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Grade 8 Instructional Guide

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Grade 8 Instructional Guide LOS ANGELES UNIFIED SCHOOL DISTRICT Factory System Industrial Revolution Natural Resources – Reform Sectionalism - Social Mobility Assimilation – Immigration – Surage Transcendentalism - Individualism Agrarian Economy - Cash Crops - Natural Resources Sectionalism - Slavery - Abolition – Justice – HistoryFreedom and Geography Compromise – Equality – Annexation - Popular Sovereignty Emancipation - Civil War – Nullication – Secession - AuthorityUnited StatesGrade 8 Reconstruction – Impeachment – Segregation – Discrimination - Civil Rights Reconciliation - Freedom - Labor Movement - Mass Production - “Melting Pot” Progressive - “Unionism” – Urbanization - Economic Growth – Capitalism - Immigration Representation – Republic - Self-Government - Transcendentalism - Individualism Agrarian Colonialism - EnlightenmentInstructional - Independence - Natural Guide Rights - Natural Law - Republic - Revolution Social Contract - Sovereignty - Democracy - Constitution – Compromise - Checks and Balances Confederation - Executive Power – Federalism - Judicial Power - Limited Government Legislative Power – Representation – Republic - Self-Government - Separation of Powers - States’ Rights - Popular Sovereignty - Separation of Church and State - Rule of Law - Loose Construction - Strict Construction Tari – Federalism - Judicial Review - Political Party Capitalism – Neutrality – Expansion - Manifest Destiny Imperialism - Foreign Policy - Nationalism Frontier - Manifest Destiny - Natural Resources – Sectionalism - Social Mobility – Expansion – Democracy – Region Spoils System Reform Table of Contents Preface Page A. Acknowledgements iii B. Mission/Vision Statement v C. Goals of the Instructional Guide vi D. History/Social Science Instructional Guide Overview vii E. Graphic Organizer of History/Social Science Instructional Guide ix Section I. Overview of Major District Initiatives A. Secondary Literacy Plan 1-1 B. The Nine Principles of Learning 1-3 C. Culturally Relevant Teaching Methods to Close the Achievement Gap 1-5 D. Small Learning Communities 1-6 Section II. Overview of State of California Documents A. California Content Standards 2-1 B. History/Social Science Framework for California Public Schools 2-1 C. California Standards for the Teaching Profession 2-2 Section III. History/Social Science Pedagogy A. Philosophy 3-1 B. Disciplinary Literacy 3-1 C. Thinking, Reading, Writing Historically 3-3 D. The Use of Primary Sources 3-5 E. Strategies Used in the Instructional Guide 3-6 F. Student Engagement 3-7 G. Arc of Skills Grades 6 – 8 3-7 Section IV. Overview of Assessment A. The Role of Assessment 4-1 B. The Use of Common Assessments 4-1 C. Scoring 4-2 D. Intervention 4-2 E. Sample Periodic Assessment 4-3 F. Sample Short Constructed Response 4-5 Section V. Instructional Component One A. Introduction to the Curricular Map 5-1 B. Curricular Map 5-2 C. Textbook Correlation 5-6 Section VI. Model Lesson 8.2.3 A. Lesson Overview 6-1 B. Model Lesson 6-3 Section VII. Model Lesson 8.3.4 A. Lesson Overview 7-1 B. Model Lesson 7-3 i Section VIII. Instructional Component Two A. Introduction to the Curricular Map 8-1 B. Curricular Map 8-2 C. Textbook Correlation 8-8 Section IX. Model Lesson 8.6.6 A. Lesson Overview 9-1 B. Model Lesson 9-3 Section X. Model Lesson 8.9.1 A. One page lesson overview 10-1 B. Model Lesson 10-3 Section XI. Instructional Component Three A. Introduction to the Curricular Map 11-1 B. Curricular Map 11-2 C. Textbook Correlation 11-5 Section XII. Model Lesson 8.11 A. Lesson Overview 12-1 B. Model Lesson 12-3 Appendices A. Meeting the Needs of All Students A-1 B. Enduring Understandings, Essential Questions, and Focus Questions B-1 C. The Writing Process C-1 D. Tools for Using Primary Sources D-1 E. National Standards for Civics and Government E-1 F. Environmental Education Standards F-1 Teacher Resource Pack For further information and resources, please visit the History/Social Science webpage at: www.lausdhss.org ii Acknowledgements This publication reflects the collaborative efforts of many educators. Completion of this Instructional Guide required a network of personnel that included central office, local district, and school site content leaders working together with a common understanding of Disciplinary Literacy and best classroom practices to support student academic performance. Appreciation is extended to the following educators who worked have worked on past and present publications: Local District Personnel District 1 Shanna Sarris District 5 Ray Aubele District 2 District 6 Sandra Line District 3 David Bernier District 7 Steven Steinberg District 4 Michael Sabin District 8 Paul Valanis We would also like to thank the following former Local District personnel: Sandra Gephart, Chuck Burdick, and Carlotta Redish-Dixon. History/Social Science Advisory Panel Herman Clay Elaina Greenberg Robert Canosa – Carr Michael Reed Cristy Mercado Justin Sarris Additionally, we would like to thank all of the Local District content lead teachers, department chairs, and all of those teachers who participated in the development process by completing surveys and faithfully providing feedback. It is through the collaboration of these dedicated individuals that this Instructional Guide was completed. Central District Focus Group Ed Barkett Mary Pluenneke Michael Bose Sandra Reina Richard Cate Edward Zimmerman Olivia Naturman Amnuay Pornbida Joe Meuret iii Local District Focus Group Participants Yusuf Allahjah Joshua Dorrough Matt Jones Amnuay Pornbida Teresa Baumann Curt Engeland Josh Kincaid Sandra Reina Veronica Bautista Mike Furoli Karen Kimball Mike Rusin Mark Bennett Mike Fulling Gerald Loza Brent Smiley Mike Bose Michael Gearin Jose Loza Kara Smith Dan Buccieri Erlene Geller Marivel Prado Selena Stewart Richard Cate Dawn Gioiello Nate MacAinsh Michael Tarango Rosemary Chun Alan Glasband Dimitrios Manikas Roger Wu Ray Clark Heather Hayes Babak Masaudi Janice Yai Kathleen Cox Dan Hennessy Olivia Naturman Susan Deaton Mary Hinds Rod Parel Michael Dempster Wil Holmes Mary Pluenneke iv Mission It is the mission of History/Social Science professionals in LAUSD to establish high standards of thinking and to foster learning that prepares each student to become a responsible and productive citizen in our democratic society. It is our responsibility to create an environment in our classrooms that involves students in academic work that results in an advanced level of achievement and facilitates the skills and dispositions needed for civic participation. The curricular goal of democratic understanding and civic values is centered on an essential understanding of our nation’s identity and constitutional heritage; the civic values that form the foundation of the nation’s constitutional order and promote cohesion between all groups in a pluralistic society; and the rights and responsibilities of all citizens. (History-Social Science Framework for California Public Schools, 2001 Update, p.20) Vision To create a universally accessible, culturally relevant learning environment grounded in research and collaboration that promotes disciplinary literacy and habits of mind in History/Social Science, and thereby supports high levels of meaningful participation in the local and global community. v Goals of the Instructional Guide Student Learning District/School • To ensure all students learn • To provide multiple avenues for rigorous, meaningful skills and history teachers and their colleagues content in History/Social Science in to engage in professional a manner that is engaging, inquiry- conversations, explore research, based and culturally relevant. and deepen their understanding and • To ensure that all students are life knowledge of History/Social Science long learners of History/Social content and pedagogy. Sciences and are thus empowered • To provide adequate resources, and active citizens. instructional materials, and time to support the development of Teacher Learning professional History/Social Science teaching and learning communities • To support and facilitate teachers’ in schools and throughout the use of reflective practice, District. participation in professional dialogue and exploration of historical and educational research both personally Parent/Community and collaboratively. • To deepen teacher understanding • To develop and communicate clear and knowledge of History/Social expectations about the mission of Science and the pedagogical History/Social Science in LAUSD practices needed to implement a and to develop partnerships to rigorous, meaningful curriculum for support that mission. all students. • To provide assistance for parents to support student learning in History/ Social Science. vi History/Social Science Instructional Guide Overview The History/Social Science Instructional resources that students may require in order Guide for grade 8 provides a contextual for students to become proficient in history map for teaching all of the California at their particular grade level. This Guide is History/Social Science Standards. The intended to be the foundation of a Guide provides the foundation for building a standards-based instructional program in classroom curriculum and instructional history, from which the local district, school program that engages all students in and classroom will further enrich and rigorous and dynamic learning. Aligned to expand based on the local expertise and the California History/Social Science available resources. Standards Framework for California Public Schools, the instructional resources in the Guide
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