GPPSS Grade 6 Curriculum 2015

Note: This document shows a cross reference of the existing Michigan curriculum standards with the proposed C3 Framework, College Career and Civic Life. A product based on the Common Core Standards. The reader will note D2 reference\s which mean Dimension 2, the section pertaining to applying disciplinary tools and concepts.

Big Ideas & Products/ Skills/ State Standard & Unit Processes (C3 Framework) Questions Activities for Exploration

FIVE THEMES D2.Geo.6.6-8.Explain how cultural Explain the Five Themes ▪ Create a travel brochure OF GEOGRAPHY patterns and economic decisions of Geography. about a North American (Integrated throughout all influence environments and the daily location applying the Five units) lives of people in both nearby and • Locate sites on a map, Themes of Geography. distant places. given latitude and MAP SKILLS longitude. ▪ View a segment of a (Integrated throughout all D2.Geo.4.6-8.Explain how cultural newscast and identify and units) patterns and economic decisions • Recognize and apply the explain how each of the influence environments and the daily different uses of scale on a Five Themes are depicted PHYSICAL GEOGRAPHY lives of people in both nearby map. in the newscast. OVERVIEW and distant places. (Integrated throughout all • Determine elevation by ▪ Select five pictures, units) D2.Civ.3.6-8.Examine the origins, using a physical relief photographs or drawings purposes, and impact of constitutions, map. and create a display on G1 The World in Spatial laws, treaties, and international poster board with an Terms: Geographical Habits agreements. • Define map terminology. explanation and of Mind definition of how a G2 Places and Regions D3.1.6-8.Gather relevant information • Distinguish among geographic theme is G3 Physical Systems from multiple sources while using the different types of maps shown in each visual. G4 Human Systems origin, authority, structure, context, and their purposes. G5 Environment and Society and corroborative value of the sources ▪ Scavenger hunt to find G6 Global Issues Past and to guide the selection. • Read a historical data in Atlas and Almanac Present timeline. D4.2.6-8.Construct explanations using ▪ Practice strategies for

1 reasoning, correct sequence, examples, extracting informational and details with relevant information text. and data, while acknowledging the strengths and weaknesses of the ▪ Play a resources game to explanations. show how resources and • Explain ways of drawing geographical features FIVE THEMES D3.1.6-8.Gather relevant information and reasons for, political affect political OF GEOGRAPHY from multiple sources while using the boundaries. boundaries. (Integrated throughout all origin, authority, structure, context, units) and corroborative value of the sources • Interpret various ▪ Outlining/web to gather

to guide the selection graphs. information. MAP SKILLS (Integrated throughout all D3.2.6-8. Evaluate the credibility of a • Discuss current events. ▪ Apply five themes to a units) source by determining its relevance and movie. • Understand the impact intended use PHYSICAL GEOGRAPHY of physical geography on Five Themes of Geography OVERVIEW D1.5.6-8. Determine the kinds of the way people live. Tutorial (Integrated throughout all sources that will be helpful in answering units) compelling and supporting questions, ▪ Write letters to editor; taking into consideration multiple classroom debates; G1 The World in Spatial points of views represented in community involvement Terms: Geographical Habits the sources (e.g., Adopt a Friend, food of Mind banks, Earth Day, senior G2 Places and Regions D2.Geo.2.6-8.Use maps, satellite citizen assistance). G3 Physical Systems images, photographs, and other G4 Human Systems representations to explain relationships ▪ Generate a list of hobbies G5 Environment and Society between the locations of places and and activities that would G6 Global Issues Past and regions, and changes in their be appropriate only in a Present environmental characteristics certain geographic location. D2.Geo.1.6-8.Construct maps to

represent and explain the spatial Timelines

Graphs patterns of cultural and environmental Charts characteristics Landforms D2.Geo.6.6-8.Explain how the physical Water Bodies and human characteristics of places and Climate/Biomes regions are connected to human Resources/ 2 identities and cultures. Environment

Geography Games

E1 The Market Economy D2.Geo.11.6-8.Explain how Use economic reasoning Scarcity E2 The National Economy the relationship between the when comparing price, E3 International Economy environmental characteristics quality, and features of Opportunity Cost of places and production of goods and services. Supply and Demand Basic Economics goods influences the spatial and Introduction patterns of world trade. Evaluate employment and Types of Resources to World Trade career opportunities in Systems light of economic trends. History of Money (Integrated throughout all D2.eco.11.6-8 Use appropriate data to units) evaluate Analyze the reliability of Characteristics of Market the state of employment, information when making Economy unemployment, inflation, economic decisions. total production, income, International and economic growth in the Using real example, economy describe how business Trade practices, profit and D2.eco.6.6-8. Explain how willingness to take risks Interdependent changes in supply and demand cause enabled an entrepreneur changes in prices to operate. Relationship

and quantities of goods and Economic Interactive services, labor, credit, and Compare various methods

foreign currencies. for the production and Economics Lesson plans distribution of goods and services. D2.eco.3.6-8.Explain the roles of buyers and sellers in Distinguish between product, labor, and financial public markets. and private goods using contemporary examples.

D2.eco.3.3-5.Identify Use case studies to examples of the variety of exemplify how supply resources (human capital, and demand, prices, 3 physical capital, and natural incentives, and profits resources) that are used to determine what is produce goods and services produced and distributed in the American economy.

Describe the historical development of the different means of payment such as barter, precious metals, or currency to facilitate exchange.

Identify current and potential contributions of national and world regions of trade.

Analyze how purchasers obtain information about goods and services from advertising and other sources.

4 CANADA D2.Geo.8.6-8.Analyze • Apply the 5 themes of Geography H1 The World in Temporal how relationships between Geography to the study of Terms: Historical Habits of humans and environments North America. • physical Mind extend or contract spatial W1 WHG Era 1 – The patterns of settlement and • Analyze the effects of • political Beginnings of Human Society movement. his- W2 WHG Era 2 – Early torical events and History Civilizations and Cultures D2.Civ.10.6-8.Explain movements and the Emergence of the relevance of personal on the development of the Government Pastoral Peoples interests and perspectives, Maritime Provinces. W3 WHG Era 3 – Classical civic virtues, and democratic Economics Traditions, World Religions, principles when people address issues • Explain how geographic Current Issues and Major Empires and problems in isolation affected the

C1 Purposes of Government government and civil society. economic and cultural Cultural Elements C3 Structure and Functions development of the

D2.His.1.6-8.Analyze Maritime of Government Geography Games connections among events Provinces. C4 Relationship of United and developments in broader States to Other Nations and Canadian History Teaching historical contexts. • Differentiate the World Affairs Resources evolution of E1 The Market Economy government in the E2 The National Economy nafta Maritime E3 International Economy Provinces.

• Examine related current

issues and analyze the consequences they have

these provinces as well as the

rest of Canada.

Understand the efforts of

indigenous peoples to

gain

their rights.

• Analyze various 5 interpretations of major events in Canada’s history to reveal perspectives..

• Recognize how the geographic features influenced the development of Canada.

• Describe the industrial diversity of Canada.

• Recognize the multicultural, economic and financial importance of Canada.

• Assess the cultural influence of French culture on the political development of Quebec and surrounding provinces.

• Analyze how the historical events and movements impacted the development of the Prairie Provinces.

• Describe geographic features of the Prairie Provinces.

• Analyze the economic features of the Prairie Provinces. 6

• Assess the cultural influences on the political development.

