Download Course: United States History I (1763-1877)

“Lost time is never found again”
- Benjamin Franklin
Grade 8 Social Studies
Ms. Cordeiro
Room 212
Welcome to eighth grade Social Studies. Your eighth grade career here at Henry Lord
will go by incredibly quickly, so it is very important to remain on task and focused in your
studies. This is a crucial year in your academic life as you will be selecting which high school
you plan to attend next year.
You are invited to be an active participant as we are preparing to embark on the exciting
process of discovering the history of the world around us. We will begin our study with a review
of geography concepts learned in sixth grade and ancient world concepts learned in seventh
grade. Our daily goals will include developing our critical reading and writing skills as well as
applying our newly gained knowledge.
Again, welcome and I look forward to working with each and every one of you this year.
If you have any questions please feel free to contact me through our school voice mail at (508)
675-8208. Thank You in advance for your help and cooperation.
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Materials needed (everyday): a binder, four dividers, a pen or pencil, agenda
 4 dividers-vocabulary, handouts, notes, reference
sheets
Classroom behavior/Policies:
A. Students will arrive to class on time and ready to learn.
B. Students will conduct themselves in a respectful manner at all times.
C. Students will raise their hands and wait to be called upon.
D. Every student has the right to learn, inappropriate behavior is
unacceptable.
E. Students who are absent for any length of time are responsible for
missed work. If a test/ quiz is missed a student must make it up within
one week of returning to school. It is the students' responsibility to
make arrangements to make up missed work and to hand in
completed work in a timely manner.
Grading Policy:
A. Test/Project
Tests count for 35% of a student's term grade. They will be given at the end of each unit. Tests
will be in the form of any of the following; multiple choice, short answer, true or false, and fill in
the blank. Projects will also be given to students as either group or individual.
B. Quiz/open response
Quizzes count for 25% of a student's term grade. Quizzes can be given randomly as a pop quiz,
as a take home, or students will be notified ahead of time. If I feel assignments are not being
completed by students I will spontaneously count an assignment as a quiz. Open responses will
also count as 25% of a student’s term grade. Students are provided a rubric with their open
response which is based on a 4,3,2,1,0. Open responses consist of students writing a response to
a specific prompt. Open responses are great practice for MCAS. Students will have a chance to
redo their open response and correct their mistakes in order to increase their grade.
C. Homework
Homework counts for 10% of a student's term grade. Homework will be given 3-4 nights a week.
Homework is based on the days lesson. Students are graded on effort 2,1,0. I will not accept
homework later than a week old, unless a student is absent.
D. Binder
Binders count as 15% of a student's term grade. Binders may be checked twice a term, once at
midterm and once at the end of the term. Binder grades are based on a rubric provided to students
at the beginning of the year. Binders must be divided into four sections; handouts, reference,
notes, and vocabulary.
E. Participation/Classwork
Participation and classwork combined count as 15% of a student's term grade. This grade is based
on attendance. A student can not receive credit for the day if they are absent from class. Students
must participate in class and complete their classwork for the day to receive full credit. Behavior
also plays a major role in their participation/classwork grade.
Parent/ Guardian signature_______________________________________
Student signature_______________________________________________
A. EXPECTATIONS/POLICIES:
1. MS. CORDEIRO’S CLEAR EXPECTATIONS:
 Students will arrive to class on time prepared to begin; which means everyday students
will have their agenda book, their binder, and a writing utensil.
 Students will enter the classroom quietly and respectfully.
 Students will sit in their assigned seats, place needed materials on their desks, write their
homework in their agenda, and begin answering the “Do Now”.
 Students are not allowed out of their seats unless they raise their hand and ask.
 Homework will be given 3-4 nights a week. Homework will be passed in the following
day and corrected by the teacher or as a class.
 Students will raise their hand when they would like to add something to our discussion or
if they have a question; there will be no shouting out loud.
 There will be no eating, or drinking (other than water) in the classroom unless there is a
note from the nurse.
 There will be no electronic devises allowed, if one is seen it will be taken away.
