Pojoaque Valley Schools Social Studies CCSS Pacing Guide 8 Grade

Pojoaque Valley Schools Social Studies CCSS Pacing Guide 8th Grade

*Skills adapted from Kentucky Department of Education ** Evidence of attainment/assessment, Vocabulary, Knowledge, Skills and Essential Elements adapted from Wisconsin Department of Education and Standards Insights Computer-Based Program

Version 2

2016- 2017

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 1 Pojoaque Valley Schools Social Studies Common Core Pacing Guide Introduction

The Pojoaque Valley Schools pacing guide documents are intended to guide teachers’ use of New Mexico Adopted Social Studies Standards over the course of an instructional school year. The guides identify the focus standards by quarter. Teachers should understand that the focus standards emphasize deep instruction for that timeframe. However, because a certain quarter does not address specific standards, it should be understood that previously taught standards should be reinforced while working on the focus standards for any designated quarter. Some standards will recur across all quarters due to their importance and need to be addressed on an ongoing basis.

The Standards are not intended to be a check-list of knowledge and skills but should be used as an integrated model of literacy instruction to meet end of year expectations.

The Social Studies CCSS pacing guides contain the following elements: • Strand: Identify the type of standard • Standard Band: Identify the sub-category of a set of standards. • Benchmark: Identify the grade level of the intended standards • Grade Specific Standard: Each grade-specific standard (as these standards are collectively referred to) corresponds to the same-numbered CCR anchor standard. Put another way, each CCR anchor standard has an accompanying grade-specific standard translating the broader CCR statement into grade- appropriate end-of-year expectations. • Skills and Knowledge by Quarter: Identified as subsets of the standard and appear in one or more quarters. Define the skills and knowledge embedded in the standard to meet the full intent of the standard itself. • Standards Code: Contains the strand, grade, and number (or number and letter, where applicable), so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3

Version 2 of the Pojoaque Valley School District Pacing guides for Reading Language Arts, Mathematics, and Social Studies are based on the work done by staff and teachers of the school district using the Kentucky model, and a synthesis of the excellent work done by Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. (2010), Standards Insight project.

Standards Insight was developed to give educators a tool for in depth investigation of the Common Core State Standards (CCSS). The CCSS are “unpacked” or dissected, identifying specific knowledge, skills, vocabulary, understandings, and evidence of student attainment for each standard. Standards Insight may be used by educators to gain a thorough grasp of the CCSS or as a powerful collaborative tool supporting educator teams through the essential conversations necessary for developing shared responsibility for student attainment of all CCSS. . . . serves as a high-powered vehicle to help educators examine the standards in a variety of ways.

The Version 2 Pojoaque Valley School District Pacing guides present the standard with levels of detail and then the necessary skills by quarter based on the Kentucky model. On the second page for each standard, the synthesis of the Standards Insight project is presented in a way that further defines and refines the standard such that teachers may use the information to refine their teaching practices.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2

2 Based on this synthesis of work and the purpose for the unpacking, the following fields were selected as most helpful to aid in understanding of the Common Core Standards that will lead to shifts in instruction:

1. Evidence of Student Attainment: “What could students do to show attainment of the standard?” 2. Vocabulary: “What are key terms in the standard that are essential for interpretation and understanding in order for students to learn the content?” 3. Knowledge: “What does the student need to know in order to aid in attainment of this standard?” 4. Skills and Understanding: “What procedural skill(s) does the student need to demonstrate for attainment of this standard?”, and “What will students understand to attain the standard?” The following fields are included in Version 2:

Evidence of Student Attainment: This field describes what the standard may look like in student work. Specific expectations are listed in performance terms showing what students will say or do to demonstrate attainment of the standard.

Standards Vocabulary: This field lists words and phrases specific to each standard. Shared interpretation and in depth understanding of standards vocabulary are essential for consistent instruction across and within grade levels and content areas.

Knowledge, Skills and Understanding: The knowledge, skill and understanding field lists what students will need to know in order to master each standard (facts, vocabulary, and definitions). This field identifies the procedural knowledge students apply in order to master each standard (actions, applications, strategies), as well as the overarching understanding that connects the standard, knowledge, and skills. Understandings included in Standards Insight synthesize ideas and have lasting value.

Standards Codes for all Standards Connected to this Area: Contains the strand, grade, and number (or number and letter, where applicable), so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3

Instructional Achievement Level Descriptors: This field lists, by level what a teacher can expect to see in a student who achieves at a particular level. Additionally, teachers can use this field to differentiate instruction to provide further growth for student’s in moving from one level to another. In the case of this set of materials, level IV incorporates the NMPED Advanced Curriculum goals, objectives and expected outcomes. This field can be used to provide specific teaching approaches to the standard in question.

A Note About High School Standards: The high school standards are listed in conceptual categories. Conceptual categories portray a coherent view of high school instruction that crosses traditional course boundaries. We have done everything possible, with teacher input, to link individual standards to the appropriate pacing guides,

References to Tables: References to tables within the standards in the Standards Insight tool refer to Tables 1- 5 found in the glossary of the Mathematics Common Core State Standards document found at www.corestandards.org.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2

3 Common Core Social Studies Pacing Guide 8th Grade STRAND 5-8 History Content Standard I: Students are able to identify important people 5-8 Benchmark 1-A. New Mexico: explore and explain how people and events Standard 1-A New Mexico and events in order to analyze significant patterns, relationships, have influenced the development of New Mexico up to the present day themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience

Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

1. compare and contrast the 1. compare and contrast the 1. compare and contrast the 2. analyze New Mexico’s role and impact settlement patterns of the settlement patterns of the American settlement patterns of the on the outcome of the civil war American southwest with southwest with other regions of the American southwest with other other regions of the United United States regions of the United States States 3. explain the role New Mexico played in 2. analyze New Mexico’s the United States participation in the role and impact on the Spanish American war outcome of the civil war 3. explain the role New Mexico played in the United States participation in the Spanish American war.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 4 Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Attainment

Students can: Agriculture, archaeology, NM Role in Civil War: CCSS: Level I: Independently able to identify one to two artifact, nomad, migration, strategic geographic location, characteristics of exploration and colonization of the CCSS.ELA-Literacy.RI.8.1 compare and contrast the maize, carbon dating culture, significance of the battle of American southwest by Europeans. settlement patterns of the source, estimate, classical, Cite the textual evidence that most strongly Glorieta Pass, trade routes to supports an analysis of what the text says American southwest technology, astrolabe, California, native allegiances explicitly as well as inferences drawn from Level II: Able to identify and explain the significance of pilgrimage, mosque, Quran, the text. at least 3 explorers in the American southwest. analyze New Mexico’s role acquire, impose, trend, CCSS.ELA-Literacy.RI.8.2 in Civil War conquistador, encomienda, Determine a central idea of a text and Level III: Able to describe—using specific examples-- at pueblo, plantation, mission, analyze its development over the course of least three reasons for exploration. explain the role New grant, foundation, the text, including its relationship to Mexico played in the mercantilism, Northwest supporting ideas; provide an objective Able to give one or two reasons for New Mexico’s United States participation Passage, Columbian summary of the text. involvement in the Civil War. in the Spanish American Exchange, Coureur do Bois, war. globe, chart, charter, joint- CCSS.ELA-Literacy.RI.8.3 Able to give one or two reasons for United States’ stock company, headright, Analyze how a text makes connections involvement in the Spanish American War. burgess, expand, dissent, among and distinctions between individuals, ADVANCED CURRICULUM Level IV: Able to Puritan, Separatist, Policy, ideas, or events (e.g., through comparisons, explain in detail the reasons for exploration with pilgrim, Mayflower Compact, analogies, or categories). Fundamental Orders of examples and analyze the impact of New Mexico’s role CCSS.ELA-Literacy.RI.8.8 in the Civil War and US participation in the Spanish Connecticut Delineate and evaluate the argument and American War. specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. CCSS.ELA-Literacy.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 5 partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 6 CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS.ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. CCSS.ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

Britannica School http://school.eb.com ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 7 This online encyclopedia includes articles on hundreds of topics at elementary, middle, and high school levels. It also includes primary source documents, images, videos, links to web sites, and full text magazine articles.

New Mexico History: Timelines: Spanish Colonial Period http://newmexicohistory.org/historical-events-and-timeline/spanish-colonial This interactive timeline with graphics gives an overview of this period of New Mexico history.

Research in Context http://elportalnm.org/middle.php (scroll down to select “Research in Context”) In this database for middle school students, searches will yield authoritative articles, videos, images, and primary source documents.

