Grade 8 Social Studies: Year-Long Overview To be productive members of society, students must be critical consumers of information they read, hear, and observe and communicate effectively about their ideas. They need to gain knowledge from a wide array of sources and examine and evaluate that information to develop and express an informed opinion, using information gained from the sources and their background knowledge. Students must also make connections between what they learn about the past and the present to understand how and why events happen and people act in certain ways. To accomplish this, students must: 1. Use sources regularly to learn content. 2. Make connections among people, events, and ideas across time and place. 3. Express informed opinions using evidence from sources and outside knowledge. Teachers must create instructional opportunities that delve deeply into content and guide students in developing and supporting claims about social studies concepts. In grade 8, students explore the economic, political, and social changes that have formed Louisiana’s identity as they learn about Louisiana’s geography, colonial Louisiana, Antebellum period, Civil War and Reconstruction Era, Jim Crow Louisiana, Civil Rights Era and modern day Louisiana (aligned to the Grade 8 GLEs). A S O N D J F M A M u e c o e a e a p a Grade 8 Content g p t v c n b r r y t What is the legacy of Pre-Colonial and Colonial settlement and X X Eras colonization on an area's identity? Louisiana Purchase How did an expanding through Battle of New United States affect the X Orleans identity of Louisiana? What is the legacy of Antebellum Era through conflict and resolution on X X X Reconstruction a state’s identify? What is the impact of Jim Crow through Huey Long populism and power on a X X state's identity? World War II and the Civil How do economic, social, X X Rights Movement and political changes of Return to Grade 8 Social Studies: How to Navigate This Document 1 Revised Fall 2019 the 20th century redefine a state’s identity? What is the role of government and The Modern Era X X economics in defining a state’s identity? Return to Grade 8 Social Studies: How to Navigate This Document 2 Revised Fall 2019 Grade 8 Social Studies: How to Navigate This Document The grade 8 scope and sequence document is divided into 6 units. Each unit has an overview, instruction which includes topics and tasks, and a unit assessment. Click on a link below to access the content. Unit One: Pre-Colonial and Colonial Eras ● Unit One Overview ● Unit One Instruction ○ Topic One: Native American Settlement ○ Topic Two: European Exploration and Settlement ● Unit One Assessment Unit Two: Louisiana Purchase through the Battle of New Orleans ● Unit Two Overview ● Unit Two Instruction ○ Topic One: Louisiana Purchase ○ Topic Two: Statehood and Battle of New Orleans ● Unit Two Assessment Unit Three: Antebellum Era through Reconstruction ● Unit Three Overview ● Unit Three Instruction ○ Topic One: Antebellum Louisiana ○ Topic Two: Civil War in Louisiana ○ Topic Three: Reconstruction ● Unit Three Assessment Unit Four: Jim Crow through Huey Long ● Unit Four Overview ● Unit Four Instruction ○ Topic One: Jim Crow Louisiana ○ Topic Two: Populism and the Flood of 1927 ○ Topic Three: Huey Long ● Unit Four Assessment Unit Five: World War II and the Civil Rights Movement Unit Five Overview ● Unit Five Instruction ○ Topic One: World War II ○ Topic Two: Civil Rights ● Unit Five Assessment Return to Grade 8 Social Studies: How to Navigate This Document 3 Revised Fall 2019 Unit Six: The Modern Era ● Unit Six Overview ● Unit Six Instruction ○ Topic One: Louisiana’s Government in the Modern Era ○ Topic Two: Louisiana’s Geography and Economy in the Modern Era ● Unit Six Assessment Return to Grade 8 Social Studies: How to Navigate This Document 4 Revised Fall 2019 Grade 8 Social Studies: Pacing Guidance (REV Fall 2019) The grade 8 scope and sequence document has been updated to better support pacing of unit content. While some tasks have been reduced to allow more time for prioritized content, no updates have been made to the instructional approach of this scope and sequence and no new tasks have been added. The revised scope and sequence assumes one period of social studies instruction daily with 33 weeks of instruction in the school year. If your school or district follows different parameters, please use the high-level guidance below to inform your pacing: Semester 1 Semester 2 The Pre-Colonial Era through Reconstruction The Jim Crow Era through The Modern Era Quarter 1 Quarter 2 Quarter 3 Quarter 4 ● Native ● Statehood ● Jim Crow ● Louisiana’s Americans in ● The Battle of ● Populism Government Louisiana New Orleans ● The Flood of in the ● European ● The 1927 Modern Era Exploration Antebellum ● Huey Long ● Economy and and Era ● World War II Geography in Settlement ● The Civil War ● The Civil the Modern ● The Louisiana ● Reconstruction Rights Era Purchase Movement Return to Grade 8 Social Studies: How to Navigate This Document 5 Revised Fall 2019 Unit One Overview Description: Students learn about