Curriculum Management System - monroe.k12.nj.us · Stage 1-Desired Results-Grade 8 ESTABLISHED...

Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: Social Studies Grade: 8

For adoption by all regular education programs Board Approved: September 2012 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

Table of Contents

Monroe Township Schools Administration and Board of Education Members Page ….3

Mission, Vision, Beliefs, and Goals Page ….4

Core Curriculum Content Standards Page ….5

Scope and Sequence Pages …6-10

Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages …11-39

Quarterly Benchmark Assessment Page ….40

Monroe Township Schools Administration and Board of Education Members

ADMINISTRATION Dr. Kenneth R. Hamilton, Superintendent

Dr. Jeff C. Gorman, Assistant Superintendent

BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President

Mr. Ken Chiarella, Board Vice President Ms. Amy Antelis

Mr. Marvin I. Braverman Mr. Lew Kaufman

Mr. Mark Klein Mr. John Leary

Mr. Louis C. Masters Mr. Ira Tessler

Jamesburg Representative Ms. Patrice Faraone

WRITERS NAME

William T. Jacoutot

CURRICULUM SUPERVISOR Bonnie Burke-Casaletto

mailto:[email protected]






Mission, Vision, Beliefs, and Goals

Mission Statement

The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment.

Vision Statement

The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Beliefs

1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child.

Board of Education Goals

1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

Common Core State Standards (CSSS)

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Links: 1. CCSS Home Page: http://www.corestandards.org 2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions 3. CCSS The Standards: http://www.corestandards.org/the-standards 4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca 5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org

http://www.corestandards.org/

http://www.corestandards.org/the-standards

http://www.corestandards.org/the-standards

http://www.state.nj.us/education/sca

http://parcconline.org/

Scope and Sequence

Quarter 1-Grade 8

Scope and Sequence

I. Native American Culture and History • Assessment of prior knowledge • Cultural regions/adaptation/essential vocabulary • Decision making in the Iroquois Confederacy • Early comparisons between Iroquois Confederacy

and U.S. Constitution II. European Exploration and Discovery

• Motives for exploration: economic, religious, nationalistic

• Influence of Marco Polo • Effect of the Renaissance period • Competition for a global empire and geography of • European settlement in the Americas: -England -France -Portugal -Spain • Emergence of African slave trade • Different cultures meet: positives/negatives

-Columbian exchange -Persecution, spread of disease • Mayflower Compact- purpose and influence on

future colonial settlements with regard to self-government

III. British colonial dominance emerges

• Role of mercantilism • The 13 British colonies: -Strengths/weaknesses -Forms of government -Geography -Economy

Scope and Sequence

Quarter 2-Grade 8

Scope and Sequence

I. French and Indian War • Causes of French-British conflict in North America

- Geography of settlements - Competing economic interests in the region - Religious differences

• Role of Native Americans and colonists • Early military career of George Washington • Impact of Benjamin Franklin’s “Join or Die” cartoon • Effects of the war

-Debt incurred by Great Britain as a result of victory -Drastic change in the relationship between Britain and her colonists both economically and politically. -Fate of Native Americans in North America II. Road to the American Revolution

• Taxation without representation (Parliamentary acts)

• Colonial resistance to British law and the role of propaganda -Boston Massacre -Boston Tea Party -Sons of Liberty

• Key players: John Adams, Sam Adams, Paul Revere, Patrick Henry, Ethan Allen, George Washington, Henry Knox, Thomas Paine, Richard Henry Lee, Benjamin Franklin, Thomas Jefferson

• Emergence of differing opinions amongst colonists (patriots, loyalists, undecided)

• Lexington and Concord (“Shot heard round the world”)

• First/Second Continental Congress -Henry’s “Give me liberty or give me death…” -Paine’s “Common Sense”

-Olive Branch Petition -Lee resolution III. Declaration of Independence

• Translation and theory • How European history and democratic ideals

influenced its wording • Influence on modern political thought

Scope and Sequence

Quarter 3-Grade 8

Scope and Sequence

I. American Revolution: The fight to secure independence • Battle of Long Island, early struggles of the

Continental Army • Advantages/disadvantages for the British and

Americans • Strategy for both sides at the outset of the war and

how these strategies changed throughout • Decisions made by those in leadership positions

that proved to be miscalculated or advantageous (tactics)

• Important battles and/or turning points in the North: Trenton, Princeton, Saratoga, Valley Forge, Monmouth

II. Latter stages of the war and conclusion

• Southern campaign by the British (early success) • American alliance with the French (naval support) • Fateful decision by Cornwallis at Yorktown and

British surrender • Treaty of Paris

III. Articles of Confederation

• Established as America’s first Constitution (1781) -purpose -positives/negatives • Influence of Shays’ Rebellion in post revolution

America • Debate begins over state’s rights versus the

idea of a stronger federal government IV. Constitutional Convention

• Established purpose- revision of the Articles of Conf.

