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8Th Grade Social Studies Distance Learning Packet 8Th Grade Social 8th Grade Social Studies Distance Learning Packet Teacher: _______________ _____________ School: ______________________ Virtual Office Hours: 9:00 a.m.- 11:00 a.m. & 1:00 p.m.- 3:00 p.m. Conference Call Dial-in Number: __________ Dial-in Access Code: Online Meeting URL: __________________________________ Online Meeting ID: ______________________________ April 13 April 14 April 15 April 16 April 17 Standard: 8.2.CO Standard: 8.2.CO Standard: 8.2.CO Standard: 8.2.CO Standard: 8.2.CO Learning Tasks: Learning Tasks: Learning Tasks: Learning Tasks: Learning Tasks: Explaining (Continued from April Reading and writing to Compare the motives Revolutionary Parliamentary 13th) compare the motives and demographics of Leaders Taxation. and demographics of Loyalists and Patriots Learning Task: Photo Explaining Loyalists and Patriots within South Carolina Analysis Document analysis, Parliamentary within South Carolina and the colonies using vocabulary matching, Taxation. and the colonies. a chart. and writing prompts. Document analysis, vocabulary matching, and writing prompts. Extension Activities Extension Activities Extension Activities Extension Activities Extension Activities Video: Quick Write: In 3-5 https://www.youtube.com/ sentences discuss the watch?v=Rx4uV2Ret2w response of the colonists to the Stamp Act. Did the Interview your parents or law contribute to the other adults to see if they like to pay taxes. eventual Revolutionary War? April 20 April 21 April 22 April 23 April 24 Standard: 8.2.CO Standard: 8.2.CC, 8.2.P Standard: 8.2.CC Standard: 8.2.CC Standard: 8.2.CC Learning Tasks: Learning Tasks: Period Learning Tasks: Long Learning Tasks: Learning Tasks: of Salutary Neglect Term Effects of of Slavery T-Chart Document analysis, vocabulary matching, Learning Task: Short Learning Task: Text constructed response document analysis, answer question Analysis answers, writing constructed response prompt answers, writing prompt Extension Activities Extension Activities Extension Activities Extension Activities Extension Activities Write 3-5 Sentences Video: Quick Write (Video: Quick Write: Use explaining How did https://www.pbs.org/wn evidence from the text to 8th Grade Social Studies Distance Learning Packet https://www.youtube.co et/african-americans- explain the effects of the contribution lead to the m/watch?v=sdAyZHAtVLk many-rivers-to- cotton gin on slaves. success of the patriots cross/video/the-cotton- during the Revolutionary economy-and-slavery/) War? April 27 April 28 April 29 April 30 May 1 Standard: 8.2.P Standard: 8.2.P Standard: 8.2.P Standard: 8.2.P Standard: 8.2.P Learning Tasks: Learning Tasks: Learning Tasks: Learning Tasks: Learning Tasks: Reading, document Entry Slip Entry Slip Entry Slip analysis, constructed Learning Task: Reading, response questions document analysis, Founding Principles: Founding Founding Principles/ constructed response Federalism Reading Principles/Checks and Republicanism: Analyze questions, quick write and constructed balances and the Preamble and response questions separation of powers: identify ways the Compare and contrast government performs Exit Slip the principle the duties in society. Exit Slip Exit Slip Extension Activities Extension Activities Extension Activities Extension Activities Extension Activities Create your own Watch the video: Watch the following videos: amendment: Quick Write https://www.youtube.com/ https://www.youtube.com/ watch?v=HuFR5XBYLfU watch?v=j7jxVwcwnqw Use the information from https://www.youtube.com/ the video to assist you with watch?v=eqlaFRevf5Q the comparison activity. Summarize the origin of Republicanism and it looks in America today. Explain Republicanism as a government system. 8th Grade Social Studies Distance Learning Packet April 13, 2020 Indicator: 8.2.CE Explain the economic, political, and social factors surrounding the American Revolution. Topic: Parliamentary Taxes -Reading and writing Entry Slip: Review the terms below, then draw a picture that you will use to help you remember the term. Stamp Act: A tax that put an expensive tax on all legal documents, newspapers, colanders, and almanacs. Townshend Act: A tax that taxed things colonist couldn’t make for themselves like paint, glass, lead, paper, and tea. Quartering Act: This Act forced colonist to allow British soldiers to live in their homes. Intolerable Acts: This act imposed a series of laws that cracked down on rebellious activity in the Massachusetts Colony. Directions: Explain using the definitions above: 1. Why do you believe these Act were put into place by the British? 