocaust/Genocide
121
Grade 8 Unit 7
Unit Title: Holocaust / Genocide
Duration:
NJCCCS:
6.3. Active Citizenship in the 21st Century
6.3.8.A.1; 6.3.8.B.1; 6.3.8.D.1
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
To present future genocides we must understand and learn from the past.
Understandings:
• Governments can change based on the needs of people, their society and their culture.
• The earth is a global community where the actions of one country can affect lives in other
countries.
• The U.S. view of global issues and challenges may not be the same as views held by other
countries and cultures.
• Genocides have occurred throughout world history
Essential Questions:
• What social, political, and economic opportunities and problems arise when cultures
interact?
• How do we affirm individual and group identities and at the same time learn to respect and
appreciate the identities of others?
• How can future genocides be prevented.
Learning Vocabulary:
genocide
holocaust
“undesirables”
prejudice
Nazism
concentration camp
anti-Semitism
NJCCCS:
6.3.8.A.1- Deliberate on a public issue affecting an upcoming election, consider opposing
arguments, and develop a reasoned conclusion.
6.3.8.A.3- Collaborate with international students to deliberate about and address issues of
gender equality, child mortality, or education.
6.3.8.B.1- Evaluate alternative land use proposals and make recommendations to the
appropriate governmental agency regarding the best course of action.
6.3.8.D.1- Engage in simulated democratic processes (e.g., legislative hearings, judicial
proceeding, elections) to understand how conflicting points of view are addressed in a democratic
society.
Suggested Assessments:
Performance Tasks:
• 36 questions from the Simon Wiesenthal Center
• www.jewishvirtuallibrary.org
122
Write a letter to President Roosevelt urging him to support an anti-lynching
law.
• Students will write stories how the stories of the Holocaust affected them.
• Identify where prejudice reduction can be used in America today.
• Persuasive essays
• Journal entries
• Create timelines of genocides/holocaust
• Cause and effect essays
Other Evidence:
• Tests
• Quizzes
• Open-ended questions based on essential questions or primary source documents
• Benchmark Assessment at the end of the trimester
Curriculum Integration – Links to other content areas:
Language Arts:
Trade Books/ articles
• The Wave by Todd Strasser
• “Strange Fruit” by Billy Holliday
• The Hangman by Maurice Ogden
• “No one left” by Martin Niemoller
Mathematics :
• Create a graph of the displacement of the Jewish populations
Science:
• Research technological advances during this time and their impact on people
Art/Music:
• Analyze music and art of Holocaust survivors
Careers:
• Historian
• Social Worker
Learning Activities:
• Create a timeline of the Holocaust
• Chart the victims of the Holocaust
• Read biographies of children who survived the Holocaust
• Create maps of pre and post WWII Europe
• Complete Holocaust questionnaire
Long Term Projects / Ideas for Research:
• Research on one of the twentieth century genocides
• Rwanda
• Darfur
• Armenia
• Pol Pot and the Khmer Rouge
• Create a “gallery walk” about one of the above
• Analyze genocides over time – propose ideas about how to make people aware
Ideas for Differentiation:
G & T:
• Write a persuasive speech giving your opinion about whether war criminals should/should
not be held responsible for crimes committed as a
soldier in wartime.
•
123
ELL:
Study guides
Vocabulary – illustrations/examples
Word wall activities
Audio versions of text
Support key academic vocabulary with explanations and examples
Point out cognates
Inclusion:
• Study guides
• Vocabulary – illustrations/examples
• Word wall activities
• Audio versions of text
Other Modalities:
• Role-play
• journals/diaries
Suggested Materials / Resources / Technology/ Literature:
Websites:
• www.splcenter.org/teachingtolerance.html
Novels:
• The White Minority: Pioneers for Racial Equality / Richard Stiller.
• Diary of Anne Frank
Primary sources:
• Accounts of Holocaust survivors
• See Holocaust Handbook
Textbooks:
• McDougal Littell American History
Videos:
• The Wave
Other:
• Holocaust Handbook
•
•
•
•
•
•
124
Grade 8
Unit 8
Cold War
125
Grade 8 Unit 8
Unit Title: Cold War
NJCCCS
6.3. Active Citizenship in the 21st Century
6.3.8.A.1; 6.3.8.B.1; 6.3.8.D.1
Common Core Standards:
Reading History
RH1; RH2; RH3; RH4; RH5; RH6; RH7; RH8; RH9; RH10
Writing History
WH1-10*
*In each unit, teacher will decide on a focus writing standard*
Big Idea:
Economic growth and the Cold War caused many changes in American society
Understandings:
Students will understand that:
• There are varying perspectives on the meaning of historical events
• Historians establish justifiable timelines to connect significant events.