• Examine and analyze current issues. • Discuss current D2.geo.10..6-8. Analyze the ways in • Create a journal describing issues/events.

which cultural and environmental geographic and climatic

characteristics vary among various features of Latin America. LATIN AMERICA regions of the world. Geography Mexico • Create a graphic organizer, Central America D2.Geo.12.6-8. Explain how global *physical which shows the various The Caribbean changes in population distribution factors, which have South America patterns affect changes in land use in *political influenced the forms of particular places. government in this region. H1 The World in Temporal History Terms: Historical Habits of D2.Civ.3.6-8. Examine the origins, • Research an individual who Mind purposes, and impact of constitutions, Government has made a difference in W1 WHG Era 1 – The laws, treaties, and international his/her country. Create a fact Beginnings of Human Society agreements. Economics poster. W2 WHG Era 2 – Early Civilizations and Cultures D2.ECO.14.6-8. Explain barriers to Current Issues • Present a newscast and the Emergence of trade and how those barriers influence discussing current events and Pastoral Peoples trade among nations. Cultural Elements issues. W3 WHG Era 3 – Classical Traditions, World Religions, D2.HIS.3.6-8. Use questions generated • Using a chart, compare and and Major Empires about individuals and groups to analyze contrast the Aztecs’, Incas’ C1 Purposes of Government why they, and the developments they and Mayas’ contributions to C3 Structure and Functions shape, are seen as historically modern society. of Government significant. C4 Relationship of United • List and describe Spanish States to Other Nations and D2.His.2.6-8. Classify series of contributions to the World Affairs historical events and developments as development of major cities. E1 The Market Economy examples of change and/or continuity. • Make a product map E2 The National Economy showing major products of E3 International Economy D4.8.6-8. Apply a range of deliberative each country in the area. 7 and democratic procedures to make decisions and take action in their • After a class discussion classrooms and schools, and in out-of- create a flowchart to show school civic contexts. global/social effects of illegal drug trade.

• Research data on the status of South American rain forests. Create a graphic organizer to support findings. Select a position to defend either conservation or supporting continued cutting of rainforests. Use a democratic value to support your position. Include geographic knowledge to support your position.

Virtual Amazon Rainforest Tour

• Draw a Venn diagram comparing and contrasting the U.S. government to Brazil’s government. Find examples of the four types of equality.

• Conduct a panel discussion on pros and cons related to U.S. economic involvement in a Latin American country.

• Create a mental map of the world.

• Use government data 8 sources to create a chart comparing and contrasting relationships between type of government and communication and transportation infrastructure.

• State the absolute and a relative location for Mexico City, Brasilia, Buenos Aries, Caracas, Havana, Lima and LaPaz.

• Create a collage showing ten elements of culture in a Latin American country.

• Make a list of American teen rights and responsibilities. Research on the internet to discover and create a list of rights and responsibilities of Latin American teens. Write a paragraph to compare and contrast.

• Use internet source to propose possible solutions for over population in Latin America.

• Investigate a Latin American country. Decide if U.S. has a moral obligation to provide social and economic assistance. Support your position with data and a 9 CDV. • Compare and contrast sources evaluating various candidates. Note conflicting information and label opinions disguised as facts.

• Create role-plays to show examples of an Autocracy, Oligarchy and Democracy. nafta pancanal virtual tour

Geography Games

10 EUROPE: D2.Geo.5.6-8 Analyze the Geography • Create a travel brochure of a combinations of cultural and country or region of Europe H1 The World in Temporal environmental characteristics • physical incorporating the five Terms: Historical Habits of that make places both similar Themes of Geography. Mind to and different from other • political W1 WHG Era 1 – The places. • Choose a historical event Beginnings of Human Society History: and write an essay analyzing W2 WHG Era 2 – Early D2.Geo.6.6-8 Explain its effect on the development Civilizations and Cultures how the physical and human Greeks & Romans of Europe. and the Emergence of characteristics of places and Pastoral Peoples regions are connected to human Feudalism • Construct a chart to W3 WHG Era 3 – Classical identities and cultures. compare and contrast the Traditions, World Religions, Industrialization past and present forms of and Major Empires D2.His.4.6-8. Analyze multiple factors European governments. Nation State C1 Purposes of Government that influenced the

C3 Structure and Functions perspectives of people during • Construct a topic map of Modern Europe of Government different historical eras. Europe and analyze it.

C4 Relationship of United Government D2.Eco.1.6-8. Explain how • Either through discussion States to Other Nations and economic decisions affect and/or composition, analyze World Affairs Economics the well-being of individuals, the effect of a current event E1 The Market Economy E2 The National Economy businesses, and society. on Europe and the rest of the E3 International Economy world. D2.Eco.13.6-8. Explain why Austria standards of living increase as • Report to the class orally or Belgium productivity improves. written on cultural Denmark contributions of this region. Finland D2.Eco.14.6-8. Explain France barriers to trade and how • Letter writing on current Germany those barriers influence trade event topic. Greece among nations. Vatican City • Research a political leader Iceland D2.Eco.15.6-8.Explain of Western Europe.

Ireland the benefits and the costs of • As a class trace the genesis Italy trade policies to individuals, and development of a current Liechtenstein businesses, and society. social issue. Luxembourg

11 Malta D2.His.3.6-8.Use questions generated • Discuss and understand Monaco about individuals some impacts of the EEC by Netherlands and groups to analyze why creating a chart to show the Norway they, and the developments value of the Euro to the peso, Portugal they shaped, are seen as mark and the dollar. San Marino historically significant. Spain • Interview either on the Sweden D2.His.6.6-8.Analyze internet or in person, a black Switzerland how people’s perspectives European and an African United Kingdom influenced what information American about their Eastern Europe is available in the historical experiences with racism. sources they created.

D3.4.6-8.Develop claims Geography Games and counterclaims while pointing out the strengths European Union Members and limitations of both. interactive

D2.Civ.1.6-8.Distinguish the powers and responsibilities of World War II Interactive citizens, political Map of Europe parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.

D2.Civ.3.6-8.Examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.

GPPSS Grade 7 Curriculum 2015

State Standard & Unit Big Ideas and Key Processes (C3 Products/Skills/Activities Question for Framework) Exploration

7 - H1.1.1 How do historians D2 His. 4.6-8 Analyze Make a mind map contrasting how Intro to Global Understanding organize early multiple factors that conquered peoples were treated by events? influenced the perspective Alexander the Great vs. Genghis Khan. Explain why and how of people during different historians use eras and historical eras. periods as constructs to organize and explain human activities over time.

7- H1.2.1 How do historians D2 His. 16.6-8 Create a concept web. Explain how historians use know what they Make a Top Hat note organizer. a variety of sources know? Use a variety of close Categorize historical tools by time or by (artifacts, primary and reading strategies. function & discuss secondary sources, What tools do narratives, technology, and historians use to quantitative data, decode the past?

Religions of the World How do humans show D2 His 6.6.8 Make a diagram noting similarities and what they value and Explain how and why difference between religious instruction. Compare and evaluate believe in their people’s perspectives competing historical actions? have changed over Nat. Geo Culture series: perspectives based on time. https://www.google.com/webhp?sourceid=ch

State Standard & Unit Big Ideas and Key Processes (C3 Products/Skills/Activities Question for Framework) Exploration proof. Analyze how people’s rome-instant&ion=1&espv=2&ie=UTF- 7 – W3.2.1 Identify and perspective have 8#q=national%20geographic%20culture%20 describe the beliefs of the influenced what videos six major world religions. information is available 7 – W3.2.2 Locate the and taught. Compare number of pages of text devoted geographical center of to Islam in Western World VS Arabic World. major religions and map Compare Christianity, Judaism & Hinduism the spread through the as well. 3rd century C.E./A.D. (G)

7-H1.2.3 How are religious D3.1-7, D3.3-7 Analyze various world religions data charts. Author’s Point of View beliefs influenced by Explain details from Compare/Contrast location, culture and each society examined https://www.google.com/search?q=world+rel surrounding society? that influence world igions+chart&espv=2&biw=1366&bih=667&t view. Identify evidence bm=isch&tbo=u&source=univ&sa=X&ved=0 using primary source CBsQsARqFQoTCN_y8Z- writings. 7v8gCFYmggAodLOEChQ

What is the impact of D2Civ.14-7 Compare population growth on historical and http://www.pewresearch.org/fact- world religions? contemporary means tank/2015/04/21/by-2050-india-to-have- of changing society worlds-largest-populations-of-hindus-and- and promoting muslims/ common good.