• Reasons for disagreement amongst large/small and/or northern/southern states

• Debate over the amount of power given to the federal government (three branch system)

• Selection of a president (electoral college) • Representation in Congress and the Connecticut

Compromise (bi-cameral legislature) • Slavery debated but not settled as a moral issue • Ratification debate: Federalist vs. Anti-Federalist

Scope and Sequence

Quarter 4-Grade 8

Scope and Sequence

I. United States Constitution • Preamble

-translate the reasons behind the Constitution -establish what justifies a government -idea that power of the government is generated from its citizens

• Article I- Legislative Branch -bicameral, two house legislature (Congress) -House of Rep: requirements, length of service, Representation based on state population (reference to Great Compromise) -Senate: requirements, length of service, based on equality with respect to representation • How a bill becomes a law: where bills start, must clear both houses and sent to president (sign/veto), parameters for overriding a veto

(2/3 majority) -Expressed powers of Congress -Concurrent powers as they relate to states -Elastic clause -Habeas corpus -Bills of attainder -Ex post facto laws

• Article II- Executive Branch -minimum requirements for becoming chief executive -electoral college as method of selection: purpose and origin -debate over whether the electoral college is necessary today

-powers of the executive -limits on power of the executive -purpose and structure of the executive cabinet

• Article III- Judicial Branch -establishment of the Supreme Court -terms and requirements of supreme court judges -kinds of cases that may be heard by the federal judicary -Judiciary Act of 1789 -Marbury v. Madison (1803) and judicial review *see also Bill of Rights unit • Article IV- Relationship amongst states -establishes and illustrates a move away from the concept of a confederation -treatment of citizens equal from one state to another -admittance of new states

• Article V- Amendment process -requirements and protocol for changing the Constitution -role of state legislatures -role of congress • Article VI- Constitution as supreme law • Article VII- Method for ratification

II. Bill of Rights – purpose and origin • Relationship to mistrust of a strong national

government (see also road to revolution)

• Role of Thomas Jefferson and James Madison • Protection of individual liberties

III. Bill of Rights- study of the freedoms protected

• Amendments I-X • land mark supreme court cases • changes in interpretation

Quarter 1: Native American Culture and History Stage 1-Desired Results-Grade 8

ESTABLISHED GOALS 6.1.8.A.1.a: Compare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups. 6.1.8.B.1.a: Describe migration and settlement patterns of Native American groups, and explain how these patterns affected interactions in different regions of the Western Hemisphere. 6.1.8.D.1.a: Compare and contrast gender roles, religion, values, cultural practices, and political systems of Native American groups.

Transfer Students will be able to independently use their learning to…

• Analyze the contributions of Native Americans to modern American culture and government

Meaning UNDERSTANDINGS Students will understand that…

• Migration from one continent to another led to the establishment of civilization in the Americas.

• Native Americans settled in different

regions of the Americas, adapting to their surroundings.

• Natives would often organize their

tribes through democratic decision making.

ESSENTIAL QUESTIONS

• How might civilizations of the past have influenced your life today?

• What is the greatest cultural

contribution from the past and why?

• How might the development of government help civilizations adapt to their surroundings?

• What can photographs and archives tell us about the past?

Acquisition Students will know…

• Environmental features of the eight cultural regions in North America

• Geography of the eight cultural regions

• How democratic decision making was conducted in the Iroquois Confederacy

Students will be skilled at… • Applying the meaning of key vocabulary

to sentence formation • Interpreting environmental features by

studying images and tangible artifacts • Comparing and contrasting forms of

government in a Venn diagram

• The ways in which a confederate

government operates as opposed to the U.S. Constitution which shares power between state and federal levels

• Vocabulary as it relates to the study of Native Americans:

-Adaptation -Migration -Nomadic -Domesticated -Cultural Region -Environment

Quarter 1: Native American Culture and History Stage 2 – Evidence-Grade 8

Evaluative Criteria Assessment Evidence • Organization and focus • Expression and quality of information

presented

PERFORMANCE TASK(S): • Completion of a KWLA chart, to assess prior knowledge and note acquired knowledge • Label and color code a map of North America with the location of native cultural regions • Students will use the literacy strategy of SQ3R and WICOR with a passage entitled “Native

American Contributions to American Culture.” • A thorough and complete Venn diagram to analyze, compare and contrast how the Iroquois

Confederacy is both similar and different to the United States Constitution • Examine placards that depict the different features of the environment in native cultural

regions and their effect on the daily life of natives. Working in groups, students will read about the environmental features to determine which placard applies to the appropriate cultural region.

• Video clip on Dream Catchers and the native belief of spirits in nature. Students will design their own Dream Catcher and explain a viewpoint/philosophy on life they personally believe in and why.

OTHER EVIDENCE:

Unit assessment on Native American culture and history

Journal entry- daily life of the Native Americans

Quarter 1-Native American Culture and History Stage 3 – Learning Plan-Grade 8 Summary of Key Learning Events and Instruction

• Pre-assess: Recall prior knowledge of Native American culture and history by completing the “what I know” column of the KWLA chart.