• Societies require rules, laws and government
• Citizens can influence government in many ways if they choose to participate
• Our government was grounded on the principles of fairness, equality and respect for
diversity
• It is the responsibility of citizens to actively participate in government; otherwise, the
country is run by a few for the few.
• Protecting the common good may require sacrificing individual rights.
• Nations interact with each other through trade, treaties and use of force
• The past influences the present and the future
• Societies are impacted by both internal and external factors
• Individuals have the power to make positive changes in society
• The rise of the standard of living in the United States is determined by a variety of factors.
• The Cold War and the Korean War produced a wave of anticommunist sentiment
Essential Questions:
• How did the Cold War and domestic changes in the postwar years affect the nation?
• Whose point of view matters?
• How are present events related to past events?
• What is government and what can it do?
• How have the basic values and principles of American democracy changed and in what
ways have they been preserved?
• Can the rights of American citizens ever cause conflict among them?
• What is the formal and informal relationship of the United States to other nations?
• Are there general lessons to be learned from history?
• What causes societies to change over time?
• How have technology and changing demographics impacted 21st century societies?
• How much can business be regulated in democratic government?
• Why is the United States economically prosperous?
• Are there limits to government activity in the economy?
Learning Vocabulary:
126
fair deal
Cold War
Truman Doctrine
containment
McCarthyism
NATO
38th Parallel
H-bomb
space race
Korean War
French Indochina
Berlin Airlift
Domino Theory
communism
Cuban Missile Crisis
Bay of Pigs Invasion
Vietcong
Ho Chi Minh
Berlin Wall
Sputnik
NASA
NJCCCS:
6.3.8.A.1- Deliberate on a public issue affecting an upcoming election, consider opposing
arguments, and develop a reasoned conclusion.
6.3.8.A.3- Collaborate with international students to deliberate about and address issues of
gender equality, child mortality, or education.
6.3.8.B.1- Evaluate alternative land use proposals and make recommendations to the
appropriate governmental agency regarding the best course of action.
6.3.8.D.1- Engage in simulated democratic processes (e.g., legislative hearings, judicial
proceeding, elections) to understand how conflicting points of view are addressed in a democratic
society.
Suggested Assessments:
Performance Tasks:
• Create an advertising campaign for new products in the 1950’s.
• Write a letter from a parent to his/her child explain how “evil” rock and roll is.
• Perform a mock trial of a person accused of being a communist.
• Hold a debate on the merits of entering a war in Vietnam
• Write a newspaper article analyzing the surprise launch of Sputnik
• Essay - How did the Cold War and domestic changes in the postwar years affect the
nation?
• Create a chart on median income and consumer price index.
• Create a timeline showing the effects of the arms race
• Write and deliver a television commentary on the rights and responsibilities of
Americans
• Compare the issues of 1950’s with the issues of today
Other Evidence:
• Tests
• Quizzes
• Open-ended questions based on essential questions or primary source documents
• Benchmark Assessment at the end of the trimester
Curriculum Integration – Links to other content areas:
Language Arts:
• The Crucible – compare to the McCarthy cases
Science:
• Space race – science and technology
• Atomic weapons – fission and fusion
Art:
• Create an advertising campaign for the new “American Dream” life in the suburbs in the
1950’s
• Create a visual plan for a livable city
Music:
127
• Analyze protest music of the 1960’s
• Trace the roots of modern rock and roll music from the Blues through the 50’s until
Math:
today.
•
•
Graph and analyze Inflation
Analyze election returns
•
•
•
•
Advertising
Television executive
Economist
Consumer Activist
Careers:
Learning Activities:
Long Term Projects/ Ideas for Research:
• Compare/Contrast chart of Truman’s policy of containment to Eisenhower’s policy of
brinkmanship
• Compare arms race of 1950’s to economic competition of nations today
• Chart reasons to move to the Sunbelt in the 1950’s.
