Orange Board of Education Social Studies Grade 8

Grade 8

US History II

Cycle I: September-November

Chapter 21

Topic: America Transformed—1860-1914 Skills: Finding main ideas; population bar graphs; analyzing quotes; Projected # of day: 25 interpreting photographs; peer teaching and evaluation; reading and (12 classes) interpreting timelines; research (internet and traditional); biography writing; reading and interpreting maps; concept web analysis; analyzing cause and effect; drawing conclusions; analyzing points of view; understanding lexicon; interpreting illustrations; summarizing informational text; identifying salient or relevant facts; formulating arguments; making inferences; evaluating problems and solutions; categorizing information; interpreting graphs; taking notes; analyzing and creating political cartoons; preparing for and participating in moot court

Goal(s)(NJCCCS and CCSS: NJCCCS: SOCIAL STUDIES 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how the past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. 6.1.5.—The Development of the Industrial United States A. Civics, Government, and Human Rights 6.1.12.A.5.a—Relate industrial growth to the need for social and governmental reforms. 6.1.12.A.5.b—Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability. 6.1.12.A.6.b—Evaluate the ways in which women organized to promote government policies (i.e., abolition, women’s suffrage, and the temperance movement) designed to address injustice, inequality workplace safety, and immorality. Orange Board of Education Social Studies Grade 8

6.1.12.A.5.c—Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans. B. Geography, People, and the Environment 6.1.12.B.5.b—Assess the impact of rapid urbanization on the environment and on the quality of life in cities. 6.1.12.B.6.b—Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources during the period of industrial expansion. C. Economics, Innovation, and Technology 6.1.12.C.5.b—Compare and contrast economic development of the North, South, and West in the post-Civil War Period. 6.1.12.C.6.b—Determine how supply and demand influenced price and output during the Industrial Revolution. 6.1.12.C.5.c—Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses and individuals. 6.1.12.C.6.c—Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of the nation and the lives of individuals. D. History, Culture, and Perspectives 6.1.12.D.5.d—Relate varying immigrants’ experiences to gender, race, ethnicity, or occupation.

TECHNOLOGY 8.1 (Educational Technology). All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create a communicate knowledge. A. Technology Operations and Concepts—The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. 8. The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. 8.1.8.A.5—Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. E. Research and Information Literacy 8. Effective use of digital tools assists in the gathering of Information. 8.1.8.E.1—Gather and analyze findings using data collection technology to produce a possible solution for a content-related or world problem.

CCSS: English Language Arts Standards>>History/Social Studies>>Grade 6-8 Key Ideas and Details RH.6-8.1—Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2—Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Craft and Structure RH.6-8.4—Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to Orange Board of Education Social Studies Grade 8 history/social studies. Integration of Knowledge and Ideas RH.6-8.7—Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) wit other information in print and digital texts. RH.6-8.9—Analyze the relationship between primary and secondary source on the same topic. English Language Arts Standards>>Writing>>Grade 6-8 Text Types and Purposes WHST.6-8.1—Write arguments focused on discipline-specific content. WHST.6-8.1a—Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b—Support claim(s) with logical reasoning and relevant, accurate date and evidence that demonstrates an understanding of the topic or text, using credible sources. WHST.6-8.1c—Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.6-8.1d—Establish and maintain a formal style. WHST.6-8.1e—Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2—Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.2a—Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. WHST.6-8.2b—Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2c—Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.2d—Use precise language and domain-specific vocabulary to inform about or explain the topic. WHST.6-8.2e—Establish and maintain a formal style and objective tone. WHST.6-8.2f—Provide a concluding statement or section that follows from and supports the information or explanation presented. Production and Distribution of Writing WHST.6-8.4—Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge WHST.6-8.7—Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8—Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Orange Board of Education Social Studies Grade 8

WHST.6-8.9—Draw evidence from informational texts to support analysis, reflection, and research. English Language Standards>>Speaking & Listening>>Grade 8 Comprehension and Collaboration SL.8.1—Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.1a—Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.8.1b—Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. SL.8.1c—Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. SL.8.1d—Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SL.8.2—Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.8.3—Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Presentation of Knowledge and Ideas SL.8.4—Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.5—Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and ad interest. SL.8.6—Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Essential Questions: If the United States is a nation of immigrants, how should immigration best be regulated? Why does racial prejudice still exist? Can separate ever be equal? How can a nation of immigrants continue to discriminate against new immigrants? Was urbanization inevitable? Have urban problems changed? Why have people in the United States tolerated racism?

Skills/Knowledge/Understandings: Skills: Finding main ideas, interpreting different types of graphs, interpreting photographs, peer teaching and evaluation, reading and Orange Board of Education Social Studies Grade 8 interpreting timelines, research, reading and interpreting maps, concept web analysis, cause and effect, drawing conclusions, analyzing point of view, historical theme, problem-solution, interpreting charts, analyzing and creating political cartoons, moot court analysis, categorizing information Knowledge: how industrialization led to expansion of cities and urbanization; how technology changed city life; that urbanization created overcrowding, leading to tenements and slums; many sought to reform urban problems; immigration changed significantly in this country from 1841-1900, resulting in assimilation and efforts to restrict immigration; racism caused discrimination and the spread of segregation; the separate but equal doctrine and the teachings of Plessy v. Ferguson, Jim Crow laws, how African Americans organized, racism against Chinese was prevalent during this period, education and publication grew exponentially, modern advertising was born; leisure time changed significantly and spectator sports grew in popularity during 1880-1914. Understandings: The United States is a nation of immigrants; natural resources, hard work and innovation have shaped America; individuals and group efforts have shaped the civil rights struggle in America; the American dream promotes the idea that anyone can achieve their goals with appropriate effort; population changes, growth of cities and new inventions produce interaction and conflict between different cultural groups.