 Every student has the right to learn and I expect that all students will respect their
classmates during this learning process. I will not tolerate misbehavior.
 In the event that I am absent, I expect the best from my students. Students are to treat
their substitute as they would myself, with respect.
2. ASSIGNMENT POLICY:
 Assignments are expected to be written in agenda books on a daily basis. Agenda books
will be initialed by the teacher everyday.
 Homework/ projects will be assigned and I expect them to be completed by the due date.
 I will not accept assignments over a week old.
 Consistently missed assignments will result in a call home.
 If a student is absent it is the student’s responsibility to make up their missed work. All
missed work will be placed in the “missed work basket”.
 If a test/ quiz is missed the student must make it up within one week of returning to
school, there are no exceptions. Students are to make arrangements with me for staying
after school; I will not automatically stay after.
3. DISCIPLINE POLICY:
 I expect the best from my students. I know that all students can respect one another and
the teacher.
 Every student has the potential to make the right choice.
 In the event that there is misbehavior it will not be tolerated. There will be consequences
for misbehavior and poor choices.
 If a student misbehaves they will be given a warning.
 If a student continues to misbehave they will be given a detention and a call home.
If the misbehavior still continues the student will be written up and sent to the viceprincipals office.
B. RUBRICS:
1. Binder Rubric: checked 1-2 times a term
SCORE
DESCRIPTION
Includes a 100% complete and organized:
4
divided into 4 sections (all sections are being used)
most recent information on top
NOTES HAVE...
table of contents (dates & labels)
numbered pages
dates
topic/labels
terms (1,2,3,4)
Includes
more than 75% but not 100% complete and organized:
3
divided into 3 sections (not all sections are being used)
most recent information on top
NOTES HAVE...
table of contents (dates & labels)
numbered pages
dates
topic/labels
terms (1,2,3,4)
Includes 50% - 75% complete and organized:
2
divided into 2 sections
most recent information is not on top
NOTES HAVE...
table of contents (dates & labels)
numbered pages
dates
topic/labels
terms (1,2,3,4)
Includes 25% - 50% complete and organized:
1
not divided into 1 section
information is scattered
NOTES HAVE...
table of contents (dates & labels)
numbered pages
dates
topic/labels
terms (1,2,3,4)
Less than 25% complete and organized
0
-ORNever turned in a notebook
2. HOMEWORK RUBRIC:
 Students will be graded on a scale of 0-2 based on their effort and completion of work.
 0: Not passed in or less than half complete
 1: Late or half complete
 2: Passed in on time and fully complete
3. CLASSWORK & PARTICIPATION:
 Students are expected to complete their class assignments daily.
 Students are expected to participate on a daily basis.
 Students will be graded everyday on a scale of 0-2 based on their participation, behavior,
and completion of class work.
 Students will be given a 0 for the class if they are absent, if they have completed less than
half of their assignment, and/or student's behavior was unacceptable.
 Students will be given a 1 for the class if they have completed half of their assignment
and/or student had to be redirected to the task several times.
 Students will be given a 2 for the class if they have fully completed the assignment and
student's behavior was excellent.
C. THINGS YOU SHOULD KNOW:
1. DETENTION: (45 minutes long) A warning and a call home is given first.
 If you have disrespected a fellow peer or teacher.
 If you are late to class without a pass, which includes the passing time from lunch to
class.
 If you speak out without raising your hand.
 If you throw something across the room or into the trash barrel.
 If you do not show for a scheduled detention.
 If you use fowl language in the hall or in my classroom.
 If I see an electronic device.
2. AFTER SCHOOL HELP:
 After school help is available any day; just make an appointment.
 Extra help will only be given to those students who have made an effort on
their own.
 Extra help does not mean getting all the answers and doing no work.
 Students need to be prepared when staying for extra help.
 If a student signs up for help and does not show, they will have another chance. If
students repeatedly sign up for help and do not show, they will not be allowed to sign up
again.