Examine data from an article on governing India and the influence of Hinduism and Islam on democracy.

State Standard & Unit Big Ideas and Key Processes (C3 Products/Skills/Activities Question for Framework) Exploration

How do humans show Exploring World Religions Webquest what they value and Take a webquest and http://star.spsk12.net/socialscience/whI/religi believe in their record information in ons/index_files/Page323.htm actions? organized ways. Chart to use with websearchhttps://docs.google.com/document/ d/1EBA- f1unbQ2rjKdshU95nD0AwZLC0I8YGdOYG9tW0 WA/edit?usp=sharing

Economics and World How do governments D2.Eco.4.6-8. Describe Make a chart to categories characteristics of Trade Systems make decisions that the role of competition in the each economy. determination of prices and 7 – E2.3.1 impacted the wages in a market economy. Applies to all units. economy Do a command economy classroom of that society and Revied command, simulation. other societies. market, traditional and mixed economics characteristics

7 E.3.3 What are the D2.Eco.6.6-8. Explain how Do various simulations and lessons at elements of changes in supply and http://www.econedlink.org/ demand cause changes in international prices http://www.ncee.org/ economics? and quantities of goods and services, labor, credit, and Give examples of economic sanctions as a foreign currencies. tool of various governments/ the United Nations,

State Standard & Unit Big Ideas and Key Processes (C3 Products/Skills/Activities Question for Framework) Exploration

7-E3.1.1 What are f the Identify and discuss Gather movement and unemployment for a economic, social and migrations of people for region under study. various economic reasons: political factors opportunity, war, influencing the unfavorable geography, etc, knowma.com (google app add on) movement of people infonation.com among regions.

E. 3.1 Economic What is globalization D2.Eco.15.3-5. Explain Make an economic map of the region under Interdependence. and what are some of the effects of increasing study. economic interdependence it’s effects.? on different groups within participating nations. http://education.nationalgeographic.com/acti vity/the-debate-over-globalization/ Describe China’s emerging influence in Africa and map it.

How do global D2 Econ 15.7. Make a map of trade products. economic decisions Find examples of Do a webquest of global trade in region affect the wellbeing of global trade on the under study individuals and region under study and society? contemplate + and - influences of trade.

Russia What elements of D2.His.2.6-8. Classify Give examples of hardships for commoners Geography & History conflict and series of historical events in both czarist and soviet Russia. and 7 – G4.4.1 cooperation can we developments as examples 7 – H1.4.2 identify in Russian of Which elements of cooperation existed incite 7 – H1.4.2 history? change and/or continuity. the conflict of the Russian revolution?

What issues faced the D2.His.3.6-8. Use questions Russian people of the generated about individuals and groups to analyze why time? they, and the developments they shaped, are seen as

State Standard & Unit Big Ideas and Key Processes (C3 Products/Skills/Activities Question for Framework) Exploration

historically significant

7 – C3.6.1 Civics What characteristics D2.Civ.14.6-8. Compare Find examples of Poor Treatment of and major activities of historical and contemporary Peasants, Slow means of changing the Russian societies, Westernization/Industrialization & government impacted and promoting the common Expansion. daily life? good.

Discover 3 themes of Russia’s history under the Czars & Soviets.

Asia How did human D2.Geo.6.6-8. Explain Explain the importance of the major river language develop? how the physical and human valleys of early civilizations: Indus River characteristics of places and Southwest Asia What conditions are regions are connected to Valley, Yangtze, Mekong. East Asia needed for humans to human identities and South Asia create civilizations? cultures. Understand that impacts of the agricultural Central Asia revolution include: stable food sources & surplus , specialization, writing, population Geography: growth, law codes & development of cities, 7- W2.1, W2.2

G1.2 Geographical Inquiry How do people use D2.Geo.7.6-8. Explain how Make a model of a specific transportation and Analysis the land in this place? changes in transportation used in the region under study. and communication Use geographic inquiry and technology influence the http://asiasociety.org/silk-road-spreading- analysis to answer What is cultural spatial ideas-and-innovations important questions about diffusion and how is it connections among human relationships between related to movement? settlements and affect the people, cultures, diffusion of ideas and

State Standard & Unit Big Ideas and Key Processes (C3 Products/Skills/Activities Question for Framework) Exploration their environment, and cultural relations within the era practices under study. D2.Geo.4.6-8. Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

History: Compare and contrast Compare information Make a timeline of major historical events of 7 - H1.2 several different ways provided by different the country/region under study. Explain a of organizing time. historical sources chart of religious calendar (Jewish, Islamic, about the past. Sikhism, Orthodox, etc)

7 – H1.2.2 Read and What are the major D2.His.14.6-8. Explain Make and analyze a map of foreign comprehend a historical events that have multiple causes and effects imperialism of various aggressors: Japan, of events and developments passages. . shaped the region in the past China, Mongolia, most of Western Europe. under study? Make a mind map of history to show who was involved, what happened, where it happened, what events transpired, and what consequences or outcomes followed.

https://www.goconqr.com/en- US/users/sign_in

State Standard & Unit Big Ideas and Key Processes (C3 Products/Skills/Activities Question for Framework) Exploration

governments the United States, and out in US Preamble. differently? explain http://www.loc.gov/ how they influence the social and political system. http://data.worldbank.org/data- D2.Civ.12.6-8. Assess catalog/worldwide-governance-indicators specific rules and laws (both actual and proposed) as https://www.cia.gov/library/publications/the- means of addressing public world-factbook/ problems

6 – C3.6.2 How do people D2.Civ.6.6-8. Describe the Compare and contrast various forms of organize themselves roles of political, civil, and government (e.g., democracy, economic organizations in into different forms of shaping people’s lives. parliamentary, dictatorships, government? oligarchies, theocracies) around the world

Using maps go to https://freedomhouse.org/report/freedom- world/freedom-world-2015#.Vh07QvlzRd4

Africa How did human D2.Geo.6.6-8. Explain Explain the importance of the major river North language develop? how the physical and human valleys of early civilizations: Niger, Nile, characteristics of places and West What conditions are regions are connected to Congo river valleys. East needed for humans to human identities and Central create civilizations? cultures. Understand that impacts of the agricultural South revolution include: stable food sources & surplus , specialization, writing, population Geography: growth, law codes & development of cities, 7- W2.1, W2.2

G1.2 Geographical Inquiry How do people use D2.Geo.7.6-8. Explain how Do a webquest to discover diversity of many changes in transportation

State Standard & Unit Big Ideas and Key Processes (C3 Products/Skills/Activities Question for Framework) Exploration and Analysis the land in this place? and communication different tribes in the continent. Use geographic inquiry and technology influence the http://www.cacsk12.org/userfiles/11358/Clas analysis to answer spatial What is cultural connections among human ses/38027/Tribal%20Masks%20webquest.p important questions about diffusion and how is it settlements and affect the df relationships between related to movement? diffusion of ideas and people, cultures, cultural Trace back to regions in Africa, the origins of their environment, and practices various cultural elements in the United relations within the era States: music & instruments, food, under study. D2.Geo.4.6-8. Explain how cultural patterns and language, etc. economic decisions influence environments and the daily lives of people in both nearby and distant places.