• Describe desired learning by completing the “what I want to know” column of the KWLA chart.

• Locate, color and label the cultural regions of Native American settlement in North America.

• Define unit vocabulary.

• Apply definitions by using the words in a sentence and/or creating a sketch in order to recall there meaning.

• Examine geographic features, tools/weapons used, and housing of the Native Americans to distinguish what makes each region unique

• Design a Dream Catcher and describe its meaning in native culture.

• Writing prompt: Identify a cultural belief that you and your family have. Why is it important to you? How does it affect your life? Students will share their work with a partner and select groups will share out to the class.

• Read the following documents “How do nations organize their government?”, “What is a constitutional government?”, “Iroquois Confederacy: Seed for the U.S. Constitution”. Create a Venn diagram that compares and contrasts the different government systems.

Quarter 1: European Exploration Stage 1 Desired Results-Grade 8

ESTABLISHED GOALS 6.1.8.C.1.a: Evaluate the impact of science, religion, and technology innovations on European exploration. 6.1.8.C.1.b: Explain why individuals and societies trade, how trade functions, and the role of trade during this period. 6.1.8.D.1.b: Explain how interactions among African, European, and Native American groups began a cultural transformation. 6.1.8.D.1.c: Evaluate the impact of the Columbian Exchange on ecology, agriculture, and culture from different perspectives..


• Analyze how European exploration expanded global economic and cultural exchange into the Western Hemisphere


• European nations competed with one another in an effort to expand their empire

• Individual explorers and nations were motivated to claim land for different reasons (Gold, God, Glory)

• European inhabitants of the new world established governments in an effort to maintain order and benefit economically

• Cultural differences often lead to misconceptions and conflict between civilizations (Native Americans and Europeans)

• Exploration still exists in the modern world

ESSENTIAL QUESTIONS

• Why do governments of some countries try to influence the political and economic development of other countries?

• What are the benefits and costs of

nations becoming involved in one another’s affairs?

• How do motivations for exploration compare with present-day desires to understand space and the oceans?


• Specific reasons for European exploration

-“The 3 G’s”: -Gold = economic -Glory = nationalism (individual and country)

-God = religion (spread and/or seek

Students will be skilled at… • Identifying reasons for European

exploration of the Americas by recording notes in Cornell format

• Analyzing historical images and documents to determine which of “the 3 G’s” applies

• Labeling and color coding a map

religious freedom)

• Impact of notable explorers

• Influence of Marco Polo

• Influence of renaissance thinking

• Geography of European claims in the new world.

• How the geography of European

settlements led to conflict with Natives as well as other European countries

• The risks and dangers involved in

exploring the new world.

• Cultural differences and misconceptions between Europeans and Natives

• Columbian exchange: pros/cons

• Establishment and influence of the

Jamestown colony

• The Mayflower Compact as a precedent for written government in the new world

detailing the location of European settlement

• Evaluating the effectiveness of early forms of government in the new world

Quarter 1-European Exploration Stage 2 – Evidence – Grade 8

Evaluative Criteria Assessment Evidence • Content and organization of visuals

• Expression and quality of information

presented Format and mechanics

PERFORMANCE TASK(S): • A color coded map entitled “European claims in the new world” must be turned in • Cornell notes on reasons for exploration with the addition of student generated questions

as well as a thoroughly written paragraph focused on summary, reflection, and analysis of the material.

• Check for understanding through the completion of the reading “Global connections: Potatoes and smallpox” (Columbian exchange) accompanied by questions to be answered in complete sentences

• Construct a museum display for contribution to a “class museum” that illustrates the impact of a prominent European explorer (in cooperative groups of 2-3). The display should focus on: Where did the explorer sail? What was the goal of the voyage? Was the voyage a success or failure? Was the explorer considered a hero or villain in the eyes of Natives? Notable discoveries? Fun facts?

• Students will turn in a museum scavenger hunt of at least five other displays from the class museum

• Level of interpretation Effective demonstration of historical knowledge

OTHER EVIDENCE: • Analyze a political cartoon and answer three critical thinking questions. The cartoon

centers on the negative aspects of contact between Natives and Europeans

• European Age of Exploration Unit Test

Quarter 1: European Exploration

Stage 3 Learning Plan-Grade 8 Summary of Key Learning Events and Instruction

• Pre-assess: Use essential questions as writing prompts to assess students’ prior knowledge and identify further student-identified learning

goals for the unit

• Evaluate and experience the European struggle for land and power through a class simulation and notes

• Read the story of the journey of the Mayflower (class play format) and identify the reasons it set a precedent for other forms of written government in the new world

• Jigsaw important European explorers through the presentation of a museum display and museum walk