3. HOMEWORK PASSES
**Homework passes can be used for homework such as worksheets,key terms, questions, etc. It
may not be used for take home quizzes, tests, open responses, or projects. One homework pass
per assignment.**
Homework passes, how?
 A 100 on a quiz
 A 100 on a test
 Excellent behavior
 Great participation
 Few to no absences at the end of the term
 Most improved at the end of the term (grade and behavior)
 Highest GPA in the class at the end of the term
D. Extra Credit:
Students are allowed to complete a maximum 5 a term for up to 25 points added onto your
final quiz grade. Check with me before completion.
1. Pretend you are an archaeologist. You have "discovered" our classroom a thousand years in the
future. Write a one page article for a history magazine explaining the artifacts you found and
their possible uses and significance. Write in first person narrative.
2. Watch National Geographic Explorer or other National Geographic Program , Animal Planet
show , watch a History Channel program, and write a one page summary of the program's
content.
3. Select an historical event. Place yourself as a spectator or participant in the event . Research to
find facts about the event then write a first person narrative describing the event and your role in
it or observation of it.
4. Research various festivals, celebrations, holidays, etc. through the world. List ten and give a
description of each including such things as customs, costumes, food, decorations, history,
location, and time of the year celebrated.
5. Make a family tree. Trace your relatives' heritage back as many generations as possible. (6.3G)
6. Find an international recipe then O.K. the recipe with your Social Studies teacher. Prepare the
dish for your family (with supervision!) Create a poster or summary to go along with your
recipe. For example, if you made spaghetti discuss where this recipe came from, discuss the
recipe step by step procedure etc.
7. Research to find facts about WWI posters and make make a poster in WWI style.
8. Research to find facts about WWII posters and make a poster in WWII style.
9. Interview someone who lived during WWII but was not in the military. Have them tell you
about the effects of the war on the "home front." Write or type.
10. Make a model of one of your favorite historical places of importance. Check your choice with
your teacher for approval. Bring the model to school for display.
11. Write a song about any character, concept, or event we have studied in Social Studies this
year. Perform your song in class, on tape, or by video.
12. You are campaigning for President. Write a speech that would encourage people in your
country to vote for you. The speech should include a discussion of problems, possible solutions,
steps you would take as president, and your "vision" for your country as its leader. Submit a copy
of your written or typed speech to your teacher or video tape it for presentation to your class.
(6.13E, 6.14E)
13-15. Book or Movie Review. You read a non-fiction book or watch a movie related to the
subject matter of the course, and write a 3-4 page book review. Be sure to check with me before
you start reading or watching; I must approve your choice of a movie or reading matter.
IMPORTANT: Remember that a book review is an essay written about a book for a reader who
has not read the book. For examples of good book reviews, see the Sunday book review section
of the Washington Post or the New York Times. The purpose of the review is NOT simply to
summarize the book or movie. If you simply turn in a summary of the book or movie, you will
not receive a good grade. Your review must make it clear how the contents of the book is related
to the themes and content of the World Regional Geography course. Similarly, I'm not interested
in whether you liked the book or not, I'm interested in why you think it's good and what it
contributes to our understanding of its topic.
16-17. Event Review. From time to time, events take place around the world that is related to the
subject matter of the course. If you attend such an event or if you watch the news and see an
event, you may write a critical review of the event. Your review must make it clear how the
subject matter of the event is related to the themes and content of our study. IMPORTANT:
Remember that a event review is not simply a summary. It is a critical analysis of the ideas
presented at the event, written for someone who was not there. If you simply turn in a summary
of the event, you will not receive a good grade.
18.-20. Current events. You are allowed to complete 5 a year.
Throughout the end of the year students will have the opportunity to complete current event extra
credit assignments. Students can find a new article either from a local, state or national news
publication about the area of the world we are currently studying. They should read the article
and write a detailed 2 paragraph summary answering the Five W’s of the article: What is the
article about? Who is involved? Where did it happen? When did it happen? Why is the event
significant? Good resources for students to use: New York Times, Washington Post. Websites
may also be used, but need to be accredited news sites (ex. CNN.com).