G4.4.1 Factors of conflict What is the D2.Geo.11.6-8. Explain how Using multiple economic indicators and and cooperation in relationship between the relationship between the resource maps, draw conclusions about why environmental control/use of natural resources, characteristics conditions are as they exist. resources, power, & government of places and production of infonation.com wealth. management and goods influences the spatial http://online.culturegrams.com/world/index.p quality of life in patterns of world trade. hp Use GP subscription Africa? D2.Geo.12.6-8. Explain how knoema.com global changes in population distribution patterns affect changes in land use in Design and present research project. particular places.

History: Compare and contrast Compare information Make a timeline of major historical events of 7 - H1.2 several different ways provided by different the country/region under study. of organizing time. historical sources about the past. Early Egypt: Nilometer,

State Standard & Unit Big Ideas and Key Processes (C3 Products/Skills/Activities Question for Framework) Exploration

Southern African dry season calendar.

7 – H1.2.2 Read and What are the major D2.His.14.6-8. Explain Make and analyze a map of European comprehend a historical events that have multiple causes and effects imperialism and visible impacts today. of events and developments passages. . shaped the region in the past Make a mind map of history to show who under study? was involved, what happened, where it happened, what events transpired, and what consequences or outcomes followed. https://www.goconqr.com/en- US/users/sign_in

Government: How do countries see D2.Civ.8.6-8. Analyze ideas Examine parts of constitutions from various 7 – C1.1.1 . the role of and principles contained in countries and analyze differences as spelled the founding documents of governments the United States, and out in US Preamble. differently? explain http://www.loc.gov/ how they influence the social and political system. http://data.worldbank.org/data- catalog/worldwide-governance-indicators D2.Civ.12.6-8. Assess specific rules and laws (both actual and proposed) as https://www.cia.gov/library/publications/the- means of addressing public world-factbook/ problems

Using maps go to https://freedomhouse.org/report/freedom- world/freedom-world-2015#.Vh07QvlzRd4

State Standard & Unit Big Ideas and Key Processes (C3 Products/Skills/Activities Question for Framework) Exploration

Oceania How did geographic D2 Geo 5.6-7 Analyze video clip of invasive species in Australia isolation impact the Explain the factors Australia and discuss unforeseen New Zealand development of life in which cause different consequences of it on ecosystem. ( Frogs, New Guinea Oceania. types of climates rabbits) Geography G3.1.2, G3.2.1 D2.Geo.6.6-8. Explain Map human various endangered species. how the physical and human characteristics of places and regions are connected to human identities and cultures.

Locate major ecosystems and explain how and why they are similar or different as a consequence of latitude, elevation, landforms, location, and human factors.

History How has imperialism D2.His.1.6-8. Analyze View Rabbit Proof Fence. Gather data 7 – H1.2.4 & discrimination connections among events about Aboriginal statistics to examine and developments in impacted the lives of broader racism. Then compare to American forms indigenous peoples? historical contexts of racism.

State Standard & Unit Big Ideas and Key Processes (C3 Products/Skills/Activities Question for Framework) Exploration

Examine unique situation of Australia as a penal colony.

Using visual images draw conclusions about the lives of Aborigines & Maori peoples.

Organize economic indicator statistics comparing indigenous peoples to Australians of European descent.

Government How do people D2.Civ.6.6-8. Describe the Make a Venn diagram to C3.6.2 organize themselves roles of political, civil, and Compare and contrast British parliamentary economic organizations in into different forms of shaping people’s lives. democracy to American democracy. government?

The 8th grade U.S. History curriculum relies heavily on students ability to CLOSE read documents from across historical eras.

We suggest the following resources for teachers:

Docs Teach from the National Archives. There are thousands of primary source documents and classroom teaching tools. primary sources for use in classroom activit

SHEG (Stanford History Education Group) This is a free site but requires users to register a username and password.

Zoom In is a highly interactive, document-based, inquiry-based U.S. history lesson plans.

Ed TED

GPPSS Grade 8 Curriculum 2015

Big Ideas & Key Questions for Products/Skills/ State Standard & Unit Processes Exploration Activities

F1.1 Describe the ideas, How did the governments of the D2.His.4.6-8. Analyze Magna Carta from the experiences, and 13 original colonies reflect the multiple factors that National Archives (text) interactions that ideals of republicanism, influenced the promoting the common good perspectives of people The Gilder Lehrman influenced the colonists' and representative government? during different Institute: Pilgrims, the decisions to declare historical eras. Mayflower Compact, and independence by How did the French and Indian the First Thanksgiving Unit analyzing War affect the attitudes of the · colonial ideas colonists? The Mayflower Compact about government (text) (e.g., limited Mayflower Compact Song government, republicanism, Colonial Williamsburg protecting individual website rights and · promoting the Maryland Toleration Act common good, 1649 (text)

representative French and Indian War government, natural (A letter from the Ohio River rights) (C2) Valley) · experiences Map of the French and with self-government Indian War (e.g., House of Burgesses and town

meetings) (C2) · changing interactions with the royal government of Great Britain after the French and Indian War (C2)

F1.2 Using the Declaration Did the Declaration of D2.His.5.6-8. Explain Washington Post’s The of Independence, including Independence provide how and why Volokh Conspiracy: The the grievances at the end independence for all? What perspectives of peo- Declaration of were some of the shortcomings ple have changed over Independence annotated of the of the Declaration of time. document, describe Independence? Students write a “break-up” the role this document The idea is that the DoI letter from the colonies to played in expressing has come to include England • colonists' views of various demographic government over the course of U.S. A translation of the • their reasons for history... Declaration of Independence separating from Great

Britain. (C2) Compare to any Taylor Swift song :)

King George: What was his Problem

Too Late to Apologize

F1.3 Describe the Who should get the “blame” for D2.His.1.6-8. Analyze Shays’ Rebellion video consequences of the starting the American connections among American Revolution by Revolution? The American events and Nystrom American colonists or England? Explain, developments in Revolution analyzing the broader historical • birth of an contexts. independent republican government (C2) • creation of Articles of Confederation (C2) • changing views on freedom and equality (C2) • and concerns over distribution of power within governments, between government and the governed, and among people (C2)

U3 USHG ERA 3 - ● How do individuals work REVOLUTION AND THE together to bring about NEW NATION change?

● What drove the colonists to declare independence

from Great Britain?

● How is the outcome of war shaped by politics, economics, and geography?

● Did the colonists have enough of a justification

to use force to break

away from Great Britain?

● How can one define a Revolution?

● How do economic conditions influence the distribution of power, wealth, and status?

● How is possible that American Patriots gained their independence from the powerful British Empire?

8 - U3.3.1 ● How and why are D2.His.14.6-8. Explain A student simulation of the Explain the reasons for the governments created and multiple causes and Confederation Congress adoption and subsequent changed? effects of events and and its flawed nature. failure of the Articles of ● What is a revolution? developments in the Coat of Arms Confederation (e.g., why its Why are the sometime past. necessary? drafters created a weak D2.His.15.6-8 Evaluate central government, the relative influence of challenges the nation faced various causes of Radio station lesson plan under the Articles, Shays' events and (History Alive!) Rebellion, and disputes over developments in the western lands). (C2) past.