• Chart causes of the Berlin Airlift and relate to Truman’s containment policy
• Analyze political cartoon on the arms race between the United States and the USSR
• Use map to identify NATO and the Soviet Bloc
• Create timeline of events in the Cold War
Ideas for Differentiation:
ELL:
• Study guides
• Vocabulary – illustrations/examples
• Word wall activities
• Audio versions of text
• Support key academic vocabulary with explanations and examples
• Point out cognates
Inclusion:
• Study guides
• Vocabulary – illustrations/examples
• Word wall activities
• Audio versions of text
Other Modalities:
• Create your own protest music
• Role play a communist/McCarthy
• Create a television commercial for a new product during the 1950’s
Suggested Materials / Resources / Technology/ Literature:
Websites:
• www.coldwar.com
• www.historylearningsite.co.uk/coldwar.htm
Primary sources::
• Various speeches from Eisenhower and Kennedy including but not
to Kennedy’s Berlin Wall speech
• Allen, Raymond, "Communists Should Not Teach in American Colleges"
128
Communist Control Act of 1954 - excerpts from text
Textbooks:
• McDougal Littell, American History
Novels:
• Ellison, Ralph, Invisible Man
• Harper Lee ,To Kill a Mockingbird,
•
129
Appendix
130
New Jersey Core
Curriculum
Content Standards
(NJCCCS 2009)
131
Classroom Application Document from the NJ DOE
http://www.state.nj.us/education/cccs/cad/6/ss_cad_6_3_gr5_8.doc
Standard 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be
By the end
active, informed citizens who value diversity and promote cultural understanding by working collaboratively
of Grade 8
to address the challenges that are inherent in living in an interconnected world.
Strand A. Civics, Government, and Human Rights
Essential Questions
Enduring Understandings
How do citizens, civic ideals, and
Active citizens exercise their rights and responsibilities by participating in democratic
government institutions interact to
processes.
balance the needs of individuals and the
common good?
Content and Cumulative Progress
Classroom Applications
Indicators (CPIs)
Instructional Guidance
Content
To assist in meeting this CPI, students may:
Listening open-mindedly to views
contrary to one’s own
•
Create a blog or voice thread about a controversial issue that is of concern.
Invite people to post their ideas and facilitate a discussion of opposing views.
Understanding democratic values and
processes
•
Review previous state or local public questions using an organizer to record
important information about the types of projects, the purpose of each, cost and
if approved.
Critically analyzing media to assess
different viewpoints and detect bias,
opinion, and stereotypes
•
Examine special interest websites, news articles, and videos to determine the
various stakeholders’ perspectives or interview representatives from special
interest groups to gain firsthand knowledge about their perspectives.
Recognizing that the actions or
inactions of individuals, groups, and
nations can have intended and
unintended consequences
•
Select a public question that was approved in a previous election. Evaluate the
effectiveness of the program by determining if it met its goals. Analyze the
impact that it had on the people and /or local community by reading relevant
data, news articles, and interviewing representatives from special interest
groups.
CPI
6.3.8.A.1
Deliberate on a public issue affecting an
upcoming election, consider opposing
arguments, and develop a reasoned
conclusion.
Sample Assessments
To show evidence of meeting this CPI, students may complete the following
assessment:
Investigate the most important and relevant issues in an upcoming campaign and
decide upon an issue that you would like to debate. If there is a question on the ballot,
become familiar with the process by which questions are added to the ballot. Work in
groups to collect relevant data, interview stakeholders, and conduct surveys to gain an
understanding of both sides of the issue. Research similar issues to determine the
historical implications of their acceptance or rejection.
Develop a strategic plan as a group in preparation to debate the selected public issue
and assign individual tasks. Construct oral and written arguments based on evidence
and develop support materials. Prepare questions for the opposition. The debate may
be televised on a local cable channel.
Resources
• State of New Jersey Division of Elections provides links to New Jersey State
Public Questions.
• Ballotpedia is a free, collaborative, online encyclopedia about elections, ballot
measures and access, petitions and ballot law, recalls, school and local ballot
measures, and state legislatures. Note that this site is a wiki which means anyone
can post information.
132
•
Content
Understanding democratic values and
processes
Issue Guide Exchange is a free, online resource for people to learn about and
discuss issues related to community action projects.
Instructional Guidance
To assist in meeting this CPI, students may:
•
Investigate the procedures for developing a legislative proposal.