Quarter 1: Thirteen Colonies Stage 1 Desired Results-Grade 8

ESTABLISHED GOALS 6.1.8.A.2.a: Determine the roles of religious freedom and participatory government in various North American colonies. 6.1.8.A.2.b: Explain how and why early government structures developed, and determine the impact of these early structures on the evolution of American politics and institutions. 6.1.8.A.2.c: Explain how race, gender, and status affected social, economic, and political opportunites during colonial times. 6.1.8.B.2.a: Determine factors that impacted emigration, settlement patterns, and regional identities of the colonies. 6.1.8.B.2.b: Compare and contrast how the search for natural resources resulted in conflict and cooperation among European colonists and Native American groups in the New World. 6.1.8.C.2.a: Relate slavery and indentured servitude to Colonial labor systems. 6.1.8.C.2.b: Explain the system of mercantilism and its impact on the economies of the colonies and European countries. 6.1.8.C.2.c: Analyze the impact of triangular trade on multiple nations and groups. 6.1.8.D.2.a: Analyze the power struggle among


• Present the concept that it was advantageous to settle in a particular colony based on one’s religion and occupation


• Many people were willing to take serious risks and endure great hardships for an opportunity to have a better life, particularly a life with religious and political freedom

• The 13 colonies were founded for different reasons, and were unique in their own way

• The colonists’ decision on where to settle was based in large part to geographic factors, such as available resources for economic benefit (mercantilism)

• Slavery impacted colonial life

ESSENTIAL QUESTIONS

• What hardships do civilizations face when settling in new areas?

• Why do civilizations develop in certain

geographic regions?

• How does geography cause civilizations to differ from one another?

• Would society have been different today had slavery not existed?


• The identity of the 13 colonies, their regional similarities, and why immigrants desired to settle in one colony over another.

Students will be skilled at… Utilizing research materials (textbook, computer, primary source documents) to gain in depth knowledge on the 13 colonies

European countries, and determine its impact on people living in Europe and the Americas.

Quarter 1: Thirteen Colonies Stage 2 Evidence- Grade 8

Evaluative Criteria Assessment Evidence Presentation and accuracy of content Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4-Innovating: Student was able to apply knowledge learned during the unit, worked independently or collaboratively wit group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher level thinking. 3- Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2-Developing: Student was able to work individually or collaboritvely most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout the unit. 1-Beginning: Student was only able to apply new knowledge learning during the unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability.

PERFORMANCE TASK(S): • Create a persuasive presentation in the form of a “colony commercial” to advertise which

colony to immigrate to. • Complete an analytical chart of pros and cons for living in each colony • Develop questions to determine what makes one colony weaker/stronger than another

• Unit benchmark assessments • Teacher-created scales and rubrics

OTHER EVIDENCE: • Geography of the 13 colonies assessment • Current events analyzing modern exploration efforts • Self-evaluation rubrics • Teacher/Student conferencing

Quarter 1: Thirteen Colonies Stage 3 Learning Plan- Grade 8

Summary of Key Learning Events and Instruction • Pre-assess: Students locate and label the 13 colonies

• Using textbook for assistance, label each colony and color the map by region (New England, Middle, Southern)

• Simulation activity: Mercantilism as an economic system that benefits the mother country (accompanied by metaphor notes)

• Prepare colony commercial

• Writing prompt (following commercials): -How did the colonist govern themselves?

-Did every colony have the same form of government? -Based on the fact that some colonies governed themselves, how might this lead to an eventual desire to separate from England?

-Include specific examples from commercial notes

Quarter 1: French and Indian War Stage 1 Desired Results- Grade 8

ESTABLISHED GOALS 6.1.8.B.3.a: Assess how conflicts and alliances among European countries and Native American groups impacted the expansion of the American colonies. 6.1.8.D.3.a: Explain how consequences of the French and Indian War, changes in British policies toward American colonies, and responses by various groups and individuals in the North American colonies led to the American Revolution.:

Transfer Students will be able to independently use their learning to… Draw connections between The French and Indian War and its role in leading to the American Revolution


• Religious, economic, territorial, and political issues caused the French and Indian War

• The French and Indian War changed the

future of North America and impacted many cultures: English, American, French, Canadian, Huron, Algonquian, and Iroquois

ESSENTIAL QUESTIONS • How might the world and North

America be different had the French been victorious?

• Why do wars often have negative/positive effects on the economy of the country where it is fought and the countries participating?

• Had George Washington been killed during his service in the war, would the American Revolution have turned out differently?

• How might the American Revolution been avoided had Ben Franklin’s vision of unity amongst the colonies happened in 1754?

Acquisition

Students will know… • Reasons why colonists began to search

for new settlement in the Ohio Valley.

• The importance of the Ohio Valley to

Students will be skilled at… • Identifying reasons why the British and

the French wanted to control the Ohio Valley.

both the English and the French.

• The role of Native Americans in the war and the effect it had on their settlement and culture.

• The role of George Washington and Ben Franklin

• That the war led to British debt, the Proclamation of 1763, and increased control over colonial governments. (Build up to Revolution)

• Drawing connections between the struggle for colonial dominance and the French and Indian War.

• Determining the role of American patriots George Washington and Ben Franklin and draw conclusions about how the war influenced their development as military/political leaders.

• Investigating the role of Native Americans and their influence on the war’s outcome.