Native Americans in the pre-colonial era, European exploration and settlement, and analyze the legacy of colonization on Louisiana. Suggested Timeline: 7 weeks Grade 8 Content What is the legacy of settlement and colonization on Pre-Colonial and Colonial Eras an area's identity? Topics (GLEs): 1. Native American Settlement (8.2.1, 8.2.2, 8.2.4, 8.4.1, 8.4.2, 8.10.1) 2. European Exploration and Settlement (8.2.1, 8.2.2, 8.2.3, 8.2.4, 8.2.5, 8.3.1, 8.3.2, 8.4.1, 8.4.2, , 8.3.3) Unit Assessment: Students write an essay in response to the following question: What is the legacy of settlement and colonization on an area's identity? Return to Grade 8 Social Studies: How to Navigate This Document 6 Revised Fall 2019 Unit One: Pre-Colonial and Colonial Topic One: Native American Settlement Eras Topic Two: European Exploration and Settlement Key Connections: Geographic features and resources affected migration and settlement patterns. Physical geography influenced the politics, economy, society, and culture of Louisiana. Migration and settlement patterns shaped the development of Louisiana. People, ideas, and events contributed to the social, political, economic, and cultural development of Louisiana. Similarities and differences among groups contributed to cooperation and conflict. Grade-Level Expectations (GLEs) Priority Content and Concepts 8.2.1 Describe the contributions of Describe the features and characteristics of settlements by historic explorers and early settlement groups Native American groups in Louisiana (location, to the development of Louisiana earthworks/mounds/ridges, agricultural practices, economy and trade, systems of organization and government, social structures, religious and cultural practices). Analyze the contributions of historic Native American groups to the development of Louisiana (Poverty Point as a cultural capital for the region, advanced early civilization, and center of trading network). Explain the significance of early European exploration to the history of Louisiana (discoveries, founding of settlements, interactions among groups). Describe the contributions early settlement groups made to Louisiana (French, Spanish, Africans, Acadians, Germans, Canary Islanders/Islenos, Haitians), and explain how those contributions influenced the development of Louisiana. Compare and contrast French and Spanish colonial Louisiana, including political, economic, social, and cultural factors. Analyze the successes and failures of the French and Spanish in Louisiana, and evaluate which group had greater success in the development of colonial Louisiana. 8.2.2 Explain the importance of the Analyze the role and importance of the Mississippi River in the Mississippi River as it relates to development of Native American settlements (trading, historical events throughout Louisiana’s transportation). history Analyze the importance of the Mississippi River to European exploration and settlement of colonial Louisiana (transportation, agriculture, trading). Analyze how the Mississippi River affected the economy of Louisiana during pre-colonial and colonial times. Return to Grade 8 Social Studies: How to Navigate This Document 7 Revised Fall 2019 8.2.3 Analyze push-pull factors for Explain motivations for European exploration of Louisiana and migration/settlement patterns of surrounding territory (expand trade networks and markets, gain Louisiana’s inhabitants from French access to land and resources, expand empire, spread religious and colonization to statehood in 1812 cultural values). Analyze push and pull factors for migration to and settlement in colonial Louisiana for different groups. Explain the significance of the forced migration of enslaved people to colonial Louisiana. 8.2.4 Explain how differences and Describe interactions among groups in pre-colonial and colonial similarities among ethnic groups in Louisiana (Native American groups and Europeans, European colonial Louisiana contributed to settlement groups with one another, enslaved people with other cooperation and conflict groups), and provide examples of cooperation and conflict among groups. Analyze causes and effects of interactions among groups in pre- colonial and colonial Louisiana (trade, land and resources, treaties, conflict/war). Explain the importance of trade between Native Americans and the French and the trading relationship between the two groups. Explain the origins and effects of the Code Noir in French Louisiana. 8.2.5 Analyze causes and effects of Discuss the causes and outcomes of the French and Indian War, major events and evaluate their impact and explain how the conflict influenced the development of on the growth and development of Louisiana (transfer of Louisiana from France to Spain). Louisiana 8.4.1 Analyze how the physical features Explain the role physical geography played in the location of Native and natural resources of Louisiana American settlements in Louisiana. affected the migration patterns of Analyze the influence of Louisiana’s physical features and natural cultural groups resources in motivating European explorations into the area.