Objectives: Analyze how industrialization changed city life, how technology and the street car altered city life, how urban living conditions caused reform and how political machines influenced city governments. Analyze changes in immigration patterns in the late 1800s, where and how immigrants settled and the jobs they had and analyze the process of assimilation and efforts to restrict immigration. Analyze how racism caused discrimination and the spread of segregation, how Plessy v. Ferguson ensured segregation would continue and further analyze how African Americans organized and the effects of violence and racism throughout the country. Analyze how education and publication grew from 1880-1914 and how this led to differences in life in the U.S. Analyze the impact of modern advertising on life in the U.S. and how leisure time activities grew in the U.S.

Assessments:

Formative: Summative: Authentic: Exit tickets, quizzes, pair/share, jigsaw Chapter assessment (multiple choice and Moot court/debate: Plessy v. Ferguson activities, chalk talk, whiteboard challenge or open-ended), explanatory essay Political Cartoons thumbs up, general class work and homework rubrics, Socratic questions; Socratic Circles Orange Board of Education Social Studies Grade 8

Literacy Connections: Dragonwings, by Laurence Yep I Was Dreaming to Come to America (Memoir), Immigrant Voices The Story of an Eyewitness, by Jack London The Great Rat Hunt, by Laurence Yep Sounder, by William H. Armstrong (New York: Harper-Collins,1989) Earthquake at Dawn, by Kristiana Gregory (New York: HBJ/Gulliver, 1992) The Circlemaker, by Maxine Rose Schur (New York: Puffin Books, 1996) In the Shadow of Liberty, by Edward Corsi Immigrants in Our Own Land, (poetry)by Jimmy Santiago Baca The Immigration Officer Asked Me (poetry) A Forest Child (poetry) The Stiff Upper Lip (poetry), by Michael Mearns On Being Brought from Africa (poetry), by Phillis Wheatly

Interdisciplinary Connections: English Language Arts Technology Mathematics

Technology Integration: Smart Board lessons (e.g., Webquest: http://bssjenglish.wordpress.com/2010/10/06/a-raisin-in-the-sun-webquest-job-segregation/; http://www.walworth.k12.wi.us/3- 4%20Team/Stelling/Immigration%20Web%20Quest.htm; Classzone.com cspan.com history.org Brain Pop Key Vocabulary: urbanization, tenement, slum, social gospel, Jane Addams, Hull House, political machine, Tammany Hall, immigrants, Ellis Island, Angel Island, melting pot, assimilation, Chinese Exclusion Act, racial discrimination, Jim Crow, segregation, Plessy v. Ferguson, Booker T. Washington, W.E. B. Du Bois, NAACP, Ida B. Wells, mass culture, Joseph Pulitzer, William Randolph Hearst, department store, mail-order catalog, leisure, vaudeville, ragtime

Useful Sites: Orange Board of Education Social Studies Grade 8

Scholastic.com; www.history.com; pbs.com, Brain Pop; cspan; www.ushistory.org; www.teachingamericanhistory.org; www.teachinghistory.org; http://www.tcu2905us.new.rschooltoday.com/page/5103/23-urbanization-in-late-1800s; http://www.google.com/url? sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CGEQFjAI&url=http%3A%2F%2Fteacherweb.com%2FNC%2FHoggardHighSchool%2FSJones %2F02-US-History---Class-Notes---Urbanization-and- Immigration.doc&ei=LwraUfIGgcDgA6a8gZAE&usg=AFQjCNHKJrLMU9m5k5Tj31pHZ1B1JWzPZw&bvm=bv.48705608,d.dmg; www.streetlaw.org Primary Documents: http://guides.library.uwm.edu/content.php?pid=97208&sid=728433; http://www.marquette.edu/cuap/eyes.shtml; http://lcweb2.loc.gov/ammem/award99/cubhtml/cichome.html; http://socialstudies212.wikispaces.com/US+History+Transformation+of+America+Immigration+and+Urbanization Text Crosswalk: Creating America, pp. 606-633(McDougal Littell 2005); In-Depth Resources: Unit 6 (Guided Reading, pp. 43-46; Building Vocabulary, pp. 47; Skillbuilder Practice, p. 48; Literature Selections, pp. 53-55; Geography Application, pp. 49-50; Primary Source, pp. 51-52; Enrichment Activity, p. 60); Outline Map Activity—Growth of Cities in the Great Lakes Region; Geography Application: Immigration 1907; America’s History Makers, W.E.B. DuBois; Essential U.S. History, pp. 241-251 (Amsco School Publications, Inc. 2007)

*Differentiation: www.marzanoresearch.com/free_resources/itembank.aspx