• Determining why the British were able to change the course of the war and gain control over much of North America.

• Analyzing the effects of the Treaty of Paris and synthesize how this will lead to the American Revolution.

Quarter 1: French and Indian War Stage 2 Evidence- Grade 8

Evaluative Criteria Assessment Evidence Teacher-created scales and rubrics PERFORMANCE TASK(S):

• French and Indian War RAFT (Role, Audience, Format, Topic) • Students will choose from three options:

Option 1: Role: George Washington, Ben Franklin, Chief Pontiac Audience: Personal journal (begin with Dear journal…) Format: Letter form in first person; 2 paragraph minimum with appropriate historical facts

Topic: Choose an event or topic that would relate to the character’s view point during the war Option 2: Role: Eighth grader/cartoonist Audience: Seventh grader Format: Comic strip Topic: Eight important events of the French and Indian War Option 3: Role: Songwriter/performer Audience: Classmates Format: Written lyrics of at least four line stanzas Topic: French and Indian War (topics will vary) See teacher for approval

OTHER EVIDENCE:

• Oral and written response to the unit’s essential questions French and Indian War Unit assessmentt

Quarter 1: French and Indian War Stage 3 Learning Plan- Grade 8

Summary of Key Learning Events and Instruction • French and Indian War unit pre-test

• Cornell notes with “The War That Made America” DVD as supplement

• Albany Plan of Union/”Join or Die” political cartoon with questions

• Students design their own political cartoon symbolizing colonial unity

• Writing prompt: “The story up until now…” Use the visual of a scoreboard that indicates the “lead changes” during the war as a reference.

Explain why in each quarter the score looks the way it does. Use your notes and homework assignments to write at least three paragraphs. For the fourth paragraph, predict the outcome of the war and the way it might impact North America, the colonists, and the British. Focus on: major events, leadership changes, alliances, geography and strategy.

• Effects of the French and Indian War reading with questions

• Class read: Play- The war that changed the future of North America

Quarter 2: Road to Revolution Stage 1 Desired Results- Grade 8

ESTABLISHED GOALS 6.1.8.A.3.a: Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period. 6.1.8.C.3.a: Explain how taxes and government regulation can affect economic opportunities, and assess the impact of these relations between Britain and its North American colonies. 6.1.8.C.3.b: Summarize the effect of inflation and debt on the American people and the response of state and national governments during this time. 6.1.8.D.3.b: Explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy. 6.1.8.D.3.d: Analyze how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution.


• Analyze why political authority and economic issues contributed to a movement for independence in the colonies.


• Economic, political, and social connections exist between a people and their government

• People often times seek to revolt and change their government and society in order to seek self-government

• The philosophy of government in the Declaration of Independence was influenced by worldly thinkers

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ESSENTIAL QUESTIONS

• What are common sources of disagreement between governments and their citizens?

• What does it mean to be “a

revolutionary”

• How do people seek to change their government?

• What problems can arise when the

citizenry of a nation live a great distance from one another and have different lifestyles?


• The major colonial cities, major bodies of water, and colonial empires

• Individuals and their connections to events in the American Revolution

• The events that incited patriots to act: the Stamp Act, closing of Boston Harbor, the Intolerable Acts, taxation without representation etc.

Students will be skilled at… • Describing the political, economic,

social, and ideological contrasts in the three colonial regions

• Identifying the principle economic and political connections between the colonies and England

• Analyzing sources of dissatisfaction that led to the American Revolution

• Identifying key individuals and their connection to events leading to the

American Revolution • Evaluating the reasons why the colonies

were able to defeat the British

Quarter 2: Road to Revolution Stage 2 Evidence- Grade 8

Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4-Innovating: Student was able to apply knowledge learned during the unit, worked independently or collaboratively wit group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher level thinking. 3- Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2-Developing: Student was able to work individually or collaboritvely most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout the unit. 1-Beginning: Student was only able to apply new knowledge learning during the unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability.

PERFORMANCE TASK(S): Imagine you are in charge of a new cabinet position in the US government: Secretary of American Unity. You are in charge of developing a more united, patriotic citizenry. Create an ad campaign that you would use to try and unite the many diverse groups in American society. Be prepared to present the ad to the class, as well as to answer the following specific questions:

1. Whys is the existence of so many cultures, so spread out, problematic in our society? 2. What are the advantages of having so many cultures in our nation? 3. What mistakes did England make when trying to govern its diverse Empire back in the

1700s? 4. How did the American colonists react to British rule? 5. What should America’s government do today to ensure its citizens do not rebel like the

colonist did in 1776?