D2.His.6.6-8. Analyze Charting the weaknesses of ● Why were the Articles of how people’s the Articles of 8 - U3.3.2 Confederation designed perspective influenced Confederation Identify economic and so weakly and thus led to what information is political questions facing the its subsequent failure? available in the Draw a picture of the nation during the period of historical sources they weakness, explain the the Articles of Confederation ● How did Shays’ Rebellion created. weakness and the opening of the lead to the Constitutional Constitutional Convention. Convention? (E1.4)

8 - U3.3.3 ● How did the development D2.His.3.6-8. Use Constitutional Convention Describe the major issues of colonial America lead questions generated simulation - tables for each debated at the Constitutional to different opinions at the about individuals state and students each Convention including the Constitutional represent a Delegate. Use distribution of political power, Convention? and groups to analyze face mask and have each conduct of foreign affairs, why they, and the person introduce rights of individuals, rights of ● How might the geography developments they themselves. states, election of the of the United States have shaped, are seen as executive, and slavery as a affected the policies of historically significant. Look at Madison’s journal regional and federal issue. the new national entries from the government? Constitutional Convention

8 - U3.3.4 ● Explain how American D2.His.14.6-8. Explain Constitutional Convention Explain how the new liberties protected by the multiple causes and simulation - tables for each constitution resolved (or new Constitution? effects of events and state and students each

compromised) the major developments in the represent a Delegate. Use ● What groups of people past. face mask and have each issues including sharing, were not represented at person introduce separating, and checking of the Constitutional themselves. Delegates power among federal Convention? debate the mentioned government institutions, dual issues. ● What groups of people sovereignty (state-federal are not represented power), rights of individuals, under the Constitution? the Electoral College, the Three-Fifths Compromise, and the Great Compromise. ● What were successes and failures of the Constitution?

● What are success and failures of the Constitution?

● Does the Constitution still protect our individual rights?

8 - U3.3.5 D2.His.4.6-8. Analyze Read and analyze Analyze the debates over the ● Explain the perspectives multiple factors that Federalist Papers ratification of the Constitution of the Federalists and influenced the (especially #10 and #51) from the perspectives of Anti-Federalists. perspectives of people Use the National Archives Federalists and Anti- during different How do the Federalists and Anti- historical eras. DocsTeach worksheets to Federalists and describe Federalist evolve into America’s analyze various primary how the states ratified the first two political parties? sources including written Constitution. (C2) sources, political cartoons, (National Geography sound recordings, etc. Standard 3, p. 148) http://www.archives.gov/edu cation/lessons/revolution- new-nation.html

8 - U3.3.6 ● How do the Bill of Rights D2.His.6.6-8. Analyze Possible Applications: Explain how the Bill of Rights protect individual how people’s reflected the concept of freedoms? perspectives influenced Socrative Circles limited government, what information is protections of basic available in the New York Times Learning freedoms, and the fear of historical sources they Bloghttp://learning.blogs.nyt many Americans of a strong created. imes.com/?s=bill+rights central government. (C3)

Students evaluate constitutionality of current public issues (e.g. The Pledge of Allegiance, The Affordable Healthcare Act).

By examining the impact of social media and technology in today’s society students will evaluate the applicability of the 4th amendment.

8 - U3.3.7 D2.His.9.6-8. Classify Possible Applications: Using important documents ● How do individuals work the kinds of historical (e.g., Mayflower Compact, together to bring about sources used in a Students use excerpts from Iroquois Confederacy, change? secondary the Declaration of ● What are some obstacles Independence to produce a Common Sense, Declaration interpretation. to growth or change? children’s version of the of Independence, Northwest ● How did the political doc. Ordinance, Federalist thinkers from Europe (the D2.His.11.6-8. Use Papers), describe the Enlightenment) influence other historical sources Students close read the to infer a plausible Monroe Doctrine historical and philosophical the Founding Fathers? maker, date, place of and compare it to the origins of constitutional origin, and intended Roosevelt Corollary government in the United audience for historical and other presidential States using the ideas of sources where this documents. social compact, limited information is not easily government, natural rights, identified. Students analyze excerpts right of revolution, separation D2.His.136-8. Evaluate from Common Sense and of powers, bicameralism, the relevance and utility “translate” them into republicanism, and popular of a historical source modern, easy-to- participation in government. based on information understand language. (C2) such as maker, date, place of origin, intended Constitution in Action audience, and purpose. Lesson from Docs Teach

U4 USHG ERA 4 - ● How did changes caused by EXPANSION AND economic and territorial REFORM (1792-1861) growth and the actions of reformers lead to growing sectionalism?

U4.1 Challenges to an ● To what extent do the Emerging Nation benefits of progress outweigh the costs? ● How did Americans create a national government that respected both the independence of states and the rights of individuals? ●

● How is the past connected to the present and the future?

● What political traditions and tensions first appeared in the early years of the new republic?

8 - U4.1.1 ● To what extent did D2.His.5.6-8. Explain Washington's Farewell - subsequent Presidents how and why A CLOSE reading of the Washington;s Farewell Use Washington's Farewell heed the advice of perspectives of people George Washington’s have changed over Address. Use evidence Address to analyze the most Farewell Address? time. from the document to significant ● How have political parties support Washington’s challenges the new nation hindered the efficacy of claims. faced and the extent to American government? which subsequent Using current events Presidents heeded (articles from Newsela) students write a response Washington's advice. (C4) stating how Washington would feel about the issue(s). Students must reference Washington’s Farewell Address in their responses.

8 - U4.1.2 ● How did treaties and D2.His.2.6-8. Classify Establishing America's America’s foreign policy series of historical ● Create your own Place in the World - Explain change the shape, size, events and political cartoon for the changes in America's and role of the new developments as the various treaties. ● Design a “Smarty relationships with other nation? examples of change and/or continuity. Pins” activity which nations by analyzing treaties annotates a Google with American Indian Map with historical nations, Jay's Treaty (1795), information. (Google French Tour Builder) Revolution, Pinckney's ● Use a Google Earth Treaty (1795), Louisiana program like google Purchase, War of lit trips to create markers and 1812,Transcontinental incorporate primary Treaty sources in order to (1819), and the Monroe show impact of Doctrine. (C4) (National treaties on the US. Geography Standard 13, p. Google Tour Builder. 161)

8 - U4.1.3 ● What were the D2.His.4.6-8. Analyze ● Wayne RESA video: Challenge of Political fundamental differences multiple factors that Taxes in US History, Conflict between the Federalists influenced the Whiskey Rebellion Explain how political parties and Democratic- perspectives of people

emerged out of the Republican? during different ● Which economic, political, historical eras. ● SHEG: competing and social factors divided Hamilton/Jefferson ideas, experiences, and the America’s two first Letters to George fears of Thomas Jefferson parties? Washington and Alexander Hamilton (and ● How did the vision of the their followers), despite the future United States differ ● Have a simulated worries the Founders had between the Federalists debate/tea party in concerning the dangers of and Democratic- which Jefferson and political division, by Republicans? Hamilton discuss their differences. analyzing disagreements ● Hamilton v. Jefferson over reading Relative power of the national government (e.g.,Whiskey Rebellion, Alien and Sedition Acts) (C3) · foreign relations (e.g., French Revolution, relations with Great Britain) (C3) · economic policy (e.g., the creation of a national bank, assumption of revolutionary debt) (C3, E2.2)

8 - U4.1.4 ● Which branch of D2.Hist.12.6-8. Use ● Using question dice Establishing a National government is the most questions generated (“Wh” questions) Judiciary and Its Power - powerful (separation of about multiple historical students have to Explain the development of powers)? sources to identify generate questions further areas of inquiry based on whatever the ● How did the Supreme and additional sources. side is rolled. power of the Supreme Court Court’s power and Students then work through the doctrine of statues evolve during the in pairs or groups to judicial review as manifested 19th Century? answer those in questions. Marbury v. Madison (1803) ● How was the legal precedent of “judicial and the role of Chief Justice review” established? John Marshall and the Supreme ● How do 19th Century Supreme Court landmark Court in interpreting the cases affect our lives power of the national today? government (e.g., McCullouch v. Maryland, Dartmouth College v. Woodward, Gibbons v. Ogden). (C3, E1.4, 2.2)

U4.2 Regional and ● What forces and events D2.His.6.6-8. Analyze Economic Growth affected national unity how people’s Video vignettes: "Andrew and growth? perspectives influenced Jackson: Good, Evil, and what information is the Presidency" on PBS. ● What impact did Andrew available in the Jackson’s presidency historical sources they Analysis of King Andrew the have on the nation? created. First Political Cartoon

● How did westward expansion transform the nation? ● How did Andrew Jackson expand the power of the presidency?