You must include…
Name: ________________ Hr. _____
Name of the News Publication: __________________________________
Full Web Address: ________________________________ (if found on the internet)
Date Article was published: ____________________
Author of the article (name of the person who wrote it._________________________
“Lost time is never found again”
- Benjamin Franklin
Grade 8 Social Studies
Ms. Cordeiro
Room 212
Course Description
(from Mass. State Framework)
During this course, students will examine and analyze the development of world
civilizations after the fall of the Roman Empire through the European Enlightenment period,
roughly 500-1800. They will study the history of the major empires: the Ottoman Empire,
Moghul Empire, Byzantine Empire, the Chinese dynasties, and the major pre-Columbian
civilizations that existed in Central and South America. Other areas of the world included in our
course of study are Africa, India and East Asia. Students will take a closer look at the
development of Christianity and Islam, the conflicts between them in different parts of the world,
and the beginnings of European influence on the Western Hemisphere. Finally, students will
study the importance of the shift towards scientific thought and questioning in major events of
European life and history.
World History I Course Outcomes
Textbook Used: Holt, Rinehart and Winston, World History
Unit 1: Indian History to 1800
(Sept.)
[3-4 weeks]
Chapters 5, 12 section 3
Students will:
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Describe important economic, political, and religious developments in Indian history to
1800.
A. the origins of Indian civilization in the Indus Valley
B. the evolution and central principles of Hinduism
C. the development of the caste system
D. the influence of Islam and the rise and fall of the Moghul empire
E. artistic and intellectual achievements, including the development of a
decimal system
Describe the growth of British influence in India and the emergence of the British Raj.
Describe the expansion of Islam into India from the 13th through the 17th century, the role
of the Mongols, the rise and fall of the Moghul Empire, and the relationship between
Muslims and Hindus.
Unit 2: The Emergence and Expansion of Islam to 1500
(Nov.-Dec.)
[3-4 weeks]
Chapter 12
Students will:
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Illustrate on a map the beginnings and expansion of Islam.
Describe the many facets of Islamic belief.
Analyze the political, social, economic and religious effects of Islamic expansion.
Analyze Islamic influence and achievements in architecture, mathematics, philosophy and
science.
Describe the expansion of the Ottoman Empire in the 15th and 16th centuries.
Unit 3: African History to 1800
(Oct.-Nov.)
[3-4 weeks]
Chapter 13
Students will:
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Describe the native religious practices observed by early Africans before contact with
Islam and Christianity.
Explain how extended family/kinship and tribal relationships have shaped native African
cultures, and their effects on the development of African countries.
Describe the different ways in which Islam and Christianity influenced native African
cultures.
Identify the locations, time periods as well as the political and economic aspects of the
Ghana, Mali, and Songhay empires.
Describe important political and economic aspects of the African empires
Describe the development and effects of the trans-African slave trade to the Middle East
from the 8th century on, and the trans-Atlantic slave trade to the Western Hemisphere
from the 16th century on
Unit 4: History of China, Japan and Korea to 1800
(Dec.-Jan.)
[5-6 weeks]
Chapters 6,14,15
Students will:
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Summarize the major reasons for the continuity of Chinese civilization through the 19th
century.
A. the role of kinship and Confucianism in maintaining order and hierarchy
B. the political order established by the various dynasties that ruled China
C. the role of civil servants/scholars in maintaining a stable political and
economic order
Describe the growth of commerce and towns in China and the importance of agriculture
to the development of the Chinese economy to 1800, including the limited role of slavery.
Summarize the major economic, political, and religious developments in Japanese history
to 1800.
A. the evolution of Shinto and Japanese Buddhism
B. the development of feudalism
C. the rise of the Shoguns and the role of the samurai
Describe Japan’s cultural and economic relationship to China and Korea.
Describe the influence and consequences of Japanese isolationism to 1800.
Explain how Korea has been both a battleground and a cultural bridge between China and
Japan.