Unit benchmark assessments Teacher-created scales and rubrics Performance assessments Projects

OTHER EVIDENCE: Propaganda poster for either the patriot or loyalist cause Creation of a Declaration of Independence “Children’s Book” Quiz (matching format) on vocabulary and parliamentary acts Unit Test

Quarter 2: Road to Revolution Stage 3 Learning Plan- Grade 8

Summary of Key Learning Events and Instruction • History alive metaphor notes. Compare students happily playing basketball in the gym to the colonists being permitted to settle in the new

world. The principal and the school rules become increasingly restricting as do the parliamentary taxes and acts. HW: Sons of Liberty • The Pitt’s family T-chart notes and reading. Draw connections between a parent-child relationship and the thirteen colonies growing apart

from Great Britain. • View episodes from the HBO series John Adams depicting the trial following the Boston Massacre, the Continental Congress, and the vote for

independence • Lexington and Concord interactive power point notes • Examine the use of propaganda in today’s culture as well as its role in the revolution. Students will be asked to look at eight commercial ads

and note evidence of propaganda. • Participate in a class debate arguing for or against colonial independence from Great Britain HW: patriot/loyalist dialogue • Translate the Declaration of Independence into modern English. Create a Declaration of Independence “children’s book” using the translations. • Define key vocabulary and identify parliamentary acts by completing a stations activity. • The Fight to Secure Independence interactive power point notes with supplementary homework assignments

Quarter 2 and 3: American Revolution Stage 1 Desired Results- Grade 8

ESTABLISHED GOALS 6.1.8.B.3.c: Use maps and other geographic tools to evaluate the impact of geography on the execution and outcome of the American Revolutionary War. 6.1.8.B.3.d: Explain why New Jersey’s location played an integral role in the American Revolution. 6.1.8.D.3.c: Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States. 6.1.8.D.3.e: Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war. 6.1.8.D.3.f: Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America.


• Analyze the causes and effects of the American War for Independence, as well as the significance of major battles and compare this with other struggles for freedom, both within the US and in the world


• The desire for self-government can lead to revolution

• A revolution is often a complete change in political thinking

• Important factors such as strong leadership, strategy, propaganda, and foreign help all contributed to an American victory

ESSENTIAL QUESTIONS • How important is leadership in the

morale of a country or army?

• Do revolutions bring about total change?

When analyzing events of the American Revolution, how could the outcome of the war have turned out differently?


• The costs of revolution: monetary, life, sacrifice, retaliation, neighbor against neighbor

• Early struggles of the Continental Army

• Advantages/disadvantages for the

British and Americans

• Strategy for both sides at the outset of the war and how these strategies

Students will be skilled at… • Summarizing the unfolding of events

that led to an American victory • Interpreting maps and the role of

geography in war • Analyzing primary source documents • Utilizing notes, homework assignments,

and classwork to construct a board game

changed throughout

• Decisions made by those in leadership positions that proved to be miscalculated or advantageous (tactics)

• Important battles and/or turning

points in the war and in New Jersey: Trenton, Princeton, Saratoga, Valley Forge, Monmouth, Yorktown

• Treaty of Paris

Quarter 2 and 3: American Revolution Stage 2 Evidence- Grade 8

Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4-Innovating: Student was able to apply knowledge learned during the unit, worked independently or collaboratively wit group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher level thinking. 3- Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge.

PERFORMANCE TASK(S): Create a board game entitled “The Struggle for Freedom”. In the game, you should have five categories of questions, which address the following topics:

1. The causes of the American Revolution 2. The results of the American Revolution 3. Other struggles for Independence (what other groups, both in America and outside, have

tried to achieve freedom?) 4. The challenge of Independence (what problems do newly-free countries face after achieving

independence?) 5. The legacy of Independence (what are the perks of achieving independence?)

2-Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout the unit. 1-Beginning: Student was only able to apply new knowledge learning during the unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability.

• Unit Benchmark Assessments • Teacher created scales and rubrics • Performance assessments

OTHER EVIDENCE: American Revolution unit assessment

Quarter 2 and 3: American Revolution Stage 3 Learning Plan- Grade 8

Summary of Key Learning Events and Instruction • Cornell notes: Fight to Secure Independence including reflection, summary, analysis • Primary source analysis: Renewing the spirit: Thomas Paine’s “The Crisis” • View clips from the film “The Crossing” to determine the role of The Battle of Trenton in New Jersey history and The American Revolution • NJ ASK format document analysis: Battle of Princeton • Writing prompt- Conditions at Valley Forge • Reading/questions/class discussion- Battle of Monmouth • View a clip from the HBO series John Adams and identify the role of Adams and Ben Franklin in obtaining foreign help for the American cause • History Alive class activity: Capture the flag with metaphor notes

Quarter 3: Constitutional Convention Stage 1 Desired Results

ESTABLISHED GOALS 6.1.8.A.3.c: Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights. 6.1.8.A.3.d: Compare and contrast the Articles of Confederation and the United States Constitution in terms of the decision-making powers of national government. 6.1.8.B.3.b: Determine the extent to which geography of the United States influenced the debate on representation in Congress and federalism by examining the New Jersey and Virginia plans.


• Recognize the rationale behind the development of the Articles of Confederation in implementing the ideals of the Declaration of Independence and describe the inherent weaknesses that led to its demise

• Describe and assess the growth and development of political principles in America from the

Revolutionary War through the Constitutional Convention


• Following the American Revolution the newly independent country felt the need to strengthen its national government

• States differed in their approach and opinion on how a new government should be constructed

ESSENTIAL QUESTIONS • Does revolution bring about total

change?

