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Table of Contents Middle School History/Social Science

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Table of Contents Middle School History/Social Science Table of Contents Middle School History/Social Science Grade 6 Curriculum Alignment ................................................................................................................. 1 Curriculum Map .......................................................................................................................... 18 Curriculum Guide ........................................................................................................................ 38 Lesson Plan Quarter 1 ................................................................................................................. 67 Lesson Plan Quarter 2 ................................................................................................................. 72 Lesson Plan Quarter 3 ................................................................................................................. 75 Lesson Plan Quarter 4 ................................................................................................................. 92 Grade 7 Curriculum Alignment ................................................................................................................. 96 Curriculum Map .......................................................................................................................... 117 Curriculum Guide ........................................................................................................................ 129 Lesson Plan Quarter 1 ................................................................................................................. 159 Lesson Plan Quarter 2 ................................................................................................................. 162 Lesson Plan Quarter 3 ................................................................................................................. 164 Lesson Plan Quarter 4 ................................................................................................................. 169 Grade 8 Curriculum Alignment ................................................................................................................. 176 Curriculum Map .......................................................................................................................... 188 Curriculum Guide ........................................................................................................................ 202 Lesson Plan Quarter 1 ................................................................................................................. 223 Lesson Plan Quarter 2 ................................................................................................................. 226 Lesson Plan Quarter 3 ................................................................................................................. 229 Lesson Plan Quarter 4 ................................................................................................................. 236 Funded by Title V-A Consolidated Grant i GUAM District Level Curriculum Alignment Grade 6 – HSS Standard GDOE Content Standard CCSS Literacy Standard Alignment Notes SAT 10 Number Objectives Standard 1: 6.1.1 Predict how present-day 6.RLHS.3 Identify key steps in a text's In order for students to -Recognize how Culture cultures may change or description of a process related to predict how cultures historians learn evolve. history/social studies (e.g., how a bill change or evolve, they from the past becomes a law, how interest rates are must be able to identify -Analyze the raised or lowered). key steps in the culture's effects of 6.RLHS.7 Integrate visual information history (6.RLHS.3). geography on (e.g., in charts, graphs, photographs, Many texts incorporate early societies videos, or maps) with other the use of charts, information in print and digital texts. graphs, and 6.WLHS.1a-e Write arguments focused photographs when on discipline-specific content: a) presenting information Introduce claim(s) about a topic or on cultures (6.RLHS.7). issue, acknowledge and distinguish the Students may aslo share claim(s) from alternate or opposing information regarding claims, and organize the reasons and their predictions in evidence logically; b) Support claim(s) digital form (6.RLHS.7) with logical reasoning and relevant, or create written accurate data and evidence that arguments to defend demonstrates an understanding of the their findings topic or text, using credible sources; c) (6.WLHS.1a-e). Use words, phrases, and clauses to create cohesion and clarify the relationships between claim(s), counterclaims, reasons, and evidence; d) Establish and maintain a formal style; e) Provide a concluding statement or section that follows from and supports the argument presented. Guam Department of Education 2013 Funded by Title V-A Consolidated Grant 1 GUAM District Level Curriculum Alignment Grade 6 – HSS Standard GDOE Content Standard CCSS Literacy Standard Alignment Notes SAT 10 Number Objectives Standard 2: 6.2.1 Use the words or 6.RLHS.4 Determine the meaning of In order to understand N/A History abbreviations for identifying words and phrases as they are used in and utilize abbreviations time periods or dates in a text, including vocabulary specific to of time periods or dates, historical narratives domains related to history/social students must correctly (decade, age, era, studies. understand and identify century, millennium, AD/CE, 6.RLHS.5 Describe how a text presents historical vocabulary BC/BCE, c., and circa). information (e.g., sequentially, (6.RLHS.4) and describe comparatively, causally). how historical information is presented in sequential order (6.RLHS.5). Standard 2: 6.2.2 Construct and interpret time 6.RLHS.3 Identify key steps in a text's Students should be able -Draw a History lines of events and description of a process related to to identify (6.RLHS.3) conclusion from a civilizations studied. history/social studies (e.g., how a bill steps, in order, related timeline becomes a law, how interest rates are to history as well as raised or lowered). present that information 6.WLHS.2a-f Write in a manner which informative/explanatory texts, informs in an organized including the narration of historical manner (6.WLHS.2a-f). events, scientific procedures/experiments, or technical processes: a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension; b) Develop the topic with relevant, well-chosen facts, definitions, concrete details, Guam Department of Education 2013 Funded by Title V-A Consolidated Grant 2 GUAM District Level Curriculum Alignment Grade 6 – HSS Standard GDOE Content Standard CCSS Literacy Standard Alignment Notes SAT 10 Number Objectives quotations, or other information and examples; c) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; d) Use precise language and domain-specific vocabulary to inform about or explain the topic; e) Establish and maintain a formal style and objective tone; f) Provide a concluding statement or section that follows from and supports the information or explanation presented. Standard 2: 6.2.3 Distinguish between primary 6.RLHS.1 Cite specific textual evidence CCSS states the citation, -Draw a History and secondary sources and to support analysis of primary and determination, and conclusion based describe how each kind of secondary sources. analysis of primary and on an artifact source is used in 6.RLHS.2 Determine the central idea or secondary sources, interpreting history. information of a primary or secondary which is the core of the source; provide an accurate summary GDOE (analyzing of the source distinct from prior primary vs. secondary knowledge or opinions. sources). Students can 6.RLHS.9 Analyze the relationship use both sources to between a primary and secondary develop evidence for a source on the same topic. particular topic. Standard 2: 6.2.4 Identify multiple causes and 6.RLHS.5 Describe how a text presents Students should be able -Analyze the History effects when explaining information (e.g., sequentially, to determine causes and effect of human historical events. comparatively, causally). effects of historical settlement on 6.WLHS.9 Draw evidence from events by idenitfying the environment informational texts to support analysis, information presented -Evaluate the reflection, and research. in a particular order or effects of human Guam Department of Education 2013 Funded by Title V-A Consolidated Grant 3 GUAM District Level Curriculum Alignment Grade 6 – HSS Standard GDOE Content Standard CCSS Literacy Standard Alignment Notes SAT 10 Number Objectives 6.WLHS.7 Conduct short research emphasizing a particular migration projects to answer a question relationship (6.RLHS.5). -Analyze the (including a self-generated question), To gather such effects of drawing on several sources and information, the use of geography on generating additional related, focused informational texts may early societies questions that allow for multiple be necessary -Draw a avenues of exploration. (6.WLHS.9). Students conclusion from a may organize and timeline present such -Recognize the information in a role of a research project format, historical figure drawing on mutliple in advancing sources (6.WLHS.7). democracy -Identify an important action of a president Standard
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