Unit 5: The Medieval Period in Europe to 1500
(Jan.-Feb.)
[3-4 weeks]
Chapter 17, 18
Students will:
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Illustrate the location of the Byzantine Empire.
Analyze the major economical, political and social developments in medieval Europe.
Examine the importance of the developing medieval English legal system and its effect
on future democratic procedures.
Unit 6: The Encounters between Christianity and Islam to 1500
(Feb.-Mar.) [2-3 weeks]
Chapter 18
Students will:
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Describe the religious and political origins of conflict between Islam and Christianity (the
European Crusades against Islam in the 11th, 12th, and 13th centuries).
Describe the rise of the Ottoman Empire in the 14th and 15th centuries.
Describe the decline of Muslim rule in the Iberian Peninsula and the subsequent rise of
Spanish and Portuguese kingdoms after the Reconquest in 1492.
Unit 7: Renaissance and the Reformation in Europe
(Mar.) [3 weeks]
Chapter 19
Students will:
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Describe the origins and development of the Renaissance, including the influence and
accomplishments of Machiavelli, Michelangelo, Leonardo da Vinci, Raphael,
Shakespeare, and Johannes Gutenberg.
Describe origins and effects of the Protestant Reformation.
A. the reasons for the growing discontent with the Catholic Church, including the
main ideas of Martin Luther and John Calvin
B. the spread of Protestantism across Europe, including the reasons and
consequences of England’s break with the Catholic Church
C. the consolidation of royal power
Explain the purposes and policies of the Catholic Counter-Reformation, including the
influence and ideas of Ignatius Loyola.
Explain the role of religion in the wars among European nations in the 15th and 16th
centuries.
Analyze the roles of the Renaissance, Reformation on European society.
Unit 8: Scientific Revolution
(Apr.) [1-2 weeks]
Chapter 20
Students will:
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Summarize how the Scientific Revolution and the scientific method led to new theories of
the universe and describe the accomplishments of leading figures of the Scientific
Revolution, including Bacon, Copernicus, Descartes, Galileo, Kepler, and Newton.
Analyze the roles of the Scientific Revolution, Enlightenment, and the Industrial
Revolution on European society.
Unit 9: The Origins of European Western Expansion and the Civilizations of
Central and South America
(April) [2-3 weeks]
Chapters 16, 20 section 3
Students will:
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Explain the reasons for European expansion westward and its effects on the growth of
commerce and the development of the trans-Atlantic slave trade
Identify the three major pre-Columbian civilizations that existed in Central and South
America (Maya, Aztec, and Inca) and their locations.
Describe Mayan, Aztec and Incan political structures, religious practices, economies, art
and architecture, and use of slaves
Identify the major economic, political, and social effects of the European colonial period
in South America
Unit 10: Enlightenment in Europe and Consequences of
(May) [2 weeks]
Chapters 21, 22
Students will:
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Describe the concept of Enlightenment in European history and describe the
accomplishments of major Enlightenment thinkers, including Diderot, Kant, Locke,
Montesquieu, Rousseau, and Voltaire.
Explain how the Enlightenment contributed to the growth of democratic principles of
government and a stress on reason and progress.
Analyze the roles of the Scientific Revolution, Enlightenment, and the Industrial
Revolution on European society.
Text: America's Past and Promise
Unit 11: Beginnings of American Democracy
Framework of American Democracy
(May-June) [ 5-6 weeks]
Chapter 9, 11, Constitution Handbook
Students will:
 Outline and analyze key events that pushed the American colonists towards rebellion.
 Describe how the colonists organized their resistance to British policies and rule.
 Summarize the reasons for America declaring its independence.
 Examine the establishment of a new government, the Articles of Confederation.
 Analyze the reasons for the new nation to purposely make a weak federal government.
 Explain how the Constitutional Convention came about.
 Analyze how the conflicts and compromise helped shape the Constitution.
 Explain how the Constitution became “Law of the Land.”
 Analyze the structure of the government (branches, Bill of Rights, ect).