• Is a strong national government necessary to hold a nation together?

• Do citizens lose freedom when a

national government has power?


• Role of the Land Ordinance and Northwest Ordinance

• Shortcoming of the Articles of Confederation and how the national government was weak

• The purpose of the Constitutional Convention (Why it was called, who desired a convention, events leading to the convention, Shays Rebellion, Annapolis Convention)

• Issues faced by delegates at the Constitutional Convention

Students will be skilled at… • Indicating the strengths and

weaknesses of the Articles of Confederation

• Identifying the opinion of a delegate to The Constitutional Convention

• Illustrate the opinion of a delegate by dramatizing his feelings in a class simulated convention

• Why states addressed issues at the Convention in different ways

• How the outcomes of a class simulated Constitutional Convention compare to the outcomes of the actual event

Quarter 3: Constitutional Convention Stage 2 Evidence- Grade 8

Evaluative Criteria Assessment Evidence <Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4-Innovating: Student was able to apply knowledge learned during the unit, worked independently or collaboratively wit group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher level thinking. 3- Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2-Developing: Student was able to work individually or collaboritvely most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout the unit. 1-Beginning: Student was only able to apply new knowledge learning during the unit with assistance. Student had difficulty working

PERFORMANCE TASK(S): • Imagine you are one of the Founding Fathers, who has returned to present-day America

(thanks to the benefits of amazing science!). You wander around in amazement, and find yourself in the middle of a vocal rally on the steps of the US Supreme Court. As you speak with some of the protesters, a news reporter approaches and asks to interview you. Record answers to these five questions:

1. What were some of the constitutional issues over which the founding fathers argued during

ratification debates? 2. Why did the Founding Fathers include such vague wording in the document? 3. What are some constitutional issues today over which Americans argue? 4. How would the Founding Fathers resolve some of today’s constitutional problems?

independently or collaboratively with others and did not work to best of ability. OTHER EVIDENCE:

• Benchmark assessments and quizzes • Pre/post assessments • KWLA chart • Founding Fathers “facebook project”

Quarter 3: Constitutional Convention Stage 3 Learning Plan- Grade 8

Summary of Key Learning Events and Instruction

• History alive mock Constitutional Convention (role play) • Delegate journal • Philosophical chairs

Quarter 3 and 4: United States Constitution Stage 1 Desired Results- Grade 8

ESTABLISHED GOALS 6.1.8.A.3.b: Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and changed over time. 6.1.8.A.3.g: Evaluate the impact of the Constitution and Bill of Rights on current day issues. 6.1.8.D.3.g: Evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the Preamble of the Constitution.


• The student will be able to explain the functioning of the US government as outlined in the US Constitution and apply the knowledge when assessing current issues related to American Government.


• The lack of national unity established under the Articles of Confederation led to the emergence of federalism and a stronger constitution with a separation of powers and checks and balances

• Ideas contained in the United States Constitution were in part adapted from British constitutional experiences and ancient cultures

• The Constitution is a “living document”

that can be viewed in different ways with debate and discussion

ESSENTIAL QUESTIONS • Why is the meaning of the Constitution

often debated?

• How did the culture of the American people change as a result of the American Revolution and the writing of the US Constitution?

• What role do American citizens play in the proper functioning of the American government?

• What are the advantages of adapting ideas from many other cultures, separated either by distance or time?


• Goals and purposes of the constitution outlined in the preamble

• The structure of the Constitution;

articles I-VII

• Powers of the legislative, executive, and judicial branches

Students will be skilled at… • Explaining origin and purpose of the

constitution

• Analyzing the need for checks and balances

• Comparing view points of the Constitution

• How a bill becomes a law

• Important vocabulary: popular

sovereignty, bicameral, enumerated, reserved, and concurrent powers, supremacy clause, veto, federalism, separation of powers, impeachment

• New Jersey state and federal legislators

• Requirements and duties of the Executive Branch

• Organization of the Executive Branch and the Cabinet

• Origin and method for selecting a President (Electoral College)

• Requirements and duties of the

Supreme Court and the American judicial system

• Marbury v. Madison; establishment of judicial review

• Judiciary Act of 1789

• The Amendment process

• Identify the role of articles I-VII

>

Quarter 3 and 4: United States Constitution Stage 2 Evidence- Grade 8

Evaluative Criteria Assessment Evidence Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4-Innovating: Student was able to apply knowledge learned during the unit, worked independently or collaboratively wit group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher level thinking. 3- Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2-Developing: Student was able to work individually or collaboritvely most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout the unit. 1-Beginning: Student was only able to apply new knowledge learning during the unit with assistance. Student had difficulty working independently or collaboratively with others and did not work to best of ability.