Listening open-mindedly to views
contrary to one’s own
Critically analyzing media to assess
different viewpoints and detect bias,
opinion, and stereotypes
Recognizing that the actions or
inactions of individuals, groups, and
nations can have intended and
unintended consequences
CPI
6.3.8.A.2
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).
Sample Assessments
To show evidence of meeting this CPI, students may complete the following
assessment:
Participate in a simulated hearing about a gun ownership proposal in a local
community. Contact a member of the appropriate legislative group to discuss the
proposal (either in person or via Skype) and ask for feedback. Visit Our Courts for
guidance on this topic.
Resources
• New Jersey Legislature provides information about the New Jersey Legislative
branch and past and present bills and committees. Students can view live
proceedings at this site.
Content
Instructional Guidance
To assist in meeting this CPI, students may:
Listening open-mindedly to views
contrary to one’s own
•
Gather background information about the topic of gender equality, child mortality
or education and investigate various points of view, including those found in
different cultures.
•
Determine the degree to which these topics may be culturally sensitive prior to
online communication.
Recognizing the value of cultural
diversity, as well as the potential for
misunderstanding
•
Participate in a school-based blog about a controversial educational issue as a
means to develop effective communication skills and consensus building
strategies.
CPI
Resources
• International Debate Education Association (IDEA) develops, organizes and
promotes debate and debate-related activities in communities throughout the
world.
• SEEdebate is an online current events discussion site. Students ranging from
grades 5 - 12 participate in engaging online discussion with their peers
surrounding diverse news articles from around the world.
• Deliberating in Democracy enables students to discuss important topics with other
students from places such as Azerbaijan, Czech Republic, Estonia, Lithuania,
Republic of Macedonia, Romania, Russia, Serbia and Ukraine.
• Voices of Youth is a free, collaborative space where students can explore and
discuss issues related to human rights and social change.
Recognizing the causes and effects of
prejudice on individuals, groups, and
society
6.3.8.A.3
Collaborate with international students
to deliberate about and address issues of
gender equality, child mortality, or
education.
133
•
Taking it Global provides an online community for youth interested in global
issues and making positive change.
134
Classroom Application Document from the NJ DOE
http://www.state.nj.us/education/cccs/cad/6/ss_cad_6_3_gr5_8.doc
Standard 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be
By the end
active, informed citizens who value diversity and promote cultural understanding by working collaboratively
of Grade 8
to address the challenges that are inherent in living in an interconnected world.
Strand B. Geography, People, and the Environment
Essential Questions
Enduring Understandings
How do physical geography, human
Active citizens recognize the consequences of human interactions with environment
geography, and the human environment and take actions to promote positive outcomes.
interact to influence or determine the
development of cultures, societies, and
nations?
Content and Cumulative Progress
Indicators (CPIs)
Content
Understanding democratic values and
processes
Making informed and reasoned
decisions
Recognizing that the actions or
inactions of individuals, groups, and
nations can have intended and
unintended consequences
Listening open-mindedly to views
contrary one’s own
CPI
6.3.8.B.1
Evaluate alternative land use proposals
and make recommendations to the
appropriate governmental agency
regarding the best course of action.
Classroom Applications
Instructional Guidance
To assist in meeting this CPI, students may:
•
•
Research the historical significance of eminent domain and analyze relevant
issues. Consider varying perspectives and conflicting points when conducting
research before making any conclusions.
Debate the validity and effectiveness of past eminent domain decisions.
•
Read blogs written about land use issues in New Jersey and determine to what
degree the information is factual and /or biased.
•
Contact a community official from a place that recently resolved a land use issue.
Determine the impact of the decision that was made.
•
Green Acres provides stories about who did /did not benefit from the program.
Sample Assessments
To show evidence of meeting this CPI, students may complete the following
assessment:
Investigate a relevant land use issue that you think could be resolved. Conduct
research: gather data, interview stakeholders, contact experts, and survey people to
gain an understanding of the issue from multiple perspectives. Make
recommendations for an alternative land use plan and submit to the appropriate
legislative office for consideration and feedback.
Resources
• Public Lands: Preserve or Develop was created by National Geographic Society.
• Bill of Rights Lesson Plan links to recent Supreme Court cases regarding land
use.
135
Standard 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be
By the end
active, informed citizens who value diversity and promote cultural understanding by working collaboratively
of Grade 8
to address the challenges that are inherent in living in an interconnected world.