Printed Media: Nonfiction

New Mexico: a Brief Multi-history. Salaz-Marquez, Ruben. Published 1999. PVMS Library: SW 973 MAR

War, Terrible War. Hakim, Joy. Published 2003. PVMS Library: 973.3 HAK

Illustrated Encyclopedia of the Civil War. Davis, William C. Published 2001. PVMS Library: 973.7 DAV

An Illustrated History of the Civil War. Miller, William J. Published 2000. PVMS Library: REF 973.7 MIL

The Battle of Glorieta Pass. Whitford, William C. Published 1991. PVMS Library: SW 973.7 WHI

Exploring the Maryland Colony. Doak, Robin S. Published 2016. BL: 6.5 PVMS Library: 975.2 DOA

New Mexico: an Interpretive History. Simmons, Marc. Published 1977. PVMS Library: SW 978.9 SIM

On Order for the SGA/PVMS Library

The Civil War in the West: (1861-July 1863). Anderson, Dale. Published 2004. BL: 7.9

Exploring the Connecticut Colony. Otfinoski, Steven. Published 2017. BL: 6.4

Exploring the Delaware Colony. McManus, Lori. Published 2017. BL: 6.1

Exploring the Georgia Colony. Hall, Brianna. Published 2017. BL: 6.2

Exploring the Maryland Colony. Published 2017. BL: 6.5

Exploring the Massachusetts Colony. Smith-Llera, Danielle. Published 2017. BL: 6.6 ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 8

Exploring the New Hampshire Colony. Raum, Elizabeth. Published 2017. BL: 5.9

Exploring the New Jersey Colony. Krasner, Barbara. Published 2017. BL: 6.3

Exploring the New York Colony. Catel, Patrick. Published 2017. BL: 6.4

Exploring the North Carolina Colony. Gunderson, Jessica. Published 2017. BL: 6.4

Exploring the Pennsylvania Colony. Micklos, John. Published 2017. BL: 5.8

Exploring the Rhode Island Colony. Doak, Robin S. Published 2017. BL: 6.2

Exploring the South Carolina Colony. Ditchfield, Christin. Published 2017. BL: 6.5

Exploring the Virginia Colony. Ditchfield, Christin. Published 2017. BL: 6.2

From Colonies to Country. Hakim, Joy. Published 2005.

New Mexico: Land of Enchantment. Hamilton, John. Published 2017. BL: 6.3

New Mexico: Land of Enchantment. Bjorklund, Ruth. Published 2016.

Making Thirteen Colonies. Hakim, Joy. Published 2005.

Fields of Fury: the American Civil War. McPherson, James M. Published 2002. BL: 8

The Old Spanish Trail: From Santa Fe, New Mexico to Los Angeles, California. Dean, Arlan. Published 2003. BL: 4.5

The Spanish American War. Johanson, Paula. Published 2017.

Other Resources

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 9 Common Core Social Studies Pacing Guide 8th Grade STRAND 5-8 History Content Standard I: Students are able to identify important people 5-8 Benchmark 1-B. United States: Standard 1-B United States and events in order to analyze significant patterns, relationships, analyze and interpret major eras, events and individuals from themes, ideas, beliefs, and turning points in New Mexico, United the periods of exploration and colonization through the civil war and States, and world history in order to understand the complexity of reconstruction in United States history the human experience

Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

1. describe, evaluate and interpret the economic and political reasons for the American revolution, to include: a. attempts to regulate colonial trade through passage of Tea Act, Stamp Act and Intolerable Acts; colonists’ reaction to British policy b. the ideas expressed in the declaration of independence, including the preamble 2. describe the aspirations, ideals and events that served as the foundation for the creation of a new national government, to include: a. articles of confederation, the constitution and the success of each in implementing the ideals of the declaration of independence; b. major debates of the constitutional convention and their resolution contributions and roles of major individuals in the writing and ratification of the constitution c. struggles over ratification of the constitution and the creation of the bill of rights; 3. describe and explain the actions taken to build one nation ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 10 from thirteen states, to include: a. precedents established by George Washington and Alexander Hamilton’s financial plan b. creation of political parties 4. describe the successes and failures of the reforms during the age of Jackson, to include: a. extension of franchise to all white men; b. Indian removal, the trail of tears, the long walk; c. abolition movement 5. describe, explain and analyze the aims and impact of western expansion and the settlement of the United States, to include: a. American belief in manifest destiny and how it led to the Mexican war and its consequences; b. comparison of African American and Native American slavery; westward migration of peoples c. origins and early history of the women’s movement 6. explain how sectionalism led to the civil war, to include: a. different economies that developed in the north, south and west; addition of new states to the union and the balance of power in the United States senate (Missouri and 1850 compromises); b. extension of slavery into the territories c. presidential election of 1860, Lincoln’s victory and the south’s secession 7. explain the course and consequences of the civil war and how it divided people in the United States, to include: ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 11 a. contributions and significance of key figures b. major turning points in the civil war, including Gettysburg; unique nature of the civil war c. role of African Americans; purpose and effect of the emancipation proclamation 8. analyze the character and lasting consequences of reconstruction, to include: a. reconstruction plans; impact of Lincoln’s assassination and the impeachment of Andrew Johnson; b. attempts to protect the rights and enhance the opportunities for freedmen by the 13th, 14th and 15th amendments to the United States constitution; c. post-civil war segregation policies and their resulting impact on racial issues in the United States.

Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Attainment

Students can: The Federalist Papers Reaction on British policy: CCSS: Level I: Able to identify two to three key figures in the boycotts, the sons of liberty, American Revolutionary Era. describe, evaluate and George Washington, James petitions, appeals to CCSS.ELA-Literacy.RI.8.1 interpret the economic and Madison, Alexander parliament Cite the textual evidence that most strongly Independently able to identify one to two economic or Hamilton, Thomas supports an analysis of what the text says political reasons for the explicitly as well as inferences drawn from political events that led to the American Revolution. American revolution Jefferson, James Monroe, Places and reason for John Jay the text. migration: Oregon, CCSS.ELA-Literacy.RI.8.2 Independently able to identify one to two of the ideals or California, Mormons and describe the aspirations, Determine a central idea of a text and events that served as the foundation for the new Cabinet southwest ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 12 ideals and events that Two-term presidency analyze its development over the course of American government. served as the foundation the text, including its relationship to for the creation of a new The national bank Key Figures: Abraham supporting ideas; provide an objective Level II: Able to describe and explain with simple Lincoln, Jefferson Davis, national government payment of debts summary of the text. detail, some of the action that was taken to build the Robert E. Lee, William nation from the thirteen states. Tecumseh Sherman, Ulysses CCSS.ELA-Literacy.RI.8.3 describe and explain the Political Parties: democratic republicans S. Grant Analyze how a text makes connections actions taken to build one Level III: Able to describe—using specific examples-- and the federalists among and distinctions between individuals, nation from thirteen states at least three reasons for western expansion. Turning points in Civil ideas, or events (e.g., through comparisons, Quakers War: impact of Americans describe the successes and analogies, or categories). Able to give one or two reasons or events that led up to Harriet Tubman fighting Americans, high the Civil War. failures of the reforms underground railroad casualties caused by disease CCSS.ELA-Literacy.RI.8.8 during the age of Jackson and type of warfare, Delineate and evaluate the argument and ADVANCED CURRICULUM Level IV: Able to specific claims in a text, assessing whether Dred Scott decision widespread destruction of explain in detail the reasons for and consequences of the describe, explain and American property the reasoning is sound and the evidence is relevant and sufficient; recognize when Civil War and Reconstruction. analyze the aims and Kansas-Nebraska Act irrelevant evidence is introduced. impact of western CCSS.ELA-Literacy.RI.8.9 Frederick Douglass expansion Analyze a case in which two or more texts

provide conflicting information on the same explain how sectionalism John Brown topic and identify where the texts disagree led to the civil war on matters of fact or interpretation. explain the course and CCSS.ELA-Literacy.SL.8.1 consequences of the civil Engage effectively in a range of war collaborative discussions (one-on-one, in groups, and teacher-led) with diverse analyze the character and partners on grade 8 topics, texts, and issues, lasting consequences of building on others' ideas and expressing reconstruction their own clearly.

CCSS.ELA-Literacy.RH.6-8.1 ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 13 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS.ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 14 questions that allow for multiple avenues of exploration. CCSS.ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

Ben’s Guide to the U.S. Government http://bensguide.gpo.gov/ Overview of branches of government, historical documents, how laws are made, the election process, and more for kids. Although the interface seems targeted to younger students, the information on site is intended for older students as well.

Britannica School http://school.eb.com This online encyclopedia includes articles on hundreds of topics at elementary, middle, and high school levels. It also includes primary source documents, images, videos, links to web sites, and full text magazine articles.

YouTube: Civil War Trust https://www.youtube.com/user/CWPTbattlefields/featured The Civil War Trust is a nonprofit organization that works to preserve America’s battlefields, especially those Civil War battlefields. Their YouTube page provides access to numerous short, quality videos on various topics related to the Civil War including animated maps of the war.

Conflict and Compromise: Origins of the U.S. Constitution https://learninglab.si.edu/collections/conflict-and-compromise-origins-of-the-us-constitution/XzRfBeTqm6CiEAfB

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 15 “This collection brings together EDSITEment and Smithsonian resources to support the initial research into a project for National History Day 2018, ‘Conflict and Compromise in History.’ These resources – including lesson plans, portraits, digital exhibitions, and artwork – help explore how conflict and compromise led to the drafting and ratification of the U.S. Constitution, the Bill of Rights, and the Thirteenth Amendment.”

Legends of America: Navajo Long Walk to the Bosque Redondo http://www.legendsofamerica.com/na-navajolongwalk.html This article provides a history of the long walk of the Navajo.

History and Social Studies (lesson plans) https://edsitement.neh.gov/subject/history-social-studies Created by the National Endowment for the Humanities, these complete lesson plans include objectives, CCSS standards, activities, a graphic organizer, an assessment, resources, and more. Lesson plans for grades 6-8 include Preamble to the Constitution: A Close Reading Lesson, Background on the Patriot Attitude Toward the Monarchy, and The Native Americans’ Role in the American Revolution: Choosing Sides.