8 - U4.2.1 ● How might the geography D2.His.15.6-8. Evaluate Nystrom mapping activity Comparing Northeast and of the United States have the relative influence of showing the climate, natural the South affected the policies of various causes of resources, and urban areas Compare and contrast the the new national events and of both the Northeast and government? developments in the the South. social and economic past. systems of the Northeast ● How did geographical Norman B. Leventhal Map and the South with respect to difference manifest D2.Eco.6.6-8. Center geography and climate and themselves into Explain how the sectionalism? changes in supply and Graphic organizer of New the demand caused England, South, and development of variety of ● How were sectional changes in price and frontier. environments. differences a harbinger of quantity of goods and · agriculture, including the imminent Civil War? services, labor, credit, Analysis of the American changes in productivity, and foreign currencies. Plan. technology, supply and ● How did Henry Clay

demand, and price preserve the federal D2.Eco.7.6-8. Union throughout the Analyze the role of Cotton Gin Video · (E1.3,1.4) 1800s? innovation and · industry, including entrepreneurship in a entrepreneurial development market economy. of new industries, such as textiles (E1.1) · the labor force including labor incentives and changes in labor forces (E1.2) · transportation including changes in transportation (steamboats and canal barges) and impact · on economic markets and prices (E1.2,1.3) · immigration and the growth of nativism · race relations · class relations

8 - U4.2.2 Describe how the issues of D2.His.6.6-8. Analyze Enslaved African HIstorical The Institution of Slavery - slavery generated strong how people’s Museum lesson (students Explain the ideology of the feelings in the North, South, and perspectives influenced tour a teacher made institution of slavery, its West? what information is exhibits relating the policies, and consequences. available in the institution of slavery and How did slave owners justify the historical sources they take notes/make institution of slavery? created. observations about.

PBS Frederick Douglass Narrative of the Life of Frederick Douglass

The Abolitionists American Experience film that covers many abolitionists including Frederick Douglass, the Grimke sisters, and William Lloyd Garrison .

Underground RR: The William Still Story

Mission US: Flight to Freedom

8 - U4.2.3 ● How might the geography D2.Geo.7.6-8. Explain Zoom In Inquiry of Westward Expansion - of the United States have how changes in American Progress, slowly Explain the expansion, affected the policies of transportation reveal picture. Discuss each conquest, and settlement of the new national and communication portion, then discuss image the West through the government? tech- as a whole. Louisiana Purchase, the nology influence the Project-Western Novels spatial connections Jimmy Fallon Gadsden removal of American Indians among human Purchase (Trail of Tears) from their settlements and affect native lands, the growth of a the Original Oregon Trail video system of commercial diffusion of ideas and game simulator agriculture, and the idea of cultural practices. Manifest Destiny. (E2.1) An ARCGIS on Kentucky’s Frontier Trails (National Geography

Standard 6, p. 154) Nystrom Trail of Tears

The Trail of Tears and the Forced Relocation of the Cherokee Nation

Manifest Destiny song by Jamiroquai. Analyze lyrics.

8 - U4.2.4 ● Would the Civil War have D2.Geo.9.6-8. Evaluate http://zoomin.edc.org/users/ Consequences of happened without the the influences of long- login Expansion Develop an Mexican American War? term human-induced (above website has lots of argument based on evidence ● Does an increase in the environmental change great writing assignments about the positive and number of voters make a on spatial patterns of for many aspects of US country more democratic? conflict and cooperation. History) negative consequences of ● Does a geographic territorial and economic minority have the right to SHEG: Manifest Destiny expansion on American ignore the laws of the Indians, the institution of national government? slavery, and the relations between free and slaveholding states. (C2) (National Geography Standard 13, p. 169)

U4.3 Reform Movements ● How did the antebellum reform movement change the nation in the mid - 1800s?

8 - U4.3.1 Discuss why the United States D2.His.2.6-8. Classify The History Project: Horace Explain the origins of the had higher literacy rates than its series of historical Mann on Public Education American education system European counterparts? events and and Horace Mann's developments as campaign for free How did Horace Mann’s examples of change compulsory public education. common school affect the nation and/or continuity. (C2) both positively and negatively?

Why do compulsory education laws exist?

8 - U4.3.2 How did the Second Great D2.His.3.6-8. Use Analyze news articles from Describe the formation and Awakening and the Social questions generated America’s Historical development of the Gospel Movement of the mid- about individuals and Newspapers database abolitionist movement by nineteenth century manifest groups to analyze why which discuss his raid on considering the roles of key theme of social change? they, and the Harpers Ferry and compare developments they the article to the lyrics John abolitionist leaders (e.g., Compare and contrast two shaped, are seen as Brown’s Body Union song. John Brown and the armed different abolitionists. historically significant. resistance, Harriet Tubman SHEG: John Brown and the Underground Railroad, Sojourner Truth, Reformers baseball cards project William Lloyd Garrison, and Frederick Douglass), and the response of southerners and northerners to the abolitionist movement. (C2) (National Geography Standard 6, p. 154)

8 - U4.3.3 How did Elizabeth Cady D2.His.3.6-8. Use Compare and contrast the Analyze the antebellum Stanton’s Declaration of questions generated Declaration of women's rights (and Sentiments borrow ideas from about individuals and Independence and the suffrage) movement by Thomas Jefferson’s Declaration groups to analyze why Declaration of Sentiments. of Independence? Are all groups they, and the discussing the goals of its in American society included in developments they Shoomo publishing song on leaders (e.g., Susan B. ideals of Jefferson’s vision? shaped, are seen as women’s suffrage. Anthony and Elizabeth Cady historically significant. Stanton) and comparing the Seneca Falls Resolution with the Declaration of Independence. (C2)

8 - U4.3.4 Did social reformers achieve D2.His.3.6-8. Use Episode 1 “A Nation of Analyze the goals and their intended goals? What were questions generated Drunkards” focuses on the effects of the antebellum other long term consequences of about individuals and mid-nineteenth century the antebellum temperance groups to analyze why temperance movement. The temperance movement. (C2) movement? they, and the site has links to various developments they classroom activities What social and religious shaped, are seen as including political cartoon. movements led to temperance? historically significant. Ken Burns Prohibition Materials

8 - U4.3.5 What role do religious values D2.His.3.6-8. Use Thinglink with a series of Evaluate the role of religion and norm play in shaping laws questions generated pop ups and questions in shaping antebellum reform and regulations? about individuals and analyzing/depicting social groups to analyze why gospel movement. movements. (C2) they, and the developments they POSERS analysis Use this shaped, are seen as acronym to help students historically significant. analyze images

DocsTeach is a higher leveled tool used for analysis.

Write an evidentiary based argument on the success of the reform movements in changing American society. The essay should include evidence from at least two different antebellum reform movements and describe how a contemporary national public policy issue has its roots in America’s past. (Oakland Rubicon)

U5 USHG ERA 5 - CIVIL Civil War Trust WAR AND RECONSTRUCTION (1850- Civil War 150 Infographic 1877)

U5.1 The Coming of the ● Could the Civil War have Fort Sumter Story Map Civil War been avoided?

● What issues and events shattered the nation's unity and led to the Civil War?