Strand C. Economics, Innovation, and Technology
Essential Questions
Enduring Understandings
How can individuals, groups, and
Active Citizens make informed and reasoned economic decisions and accept
societies apply economic reasoning to
responsibility for the consequences of their actions and/or inactions.
make difficult choices about scarce
resources? What are the possible
consequences of these decisions for
individuals, groups, and societies?
Content and Cumulative Progress
Indicators (CPIs)
Content
Classroom Applications
Instructional Guidance
To assist in meeting this CPI, students may:
Understanding democratic values and
processes
•
CPI
Sample Assessments
To show evidence of meeting this CPI, students may complete the following
assessment:
6.3.8.C.1
Contact local officials and community
members to obtain information about
the local school district or municipal
budget and assess budget priorities.
Read local blogs and recent articles in the media to gain an understanding about
various viewpoints regarding budget priorities.
Interview local officials and community members about the most important issues
related to an upcoming budget vote. Work in small groups to create a public service
announcement to inform community members. Submit video to the local television
station for broadcasting.
Resources
• Ad Council provides examples of public service announcements.
• PSA Production Process provides steps for creating a Public Service
Announcement.
136
Classroom Application Document from the NJ DOE
http://www.state.nj.us/education/cccs/cad/6/ss_cad_6_3_gr5_8.doc
Standard 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be
By the end
active, informed citizens who value diversity and promote cultural understanding by working collaboratively
of Grade 8
to address the challenges that are inherent in living in an interconnected world.
Strand D. History, Culture, and Perspectives
Essential Questions
Enduring Understandings
How can the study of multiple
Active citizens respect different viewpoints and take actions that result in a more just
perspectives, beliefs systems, and
and equitable society.
cultures provide a context for
understanding and challenging public
actions and decisions in a diverse and
interdependent world?
Content and Cumulative Progress
Indicators (CPIs)
Content
Classroom Applications
Instructional Guidance
To assist in meeting this CPI, students may:
Understanding democratic values and
processes
•
Investigate the procedures that are commonly followed in a legislative hearing,
judicial proceeding or election.
Listening open-mindedly to views
contrary to one’s own
•
Research the candidates’ platforms in an upcoming election.
•
Attend a debate between candidates running for a position in your local
community (school board position, community official, etc).
•
Listen to Capitol Hearings that provides live audio feeds of congressional
hearings.
CPI
6.3.8.D.1
Engage in democratic processes (e.g.,
legislative hearings, judicial
proceedings, elections) to understand
how conflicting points of view are
addressed in a democratic society.
Sample Assessments
To show evidence of meeting this CPI, students may complete the following
assessment:
Participate in a simulated congressional hearing following the format provided by the
“We the People” program (see Resources). Work in cooperative teams and present
statements before a panel of community representatives and respond to their
questions.
Resources
• Legislators in the Classroom: Teaching Democracy Appreciation
A Legislative Appropriations Committee Simulation was created by the National
Council of State Legislatures.
• The National Center for Civic Action includes information about conducting
simulated congressional hearings, videos and handouts.
• We the People: the Citizen and the Constitution provides information about
conducting hearings in the classroom or as part of the NJ state competition.
• C-Span in the Classroom
137
Suggested Sequence of Study
Grade 6
September
(3 weeks)
October
4.5 weeks
November
3 weeks
December
3 weeks
Mesopotamia
(3 weeks)
Egypt
(4 weeks)
January
4 weeks
Unit
Unit
Unit
Geography
Tools
(2 weeks)
Early Human Societies
(3 weeks)
Early
Agriculture
(2 weeks)
Begin Asian
Civilizations
February
3.5 weeks
March*
4 weeks
April*
3 weeks
May**
3 weeks
(3-4 weeks)
June
2 weeks
Unit
Cont. Asian
Civilizations
Greece (4 weeks)
Rome (4 Weeks)
Islam (2 weeks)
Medieval and Renaissance
Europe (4 weeks)
138
Suggested Sequence of Study
Grade 7
Unit
September
(3 weeks)
Exploration
and
European
Colonization
of America
(2-3 weeks)
October
November
4.5 weeks
3 weeks
English Colonies
(7 weeks)
Unit
Unit
Unit
February
March*
April*
3.5 weeks
4 weeks
3 weeks
Constitution cont.