PERFORMANCE TASK(S): You have been invited to speak at a swearing-in ceremony for newly-naturalized citizens of the United States. You have been asked to deliver an inspirational speech to these new citizens, in which you remind them of the structure of American government and their role within it. Submit a draft of your speech, which should address these important points:

1. What is the basic structure of the US government? 2. How does the government affect our everyday lives? 3. What are three examples of the government improving our society? 4. What is expected of citizens in this country, in exchange for the work the government does

for them? 5. What are three examples of citizens working to improve our government?

OTHER EVIDENCE: • US Constitution Unit assessment articles I-VII, vocabulary, structure and purpose of the

constitution • Benchmark assessments • Pre/post assessments

Quarter 3 and 4: United States Constitution Stage 3 Learning Plan- Grade 8 Summary of Key Learning Events and Instruction

• Web quest: Who are your legislators? • Jigsaw- Checks and balances • Stations: “Ins and Outs of our Constitution”

Websites: http://www.usconstitution.net/constkidsK.html www.brainpop.com http://www.sfssocialstudies.com/activities.html

http://www.usconstitution.net/constkidsK.html

http://www.brainpop.com/

http://www.sfssocialstudies.com/activities.html

Quarter 4: The Bill of Rights Stage 1 Desired Results- Grade 8

ESTABLISHED GOALS 6.1.8.A.3.c: Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights. 6.1.8.A.3.f: Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of the federal government.


• Analyze the fundamental principles of the Bill of Rights

• Examine the way the interpretation of the Bill of Rights has changed over time.


• For a government to have legitimacy, citizens’ rights must be safeguarded

• The rights of greatest concern to the

authors of the Bill of Rights may differ from the rights of greatest concern to today’s citizens

• Public discourse concerning rights promotes the continuation of a democratic society

• Effective decision-makers incorporate information from a variety of sources

ESSENTIAL QUESTIONS • For a government to have legitimacy,

what rights must its citizens hold?

• Why do we have the Bill of Rights? What is their purpose and function?

• Which of the first ten amendments are

most needed in today’s society? Which are outdated and/or less applicable?

• What other rights applicable to today’s society should now be included?


• The purpose and function of the Bill of Rights

• The rights included in each of the first ten amendments

• How amendments are added to the Constitution

Students will be skilled at… • Analyzing the role of the Bill of Rights in

contemporary society • Researching and providing

documentation that supports their analysis of the Bill of rights in contemporary society

• Utilizing elements of persuasion to promote rights they deem most

important

Quarter 4: The Bill of Rights Stage 2 Evidence- Grade 8

Evaluative Criteria Assessment Evidence Effective analysis and relevance of the Bill of Rights to today’s society Dynamic, convincing presentation proposal. Suggested Performance Rubric: Use the following or similar rubric to evaluate students’ performance on lesson assessments; 4-Innovating: Student was able to apply knowledge learned during the unit, worked independently or collaboratively wit group members, and showed effort. All steps of the assignment demonstrated application, innovation, and higher level thinking. 3- Applying: Student worked independently or collaboratively with group members and showed effort. All steps of the assignment demonstrated student could apply new knowledge. 2-Developing: Student was able to work individually or collaboritvely most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout the unit. 1-Beginning: Student was only able to apply new knowledge learning during the unit with assistance. Student had difficulty working

PERFORMANCE TASK(S): Select an article from the newspaper which involves a citizen’s rights being challenged. Thoroughly research the issues involved and present a mock argument of the case before the Supreme Court of the United States. Your case should have a lawyer presenting both sides of the case. In their arguments, at least one of the lawyers should address the following questions:

1) What right(s) are being debated in this case? 2) Over time, how has the meaning of this right changed? 3) Why did the Founding Fathers include this right in the Constitution, and what do you think

they hoped it would protect? 4) What do you think will happen if your client loses? 5) How do you think the justices should decide this case and what will be the legacy for

Americans?

independently or collaboratively with others and did not work to best of ability. OTHER EVIDENCE:

Unit assessment: Purpose and function of the Bill of Rights; how and why originally written Unit assessment: Rights guaranteed in each of the Bill of Rights Current events pertaining to the Bill of Rights

Quarter 4: The Bill of Rights Stage 3 Learning Plan- Grade 8

Summary of Key Learning Events and Instruction • Social Studies Journal • Current Events Share/Journal • Group projects: murals/posters/mobiles/dioramas • Philosophical chairs

Benchmark Assessment Quarter 1

• Students will choose from the Quarter 1 Essential Questions and reflect upon and respond to the enduring understandings pertaining to New Worlds meeting.


• Students will choose from the Quarter 2 Essential Questions and reflect upon and respond to the enduring understandings pertaining to The Road to Revolution and The Declaration of Independence


• Students will choose from the Quarter 3 Essential Questions and reflect upon and respond to the enduring understandings pertaining to The Fight to Secure Independence and The Constitutional Convention


• Students will choose from Quarter 4 Essential Questions and reflect upon and respond to the enduring understandings pertaining to The United States Constitution and The Bill of Rights

Curriculum Management System - monroe.k12.nj.us · Stage 1-Desired Results-Grade 8 ESTABLISHED...

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