The U.S. Constitution: an Overview https://www.scholastic.com/teachers/articles/teaching-content/us-constitution-overview/ “An article from the New Book of Knowledge discusses the history of the United States Constitution, including the ratification and amending of the document.”

Printed Media: Nonfiction

The Words We Live By: Your Annotated Guide to the Constitution. Monk, Linda R. Published 2003. PVMS Library: 342.73 MON

Alexander Hamilton. Kanefield, Teri. Published 2017. BL: 8.7 PVMS Library: 943.4092

The Signers. Fradin, Dennis Brindell. Published 2002. BL: 7.7 PVMS Library: 973.3 FRA

War, Terrible War. Hakim, Joy. Published 2003. PVMS Library: 973.3 HAK

George Washington: the Life of an American Patriot. West, David. Published 2005. BL: 5.3 PVMS Library: 973.4 WES

Illustrated Encyclopedia of the Civil War. Davis, William C. Published 2001. PVMS Library: 973.7 DAV

An Illustrated History of the Civil War. Miller, William J. Published 2000. PVMS Library: REF 973.7 MIL

Harriet Tubman: the Life of an African-American Abolitionist. (Graphic Nonfiction.) Shone, Rob. Published 2005. BL: 4.2 PVMS Library: 973.7 SHO

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 16 Navajo Long Walk. Bruchac, Joseph. Published 2002. BL: 7.1 PVMS Library: SW 979.1 BRU

George Washington. Hort, Lenny. Published 2005. BL: 8.4 PVMS Library: 92 HOR

I Am Harriet Tubman. Norwich, Grace. Published 2013. BL: 6.5 PVMS Library: 92 NOR

In the Shadow of Liberty: the Hidden History of Slavery, Four Presidents, and Five Black Lives. Davis, Kenneth C. Published 2016. BL: 8.2 PVMS Library: 920.0092 DAV

Printed Media: Fiction

Ashes. Anderson, Laurie Halse. Published 2016. BL: 5.6 PVMS Library: FIC AND

Forge. Anderson, Laurie Halse. Published 2010. BL: 5.4 PVMS Library: FIC AND

The House of Dies Drear. Hamilton, Virgina. Published 1996. BL: 4.8 PVMS Library: FIC HAM

Trouble Don’t Last. Pearsall, Shelley. Published 2002. BL: 4.8 PVMS Library: PAP FIC PEA

Truth is a Bright Star. Price, Joan. Published 1982. BL: 4.5 PVMS Library: PAP FIC PRI

Taking Liberty: the Story of Oney Judge, George Washington’s Slave. Rinaldi, Ann. Published 2002. BL: 4.1 FIC RIN

On Order for the SGA/PVMS Library

Andrew Jackson. Kanefield, Teri. Published 2018.

The American Revolution for Kids: a History with 21 Activities. Herbert, Janis. Published 2002. BL: 7.3

Chains. Anderson, Laurie Halse. Published 2008. BL: 5.2

Fields of Fury: the American Civil War. McPherson, James M. Published 2002. BL: 8.0

From Colonies to Country. Hakim, Joy. Published 2005.

James Madison. Elish, Dan. Published 2008. BL: 8.6

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 17 James Monroe. Naden, Corinne J. Published 2009.

Liberty for All? Hakim, Joy. Published 2005.

Manifest Destiny: the Dream of a New Nation. Harrison, Lorraine. Published 2017. BL: 6.8

Native American Heroes: Osceola, Tecumseh, and Cochise. McGovern, Ann. Published 2013. BL: 5.6

The Native American Struggle in United States History. McCormick, Anita Louise. Published 2015.

The New Nation. Hakim, Joy. Published 2005.

Reconstructing America. Hakim, Joy. Published 2005.

Thomas Jefferson: President and Philosopher. Thomson, Sarah L. (adaptation of Thomas Jefferson by John Meacham). Published 2014. BL: 7.6

Other Resources

The American Revolution. (DVD.) History Channel. Published 2005. PVMS Library: DVD 973.3 HIS

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 18 Common Core Social Studies Pacing Guide 8th Grade STRAND 5-8 History Content Standard I: Students are able to identify important people 5-8 Benchmark 1-C. World: compare and contrast major historical eras, events Standard 1-B World and events in order to analyze significant patterns, relationships, and figures from ancient civilizations to the age of exploration: themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience

Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

1. describe and explain the significance of the line of demarcation on the colonization of the new world 2. compare and contrast the influence of European countries on the development of colonies in the new world; 3. describe and explain the impact of the American revolution on France and the French revolution.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 19 Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Attainment

Students can: European influential CCSS: Level I: Independently able to identify two to three countries: England, France, motivations for and examples of early European CCSS.ELA-Literacy.RI.8.1 describe and explain the Holland exploration and colonization of the Americas. significance of the line of Cite the textual evidence that most strongly supports an analysis of what the text says demarcation on the explicitly as well as inferences drawn from Level II: Able to identify and describe—using specific colonization of the new the text. examples—at least three influences of European world CCSS.ELA-Literacy.RI.8.2 countries on the Americas. Determine a central idea of a text and compare and contrast the analyze its development over the course of Level III: Able to identify and describe—using specific influence of European the text, including its relationship to examples of historic events--the impact of the American countries supporting ideas; provide an objective Revolution. summary of the text. describe and explain the ADVANCED CURRICULUM Level IV impact of the American CCSS.ELA-Literacy.RI.8.3 revolution Analyze how a text makes connections Able to compare and contrast—with examples—the among and distinctions between individuals, reasons for and consequences of the American ideas, or events (e.g., through comparisons, Revolution versus the French Revolution. analogies, or categories).

CCSS.ELA-Literacy.RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. CCSS.ELA-Literacy.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 20 partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 21 CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

Britannica School http://school.eb.com ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 22 This online encyclopedia includes articles on hundreds of topics at elementary, middle, and high school levels. It also includes primary source documents, images, videos, links to web sites, and full text magazine articles.

Liberty! The American Revolution (PBS) http://www.pbs.org/ktca/liberty/index.html This site includes a timeline, activities, and a game in which students can test their knowledge.

Printed Media

On Order for the SGA/PVMS Library

The American Revolution for Kids: a History with 21 Activities. Herbert, Janis. Published 2002. BL: 7.3

Christopher Columbus and the Age of Exploration for Kids with 21 Activities. Reis, Ronald. Published 2013.

A Chronology of North American Exploration. Webb, Sarah Powers. Published 2017.

Explorers and American Indians. Micklos, John. Published 2017.

Explorers of the New World: Discover the Golden Age of Exploration. Mooney, Carla. Published 2011.

Making Thirteen Colonies. Hakim, Joy. Published 2005.

The World Made New: Why the Age of Exploration Happened and How it Changed the World. Aaronson, Marc. Published 2007. BL: 7.6

Other Resources

The American Revolution. (DVD.) History Channel. Published 2005. PVMS Library: DVD 973.3 HIS

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 23 Common Core Social Studies Pacing Guide 8h Grade STRAND 5-8 History Content Standard I: Students are able to identify important people 5-8 Benchmark 1-D. Skills: research historical events and people from a variety Standard 1-D Skills and events in order to analyze significant patterns, relationships, of perspectives: themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience

Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

Demonstrate understanding Demonstrate understanding and Demonstrate understanding and Demonstrate understanding and apply Demonstrate understanding and apply and apply problem-solving apply problem-solving skills for apply problem-solving skills for problem-solving skills for historical problem-solving skills for historical skills for historical historical research, to include: use of historical research, to include: use research, to include: use of primary and research, to include: use of primary and research, to include: use of primary and secondary sources; of primary and secondary sources; secondary sources; sequencing, posing secondary sources; sequencing, posing primary and secondary sequencing, posing questions to be sequencing, posing questions to be questions to be answered by historical questions to be answered by historical sources; sequencing, posing answered by historical inquiry; answered by historical inquiry; inquiry; collecting, interpreting and inquiry; collecting, interpreting and questions to be answered by collecting, interpreting and applying collecting, interpreting and applying information; gathering and applying information; gathering and historical inquiry; information; gathering and applying information; gathering validating materials that present a variety validating materials that present a variety collecting, interpreting and validating materials that present a and validating materials that of perspectives. of perspectives. applying information; variety of perspectives. present a variety of perspectives. gathering and validating materials that present a variety of perspectives.

Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Attainment

Students can: CCSS: Level I: Able to use identify at least one primary and secondary source. Demonstrate understanding CCSS.ELA-Literacy.RI.8.1 and apply problem-solving Cite the textual evidence that most strongly Level II: Able to demonstrate the different purposes of supports an analysis of what the text says skills for historical primary and secondary sources in historic research. research explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.8.2 Able to pose one to two relevant questions on a topic, ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 24 Determine a central idea of a text and based on evidence from research. analyze its development over the course of the text, including its relationship to Level III: Able to interpret and communicate historic supporting ideas; provide an objective information that demonstrates a variety of perspectives summary of the text. using a variety of media and technology.

CCSS.ELA-Literacy.RI.8.3 ADVANCED CURRICULUM Level IV: Able to Analyze how a text makes connections demonstrate—using specific evidence and among and distinctions between individuals, documentation—the relationship between a historic ideas, or events (e.g., through comparisons, event and the social context in which it occurred. analogies, or categories).

CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 25 CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS.ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 26 generating additional related, focused questions that allow for multiple avenues of exploration. CCSS.ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

Digital Public Library of America https://dp.la/ “DPLA connects people to the riches held within America’s libraries, archives, museums, and other cultural heritage institutions. All of the materials found through DPLA—photographs, books, maps, news footage, oral histories, personal letters, museum objects, artwork, government documents, and so much more—are free and immediately available in digital format.”

PVSD: Use Our Libraries http://pvs.k12.nm.us/use-our-libraries/ Your school library webpage provides access to age-appropriate databases, the library catalog, and online tutoring that includes writing help.

Smithsonian Learning Lab https://learninglab.si.edu/ Explore a seemingly inexhaustible amount of primary resources relevant to American history including Smithsonian curated collections. Teachers or students can create smaller collections to share with others.

Your Local Public Libraries http://www.puebloofpojoaquepubliclibrary.org/ https://santafelibrary.org/ http://www.losalamosnm.us/library/Pages/default.aspx http://www.youseemore.com/espanola/ With a library card, students and teachers have access to even more online databases, newspapers and magazines, books and ebooks, audiobooks, and movies. Many public library websites also have a page for students with a librarian-curated collection of links to resources.

Printed Media: Nonfiction

Know What to Ask: Forming Great Research Questions. Fontichiaro, Kristen. Published 2013. BL: 4.7 (includes activities) PVIS Library: 001.4 FON

Find It: Searching for Information. Coleman, Miriam. Published 2013. PVIS Library: 001.4 COL

Plan It: Conducting Short Term and Long Term Research. Coleman, Miriam. Published 2013. PVIS Library: 808.02 COL

Cite It: Selecting Credible Sources. Coleman, Miriam. Published 2013. PVIS Library: 808.02 COL

On Order for the SGA/PVMS Library

Future Ready Internet Research Skills. Green, Lyric. Published 2018.

Future Ready Library and Media Center Mastery. Green, Lyric. Published 2018.

Future Ready Research Papers. Green, Lyric. Published 2018.

Other Resources

Your School Librarian Library staff (including the district library manager) are available to teach (or co-teach) students how to do research, cite sources, and use the library effectively. Library staff are also available to meet with teachers one-on-one and to pull resources for assignments.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 28 Common Core Social Studies Pacing Guide 8th Grade STRAND 5-8 Geography Content Standard II: Students understand how physical, natural, 5-8 Benchmark 2-A: Analyze and evaluate the characteristics and purposes of Standard 2-A and cultural processes influence where people live, the ways in geographic tools, knowledge, skills and perspectives which people live, and how societies interact with one another and and apply them to explain the past, present and future in terms of patterns, their environments. events and issues:

Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

1. describe patterns and 1. describe patterns and processes of 1. describe patterns and processes 1. describe patterns and processes of 1. describe patterns and processes of processes of migration and migration and diffusion of migration and diffusion migration and diffusion migration and diffusion diffusion 2. provide a historic 2. provide a historic overview of 2. provide a historic overview of 2. provide a historic overview of patterns 2. provide a historic overview of patterns overview of patterns of patterns of population expansion patterns of population expansion of population expansion into the west by of population expansion into the west by population expansion into into the west by the many diverse into the west by the many diverse the many diverse groups of people to the many diverse groups of people to the west by the many groups of people to include groups of people to include include movement into the southwest along include movement into the southwest diverse groups of people to movement into the southwest along movement into the southwest established settlement, trade and rail along established settlement, trade and include movement into the established settlement, trade and rail along established settlement, trade routes. rail routes. southwest along established routes. and rail routes. settlement, trade and rail routes.

Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Attainment

Students can: Migration, nomads, clans, Early people migrate towards CCSS: Level I: able to identify a single migration route civilizations settlement, food source and weather European & Portuguese exploration CCSS.ELA-Literacy.RI.8.1 describe patterns and trade route, channel, conditions processes of migration Cite the textual evidence that most strongly Level II: able to give reason for migration to the new diffusion supports an analysis of what the text says world provide a historic overview explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.8.2 Level III: able to describe patterns of migration and Determine a central idea of a text and two reasons for migration to the new world analyze its development over the course of ADVANCED CURRICULUM Level IV: able to ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 29 the text, including its relationship to explain a variety of reasons for migration and a variety supporting ideas; provide an objective of route/ patterns for migration with detail and summary of the text. illustrations CCSS.ELA-Literacy.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 30 analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 31 exploration. CCSS.ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

Printed Media: Nonfiction

Iron Rails, Iron Men, and the Race to Link the Nation: the Story of the Transcontinental Railroad. Sandler, Martin W. Published 2015. BL: 8.5 PVMS Library: 385.0973 SAN

The Santa Fe Trail. Randolph, Ryan P. Published 2003. BL: 5.2 PVMS Library: 979.02 RAN

On Order for the SGA/PVMS Library

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 32 Charting the World: Geography and Maps from Cave Paintings to GPS with 21 Activities. Panchyk, Richard. Published 2011.

Christopher Columbus and the Age of Exploration for Kids with 21 Activities. Reis, Ronald. Published 2013.

A Chronology of North American Exploration. Webb, Sarah Powers. Published 2017.

Explorers and American Indians. Micklos, John. Published 2017.

Explorers of the New World: Discover the Golden Age of ESxploration. Mooney, Carla. Published 2011.

Making Thirteen Colonies. Hakim, Joy. Published 2005.

The Old Spanish Trail: from Santa Fe, New Mexico to Los Angeles, California. Dean, Arlan. Published 2003. BL: 4.5

The Santa Fe Trail: from Independence, Missouri to Santa Fe, New Mexico. Dean, Arlan. Published 2003. BL: 4.6

Traveling the Santa Fe Trail. Thompson, Linda. Published 2014. BL: 7.0

The World Made New: Why the Age of Exploration Happened and How it Changed the World. Aaronson, Marc. Published 2007. BL: 7.6

Other Resources

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 33 Common Core Social Studies Pacing Guide 8th Grade STRAND 5-8 Geography Content Standard II: Students understand how physical, natural, 5-8 Benchmark 2-B: explain the physical and human characteristics of places Standard 2-B and cultural processes influence where people live, the ways in and use this knowledge to define regions, their relationships with other regions, which people live, and how societies interact with one another and and their patterns of change: their environments. Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

1. describe how individual 1. describe how individual and 2. describe political, population and and cultural characteristics cultural characteristics affect economic regions that result from patterns affect perceptions of locales perceptions of locales and regions of human activity, using New Mexico as an and regions example 2. describe political, 2. describe political, population population and economic and economic regions that result regions that result from from patterns of human activity, patterns of human activity, using New Mexico as an example. using New Mexico as an example.

Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 34 Attainment

Students can: Use New Mexico as an CCSS: Level I: identify individual characteristics of early example people describe how individual CCSS.ELA-Literacy.RI.8.1 and cultural characteristics Cite the textual evidence that most strongly Level II: give examples of the cultural characteristics supports an analysis of what the text says affect perceptions of explicitly as well as inferences drawn from of regions and population for economic development locales and regions the text. CCSS.ELA-Literacy.RI.8.2 Level III: able to describe and the cultural describe political, Determine a central idea of a text and characteristics of regions and population for economic population and economic analyze its development over the course of development regions the text, including its relationship to supporting ideas; provide an objective ADVANCED CURRICULUM Level IV: able to summary of the text. explain/draw in detail the cultural characteristics of regions and population for economic development over CCSS.ELA-Literacy.RI.8.3 time Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 35 partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 36 CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

Britannica School http://school.eb.com ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 37 This online encyclopedia includes articles on hundreds of topics at elementary, middle, and high school levels. It also includes primary source documents, images, videos, links to web sites, and full text magazine articles.

New Mexico Art Tells New Mexico History: New Mexico’s geography http://online.nmartmuseum.org/nmhistory/people-places-and-politics/new-mexicos-geography.html From the New Mexico Museum of Art, images of artworks are supplemented with explanatory text and a collection of links.

New Mexico History: Community Map http://newmexicohistory.org/places/community-map Created by the New Mexico Office of the State Historian, this site contains a rich collection of resources related to all aspects of New Mexico history, people, and culture. This interactive map gives background information on many different communities in New Mexico, often including details about natural and man-made resources that led to the establishment or growth of that community.

New Mexico True: Regions and Cities http://www.newmexico.org/regions Provides a map and description of the regions in the state of New Mexico.

Printed Media: Nonfiction

New Mexico 24/7. Smolan, Rick. Published 2004. PVMS Library: SW 760 SMO

Encyclopedia of World Geography. Bateman, Graham. Published 2002. PVMS Library: REF 910 BAT

Geography: a visual encyclopedia. Woodward, John. Published 2013. PVMS Library: REF 910 SMI

Historical Atlas of New Mexico. Beck, Warren A. Published 1969. PVMS Library: SW PAP 911 BEC

On Order for the SGA/PVMS Library

New Mexico: Land of Enchantment. Hamilton, John. Published 2017. BL: 6.3

New Mexico: Land of Enchantment. Bjorklund, Ruth. Published 2016.