Jacksonian Era and Events
Leading to Civil War
(4 weeks)
December
3 weeks
January
4 weeks
American Revolution
(6 weeks)
Constitution
(7 weeks)
May**
June
3 weeks
2 weeks
Civil War
(5-6 weeks)
* depending upon when Spring Break falls
** State testing
139
Suggested Sequence of Study
Grade 8 Transition 2008-2009
Unit
September
(3 weeks)
Government
Overview
(3 weeks)
November
3 weeks
December
3 weeks
January
4 weeks
Civil War (4
weeks)
Reconstruction (4 weeks)
Unit
Unit
February
3.5 weeks
World Power (23 weeks)
Unit
October
4.5 weeks
March*
April*
4 weeks
3 weeks
World War I (5 weeks)
Civil Rights (4 weeks)
Progressive (23 weeks)
May**
June
3 weeks
2 weeks
Depression / WW II (4 weeks)
Holocaust / Genocide 2-3 weeks
Cold War to Modern Times (3 – 4
weeks)
* depending upon when Spring Break falls
** State testing
140
Suggested Sequence of Study
Grade 8
Unit
Unit
Unit
Unit
Unit
September
(3 weeks)
Government
Overview
(3 weeks)
October
4.5 weeks
November
3 weeks
Reconstruction (4
weeks)
Civil Rights (4 weeks)
February
March*
3.5 weeks
4 weeks
World War I (5 weeks)
April*
3 weeks
Depression / WW II (4 weeks)
* depending upon when Spring Break falls
** State testing
141
December
3 weeks
January
4 weeks
Progressive
(2-3 weeks)
World Power (2-3 weeks)
May**
June
3 weeks
2 weeks
Holocaust /
Genocide 2-3
weeks
Cold War to Modern Times
(3 – 4 weeks)
Assessment and Evaluation
The goals of assessment and evaluation are:
•
•
To determine whether and to what extent students have learned the specific
knowledge or skills for each unit of study
To diagnose students’ strengths and weaknesses, and plan appropriate
instruction.
Assessment should include:
• Multiple forms to allow student to demonstrate their understanding in various
ways
• Performance tasks that call for students to demonstrate their understanding and
apply knowledge and skills
• Clear criteria and performance standards (rubrics) for teacher, peer, and selfevaluation
• A variety of resources. The textbook is only one resource among many.
Assessments might include:
Informal Assessments:
•
•
•
•
Checklists
Oral communication
Group work
Class participation
•
•
•
•
•
•
•
•
•
Debate
TV shows or commercials
Role-play
Simulation
Mock Trial
Create a newspaper
Editorial cartoon analysis
Create an editorial or opinion
page
Create an editorial cartoon
Letters from historical points
of view
Interviews with historical
figures
Research papers
ƒ
ƒ
ƒ
ƒ
Pre-assessments
Chapter Quizzes
Chapter Tests
Unit Tests
•
•
•
•
•
•
Anecdotal records
Conferencing
Observations
Performance Assessments:
•
•
•
•
•
•
•
•
•
•
Formal Assessments
ƒ
ƒ
ƒ
ƒ
142
Create a culture / symbolic
representations
Compare / contrasts
Interpretations/analysis of
oral histories
Postcards from time/places
Create your own constitution
Invent and design something
Travel journal
Simulate a press conference
Essays
Journal writing
Homework Assessments
Online Quizzes
Open-ended Responses
Portfolios
ƒ
3 District Benchmark
Assessments
143
The Social Studies Classroom
1. A social studies classroom environment is one that is collaborative
and interactive
2. Students follow the values of a democratic society such as respect,
equality, free speech, consideration for others, and majority rule.
3. Encouraged in the classroom are discussion, and the promotion of
respect for the viewpoints of all members of the class.
4. A major goal of the class is to form good citizens of the class, school,
community, country and the world.
5. Students should gain an understanding of the past, present, and
future.
6. Teaching should focus on the Standards as outlined by the State of
New Jersey (2009 NJCCCS)
7. Purposeful activities should take the place of memorization and
recitation of facts, expanding knowledge that goes beyond superficial
understanding.
8. A wide range of instructional tools should be utilized daily. These
tools may include, but are not limited to: textbooks, periodicals,
timelines, internet, media, primary and secondary sources.