2. How do you think this made the American colonist feel and what do you think will happen in the future? Context: To help better understand the people and locations involved, write a sentence using each term below. Key Term Sentence Stamp Act Townshend Act Quartering Act Intolerable Acts April 14, 2020 Document Analysis: Read the attached document. Underline or highlight the following: Stamp Act, Townshend Act, Quartering Act, and Intolerable Acts. Entry Slip: 1. How did the Stamp Act, Townshend Act, Quartering Act, and Intolerable Acts effect the lives of the Colonists? SCB AW RNL 8th Grade Social Studies Distance Learning Packet Hey, King: Get off our Backs! A Raw Deal But then times got tough, and the British government went looking for money. Great Britain, which now included both England and Scotland, saw its colonies around the world as a source of profit. Colonies were places to cut timber, grow This is SO not crops such as cotton and coffee, and mine for valuable going to work. minerals. The king forced the colonists to sell these raw materials back to England at really cheap prices. People in England would use the materials to make finished products. But did the colonists get a bargain on these items because they provided the materials? No way! The king forced the colonists to buy the finished products at extra high prices. Hmm... What about t axing the American Looking for a Fast Buck? colonists? That was only the beginning. In the mid-1700’s, Britain fought two expensive wars. Britain had taken out a lot of debt to pay for the war, so it went looking for a way to make money fast. Taxing the American colonists seemed like the perfect idea. So, in 1765, Britain passed the Stamp Act, which forced colonists to put expensive tax stamps on all legal documents, as well as newspapers, calendars, and almanacs. The colonists had an answer for that: They quit buying British goods! But this boycott didn’t work for long. Britain repealed the Stamp Act after A stamp King George III one year, but things did not get better. From Bad to Worse As soon as the Stamp Act was gone, the British passed the Declaratory Act saying that the colonies were dependent on the king and declaring that all laws passed in the colonies had no effect. As if that weren’t bad enough, Britain also passed the Townshend Revenue Act, taxing things it knew the colonists couldn’t make for themselves: paint, glass, paper, lead, and tea. This Act also allowed British government workers to search peoples’ houses and even break down doors to seize items the homeowner hadn’t paid taxes for. On top of that, the Quartering Acts of 1765 and 1774 forced certain colonists to let British troops live in their houses. The soldiers didn’t even have to pay rent! Then, in the 1770s, a series of laws cracked down on rebellious activity in Massachusetts colony. Colonists called these the Intolerable Acts. SCB AW RNL 8th Grade Social Studies Distance Learning Packet April 15, 2020 Topic: How physical location influenced people of South Carolina to support Loyalists or Patriots -Reading and writing 1. Entry Slip: Review the terms below and write a description of what you will use to help remember the term. Loyalist (Also called Tories): A person who remained loyal to Britain in the American Revolution Patriot: The name was given to an American who fought the British in the American Revolution Backcountry (Also called Upcountry): The region containing the Piedmont and Blueridge Regions Lowcountry: The region from the coast to the Sandhills. Explain using the definitions above: A. Why do you believe Loyalists and Patriots did not get along? B. Why do you believe people in the Low Country and Backcountry often did not agree? 2. Context: Cover the answers above, match the term to the definition. Key Term Definition Loyalist The name given to an American who fought the British in the American Revolution Patriot The region containing the Piedmont and Blueridge Regions Backcountry A person who remained loyal to Britain in the American Revolution Lowcountry The region from the coast to the Sandhills. 3. Directions for Document Analysis: Read the Article below. (1.) Circle Backcountry each time it occurs. (2.) Put a box around Low Country each time it occurs. (3.) Underline the word that describes the topic or subject of each sentence. Answer the following questions after you read and mark up the document: A. Where did most people settle in South Carolina before the mid-1700s? B. What stopped settlers from moving to the Backcountry? Before the mid-1700s, South Carolina nearly entirely settled near the coast in the Low Country. The Backcountry of the colony was open to attack and largely controlled by Native Americans. No settlers dared to venture out into the unknown for fear of attack or from becoming lost in the wilderness. There were very few paths or trails leading to the Backcountry and most of the territory was unsettled (Johnson, pg. 10). Conditions of the rivers and streams were also very challenging, as most were wild rapids that were too treacherous to cross. The land that many settlers found was often barren and unable to settle. Other areas covered with swamplands were unsuitable for agriculture and infested by dangerous creatures (Johnson, pg. 11). The few that did dare to venture out into the Upcountry struggled mightily to survive.
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