8 - U5.1.1 ● Why did the institution of D2.His.4.6-8. Analyze Leventhal Map Center Civil Explain the differences in the slavery last so long? multiple factors that War lessons lives of free blacks (including ● How did the institution of influenced the

those who escaped from slavery impact families perspectives of people and culture? during different Economy of the slave south slavery) with the lives of free ● Were free blacks really historical eras. North and South: Different whites and enslaved free? but connected peoples. (C2)

8 - U5.1.2 ● How was the addition of D2.Geo.4.6-8. Explain Mapping activity Describe the role of the new states to the Union a how cultural patterns Northwest Ordinance and its recipe for the Civil War? and economic decisions DocsTeach: Civil War and Reconstruction effect on the banning of influence environments and the daily lives of slavery (e.g., the people in both nearby 10th regiment Flint Boys establishment of Michigan as and distant places. a free state). (National Geography Standard 12, p. D2.His.1.6-8. Analyze 167) connections among events and developments in broader historical contexts.

8 - U5.1.3 D2.His.4.6-8. Analyze DocsTeach: Civil War and Describe the competing ● Could the Civil War have multiple factors that Reconstruction views of Calhoun, Webster, been avoided? influenced the SHEG Lesson Plans-- add and Clay on the nature of the perspectives of people during different them union among the states (e.g., historical eras. sectionalism, nationalism, federalism, state rights). (C3)

8 - U5.1.4 ● Why did the Compromise D2.His.2.6-8. Classify Split students up equally. Describe how the following of 1820 fall apart? series of historical As a new territory is added increased sectional tensions ● What events resulted in events and one side becomes uneven. the Missouri Compromise the delay of the Civil developments as Make a compromise. War? examples of change Continue process for new (1820) ● Can legislative and/or continuity. states. · the Wilmot Proviso compromises solve moral (1846) issues? Fugitive Slave Act: Analyze · the Compromise of fugitive slave posters. 1850 including the Fugitive Slave Act Causes of the Civil War by United Streaming · the Kansas-Nebraska Act (1854) and subsequent conflict in Kansas · the Dred Scott v. Sandford decision (1857) · changes in the party system (e.g., the death of the Whig party, rise of the Republican party and division of the Democratic party) (C2; C3) (National Geography Standard 13, p. 169)

8 - U5.1.5 ● Can individuals bring D2.His.6.6-8. Analyze Have students work in small Describe the resistance of about social change? how people’s groups reading children’s enslaved people (e.g., Nat perspectives influenced books on various people. ● Why were Detroit and St. Turner, Harriet Tubman and what information is Catherine’s final “stations” available in the Book: Day of Tears the in the United States on historical sources they Underground Railroad, John the Underground created. Mission US: Flight to Brown, Michigan's role in the Railroad? Freedom Underground Railroad) and effects of their actions Charles E. Wright African American Museum in before and during the Civil Detroit War. (C2) Elmwood Cemetery Field Trip

Nystrom Atlas Underground Railroad activity

Create a museum exhibit on Detroit’s role in the Underground Railroad, specifically tying Ontario’s heritage to enslaved Africans.

8 - U5.1.6 ● How is slavery mentioned D2.His.2.6-8. Classify “Grade” the Constitution Describe how major issues in the Constitution? series of historical from different perspectives debated at the Constitutional ● How has the Constitution events and in different time periods

Convention such as changed over time to developments as reflect the growing examples of change Constitutional amendments disagreements over the diversity of America? and/or continuity. game (SMARTBOARD distribution of political power, Exchange) rights of individuals (liberty D2.His.14.6-8. Explain and property), rights of multiple causes and states, election of the effects of events and executive, and slavery help developments in the past. explain the Civil War (C2).

U5.2 Civil War ● Was the American Revolution more of a Civil War and was the Civil War more of a Revolution? ● Was the Civil War worth its costs?

8 - U5.2.1 ● Why was South Carolina D2.His.2.6-8. Classify Explain the reasons the first state to secede series of historical (political, economic, and from the Union? events and

social) why Southern states developments as ● Why did the Southern examples of change seceded and explain the states secede from the and/or continuity. differences in the timing of Union? secession in the Upper and ● Was slavery the primary Lower South. (C3, E1.2) cause of the Civil War? (National Geography Standard 6, p. 154)

8 - U5.2.2 ● What advantages did the D2.His.2.6-8. Classify Venn diagram or T-chart Make an argument to explain North have over the south series of historical comparing the strengths the reasons why the North and vice versa? events and and weakness of the UNion won the Civil War by ● How did the north’s developments as and Confederacy. manufacturing and examples of change considering the industrial roots help it win and/or continuity. · critical events and the Civil War? battles in the war · the political and Civil War Maps (extra military leadership of the attention to the annotated maps) North and South · the respective StoryMap of Battlefields of advantages and the Civil War disadvantages, including geographic, demographic, economic and technological (E1.4) (National Geography Standard 15, p. 173)

8 - U5.2.3 ● Does Abraham Lincoln D2.His.13.6-8. Evaluate Lincoln’s Gettysburg the relevancy and utility Address, analyze images Examine Abraham Lincoln's deserve to be called the presidency with respect to of a historical source Create a video reciting the · his military and “Great Emancipator”? based on information such as maker, date, Gettysburg Address and political leadership ● To what extent did the place of origin, intended upload to YouTube · the evolution of his rhetoric of Abraham audience, and purpose. emancipation policy Compare/Contrast the (including the Emancipation Lincoln expand the Gettysburg Address and the Second Inaugural Address Proclamation) concept of American · and the role of his (text) significant writings and democracy and freedom? speeches, including the Gettysburg Address and · its relationship to the Declaration of Independence (C2)

8 - U5.2.4 ● Why did African D2.His.6.6-8. Analyze 54th regiment Describe the role of African Americans fight on the how people’s Americans in the war, side of the Confederacy? perspectives influenced Civil War 150 infographic (posted by unit name) including black soldiers and what information is ● How were African available in the regiments, and the increased American soldiers treated historical sources they Contraband Camps Lesson resistance of enslaved in comparison to the created. Plan (honors lesson) peoples. white soldiers?

8 - U5.2.5 ● How did the Civil War D2.Geo.9.6-8. Evaluate Analyze images of Construct generalizations change the role of the influences of long Richmond, Atlanta, and about how the war affected women? term human induced Charleston to show

combatants, civilians environmental change destruction. ● How did the Civil War on spatial patterns of (including the role of affect science, medicine, conflict and cooperation. Library of Congress: women), the physical and technology? Analyzing Photographs and environment, and the future ● What are the long term Prints of warfare, including effects on civilians and technological the physical environment developments. (National in the areas where war Geography Standard 14, p. takes place?

171) ● How are northern and southern perspectives of the Civil War different, both historically and today?

U5.3 Reconstruction ● How do we measure History Channel overview of success? Is progress for Reconstruction link below some progress for all? http://www.history.com/topic ● Why do people move? s/us- How are settlement presidents/compromise-of- patterns related to 1877 economic conditions, geography, and political parties? ● Was it possible to have a peace of reconciliation after the Civil War? ● Should the South have been treated as a defeated nation or as a rebellious states? ● Did Reconstruction governments rule the south well?

8 - U5.3.1 Using a graphic organizer Describe the different chart Lincoln’s, Johnson’s, positions concerning the and Radical Republican’s reconstruction of Southern plan for Reconstruction.

society and the Edsitement Reconstruction nation, including the Lesson positions of President Abraham Lincoln, President Andrew Johnson, Republicans, and African Americans.

8 - U5.3.2 Did the Reconstruction D2.His10.6-8. Detect ● Read, analyze, and Describe the early responses Amendments ? possible limitations in discuss the Black to the end of the Civil War by the historical record Codes: Mississippi based on evidence describing collected from different Law Creating the · the policies of the ● How did black codes and kinds of historical Freedmen’s Bureau (use Freedmen's Bureau (E2.2) Jim Crow laws circumvent sources. Docs Teach written doc. · restrictions placed on the Reconstruction analysis sheet) the rights and opportunities amendments? D2.His16.6-8. Organize of freedmen, including racial applicable evidence into ● How successful was the segregation and Black a coherent argument Freedmen’s Bureau at about the past. Codes (C2, C5) accomplishing it’s goals?