144
Social Studies
Resources
1. Research tools for social studies (middle school – McDougal Littell)
http://www.classzone.com/books/research_guide/page_build.cfm?content=history
&state=none
2. PowerPoints on different topics in social studies
http://www.pppst.com/ancienthistory.html
3. Articles, E-Mail and Web Links about History
http://www.middleweb.com/CurrSocStud.html
4. Field trip ideas
http://liberty.state.nj.us/education/njpep//classroom/field_trip/monmouth.html
5. Classroom resources
http://liberty.state.nj.us/education/njpep//classroom/classroom_resources/socstds
_multimedia.html
6. United Nations Global teaching and learning project
http://www.un.org/Pubs/CyberSchoolBus/
7. United Nations http://www.un.org/english/
8. The History Channel Homepage http://www.history.com/index.jsp
9. NJDOE Classroom resources
http://liberty.state.nj.us/education/njpep//classroom/classroom_resources/ss_stan
dards_resources_Gr5_8.html
10. Current event strategies http://www.educationworld.com/a_curr/strategy/strategy017.shtml
11. Today in History resources: http://www.educationworld.com/a_lesson/lesson121.shtml
12. Adding literature to content:
http://www.educationworld.com/a_curr/voice/voice136.shtml
13. History Center: http://www.education-world.com/history/
14. Content Reading:
http://www.literacymatters.org/content/readandwrite/reading.htm
http://www.literacymatters.org/content/socialstudies.htm
15. Graphic Organizers for Social Studies Content Reading (revisit)
http://www.readingquest.org/strat/
16. The Presidential Timeline:
http://www.presidentialtimeline.org/html/educators/educators.php
17. PBS http://www.pbs.org/teachers/
18. Federal Resources http://free.ed.gov/subjects.cfm?subject_id=178
19. Educational Resources in Social Studies http://www.cln.org/subjects/socials.html
20. Social Studies Resources for secondary educators
http://712educators.about.com/od/socialstudies/Social_Studies.htm
21. Museums
http://www.sitesforteachers.com/resources_sharp/socialstudies.html#Museums
22. Editorial Cartoons http://hti.osu.edu/opper/index.cfm
23. Homework Spot http://www.homeworkspot.com/middle/socialstudies/
145
24. Virtual Middle School Library http://www.sldirectory.com/teachf/socsci.html
25. Picture History http://www.picturehistory.com/
26. New York Times Learning Network http://www.nytimes.com/learning/
27. Lessons using Venn Diagrams in LAL and Social Studies
http://www.readwritethink.org/student_mat/student_material.asp?id=6
28. History on the Web http://www.historycentral.com/
29. National Constitution Center http://www.constitutioncenter.org/
30. Save Our History (History Channel)
http://www.history.com/minisites/saveourhistory/
31. PBS Colonial House http://www.pbs.org/wnet/colonialhouse/index.html
32. Holocaust Memorial Museum (also in #20 – museums on the web)
http://www.ushmm.org/
33. Mayflower History – primary sources, etc.
http://www.mayflowerhistory.com/index.php
34. Humanities on the web – units and lesson plans http://edsitement.neh.gov/
35. National Archives http://www.archives.gov/
36. CIA World Fact Book https://www.cia.gov/library/publications/the-worldfactbook/index.html
37. Jamestown Web Quests http://aldertrootes.wcpss.net/Internet/jamestown.html ;
http://oncampus.richmond.edu/academics/education/projects/webquests/voyage/;
38. Teacher First Web Quests http://www.teachersfirst.com/webquest.htm
39. Teacher First Resources for all content/grades
http://www.teachersfirst.com/matrix.cfm
40. Revolutionary War http://library.thinkquest.org/TQ0312848/links.htm
41. American Politics http://hills.ccsf.cc.ca.us/~esltech/Lessons/Internet/politics.html
42. Constitution Day http://www.constitutionday.com/
43. Constitution Day http://www.archives.gov/education/lessons/constitution-day/
44. Constitution Day http://www.educationworld.com/a_lesson/lesson/lesson347.shtml
45. Constitution Day
http://www.billofrightsinstitute.org/Instructional/Resources/ConstitutionDay/
46. Constitution Day
http://www.kde.state.ky.us/KDE/Instructional+Resources/High+School/Social+Stu
dies/Constitution+Day.htm
47. Constitution Day
http://score.rims.k12.ca.us/score_lessons/special_events/constitution_day/
48. Constitution Day http://www.archives.gov/national-archivesexperience/charters/constitution/constitution-day.html
49. General resources for social studies http://www.cln.org/subjects/socials_inst.html
146