Other Resources

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 38 Common Core Social Studies Pacing Guide 8th Grade STRAND 5-8 Geography Content Standard II: Students understand how physical, natural, 5-8 Benchmark 2-C: understand how human behavior impacts man-made and Standard 2-C and cultural processes influence where people live, the ways in natural environments, recognize past and present which people live, and how societies interact with one another and results and predict potential changes: their environments. Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

Explain and evaluate how Explain and evaluate how changing Explain and evaluate how Explain and evaluate how changing Explain and evaluate how changing changing perceptions of perceptions of place and the natural changing perceptions of place and perceptions of place and the natural perceptions of place and the natural place and the natural environment have affected human the natural environment have environment have affected human environment have affected human environment have affected behavior. affected human behavior. behavior. behavior. human behavior.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 39 Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Attainment

Students can: CCSS: Level I: identify how the environment affected human behavior explain and evaluate how CCSS.ELA-Literacy.RI.8.1 changing perceptions of Cite the textual evidence that most strongly Level II: describe how the environment affected human supports an analysis of what the text says place and the natural explicitly as well as inferences drawn from behavior environment have affected the text. human behavior. CCSS.ELA-Literacy.RI.8.2 Level III: explain how the environment affected human Determine a central idea of a text and behavior analyze its development over the course of the text, including its relationship to ADVANCED CURRICULUM Level IV: able to supporting ideas; provide an objective compare and contrast how the environment affected the summary of the text. human behavior with supporting text evidence CCSS.ELA-Literacy.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 40 partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 41 CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

NGSS:

MS-ESS3-4 Earth and Human Activity

Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 42

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

Printed Media: Nonfiction

Climate Migrants: on the Move in a Warming World. Hirsh, Rebecca E. Published 2016. BL: 8.3 PVMS Library: 304.80 HIR

Arctic Thaw: Climate Change and the Global Race for Energy Resources. McPherson, Stephanie Sammartino. Published 2015. BL: 8.0 PVMS Library: 333.79 MCP

Seismology: Our Violent Earth. Baxter, Roberta. Published 2015. BL: 7.7 PVMS Library: 551.22 BAX

A Changing Earth. Miller, Heather. Published 2009. BL: 4.6 PVMS Library: 551.8 MIL

The Dust Bowl: an Interactive History Adventure. Lassieur, Allison. Published 2009. PVMS Library: 978 LAS

On Order for the SGA/PVMS Library

Drowned City: Hurricane Katrine and New Orleans. Brown, Don. Published 2015. BL: 5.6

Other Resources

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 43 Common Core Social Studies Pacing Guide 8th Grade STRAND 5-8 Geography Content Standard II: Students understand how physical, natural, 5-8 Benchmark 2-D: explain how physical processes shape the earth’s surface Standard 2-D and cultural processes influence where people live, the ways in patterns and Biosystems which people live, and how societies interact with one another and their environments. Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

Explain how human Explain how human activities and Explain how human activities and Explain how human activities and activities and physical physical processes influence change physical processes influence physical processes influence change in processes influence change in ecosystems change in ecosystems ecosystems in ecosystems

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 44 Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Attainment

Students can: CCSS: Level I: able to identify how human activities and physical process influence change explain how human CCSS.ELA-Literacy.RI.8.1 activities and physical Cite the textual evidence that most strongly Level II: able to describe how human activities and supports an analysis of what the text says processes influence change explicitly as well as inferences drawn from physical process influence change in ecosystems the text. CCSS.ELA-Literacy.RI.8.2 Level III: able to explain how human activities and Determine a central idea of a text and physical process influence change analyze its development over the course of the text, including its relationship to ADVANCED CURRICULUM Level IV: able to supporting ideas; provide an objective compare and contrast in detail and illustrate how human summary of the text. activities and physical process in influenced change CCSS.ELA-Literacy.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 45 partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 46 CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

NGSS:

MS-LS2-4 Ecosystems: Interactions, Energy, and Dynamics

Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

MS-ESS3-4 Earth and Human Activity

Construct an argument supported by evidence for how increases in human

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 47 population and per-capita consumption of natural resources impact Earth's systems.

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

NASA: Climate Change and Global Warming https://climate.nasa.gov/ This site provides evidence and information regarding climate change. It includes a large collection of resources for educators, interactives, videos, images, and articles.

Will There Be Enough Clean Air to Breathe? https://www.nationalgeographic.org/lesson/will-air-be-clean-enough-breathe/ In this lesson plan from National Geographic Education students explore how air quality is affected by both human activities and natural events.

Printed Media

Arctic Thaw: Climate Change and the Global Race for Energy Resources. McPherson, Stephanie Sammartino. Published 2015. BL: 8.0 PVMS Library: 333.79 MCP

Earth’s Climate Change: Carbon Dioxide Overload. Bow, James. Published 2016. BL: 6.3 PVMS Library: 363.738 BOW ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 48

Is Our Climate Changing? Rooney, Anne. Published 2008. PVMS Library: 551.6 ROO

On Order for the SGA/PVMS Library

Climate Change: Discover How it Impacts Spaceship Earth. Sneideman, Joshua. Published 2015.

Other Resources

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 49 Common Core Social Studies Pacing Guide 8h Grade STRAND 5-8 Geography Content Standard II: Students understand how physical, natural, 5-8 Benchmark 2-E: explain how economic, political, cultural and social Standard 2-E and cultural processes influence where people live, the ways in processes interact to shape patterns of human populations and their which people live, and how societies interact with one another and interdependence, cooperation and conflict their environments. Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

Explain and describe how Explain and describe how Explain and describe how Explain and describe how movement of Explain and describe how movement of movement of people movement of people impacted and movement of people impacted and people impacted and shaped western people impacted and shaped western impacted and shaped shaped western settlement. shaped western settlement. settlement. settlement. western settlement.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 50 Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Attainment

Students can: CCSS: Level I: able to identify how the movement of people impacted and shaped western movement explain and describe how CCSS.ELA-Literacy.RI.8.1 movement of people Cite the textual evidence that most strongly supports an analysis of what the text says Level II: able to describe how the movement of people impacted and shaped explicitly as well as inferences drawn from impacted and shaped western movement western settlement. the text. CCSS.ELA-Literacy.RI.8.2 Level III: able to explain how the movement of people

Determine a central idea of a text and impacted and shaped the western movement analyze its development over the course of the text, including its relationship to ADVANCED CURRICULUM Level IV: able to supporting ideas; provide an objective analyze in detail how the movement of people impacted summary of the text. the western movement CCSS.ELA-Literacy.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 51 partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 52 CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

NGSS:

MS-LS2-4 Ecosystems: Interactions, Energy, and Dynamics

Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

MS-ESS3-4 Earth and Human Activity

Construct an argument supported by evidence for how increases in human

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 53 population and per-capita consumption of natural resources impact Earth's systems.

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

Printed Media: Nonfiction

Frontier School and School Teachers. Randolph, Ryan P. Published 2003. BL: 6.1 PVMS Library: 371.009 RAN

Following the Great Herds: the Plains Indians and the American buffalo. Randolph, Ryan P. Published 2003. BL: 6.1 PVMS Library: 639.11 RAN

Lewis and Clark’s Voyage of Discovery. Burger, James P. Published 2002. BL: 4.7 PVMS Library: 917.804 BUR

The Oregon Trail. (Graphic History of the American West.) Jeffrey, Gary. Published 2012. BL: 4.0 PVMS Library: 978 JEF

Mountain Men of the Wild West. Burger, James P. Published 2002. BL: 5.6 PVMS Library: 978.02 BUR ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 54

The Rocky Mountain Fur Trade. Burger, James P. Published 2002. BL: 5.6 PVMS Library: 978.02 BUR

The Quest for California’s Gold. Burger, James P. Published 2002. BL: 4.9 PVMS Library: 979.4 BUR

On Order for the SGA/PVMS Library

Andrew Jackson. Kanefield, Teri. Published 2018.

Manifest Destiny: the Dream of a New Nation. Harrison, Lorraine. Published 2017. BL: 6.8

Which Way to the Wild West? Everything Your Schoolbooks Didn’t Tell You About America’s Westward Expansion. Sheinkin, Steve. Published 2015. BL: 6.8

Other Resources

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 55 Common Core Social Studies Pacing Guide 8th Grade STRAND 5-8 Geography Content Standard II: Students understand how physical, natural, 5-8 Benchmark 2-F: understand the effects of interactions between human and Standard 2-F and cultural processes influence where people live, the ways in natural systems in terms of changes in meaning, use, distribution and relative which people live, and how societies interact with one another and importance of resources their environments. Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

Describe the differing Describe the differing viewpoints Describe the differing viewpoints Describe the differing viewpoints that Describe the differing viewpoints that viewpoints that individuals that individuals and groups have that individuals and groups have individuals and groups have with respect to individuals and groups have with respect and groups have with with respect to the use of resources. with respect to the use of the use of resources. to the use of resources. respect to the use of resources. resources.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 56 Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Attainment

Students can: CCSS: Level I: able to identify the differing viewpoints that individuals and groups have with respect to the use of CCSS.ELA-Literacy.RI.8.1 describe differing resources. viewpoints Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from Level II: able to describe the differing viewpoints that the text. individuals and groups have with respect to the use of CCSS.ELA-Literacy.RI.8.2 resources Determine a central idea of a text and analyze its development over the course of Level III: able to explain the differing viewpoints that the text, including its relationship to individuals and groups have with respect to the use of supporting ideas; provide an objective summary of the text. resources

CCSS.ELA-Literacy.RI.8.3 ADVANCED CURRICULUM Level IV: able to Analyze how a text makes connections analyze the differing viewpoints that individuals and among and distinctions between individuals, groups have with respect to the use of resources ideas, or events (e.g., through comparisons, analogies, or categories).

CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 57 partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 58 CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

NGSS:

MS-PS1-3 Matter and its Interactions

Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

MS-ESS3-4 Earth and Human Activity

Construct an argument supported by evidence for how increases in human population and per-capita consumption

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 59 of natural resources impact Earth's systems.

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

Printed Media: Nonfiction

Eyes Wide Open: Going Behind the Environmental Headlines. Fleischman, Paul. Published 2014. BL: 7.7 PVMS Library: 363.7 FLE

On Order for the SGA/PVMS Library

Coal Power. Bailey, Diane. Published 2015.

Deadly Droughts. Rajczak, Michael. Published 2017. BL: 5.0

Fossil Fuels. Gorman, Jacqueline Laks. Published 2009. BL: 7.9

Fracking: Fracturing Rock to Reach Oil and Gas Underground. Dickmann, Nancy. Published 2016. BL: 6.9

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 60

Not a Drop to Drink: Water for a Thirsty World. Burgen, Michael. Published 2008.

Other Resources

On Order for the SGA/PVMS Library Planet H2O: Surface Water: a Day in the Life of the Rio Grande. (DVD.) Published 2008. (Discusses needs of CO, NM, and TX to share the water from the Rio Grande River.)

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 61 Common Core Social Studies Pacing Guide 8th Grade STRAND: 5-8 Civics and Government Content Standard III: Students understand the ideals, rights, and 5-8 Benchmark 3-A: demonstrate understanding of the structure, functions and Standard 3-A responsibilities of citizenship and understand the content and powers of government (local, state, tribal and national) history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.

Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

1. explain the structure and 1. explain the structure and functions of the 1. explain the structure and functions of functions of the national national government as expressed in the the national government as expressed in government as expressed in United States constitution, and explain the the United States constitution, and the United States powers granted to the three branches of explain the powers granted to the three constitution, and explain government and those reserved to the branches of government and those the powers granted to the people, states and tribes, to include: reserved to the people, states and tribes, three branches of a. the federal system to include: government and those b. the sovereignty of Native American a. the federal system reserved to the people, tribes in relation to state and federal b. the sovereignty of Native American states and tribes, to include: governments (and government to tribes in relation to state and federal a. the federal system government relationships); bill of rights, governments (and government to b. the sovereignty of Native amendments to constitution; government relationships); bill of rights, American tribes in relation c. the primacy of individual liberty; amendments to constitution; to state and federal d. constitution designed to secure our c. the primacy of individual liberty; governments (and liberty by both empowering and limiting d. constitution designed to secure our government to government central government; liberty by both empowering and limiting relationships); bill of rights, e. struggles over the creation of the bill of central government; amendments to rights and its ratification; e. struggles over the creation of the bill constitution; f. separation of powers through the of rights and its ratification; c. the primacy of individual development of differing branches; f. separation of powers through the liberty; g. John Marshall’s role in judicial review, development of differing branches; d. constitution designed to including Marbury v. Madison g. John Marshall’s role in judicial review, secure our liberty by both 2. identify and describe a citizen's including Marbury v. Madison empowering and limiting fundamental constitutional rights, to 2. identify and describe a citizen's central government; include: fundamental constitutional rights, to e. struggles over the a. freedom of religion, expression, include:

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 62 creation of the bill of rights assembly and press; a. freedom of religion, expression, and its ratification; b. right to a fair trial; assembly and press; f. separation of powers c. equal protection and due process b. right to a fair trial; through the development of c. equal protection and due process differing branches; g. John Marshall’s role in judicial review, including Marbury v. Madison 2. identify and describe a citizen's fundamental constitutional rights, to include: a. freedom of religion, expression, assembly and press; b. right to a fair trial; c. equal protection and due process 3. describe the contributions of Native Americans in providing a model that was utilized in forming the United States government (Iroquois league) 4. explain and describe how water rights and energy issues cross state and national boundaries.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 63 Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Attainment

Students can: Iroquois league three Federal System: dividing CCSS: Level I: able to identify the three branches of branches of government, sovereignty between the government, popular sovereignty, the bill of rights, and CCSS.ELA-Literacy.RI.8.1 explain the structure and U.S. Constitution, states and the federal the powers of each branch of government Cite the textual evidence that most strongly functions of the national Legislative Branch, government and their supporting bureaucracies supports an analysis of what the text says government Level II: able to describe the three branches of Executive Branch, Judicial explicitly as well as inferences drawn from Branch, checks & the text. government, bill of rights, popular sovereignty, and the identify and describe a CCSS.ELA-Literacy.RI.8.2 balances, Declaration of powers of each branch of government citizen's fundamental Determine a central idea of a text and Independence, Bill of constitutional rights analyze its development over the course of Level III: able to explain the three branches of Rights, Philadelphia, the text, including its relationship to government, bill of rights, popular sovereignty, and the describe the contributions Independence Hall, supporting ideas; provide an objective of Native Americans Inalienable rights summary of the text. powers of each branch of government explain and describe how CCSS.ELA-Literacy.RI.8.3 ADVANCED CURRICULUM Level IV: able to water rights and energy Analyze how a text makes connections create the three branches of government cartoon, the bill issues cross state and among and distinctions between individuals, of rights cartoon, and analyze popular sovereignty for national boundaries ideas, or events (e.g., through comparisons, Native American, state and local government analogies, or categories).

CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 64 partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 65 CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

Ben’s Guide to the U.S. Government http://bensguide.gpo.gov/ ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 66 Overview of branches of government, historical documents, how laws are made, the election process, and more for kids. Although the interface seems targeted to younger students, the information on site is intended for older students as well.

National Constitution Center: Educational Resources https://constitutioncenter.org/learn/educational-resources/ This extensive site provides quality lesson plans, fun activities, and an interactive constitution.

Teaching the Constitution https://nm.pbslearningmedia.org/collection/teaching-the-constitution/#.WnDYUainHIU This page provides access to a number of resources for teachers including videos, sound files, and primary sources.

Printed Media: Nonfiction

The Words We Live By: Your Annotated Guide to the Constitution. Monk, Linda R. Published 2003. PVMS Library: 342.73 MON

On Order for the SGA/PVMS Library

Branches of the U.S. Government. Burgan, Michael. Published 2012. BL: 7.3

A Kid’s Guide to America’s Bill of Rights. Krull, Kathleen. Published 2015.

From Colonies to Country. Hakim, Joy. Published 2005.

Iroquois League. Randolph, Joanne. Published 2003. BL: 5.1

Other Resources

On Order for the SGA/PVMS Library

Planet H2O: Surface Water: a day in the life of the Rio Grande. (DVD.) Published 2008. (Discusses needs of CO, NM, and TX to share the water from the Rio Grande River.)

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 67 Common Core Social Studies Pacing Guide 8th Grade STRAND: 5-8 Civics and Government Content Standard III: Students understand the ideals, rights, and 5-8 Benchmark 3-B: explain the significance of symbols, icons, songs, traditions Standard 3-B responsibilities of citizenship and understand the content and and leaders of New Mexico and the United States that exemplify ideals and history of the founding documents of the United States with provide continuity and a sense of unity particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.

Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

1. explain how the 1. explain how the development of 1. explain how the development of development of symbols, symbols, songs, traditions and concepts of symbols, songs, traditions and concepts songs, traditions and leadership reflect American beliefs and of leadership reflect American beliefs concepts of leadership principles and principles reflect American beliefs and principles 2. explain the importance of point of view 2. explain the importance of point of 2. explain the importance of and its relationship to freedom of speech view and its relationship to freedom of point of view and its and press. speech and press. relationship to freedom of speech and press.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 68 Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Attainment

Students can: CCSS: Level I: able to identify at least one American symbol, symbolic documents and different levels of government explain how the CCSS.ELA-Literacy.RI.8.1 development of symbols, Cite the textual evidence that most strongly Level II: Able to describe the three branches of songs, traditions and supports an analysis of what the text says concepts of leadership explicitly as well as inferences drawn from government, describe two American symbols and reflect American beliefs the text. landmarks /historic documents, and identify at least one CCSS.ELA-Literacy.RI.8.2 and principles form of government (rule of law, inalienable rights, Determine a central idea of a text and justice, equality under the law) explain the importance of analyze its development over the course of the text, including its relationship to point of view and its Level III: Able to define and give examples of the supporting ideas; provide an objective relationship to freedom of summary of the text. three branches of government, sovereignty, two speech and press. American symbols/landmarks CCSS.ELA-Literacy.RI.8.3 Analyze how a text makes connections ADVANCED CURRICULUM Level IV: able to among and distinctions between individuals, describe the significance of the principles of our form of ideas, or events (e.g., through comparisons, government providing examples from history to current analogies, or categories). events CCSS.ELA-Literacy.RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. CCSS.ELA-Literacy.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 69 partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 70 CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

Britannica School http://school.eb.com ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 71 This online encyclopedia includes articles on hundreds of topics at elementary, middle, and high school levels. It also includes primary source documents, images, videos, links to web sites, and full text magazine articles.