● To what extent did Jim Crow Laws create and govern a racially segregated society in the South?

8 - U5.3.3 ● How successful was the D2.Civ.9.6-8. Compare Describe the new role of civil rights movement of deliberative processes African Americans in local, the 1960s and 1970s in used by a wide variety achieving the mandates of groups in various state and federal of the constitutional settings. government in the years amendments of the 1860s after the Civil War and the and 1870? D2.His16.6-8. Organize resistance of Southern ● Did the Reconstruction governments rule the applicable evidence into whites to this change, South well? a coherent argument including the Ku Klux Klan. ● Does racial equality about the past. (C2, C5) depend upon government action? ● Should African Americans have more strongly resisted the government’s decision to abandon the drive for equality?

8 - U5.3.4 ● Why would the United D2.Civ.8.6-8 Analyze 1. Create a Analyze the intent and the States need to add the ideas and principles poster display effect of the Thirteenth, 13th, 14th, and 15th contained in the comparing the Fourteenth, and Fifteenth Amendments to the founding documents of impact of Constitution? the United States, and Reconstruction Amendments to ● How did government explain how they on race the Constitution. reconstruction policies influence the social and relations in affect race relations? political system. America and ● How did the the Reconstruction era consequences reflect America’s D2.Civ.12.6-8. Assess of removing movement toward specific rules and laws Union troops and/or away from its (both actual proposed) on Americans. core ideals found in the as means of addressing Declaration of public problems. Independence and Constitution? ● How did issues concerning the rule of law, limited government, and individual rights affect Americans during the Reconstruction era?

8 - U5.3.5 ● What impact did Union D2.Geo.1.6-8. Battle over Reconstruction, Explain the decision to troops have in Antebellum Construct maps to Edsitement remove Union troops in 1877 South? represent and explain

and describe its impact on the spatial patterns of cultural and Americans. environmental characteristics.

D2.Geo.2.6-8. Use maps, satellite images, photographs, and other representations between the locations of places and regions, and changed in their environmental characteristics.

U 6 USHG ERA 6 - THE DEVELOPMENT OF AN INDUSTRIAL, URBAN, AND GLOBAL UNITED STATES (1870-1930)

U6.1 America in the Last Half of the 19th Century

8 - U6.1.1 ● To what extent did D2.Geo.7.6-8. Explain America at Century's End - technological invention how changes in History Channel : Steam Compare and contrast the and innovation improve transportation and Engines Drive a Revolution in Transportation United States in 1800 with transportation and the communication infrastructure of the technology influence the the United United States during the spatial connections States in 1898 focusing on nineteenth century? among human similarities and differences in ● Can the “white man’s settlements and affect

· territory, including the conquest” of Native the diffusion of ideas size of the United States and Americans be justified? and cultural National Parks Service: land use ● To what extent had Homestead Act Lesson African Americans · population, including Plan attained the “American immigration, reactions to Dream” by the early immigrants, and the twentieth century? NEA Transcontinental changing demographic ● What were the push/pull Telegraph and Railroad · structure of rural and factors involved in the urban America (E3.2) migration of people · systems of across the nation? iCivics Lesson on Plessy v. Ferguson (1896) transportation (canals and ● Did America fulfill the dreams of immigrants? railroads, including the ● Has immigration been the Transcontinental Railroad), American Experience: We key to America’s and Shall Remain success? · their impact on the economy and society (E1.4,

3.2) · governmental policies promoting economic development (e.g., tariffs, banking, land grants and · mineral rights, the Homestead Act) (E.2.2) · economic change, including industrialization, increased global competition, and their impact · on conditions of farmers and industrial workers (E1.4, 2.1, 3.2) · the treatment of African Americans, including the rise of segregation in the South as endorsed by the Supreme Court's decision in Plessy v. Ferguson, and the response of African Americans · the policies toward American Indians, including removal, reservations, the Dawes Act of 1887, and the response of American Indians · U6.2 Investigation Topics and Issue Analysis (P2)

8 - U6.2.1 ● In what ways does an ● D3.1.6-8. Gather ● In groups, students United States History event affect multiple relevant research a topic of Investigation Topic and people differently? information from their choice (from Issue Analysis, Past and ● What events and turning multiple sources list). Each member of points are important in while using the group most research Present - history and why? origin, authority, and represent how Use historical perspectives structure, their specific social to analyze issues in the context, and role/perspective United States from the past corroborative would have viewed and the present; conduct value of the this topic. research on a historical issue sources to guide or topic, identify a connection the selection. to a contemporary issue, and present findings (e.g., oral, visual, video, or electronic presentation, persuasive essay, or research paper); include causes and consequences of the historical action and predict possible consequences of the contemporary action.

PUBLIC DISCOURSE, DECISION MAKING, AND CITIZEN INVOLVEMENT (P3, P4)

P3.1 Identifying and Analyzing Issues, Decision Making, Persuasive Communication About a Public Issue, and Citizen Involvement

7 - P4.2.1 ● How does the past affect D3.1.6-8. Gather Students will write a Identify, research, analyze, the present and the relevant persuasive essay on a discuss, and defend a future? information from national public policy issue.

position on a national public ● How can we learn from multiple the best to benefit the sources while using the Students use America’s policy issue. future? origin,authority, Historical Newspapers · Identify a national structure, context, and database to acquire articles public policy issue. corroborative value of from throughout U.S. · Clearly state the issue the sources to guide the History. as a question of public policy selection.

orally or in written form. Students will identify a · Use inquiry methods D3.4.6-8. Develop national public policy issue to trace the origins of the claims of concern and create a issue and to acquire data and counterclaims while video public service about the issue. pointing out the announcement that seeks · Generate and strengths to address the problem. evaluate alternative and limitations of both. resolutions to the public issue and analyze various · perspectives (causes, consequences, positive and negative impact) on the issue. · Identify and apply core democratic values or constitutional principles. · Share and discuss findings of research and issue analysis in group discussions and debates. · Compose a persuasive essay justifying the position with a reasoned argument. · Develop an action plan to address or inform others about the issue

P4.2 Citizen Involvement

8 - P4.2.1 ● How can students D4.3.6-8. Present adap- Write or e-mail an elected Demonstrate knowledge of participate in meaningful tations of arguments official concerning a public how, when, and where civic action? and policy issue

individuals would plan and ● How are civic ideals explanations on topics translated into practice? of NY Times Weekly News conduct interest to others to Quiz activities intended to reach audiences and advance views in matters of venues outside the position paper public policy, report the classroom using print results, and evaluate and oral technologies Drawing for Change: Analyzing and Making effectiveness. (e.g., posters, essays, letters, debates, Political Cartoons speeches, reports, and maps) and digital Work with community technologies (e.g., leaders to help inform about Internet, social media, historical role of city and digital documentary).

8 - P4.2.2 ● How can students D4.3.6-8. Present adap- ● Compare and Engage in activities intended participate in meaningful tations of arguments contrast a current to contribute to solving a civic action? and event with one of the national or international ● How are civic ideals explanations on topics founding documents translated into practice? of studied in class. problem interest to others to Analyze the impact studied. reach audiences and that particular venues outside the document has on the classroom using print current and oral technologies (e.g., posters, essays, Project Citizen letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

8 - P4.2.3 ● How can students D4.3.6-8. Present adap- ● Students use activist Participate in projects to help participate in meaningful tations of arguments methods they have or inform others (e.g., civic action? and learned from ● How are civic ideals explanations on topics studying reform service learning projects). translated into practice? of movements and interest to others to apply those to issues reach audiences and of need in either their venues outside the community or larger classroom using print global spectrum. and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).