Printed Media: Nonfiction

Liberty. Curlee, Lynn. Published 2000. BL: 8.5 PVMS Library: 974.7 CUR

On Order for the SGA/PVMS Library

Branches of the U.S. Government. Burgan, Michael. Published 2012. BL: 7.3

A Kid’s Guide to America’s Bill of Rights. Krull, Kathleen. Published 2015.

Other Resources

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 72 Common Core Social Studies Pacing Guide 8th Grade STRAND: 5-8 Civics and Government Content Standard III: Students understand the ideals, rights, and 5-8 Benchmark 3-C: compare political philosophies and concepts of government Standard 3-C responsibilities of citizenship and understand the content and that became the foundation for the American revolution and the United States history of the founding documents of the United States with government particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.

Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

1. describe political 1. describe political philosophies 1. describe political philosophies and 1. describe political philosophies and philosophies and concepts and concepts of government that concepts of government that became the concepts of government that became the of government that became became the foundation for the foundation for the American revolution and foundation for the American revolution the foundation for the American revolution and the the United States government, to include: and the United States government, to American revolution and United States government, to b. concept of limited government and the include: the United States include: rule of law established in the Magna Carta b. concept of limited government and the government, to include: b. concept of limited government and the English bill of rights rule of law established in the Magna a. ideas of the nature of and the rule of law established in c. social covenant established in the Carta and the English bill of rights government and rights of the Magna Carta and the English Mayflower compact c. social covenant established in the the individuals expressed in bill of rights d. characteristics of representative Mayflower compact the declaration of c. social covenant established in governments d. characteristics of representative independence with its roots the Mayflower compact governments in English philosophers f. concepts of federalism, democracy, (e.g., John Locke) bicameralism, separation of powers, and b. concept of limited checks and balances government and the rule of 2. explain the concept and practice of law established in the separation of powers among the U.S. Magna Carta and the congress, the president and the supreme English bill of rights; court c. social covenant 3. understand the fundamental principles established in the of American constitutional democracy, Mayflower compact including how the government derives its d. characteristics of power from the people. representative governments e. anti-federalist and federalist arguments

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 73 towards the new constitution, including those expressed in the federalist papers; f. concepts of federalism, democracy, bicameralism, separation of powers, and checks and balances 2. explain the concept and practice of separation of powers among the U.S. congress, the president and the supreme court 3. understand the fundamental principles of American constitutional democracy, including how the government derives its power from the people.

Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Attainment

Students can: George Washington, Thomas CCSS: Level I: Able to identify two or more individuals who Jefferson, James Madison, were instrumental in forming ideas for the development CCSS.ELA-Literacy.RI.8.1 describe political Benjamin Franklin of the United States and identifying what republic means foundation for the Cite the textual evidence that most strongly supports an analysis of what the text says to them American revolution U.S. Constitution, bill of explicitly as well as inferences drawn from rights, Amendments, articles the text. explain the concept and Level II: Able to describe the significant contributions of confederation, Bill of CCSS.ELA-Literacy.RI.8.2 that two or more individuals made in order to develop practice of separation of Rights, Declaration of Determine a central idea of a text and the United States Constitution and the founding of the powers among the U.S. Independence analyze its development over the course of American republic congress the text, including its relationship to supporting ideas; provide an objective understand the summary of the text. Level III: Able to determine Pre-revolutionary ideals of fundamental principles of colonists and Native Americans within historical sources CCSS.ELA-Literacy.RI.8.3 ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 74 American constitutional Analyze how a text makes connections including a sense of individualized identity, democracy among and distinctions between individuals, independence and religious freedom ideas, or events (e.g., through comparisons, analogies, or categories). Able to compare and contrast pre-revolutionary ideals to CCSS.ELA-Literacy.RI.8.8 the ideas based in the American Revolution and U.S. Delineate and evaluate the argument and Constitution specific claims in a text, assessing whether the reasoning is sound and the evidence is ADVANCED CURRICULUM Level IV: Able to relevant and sufficient; recognize when create ideals from pre-revolutionary cultures and people irrelevant evidence is introduced. CCSS.ELA-Literacy.RI.8.9 to those who contributes to the founding of the Analyze a case in which two or more texts American republic and the development of the U.S. provide conflicting information on the same Constitution with focus on the change of three historical topic and identify where the texts disagree documents on matters of fact or interpretation.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 76 accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

Printed Media: Nonfiction

The Words We Live By: Your Annotated Guide to the Constitution. Monk, Linda R. Published 2003. PVMS Library: 342.73 MON

The Signers. Fradin, Dennis Brindell. Published 2002. BL: 7.7

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 77 PVMS Library: 973.3 FRA

War, Terrible War. Hakim, Joy. Published 2003. PVMS Library: 973.3 HAK

George Washington: the Life of an American Patriot. West, David. Published 2005. BL: 5.3 PVMS Library: 973.4 WES

George Washington. Hort, Lenny. Published 2005. BL: 8.4 PVMS Library: 92 HOR

On Order for the SGA/PVMS Library

The American Revolution for Kids: a History with 21 Activities. Herbert, Janis. Published 2002. BL: 7.3

Electric Ben: the Amazing Life and Times of Benjamin Franklin. Byrd, Robert. Published 2012. BL: 7.7

From Colonies to Country. Hakim, Joy. Published 2005.

James Madison. Elish, Dan. Published 2008. BL: 8.6

Thomas Jefferson: President and Philosopher. Thomson, Sarah L. (adaptation of Thomas Jefferson by John Meacham). Published 2014. BL: 7.6

Other Resources

The American Revolution. (DVD.) History Channel. Published 2005. PVMS Library: DVD 973.3 HIS

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 78 Common Core Social Studies Pacing Guide 8th Grade STRAND: 5-8 Civics and Government Content Standard III: Students understand the ideals, rights, and 5-8 Benchmark 3-D: explain how individuals have rights and responsibilities as Standard 3-D responsibilities of citizenship and understand the content and members of social groups, families, schools, communities, states, tribes and history of the founding documents of the United States with countries particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.

Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

1. explain basic law-making 1. explain basic law-making processes and 1. explain basic law-making processes processes and how the how the design of the United States and how the design of the United States design of the United States constitution provides numerous constitution provides numerous constitution provides opportunities for citizens to participate in opportunities for citizens to participate in numerous opportunities for the political process and to monitor and the political process and to monitor and citizens to participate in the influence government influence government political process and to 2. understand the multiplicity and monitor and influence complexity of human rights issues government 2. understand the multiplicity and complexity of human rights issues

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 79 Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Attainment

Students can: Elections CCSS: Level I: able to identify the law-making process, political parties opportunities to participated in the political process, CCSS.ELA-Literacy.RI.8.1 explain basic law-making interest groups monitor the government and understand the rights of Cite the textual evidence that most strongly processes three branches of citizens government supports an analysis of what the text says understand the multiplicity Bill of Rights explicitly as well as inferences drawn from the text. Level II: Able to describe the law-making process, and and complexity of human popular sovereignty CCSS.ELA-Literacy.RI.8.2 registered voter how to participate in the political process, monitor the rights issues Determine a central idea of a text and government process, and understand what our rights are analyze its development over the course of as citizens the text, including its relationship to supporting ideas; provide an objective summary of the text. Level III: Able to demonstrate the law- making process and how to participate in the political process, monitor CCSS.ELA-Literacy.RI.8.3 the government, and understand our rights as citizens Analyze how a text makes connections among and distinctions between individuals, ADVANCED CURRICULUM Level IV Able to ideas, or events (e.g., through comparisons, compare & contrast with detail the law-making process, analogies, or categories). participating in the political process, monitoring the CCSS.ELA-Literacy.RI.8.8 government, and understanding our rights as citizens Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. CCSS.ELA-Literacy.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 80 partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 81 CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

Britannica School http://school.eb.com ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 82 This online encyclopedia includes articles on hundreds of topics at elementary, middle, and high school levels. It also includes primary source documents, images, videos, links to web sites, and full text magazine articles.

Schoolhouse Rock: How a Bill Becomes Law https://www.youtube.com/watch?v=Otbml6WIQPo This classic song and video explains how bills become laws.

Printed Media

On Order for the SGA/PVMS Library

Branches of the U.S. Government. Burgan, Michael. Published 2012. BL: 7.3

A Kid’s Guide to America’s Bill of Rights. Krull, Kathleen. Published 2015.

Other Resources

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 83 Common Core Social Studies Pacing Guide 8th Grade STRAND 5-8 Economics Content Standard IV: Students understand basic economic 5-8 Benchmark 4-A: explain and describe how individuals, households, Standard 4-A principles and use economic reasoning skills to analyze the impact businesses, governments and societies make decisions, are influenced by of economic systems (including the market economy) on incentives (economic as well as intrinsic) and the availability and use of individuals, families, businesses, communities, and governments. scarce resources, and that their choices involve costs and varying ways of allocating:

Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

1. explain and provide 3. explain that tension between 2. analyze the full costs and 2. analyze the full costs and benefits of examples of economic individuals, groups and countries is benefits of alternative uses of alternative uses of resources that will lead goals often based upon differential access resources that will lead to to productive use of resources today and in 2. analyze the full costs and to resources. productive use of resources today the future benefits of alternative uses and in the future 3. explain that tension between individuals, of resources that will lead groups and countries is often based upon to productive use of differential access to resources. resources today and in the future 3. explain that tension between individuals, groups and countries is often based upon differential access to resources.

Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Attainment

Students can: CCSS: Level I: Able to identify two examples of economic goals. explain and provide CCSS.ELA-Literacy.RI.8.1 examples of economic Cite the textual evidence that most strongly Level II: Able to explain the impact of alternative uses supports an analysis of what the text says goals explicitly as well as inferences drawn from of resources—including full costs and benefits.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 84 analyze the full costs and the text. Level III: Able to identify and give examples of benefits of alternative uses CCSS.ELA-Literacy.RI.8.2 economic tensions that arise between competing of resources Determine a central idea of a text and interests and different access to resources of individuals analyze its development over the course of and groups. explain tension between the text, including its relationship to individuals, groups and supporting ideas; provide an objective ADVANCED CURRICULUM Level IV: Able to countries summary of the text. analyze how economics and economic tensions affects individuals, households, businesses, governments and CCSS.ELA-Literacy.RI.8.3 Analyze how a text makes connections societies. among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

CCSS.ELA-Literacy.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 85 the evidence and identifying when irrelevant evidence is introduced.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS.ELA-Literacy.W.8.7

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 86 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. CCSS.ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

Civil War: a War of Resources https://www.econedlink.org/teacher-lesson/729/Civil-War-War-Resources This lesson plan has students investigate the role of various types of resources in the Civil War.

Research in Context http://elportalnm.org/middle.php (scroll down to select “Research in Context”) In this database for middle school students, searches will yield magazine articles, videos, images, and primary source documents.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 87 TedEd: Will the Oceans Ever Run Out of Fish? https://ed.ted.com/lessons/will-the-ocean-ever-run-out-of-fish-ayana-elizabeth-johnson-and-jennifer-jacquet Through a discussion of overfishing, this video explains what happens when there is unlimited demand for a limited resource.

Printed Media

On Order for the SGA/PVMS Library

Coal Power. Bailey, Diane. Published 2015.

Deadly Droughts. Rajczak, Michael. Published 2017. BL: 5.0

Economic Systems. Britton, Tamara L. Published 2013. BL: 5.1

Economics Through Infographics. Kenney, Karen Latchana. Published 2015. BL: 5.0

Economies Around the World. Fay, Gail. Published 2012. BL: 7.0

Fossil Fuels. Gorman, Jacqueline Laks. Published 2009. BL: 7.9

Fracking: Fracturing Rock to Reach Oil and Gas Underground. Dickmann, Nancy. Published 2016. BL: 6.9

Not a Drop to Drink: Water for a Thirsty World. Burgen, Michael. Published 2008.

Other Resources

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 88 Common Core Social Studies Pacing Guide 8th Grade STRAND 5-8 Economics Content Standard IV: Students understand basic economic 5-8 Benchmark 4-B: explain how economic systems impact the way individuals, Standard 4-B principles and use economic reasoning skills to analyze the impact households, businesses, governments and societies make decisions about of economic systems (including the market economy) on resources and the production and distribution of goods and services: individuals, families, businesses, communities, and governments.

Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

1. describe the relationships 1. describe the relationships among supply, 2. identify how fundamental among supply, demand and demand and price and their roles in the characteristics of the United States’ price and their roles in the United States market system economic system influence economic United States market decision making (e.g., private property, system profits, competition) at local, state, tribal 2. identify how and national levels fundamental characteristics 3. explain changing economic activities of the United States’ in the United States and New Mexico and economic system influence the role of technology in those changes economic decision making 4. identify situations in which price and (e.g., private property, value diverge profits, competition) at 5. describe the use of money over time local, state, tribal and national levels 3. explain changing economic activities in the United States and New Mexico and the role of technology in those changes 4. identify situations in which price and value diverge 5. describe the use of money over time

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 89 Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Attainment

Students can: College funds CCSS: Level I: Able to define supply and demand. describe the relationships beginning in elementary CCSS.ELA-Literacy.RI.8.1 Able to give one to two examples of economic decision among supply and demand years Cite the textual evidence that most strongly making. supports an analysis of what the text says identify economic decision saving accounts explicitly as well as inferences drawn from Level II: Able to explain how supply and demand the text. making influences the American market system. 401K accounts CCSS.ELA-Literacy.RI.8.2 Determine a central idea of a text and explain changing economic Level III: Able to give examples of changing economic analyze its development over the course of activities activities in the United States and New Mexico. the text, including its relationship to identify situations in which supporting ideas; provide an objective ADVANCED CURRICULUM Level IV price and value diverge summary of the text. Able to analyze and explain the reasons and situations in CCSS.ELA-Literacy.RI.8.3 describe the use of money which price and value of goods and services diverge. Analyze how a text makes connections over time among and distinctions between individuals, Able to provide examples and explanations that track ideas, or events (e.g., through comparisons, the use of money over time. analogies, or categories).

CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 90 partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 91 CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

Britannica School http://school.eb.com ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 92 This online encyclopedia includes articles on hundreds of topics at elementary, middle, and high school levels. It also includes primary source documents, images, videos, links to web sites, and full text magazine articles.

EconEdLink: a Lesson on Supply and Demand and Toy Fads https://www.econedlink.org/teacher-lesson/961/Lesson-Supply-Demand-Toy-Fads “The concepts of supply and demand and related terms are taught through stories about the toy fads of Hula Hoops and Silly Bandz.”

Supply and Demand Explained in One Minute https://www.youtube.com/watch?v=GqeRnxSuLFI One minute, student-friendly video that explains the basics of supply and demand.

Printed Media

On Order for the SGA/PVMS Library

Economic Systems. Britton, Tamara L. Published 2013. BL: 5.1

Economics Through Infographics. Kenney, Karen Latchana. Published 2015. BL: 5.0

Economies Around the World. Fay, Gail. Published 2012. BL: 7.0

Supply and Demand. Ball, Madeline K. Published 2012.

Other Resources

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 93 Common Core Social Studies Pacing Guide 8th Grade STRAND 5-8 Economics Content Standard IV: Students understand basic economic 5-8 Benchmark 4-C: describe the patterns of trade and exchange in early Standard 4-C principles and use economic reasoning skills to analyze the impact societies and civilizations and explore the extent of their continuation in today’s of economic systems (including the market economy) on world: individuals, families, businesses, communities, and governments.

Grade 8: Quarter 1: Quarter 2: Quarter 3: Quarter 4:

1. explain how 1. explain how specialization leads to specialization leads to interdependence and describe ways most interdependence and Americans depend on people in other describe ways most households, communities and nations for Americans depend on some of the goods they consume people in other households, communities and nations 4. describe the relationship between New for some of the goods they Mexico, tribal and United States consume economic systems 2. understand the interdependencies between the economies of New Mexico, the United States and the world 3. understand the factors that currently limit New Mexico from becoming an urban state, including: the availability and allocation of water, and the extent to which New Mexico relies upon traditional economic forms 4. describe the relationship between New Mexico, tribal and United States economic systems 5. compare and contrast

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 94 New Mexico commerce with that of other states’ commerce.

Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Attainment

Students can: Urban state CCSS: Level I: Able to define specialization and interdependence. explain how specialization The Acequia systems CCSS.ELA-Literacy.RI.8.1 leads to interdependence Cite the textual evidence that most strongly Level II: Able to identify and give examples of work in Localized Agricultural supports an analysis of what the text says explicitly as well as inferences drawn from NM (eg. farming, ranching, mining, retail, understand the Markets transportation, manufacturing, tourism, high tech) interdependencies between the text. CCSS.ELA-Literacy.RI.8.2 the economies of New Able to explain, with specific examples, the Mexico, the United States Determine a central idea of a text and sustainability or non-sustainability of certain industries and the world analyze its development over the course of the text, including its relationship to in NM and causes of their decline. understand the factors that supporting ideas; provide an objective Level III: Able to explain—with specific examples-- currently limit New summary of the text. Mexico from becoming an the ways in which the economies of NM, the US and the CCSS.ELA-Literacy.RI.8.3 urban state global economy are interdependent. (eg. energy Analyze how a text makes connections industry). describe the relationship among and distinctions between individuals, between New Mexico, ideas, or events (e.g., through comparisons, ADVANCED CURRICULUM Level IV: Able to analogies, or categories). tribal and United States compare and contrast, with specific examples, NM commerce with that of other states’. economic systems CCSS.ELA-Literacy.RI.8.8 Delineate and evaluate the argument and compare and contrast New specific claims in a text, assessing whether Able to analyze and describe the relationship between the reasoning is sound and the evidence is ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 95 Mexico commerce relevant and sufficient; recognize when NM, tribal, and US economic systems irrelevant evidence is introduced. CCSS.ELA-Literacy.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.RH.6-8.5 ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 96 Describe how a text presents information (e.g., sequentially, comparatively, causally). CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 97

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-4043.

Online Resources

Printed Media

On Order for the SGA/PVMS Library

Economic Systems. Britton, Tamara L. Published 2013. BL: 5.1

Economics Through Infographics. Kenney, Karen Latchana. Published 2015. BL: 5.0

Economies Around the World. Fay, Gail. Published 2012. BL: 7.0

New Mexico: Land of Enchantment. Hamilton, John. Published 2017. BL: 6.3

New Mexico: Land of Enchantment. Bjorklund, Ruth. Published 2016.

Other Resources

ADVANCED CURRICULUM – 8th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 98